Focus area 1.

2 Understand how students learn

Descriptor Structure teaching programs using research and collegial advice about how students learn.
Reasoning Knowledge of how students learn enables a teacher to refine their methods and approaches of teaching. It enables them to augment content, class discussions,
comments, illustrations, and activities so that learning experiences are more effective. References to student interests, backgrounds, knowledge, and even anxieties
can make the class seem more personal and the material more accessible (Moll 1992).
Examples
of evidence
In my teacher training and during Graduate Diploma in Secondary Teaching I have been introduced to a range of theories of learning and development
guiding the structure of my teaching programs.

Blooms taxonomy of knowledge
Blooms theory highlights the importance of the learning sequence. Lesson and unit planning should be based upon a progression of knowledge and skills.
Students need to learn preparatory skills to prepare for more complex learning knowledge, comprehension, application, analysis, synthesis and evaluation

Gardners theory of Multiple Intelligences
Rather than Piagets general measure of intelligence, Gardner suggested instead that there are 12 kinds of intelligences and capabilities. I am particularly
interested in Gardner's theory as it acknowledges and provides opportunities for success for students with diverse strengths and interests. I believe it also
acknowledges the social/emotional/spiritual aspects of learning. For a unit on teach and Learning approaches I had the opportunity to collaboratively
research Gardeners theory of Multiple Intelligences with three of my peers. We created a lesson for understanding the phases of the moon, showcasing
this theory. By implementing Gardeners theory of Multiple Intelligences we were able to deliver a lesson that catered to student multiple abilities. ( See
attached lesson plan)

Piagets Stage Theory of Cognitive Development
Children develop across stages, reaching expected milestones. They transition from basic and concrete knowledge to more abstract and complex thinking as
well as problem solving. Educators need to consider the development stage of the student, which may not always align neatly the Piaget stage that their
age aligns with, and provide support and scaffolding as necessary.

Operant Conditioning (Behaviourist)
Skinner's theory of Operant Conditioning suggests that positive reinforcement will impact behaviour. In implementing this in the classroom I have worked
hard to maintain consistent routines and expectations. I have also provided incentives and rewards for positive behaviour in classroom. Feedback and
communication with students is also important, as well as an overall need to work to create a positive, safe, engaging classroom environment to create a
positive learning experience. (See attached File, Behaviourism Essay)


Moll, L.C. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-41.