Essay Dfa7130 Assignment 2

1317 Words Dec 28th, 2012 6 Pages
DFA7130 Assignment 2 – Enabling and Assessing Learning

Section 1 – Understanding Learning and Assessment
It is important to make aware there are many different theories regarding the understanding of how individuals learn and develop. As we start to identify we begin to comprehend and realise that everyone does not learn the same way as the next person. The learning theories that are to be taken into account are as follows: Behaviourism, Cognitivists, Humanists, Social Learning, Adult Learning and Motivation.
From this we further investigate and try to understand the different theorist’s point of view and how their theories affect each individuals learning, in order to assist a teacher when preparing the lessons.
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For example, as a teacher of gymnastics learning a basic stretch jump is achieved through breaking down the complete jump into smaller attributes then repeating them and then putting them altogether to produce a perfect stretch jump. This form of learning is learning over a gradual period of time, to eventually perform the perfect stretch jump being rewarded with a certificate of acknowledgement of this skill, that being the behaviourist’s theory.
Cognitivists Theory
Cognitive is to do with thinking and that thinking is central to the learning process. That is, learning is a process internal to the individual rather than an automatic response to an external event.
Cognitive theorists are more concerned with what goes on inside our heads as we learn.
In the teaching environment this has important implications for the organisation and planning of lessons. These should provide learning opportunities which will develop the learners understanding and permit them to discover the relationships between ideas and concepts, making it a more valid way to be assessed rather than, for example, simply learning to recite the bare facts about them, making this a more unreliable source of assessment.
Dewey (1859-1952) is most associated with the idea of ‘discovery learning’ and the so called progressive methods of classroom practice, he believed in a learner centred approach,

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