EDFD140: Foundations of Learning - Self-Learning Portfolio

This self-learning portfolio for EDFD140: Foundations of Learning reflects on the material covered during class, relation with learning theories, and characteristics of teachers. It helps learners plan and prepare to combat challenges in their lives by reflecting on their personal attributes.

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Running head: EDFD140: FOUNDATIONS OF LEARNING
EDFD140: Foundations of Learning
Name
Institution

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Running head: EDFD140: FOUNDATIONS OF LEARNING
Table of contents
Introduction……………………………………………………………………………………...3
Section 1………………………………………………………………………………………….4
Reflection on what I learned……………………………………………………………………...4
Section 2………………………………………………………………………………………….6
Reflection on relation with learning theories……………………………………………………..6
Section 3…………………………………………………………………………………………..8
Characteristics of teachers………………………………………………………………………...8
Conclusion……………………………………………………………………………………….10
References………………………………………………………………………………………..11

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Running head: EDFD140: FOUNDATIONS OF LEARNING
SELF-LEARNING PORTOFOLIO
Introduction
Self-learning portfolio is a collection of student work which enables them to take a
moment to reflect on the highlights of their learning knowledge and experience during the class.
Students are able to reflect on their initial understanding of certain aspects such as behavioral
views of learning and social cognitive views of learning, and engage in a self-reflection so as to
evaluate on how exposure to the class material changed based on one’s understanding of social
development, gender, food disparities, violence, race and health related matters. The portfolio
also exhibits the student’s progress, efforts, competencies and achievements gained during
students’ course time. This portfolio help learners in planning and preparing how to combat
challenges in their lives by reflecting on their personal attributes.

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Running head: EDFD140: FOUNDATIONS OF LEARNING
Section one
What have learned: Reflection on the material covered during class
In class we are taught various units which have impacted in our lives differently as some
aspects of this units directly reflects what we do in our life and also how we respond to them.
Given that we are taught this units, it helps us to realize some aspects about ourselves that we
could not know without stepping a classroom. There are aspects within us or some that we do but
we cannot explain why we do them but with studying of this units everything changes. Some of
the units are physical development which entails body growth, nutrition, sense, brain and
sleeping. Physical development influences how we grow our health, our health status and our
body structure and this helps us realize who we really are.
There is also cognitive development which is based on Vygotsky theory on social cultural
aspects. And mental process which participants focuses on individual and developmental issues.
This reflects on our day to day life since culture greatly influences many things we do, we are
nurtured in our communities and we grow up being taught the values of our community. We
have also learned both personal and emotional development which reflects our anger, happiness,
and attitude. During our lesson on social development we also learned on how we interact with
others and the impact of all types of interaction we make. This helps improve our social skills.
All this developments associated with our self helps us understand changes in our expressions
and how we control our feelings. We have also improved in our abilities such as how perceive
and understand things.

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Running head: EDFD140: FOUNDATIONS OF LEARNING
Social Development this is the ability to interact with others at both individual level and a
broader level. In school peer relationship plays an important role as it improves our self-esteem
and also aids in our chances of success from school life to adult life. We also learned gender as a
unit where we noted that roles based on observation and absorption which are influenced majorly
by stereotypes. There has been concern on social patterns of social inequality which
subsequently led to implementation of gender equity policies for girls. This has helped improve
our confidence in our learning and how we perceive things when we feel that our problems are
catered for when we need protection. A research conducted revealed that girls do better in verbal
tests while boys have more difficulty while learning to read. So as to remedy the gender situation
we should be aiming for higher scores in all subjects regardless of the gender. We should also
resist enforcing gender stereotypes.
Ethnicity is defined as common cultural heritage such as language, a community’s history
and traditions. This reflects in our life on our origins which should not determine how we study.
We should put our ethnicity behind us when in class and concentrate. We also studied SES
which includes, upper class, middle class and lower class. The SES also showed that students of
all ethnic groups with high SES background have characteristics such as higher average levels of
achievement on test scores and stay longer in school than others.

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Running head: EDFD140: FOUNDATIONS OF LEARNING
Section two
Reflection on relationship of learning theories
There are various learning theories that influences our life both academically and
socially, this theories seeks to explain some of our behaviors as students along with how we
respond to different things in our environment. Ivan Pavlov in 1903 came up with classical
conditioning theory where he studied the role of saliva in the digestive processes of dog,
subsequently he noticed that dogs would immediately start salivating before he even offered the
meat powder to the dog. Charmed by this discovery, he examined further and found out that the
tone of a bell had the capacity to prompt the response of salivation. He also learned that
associations were created by happenings in an organism’s surroundings. In relation to this theory
it impacts on our attitude as students given how we respond to different calls. It also explains
what we anticipate when we know what is coming next. For example when the bell rings in
school some of us immediately chooses to run to class while others just walk to class. In the
other way there are students who chooses to go to class even when the bell has not yet rang while
others would only go when they hear the bell ringing. This has impacted both positively and
negatively in our lives. Those who respond quickly seem to be ahead of others and even how
they conduct themselves differs from others.
This theory has strength owing to its principles that are used in schools to help guide
student in their daily routine. It has also been criticized based on the issue that not all behaviors
fits this model. Just like Ivan skinner also came up with a theory known as operant conditioning
theory in 1930. According to him learning takes place when responses come to be controlled by

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Running head: EDFD140: FOUNDATIONS OF LEARNING
their consequences process which he referred to as Operant Conditioning. He went ahead to
demonstrate that organisms tend repeat the responses that are subsequently followed by
favorable consequences. Just like us students we tend to do something more often if we know
that the end result will be more rewarding. When I work hard in class I know the subsequent
result will be passing and this would be favorable outcome to me so I would work harder often to
achieve this. This theory has its strengths and limitation being that it has important influence in
classroom practice and limited in that does not consider other factors such as motivation.
Social cognitive views of learning was explained more by Albert Bandura who performed
a research on behavior therapy and the factors of aggression. Later he went ahead to propose an
influential theory of learning and development which was later named social cognitive theory.
Through this I have learned to be more conservative and concentrate in class whenever
undertaking any course. My mental state is also an important part of learning as I should be more
alert. This helps me reflect on how to build my knowledge by making a meaning of the world.
This has also had an impact in my life as I can now avoid passive leaning.
Social constructivism was clearly explained by Vygotsky where expressed I as acquiring
knowledge through transmission of cultural values from the society and social interaction. This
has help me realize that how I associate with people mirrors my social interaction with the
society and is also majorly influenced by my cultural values. Social constructionism tends to
study how the society builds its knowledge and goes further to examine how ideas and beliefs are
communicated to new members in a group. This has aided us on how we interact ii our groups
and how to solve our problems as it directly reflects how we interact during different occasions
in life. Cognitive Views of Learning has basically mirrored the way we express ourselves and

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Running head: EDFD140: FOUNDATIONS OF LEARNING
how we comprehend what is taught to us, it emphasizes on the use of visual and verbal formats
to the cognitive load.

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Running head: EDFD140: FOUNDATIONS OF LEARNING
Section 3
Characteristics of teachers
Learning is a comparatively a perpetual change in knowledge owing to the experience
gained by the students. For us students to have quality and proper learning there has to be a
teacher who addresses our needs to conform with the requirements of learning, hence teachers
are play a big role in learning. A teachers who is most likely to effectively to address learner’s
needs has the following characteristics:
1. They can easily find important illustrations of their respective subject.
2. They create are perfect at creating conducive environment for learning for
the students climate for learning.
3. Are optimistic about all students reaching their success criteria. Believe all
students can reach the success criteria
4. Supervise learning and encourages students to communicate with them on
their progress.
5. They have a grasp of classroom experience and professional thinking.
A teacher’s role includes, explaining to their students various things depending on the
unit being taught, this can extend to demonstration so as to make it easy to comprehend for the
students. They can also listen and subsequently guide the students depending on their needs at
that particular time. They also offer support to the student in terms of academic guidelines and
acknowledges the efforts made by the student through feedback.Learning is largely influenced
by quality of teaching, student engagement, developmental readiness to learn and student
motivation among others.

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Planning and approaches to teaching can be used to address diversity in the many ways
such as promoting inclusion and awareness at large of diversity matters to the students. Whether
a teacher teaches physics and mathematics, there are changes they can make to students
classroom and their approach to teaching that is more inclusive and conducive environment for
learners.

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Running head: EDFD140: FOUNDATIONS OF LEARNING
Conclusion
Learning portfolio helps students to realize their potential both in classroom and outside
class. Various aspects in life influence students’ performance both positively and negatively. It is
due to this that challenges arise. This study helps us to tackle thins challenges as every aspect is
assessed based on their influence and impact on students. How we respond to this challenges
determines who we become in the end of it all. The learning theories helps us improve on our
weakness as they identify our strong and weak points. The rational for this study is solely to help
the students achieve their dreams and conquer their fears in life posted by aspects such as gender
differences among others.

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References
Krause, K., Bochner, S., Duchene, S., & Mcmaugh, A. (2009): educational psychology
for learning & teaching (3rd Ed.)
Berk, L. E. & Meyers, A. B. (2016). Infants, children, and adolescents. (8th Ed.). Boston,
Massachusetts: Pearson.
Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom Management and
National Professional Standards for Teachers: A Review of the Literature on Theory and
Practice. Australian Journal of Teacher Education, 41(7).
http://dx.doi.org/10.14221/ajte.2016v41n7.1
Grellier, J., & Goerke, V. (2014). Communications toolkit (3rd Ed.). South Melbourne,
Vic: Cengage Learning Australia.
McInerney, D. M. (2013). Educational psychology: Constructing learning (6th Ed.).
Frenchs Forest, NSW: Pearson
Smith, J.K., (2016). Educational psychology. (2nd Australian Ed.). Milton, QLD: Wiley.
Pritchard, A. (2014). Ways of learning: Learning theories and learning styles in the
classroom. (3rd Ed.). Abingdon,Oxon: Routledge
Snowman, J. & McCown, R. (2013). Ed psych. (student Ed.). Belmont, CA:
Wadsworth/Cengage Learning.
Snowman, J., McCown, R., & Biehler, R. (2009). Psychology applied to teaching. (12th
Ed.). Milton, QLD: John Wiley& Sons.

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Torff, B., & Sessions, D. N. (2005). Principals’ Perceptions of the Causes of Teacher
Ineffectiveness. Journal of Educational Psychology, 97(4), 530-537.
Woolfolk, A. E. & Margetts, K. (2016). Educational Psychology. (4th Ed.). Melbourne,
VIC: Pearson Australia.
Zajda, J. (2008). Learning and teaching (2nd ed.). Albert Park, Vic: James Nicholas
Publishers
O’Donnell, A. M., Dobozy, E., Bartlett, B.J., & Nagel, M.C., Spooner-Lane, R., Youssef
Shalala, A., Reeve, J., & Smith, J.K., (2016). Educational psychology. (2nd Australian Ed.).
Milton, QLD: Wiley.

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