How Can Teachers Use Theories and Findings from...

How can teachers use theories and findings from developmental psychology to inform classroom practise. Teachers can use theories and findings from developmental psychology to improve the quality of learning that takes place within the classroom by changing the learning methods and social conditions that typify an educational classroom. This essay will attempt to show that although there are many psychological ideas that have theorised and researched different ways to educate; the most successful of these are drawn from Experiential learning. The vast scope of research on child development within developmental psychology forbids a full dissection of all key theorists in this brief essay; therefore I have limited the theoretical discussion†¦show more content†¦Experiential learning is also used to describe learning that arises through the self by reflection on everyday experience and interactions. The learning here is fostered within the learner rather than from an external force. The two understandings of experiential learning progresses Experiential learning from the humanist ic camp to a learning that can arguably be used by all teachers. If Experiential learning is understood as direct experience with material studied, Rogers notes that the educator which he terms facilitator can provide learning resources from within his own experience (Rogers cited in Kirschenbaum et al:1989:p327.) In a humanist or holistic school or educational setting this would stem from the precondition of pedagogy noted above, as providing resources from personal experience obliges the facilitator to have a trusting relationship with their students. In humanistic schools such as Summer Hill, although most teachers are qualified they state the requirements to be ‘ for somebody who will be adaptable, genuinely interested in the school philosophy, and is a nice person (www.summerhillschool.co.uk.) This completely flies in the face of mainstream schooling where teachers are always university trained and specialised, implying that their academic specialisation is brought to the classroom, rather than themselves. However this does not mean that in a non-humanistic school, teachers are unable to provide resources from within theirShow MoreRelatedCase Study148348 Words   |  594 PagesIntroduction Using this Manual Planning Your Approach Designing the Teaching Scheme A Guide to Using the Work Assignments A Guide to Using the Case Studies Strategy Lenses The Exploring Strategy Website A Guide to Using the Video Material Exploring Strategy Teachers’ Workshops Teaching Notes for Student Work Assignments Case Study Teaching Notes 6 7 8 8 12 19 20 25 27 27 28 28 29 Chapters 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Introducing Strategy The Environment Strategic Capabilities StrategicRead MoreContemporary Issues in Management Accounting211377 Words   |  846 Pagesdifferent institutional arenas: the academic, of course, but also those of the profession and the wider public sphere. Ever helpful to regulators, the senior civil service, and international agencies, Michael Bromwich is respected for the ways in which he can combine conceptual understandings with pragmatic insights. He has been sought out to provide that extra element of conceptual clarity for the most complex of practical accounting endeavours. No doubt such abilities reflect Michael’s early grounding