Learning Communities

What are Learning Communities?

Learning communities share common visions, values, and objectives.

An appropriate environment for young children supports active learning. Providing an atmosphere that supports student’s motivation may be more important than teacher’s content knowledge. A positive approach is the key to the motivation to learn. Positive approaches include setting expectations and establishing routines, letting students establish their own goals, providing choices, showing respect by listening to students and having a positive attitude. Children need a rich environment that challenges them.

Teachers who do not accept learning theories as the foundation of understanding and planning for young children believe that sociocultural factors should provide the basics for the education of young children.

Planning for children’s education should involve cultural, and community, beliefs and interests. Conventional views don’t recognise the issues faced by children in the current society. Children from different cultures may display enthusiasm and engagement differently. Therefore it is critical to find out what the children’s previous experiences are and what the family expectations include.

Are there theorists for Learning Communities?

Critical theorists look at the power relationships in the classroom. They encourage teachers to make sense of the ways their practices can combine to unequal opportunities for students. They believe that knowledge is socially constructed and there are no worldwide truths, principles, or laws that can be applied to everyone.

Bronfenbrenners system theory is made up of layers that range from the child’s immediate environment (such as home, school and peer group), which links with societal institutions (such as economic system, government and media) which in turn link with the beliefs and values of society. The layers interact with each other and with the child.

Marilou Hyson (as cited in Charlesworth,2008) describes a plan for classrooms that promotes student enthusiasm and engagement. Her plan is based on the concept of approaches to learning. The components to the approaches to learning include instrinsic motivation to learn, interest and joy in learning, engagement, persistence, planning, ability to focus and control attention, flexible problem solving, intentiveness, and tolerance for frustration.

Peers can positively affect each other if encouraged to work together toward common goals (Tudge, 1990; Cannella, 1993, as cited in Charlesworth, 2008). Children in classrooms filled with warm positive interaction exhibit less stress than children in classrooms where teachers use harsh, critical and detached interaction techniques. (Kontos and Wicox-Herzog, 1997, as cited in Charlesworth, 2008).

Interactions with adults are a critical part of learning and development. Children with secure relationships with their mothers also had the most secure relationship with their teachers (Pianta, Nimetz and Bennett, 1997 as cited in Charlesworth, 2008).

Inclusive classrooms promote children to communicate. They enable each individual's perspective to be heard and include each class member. The classroom is organised in a community way, with group tables. Learning is the responsiblity of the students as much as the teachers. It provides students with engagement and opportunity, and involves risk-taking.

References

Tompkins, G. (2010). Literacy for the 21st Century (5th ed.). Boston, MA :Pearson.

Latham, G. Blaise, M. Dole, S. Faulkner, J. Lang, J. Malone, K. (2008). Learning to Teach. South Melbourne: Oxford.

Charlesworth, R. (2008). Understanding Child Development (8th ed.). Belmont, CA: Cengage.

Bronfenbrebbers system model image .Retrieved from: http://rcgates.com/psyc/images/ecological_w.jpg

I have used other references but I can't find them on the internet now.

Learning Theories

What are Learning Theories?

Learning theories are a system of ideas used to understand how humans learn. There are many theories, but each theory is nothing more than a reasonable suggestion. Theories are useful to make forecasts in children’s behaviours. A theory is designed to show one plan or set of rules that explains, describes, or predicts what happens when children grow and learn. Theories do not necessarily apply to all cultures, ethnic groups and races.

Some learning orientated theories explain what is happening in the mind, while others look only at the behaviour that can be seen. Developmental theories explain changes in a child due to interaction between growth and learning. Behaviourist theories emphasise change that originates in the environment through learning.

What are the Learning Theories?

Behaviourism has been the leading theory of learning up until 1960 because of its teacher based properties. However since then the theories have become student based, such as the cognitive, constructivism and sociolinguistic theories. However since the No Child Left Behind Act was introduced, the two different types of theories have begun working together. The main theories are behaviourism, cognitivism, constructivism and sociolinguistics.

Behaviourism focuses on observable and measurable acts. O’Donohue and Kitchener (1998, as cited in Tompkins, 2010) describe that behaviour can be learned or unlearned, and that learning is the result of stimulus-and-response actions. This theory focuses on leaders, such as teachers, being the suppliers of knowledge, and responsible role models. Another behaviourist theorist is Skinner. He believed that by providing positive reinforcement, observable behaviours could be strengthened or shaped. Therefore if unwanted behaviours are ignored, they will reduce in frequency, or possibly even disappear.

Constructivism states learning as an active process. It states that learners actively construct new ideas based upon current and past knowledge and experience. Therefore it means that each person has a different interpretation and construction of the knowledge. It means that a teacher is not a dispenser of knowledge; rather they give students experiences that enable them to build their own knowledge base of learning. Jean Piaget explained that learning is ‘the modification of students schemas as the actively interact with their environment’ (1969, as cited in Tompkins, 2010). A schema is knowledge that is organised in to cognitive structures. New knowledge is organised to, or added with, existing knowledge; therefore each individual’s schemas are different. Piaget uses accommodation and assimilation as described in the learning blog.

Cognitivism looks beyond an individual’s behaviour to the brain to explain learning. Theorists believe that the mind functions like a computer; information is processed and then stored. Theorist Albert Bandura noted that learning takes place that is not determined by forces outside the learner but depends on the learner’s attention to someone else’s behaviour. Behaviour that is witnessed can change a person’s way of thinking. Just as the environment in which someone is raised may influence later behaviours.

Sociolinguistics explains the importance of language and social interaction in learning. Lea Vygotsky is one of the best sociolinguists. He theorised that language helps to organise thought and that student’s use language to learn as well as to communicate and share experiences with others (1978, 1986, as cited in Tompkins, 2010). For Vygotsky, word meaning links speech and thought, and thus language is the key to learning.

Child development theorists attempt to describe basic processes that explain how children learn and when they are more likely to learn specific concepts and skills. It is important for teachers of young children to be familiar with a variety of theoretical approaches in order to understand, explain, and respond to young children’s behaviour.

Learning Styles

What are Learning Styles?

Learning style is the way in which each learner begins to concentrate on, process, absorb, and retain new and difficult information. They define the way that information is processed. We must understand the different ways children learn, interact and process information to enable them to work up to their full potential. Without the correct learning style children get frustrated. Traditional learning techniques use general concepts, focusing on a groups needs. Modern learning methods focus on each and every child’s behaviour, strengths, weaknesses and skills.

The perceptual (basic) learning styles are:

· Auditory – learning through listening. Learn best from discussions, talking things through.

· Visual – Learning through seeing. Learning best from pictures, diagrams, visual representations.

· Kinaesthetic – Learning through doing, moving, touching. Learn best from a hand on approach.

Who are the leaders in Learning Styles?

Over the past few decades, learning styles have been extensively worked on. Leading thinkers such as Howard Gardner, Myers-Briggs, Dunn and Dunn and Ned Hermann have each developed very different but effective styles. Two styles that I would like to focus on are Howard Gardner’s and Dunn and Dunns.

Howard Gardner developed the Theory of Multiple Intelligences. He formulated a list of seven intelligences:

· Linguistic – using words

· Logical – using logic, reasoning systems

· Musical – using sound and music

· Bodily-Kinaesthetic – using your body, hands and touch

· Spatial – using pictures, images

· Interpersonal – prefer learning in groups, with other people

· Intrapersonal – prefer to work alone

If a teacher is having difficulty teaching a student in the traditional; linguistic or logical way, the theory of multiple intelligences suggests several other ways in which the information can be presented to the student. It enables seven different potential pathways of learning. However the seven intelligences rarely operate independently. They are used at the same time and compliment each other as skills develop.

To find what your strongest intelligence is, take the quiz: http://www.businessballs.com/freepdfmaterials/free_multiple_intelligences_test_young_people.pdf

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Dunn and Dunn’s theory focuses on setting up the environment to fit the learner. The model is complex. It includes five strands of 21 elements that effect individuals learning.

Learners are effected by:

1. Immediate environment – elements such as lighting, sound, temperature, seating arrangements.

2. Own emotionality – elements such as motivation, responsibility, persistence and structure.

3. Sociological needs – elements related to how individuals learn with other people.

4. Physical needs – elements such as time of day, intake, energy, mobility and basic learning style (auditory, visual, and kinaesthetic).

5. Psychological processing – elements in this strand correspond to the following types of processing: hemispheric – left and right brain processing, impulsive or reflective- describes how some people are quick to do something while others think about it, and global versus analytic – groups made up of the similar elements.

Do learning styles differ in predictable ways?

There are four factors that significantly differ between individuals:

1. Global versus analytic processing styles – when learning, people tend to have one of two processing styles: global or analytic. Global learners prefer to work in an informal environment, with soft lighting, informal seating, breaks, sound and snacks. Analytic learners prefer to work in a formal environment, with bright lights, formal seating, few to no interruptions and quiet.

2. Age – individual learning styles tend to alter as they grow older. Elements such as motivation, responsibility and sociological are all effected. As well for many people, auditory and visual perceptual elements strengthen.

3. Gender – males and females tend to learn differently. Males are often visual, kinaesthetic learners. They tend to need more mobility and are more peer motivated. Females tend to be more auditory. They work the best in a formal setting, need less mobility, and are frequently authority orientated and more conforming.

4. High versus low academic achievement – these students learn in completely different ways. Teaching strategies that are successful with one group will not be for the other.

While doing this assignment I have thought a lot about what my learning style is. In school I remember doing Howard Gardeners multiple intelligences. I also remember thinking about how much of a waste of time it seemed. Now, however, I can finally see the importance. If it wasnt for these learning styles many people would not be as academically advanced.

With my references for this blog, i can't find the link on the internet. If i do i will reference it.

Learning

What is Learning?

Learning is a behaviour change that results from experience. Learning experiences involve many kinds of activities such as travelling overseas, meeting new people or seeing an object you can’t identify. Reflexes such as blinking the eyes, pulling back from a hot flame, or crying are not learned. However experiences may increase or decrease the frequency at which they occur. Some learning depends on maturation, such as a new born cannot walk, talk, or solve mathematical equations. There are several aspects of learning: classical and operant conditioning, observation and imitation.

What are the different types of Learning?

Classical conditioning is when learning takes place through the association of a stimulus and a response. For example receiving a chocolate bar for a correct answer. Operant conditioning is when behaviour is shaped by the careful use of reinforcements or rewards for appropriate behaviours. However inappropriate behaviour is ignored so that it is not rewarded with attention. For example when a child is polite they are rewarded with praise, but if the child is rude, they are ignored.

Much of children’s learning is achieved through the processes of observation and imitation. This can be done in two ways: Children can act at the same time as the adult and receive an immediate reward. For example when a child sees his father brushing his teeth, and explains that he wants to as well. The father shows the child and gives immediate praise. They also can learn when they see someone else receiving a reward for behaviour. For example when a child sees that her brother is getting praised for taking his dishes to the sink, she decides to do the same thing.

There are several basic features to learning: generalisation, discrimination, shaping, extinction and habituation. Generalisation is the process of finding similarities among things. For example girls and boys are both people. Discrimination has to do with perceiving differences. For example that girls have long hair and boys have short hair, or that girls wear pink and boys wear blue.

Shaping concerns the gradual acquisition of a learned behaviour. Extinction has to do with the unlearning. If a behaviour is not rewarded, it gradually is no longer used. Habituation is the process of getting used to something. For example if a child has a dog that never barks but it suddenly does, they will be frightened by it. However a child that has a dog that always barks will not react to it.

Classical conditioning, operant conditioning and, observational and imitative learning are behaviour- orientated approaches to explaining how learning takes place. Piaget developed a theory that addresses unseen behaviour. He views learning as a continuous process of adaption. A child adapts through the processes of assimilation and accommodation. Assimilation is an incorporation process. New ideas and concepts are fit into old ideas or concepts. For example a child knows that a big, round, blue object is a ball. When the same child sees a small, round, green object they assimilate it as a ball. Accommodation is the means for changing old concepts to fit a new piece of learning. For example when the child sees a big, red, round object they call it a ball. The child is then told it is a balloon, therefore modifying their concept of a ball with a new concept of a balloon.

Learning is built on the desire to find out about the worlds. Infants and toddlers are strongly motivated to learn, but the desire seems to dwindle in many children as they proceed through school.

Children do not wait for an adult to arrive before they engage in learning. They are continuously acquiring knowledge. Traditional learning focuses on the teaching. It assumes that everything that is taught is learnt; however most learning occurs before, during, and after school without being taught to us. Most of what is learned in the classroom is forgotten.

This blog is an assessment task for my Child Development class.