Modern Methods Learning And Theories On The Mind Education Essay Example

the free look of what is in a kid 's psyche. '' ( Friedrich Froebel, 1832 )

Promoting the importance of parental engagement in their kid 's instruction, Froebel besides believed in promoting kids to larn from their environment, particularly the out-of-door environment and actively encouraged adult females to be involved in schooling kids. Froebel 's beliefs in kids larning through free self-activity, creativeness, societal engagement, and motor look and learning a kid from their point of attainment were deemed by many to be the key to societal advancement and Froebel 's 'kindergarten system ' rapidly spread throughout Europe and North America. ( Q10 )

Froebel 's theories can be seen really clearly in the policies of the Early Year 's Foundation Stage ( EYFS ) which follows the rules set out in Every Child Matters: Change for Children ' ( ECM ) ( 2004 ) the ECM results being: be healthy, stay safe, enjoy and achieve, do a positive part and accomplish economic well-being. In the EYFS I observed pedagogues strive to recognize and promote single degrees of development whilst striking a balance between grownup and kid initiated interactions. Accurate and on-going appraisals of a child public presentation ensures the instructors can supply continued disputing yet accomplishable experiences, and by giving kids the tools to develop socially and cognitively through drama, kids 's acquisition results are greatly enhanced. Particular relationships are encouraged between school and parents non merely at EYFS phase but throughout a kid 's school calling and disadvantaged kids have been seen to particularly profit from pre-school instruction. ( Q7a, Q8, Q10, Q14, Q15 )

Psychoanalytical Theories

Although more influential in therapy than in instruction, the

cardinal Psychoanalytical Theories rules of back uping kids when working through emotional jobs and developing their wellbeing whilst recognizing the importance of early experiences and the impact of societal and cultural factors have on a kid, can be seen to underpin my basal school Berridge Infant and Junior School 's ethos and values. In the PHSE programme, Berridge School uses a whole-school attack, to complement, consolidate and strengthen good pattern in the school and reenforce the recognized links between emotional well-being and effectual acquisition. ( Q10, Q7a, Q8, Q14, Q15 )

In my clip at Berridge, the high outlooks the staff and extra staff have of the kids is really apparent. Children are systematically encouraged to pull off their ain acquisition more, non be afraid to acquire things incorrect, assess themselves and their equals with assurance, manage emotions fruitfully and utilize speech production and hearing as portion of their formal lessons.

With accent on the above PHSE commissariats, Berridge kids are perceptibly happy and well behaved. The kids are equipped with cognition, apprehension, attitudes and practical accomplishments to populate healthy, safe, productive, fulfilled, capable and responsible lives. It encourages them to be enterprising and supports them in doing larning a positive experience. PSHE instruction besides enables the kids to reflect on and clear up their ain values and attitudes, and research the composite and sometimes conflicting scope of values and attitudes whilst admiting the developmental factors that impact on acquisition. ( Q7a, Q8, Q14, Q15, Q18, Q19, Q20 )

Behaviorism

The term 'Behaviourism ' was foremost coined by American James B Watson ( 1878-1958 ) at the beginning of the 20th century to depict the theory of larning concentrating

on discernible behaviors whilst wholly ignoring any of the concealed mental activity which subsequent theoreticians have highlighted as being important in determining human acquisition. Learning is defined by behaviorists as the 'acquisition of new behavior ' ( Pritchard, 2009, p6 ) or 'conditioning ' ( ibid, p6 ) and identified by the apparent alteration in behavior as the consequence of experience which is brought approximately by a wages and support procedure.

Burrhus Frederic Skinner ( 1904-1990 ) , an American psychologist is possibly the most influential of all the behaviorists who maintained that wages and penalty controls the bulk of human behavior and repeat of clear instructions and consistence in attack provide a stable environment in which acquisition can be achieved. The acknowledgment, support and wages method of learning can be seen to be peculiarly successful when inciting learning programmes for those with larning or behavioral troubles.

Behaviourism places the scholar in a comparatively inactive function which leaves the planning, learning and rating to the instructor and so enabling a lesson to be delivered in an ordered and logical manner. This is particularly apparent in primary schools where traditional whole-class lessons call for kids to larn in structured lessons, utilizing observation and pattern of appropriate behavior ( positive function theoretical accounts ) and a broad scope of wages and penalty schemes to keep good subject and pupil/teacher boundaries. Positive re-enforcements are recognised as holding strong and durable effects.

However the Behaviourist method of instruction has its failings. It can be argued that although rote acquisition has its topographic point in instruction ( in the acquisition of times tabular arraies for illustration ) kids may non come on far

beyond the lower grade of cognition keeping in Bloom 's Taxonomy in Thinking and although possibly appropriate for less able kids, more talented kids may non be given the chance to reflect on information and explicate a fresh opinion. ( Q10 )

In Berridge the whole-school behavior policy including signatures for good behavior and proceedingss for inappropriate behaviors plants with extraordinary success. The kids are steered towards appropriate responses and behavior and through positive support, kids are valued, their ego regard is increased and motive degrees are heightened. Teachers understand the importance of and program for distinction and esteem the rules of inclusion, whatever their background, for all kids including kids with particular educational demands both mental and physical ( SEN ) , kids with English as a 2nd linguistic communication ( EAL ) and kids who are gifted and talented and guarantee they interact with all kids and enable them to larn. Children with acquisition troubles are allocated one to one or little group learning adjunct extra hours and kids with no or really small English are allocated forenoon lessons with the EMAG instructor in order to rush the procedure of integrating into main-school life. ( Q7a, Q8, Q14, Q15, Q18, Q19, Q20 )

Constructivism

In the 2nd half of the 20th century, behaviorism was chiefly superseded by the involvement in the development of a more complex cognitive idea procedure ; the theory that people learn through an interaction between idea and experience and the belief that we learn best when we actively build our ain apprehension.

The most influential of the constructionists was Swiss born Jean Piaget ( 1896- 1980 ) . Piaget believed in the procedure

of self-initiated find significance that kids developed their idea processes through drama, geographic expedition and experiences of the existent universe. Piaget was interested in how kids arrive at what they know, traveling through four phases of development. Briefly these are: -

Sensori-motor ( 0-2 old ages ) , a cognition and apprehension gained chiefly from physical action and senses.

Pre-operational ( 2-7 old ages ) where kids are chiefly egoistic and learn to pull strings their environment and represent objects by words.

Concrete operational ( 7-11 old ages ) , kids begin to see things from another 's position and utilize logical idea about physical operations.

Formal operations ( 11+ old ages ) , kids begin to believe hypothetically and abstractly.

After the Plowden Report stated, 'Piaget 's account appears to suit the ascertained facts of kids 's larning more satisfactorily than any other. It is in agreement with what is by and large regarded as the most effectual as it has been worked out through empirical observation ' ( Central Advisory Committee for Education ( CACE ) , 1967, Para 522 ) , the influence of constructivism on learning became considerable. Teachers are guided by the degree of complexness a kid 's thought procedure may come in at approximative phases in their development and fit their instruction to persons demands. Adopting a 'child-centred ' learning attack based on the readings of Piaget 's work, kids are believed to larn best when they do things for themselves and learning should be provided to fit the single demands of the kid.

Following on from Piaget, the societal constructivist theory suggests the importance of a kid 's cultural and societal context and interaction

with others as being paramount to their development with its most influential advocate being Russian born Lev Vygotsky ( 1896-1934 ) Although Vygotsky died immature and many of his thoughts were unseasoned hypotheses, his influence in instruction has been considerable and since the 1980s since there has been a acknowledgment of the importance of strong learning easing a individualized and meaningful apprehension of cognition. Vygotsky states ; `` Every map in the kid 's cultural development appears twice: first, on the societal degree, and subsequently, on the single degree ; foremost, between people ( interpsychological ) and so inside the kid ( intrapsychological ) . This applies every bit to voluntary attending, to logical memory, and to the formation of constructs. All the higher maps originate as existent relationships between persons. '' ( Mind in Society, 1978, p57 ) .

Second, Vygotsky introduced the theory of `` zone of proximal development '' ( ZPD ) which refers to the degree of development attained when kids engage in societal behavior ; the scope of which can be developed with big counsel or peer coaction and which exceeds what can be attained entirely. Through this Vygotsky identified a agencies by which intelligence could be measured and argued that this could be used as an option to proving and scrutiny. Through the agencies of mensural intelligence Vygotsky 's theory led to the acceptance of fiting undertaking to competence which today we would name distinction and led to an promotion of diagnosings and execution of proviso for kids with larning troubles. ( Q10 )

In Berridge School, constructivist theories can be seen to be reflected in the proviso the instructors give

to their kids of a rich, varied and exciting environment which is particularly apparent in the baby and nursery school. The rules underpin those of the primary literacy and numeracy schemes introduced in 1998 and are besides outstanding in scientific probes where kids are encouraged to look into, inquiry and evaluate. ( Q7a, Q8, Q14, Q15 )

Boom 's Taxonomy of Learning pyramid is put into pattern.

At Berridge, through measured staging kids are supported to look into or ask, whilst assisting them to maintain on undertaking and moving as a prompter. All lessons are good resourced and exciting with clear aims leting each kid to understand the relevancy of their acquisition.

With counsel from the instructor, kids are encouraged to look into independently, foster the accomplishments of critical thought and can be seen to be actively involved and engaged in their acquisition procedure.

Learning is made relevant to the kids 's life experiences wherever possible in order to prosecute the kids more and encouragement to associate new cognition to bing cognition and experiences is used to back problem-solving accomplishments. In add-on to working independently, kids are encouraged to work collaboratively in whole-class state of affairss, little groups and braces with or without the instructor on a regular footing to promote a deeper battle with and a farther development of thoughts. When the instructor is involved, she uses unfastened and closed oppugning to widen the kid 's thought and draws on both her topic cognition and the cognition of the kids to do the most accurate and appropriate signifier of input in their acquisition. Pulling on assorted methods of formative appraisal, astute instructor opinions will take the kid beyond

Vygotsky 's ZPD zone into a topographic point of understanding the kid could non hold reached entirely. Children are given their acquisition aims at the oncoming of each lesson and the instructor will revisit old larning through oppugning to promote the kids to revisit anterior cognition and nexus to their current acquisition. Through treatment, kids are encouraged to reflect on and verbalize their idea procedures and methods and through well-planned plenaries in peculiar, kids are given clip to procedure and pattern their acquisition. Creative authorship and design engineering for illustration, are worked through assorted bill of exchanges and sharing with others leting the kid to polish their work before their concluding piece is conceived.

Through be aftering a course of study which challenges a kid 's current capablenesss, distinction and inclusion is practiced in all topics and kids supported through their acquisition with instructors ' ongoing measuring pupil advancement ( APP ) used to inform future acquisition. ( Q7a, Q8, Q10, Q14, Q15, Q20, Q21b, Q22 )

In his hierarchy of demands motive theory proposed in his 1943 paper A Theory of Human Motivation American psychologist, Abraham Maslow ( 1908 -1970 ) suggested that each individual has their ain hierarchy of demands which must be satisfied consecutive before traveling on to the following as depicted in the diagram below.

Maslow suggests that larning can merely take topographic point when the basic demands of wellness, safety, experiencing secure in friendly relationships and place life and a high degree of ego regards have been met. Children will

perceive instruction in more accurate footings when demands are met and larning will go the precedence.

How pupils emotionally view the world- sets the foundation

for larning. ( Q10 ) Once more psychological theories are reflected in the school ethos, values set within the school and its execution of the Every Child Matters results. ( Q7a, Q8, Q14, Q15 )

Multiple Intelligences

In 1993 Howard Gardener proposed his multiple intelligences theory proposing that we all have 'various degrees of intelligences across a scope of rational countries ' ( Pritchard, 2009, p34 ) . Taking the attack of how intelligence is gained instead than mensurating its accrual, Gardener 's theory has gained widespread popularity by placing that kids develop intelligence in conformity to their exposure to larning within a peculiar context. Gardener proposed seven classs ( now extended to eight- see appendix 1 ) of intelligence which could be provided for by placing three cardinal methods of larning or having cognition which, although we tend to utilize a combination of the three manners, we all have a natural penchant for one of the followers: -

Ocular

Auditory

Kinesthetic

( Q10 )

Known in instruction as VAK, I observed in Berridge these three methods being applied in the category room scene. Through planning and learning utilizing as many intelligences as possible, the instructor is able to distinguish undertakings offered by method instead than ability and so supplying the possible to make as many members of the category as possible. The instructor tailors her instruction to kids when learning separately to suit their preferable acquisition manner and the kids are encouraged to place their preferable acquisition manners through self-assessment so allowed to work to their ain strengths while still carry throughing the demands of the National Curriculum. ( Q7a, Q8, Q10, Q14, Q15, Q20, Q21b, Q22 )

Current practicians besides exhort

their influence on instruction today and it is of import we recognise their parts. Ex caput instructor, Irishman John Abbott is the Director the twenty-first Century Learning Initiative which is dedicated to developing of all time more appropriate techniques and environments that would enable immature people to hold assurance in their ability to go life-long scholars. To day of the month he has attracted over ?8million for community undertakings for immature people understanding the nexus between personal wellbeing and accomplishment. Berridge School has a wealth of diverse community links. It is a member of the Nottingham Central Education Improvement Partnership ( EIP ) which provides a local nexus with14 primary schools and 3 secondary schools. Children on a regular basis take portion in enterprises such as for illustration, the 'Wild Things ' undertaking and benefit from chances offered by the Countryside Trust. ( Q10, Q18, Q19, Q20 )

John West-Burnham is a British professor and fecund author on instruction. He sees instruction presently presenting merely shallow larning chances for kids which focus on the 'memorisation and reproduction of information ' ( West-Burnham, 2010 ) and believes, in instruction today ; 'the accent on the 'right reply ' necessarily produces a province of conformity and dependance. ' ( ibid, 2010 ) . ( Q10 )

University lectors Honey and Mumford, identified in a similar manner to Gardener in their Typology of Learning ( 1982 ) , typical acquisition penchants viz. ; militant, reflector, theoretician and pragmatist.

Berridge School is progressive and ever open to new theories of acquisition. ( Q10 )

Decision

In decision, I have explored the chief educational theories impacting on instruction today and although I feel there is

no individual theory which covers every kid, I have reflected on the impact jointly they have on the instruction I have observed in my clip in school and through careful consideration, will accommodate and modify the theories to make a teaching method I am comfy and confident with in order to make as many kids as possible, naming on outside bureaus for aid if necessary. ( Q10, Q20, Q21b, Q22 )

Economic want within a household and/or community has been identified as holding a profound impact on the societal and educational result of an person 's immature and big life, and kids from interior metropolis backgrounds are particularly susceptible to economic, household, wellness and safety, behavioral, physical, educational and societal issues making barriers to larning and impacting their development and advancement through school. By recognizing these scopes of influences impacting deprived kids and through deriving an in deepness apprehension of the rules set out in the Every Child Matters docket, I as a trainee instructor am better placed to better my instruction by deploying a scope of accomplishments and schemes influenced by the educational theories discussed to guarantee inclusion for SEN ( mental and physical ) , EAL, Gifted and Talented and personalised larning advancing accomplishment and unafraid advancement in all kids. ( Q18, Q19, Q20, Q21b, Q22 )

As a trainee instructor, I find Gardener 's theory peculiarly absorbing and applicable whilst disputing in its diverseness and mean to place kids 's acquisition manners at the oncoming of the twelvemonth utilizing recognized trials to find single manners whilst avoiding pigeon-holing them in to specific methods of larning. Whilst recognizing it may non ever be possible to

provide for every built-in acquisition manner, be aftering inclusive and differentiated lesson attacks will let for range for assortment and do acquisition relevant.

I am cognizant that persons have different strengths and may non ever execute in the awaited manner, nevertheless through planning and creativeness I will measure and stay flexible. I will continue the school 's values and reward/sanction policies responsibly. I have noted the importance of revisiting acquisition, doing larning aims clear, the importance of scaffolding and oppugning and the usage of repeat to reenforce acquisition. ( Q7a, Q8, Q10, Q14, Q15 )

I am cognizant of the kids who have specific barriers to larning for illustration, dyslexia, autism, visually impaired and Attention Deficit and Hyperactivity Disorder ( ADHD ) and in some instances have read their Individual Education Plan ( IEP ) and made instance surveies of these kids whilst doing myself familiar with learning schemes which can be bespoke for them and with planned support from learning helpers, I shall uphold. ( Q10, Q20, Q21b, Q22 )

I believe that societal exposure to assorted civilizations expands a kid 's pool of cognition and the more experiences that a kid has, the richer their universe becomes. Parental engagement is cardinal to understanding of a kid and their patterned advance through acquisition. I intend to force the boundaries of the schoolroom every bit much as I am able because I believe kids are at their most receptive when they are in a province of enjoyment and will therefore privation to promote the kids to bask what they do by doing undertakings interesting, worthwhile and relevant. ( Q7a, Q8, Q10, Q14, Q15 )

I am a composure, patient,

sort and just individual. I believe every kid has the right to a voice and I believe in the importance of drama in larning. Using creativeness to excite, I can be playful whilst believing steadfastly in the boundaries of acceptable behavior.

I am cognizant that peculiarly in interior metropolis schools, kids face many barriers to larning and in my capacity as instructor and human being ; I do believe every kid affairs. ( Q7a, Q8, Q10, Q14, Q15, Q18, Q19, Q20, Q21b, Q22 )