An understanding of the main theories of learning and the key factors that influence individual learning.

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Introduction

It is paramount that teachers have an understanding of the main theories of learning and the key factors that influence individual learning, to gain optimum results. Gagne (1974) defines learning as “the occurrence of behavioural change and also the persistence of this change” persistent changes are know as “maturation  changes resulting from the growth of internal structure” which is not learning. (p5)

This assignment requires two pupils’ case studies, observing their learning strategies, individual needs, and teaching strategies that are adopted. I will be evaluating a range of learning theories, analysing and reflecting upon effective learning by extensive use of relevant literature.  Also, I will discuss environmental factors that could influence learning.

I am currently working in a village lower school as an LSA, and as an occasional supply teacher. The school opened in 1969 and has grown considerably since. It currently has 280 children on roll, with 5 children receiving free school meals. Most of the children live in the village, but the catchments area takes children from two other villages. There is an autistic unit which has 5 children. The school’s ethos is to celebrate the achievements of each child regardless of ability, race, gender, beliefs or personal circumstances. The school’s aim is to provide a happy secure stimulating and enriching environment through its attitude and curriculum policies. The behaviour and attitude of pupils are important within the school, which are:

  • Honesty, unselfishness and fair play;
  • To observe simple rules;
  • To follow codes of conduct;
  • Review behaviour issues within the school council.

The school policies are available at the school for parents to read.

An OFSTED report was carried out on 17th January 2003. They commented that the school had very good management and, leadership was good. The Head Teacher has a clear educational direction, and has successfully raised standards, within the school, since the last OFSTED report. The quality of teaching was generally good, with a few lessons that were satisfactory. Links with parents, and the ranges of extra-curricula activities were good.

The areas that needed to be improved are:

  • Standards in ICT;
  • The curriculum needs to be more broad and well balanced;
  • Systematic procedures for the assessment of  science and foundation subjects;
  • The role of the curriculum co-ordinator needs to be improved and strengthened.

All names within this report will be changed to protect the identities of the pupil for confidentiality reasons.

Rationale for the choice of pupils.

The pupils were selected from a year two class, where I currently work.  This made it easier for me to observe the pupils without any disruption to their normal learning environment. I also have background information about the pupils in this class, and this is an important factor when analysing their needs. After careful consideration, I decided to choose a child from each end of the ability spectrum, so that there would be a contrast of their needs.  The two pupils make interesting case studies, as they both have areas of difficulty and areas that they excel in.  

Although I considered choosing a pupil from each gender, I felt these two pupils would enhance my knowledge of individual learning needs as they were unusual cases.    

Classroom context

I observed both pupils in Literacy and Numeracy. David was observed in art, as well as he excelled in this area; I wanted to see if his behaviour differed in different subject areas.  Jeremy was observed in design and technology, as this is his area of weakness.  All observations were carried out in their normal classroom.

After extensive research, I have discovered that there are many theories about how children learn, and their preference to difference learning styles. Therefore, I have incorporated the theories that I feel are the most appropriate for the two pupils in the case studies.

Case Study One

David

David is a year two pupil, who has a chronological age of 6 years and7 months.

David is a friendly and likable member of the class. He tries hard to please the teacher but appears to have difficulty understanding many concepts, and lacks the ability to concentrate.  He has a reading age of 5 yrs 9months. His speech defect makes spelling and communication difficult and has an impact on his ability to learn. He lives with his mother and stepfather. His three brothers and two sisters, all had IEP’s when attending the school.  He has great difficulty concentrating and keeping ‘on task’.   He currently has an IEP (individual education plan) which shows areas of concern with; reading, spelling, numeracy and independent work. He participates in an ELS (Early Learning Support) programme within in a small group. His targets are to:

  • Improve strategies for reading;
  • Increase phonic knowledge;
  • Read and write and order to 100;
  • To write the date in his book, quickly and quietly without adult intervention.

He was assessed by The Learning Support Services (LSS) at Bedfordshire County Council, using the Ravens Coloured Matrices.  The test indicates the degree of development of pupils’ capacity for observation and clear thinking and to reason.  It does not test for visual perception and spatial awareness.  He had a raw score of 23, and his percentile rank was 90th. As the average score is 50%, David scored very high, and would be considered to be above average. His score indicates that he has the potential to work as well as a child with a chronological age of 8yr.03mths . The LSS advised the school that David should undertake the British Picture Vocabulary Scale (BPVS) Assessment of Receptive Vocabulary to ascertain David’s level of received language. This assessment assesses the understanding of spoken English, which does not require reading, speaking or writing, only simple response to picture cards. This assessment would be appropriate for David, as he has difficulty in reading and some difficulty in speaking.

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Analysis of David’s learning

 Honey and Mumford (1989) suggest that characteristics that David displays, to be mainly an activist learner as he enjoys doing practical work. This I noted in observation three. David was making a ‘get well card’ for another pupil and his behaviour and attitude to learning was much better than during literacy and numeracy.  The other groups that Honey and Mumford recognise are:

  • Reflectors;
  • Theorists;
  • Pragmatists.

David does not show characteristics of a reflective learner, but could be with encouragement and motivation. My belief is that motivation is a key element ...

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