The purpose of this assignment... free essay sample

The purpose of this assignment is to reflect and analyze the concepts and theories that I have learned so far in this course. In this assignment I will explore and analyze three learning theories, identifying the major concepts of each theory and explaining how each theory applies to adult learning. I will further demonstrate my knowledge and understanding of the theoretical concepts by developing and explaining strategies that I can put into practice in future learning sessions.if teaching is about helping others learn, then we as teachers ought to understandthe learning process of adults?people who, like us, have spent many years inschools, many years in society, and in some cases, many years working inbusiness.Adults don?t learn like children. Adults are more discerning in what they are willingto learn, more questioning, and more resentful of being told what to learn. They need to seemore clearly how what they are being asked to learn will benefit them; for adults, learningis much more utilitarian than it is for children. Whether for children or adults, learning theories abound. We could consider thetheories of Thorndike, Pavlov, Guthrie, Tolman, Hull, Skinner, the Gestalt theorists, Piaget,Freud, Knox, Knowles, Kolb, Bruner, and others. An exhaustive treatment of them,however, would consume this book and more. A variety of good books summarizes thesetheories; references for some of them are given at the end of this chapter. What we want todo here is to outline the chief characteristics of some practical models of adult learning thatcan provide a basis for discussion and inform your preparations for teaching.Kolbs Experiential Learning Theory David Kolb proposed that learning was an experiential process and developed a model of learning called the Experiential Learning Theory. Kolbs theory consists of an experiential learning cycle in which a four stage process describes how we acquire and embed new knowledge. The theory suggests that we change as a result of experience, reflection, conceptualization and experimentation. The theory is presented as a four stage process with concrete experience at the top of the cycle. Kolb contends that for new knowledge to be effectively learned, an individual must progress through all four stages.The experiential theory of Kolb (1984) suggests that the learning cycle consists of four primary stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. According to Kolb, individual differences in these stages give rise to learning styles.Kolb (1984) developed the experimental learning theory (learning by doing) by this he suggested that learning is not fixed but formed from previous experiences. Kolb learning theory which is cyclical affirmed that people have different learning style and he identified four distinct learning styles as shown in figure 1 below includes concrete experience (having an experience ), reflective observation( taking time to reflective on their experience from different perspective), abstract conceptualization ( drawing their conclusions) and active experimentation ( putting theory into practice). For effective learning to happen Kolb said all this four must be taking into context when planning a teaching session. Learning takes place when a person has an experience, then reflects on that experience, which leads to an analysis and formation of abstract concepts and generalizations, which are then used in experimentation to test the hypothesis.So why does Kolbs Experiential Learning theory matter? Kolbs experiential learning theory can be used to promote reflection and self-led learning in practice. It is also one of the mechanisms that allows more ad vanced instructors to achieve mastery and to innovate new solutions to problems in the learning environment. Knowledge of learning styles can help us better understand our adult learners and realize that they are all unique. Some impacts include (Organizational Application): Based on Kolb theory, adult learning and development function has been improved, Training and Development has incorporated experiential learning, Learning Organization concept focusses on how groups and organizations learn. (Education Application): Improved classroom learning through more appropriate learning opportunities, Classroom activities designed to offer learners chances to engage in suitable manner – shift from teacher dominated to participative learning environment, Educators can identify preferred learning style and application of experiential learning cycle, Use of better techniques like case study methods for real life learning scenarios.that there four different types of learners which must be taken into consideration when planning a teaching session as shown in figure 1 above. These include the activists, like learning situation that presents them with new challenges, problem solving, and role play and uses the first opportunity to experiment; reflector like brainstorming and learning activity that gives room for observation, thinking and reflecting on they have learned; theorist like to research into fact before taking it onboard, they prefer a step by step approach and pragmatis t like practical based learning and been given the opportunity to try out techniques and getting feedback in return. In view of fact that people have varied approach to learning considering the fact that its a group teaching. I intend to present my teaching to my mentor first to get feedback on whether I have considered all the four learners identified by both Kolb and Honey and MumfordBanduras Social Learning Theory Albert Banduras Social Learning Theory can be described as one of the most effective ways of learning and emphasizes the importance of observing and modelling the behaviours, attitudes and emotional reactions of others. Bandura suggests that observation, imitation, and modeling play a key role in the learning process. The social learning theory consists of three basic concepts. Observational learning is the first concept that suggests that people can learn through observation. There are three types of observational learning, including a live model, a verbal instructional model and a symbolic model. The live model involves a real individual demonstrating or acting out a behavior. The verbal instructional model involves descriptions and explanations of behaviour. The symbolic model involves either real or fictional characters displaying behaviours in books, films, television programs, or online media. The second concept, intrinsic reinforcement, states that internal mental states are essential to learning. Intrinsic reinforcement is a form of internal reward, such as pride, satisfaction and a sense of accomplishment. The third concept is the modelling process which suggests that just because learning takes place, a change in behaviour does not necessarily occur. It also suggests that not all observed behaviours are effectively learned and factors involving both the model and the learner can play a role in determining if social learning is successful or not. Steps involved in the observational learning and modeling process include attention, retention, reproduction and motivation.So why does Banduras Social Learning Theory matter? Banduras Social Learning Theory, specifically the concept of self-efficacy, highlights specific environments in which learners can best understand and develop their self-efficacy. Some specific strategies that I can develop and put into action in future sessions include: ensuring that the learning environment is non-threatening, create situations where learners can be successful and avoid putting them in situations in which they will fail, create a positive atmosphere t hat will not only help to reduce stress but also make it easier for learners to engage and learn, and create realistic standards of achievement. (Huitson, 2018) I believe we as instructors/teachers/trainers need to develop ways using this model to ensure each learner is learning the information, retaining the information learned and are then able to use what they have learned successfully and confidently going forward. In addition to this if we as instructors/teacher/trainers are effective in delivering what is required, it will only increase the learners motivation to continue to learn, and increase their want to learn. This demonstrates the core of Banduras Social Learning Theory, the concept of Self-Efficacy (Huitson, 2018). If we can be part of increasing and/or maintaining a learners level of Self-Efficacy we have set them up for success down the road to deal with challenges they may come across once their formal learning session is complete.Social learning theory has been applied extensively to the understanding of aggression (Bandura, 1973) and psychological disorders, particularly in the context of behavior modification (Bandura, 1969). It is also the theoretical foundation for the technique of behavior modeling which is widely used in training programs. In recent years, Bandura has focused his work on the concept of self-efficacy in a variety of contexts (e.g., Bandura, 1997). Maslows Hierarchy of NeedsAbraham Maslow developed a motivational theory, called the Hierarchy of Needs, which argues that while people aim to meet basic needs, they seek to meet continuously higher needs. The hierarchy has 5 levels and is typically presented as a pyramid. Maslow identified the five levels of needs as: physiological needs, safety needs, social needs, esteem needs, and self-actualization needs. The main concept behind this theory is that we have certain needs in order to learn and that these are hierarchical. We will not be successful at moving onto higher levels until we have been motivated through the lower levels. If our lower level needs are not met we cannot achieve the higher levels of self-actualization, meaning we will not reach our full potential. So why does Maslows Hierarchy of Needs matter? Maslows Hierarchy of Needs is prevalent in works on educational theory. Although usually presented as a hierarchy of needs many describe it as a way to understand how learners reach their potential and what barriers might exist to them getting there. The success of an educational intervention is influenced by the learners experiences, motivations, behaviours and psychology. As teachers we can do much to accommodate these things in order to make learning better. In his own words, Maslow (as cited in Green, 2000) identifies the variability: The specific form that these needs will take will of course vary greatly from person to person. This contributes to the already hefty task of fostering the want to master a skill in an individual – having to consider not only what is in your immediate power, but other potential barriers outside the immediate environment. The growth of self-actualization (Maslow, 1962) refers to the need for personal growth and discovery that is present throughout a persons life. For Maslow, a person is always becoming and never remains static in these terms. In self-actualization, a person comes to find a meaning to life that is important to them (McLeod, 2017, para. 17) Teachers and group leaders mainly deal with the four deprivation needs (physiological, safety, love and belonging, and self-esteem). Any efforts that you can make to contribute to these needs will greatly improve a learners ability to learn and achieve in your learning environment. Make sure that you take time to get to know your learners and understand their knowledge level and level on MaslowsHierarchy. By doing this, you will be in a better position to help learners move up the hierarchy. Often we must seek outside or governmental resources (for lower need-level learners) in order to help prepare learners for a learning situation. However, the more you understand the basic needs of each student, the more likely you are to help remove obstacles from learning so that learning can be enhanced and maximized. Using the 5 levels of Maslows Hierarchy of Needs, I will be able to take into consideration certain strategies that I can use in future training. Some of the easier strategies that I can use include providing a comfortable classroom that includes suitable room temperatures and sufficient bathroom and drink breaks. In addition, I can provide well planned lessons and consistent expectations as well as offer an accepting and non-threatening attitude in the way the lesson is taught. These strategies address the physiological and safety needs. In order to address social needs I can create a classroom environment that requires mutual trust and provides opportunities for sharing through meetings, discussions and peer tutoring. I can ensure that I am listening to my students and being supportive. In order to address esteem needs some of the strategies that I can use include developing new knowledge based on background knowledge to help ensure success, take individual needs and abilities int o account when planning lessons, teaching using multiple modes of learning, and ensuring that I am alert to student difficulties so that I can intervene as soon as possible. The last need, the need for self-actualization, is much more challenging to have an impact on. However, I feel that there are some strategies that I can apply to help students achieve this growing need including, giving students freedom to explore and discover on their own, making the learning meaningful by connecting it to their own lives, and allowing students to get involved in creative activities ; projects. As adult educators it is crucial that we have a clear understanding of the different learning styles of our learners and make an effort to incorporate a range of teaching and learning strategies in order to appeal to these learners. Learners are fundamentally different and prefer different ways of learning. Teaching is an act of imparting knowledge, a purposeful intervention aimed at promoting learning and causing learning to happen.ConclusionPeople learn in different ways. They may have some adaptability in their learningstyles, but we seem to prefer certain ways of approac hing and working through learningsituations. We receive and process information in different ways. We think and decide indifferent ways. The more sensitive you are to the variations in your students? cognitivestyles and to your own cognitive, learning, and teaching styles, the more effective yourteaching will be ?