DTLLS Theories and principles for Planning & Enabling Learning
For this assignment I will be considering my position at XXXXX where I have been responsible for planning and delivering of National Vocational Qualifications (NVQ’s) skills training and its related Further Education (FE). Our learners are all in employment and receiving a salary from their respective employers. They are aged between sixteen and twenty-three years old. Academically they range from average GCSE grades up to A grade A level students. They attend XXXXX daily for the first year of their apprenticeship. I aim to evaluate the various learning theories and my rationale for using them while planning, organising ...view middle of the document...
The “overall behaviourist framework” we work within does not seem imposing in any way because of learners willingness and compliance.
Whist the content of the FE syllabus is prescriptive it may also be considered behaviourist; however there is still plenty of scope for teachers to deliver using cognitive and humanist approaches .
In his book (Petty Geoff 2009 p7-13) Petty praises the virtues of Blooms taxonomy as a valuable tool that can be applied to almost any learning, from an entire course, to ad hoc one-to-one dialogue with a learner. I use this theory as a model when planning sessions, questioning and introducing new topics. With some well-thought-out inclusive active learning activities, learners can be advanced up the pyramid to the higher-order thinking skills achieving a deep learning state. Teachers can differentiate when asking questions while supporting the less able learners by asking directed questions pitched at the different levels of the pyramid such as:
“Can you name the parts of…”
“Can you explain the main problem with…?”
“Evaluate the best solution for this?”
Vygotsky was a communist humanist who lived during the Russian revolution. He theorised about the Zone of proximal Development (ZPD) (Scott Baumann Alison 1997 p64) believing that learning should be a social interaction between a learner and others who have greater knowledge and experience to share. So for those learners who’s ZPD is small and slow-moving, they will benefit from the help of a more capable learner with a larger faster moving ZPD. The ZPD theory is useful to picture individuals differing learning abilities.
Another of his theories is that of Scaffolding (Clabaugh Gary 2010 p8). He recommends implementing Scaffolding as a learning tool using language and shared experiences. I have used this strategy with great success when providing support to individuals in a vocational area where a learner needs to overcome an obstacle in their way, hindering their progress during a practical discovery learning session. The scaffolding can be provided equally as well by the teacher or reliable peers. In fact in this class situation I estimate that for every instance where the teacher provides scaffolding, there are an equal if not greater number of instances where it has been provided by peers.
The motivational theories of Maslow (Gould Jim 2009 p77-79) and Herzberg (http://en.wikipedia.org/wiki/Two-factor_theory) outline certain basic needs necessary in a learner’s life before they can become intrinsically motivated. Additionally Herzberg also argues there are certain hygiene factors which when missing is de-motivating and need to be fixed.
These are old theories originally devised for business and since used in education. They do explain possible causes of demotivation when basic needs are not fulfilled such as being too hot, too cold, hungry, tired or emotionally upset in some way.
Dweck’s influential research is...