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AT1 Learning Journal

The document summarizes the key points from 7 modules of a teaching course. It discusses various learning theories including behaviorism, humanism, cognitivism, constructivism and contemporary strategies like inquiry-based learning. It emphasizes creating an inclusive classroom that applies differentiated instruction based on students' needs and backgrounds.

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Scott Blackwood (Scottybwood21)
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30 views

AT1 Learning Journal

The document summarizes the key points from 7 modules of a teaching course. It discusses various learning theories including behaviorism, humanism, cognitivism, constructivism and contemporary strategies like inquiry-based learning. It emphasizes creating an inclusive classroom that applies differentiated instruction based on students' needs and backgrounds.

Uploaded by

Scott Blackwood (Scottybwood21)
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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EDU2ULG AT1: LEARNING JOURNAL

Scott Blackwood: 20802084

MODULE 1: TEACHING, LEARNING AND LEARNING OUTCOMES

As a pre-service teacher studying Primary school teaching, I believe a participation


classroom will best suit my students from a learning perspective and also myself from a
teaching perspective. I have always enjoyed the hands-on, engaging and collaborative type
of learning and felt that is where I learned the most. While I envision this, I would also not
wholly neglect an acquisition classroom at times if I thought it would best benefit my
students.
MODULE 2: BEHAVIOURAL VIEWS OF LEARNING

Behaviourism is based on an external factor leading to a response. This mechanism is


referred to as 'cause and effect'. For example, a student may be rewarded for completing
their work on time, with behaviourists believing this will succeed in this behaviour being
repeated. Classical conditioning and operant conditioning are found under the umbrella of
the behavioural view of learning. Classical conditioning sees a neutral stimulus eliciting a
conditioned response, whereas operant conditioning desired behaviour is paired with a
consequence.

A simple example of where a teacher can use a behavioural strategy is to gain their
students' attention. The teacher can condition the class to stop what they are doing and
look up when a particular sound is heard. For example, five claps are performed in a certain
rhythm.

I envision myself using behavioural strategy elements within my everyday classroom in my


teaching. From past experiences of being a primary school student, I always found that
when the teacher would use behavioural approaches such as the example above (sounds to
gain class attention), they worked well. However, while I envision my pedagogical model
having some elements of behavioural approaches, I also understand that it will only be a
small part.
MODULE 3: HUMANIST APPROACHES TO LEARNING

The humanist approach to learning centres around teaching children academically while
also focusing on social, emotional, and creative aspects. Additionally, a strong emphasis is
on developing students to become effective communicators. A students’ thinking and
feelings are prioritised in a humanist approach. Abraham Maslow is well known for his
theory on human needs. Maslow’s hierarchy of needs explains how humans are motivated
by an urge to satisfy basic needs and growth needs.

Some activities or strategies where you might see a humanist approach in the classroom
are:

 Small group work


 Flexible timetabling
 Mixed-ability groups
 Reduced emphasis on grading

I can see myself using some elements from a humanist approach in my future teaching
practices. The aspects that appeal to me are small group work, cooperative learning and
flexible timetabling. I believe it would allow for the maximisation of engaging the classroom
while letting each further develop their own identity in a classroom setting. An element such
as mindful mediation is something I would not do, primarily due to my lack of exposure to it.

MODULE 4: COGNITIVE EXPLAINATIONS OF LEARNING


Cognitive learning theories are based on mental processes where the learner builds their
knowledge through the influence of their previous experiences.

There are 3 learning process approaches.

These explanations of learning include metacognition, which is deemed higher-order


thinking, which allows us to control our cognitive processes.

Some activities or strategies where you might see a cognitive approach in the classroom are:

 Problem-solving activities
 Question asking
 Question answering
 Self-reflections
 Deep learning activities
In my Primary teaching practice, I can see myself using parts of cognitive explanations of
learning. For example, I will include many problem-solving activities to help develop
metacognition. With these problem-solving activities, I will ensure the addition of self-
reflective practices to create higher-level thinkers.
MODULE 5: CONSTRUCTIVISM AND EFFECTIVE LEARNING ENVIRONMENT

Constructivism is a philosophy of education in which learners construct knowledge rather


than taking in information. The two types of constructivism are psychological (Piaget) and
social (Vygotsky). Psychological constructivism centres around how learners construct their
knowledge, beliefs and identity. Social constructivism emphasises social and cultural factors
and their role in learning.
In my primary based teaching, I will be able to use strategies from this model that I can tie in
with other models. I believe group-based inquiry learning can be beneficial in subjects such
as science or humanities. Students can work together to solve or create solutions linked to
the learning outcome. I currently envision that it may be harder to use in a subject such as
English. I am sure I will experience elements of a constructivist classroom in subjects where
at the moment, it seems complicated to do so.
MODULE 6: CONTEMPORAY TEACHING STRATEGIES

Once such contemporary teaching strategy is project-based learning. Project-based learning


is comprised of inquiry-based learning where students will use cognitive processes such as
analysing, evaluating and creating. Students are able to develop skills in collaboration,
critical thinking, reasoning and communication.

Some tasks you may see in classroom that use this strategy are:

 Group work
 Inquiry based activities
 Problem-solving activities with connection to the students’ lives

During the Teaching Primary Science subject in semester 1, we were introduced to inquiry-
based learning, specifically the 5 E’s model. Due to this, I believe I have a strong base
knowledge of how inquiry-based learning works. Although I have this base understanding, I
have not seen it used in a real-life classroom. At this time, I agree that it can be a very
engaging teaching lesson. I hope that I can see it used in a real-life context in my upcoming
placements. After this, I hope I eventually get the chance to run an inquiry-based lesson to
judge its benefits and limitations further.
MODULE 7: PERSONALISING LEARNING AND DATA-DRIVEN TEACHING

Personalised learning is teaching based on students’ abilities, interests, needs and


experiences. By including differentiation and individualisation we can make sure the
intended learning and appropriate challenges are occurring for all students, no matter their
academic level.

Bronfenbrenner’s bioecological model of development theory explains that individuals are


influenced by different aspects of their life. The 5 systems are:

 Microsystem
 Mesosystem
 Exosystem
 Macrosystem
 Chronosystem

The key sociocultural factors are:

 Ethnicity, language and culture


 Gender
 Socioeconomic status

Some strategies you may see in the classroom:

 Open ended tasks


 Cultural inclusive tasks
 Tasks that create a safe space for all students
I will be very mindful of this learning theory in my teaching. As everyone believes, all should
deserve a fair chance to succeed in education. I will take the time to know my students and
understand any socio-cultural factors that may affect their learning. Doing this will allow me
to know how my students learn and make the necessary individualistic adjustments to make
them confident learners and provide relevant learning of relevant skills.

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