Theories and Principle for Planning and Enabling Learning
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Theories and Principles for planning and Enabling Learning – Flexible Mode
TETA 1028
Contents
Task 1 3 References 10 Task 2 11 References 13 Task 3 14 References 15 Appendix A 16 Appendix B 17
Task 1
Teachers need to be aware that there is a wide range of different theories, which are connected to both how students learn, and more importantly the way in which they teach effectively, often in their comfort zone. Whilst there is a wide range of different learning theories these can be generalised into three main groups; Behaviourist theories, which can be defined as “learning is a change in behaviour”, (Pavlov, 1927, cited in Gould, 2009); Cognitive theories, “which are concerned with what happens inside our heads as we learn” (Gould, 2009; p44); and Humanism theories “which focus on how individuals acquire emotions, attitudes, values and interpersonal skills” (Ormrod, 2008; p388).
Teachers will often have characteristics of each of these different styles within their teaching, however most will have a preference of a style they feel most comfortable with. As a result of this an area that will be looked at here are some of the theories connected with humanism, particularly the work of Abraham Maslow.
The Humanist theories arose in the early 1960’s as a response to the behaviourist and cognitive movements. Abraham Maslow and Carl Rodgers two of the most widely known researcher in the movement felt that these two approaches were a very pessimistic about the human condition; Maslow criticised Freud’s work on Behaviourism as a number of his ideas where “created from his work with patients suffering from a range of neurological conditions” (Gould, 2009; p77).
Maslow is most widely known for his theory on motivation, known as Maslow’s Hierarchy of Needs. The theory states that all humans have number of needs that need to be met in order for them to be motivated and grow (learn). The theory is commonly depicted as a
Theories and Principles for planning and Enabling Learning – Flexible Mode
TETA 1028
Contents
Task 1 3 References 10 Task 2 11 References 13 Task 3 14 References 15 Appendix A 16 Appendix B 17
Task 1
Teachers need to be aware that there is a wide range of different theories, which are connected to both how students learn, and more importantly the way in which they teach effectively, often in their comfort zone. Whilst there is a wide range of different learning theories these can be generalised into three main groups; Behaviourist theories, which can be defined as “learning is a change in behaviour”, (Pavlov, 1927, cited in Gould, 2009); Cognitive theories, “which are concerned with what happens inside our heads as we learn” (Gould, 2009; p44); and Humanism theories “which focus on how individuals acquire emotions, attitudes, values and interpersonal skills” (Ormrod, 2008; p388).
Teachers will often have characteristics of each of these different styles within their teaching, however most will have a preference of a style they feel most comfortable with. As a result of this an area that will be looked at here are some of the theories connected with humanism, particularly the work of Abraham Maslow.
The Humanist theories arose in the early 1960’s as a response to the behaviourist and cognitive movements. Abraham Maslow and Carl Rodgers two of the most widely known researcher in the movement felt that these two approaches were a very pessimistic about the human condition; Maslow criticised Freud’s work on Behaviourism as a number of his ideas where “created from his work with patients suffering from a range of neurological conditions” (Gould, 2009; p77).
Maslow is most widely known for his theory on motivation, known as Maslow’s Hierarchy of Needs. The theory states that all humans have number of needs that need to be met in order for them to be motivated and grow (learn). The theory is commonly depicted as a
References: Gould, J. (2009) Learning Theory and Classroom Practice in the Lifelong Learning Sector. Exeter: Learning Matters Ltd Priest, S and Gass M IOL, 2012. Effective Group Facilitation. [Online] available at: < http://www.outdoor-learning.org/Default.aspx?tabid=318> [Accessed 26 May 2012] Appendix A Gould, J. (2009) Learning Theory and Classroom Practice in the Lifelong Learning Sector. Exeter: Learning Matters Ltd; P78 Appendix B