Write a Critical Reflection on at Least Two Theories of Student Learning, with Reference to Their Value or Otherwise to Teaching Practice.
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- Date Submitted: 11/22/2010 06:16 AM
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There are several theories of learning that have aspects that are applicable to my teaching practice these include, the Cognitive domain of Bloom’s taxonomy (1) (the type of learning which involves thinking and the mental processes), Reigeluth's Elaboration theory (2) (optimisation of learning by organising content in a progressive order of complexity) and Sticht's Functional context theory (3) (focusing on associating an individuals experience with learning). However, of particular relevance and of great practical value are;
Component display theory (4)
Rumelhart and Norman's Modes of Learning (5)
I see these theories as being of particular relevance to my teaching as it is impossible to understand and solve complex question or challenges without first having the basic knowledge to allow understanding. As a tutor and lecturer I see my role as ensuring that I provide all the facts and encourage a deeper understanding and appreciation of the topic. This can then be reinforced by practical classes (for science based knowledge) or problem-based learning (PBL) (for medical knowledge).
Component display theory (CDT) catergorises learning as either:
Content – facts, concepts, procedures and principle
Performance – remembering, using and generalities
According to CDT a lesson should include a combination of both primary (rules, examples, recall and practice) and secondary presentation (prerequisites, objectives, helps, mnemonics and feedback) forms. Not all of these forms are relevant to all of my classes and equally the order in which they are used is not always as detailed above, however, depending on the context the necessary ones are always present. Taking lectures and associated PBL classes as an example, the lectures provide some of these forms (rules, examples, mnemonics) but does not provide a way to explore these further, whilst PBL provides a forum to complete the learning experience. In PBL the problem is outlined (example), learning objectives...
Component display theory (4)
Rumelhart and Norman's Modes of Learning (5)
I see these theories as being of particular relevance to my teaching as it is impossible to understand and solve complex question or challenges without first having the basic knowledge to allow understanding. As a tutor and lecturer I see my role as ensuring that I provide all the facts and encourage a deeper understanding and appreciation of the topic. This can then be reinforced by practical classes (for science based knowledge) or problem-based learning (PBL) (for medical knowledge).
Component display theory (CDT) catergorises learning as either:
Content – facts, concepts, procedures and principle
Performance – remembering, using and generalities
According to CDT a lesson should include a combination of both primary (rules, examples, recall and practice) and secondary presentation (prerequisites, objectives, helps, mnemonics and feedback) forms. Not all of these forms are relevant to all of my classes and equally the order in which they are used is not always as detailed above, however, depending on the context the necessary ones are always present. Taking lectures and associated PBL classes as an example, the lectures provide some of these forms (rules, examples, mnemonics) but does not provide a way to explore these further, whilst PBL provides a forum to complete the learning experience. In PBL the problem is outlined (example), learning objectives...