Teaching and Learning: A Model for Academic and Social by Marjorie S. Schiering

By Marjorie S. Schiering

Rookies are multi-faceted, specific humans. learning the full person is incumbent upon understanding the teaching/learning environments, universal social and societal realities, and trust and cost structures respective of educational and socio-societal elements that determine who one is as a learner and instructor. In Learning and Teaching, the authors provide useful options for interactive guide to facilitate optimal studying. This booklet addresses theoretical framework that incorporates the connection among suggestions and emotions, the impression of prior esperiences on current and destiny behaviors, common connectivity, and a powerful knowing of who one is as a instructor and learner

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The new knowledge is, therefore, developed out of the old knowledge. The new knowledge is a reconstruction of the old knowledge. Observation and reflective inquiry lead to thoughts on the applicability of currently held beliefs or meanings about the ways certain things operate in the world. These new thoughts lead to a reconfiguration of meaning. indb 23 4/28/11 5:12 AM CHAPTER TWO Experiential Learning Applied to Teaching The teacher subscribing to the experiential theory of learning will construct lessons that give the opportunity for the student to learn by experiment, by doing, or by constructing something; in short, by being active in the process of learning.

He continues with this synthesis in the bulleted areas that follow: • “Learning is a natural process. Throughout life, it is evident that individuals engage in learning, striving to connect life’s events to meaning” (Bogner, 1990, p. 110). • Learning is stimulated by problematic situations. “Learning, by being a natural event results from an equally natural situation, namely controversy or discrepancy. To learn, individuals must be actively engaged in a mental process of connecting events to meanings” (Bogner, 2008, p.

Linking all of these factors together into one holistic model would be advantageous to the learner and teacher. A model for academic and social cognition does that and is the topic of chapter 3, with its elaboration and practical application in the K–16+ classroom addressed in the remaining chapters of this book. Chapter Discussion and/or Journal Questions 1. On what does the experiential learning theory reside? How would you practice it? 2. What is meant by hierarchical learning? What is one way to implement this perspective in a lesson?

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