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ALISON: Diploma in Educational Psychology

Comments about Module 1: Introduction to the Learning Process - Teachers’ Perspective on Learning

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- Module: Module 1: Introduction to the Learning Process
- Topic: Teachers’ Perspective on Learning

Latest Comments

  • Jeena Bhimunipadu India Teacher.s perspective in learning is correctly told.
    2014-10-29 10:10:52

  • Angela Williams United States of America .
    2014-10-28 14:10:05

  • Gnana Dev Dokka India this is good lesson i like it
    2014-10-20 05:10:20

  • Raquel Gruner Brazil People are always learning, its not only in the school: real life situation. Teachers are supposed to give the formal education. In the classroom we have diferent kinds of children, we have to be observers and find out which learning processes we can/have to use in the classroom and analyze the curriculum.
    2014-10-13 17:10:25

  • Joseph Chintedza Malawi this is a very good topic I like it the way it has been explained and easy to follow
    2014-10-10 13:10:12

  • Daniel Couto Cabral Brazil Various situations in the school or in the classroom are learning situations. But, in general in the life: family environment or community environment exist several learning´s situations. For example: the child to pay a bill on the little market near their house. His/her mother read a tale to him/her. He/she goes with his/her friends to the park exercising ther boddyes. Then, learning is a global process that involve different places and learning situations.
    2014-10-10 01:10:01

  • Daniel Couto Cabral Brazil The learning process is based on differents teories. The two importants are: Behaviorism and Structuralism. I think this two ones are suficient to understand the educational process and I prefer the last one, because, to me, the life situations ever be a psycho-social taskies.
    2014-10-09 02:10:30

  • Richard Creed Ireland very interesting topics covered , I enjoyed learning many new concepts with regard to learning especially the differentiation between the teacher and learner
    2014-10-08 20:10:43

  • Helen Glendinning United Kingdom How do teachers assess the achievements of non-intentional learning outcomes and what guidance do they have to request additional support for those pupils who cause concern?
    2014-09-21 21:09:49

    • Nisha Soni United Kingdom As a primary school teacher, I would there is a lot of goverment archived information about supporting children, who are cause for concern. There should be a SENCO in a school environment that we can approach and depending on child's needs it may be necessary to contact external professionals.
      2014-09-29 11:09:50
  • Anil Balan United Arab Emirates That's right but isn't much better the students stay and learn some times in the atmosphere of nature will refresh their mind and body ..?
    2014-09-20 19:09:14

  • Marilyn Gaffney Ireland Is the environment of the student who is learning important, is. Nature studies are best thought outside in nature as well as in the classroom for a more effective way of learning?
    2014-09-20 08:09:27

    • Marilyn Gaffney Ireland Misspelling * is should be, ie.,
      2014-09-20 08:09:51
  • Huda Almallah Canada perfect
    2014-09-17 03:09:59

  • Nyree Williams United States of America As a former pre- k teacher, I understood that sequence and readiness was more challenging for some, so kids learn by repetition. From the time they are born we teach them how to hold their bottle, walk, and talk and all are done in repetition
    2014-09-16 07:09:01

    • Mala Rai Singapore but its not the same for every kid. There are also kids that can`t understand it by merely repitation. What about those kids ?
      2014-09-23 09:09:05
  • Miss Maryam Langnui Thailand Thanks
    2014-09-13 13:09:15

  • Evelyn Dempsey Thailand In line with "usefulness or transfer of the learning happening in the classroom", do you believe that class set up(preparation) or class delivery affects the usefulness or transfer of learning? why?
    2014-09-11 09:09:42

    • Marilyn Gaffney Ireland Yes, effective teaching can be organised through good planning in lesson plans and this comes through in the delivery. Whatever way the lesson is thought by the teacher/lecturer in their delivery it would be hoped that a particular delivery was. Planned for a particular purpose. Planning is the main thing to have as a tutor.
      2014-09-18 23:09:22
    • Anthony Ologho Igili Nigeria Yes, because in the process, psychological and social factors of learning comes into consideration.
      2014-09-12 12:09:41
  • Sharron Mcfarlane United Kingdom Where will i find the notes or details of this module 1?
    2014-09-03 11:09:33

    • Evelyn Dempsey Thailand Hi Sharron, You can find the notes at the top but you have to wait for it to load, sometimes it takes few minutes to come on your screen.
      2014-09-11 08:09:46
    • Jones Hanungu Munang'andu Zambia the development of human beings' cognitive, emotional, intellectual, and social capabilities and functioning over the course of the life span, from infancy through old age. It is the subject matter of the discipline known as developmental psychology. Child psychology was the traditional focus of research, but since the mid-20th century much has been learned about infancy and adulthood as well. A brief treatment of psychological development follows. For full treatment, see human behaviour. Infancy Infancy is the period between birth and the acquisition of language one to two years later. Besides a set of inherited reflexes that help them obtain nourishment and react to danger, newborns are equipped with a predilection for certain visual patterns, including that of the human face, and for certain sounds, including that of the human voice. Within a few months they are able to identify their mother by sight, and they show a striking sensitivity to the tones, rhythmic flow, and individual sounds that make up human speech. Even young infants are capable of complex perceptual judgments involving distance, shape, direction, and depth, and they are soon able to organize their experience by creating categories for objects and events (e.g., people, furniture, food, animals) in the same way older people do. Infants make rapid advances in both recognition and recall memory, and this in turn increases their ability to understand and anticipate events in their environment. A fundamental advance at this time is the recognition of object permanence—i.e., the awareness that external objects exist independently of the infant's perception of them. The infant's physical interactions with his environment progress from simple uncoordinated reflex movements to more coordinated actions that are intentionally repeated because they are interesting or because they can be used to obtain an external goal. About 18 months of age, the child starts trying to solve physical problems by mentally imagining certain events and outcomes rather than through simple trial-and-error experimentation. Three-month-old infants already display behavioral reactions suggestive of such emotional states as surprise, distress, relaxation, and excitement. New emotional states, including anger, sadness, and fear, all appear by the first year. Infants' emotional life is centred on the attachments they form toward the mother or other primary caregiver, and through these mutual interactions infants learn to love, trust, and depend on other human beings. Babies begin to smile at other people beginning about two months, and by six months they have developed an attachment to their mother or other caregiver. These attachments form the basis for healthy emotional and social development throughout childhood. Childhood The second major phase in human development, childhood, extends from one or two years of age until the onset of adolescence at age 12 or 13. The early years of childhood are marked by enormous strides in the understanding and use of language. Children begin to comprehend words some months before they themselves actually speak. The average infant speaks his first words by 12–14 months, and by the 18th month he has a speaking vocabulary of about 50 words. The child begins to use two- and then three-word combinations and progresses from simple noun-verb combinations to more grammatically complex sequences, using conjunctions, prepositions, articles, and tenses with growing fluency and accuracy. By the fourth year most children can speak in adultlike sentences and have begun to master the more complex rules of grammar and meaning. In their cognitive abilities, children make a transition from relying solely on concrete, tangible reality to performing logical operations on abstract and symbolic material. Even a two-year-old child behaves as though the external world is a permanent place, independent of his perceptions; and he exhibits experimental or goal-directed behaviour that may be creatively and spontaneously adapted for new purposes. During the period from two to seven years, the child begins to manipulate the environment by means of symbolic thought and language; he becomes capable of solving new types of logical problems and begins to use mental operations that are flexible and fully reversible in thought. Between the ages of 7 and 12, the beginnings of logic appear in the form of classifications of ideas, an understanding of time and number, and a greater appreciation of seriation and other hierarchical relationships. Emotionally, children develop in the direction of greater self-awareness—i.e., awareness of their own emotional states, characteristics, and potential for action—and they become increasingly able to discern and interpret the emotions of other people as well. This contributes to empathy, or the ability to appreciate the feelings and perceptions of others and understand their point of view. These new abilities contribute to the child's moral development, which typically begins in early childhood as concern over and avoidance of acts that attract pain and punishment and progresses to a more general regulation of conduct so as to maintain parental regard and approval. A further shift in moral reasoning to one based on the avoidance of internal guilt and self-recrimination marks the passage from childhood and adolescence to adulthood. All of these emotional advances enhance the child's social skills and functioning. Adolescence Physically, adolescence begins with the onset of puberty at 12 or 13 and culminates at age 19 or 20 in adulthood. Intellectually, adolescence is the period when the individual becomes able to systematically formulate hypotheses or propositions, test them, and make rational evaluations. The formal thinking of adolescents and adults tends to be self-consciously deductive, rational, and systematic. Emotionally, adolescence is the time when the individual learns to control and direct his sex urges and begins to establish his own sexual role and relationships. The second decade of life is also a time when the individual lessens his emotional (if not physical) dependence on his parents and develops a mature set of values and responsible self-direction. Physical separation and the establishment of material independence from parents mark the adolescent's transition to adulthood. Adulthood Adulthood is a period of optimum mental functioning when the individual's intellectual, emotional, and social capabilities are at their peak to meet the demands of career, marriage, and children. Some psychologists delineate various periods and transitions in early to middle adulthood that involve crises or reassessments of one's life and result in decisions regarding new commitments or goals. During the middle 30s people develop a sense of time limitation, and previous behaviour patterns or beliefs may be given up in favour of new ones. Middle age is a period of adjustment between the potentialities of the past and the limitations of the future. An emotional rebellion has been observed in some persons, sometimes referred to as a mid-life crisis, engendered by the recognition that less time remains to be lived than has been lived already. In women, dramatic shifts in hormone production lead to the onset of menopause. Often women whose children have grown or have left home experience the “empty-nest syndrome”—feeling unwanted or unneeded. During late middle age individuals become more aware of ill health and thus may consciously or unconsciously alter the patterns of their lives. Individuals accept the limits of their accomplishments and either take satisfaction in them or despair and become anxious over unobtained objectives. During old age sensory and perceptual skills, muscular strength, and memory tend to diminish, though intelligence does not. These changes, together with retirement from active employment, tend to make the elderly more dependent on their children or other younger people, both emotionally and physically.
      2014-09-04 09:09:41
  • Khaldoon Almofti Iraq Does the teacher necessarily emphasize that learning happen only in module classroom ?
    2014-08-21 09:08:32

  • Kennedy Kamara Njagi Kenya What is the difference between incidental learning and insight gained by the learner from the lesson taught?
    2014-08-01 14:08:52

    • Virginia Maubane South Africa for me i see no difference because in both cases knowledge is gained.
      2014-09-02 09:09:29
    • Kennedy Kamara Njagi Kenya I think incidental learning will happen outside the planned curriculum delivery by the teacher on the learners understanding of the problem he would like to solve by his new learning experience while insight will be gained from the learners past experience in a situation similar to one at hand.
      2014-08-01 14:08:57
  • Abbie Richardson United States of America Doesn't the teacher also learn from the student? Which is greater?
    2014-07-09 19:07:32

    • Evelyn Dempsey Thailand Hi Abbie, I candidly agree that teachers learn from the students but of how much the learning taking from both sides depends upon a classroom setting. In traditional classroom learning with no homework and a class with plain book, chalk and talk, then less learning from the teachers from his students. However, in a discovery or inquiry approach of learning, which IB (International Baccalaureate) schools are following, there’s equal amount of learning or maybe a slight difference. In a discovery approach of learning, the teacher is considered as facilitator and often learns along with the students during the research process. There’s exchange of ideas from both the teachers and students and both learn from each other.
      2014-09-11 09:09:53
    • Jones Hanungu Munang'andu Zambia who has finished this course?
      2014-09-04 09:09:24
    • Kennedy Kamara Njagi Kenya I think both the learner and the teacher should learn from each other and from each learning experience.Each learner is unique and so is each learning situation and both should have a willingness to benefit and undergo change of behaviour
      2014-08-01 14:08:57
    • Cassandra Smith Grenada I think a good learning relationship is good. When a teacher learns something from a student that moment is special as this was not the expected norm.
      2014-07-29 01:07:15
  • Raluca Barbu Romania To what extent should a teacher let his personal way of being be reflected in the teaching process? How much does the teacher's own perspective on learning actually influences the process?
    2014-07-03 17:07:45

    • Nyree Williams United States of America I learned that as a teacher we have to have an unbiased mind, and go in there with a clean slate. In order to be effective as a teacher to help each child reach their learning capabilities we have to first understand the child's personality and the way they think and their learning style. Now I may be influential with incorporating some of my own perspective in their learning activities but it is still what's best for the kids that matter
      2014-09-16 07:09:27
    • Bethany Atkinson United Kingdom Each teacher/human being is unique and their opinions are different from one another, so I believe that learning is a unique process that educators can design to match the needs of different learners and themselves. Teachers reflect on their lessons in order to make changes which benefit themselves and their students in the future.
      2014-07-06 19:07:48
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