Category: Learning

As a big organization, my working places not only provide medical healthcare community but at the same time also provide education because is a teaching hospital and doing research too. Every year large number of new staff in different category in different unit will joint in service. Each department they try their level best to train, educate and mole their new staff accordingly to their unit protocols, to ensure they able to perform well their carrier. Each time when train the new staff or staff from other unit, the unit manager should analyst the different theory and apply the correct type of training to the staff needed.

Usually for new staff, the better theory suggested to apply is behaviorist Learning theory. This is one of the classic learning theories. Tis behaviorism theories suggest if the learner doesn’t know any think, newly joint to the current unit, so all human behavior can caused or explain by external stimuli. By using this theory, we able motivate the learners by offering positive reinforcement for individuals modeling the right behavior and negative reinforcement for the behavior we want to discourage. In behaviorist theory the learner is passive, the trainer or the unit manager is instructor. This theory use traditional classroom setting, that the learner sit quietly while the trainer or the unit manager lecture them on a given topic. Usually they will give briefing or lecture about their unit or about their specific work and then take a test to analyze what has been retained and need to train them intensively. From this theory the new staffs able learn more about their work and their role in the unit deeply and clearly. When they have lecture on their job description, refreshment, revision and guidance they will feel great and confidence to learn and perform well in the new organization.

Another one better example learning theory to motivate staff to learn in working place is Cognitive learning theories. These learning theories explain those learners are active agents in the learning process and that they bring all their prior knowledge, memories, and interest when there’re in learning process. Learners are active participants, questions and comments are encouraged, and the trainers facilitate their learning by regularly relating it to real-world scenarios where they would apply this knowledge. This theory also suggested that if learner find their training is meaningful, they’re more likely to retain it. The trainer or the unit manager might make the session interactive by pairing the learners up to role play, a common scenario or divide them into groups to solve a real problem that the staff will facing in future in their carrier. From applying this theory the staffs able think and come out some ideas for problem solving in different angels. When the able to think and solve the problem, they will feel more confidence and motivated. At the same time this experiences and guidance will encourage them to learn more and move forward with motivated.

Beside of other theories, the constructivist learning theories may another one good choice to motivate the staff to learn in an organization. This theories approach unit manager or the trainer take a role of guide or coach rather than a traditional instructor. This theories suggest the learners are active agents who learn best when discovering things for them self rather than simply being lectured to. For example the learner occurs through role-play, debate, and collaborative problem solving. These theories help guiding learners in the right direction and pointing out potential obstacles and opportunities. Gide the new staff and let them follow with senior staff. While they perform at their own and at the time under senior guidance, the will fell more confidence to perform well. Hands on each procedure at their own under senior supervision it’s very important. When some there to help them and guide them and correct their mistake, they will fell they are under coverage and will help them learn more with confident.

Following is adult learning theory. This is unique theory. This theory is between adults and children when it comes to learning, and how they could be exploited in adult education. Adults tend to be more self-mutilated, and often have practical reasons why they’re seeking knowledge. Adult also should have greater say in the process of their learning and that much of it could be self-directed. Generally this theory very appropriate usually these theories appropriate apply to senior staff. They are more experiences and knowledge able. They able learn their self without any guidance’s. They have high potential in good learning and also able coach, guide and teach a junior staff. The no need the superior or senior to guide them. They able and highly motivated to look for information, self-motivation, and other reverent education. These theories help the staff to move forward in education wise. At the same time its help them more knowledge and able guide the juniors with more confidence.

In today’s fast dynamic world, it seems that organization have to say ahead of the competition by developing and enhancing the knowledge and skills of their employees. According drunker people are our greatest asset” which mean employees are the most valuable resource in an organization. This to make employees work their optimal performance, organizations should value the employee development. Learning theories is drive knowledge. It’s a method for achieving the enhancement of employee development. Appropriate learning theories applied to the appropriate persons promote continuous improvement.

The study of human learning continues to develop and expand and as many theorists test their ideas and hypotheses in applied situations. When discussing learning theories, it is important to look at what learning is. Learning according to Woodworth (1945) ‘is the process by which an individual acquires knowledge, attitudes, and skills that are necessary to meet the demands of life’ [Internet Source 1]. Learning can be affected by a range of factors, including the learner itself, learning experiences and material resources. Explanations of what happens when learning takes place constitute learning theories and the two main values of learning theories Hill (2002:190 cited in Schunk 2012) are that they provide vocabulary and a conceptual framework for interpreting the examples of learning we observe and that they suggest where to look for possible solutions. When discussing learning theories, the three main areas are; behaviourist, cognitivist and constructivist. I am going to examine the learning theories of Piaget, Maslow, and Gardner, defining, and then contrasting them with each other. I will look at practical examples of how each theory can be applied in classroom situations.

To begin with, Abraham Maslow had a theory that focused on the Hierarchy of needs, of which was first published in Maslow’s ‘A theory of human motivation’. This theory stated that ‘people satisfy various personal needs in the context of their work’ and that there is a ‘general pattern of needs recognition and satisfaction that people follow in generally the same sequence’ Gawel (1997). This statement emphasises that an individual’s response is dominated by whatever need has priority at that given moment. This is otherwise known as ‘states of contentedness’. Maslow furthered this theory by stating that needs can be separated into Higher or lower needs. Maslow’s theory suggests that there are five sets of goals, or basic needs, which are related to each other and arranged in a hierarchy, Maslow (1943). These are physiological, security, social, esteem and self-actualisation needs (Cherry 2014). When the most desired goal is realised, the next higher need will emerge. Before people can meet their full potential, these basic needs need to be satisfied. Maslow’s Hierarchy of Needs can provide teachers with a reminder and framework that our students are less likely to perform at their full potential if their basic needs are not met [Internet Source 2]. Within a classroom, a teacher can guarantee that their pupils will reach their full potential by ensuring that they meet the student at their current level on the hierarchy of needs.

As a teacher, it is important to ask which pupils aren’t getting their physiological needs met, who aren’t getting the basic needs such as food, water, and sleep. It is also important for the teacher to realise if a student is at the stage of self-actualisation, where they can reach their full potential. Through Maslow’s theory, there are many ways it can be applied practically in a classroom. Some practical examples on how to support a student’s physiological needs in a classroom could include ensuring that they always have access to water and nutritional snacks are available, such as foods with slow burning complex carbs to keep the pupils energised throughout the day. Also, allowing the allocation of short naps- as sleep-deprived students are proven to learn less. To meet the safety and security needs through the creation of a welcoming classroom climate. An anti-bullying system should be in place and there should be consequences for misbehaviour. The social needs of a student are their requirement of feeling loved and like they belong. Actively getting to know the pupils and selecting appropriate seating/groups will reinforce this. A student’s esteem can be supported by ‘providing affirmative, concrete and transparent feedback’ [Internet Source 3] to reassure students of their strengths and successfulness, this could be achieved through positive peer assessment. These practical steps should help students reach their full potential through the self-actualisation stage, this is the ‘growth needs’ stage of development that stems from a desire to grow as a person Cherry (2014).

The next theory is that of Howard Gardner’s theory on Multiple Intelligences, which was first published in his book ‘Frame of mind’ in 1983. The ‘MI theory is perhaps more accurately described as a philosophy of education or an attitude toward learning’ (Armstrong, 1994). Gardner stated that individuals have a unique blend of intelligence, nine of them to be exact (Appendix 1). These intelligences were developed through Gardner’s early work in psychology and later in human cognition and human potential. A remarkable feature of this theory is that it indicated nine different pathways to learning. Gardner argued that the initial idea of intelligence based on I.Q was limited, and this is encouraged the development of these intelligences. These intelligences were to account for a ‘broader range of human potential in both children and adults’ according to Armstrong (2010). Gardner’s theory suggests that equal amounts of attention should be placed on each of the intelligences, instead of focussing on the linguistic/logical-mathematical intelligences, as our schools and society tend to do. In a classroom, a teacher should present their lessons in a range of different ways in order to accommodate these different intelligences. This can only be possible through proper training.

Gardner’s theory has many uses in the classroom and has been adopted by many educators on how to understand and teach the different aspects of human intelligence and so there are many practical examples of how this theory can be applied to classroom situations. Gardner believed that there isn’t a ‘single road to an implementation of MI ideas in the classroom’ Gardner (2009) [cited in Armstrong (2009)]. An example of one way the MI theory can be applied in the classroom is that of continually shifting your style of teaching during a lesson, from linguistic, to musical and then to spatial, Stanford (2003). This is combining the different intelligences in creative ways to meet the demands of the different pupils. To support a musically inclined student the use of rhythms or raps during the presentation of their work would work. The use of visual aids to reach those who are more spatially orientated is another example. A pupil with a verbal-linguistic intelligence would like the use of peer assessment and to be allowed to make an oral presentation, while a teacher could insert investigations/puzzles in their lessons to address a more logically minded student. Other practical ways to implement this theory in a classroom would be active learning techniques that allow pupils to handle different objects and demonstrate how they feel through their body language. If instructors shift their intelligence emphasis from presentation to presentation, there will always be time during a day when a student’s most highly developed intelligence is actively involved in learning, Stanford (2003).

The last theory is that of cognitive development from Jean Piaget, who was one of the most influential cognitive theorists. Piaget argued that people construct knowledge based on four things; experiences, emotion, biological and mental state of development. Piaget (1964) states that ‘development is a process which concerns the totality of the structures of knowledge’ and that ‘development explains learning’. Piaget’s theory is made up of three components; firstly, the schemas which are the building blocks of knowledge, Wadsworth (1996) argued that schema ‘be thought of as ‘index cards’ filed in the brain, each one telling an individual how to react to incoming stimuli or information’. Secondly, there was the idea of assimilation and accommodation, which are the adaptation processes that allow for the transition from one stage to the next. The final component was the stages of cognitive development, which Piaget identified as: sensorimotor, preoperational, concrete operational, and formal operational Ojose (2008). The sensorimotor stage is the learning through touch and feel, which happens from birth to age 2. The preoperational stage happens between 2-7 years and is when children can think symbolically. The concrete operational stage is considered by Piaget as being a turning point in development and happens through years 7-11. This marks the beginning of logical thinking. The formal operational stage begins at age 11 and this is when people develop the ability to think about abstract concepts.

Piaget’s theory has been considered by many in the field of education as it can be applied practically to classroom situations. Piaget’s theory states that within the classroom, learning should be active discovery learning and student centred. Learning should take place in groups to allow children to collaborate and learn from each other, and tasks should only be set at a suitable stage of the child’s development. Creating new opportunities for students to make their own discoveries will assist in their cognitive development. An example of ensuring cognitive development would be the use of different techniques to express thoughts and emotions, students could create their own plays about a given topic and act them out.

Each of the theories offers ways in which the teacher can deliver their lessons, be it in multiple different ways. Maslow’s theory contrasts with the other theories as it states that without the fulfilment of a specific basic need, full potential cannot be realised. Piaget and Maslow are similar on the idea of a development and stepping stone between needs and stages while Gardner refers to the different ways of learning. Gardner states that people can experience many intelligences at once. Piaget’s theory contrasts with Maslow’s as it states that biology plays a key part in the development of children. It is also solely focused on the development of children, unlike the other theories. A similarity between Piaget and Gardner’s is seen through Gardner’s intelligence of bodily-kinaesthetic. Piaget stresses the importance of active learning which is what this intelligence stands for. Piaget is different from all the rest in that he only focuses on the development and makes no reference to learning.

To conclude, through the examining and contrasting the theories above we have been able to see their relevance to education today, each with something different to offer. Their application in the classroom environment is essential for a successful lesson, be it from the perspective of multiple intelligences, the idea of cognitive development or the hierarchy of needs. Each of the theories, when applied, will give the educators an advantage on how to improve pupil learning.

Introduction

Distance learning is a method of education that is primarily characterized by the physical separation of students and their instructors. Traditionally distance learning was done through the use of the post. Today distance learning is realized seamlessly through technology. Advantages of distance learning through the use of technology are numerous. Learners make use of the internet to take online classes. They also use different electronic learning tools to relay their classwork and to facilitate student-student and student-teacher communication. A greater part of distance learning is composed of online live or recorded tutorial programs with extended classrooms comprising of tutors and students from all over the world.

Saves money

The learning institution does not incur the overhead costs of running administration offices, purchasing learning equipment and maintaining classrooms and lecture halls. A student taking online courses does not need to commute to class, rent a room next to campus premises or buy physical textbooks for reference in class. All you have to do is own a decent computer with enough disk space to save up all the learning materials that will be mailed to you at the comfort of your home. No pressure to buy expensive suits and ties, or keep up with the latest fashion trends, you can take a class in your pajamas as long as you are tuned in. This is one of the countless benefits of online college; it is affordable both for the learners and the institutions offering them.

Ease of access

Video conferencing software is made widely available for use by institutions practicing distance learning. As long as you settle your fees, you can access classes and lectures online by logging into an e-learning portal. You can interact with your teachers and other students as if they were on the other side of the table. This makes it possible for anybody anywhere to enjoy the fruits of knowledge, the excitement of idea sharing and good quality education.

Saves you time

All the time that students would otherwise have used to dress up, commute to class, and to wait for lectures to begin while they chat away is saved. Everything is available through your computer, and this is the great advantage of online learning. All you need is to wake up, wash your face, make a quick cup of coffee and turn on your laptop to start class. You also do not need to chase your tutors to submit assignments. You can send complete write-ups to your instructors simply by uploading files onto your student portal.

Offers broader networking

Students in distance learning programs come from all over the world. This is enabled by the ability to sign up for a course from anywhere as long as you have an internet connection. On how to sign up for distance learning courses get more tips here. The many different types of students you will be exposed to give you a broader network of people you can interact and co-operate with on different initiatives. You have an enormous social capital to develop lasting professional networks once you graduate.

Learn at your own pace

‘Self-paced learning’ is the catchphrase. In a traditional classroom set-up, all students go through course topics at the pace of their tutor. This is inconsiderate of fast learners and slow learners alike and the life circumstances of different students. Distance learning allows you to schedule your lessons with the frequency that you can keep up with. If you are free for most of the day, you can study all day long. If you have to work from 9 to 5, you can take your classes during the weekend or even at night. Students can complete entire degree programs in-between jobs, or while taking time to raise a family. With this possibility to multitask, there will be no more unexplainable gaps in your resume.

The benefits of online college can however only be realized with great self-discipline. Without someone supervising your whereabouts and timing, you have to fully commit to learning.

Flexible learning schedule

Distance learning allows students to model their schedule around other obligations. You have the flexibility to fix your course dates and classes. And you can watch recorded lectures at your own time. You would always find a group of learners to interact with at any time picking from the large pool of learners worldwide. The flexible schedule allows learners to prioritize their families and other things that matter most to them.

A stay at home mum taking an online course (hastac.org)

Variety of course offers to choose from

There are so many courses in online learning platforms, tailor-made for your goals and the current market needs in your field of study. You can learn about how to integrate a new approach in management or how to infuse new technology into your business practice. The courses are not only varied, but they are also specialized to ensure that you get value for your money. There is an option for almost everyone at every point in their career or life. If a program is not offered in your school, you can easily transfer credit to another distance learning school and take on from there.

Conclusion

Distance learning means that your fellow students are a rich diversity of cultures from different corners of the globe. Your ‘virtual classmates’ are also sorted out from different age groups. You will, therefore, be exposed to many novel ideas and ways of life. This exposure widens your perspective on things and increases your cross-cultural knowledge. It gives you so much material to necessitate creative thinking to solve real-life problems. If you are running a business or taking care of a family that needs your time, you can register an online learning course to reap distance learning advantages. You may take longer to graduate but you will have that diploma or degree hanging on your wall at the end of it all.

Reflective learning is a pedagogical method that involves students thinking about what they have read, done, or learned, relating the lesson at hand to their own lives and making meaning out of the material (Gray, nd).It is something that takes time and that demands thought and effort (Crockett, 2017). Students learn effectively through relevant reflection through their interaction with learning materials (Lin, Wen, Jou, and Wu, 2014).

RL first came to a modern focus through John Dewey in 1933. Building on ancient Greek wisdom, he posited that reflective learning allowed for people to connect ideas to past knowledge in order to solve problems (Crokett, 2017).

Pros and Cons of Reflective Learning

According to Gray (nd), the advantages of RL are accepting responsibility for learning and, as a result, for personal growth; becoming metacognitive, or being aware of internal thinking processes; and becoming aware of motives with actions; seeing a link between the work put into learning and what gets out of it. Likewise, good reflection motivates students and achieves better comprehension, and performance (Lin, Wen, Jou, and Wu, 2014). Thus, it is important to help students develop and strengthen their reflection abilities.

On the contrary, the con of RL is time consuming. It needs planning and effort in order to come up with reflective outputs like journal. Likewise, outputs are difficult to assess. Hence, a rubric for evaluating the output is needed and must be made clear among students from the start of the lesson. In this way, students are guided on what to do with their reflection outputs.

Effectiveness of Reflective Learning

Studies show that RL is an effective pedagogical approach. Solis (2015) conducted a study about teachers’ experiences of learning through a reflective inquiry process focused on the relationship between teaching beliefs and behaviors. The data collection process consisted of interviews, group meetings, observations, post-observation conferrals, and written reflections. Findings showed that teachers are not accustomed to thinking about their beliefs, and that the experience of doing so is an emotional and important process for teachers’ professional development. Solis (2015) further explained that sharing beliefs promotes accountability for teachers’ practices. Findings indicate that there is a need for teachers to be supported to engage in teacher inquiry with a specific focus on their teaching beliefs.

Likewise, Chang and Lin (2014) study was focused on the use of reflective learning e-journals in a university web-based English as a foreign language (EFL) course. In the study, a multimedia-based English programme comprising fifteen different units was delivered online as a one-semester instructional course. Ninety-eight undergraduate students participated, and they were divided into two groups: the treatment group used reflective learning e-journals, while the control group completed content-related exercises. Results showed that students who used reflective learning e-journals outperformed students who did not do so. Likewise, using reflective e-journals improved the academic performance of learners in the online course; and improved students’ organizational skills and writing abilities.

Reflective Learning Pedagogical Strategies

When students undertake RL, the teacher uses a variety of pedagogical strategies to promote their active involvement. Such pedagogical strategies include class presentation, ethical case studies, journal, portfolio, poster, quotes, reflective essays, and structured class discussion.

Class Presentation

Class presentation is also known as oral reporting. Student or group of students presents the assigned task to them in front of the class while the other groups listen. Questions about the report are usually done after the report. A rubric is used in evaluating the class presentation of the group that is given before the start of the class presentation. This pedagogical strategy improves the students’ communication skills, and develops self-confidence.

Ethical Case Studies

Ethical case studies are stories that present a realistic, complex, and contextually rich situation involving a dilemma, conflict, or problem that one or more of the characters in the case must negotiate (CMU, 2015). Good discussions on ethics are often driven by situations that challenge students’ abilities to determine the right thing to do, carry out effective ethical action, or lay out an effective strategy for avoiding ethical obstacles in the future (Dornsife,nd). An effective case study is one that, according to Davis (1993 as cited in CMU, 2015): tells a “real” and engaging story; raises a thought-provoking issue; has elements of conflict; promotes empathy with the central characters; lacks an obvious or clear-cut right answer; encourages students to think and take a position; portrays actors in moments of decision; provides plenty of data about character, location, context, actions; and is relatively concise. CMU (2015) cited that as an instructional strategy, case studies have a number of virtues. They “bridge the gap between theory and practice and between the academy and the workplace” (Barkley, Cross, and Major 2005, p.182, as cited in CMU, 2015).

However, case studies are difficult to organize, more time and effort consuming than traditional teaching (Kostova, Vakleva,, Vladimirova, and Kaleva, 2012).

Journal

As a pedagogical strategy, journal may be a form of self-expression. Through journals students can process their thoughts, feelings, opinions, and emotions on paper (Cox, nd). Journaling is used in academia as a means of aiding reflection, deepening students understanding and stimulating critical thinking (Med Banner, nd).

Study has shown the effect of journal writing. Al-Rawahi and Al-Balushi (2015) investigated the effectiveness of reflective science journal writing. Findings of their study showed that students in the journal-writing group significantly outperformed students in the control group with respect to their self-regulation strategies. The study recommended that reflective journal-writing should be encouraged by science teachers and in science textbooks.

Portfolio-making

Portfolio-making is making a compilation of academic work and other forms of educational evidence assembled for the purpose of (1) evaluating coursework quality, learning progress, and academic achievement; (2) determining whether students have met learning standards or other academic requirements for courses, grade-level promotion, and graduation; (3) helping students reflect on their academic goals and progress as learners; and (4) creating a lasting archive of academic work products, accomplishments, and other documentation (The Glossary of Education Reform, 2016). According to Glossary of Education Reform (2016), portfolio can be a physical collection of student work that includes materials such as written assignments, journal entries, completed tests, artwork, lab reports, physical projects (such as dioramas or models), and other material evidence of learning progress and academic accomplishment, including awards, honors, certifications, recommendations, written evaluations by teachers or peers, and self-reflections written by students. Portfolios may also be digital archives, presentations, blogs, or websites that feature the same materials as physical portfolios, but that may also include content such as student-created videos, multimedia presentations, spreadsheets, websites, photographs, or other digital artifacts of learning (The Glossary of Education Reform, 2016). It becomes a pedagogical strategy if students are asked to make a portfolio containing all the reflections of their learning. It can also be used as an assessment of learning. However, there is difficulty of encouraging students to reflect on the learning process, especially where higher-order learning outcomes are concerned (Gregori-giralt, and Menéndez-varela, 2015).

Poster-making

Poster-making is a pedagogical strategy that enables visualization to pair visual learning with textbook reading, lecture, and traditional homework assignments and has been shown to improve metacognitive practice (Logan, Quinones, and Sunderland, 2015). It enhances students’ academic achievements and at the same time helped them develop social interactive skills, such as constructive and tolerant interactions as well as collaborative learning and sharing of ideas and efforts (Kostova et al, 2012). However, poster is difficult to prepare. The difficulties with poster preparation are students had to be taught how to observe, what event to photograph, how to take notes, how to measure, make tables, plot graphs, seek explanations. Likewise, every step had to be guided and if left alone the students are confused (Kostova et al., 2012).

Quote-making

Quotes or sayings convey an important idea, reflects wisdom, and can have a more profound impact than ten pages of tortured prose, or even some pictures (Kizlic, 2016). Usually, quotation marks are written before and end of the sayings. For example, “Education is a wealth that nobody can steal.”

Quote-making can be a very good pedagogical strategy because it cultivates students’ creativity and enhances their skills in constructing quotes related to the concepts they learned.

Reflective Essays

Essay allows teachers to gauge student understanding of a particular topic. It can be done by posing a question to the students for them to respond. Questions should make students to reflect on learning and make personal connections with their own lives. In order to ensure high order thinking skills, a Bloom’s Taxonomy of question starter may be used in a question (Reiger, 2012).

For example, Explain why wastes that people throw comes back to people.

Structured Class Discussion

Discussion is a vital part of the learning. Through discussion, students can communicate their ideas about the topic. Likewise, their queries about the topic can be voiced out and can be answered. This pedagogical strategy teaches students to be an active listener and be engaged by taking down important notes, answering questions and throwing questions.

Discussion focuses on higher level thinking. Moreover, it encourages students to share what they have learned and how that knowledge may have an impact on their daily lives. Likewise, it allows brainstorming on ways that the knowledge could be transferred to other subject areas or situations the students may come across (Reiger, 2012).

Introduction

This is an essay about Learning styles and goals setting for students. Learning styles has been viewed as one of the most significant components that control the way individuals learn. The learning styles portrays the term to the understanding that each understudy adapt in an unexpected way. It is significant for the teacher to comprehend the distinction in their understudy learning styles with the goal that they can execute best practice methodologies into their day by day exercises, educational plan and appraisals. This essay will show the significance of learning styles and diverse learning methodologies and procedures that may improve maintenance and comprehension of how understudy learn.

Learning Styles

Learning styles are a mixture of many natural and experientially imposed attributes that contribute to awareness. Every person has a learning style—it’s as individual as a signature. Knowing students’ learning styles, we can organize classrooms to respond to their individual needs for quiet or sound, bright or soft illumination, warm or cool room temperatures, seating arrangements, mobility,or grouping preferences. (www.marric.us)

Learning style, as such, is the way in which each learner begins to concentrate on, process, absorb, and retain new and difficult information (Dunn & Dunn, 1992; 1993; 1999).

Learning Style Model

There are many models of learning style but one popular theory, the VARK model, classifies four primary types of learners i.e visual, auditory, reading/writing and kinesthetic.

Benefits of Learning styles

Learning styles assists with expanding understudy’s self-assurance, develop mental self portrait, instructs how to utilize mind best, give understanding into qualities, shortcoming and propensities and rouses more prominent premium and inspiration for long lasting learning

Learning styles assists with expanding understudy’s self-assurance, develop mental self portrait, instructs how to utilize mind best, give understanding into qualities, shortcoming and propensities and rouses more prominent premium and inspiration for long lasting learning

Strategies/Techniques to improve memory retention

The techniques that can viably improve memory, upgrade, review and increment maintenance of data are concentrating, structure and arrange, expand and practice, picture ideas, relater new data to things you definitely know and readout boisterous.

Short and long-term goals of academic and professional success

A drawn out objective is something you need to accomplish later on. Long haul objectives require time and arranging. They are not something you can do this week or even this year

A transient objective is something you need to accomplish soon. A momentary objective is an objective you can accomplish in a year or less

Some Short-term objectives for understudy will be finish tasks in a convenient way, need to oversee time better, learn new abilities and have great demeanor. Long haul objectives for understudies will be center around personal growth, get sorted out, make a morning schedule and read more books.

Goal Setting

According to researcher’s goal setting is essential for achievement in the learning process (Anderman,2011). Setting a goal encourage student in self-improvement in different aspect of learning and it help for decision making.

Conclusion

In this essay data was appeared on learning styles for understudies, the advantage of understanding learning styles and how to be increasingly viable understudy. Learning styles help understudies to comprehend and break down things in great manners. In a nutshell following learning styles and defining their objectives will help understudies in scholarly and proficient achievement.

Introduction

This is an essay about Learning styles and goals setting for students. Learning styles has been viewed as one of the most significant components that control the way individuals learn. The learning styles portrays the term to the understanding that each understudy adapt in an unexpected way. It is significant for the teacher to comprehend the distinction in their understudy learning styles with the goal that they can execute best practice methodologies into their day by day exercises, educational plan and appraisals. This essay will show the significance of learning styles and diverse learning methodologies and procedures that may improve maintenance and comprehension of how understudy learn.

Learning Styles

Learning styles are a mixture of many natural and experientially imposed attributes that contribute to awareness. Every person has a learning style—it’s as individual as a signature. Knowing students’ learning styles, we can organize classrooms to respond to their individual needs for quiet or sound, bright or soft illumination, warm or cool room temperatures, seating arrangements, mobility,or grouping preferences. (www.marric.us)

Learning style, as such, is the way in which each learner begins to concentrate on, process, absorb, and retain new and difficult information (Dunn & Dunn, 1992; 1993; 1999).

Learning Style Model

There are many models of learning style but one popular theory, the VARK model, classifies four primary types of learners i.e visual, auditory, reading/writing and kinesthetic.

Benefits of Learning styles

Learning styles assists with expanding understudy’s self-assurance, develop mental self portrait, instructs how to utilize mind best, give understanding into qualities, shortcoming and propensities and rouses more prominent premium and inspiration for long lasting learning

Learning styles assists with expanding understudy’s self-assurance, develop mental self portrait, instructs how to utilize mind best, give understanding into qualities, shortcoming and propensities and rouses more prominent premium and inspiration for long lasting learning

Strategies/Techniques to improve memory retention

The techniques that can viably improve memory, upgrade, review and increment maintenance of data are concentrating, structure and arrange, expand and practice, picture ideas, relater new data to things you definitely know and readout boisterous.

Short and long-term goals of academic and professional success

A drawn out objective is something you need to accomplish later on. Long haul objectives require time and arranging. They are not something you can do this week or even this year

A transient objective is something you need to accomplish soon. A momentary objective is an objective you can accomplish in a year or less

Some Short-term objectives for understudy will be finish tasks in a convenient way, need to oversee time better, learn new abilities and have great demeanor. Long haul objectives for understudies will be center around personal growth, get sorted out, make a morning schedule and read more books.

Goal Setting

According to researcher’s goal setting is essential for achievement in the learning process (Anderman,2011). Setting a goal encourage student in self-improvement in different aspect of learning and it help for decision making.

Conclusion

In this essay data was appeared on learning styles for understudies, the advantage of understanding learning styles and how to be increasingly viable understudy. Learning styles help understudies to comprehend and break down things in great manners. In a nutshell following learning styles and defining their objectives will help understudies in scholarly and proficient achievement.