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Learning Theories and Their Applications

   

Added on  2020-03-07

15 Pages4344 Words168 Views
Higher EducationHealthcare and Research
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Running head: TEACHING, LEARNING, AND ASSESSMENT STRATEGIES 1LEARNING, TEACHING, AND ASSESSMENT STRATEGIESStudent name:Institutional Affiliation:Professor:Date:
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TEACHING, LEARNING, AND ASSESSMENT STRATEGIES 2IntroductionLearning may be defined as the acquisition of skills or knowledge through experiences such as being taught, study, or experience (Knapper, Cropley, & Knapper, 2000, p. 32). On the other hand, teaching may be referred to as the profession, or the occupation of being a teacher who plays a primary role in favoring learning (Billig & Waterman, 2003, p. 21). Therefore, teaching and learning are concluded to be a process since is some way they depend on each otherfor their effectiveness. Nevertheless, this process is assessed in several ways to assure that it tookplace. Surprisingly, learning may be classified in terms of formal or informal learning. Often, informal learning occurs in the process of our daily activities rather we may term informal learning as accidental. Informal learning may be from experiences which trigger us to changing the way we think and act (Scott, 2000, p. 45). Sometimes we may not even be aware we are learning. For instance, it’s common for health workers to learn the character of bad attitude from the example of others. Of course, learning is also formal and the most common way acquiring skills since it requires personnel with the relevant skills. In formal learning, leaners attend a course which is normally planned in a structured way is practiced in learning institutions. Nevertheless, at some point of teaching and learning, there is need to assess if what is being taught is acquired. More to the point, learning institutions have come up with assessment strategies that will help them determine whether they understood what was been taught (Cannon & Boswell, 2014, p. 18). Unfortunately, despite the efforts to enhance teaching and learning some students after assessing what is been taught they are found to be underachieving various concepts. Therefore, this assignment seeks to analyze various factors and how they can be corrected to enhance learning.
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TEACHING, LEARNING, AND ASSESSMENT STRATEGIES 3Mentorship may be defined as the act of providing guidance which is normally provided by an experienced person well known as a mentor (In Shaw & In Fulton, 2015, p. 34). Furthermore, the period when a person is been guided is also known a mentorship period which varies considering the circumstances. However, a mentor does not have to be an older person he or she may be young but with relevant knowledge or expertise required to mentor a person. In most cases mentors are normally people who can act as role models, have relevant knowledge in areas that their expected to mentor a person. Moreover, a mentor who is relationship structured have been seen to be effective since their well conversant with the individual hence may be able to use paste experiences in mentoring the individual (Straus, Sackett, & Sawkins, 2014, p. 54). Therefore, there is need for mentorship programs to aid improve performance in learning institution. Clinical mentors then play a significant role in mentoring students who are in their first years in school. The mentor will then equip them with the relevant to help pass them through school and to an extend they share their past experiences which will help them in their daily activities. Identifying an underachieving leaner Underachieving may be defined as giving back results lower than expected. Therefore, when a leaner performs lower that what is expected of him or her that may be termed as underachieving. Surprisingly, to identify an underachiever one must be familiar with the studentscapability hence can flexibly identify when she or she performs contrary to what is expected. Hence identifying an underachiever a teacher should compare pervious result to the current ones thus establishing the leaners poor results. Furthermore, assessment tests play an important role inidentifying an underachiever since when leaners are engaged in assessment tests they assess a leaners capability. On the other hand, attitude can help a teacher identify an underachiever this is
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TEACHING, LEARNING, AND ASSESSMENT STRATEGIES 4possible when a teacher compares present attitude to the previous thus noting a negative change. Continuous underachieve from a student can result to poor grades, bad attitude towards school, and at extreme points may result to school drop-out. Sometimes it may be difficult to notice underachievement in students when their results after assessment seem average but rebellion, demotivation, and lack of concentration can aid a teacher to notice underachievement in a student. However, there is need to take relevant action when you notice poor performance in a student to help build the student’s skills. Role of a mentor in the underachieving student When there is continued underachievement in a student need to refer the student to a mentor is necessary who have been seen to play an important in helping a student performance. The mentor will then formulates an action plan to aid improve the students’ performance (Kilgallon & Thompson, 2012, p. 43). This may include motivation programs which will help encourage the learner despite his or her underachieving. When a leaner is motivated they are encouraged not to doubt their ability since very one is capable. Motivation will also help increasea leaners capability since their self-esteem is built thus they are able to achieve more. Therefore, a mentor may act as a motivator encourage the under achieving leaner to improve in their academics.Secondly, a mentor may invite the leaner to conducts more of several written or verbal self-assessment feedbacks on their daily progress. Despite, adopting programs which will aid in assisting the leaner need to assess progress is very important. This is because assessing the progress will guide the mentor on whether they should change the method their using (Holley & Joseph, 2013, p. 53). On the other hand, when the assessments are done improvement can be
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