Giving immediate feedback, whether positive or negative, should enable your learners to behave in a certain way. The behavior should not be repeated if negative feedback is given.
learners will repeat the desired behavior if positive reinforcement is given. Skinner (1974) believed that behavior is a function of its consequences, i.e.
Learning is therefore defined as a change in behavior. You will need to find out through experience what works and what doesn’t work with your learners.īehaviorism assumes a learner is essentially passive, and will be shaped through positive or negative reinforcement. Don’t be afraid to try something different and step out of your comfort zone. It might have suited you at the time, or it might have had a detrimental effect.
You might find at first you are teaching the way you were taught at school, college or university. What works with one group or individual learner might not work with another. However, don’t get too concerned thinking you must teach in a certain way because a theorist says so. This section will very briefly explore some of them (in alphabetical order), which you might like to research further and try out with your own learners. There are many different theories regarding the way people learn. UP NEXT: An Open Letter to High School Students about Reading First published by Learning Matters SAGE 2014. Copyright by Ann Gravells and Susan Simpson. It is from Chapter 3 – Delivering Education and Training in the book The Certificate in Education and Training, by Ann Gravells and Susan Simpson. The posting below is a nice summary of various learning theories.
Facilitating for Learning extends the scope of that work by also examining the facilitator’s responsibilities for supporting a group’s learning during all parts of a meeting, between meetings, and within the larger school context and culture. COURSE SYLLABUS FACILITATING LEARNER-CENTERED TEACHING 1 st Semester, AY 2020-2021 COLLEGE: DEPARTMENT: COURSE CODE: EDUC COURSE TITLE: Facilitating Learning CREDIT UNITS: 3 units PRE-REQUISITE: None FACULTY: CONSULTATION HOURS: COURSE DESCRIPTION: This course is designed to explore and equip pre-service teachers with the fundamental principles, processes, and practices anchored on. A learning approach where students are encouraged to take ownership and control of their learning process and the role of the teacher changes from supplier of knowledge to facilitating the process of learning.
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