IZT Task 3 Learning Theory.docx IZT 2, Task Three: Learning Theories Western Governors University Personal Beliefs It is my personal belief that people are naturally born with the ability to learn. This does not me
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IZT Task 3 Learning Theory.docx IZT 2, Task Three: Learning Theories Western Governors University Personal Beliefs It is my personal belief that people are naturally born with the ability to learn. This does not mean that everybody learns the same things in the same ways, but students should be able to make sense of the world around them through learning. The classroom environment is also crucial to the success of learning as it needs to be a place where students feel comfortable, safe, and are aware of expectations, both academic and behavioral. Knowledge is built when students bring their own life experiences to new learning situations and build upon them. Each person is unique and is motivated in different ways, so I also believe that for learning to take place, it must be done in meaningful and engaging ways for individuals to learn. Alignment of Beliefs to Learning Theories A core feature of behaviorism is that behaviors are strengthened when they are reinforced and weakened when consequences are involved. “Appropriate teaching, according to Bloom, consists of systematic instruction on discreet units of study, a sequenced curriculum, adequate time and support for student learning, clear criteria for mastery, and prompt and specific feedback.†(Ryan, 71). I believe that students learn best when they understand what is expected of them. When objectives are posted on the board prior to a lesson, students take ownership of their learning because they know what they need to achieve. Another w. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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