1TEACHING AND LEARNING Introduction Aiming to generate a fair and comprehensive view about the various theories related to teaching and learning in classrooms, this essay endeavors to delve deeper into the myriad aspects of learning practices. The following paragraphs shall endeavor to throw light on the powerful and puzzling ideas that are presented in the readings. The following paragraphs will account for the different theories of teaching, learning and the pedagogical practices. Discussion 1. Major Differences Inaverypowerfulandelaboratemanner,thereadingspresentvarioustheories. Constructivist theory of teaching chiefly focuses on the idea of learners acquiring knowledge and constructing meaning based on their own experience and inherent knowledge (Kirschner, Sweller &Clark,2006).Thetheoryofminimalindulgenceoftheinstructorsisderivedfrom constructivism. On the other hand, experiential theory of teaching chiefly focusses on the method of learners learning from the consequence of the enacted actions. As against this, the instruction design theory of reaching emphasizes on the matter that is taught to learners (Merill, 2002). Departing from the previous theories, this theory design chiefly focusses on the information that is evaluate and taught rather than the manner in which the information is evaluated. One of the major differences that is traced is that while the constructive and experiential teaching emphasize on the method and manner of teaching, the instructional design theory depends on the lesson that is taught to the learners. In addition to this, the metacognitive theory of teaching propounds the
2TEACHING AND LEARNING idea that teachers should adopt various strategies and knowledge of the cognitive conditions (Pintrich, 2002). By recognizing and applying different cognitive strategies, teachers can devise strategies for class readings. What is puzzling is that the readings do not offer concrete examples of the strategies. The major difference in these theories is that the former theories do not take into consideration the aspects of cognition, whereas, the metacognitive theory focusses on the cognitive prowess. The major difference in the various theories of teaching is traced in the factor of relevance that is attached either to teaching practices or to the lessons. The readings are quite powerful in depicting the subtle and important aspects of the various theories. It is puzzling to see that he readings also depict the relation between these theories. 2. Connection The theorires of teaching and learning are intrinsically connected to each other. It has to be accepted that the various theories of teaching are applicable only when they are connected to the processes of learning. The theory of constructivism in teaching can be linked to the theories of constructivist learning that chiefly focuses on learning through the inherent and garnered experience.Further, the theory of culturally responsive teaching is intricately connected to the learning theory of students who can learn about respecting varied cultures. The teaching theory of experientialtheory can also be linked to the similar learning theory that focusses on the learner’s ability to learn from the consequences of their own actions. This is quite puzzling to understand. This theory can also be related to the theories of learning that emphasize on learning as concrete only when the learners can learn through endeavors in the real world (Merill, 2002). These readings are powerful in presenting these vivid connections.
3TEACHING AND LEARNING 3. Pedagogical Practice These theories form and reflect about the pedagogical practices. It has to be mentioned that effectiveteachingrequirespedagogicalskills(Gay, 2001). In the case of culturally responsive teaching, it is essential to include multicultural pedagogical practices such as caring for the students belonging to various cultures. Proper pedagogical practices help to transfer knowledge and enhances the learning practices of students (Macleod & Golby, 2003). The instructional design theory of teaching and learning informs about the pedagogical practice of outlining the structure of the course and informing about the lessons that are to be taught. The culturally responsive and metacognitive teaching and learning focuses on the pedagogical practice of inculcating value in the various aspects of teaching. What is puzzling is the manner in which an educator can implement these practices. The readings are powerful in the depiction of pedagogical practices but fails to project concrete ideas. Summary Proper teaching and learning exercises can ensure the development of the learners (Gebre, Saroyan & Bracewell, 2014).Without any form of learning, there cannot be any form of teaching. Though there are major differences in the various theories of teaching, these are closely related to the learning theories. These theories also serve to enlist and inform about the various pedagogical practices that are adopted to enhance the processes of teaching. Conclusion After analyzing the above-mentioned ideas, it can be concluded that theories of teaching differ from each other. Nevertheless, the myriad theories are connected to the theories and
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4TEACHING AND LEARNING practices of learning. It can also be concluded that these theories provide information about the pedagogical practices. Thus, these readings are powerful in their depiction of ideas.
5TEACHING AND LEARNING Reference Gay, G. (2001).Culturally responsive teaching. Gebre, E., Saroyan, A., & Bracewell, R. (2014). Students' engagement in technology rich classrooms and its relationship to professors' conceptions of effective teaching.British Journal of Educational Technology,45(1), 83-96. Kirschner, P., Sweller, J. & Clark, R. (2006).Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching Macleod, F., & Golby, M. (2003). Theories of Learning and Pedagogy: issues for teacher development.Teacher Development,7(3), 345-361. Merill,D.(2002).[ebook]Availableat: https://mdavidmerrill.com/Papers/firstprinciplesbymerrill.pdf [Accessed 22 Jan. 2019]. Pintrich,P.R.(2002).Theroleofmetacognitiveknowledgeinlearning,teaching,and assessing.Theory into practice,41(4), 219-225.