IZT2 Task 3.docx (2) IZT2 Task 3: LEARNING THEORY A.Personal Beliefs It is my personal belief that not every student learns in the same way. There is not just one avenue of learning and, therefore, not just one w
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IZT2 Task 3.docx (2) IZT2 Task 3: LEARNING THEORY A.Personal Beliefs It is my personal belief that not every student learns in the same way. There is not just one avenue of learning and, therefore, not just one way that multiple students will learn. Each student is unique in the way that he or she thinks and will ultimately have a unique way of reacting to a situation and learning as well. Because of this, not all students can be taught the exact same curriculum, in the exact same manner. It is the responsibility of the educator to design a curriculum that is not only engaging for all students, but that includes many different avenues of learning to motivate groups of students who learn in different ways, and thus need to be taught different things that allow them to continue learning, growing, and developing long-term, as individuals. A1. Alignment of Beliefs to Learning Theories Behaviorism is a learning theory that is believed to be result of past experiences. Behaviorists believe that learning is condition – a response/behavior to stimuli. This aligns with my personal belief in the manner that not all students respond to certain situations in the same way, therefore, they will not take in information and learn in the same way. Since behaviorists believe in conditioning and positive and negative reinforcements, it is easy to align my belief (that every student is different), so they can be taught and “conditioned†differently. Students can be given different drills and practic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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