Unit 502 Task A
Introduction
This report will analyse some of the theories, principles and models in education and training. I will report on how these can be applied, and how they can enable inclusive learning, through exploring my own research. The report will also show how learners preferences should be taken into account as per of inclusive teaching and learning.
A – Analyse theories, principles and models of learning and models of learning preferences
Wilson, L (2014) has shown that there are three main schools of theory:
The Behaviourist School
The Cognitivist School
The Humanist School
The Table below shows the schools, their theories and key individual theorists
BEHAVIOURIST
Individuals respond to stimuli, things seen and done around them. Repetitively being shown a subject in order to learn about it
Pavlov (1849 – 1936) stimulus – response theory used on animals, a bell was rang before eat feed, the animals salivated, showing a recognition.
The issue with this is problem solving – how could a behaviourist think logically, when they follow responses. Open to stereotyping
COGNITIVIST
Learning is acquiring knowledge through thought, senses, and experience. Individuals follow mental processes – they think, remember and process information.
J Bruner (b.1915) - To instruct someone… is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process not a product. (1966: 72) - The Process of Education: Towards a theory of instruction (1966)
The issues here could be that some learners may not have the knowledge to start with. Is this to say they should not be given the opportunity to learn?
HUMANIST
Individuals
This report will analyse some of the theories, principles and models in education and training. I will report on how these can be applied, and how they can enable inclusive learning, through exploring my own research. The report will also show how learners preferences should be taken into account as per of inclusive teaching and learning.
A – Analyse theories, principles and models of learning and models of learning preferences
Wilson, L (2014) has shown that there are three main schools of theory:
The Behaviourist School
The Cognitivist School
The Humanist School
The Table below shows the schools, their theories and key individual theorists
BEHAVIOURIST
Individuals respond to stimuli, things seen and done around them. Repetitively being shown a subject in order to learn about it
Pavlov (1849 – 1936) stimulus – response theory used on animals, a bell was rang before eat feed, the animals salivated, showing a recognition.
The issue with this is problem solving – how could a behaviourist think logically, when they follow responses. Open to stereotyping
COGNITIVIST
Learning is acquiring knowledge through thought, senses, and experience. Individuals follow mental processes – they think, remember and process information.
J Bruner (b.1915) - To instruct someone… is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. Knowing is a process not a product. (1966: 72) - The Process of Education: Towards a theory of instruction (1966)
The issues here could be that some learners may not have the knowledge to start with. Is this to say they should not be given the opportunity to learn?
HUMANIST
Individuals
Bibliography: Alan Chapman. Www. Businessballs.com/maslow.htm. Accessed 16.2.2014 Gravells, A. (2012). Preparing to teach in the lifelong learning Sector. 5th ed. London. Sage Learning Matters. Accessed 16.2.2014, 20.6.2014 Petty, G. (2014) Teaching today, a practical guide. 3rd ed. Cheltenham. Nelson Thornes Ltd – Accessed 22.6.2014 Reece, I, Walker, S (2003) Teaching, Training and learning a practical guide. 5th ed. Sunderland. Business Education Publishers Ltd. Accessed 22.6.2014 Smith, M.K. (2002) ‘Jerome S. Bruner and the process of education’, the encyclopaedia of informal education. [http://infed.org/mobi/jerome-bruner-and-the-process-of-education/ J. Bruner - The Process of Education: Towards a theory of instruction (1966) Vizard, D. (2007). How to manage behaviour in Further Education. 2nd ed. London. Sage Publications Ltd - Accessed 16.2.2014 Wallace, S. (2011) Teaching, Tutoring and Training in the lifelong learning sector. Exeter. Learning Matters Ltd - Accessed 16.6.2014 Wilson, L. (2014) Practical Teaching, A Guide to teaching in the education and training sector. Andover, Hampshire. Cengage Learning. – Accessed 16.6.2014 http://webarchive.nationalarchives.gov.uk/20110223175304/http:/curriculum.qcda.gov.uk/uploads/PLTS_framework_tcm8-1811.pdf