IZT2, Learning Theories, Task 3 IZT2, Learning Theories, Task 3 Introduction Learning theory is important when working with students because knowing how your students learn will benefit their learning preferences an
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IZT2, Learning Theories, Task 3 IZT2, Learning Theories, Task 3 Introduction Learning theory is important when working with students because knowing how your students learn will benefit their learning preferences and modalities. As an instructor, it is paramount for you to ensure that all students have a chance to learn through various teaching techniques. In this task, you will discuss your beliefs about how learning occurs and modify a lesson plan based on learning theory. You will also analyze how changes to grade level or context would affect how learning theory is incorporated into the lesson. Personal Beliefs After reading the course material thus far, I have come to understand how my personal thoughts and views align to the current theories and methods of teaching. Interestingly, I find I draw from many different areas. I consider myself an overly analytical person (which has me looking forward to the research courses) when it comes to observable behaviors and tasks in my classroom and how the successful or unsuccessful attempts at these tasks or behaviors may or may not be related to the students mental, physical or emotional states. When it comes to performing successfully, I am constantly thinking about how my students brains are working at that point in time and whether or not outside influences are affecting their cognitive abilities in any way. I am also always trying to get students to move at their own pace while maintaining a steady lesson flow throughout the year. I am a band di. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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