This domain also includes initiative, curiosity, and creativity. Supporting children's skills in this domain helps children acquire knowledge, learn new skills, and set and achieve goals. They learn to successfully navigate learning experiences that are challenging, frustrating, or simply take time to accomplish. How children engage in learning influences development in all domains and directly contributes to success in school.
An important part of becoming a successful learner is developing the ability to self-regulate in a variety of situations. In infancy, self-regulation occurs within the context of consistent, responsive relationships. In the next few years, the child becomes a more active agent, though adults still provide guidance.
Passive absorption of a predefined body of knowledge by the learner. Promoted by repetition and positive reinforcement. Active assimilation and accommodation of new information to existing cognitive structures. Discovery by learners is emphasized. Integration of students into a knowledge community. Gagne says that learning at one level is only possible if learning at a previous level has already taken place.
The Conditions of Learning New York: Holt, Rinehart and Winston. Florida State University, Tallahassee. The social learning theory is a development of early behaviourism theory. It proposes that people can learn, both directly and indirectly, by observing others. In order that this learning becomes absorbed into their repertoire of behaviours, it needs to be positively reinforced. The social learning approach places great significance on learning with other people, through interpersonal interactions, either face-to-face or in a team.
One problem of this approach is that people do not copy everything they see but, as individuals, tend to be selective about what they choose to copy. It is therefore important for others to demonstrate best practice while using this approach to training and pick up on mistakes quickly. Behaviourist theories of learning essentially stress the importance of the assertiveness of the tutor, and the passive participant who is not given a great deal of choice other than to respond in a predetermined way.
In contrast cognitive theories are concerned with the role of the active mind in processing learning opportunities and developing. The tutor if present and the participant both engage with knowledge; the role of the tutor is choosing the best method to convey understanding.
Dewey believes learning involves 'learning to think'. He says the process of learning is more than doing a task or activity; it also requires reflection and learning from this. To Dewey, the purpose of thought is attaining a state of equilibrium, enabling an individual to solve problems and to prepare them for further inquiry.
Often associated with 'progressive education', Dewey rejected traditional forms of education based on the reinforcement of information where the student has a passive role, suggesting that this type of learning was superficial. He said that learning only occurs if the student plays an active role in the process. For learning to take place it must be meaningful to each individual, with students critically reflecting on information presented; they have to be able to 'experience' the information and the way to facilitate this is to draw on past experience.
It could be argued, therefore, that Dewey was one of the foremost proponents of experiential learning. Teachers or trainers employing Dewey's approach to learning play a key role in learner's development, but in a more indirect way than that implied in the behaviourist model.
For example, planning sessions that encourage interaction with the material presented and reflective thinking, as well as creating a climate whereby students or trainees can structure their own learning. In some instances, this means Individualized Education Programs IEPs for students with special needs, but today teachers use differentiated instruction to connect with all types of learners by offering options on how students access content, the types of activities they do to master a concept, how student learning is assessed and even how the classroom is set up.
Inquiry-Based Learning High Tech Rather than function as a sole authority figure, in inquiry-based learning teachers offer support and guidance as students work on projects that depend on them taking on a more active and participatory role in their own learning. Different students might participate in different projects, developing their own questions and then conducting research — often using online resources — and then demonstrate the results of their work through self-made videos, web pages or formal presentations.
Expeditionary Learning Low Tech Expeditionary learning is based on the idea that there is considerable educational value in getting students out of the classroom and into the real world.
Examples include trips to City Hall or Washington, D. Technology can be used to augment such expeditions, but the primary focus is on getting out into the community for real-world learning experiences. Personalized Learning High Tech In personalized learning, teachers encourage students to follow personalized, self-directed learning plans that are inspired by their specific interests and skills.
Since assessment is also tailored to the individual, students can advance at their own pace, moving forward or spending extra time as needed. Teachers offer some traditional instruction as well as online material, while also continually reviewing student progress and meeting with students to make any needed changes to their learning plans.
Game-Based Learning High Tech Students love games, and considerable progress has been made in the field of game-based learning, which requires students to be problem solvers as they work on quests to accomplish a specific goal.
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