Questions On Learning And Learning

After completing a lesson, it is important to evaluate the scores to see how successful the learning plan was. It is important to use the appropriate form of evaluation to help determine the overall results. In using instructional content and curricular content, decisions can be made on modifications to the learning plan for this English lesson. The summative assessment consists of ten multiple choice questions and a section where students are to write three sets of sentences using figurative language.

The behaviourism learning theory makes use of any number of these three main strategies as a learning tool.

At the same time in order for the learning to be effective it needs to engage with the goals of the individual learner in terms of personal development or career development.

Paragraph1: I would explain learning as observation, learning is sensory, when you learn your taking in everything around you, and then you dissect it, make sense of it, then you can understand it. Learning is using your critical thinking skills and judgement so that you respond appropriately to any given situation. My personal view of learning has changed for me because prior to becoming an online student I just figured that learning was the teacher telling you things and you retaining that information until when needed. I actually understand how I learn and what is going on in my brain, the brain- mind connection when I’m learning, how the stimuli translates the information and produces my thoughts, feelings, and my actions.

In order for students to gain the learning needed to be successful in the classroom, learning goals must be translated in a way that is clear and transferable. Students learn best when they know where they are going. McTighe (2010) explains “the most successful teaching begins with clarity about important learning outcomes and about the evidence that will show

It is essential for a student to know what learning means and to recognize what are the areas in which their response is not according to what is vital for learning. To success as student it is a need to constantly revise how are the attitudes took in the two different characteristics of learning, so that learning may convert in the real acquirement of knowledge or skills complete by experience and by study and being taught.

There are many learning models available for teachers to use to ensure that students grow as learners and master content in a timely progression. Nondirective learning and mastery-based learning are two models that are frequently used by teachers to deliver instruction and assess student performance. Nondirective learning is a teaching method from the personal family model of learning; while, mastery learning is part of the behavioral systems family. Both learning methods offer advantages and disadvantages for the teacher and student. It is the teacher’s responsibility to research different learning methods and determine which method, or methods will

One of the greatest skills that we have developed as a people is our capacity and ability for language. Creating a way for us to communicate spread ideas and further enriches our lives, language both verbally and written, has been a great benefit to our lives. Unfortunately not everyone is as quick to understand language in its forms, for example when a person may have difficulties in reading. Obviously this would create a great hindrance to a person’s life, and there have been a few identified factors that have correlated with difficulties in learning to read. One of the main connections that has been found is that a person who has difficulty in processing sounds of words, that they may also have lessened reading abilities. In discussing

We start our lives and we immediately start to develop into the person we become today. Obviously most of us would not start by learning calculus at two years old, or care about what grades we are getting in first grade, but the process of learning starts right away. This learning processes plays a significant role in developing us. There are three main learning theories we look at. Observational, Classical Conditioning, and Operant Conditioning. Observational learning occurs through observing the behaviors of others. This includes things like memorizing and reproducing things that someone showed you or you saw done. Classical Conditioning is when things happen multiple times and you learn a response to this. For example, the first time you spoke out in class in elementary school, you were not conditioned yet not to. The response to this might be being told to be quiet or a time out. You then are conditioned that if you talk, you will get in trouble. Then you have Operant Conditioning, which is behaviors that are associated with a consequence. An example to this is doing well in a swim competition becomes associated with an award.

Choices are made every day, where one is required to determine if an assigned value for an item, product or service, is justified and whether the value that it has been attributed is palatable and will be honoured. The subjective decisions made by any consumer in the market place, about values of a good, service or product is the result of an interplay of supply and demand factors in the market (Dybvig, 2010). For example, do you buy a blouse that is marked $150.00 or do you forgo making that purchase for something different and perhaps cheaper, or maybe purchasing something even more expensive? Do you buy that new iPhone 6 plus, or do you make a decision to purchase an older version of the iPhone series, which is smaller and less inexpensive, but offers most of the same amenities. Or do you buy a blackberry or Samsung, and if so, which model and how much do you want to spend? Factors of utility, scarcity, price, the price alternatives available, and the goals of the owner (desire, and effective purchasing power) all interrelate and affect value (Dybvig, 2010).

Throughout chapter three of “Studying Engineering” the main topic of the chapter is about learning how to properly study, understand teaching, and learn about the mistakes one may have made during the previous years. The beginning of chapter three starts off by emphasizing the six skills behind learning new information. These six skills are, Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. The book chapter talks about how most students in society tend to do well at the first two which are remembering and understanding, but they often lack in the rest, especially applying and analyzing. These basic skills are a vital in the success and progress throughout college and are expected by college professors regularly. The idea of “transferrable knowledge” was thrown around within the beginning of the chapter also which is the idea of learning something in the first semester or the first year and then applying it to the second and third year and so on. This idea of learning and applying is strongly recommended by professors and will greatly benefit students throughout college. Also, in chapter three there are many different forms of learning highlighted through the chapter as is progresses. Some of these forms of learning are visual, verbal, active, and global learners. There are all types of learning techniques and this chapter highlights the differences between each and gives the reader a brief understanding for each type. For example, in chapter three

According to Fullan (2001), there are at least two major purposes to education; to prepare students in various academic or cognitive skills and knowledge, and to prepare students in the development of individual and social skills and knowledge necessary to the function occupationally and socio-politically in the society.

Learning is the process of acquiring a new, modifying or reinforcing knowledge. In traditional classroom setting, learning is the process of knowledge transfer from the teacher to the students. The process, it can be done usually by oral techniques, note taking, and using less technology. The traditional school usually requires students to attend classes in person, and there is a fixed amount of time for interaction.

Teachers, students, and parents need to recognize the relationship between the affective and cognitive domains, and attempt to nurture those aspects of the affective domain that contribute to the positive attitudes. To experience success, students must be taught to set achievable goals and assess themselves as they work towards these goals.

Research on students’ learning in physics classrooms has indicated that there is a noticeable gap between the objectives of the physics instructors while implementing the traditional instruction and the level of students’ conceptual understanding (Heron & Meltzer, 2005). “Physics Education Research (PER)” groups aim to overcome the challenges of traditional instruction by developing new instructional methods and materials in order to teach more effectively (McDermott & Redish, 1999). Several studies reported that alternative instructional approaches resulted in the enhancement of students’ learning gains (Hake, 1998). Based on the constructivist view, they build the knowledge through interacting with instructor and their peers, participating in group discussions, and exchange ideas (West, Paul, Webb, & Potter, 2012).