· rest on the behaviour and cognition level of

Learning is a complicated,
measureable and relatively permanent change in behaviour attained through
experience, instruction or study. It is an internal activity and a key
personal development skill which can be modified through interaction with
different situations (CIE Resource-Learning Theories, 2014). As a teacher, I
believe that learning is reliant on a multiplicity of aspects and it can happen
through different ways. Some people learn through reiteration while others
learn well after intermingling with the real world through experience. Learning
rest on the behaviour and cognition level of the learners. After mounting a
sound understanding of the learning theories, I have realised that
constructivism is the core element in the learning process (Vygotsky and
Social Constructivism, Jean Piaget Constructivism, Bruner Constructivism)
because it helps the learners to shape their own understanding based on their
current knowledge and helps to sheltered the new learning. To me, the reformed
behaviour of the learner also affects their learning. As a teacher, I have observed
and experienced that all most every learner have different learning needs,
styles and preferences as they possess multiple intelligences (Gardner, 1983).
I am now of the point of view that the teaching is two-way process and a
teacher must adapt his teaching strategies according to the learners’ level
of understanding. Teaching can be more effective if its linked with real life
as it helps pupils to understand quickly. It can be effective only when the
learners are motivated to achieve the set goals (Petty, 2014) as it requires
active and constructive involvement of the learners. The 5E’S (Engage,
Explore, Explain, Elaborate, Evaluate) also help in the learning process.
I being a teacher strongly believe Students
can learn well if the construct their own ideas which they learn through
experience by involving in different activities. I strongly believe that it
becomes easy to achieve learning goals when students and learner work as a
team where all members work together. Keeping in mind the varied learning
styles of the learners, I think all the activities should be planned
according to their needs and interests. This will result in engaging the
learners as well as aid in developing their thinking skills (CIE Resource-Experiential
Learning). Motivation and positive feedback help in building confidence in
the learners and make them enthusiastic to take an active part in all
learning activities (Maslow’s Hierarchy of Needs, 1943). I think that learning
activities based on collaborative work can help the learners to take
responsibility of their own learning and create an environment of mutual
respect for one another (Vygotsky, 1978). As a teacher, what I believe that
the learners learn well if they link their prior knowledge to the new content
to build new knowledge on the basis of the old one. I also believe that the
students learn quickly and feel confident if there is peer learning in the
class through discussions and debates. Graphic organizers also help to grab
the interest of the learners and to motivate them to work enthusiastically by
providing them a concrete hands-on activity (Petty, 2014). I believe that
group activities, addressing individual needs, hand-on activities, use of
technology, feedback from the students and scaffolding are the basic tools
that help to make the learning meaningful.
Assessment is the process of
gathering and using information from multiple and diverse sources in order to
develop better understanding of what students know, understand and can do
with their knowledge as a result of their educational experiences (Huba and
Fareed, 2000). Assessment plays vital role in the learning of the students as
it tells where are students standing right now in term of their level of
understanding, it basically reflects the learner performance. There are two
major types of assessments used in the classroom. Formative assessment assesses
the learner during the learning and to look forward to what they will do with
their learning. It is also called assessment for learning the purpose of
formative assessment is to monitor or support learning and to motivate
learner. The determination of summative assessment is to judge the eminence
and physiognomies of the student’s learning and recapitulate these in a clear
and widely acceptable format at the end of an academic year. Although both of
them are equally important during the learning process, but I use the
formative assessment to judge the level of understanding of my student. I
also believe that assessment without timely and positive feedback can’t work
effectively (Hattie, 2014). Because the feedback helps in achieving the
learning goals and to set new ones. It helps to encourage and raise self-confidence
of the learners and in achieving the learning outcomes. It provides concrete
opportunities to close the gaps between current and desired performance and
shapes the future learning (CIE Resource-Assessment). I also use summative
assessment at the end of a session of learning to indicate what the students
have actually learned. The requirement of this to be active and constructive
while taking decisions about the purposes of the assessment and the content
that is to be assessed.

After meeting with my mentor and observing
the experienced practitioner’s lesson I realized that I need to reflect on my
current practices. I learned the importance of effective lesson through the
inclusion of aims and objectives in my lesson plan, it would not be wrong if
I say that planning begins with clear learning aims and objectives. That’s
why an effective lesson should be well-planned (Petty, 2014). It should be
helpful to all the learner as it will provide the opportunity to participate
actively in all the activities. It should start with prior knowledge and move
steadily towards new learning so that the learners may clutch the new concepts
properly. The lesson need to be planned with active learning techniques to encourage
the critical thinking of the learners and to upsurge their interest in the
lesson. The teacher should provide scaffolding and positive feedback so that
students work more freely with outmost accuracy. It will also help in the
reduction of errors and reduces the dependence of the learner on the teacher.
Handy resources not only encourage the students but also awaken their
curiosity by keeping them engaged successfully during the lesson. Peer work is
fruitful in engaging the students with each other which help them to learn
through experience and collaboration. The lesson should allocate reasonable
time to each activity and encourage students to finish the task in the given
time. The lesson should include wrap-up and ends properly.
 My new learning and practices in Unit 1 will
empower me to revise my teaching practice in a number of ways. I will design my
lessons wisely and begin them with an interesting warm-up activity. I will
share learning objectives with my students and link their previous knowledge
to lay a solid foundation for the new topic. I will frequently assess my
students to check the level of understanding and make my class student centre
by making sure that active learning is happening. I will organize students
into pairs and groups to encourage collaborative learning. I will provide sustenance
and encourage students through positive response. I will use different
materials i.e. flash cards, worksheets, Smart board to make my pupils active
during learning and will encourage them to take part in all activities. I
will use up to mark questioning techniques as formative assessment tools in
the class to keep a check on my learner’s learning during the lesson and to
take decisions about how to step forward. I will try to provide an effective
learning environment in the class to motivate my learners’ critical thinking
and end my lesson with reinforcement of the new topic to strengthen their knowledge.

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