Learning Theories
- Submitted by: lisaclayts
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- Date Submitted: 06/05/2014 03:45 AM
- Pages: 8
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Lesson 1
My learners in this group are Btec level 1 Sport and Active Leisure students; their current unit of study is how the body works.
The current topic is the functions of the cardio-respiratory systems; the aim of this particular lesson was to explain the functions of the respiratory system.
The class is small in number with only 7 students in total; the cohort is diverse which includes students with behavioural issues, learning difficulties and developmental disabilities.
The attention of this particular group is low; they become bored and distracted easily and are in constant need of motivation. Behaviour levels of this class have been poor in the past and as a result some students have been removed, I have to engage and captivate my students, making my activities interesting and varied.
As there are only 7 students in the group and considering that I teach them for 3 hours in one day the humanistic approach to learning is easier for me to adopt. I am able to remember all my students’ names with ease and I also have opportunities to speak to my students to get to know them better, their interests, hobbies, home life and personalities. According to Rogers, 1983 interpersonal relationships between the learner and the teacher (or as Rogers prefers ‘facilitator’) based on trust, ‘empathic understanding’ and genuineness on the part of the facilitator is key to effective learning’ (Armitage, Evershed, Hayes, Hudson, Kent, Lawes, Poma and Renwick, 2012, p.81)
Adopting this approach to learning enables me to gain trust from my students, they inform me of troubles outside of college, want to share their stories and are interested in me as a person. I treat all the students with respect and as equals making each feel valued and accepted, I find this helps with managing behaviour, which is a major obstacle to pass to ensure learning can take place. As Duckworth, Wood, Dickinson and Bostock, 2010 state that there is a ‘…crucial link between the way in...
My learners in this group are Btec level 1 Sport and Active Leisure students; their current unit of study is how the body works.
The current topic is the functions of the cardio-respiratory systems; the aim of this particular lesson was to explain the functions of the respiratory system.
The class is small in number with only 7 students in total; the cohort is diverse which includes students with behavioural issues, learning difficulties and developmental disabilities.
The attention of this particular group is low; they become bored and distracted easily and are in constant need of motivation. Behaviour levels of this class have been poor in the past and as a result some students have been removed, I have to engage and captivate my students, making my activities interesting and varied.
As there are only 7 students in the group and considering that I teach them for 3 hours in one day the humanistic approach to learning is easier for me to adopt. I am able to remember all my students’ names with ease and I also have opportunities to speak to my students to get to know them better, their interests, hobbies, home life and personalities. According to Rogers, 1983 interpersonal relationships between the learner and the teacher (or as Rogers prefers ‘facilitator’) based on trust, ‘empathic understanding’ and genuineness on the part of the facilitator is key to effective learning’ (Armitage, Evershed, Hayes, Hudson, Kent, Lawes, Poma and Renwick, 2012, p.81)
Adopting this approach to learning enables me to gain trust from my students, they inform me of troubles outside of college, want to share their stories and are interested in me as a person. I treat all the students with respect and as equals making each feel valued and accepted, I find this helps with managing behaviour, which is a major obstacle to pass to ensure learning can take place. As Duckworth, Wood, Dickinson and Bostock, 2010 state that there is a ‘…crucial link between the way in...