Introduction
Learning starts long before students come to a school or any formal institution of instruction, and remains continue even long after school finishes, in a variety of different ways and context (Churchill, 2013). Pritchard (2013) defines learning as “the individual process of constructing understanding based on experience from a wide range of sources” (p.1).Learning in a formal classroom environment occurs through conscious information processing and focused mental and social engagement (Olson & Dweck, 2008; Marsh, 2014, pp. 181-210). Behaviorism and constructivism are two main branches of the psychology of learning. Behaviorism is related to changes in behavior while constructivism based on the idea that knowledge and understanding …show more content…
Meaningful material and activities can easily be linked to existing knowledge as well as encoded and stored in the long-term memory (LTM) that is retrievable even after a long time. The quality of encoding, storing and retrieving of information largely depends on the wayhuman mind processes information in working memory. It is evident that each student process information in his own way while working on any subject related activity in a group. Well-organized information is easier to encode process and later retrieve to apply at the right time and in right settings (Hammond et al., …show more content…
When children work in a group their pace of internalization of knowledge differ from one another due to their individual experience (Powell & Kalina, 2009). Vygotsky affirmed that communication between teacher and students and among students is an effective tool to grasp the diversity especially the usage of language increases knowledge and critical thinking process (Powell & Kalina, 2009). Therefore, Knowledge of students’ individual differences can help teachers to better understand and promote the learning
Learning starts long before students come to a school or any formal institution of instruction, and remains continue even long after school finishes, in a variety of different ways and context (Churchill, 2013). Pritchard (2013) defines learning as “the individual process of constructing understanding based on experience from a wide range of sources” (p.1).Learning in a formal classroom environment occurs through conscious information processing and focused mental and social engagement (Olson & Dweck, 2008; Marsh, 2014, pp. 181-210). Behaviorism and constructivism are two main branches of the psychology of learning. Behaviorism is related to changes in behavior while constructivism based on the idea that knowledge and understanding …show more content…
Meaningful material and activities can easily be linked to existing knowledge as well as encoded and stored in the long-term memory (LTM) that is retrievable even after a long time. The quality of encoding, storing and retrieving of information largely depends on the wayhuman mind processes information in working memory. It is evident that each student process information in his own way while working on any subject related activity in a group. Well-organized information is easier to encode process and later retrieve to apply at the right time and in right settings (Hammond et al., …show more content…
When children work in a group their pace of internalization of knowledge differ from one another due to their individual experience (Powell & Kalina, 2009). Vygotsky affirmed that communication between teacher and students and among students is an effective tool to grasp the diversity especially the usage of language increases knowledge and critical thinking process (Powell & Kalina, 2009). Therefore, Knowledge of students’ individual differences can help teachers to better understand and promote the learning