According to me learning is a continuingprocess which is stimulated by the environment. It nourishes with guidance andpersonal intellect.
Learning by definition is acquiring the knowledge or skillby education or experience. It is bridging the gap between prior knowledge andnew knowledge so the learners do not feel threaten to discard/ modify the oldknowledge. According to various theories of learning, it was revealed to methat people learn in diverse patters with varying pedagogical basis forcomprehension.According to Kolb, experience istransformational process that can change the learner’s knowledge, value,attitude, behaviour, world views and skills. Learning keep iterating in a cyclethat involves 4 steps doing, reviewing, concluding and planning.Every person has their own unique way oflearning; there are diverse opinions in this regard.Fleming divided the learner in 3 categoriesi.e.
Visuallearners Auditory learnerKinaesthetic learners While Howard Gardner claimed, there aremultiple intelligences by which the learners understand and perceive the world.They are as followsVerbal/ linguist Logical/mathematical Visual/spatial Bodily/kinaesthetic Musical Intrapersonal Interpersonal Naturalist As a class is a blend of different type oflearner so the facilitators must ensure to accommodate the need of all thelearners to support their learning. Facilitators use scaffolding and spiralmodel to facilitates the learning of learners; ensuring to maximise such blendof activities that facilitates all kind of learners and make learningenjoyable, and have long lasting impact on learner. Teaching methods can be participatory orpassive. It can further be classified in following categories.
Instructional: e.g. lecture demonstration, interactivelecture, and real life examples. It is all about facilitator telling thelearner what –why-how.Collaboration: e.g. group/peer discussion, choral speaking,peer review/work.
Such activities foster deeper understanding of the concept.Co-operative: e.g. brainstorming, concept map, puzzles,project based learning.Experiential: e.
g.field trip, self-review, content focused game, experimentations.Problem-based: e.
g. research work, project work, contentfocused game.Eric Jensen, concluded that the brainresearch for engagement. To retain the attention of the learners thefacilitator has to devise the lesson in such a manner that it brings novelty,variety, challenge, clear criteria, relevant content for future learning,product focused, authenticity, affiliation and affirmation to the learners. For retaining the learner’s attention forlong period, some activities have to be planned in such a proficient manner andat appropriate time, to keep the learners focused on their lesson’s content.Some of the learning activities to engage the learners are as follows:Icebreakers: starteractivities before the lesson begin e.
g. finish sentence. Make them guess a new topic, show and tell. Activity based: Quiz, think pair share, debates, learn by teaching,choral response, scavenger hunt, peer exchange.
Assessment: Traffic lights, students generated exams questions.Review: ball tosses, process ball, wrap-up,presentation riddles. “According to the Maslow hierarchy ofneeds the boasting the esteem is very important as we have to bring thestudents to their full potential, which at times can only be achieved byconstant motivation from parents and teachers. We cannot deny its importance asif the learner is not willing to learn no one can force him to the task.Keeping the blend of the activities willmake the learner’s learning more fun and will have long lasting impact on thelearners.
Assessment is a monitoring learningprocess that stimulates learning and achievements of learners by sharinglearning intentions and success criteria with learners, Black and Williamclaimed it will make the learners responsible for their own learning and willkeep evaluating their own progress. It is embedded in between teaching andlearning which is used to identify learner’s learning, weakness & strength.In the class room environment 3 types ofassessments are practiced i.e. diagnostic, formative and summative assessment.Effective assessment should havemotivators, reviewing mechanisms, guided instructional decision making,assistance in diagnosis of learning & performance problems, promoteself-regulation. Assessment without the feedback is of nouse, as with feedback the facilitators guide the learners where they have andhave not mastered, and how to master it.
Assessment is not just about pointingout the flaws but it is effective only when it gives a solutions. Feedback canbe formal and informal; both can do wonders on the learners if done in properway. I believe assessments play a vital rolein evaluating the learner’s fragmented learning along with teacher’s teaching.Assessments reveals Vygostky’s GPD- Gap of Proximal Development there are threetypes of Assessments that are DiagnosticAssessments, Formative Assessments and Summative Assessments.Diagnostic assessments help inidentifying the prior knowledge and understanding of the learner at the beginningof any lesson. The teacher is then enabled to advise the lesson planaccordingly and cope up with learner’s intellectual needs.
Avery purpose of formative assessments isprofoundly significant as it enables the learners and the teachers to receiveand transmit feedback from any learning activity (CIE Resource-Assessment). Formativeassessments can be carried out in many different ways that suits the learnersgroup and provides teacher with variety of options to assess the learners.Summative assessments sum up whatlearners have achieved and learned against the success criteria. In our culturethey are of immensely purposeful as they decide whether the learner is promotedto the next level or not.