Teaching Styles and Strategies in Order to Match the Learners Needs and Preferences - Case Study Example

Applying theories to learning Introduction Learning theories explore how the human mind acquires knowledge. They encompass relatively enduring change in the behaviour, which includes both observable activity and internal processes. For example, thinking, attitudes, and emotions of an individual; it is also grounded in the person’s experiences or discoveries. The processes of experience and discovery result to a fresh understanding of the world is inclusive of oneself and others and enable individuals to transform data from experience into organizing information. This paper explores the relevance and impact of learning theories, especially in relation to my personal practice within a secondary school. In addition, the paper seeks to attain insights into the harmonies and conflicts that may prevail within the current educational discourse. In a special way, the paper explores diverse ways in which instructors model their teaching styles and strategies in order to match the learners’ needs and preferences. Theory and Practice of Teaching and Learning Learning theories and models are diverse and encompass behaviourist, cognitivist and constructivist, social, situational, motivational and humanist. Behaviourist perspectives hold three assumptions. To start with, they focus on observable behaviour rather than internal cognitive processes. Secondly, learning and behaviour are critically influenced by the environment. Thirdly, the principles of contiguity and reinforcement are principal to the explanation of the learning process (Mowrer & Klein, 2001, p.6). This approach has inspired educational practices such as systematic design of instruction, behavioural and performance perspectives, programmed instruction, and instructor accountability. Cognitive orientation to learning, on the other hand, address processes that occur inside the brain and nervous system as a person learns. This approach shares the assertion that people actively process information, and that learning takes place via the efforts of the learner (Leonard 2002, p.5). Cognitive approach encompasses mental processes comprising of inputting, organizing, storing, retrieving and constructing links between information. Humanist orientation to learning emphasizes the potential for individual growth within the learner. Humanists introduce affective functioning of a person into the arena of learning. Humanists favour the notion that human beings can control their own destiny. In addition, they hold that humans are intrinsically enjoyable and desire a better world for themselves and others. Thus, any behaviour is a consequence of a person’s choice and that people are active agents in learning (Phillips & Soltis 2004, p.3). Social approach to learning highlights the interactions between people and views them as the central mechanism of learning. According to this approach, learning is grounded in observation of others within the social setting. The educational concepts that arise from this approach include motivational strategies, locus of control, social role acquisition, and the efficacy of interaction of learner with the environment and the other learners (Sullo 2007, p.4). Constructivist approach to learning perceives the learning process as involving construction of meaning from experience. According to this approach, the locus of learning lies in internal construction of reality by an individual. Learning Styles and Strategies Learning styles can be regarded as cognitive, affective, and psychological behaviours that are comparatively stable signs of how learners perceive, interact with, and react to the learning environment. The physical domain of learning style incorporate visual, auditory and motor styles while cognitive domain spotlights concrete, abstract, sequential, and random styles (Hawk & Shah 2007, p.5). Affective domain, on the other hand, encompasses external and internal physiological and psychological factors that influence how people feel. The Index of Learning Styles (ILS) proposes four learning styles; visual-verbal, active-reflective, sequential-global, and sensing-intuitive. The three categories of learners include visual, auditory, and tactile. Visual learners are those who think in terms of pictures and who prefer written down text or overhead. Auditory learners are those who learn best by listening and prefer learning through lectures and discussions. Tactile learners, on the other hand, learn best through touching, feeling or experiencing that which they are learning (Illeris 2009, p.7). Knowledge on learning styles informs and shapes my teaching practice. I have implemented different teaching strategies to suit the diverse array of learning styles present in my students. Awareness of learning style differences is critical as it aids instructors to teach in a manner that effectively resonates with most students (Barkley 2010, p.80). This pre-empts putting a large subset of the students at a disadvantage. The controversial debate surrounding learning styles is inspired by studies, which have revealed an inadequacy in the evidence base to validate incorporation of learning styles assessments into general educational practice. Learning style models should be judged on how best they characterize and interpret observations and shape professional practice (Bossche, Gijselaers & Milter 2012, p.4). In my teaching, I have discovered that no two students approach learning exactly the same way. Teaching Approaches that Accommodate certain Learning Needs and Preferences When teaching, I adopt several strategies such as goal-directed design, which encompasses improvement of skills and ideas. In addition, I also incorporate the use of eclectic instruction. The activities in this case encompass encouraging the learners to learn from each other and learn from discovery and by doing. In order to meet certain learning needs and preferences, instructors should take into account aspects such as learning outcomes, variety of teaching methods, levels, interests, resources, support, and feedback (Coon & Mitterer 2010, p.247). The teaching approaches should accommodate the diverse learning style of the learners. Instructors should also be wary of stereotyping when seeking to identify the individual needs and preferences. There are several teaching methods and approaches that an instructor can adopt. These methods encompass active learning, cooperative and collaborative learning, learning via case studies, and problem-based learning (Sadler-Smith & Evans 2006, p.170). One of the prominent approaches to teaching that has proved to be effective includes project-based or problem-based learning programmes. This approach accommodates diverse learning facets and also formulates content in a more attractive and meaningful way. The approach encourages learners to investigate topics more deeply as well as making connections between diverse subject areas. This aids learners in attaining confidence and enhancing their social and collaborative skills (Huddlestone & Unwin 1997, p.59). Learning is a process of active construction; hence, instructors should avail opportunities to students to enable them to connect with the content in diverse and meaningful ways. This may incorporate aspects such as cooperative learning, interactive lectures, and hands-on lab or field experiences. In addition, the theories demonstrate that student’s prior knowledge is a critical determinant of what they will learn (Larson & Keiper 2011, p.167). Teachers should learn about their students’ experiences and preconceptions by employing pre-tests, and background knowledge investigations shaped at revealing students perception of the topic. Learning is context-specific, and teachers should employ simulations, or cases to model learning environments that ape the real world (McGee & Fraser 2012, p.97). Strategies to Promote Effective Learning As an instructor, I endeavour to adopt teaching strategies that promote effective learning among the students. Effective teaching strategies encompass cooperative learning, active learning, expository learning, differentiation, brainstorming, and demonstration methods. The adopted strategies should promote active engagement and participation of all learners in the classroom. Instructors should promote effective learning among the students by making lectures more interactive. This strategy encompasses floating questions within the lectures and extending out to learners (McGonigal 2005, p.4). In addition, the instructor may adopt the jigsaw technique, especially when carrying out in-class group work. This strategy incorporates dividing the class into several teams whereby each team has separate but related assignments. Similarly, the instructor may adopt effective discussion as a way of engaging students in thinking and analyzing or defending issues rather than merely listening to the lecture (Watkins, Carnell & Lodge 2007, p.5). One of the most compelling and effective method of teaching that I employ when teaching include using case studies. Case studies are a successful means of actively engaging the learners in problem-solving of issues within the disciplines. The hallmark of case study incorporates presenting students with a problem to solve (Harvey & Chickie-Wolfe 2007, p.149). Learning theories have had a significant effect in explaining how people acquire knowledge and learn. For instance, constructivist learning has had phenomenal effect on the teaching methods and has shaped the themes of many underlying education reform movements (Jarvis 2005, p.23). In addition, an instructor may promote stage self directed learning strategy, which maps the transition from a dependent to self-directed learner. Teaching methods in this model are fashioned to match the learner’s stage of self-direction. This model holds that the ability to be self-directed is both situational and progressive (Riggs & Gholar 2009, p.5). In the model, a learner moves from being dependent to interested, involved and self-directed. The teacher, on the other hand, moves from authority coach to motivator, facilitator, and lastly, consultant or delegator. Conclusion Learning theories have a phenomenal effect on the practice of learning and teaching. The theories have been the hallmark of my teaching practice and have inspired the teaching strategies that I have adopted. Instructors should pay keen attention to aspects such as motivation, choice, and responsibility since they have a phenomenal influence on the learning process. Instruction is ineffective if it incorporates only one set of learning preferences. Focus should be directed at teaching in the manner that addresses the needs of students in a class as well as enhancing the students’ metacognitive awareness. As demonstrated, the teaching and learning strategies employed should not be rigid as this can undermine the learning process. The strategies adopted should reinforce the importance of learning theories in supporting the distinct needs of learners such as growth, diversity, and motivation. There is a need for teachers to have awareness regarding the needs of their students since this facilitates the learning process. References List Barkley, E. (2010). Student engagement techniques: A handbook for college faculty, San Francisco, John Wiley & Sons. pp.79-90. Bossche, P., Gijselaers, W. & Milter, R. (2012). Learning at the crossroads of theory and practice: Research on innovative learning practices, London, Springer Dordrecht Heidelberg. pp.1-5. Coon, D. & Mitterer, J. (2010). Introduction to Psychology: Gateways to mind and behavior, Belmont, Wadsworth. pp.247-250. Harvey, V. & Chickie-Wolfe, L. (2007). Fostering independent learning: Practical strategies to promote student success, New York, Guilford. pp.149-160. Hawk, T. & Shah, A. (2007). Using learning style instruments to enhance student learning, Decision Sciences Journal of Innovative Education 5 (1), pp.1-19. Huddlestone, P. & Unwin, L. (1997). 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