Enabling and Assessing Learning

Topics: Psychology, Learning, Behavior Pages: 13 (3808 words) Published: May 24, 2012
DFA7130 Assignment Two

Enabling And Assessing Learning

Table of Contents

Section One: (Understanding The Learning And Assessment)

* Introduction
* Behaviourism
* Cognitivism
* Humanism
* Social Learning, Adult Learning

Section Two:(Learning And Assessment In Practice)

* Scheme of WorkAppendix A
* Lesson Plans 1 & 2.Appendix B
* Support Materials for Lesson 1 & 2.Appendix C
* Material Review and Reflection
* Assessment Activities/Materials

Section Three: (Conclusion)

* Personal Reflection.

Section Four:(References)

Before embarking upon this assignment I asked myself “Do I really know and understand why I teach the way I do”? It never crossed my mind until I realised that in some classes I found myself having to rethink and change my delivery methods so as to engage the younger students who didn’t always grasp what I had to say. To be honest, my previous experience of teaching delivery and development had been at the higher education level where participating students were focused and had little or no problem areas relating to their academic, I realise that I must relearn how to teach because the profile of the F.E. student has changed dramatically. My area of expertise is in Joinery & Carpentry studies which involves a great deal of practical delivery sessions at basic level to groups of 14 – 16 & 16-19 year old students of mixed abilities.

The courses themselves are designed to be the foundation blocks for today’s young Carpenters and contain fundamental elements of health & safety, basic Joinery & Carpentry knowledge/skills necessary for today’s construction. All courseware is made up of theory and practical units that includes skill and Knowledge tasks related to a common core curriculum and ensure that issues of literacy, numeracy and information technology are addressed to all students.

When starting my research I was amazed at the reams of subject information and, more importantly, that the theories presented between the various colleges of thought also greyed into one another. Perhaps by delving into these various colleges, I may be able to understand these learning processes, and make a comparison to the way I have been teaching to the way I should be teaching now. In essence, I will be looking at pros and cons. Learning styles have changed somewhat over the past 3 years and today, it’s important to focus upon the student, their learning styles, the subject material development, and how all of these elements connect with the core curriculum especially literacy and numeracy. I will start by explaining the difference between a theory and a model.

Theories and Models
So what’s a theory? A good example is provided by Dorin, H., Demmin, P.E, & Gabel, D. 1990. Here is a paraphrase of their example; “Theories provide a general explanation for observations made over time, explaining and predicting behaviour. Although they can never be established beyond all doubt, they can be modified and even accepted for a long time before being disproved”.

My definition of models on the other hand, can best be described as mental pictures that help us understand something we cannot see or experience directly. With this in mind I will now look at the school of behaviourism.

The theory of behaviourism can be traced back as far as Aristotle, whose essay “Memory” focused on associations made between events such as thunder and lightning. However, the theory of behaviourism concentrates on the study of overt behaviours that can be observed and measured say Good, T.L., Brophy. J. E. (1990).

The most influential players in this school are Pavlov, Watson, Thorndike and of course Skinner. Based on observable changes in behaviour, behaviourism focuses on a new behavioural pattern being repeated until it becomes automatic. The most cited...

References: James Avis-Roy Fisher-Ron Thompson. (2010 P87.) say that;
“Behaviourism attempts to approach learning scientifically, with a cumulative growth of knowledge based on repeatable and verifiable experiments
Mergel (2006)
Bednar, A. K, Cunningham, D., Duffy, T. M. and Perry, J. P. (1995). Theory into Practice: How Do We Link? Englewood, CO: Libraries Unlimited, Inc.
Dorin, H., Demmin, P.E, & Gabel, D. 1990. Chemistry: The Study of matter. 3rd-Edition. Englewood Cliffs, NJ: Prentice Hall, Inc.
Good, T.L., Brophy. J. E. (1990). Educational Psychology: A Realistic Approach. 4th-Edition. White Plains, NY: Longman.
Petty, G. (1993), Teaching Today, Cheltenham, Stanley Thorne’s (Publishers) Ltd.
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