Every teacher has some kind of implicit theory of teaching (Marland 1997). From this perspective this module has provided a new sight to start with a reflection as a theory which proposed by Biggs (2003) that reflection is a theory of teaching to reflect with and context of experiences as the object of reflection seen in action learning paradigm.
Different students with different abilities and personality types learn more with varying techniques. Students low in authoritarianism, low in tendency to dichotomize, low in the need for structure, and high in the ability to tolerate frustrations have been found to learn more when the Socratic questions and answer method is used while children of different reasoning skills learn more with the discovery and expository methods.
The setting under which teaching and learning takes place has different effects on students with different aptitudes, personalities, and motivations. Those who are high in need affiliation prefer to work with others; those low in affiliation need prefer to work alone.
A twin of interest is patience. ...Show more