1. How do these activities you have done recently to support your students’ learning relate to the theoretical approaches in the ‘Learning Theories Table Summary’, and their assumptions and implications for practice?
My recent practice does not seem to fit exactly into one of the theories. I guess most educators’ also do not fit exactly to one, but instead a mixture of these four established theories. However, I found that experiential is the closest to my field, in particular the use of my own experience.
2. Which theoretical approaches does your own practice tend to favour, in your own context of supporting student learning? How and why?
As mentioned, Kolb’s experiential learning as this theory seems to be most relevant to architectural studies. For instance, the use of design precedents (case studies) is commonly used to facilitate learning. Critical reflection of these case studies, informed with personal observations.
3. How might this relate to your choices in your design and delivery of your micro-teach activity for your EDU710 Assignment 1? (NB in later weeks it could be useful to apply this question and the ones below to your evaluation of your colleagues’ micro-teach sessions also)
With the limited time of micro-teach activity, design of activities is carefully planned. Encouraging students to critically reflect on tasks, by using an online peer evaluation is due to be tested. A nod to the experiential theory. In addition, related to other theoretical approaches, behaviourism approach also provide a consideration of interaction with the environment, in this micro-teach session case is the other learners. From the cognitive theories, materials are to be presented in ways that grab attention. And from humanistic approach, emphasising on student-centred approaches by facilitating students-led discussions.
4. Where might there be gaps in your practice (e.g. in terms of the approaches you tend to use and theoretical approaches that underpin them)?
The assumption in experiential approach whereby new experience is evaluated against prior experience is something I would like to consider in the future. Starting a session eliciting what students know and then closing the session with addressing new knowledge gained during the class.
5. What ideas does this prompt for you to make more use of theoretical approaches and associated teaching practices which you tend not to utilise, in order to expand and develop your practice of supporting student learning in the future?
Breaking tasks down into small components. I tend to overload students with new knowledge, and the practice of reminding students of prior learning will help to promote a meaningful learning.