Analyze learning principles and models Assignment Sample

Introduction - Analyzing Key Concepts in Learning Theory for Teaching Practice

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Learning theories, ideas, and models are very important for many reasons in teachers' practice of education and training (Mokmin et al., 2021). There are different methods for applying learning theories, principles, and models to teaching, learning, and assessment.

• Behaviorism 

This way puts the teacher at the middle of learning criteria rather than being a student in the middle. The most important thing is to practice in this way to create detailed teachers, provide recommendations for students in terms of achieving positive results and practise moulding current information.

•  Cognitivism 

This theory proposes that pupils change their mental conduct by learning through the mental process of knowledge. This way of learning suggests to teachers to make a strategy to keep students focused and keep their mental alert state at the highest level.

• Meaningful learning theory 

The meaningful theory is used for considering the student to be the center of the teacher learning process and the teachers are the facilitators. This learning occurs when the new information is related to previous knowledge. 

• Social learning

This social learning theory describes a social learning process in which people learn new behaviours by seeing and emulating those around them. This way of learning is also through rewards and punishments. This process is also known as vicarious reinforcement.

• Social constructivism

Social constructivism theory of learning teacher is what in which all knowledge develops as an outcome of social interaction, using the different language and also experiences. Teachers can present the questions and problems to guide the students to help them in finding the correct answer. For example, I like to prompt students to work out their own questions.

Models of learning to teach: The aim of these models is to produce effective teaching. There are four teaching models: social, personal, behaviour and information process. Teacher teaching techniques are linked with their skills which are used in explaining and performing the activity in the class. Teachers help their students to explore new ideas and give freedom to students to make decisions because teachers and students are partners in the learning process. Teachers also make sure their students are aware of different techniques and concepts to overcome the problem (Chang et al., 2020).

Models of learning preferences are examined

• Kolb Learning style Model: In Kolb's learning style, there are four sorts of cycle states: concrete learning, reflective observation, abstract conceptualization, and active exploration. In the first stage, the learner observes something new or goes within a dissimilarity of an old observation. In the next cycle, the learner understands the experience which is completely based upon personal interpretations (Goddard et al., 2015). Now learners go with understanding and abstract conceptualization in which ideas can be formed. And in the last state everything implies observing in three states and it will lead to new learning. Whatever the trainer trains their student, they understand their own interpretation and then apply that.

• VARK Learning way model: Visual, auditory, reading/writing, and kinesthetic learning modes are referred to as VARK. Visual learners will be able to recall things they watch better than the things they listen to by their trainer. Likewise , auditory learners observe the information within the audio origin, readers and writers also use these observations by seeing and hearing, and kinesthetic learners gain knowledge by experiencing and observing the situation. A trainer should teach their student by giving an example by doing things on their own and then lead their students.

• Gregorc Learning Model: This model of learning looks like it goes deep into the way the mind works. As per this learning model, there is a presiding portion of the mind. Since this is a portion of overpowered mental activity, it controls the learning style of every single student.

• Hermann Brain Dominance: This version proposes that beginners may be theorists, organizers, humanitarians, or innovators. Organizers can best take in new expertise if all of the statistics is organized systematically. Humanitarians recognize interpersonal wondering so their mastering incorporates emotions, feelings, and expression of ideas. Group interactions are quite not an unusual place for humanitarian inexperienced learners.

• 4Mat Learning Model: The 4MAT studying version is an extension of the Kolb version. However, it affords four one of a kind gaining knowledge of patterns which encompass imaginative, analytical, dynamic, and not unusual place sense. This version shows that learners who base their mastering on skill are inexperienced learners who fall withinside the not unusual place sense.

Learners' Personalized learning styles

1. Quality of Achieving 

When learners have behavioural, emotional, social, or other difficulties that impede their learning capacities, a teacher acknowledges these flaws and uses principles to help them overcome them (Ballouet al., 2015). Teachers and trainers guarantee that their students are able to acquire information without difficulty. This ensures that the vulnerable arrivals are no longer ignored or discriminated against

2. Talent Developing 

Learning and pursuing needs are not necessarily negative. Learners, particularly students, typically go through the process of gaining a grasp of their abilities. These phases are familiar to the teacher or trainer, and they are sufficient to indicate that a certain learner possesses a particular aptitude or talent. Skills and talents are also essential in this scenario because they require nurturing and development in sports. The teacher and trainer once identify the skill and talent of their student and provide the full support to develop their skill and talent more, teacher and trainer ensure to help the learners to discover new activities and grow their skill and talent. 

3. Interest Creating

Recognizing and greeting each and every student enhances their self-confidence and motivates them. Sometimes a learner does not gain much from a bunch of instructions. So when the teacher provides every single student authorized instruction it is evidence that helps many learners to understand things well and gain all concepts of understanding the criteria. If a student feels or senses the support of their trainer or teacher then the students develop their skill rather than lose interest in the learning process. 

4. Activities Planning 

Once a teacher is familiar with their students' individual demands, they may easily design their regular sports activities to accommodate all of them. In this situation, the teacher or tutor will know how to schedule counselling sessions with their pupils for their benefit, one-on-one tutoring with the teacher, group interactions, and general management.(Van et al., 2015). Each activity is designed to fulfil the wishes of certain kids, so that at the end of the day, all of the students' requests have been fulfilled.

5. Arrangement

Recognizing the peculiarities of each learner and student is the best approach for a teacher or tutor to organise the evaluation. Students who require more detailed instruction should sit closer to the teacher or keep in close contact with their tutor so that they can more easily learn the skill and understand the material.If a pupil has visual impairments, the teacher can devote extra time to that kid, which can boost their morale. In sports, tutors should focus on these students for their health-related issues and give more encouragement to that type of learner.

Finally, when teaching their students, it is critical that teachers understand and address the needs of each individual learner. This is because it encourages them to focus their resources on good teaching skills that are both understanding and caring of each learner.Students become more prompt, encouraging, delegated, and developed as a result of the favourable learning environments and situations established.

References

• Ballou, D. and Springer, M.G., 2015. Using student test scores to measure teacher performance: Some problems in the design and implementation of evaluation systems. Educational Researcher, 44(2), pp.77-86.
• Chang, Y.S., Hu, K.J., Chiang, C.W. and Lugmayr, A., 2020. Applying Mobile Augmented Reality (AR) to teach Interior Design students in layout plans: Evaluation of learning effectiveness based on the ARCS Model of learning motivation theory. Sensors, 20(1), p.105.
• Changwong, K., Sukkamart, A. and Sisan, B., 2018. Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2).
• Goddard, R., Goddard, Y., Sook Kim, E. and Miller, R., 2015. A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning. American journal of education, 121(4), pp.501-530.
• Klusmann, U., Richter, D. and Lüdtke, O., 2016. Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study. Journal of Educational Psychology, 108(8), p.1193.
• Mokmin, N.A.M. and Jamiat, N., 2021. The effectiveness of a virtual fitness trainer app in motivating and engaging students for fitness activity by applying motor learning theory. Education and Information Technologies, 26(2), pp.1847-1864.
• Navimipour, N.J. and Zareie, B., 2015. A model for assessing the impact of e-learning systems on employees’ satisfaction. Computers in Human Behavior, 53, pp.475-485.
• Su, H. and Chen, H., 2015. Experiments on parallel training of deep neural network using model averaging. arXiv preprint arXiv:1507.01239.
• Van der Kleij, F.M., Vermeulen, J.A., Schildkamp, K. and Eggen, T.J., 2015. Integrating data-based decision making, assessment for learning and diagnostic testing in formative assessment. Assessment in Education: Principles, Policy & Practice, 22(3), pp.324-343.
• Viberg, O., Hatakka, M., Bälter, O. and Mavroudi, A., 2018. The current landscape of learning analytics in higher education. Computers in Human Behavior, 89, pp.98-110.