ASSIGNMENT: 01

STUDENT NO: 200945059

BRIEF DESCRIPTION OF THE IMPLICATIONS OF EACH THEORY IN MY PERSONAL TEACHING

BEHAVIOURISM APPROACH

Since the learner has no prior learning recognition it is imperative through this level I use drilling method in teaching, and a lot of research to get information.

I recommend intervention in my personal teaching so that vocabulary can become more active secondly to overcome learners who need additional support I give them short task and give them feedback as well in my learning area. By doing that it will be easy to monitor how they are doing and take corrective action if required.

Another important issue I always told the learners the explicit outcomes of the learning so that they can set expectations. Therefore they can judge for themselves whether or not they have achieved the outcome during teaching.

It is important that in teaching, teacher support material must be sequentially to promote learning. This sequence should be in the form of simple to complex, known to unknown, and knowledge to application.

COGNITIVISM APPROACH

Learners uses their own memory to think and give answer by motivating what is taught in the process of teaching the information will be stored in a short tem memory and after given support information is transferred into long term memory. Location of the information will be on the screen (TV) i.e. (animations videos, visuals and audio). If is important that learners must receive the information in the form of sensations before perception and process can occur but they must not be overloaded with sensation during teaching, which could be counterproductive to the learning process. If the information is not well captured variation method is applied, I asked questioned i.e. (how) to accommodate individual variation by using metacognitive skills to transfer the thought into real life situation.

For example in personal teaching I used headings to organize details and format it to allow learners to attend to and process the information they contain.

Sometimes I use conceptual models that learners can use to retrieve existing mental models or to store the structure they will need to use to learn the details of the lessons.

Prerequisite knowledge structure is required for learning the new materials because students with diverse backgrounds and knowledge can choose the most appropriate path to review previous or prerequisite learning before new information is presented.

To facilitate deep processing in my personal teaching, learners should be asked to generate information maps during the learning process (Bank & Reynolds, 1977)

In Cognitivizm it is important for me as an educator to motivate learners to learn. It does not matter how effective the materials are, if learners are not motivated, they will not learn. The issue is whether to use intrinsic motivation or extrinsic motivation.

As I indicated above about metacognition skills, I make sure to check questions and exercise with feedback throughout in personal teaching.

CONSTRUCTIVISM APPROACH

In personal teaching, I highly recommend constructivism because learners construct their own idea. Because as an educator it impose me to ask question like why and it will allow the learners mind to think critically, construct own knowledge and their vocabulary becomes more active.

In teaching environment in learning, learners experience information from the educator of which my style or background may differ.

As an educator I encouraged collaborative and cooperative learning to facilitate constructivist learning in teaching, for example when learners working with others it gives learners real-life experience of working in a group and allows them to use their metacognitive skills. By so doing learner will be able to use the strength of other learners and to learn from others, to make research, visit libraries, compile information and write it according to questionnaires (logically)

In personal teaching I given learners time and opportunity to reflect learning desired outcomes. Because embedded questions on the content can be used throughout the lessons to encourage learners to reflect on and process the information in a relevant and meaningful manner.