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Theories of Teaching and Learning

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Theories of Teaching and Learning Assessment 2: Essay Word limit: 1500 (+/- 10%) Weighting: 30% Assessment overview This assessment requires you to write an essay outlining various views and perspectives on learning, critically examining them against current thinking around theories of teaching and learning. You will need to discuss various perspectives on learning, including which perspectives have now lost or gained support within teaching and learning contexts. It is expected that you will provide evidence from readings and resources in the learning materials, as well as your own research to support your argument. Assessment details This assessment has two components: Part 1: Create a Venn diagram comparing two different learning theories that contain various views and perspectives. You may want to use a web tool such as Gliffy (http://www.gliffy.com/) to create your diagram. Submit this diagram as part of the assessment. You will address the key differences between these two theories in your essay. Part 2: Write an essay that examines the perspectives of learning in your chosen theories and clearly outline examples of the benefits and limitations of each theory. Use references and research to support your discussion. Include a References list at the end of your essay (not included in the word count). Assessment criteria 1. Clear and concise description of various perspectives on learning. 2. Clear and concise description of the two theories of learning and teaching, including the limitations and benefits. 3. Presentation, structure and logical flow of ideas. 4. Reference to relevant readings and resources, including appropriate use of APA style. Swinburne Online’s Student Toolbox (http://www.swinburneonline.edu.au/current-students/study-resources/student-toolbox) contains resources to assist you in researching, referencing and writing your essay. 2 EDU10004 Theories of Teaching and Learning Your work will be assessed using the following marking guide: Criteria No pass Pass 50-59% Credit 60-69% Distinction 70-79% High distinction 80-100% Description of perspectives of learning (30%) Did not meet criteria. Basic explanation of learning. Good linkage between learning perspectives, supported by evidenced research. Excellent linkage between learning perspectives supported by strong examples and relevant literature. Outstanding linkage between learning perspectives, supported by clear and strong examples and relevant literature. Description and analysis of two theories, including benefits and limitations (30%) Did not meet criteria. Basic connections between theories discussed. Good linkage between the theories, supported by evidenced research. Excellent linkage between the theories with clear understanding of the benefits and limitations, supported by strong examples and relevant literature. Outstanding linkage between the theories with clear understanding of the benefits and limitations, supported by clear and strong examples and relevant literature. Presentation, structure and logical flow of ideas (25%) Did not meet criteria. Acceptable standard of presentation with clear communication. Good standard of presentation, with clear communication. High standard of presentation, excellent communication of ideas with a good connection to the learning materials. Excellent standard of presentation, outstanding communication of ideas and strong connection to the learning materials. Reference to relevant readings and resources (15%) Did not meet criteria. Basic reference to relevant readings and resources Significant reference to relevant readings and resources with substantial reference to the theory Significant reference to relevant readings and resources with in-depth discussion of the theory beyond the prescribed texts. Outstanding reference to relevant readings and resources detailed and in-depth discussion of the theory beyond the prescribed texts.

Introduction

Learning as a phenomenon has been a fascinating discipline, and there are numerous thoughts and theories about what learning is. Learning is an important human activity; it is the core of the educational process, even though, learning occurs outside the school of thought to most people. For years, psychologists and philosophers have sought to understand the nature of learning, and how people can affect another person’s learning through teaching and other identical endeavors. Various theories of learning have been suggested. Some of the various thoughts and theories go as far as Plato (428 – 347 BC) in an effort to attempt to establish theories of knowledge, thought and learning. One problem, and also a great challenge is that there are no theory and thought of learning that is widely accepted in the current environment. However, this is not surprising because a close examination of learning reveals how broad learning is, and these theories differ for various reasons. Learning is a complicated phenomenon that contains numerous aspects, and these aspects include age, culture, gender, type and the subject of knowledge. These aspects are some of the parameters that affect learning outcomes and methods. This article will examine the various theories and perspectives of learning.

Perspectives of learning

There are two perspectives of learning that will be explored in this article, the phenomenological and pedagogy approach to learning (Chien & Chang, 2012).

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