Free Paper Sample on Learning Theories

Introduction

Concerning education, this theory requires a teacher to demonstrate the problem-solving process and, after that, step back and, if necessary, provide support. The idea is to train students to make better use of knowledge on their own. Besides, it advocates the use of actions, images, and language as representation modes. In general, a teacher must begin teaching at the students' level and then build on that comprehension. The next step is to present the issue while working through the solution and think out loud. Scaffolding requires the instructor to repeat the method two more times, ask questions, and give positive reinforcement regardless of whether the answer is correct or incorrect. When the teacher can confirm the concepts' understanding, a new problem with the students must be solved by him/her. The last step is for the students to work with the necessary teacher support independently (Scott, 2013).

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Banking Concept

This model assumes that recipients of knowledge are containers that must be filled. In other words, their pre-existing knowledge is considered negligible, and passive students are required to acquire, memorize, and repeat. The banking model also places students in an adaptable and manageable role. The tutor is to present himself or herself as the opposite of their need. The transmitting model of education is used when learners are seen to be passive absorbers of information. Therefore, schooling is seen as an act of depositing, with students playing the depository role and the teacher being the depositor. The latter category does not allow their peer's room to ask or focus on their condition in the learning process (Scott, 2013).

Teaching, Learning, and Assessment

The three most effective approaches used by learners to acquire information are defined by Fleming: visual, auditory, and kinesthetic. Visual learners, the first group of pupils, gain some context only through seeing. The easiest way to learn is by slides presentation, graphs, and videos. Auditory pupils, the second group of learners, can acquire anything by merely listening. In their case, audio recordings are the most efficient teaching tools. The third type of learner, kinesthetic students, acquire anything by observing the movement, walking, and using the teachers' gestures. Their special way of learning encourages them to be diverse and skillful.

The theory of personality can be applied to evaluate the impact of learning behavior. As a teacher, assessing the acquisition of knowledge, after the lecture, the way students can acquire, gathers diversity in skills and personality development. Dyslexic and non-dyslexic, for example, are quite distinct in terms of learning, but for dyslexic learners, the teacher should organize the audio format so they can write it.

Both teachers and students analyze target: Specific and well defined for anyone with basic knowledge. This is the ultimate assessment of learning in which the relationship between the theoretical and practical approaches is exposed.

Analysis of Models of Learning Preferences

Learning preferences are conflicting concepts that aim to clarify differences in individual learning. The suggestion is that every individual can be categorized according to their learning style.

There are four learning styles in the learning model invented by Peter Honey and Alan Mumford. There are activists, theorists, pragmatists, and reflectors. Students are exposed to a completely new environment and new experiences, according to the activist learning style. Besides, to get practical experience, they have to do the job. Learning preference states how theorists prefer to acquire knowledge and then draw step-by-step analytical deductions. Pragmatism is the third learning style. Pragmatist learners are very realistic challenge takers and find out what and why they learn something new (Mumford, A. ed., 1997). At first, the reflector group watches literally before thinking with analytical aptitude about the matter.

The learning style of two types of learners is explained by (Aubrey and Riley, 2018). The first type is those who think of "getting the context into the head and carrying marks to the exam," the second type; think of "realization of the context and being oriented to the theory's outcome (Lawton, 2012).

Taking Account of Learner’s

Learning preferences for individuals enables inclusive teaching, learning, and assessment. The attitude and effort determine their take on whether a learning style is simple or hard.

A one-size ideology has been developed where teachers are advised to bring diversity by evaluating students' performance. The evaluation manages personal learning preferences, which informs learners of their limits and level of knowledge. The bulk of human beings have a by-birth bias towards them. A style of learning which is difficult for one is more natural for the other. I usually advise learners, as a lecturer, to pay attention to motivation and dominant preferences. For example, I assign students to solve a business case and realize that some of them are eager to visit the company for data collection. At the same time, some are eager to analyze this information based on secondary information. I encourage learners to visit the company premises to gain practical experience.

Students who have the intention to know are trended to be possible researchers. The main concept of evaluation, teaching, and learning is to allow students to observe the context and then question what they have not understood. When the teacher's lecture, the students do not have time to think about it. Many students avoid this and don't ask later. So, questioning the context will maximize students' analytical criteria, eventually contributing to inclusive learning and teaching.

Conclusion

LAnalysis of learning needs is a tool used by learners to ascertain learning requirements through collective skills, knowledge, and behavior. To evaluate the gap between the student's task and the concept taught, the instructor uses the tool. It bridges the gap between instruction and learning. The teachers prepare an action plan for the students to fill up the knowledge gap. In the "individualistic approach" instead of the "generalized learning system," this gap-filling method operates. Analysis of learning needs ensures the best use of resources, increases productivity and quality of service, and specifies the skills required.