LEARNING & TEACHING

SUBMITTED BY

MR. /MS. AAFREEN MOHAMMED WASIM KHAN

COURSE: BACHELOR OF EDUCATION

SEMESTER/YEAR: 2nd Semester/2020

ENROLLMENT NUMBER: 200155133924

SUBMITTED TO
SINGHANIA UNIVERSITY

ACKNOWLEDGEMENT

I would like to express my special thanks of gratitude to my

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University, SINGHANIA UNIVERSITY, who gave me the golden opportunity to
do this wonderful project on the topic “Complete process of Learning and
Teaching and its objectives.” which also helped me in doing a lot of research and
I came to know about so many new things.

Secondly, I would also like to thank my family and friends who helped me a lot in
finalizing this project within the limited time frame.

INDEX
Sr.No. Topic Page
1. TITLE PAGE 4

2. INTRODUCTION 5

3. IMPORTANCE OF LEARNING 6-9

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4. IMPORTANCE OF TEACHING 10

5. TYPES OF LEARNING 11-12

6. TYPES OF TEACHING 13-14

7. OBJECTIVES OF LEARNING 15

8. OBJECTIVES OF TEACHING 16

9. PROCESS OF LEARNING 17-23

10. PROCESS OF TEACHING 24-25

11. CONCLUSION 26

12. BIBLIOGRAPHY 27

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4
 INTRODUCTION
Learning is an adaptive function by which our
nervous system changes in relation to stimuli
in the environment, thus changing our
behavioural responses and permitting us to
function in our environment.

The process occurs initially in our nervous system in response to environmental stimuli. Neural
pathways can be strengthened, pruned, activated, or rerouted, all of which cause changes in our
behavioural responses. Instincts and reflexes are innate behaviours—they occur naturally and
do not involve learning. In contrast, learning is a change in behaviour or knowledge that results
from experience. The field of behavioural psychology focuses largely on measurable behaviours
that are learned, rather than trying to understand internal states such as emotions and attitudes.

Teaching can be defined as engagement with

learners to enable their understanding and
application of knowledge, concepts and
processes. It includes design, content
selection, delivery, assessment and reflection.
To teach is to engage students in learning;
thus, teaching consists of

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getting students involved in the active construction of knowledge. A teacher requires not only
knowledge of subject matter, but knowledge of how students learn and how to transform them
into active learners. Good teaching, then, requires a commitment to systematic understanding of
learning.

IMPORTANCE OF LEARNING
1) Learning is important in growing your income and status:

Learning is a deliberate attempt by the learners to find viable opportunities in their professional
world. The learners are motivated because it is a sure way to grow your income and status and
improve the standard of life. Remember, it is learning that helps to acquire knowledge and skill
that can enhance your potential in the job market. It aids in finding satisfying jobs, become
successful in desired job profiles and increase your earnings. Ensure you remain relevant to
your industry by keeping up to date with trends and adapting your skill set. To function
effectively amongst this rapidly changing world
of technology, you need to learn new things to
remain valuable.
2) Learning plays a role in getting access to
new opportunities:

Learning is an integral part of the professional

and personal development of human beings. It
expands our knowledge and skillsets so that
an individual can reach his full potential. It is a
fact of life that learning is a significant influencer
and what we learn decides what we will become in our life later on. The importance of learning
is that it gives an individual a chance to take part
in new experiences that will lead to new
opportunities. Learning is a fundamental skill that
helps to strengthen your inner well-being in this
life. Human behaviour and outlook require
learning.

3) Learning helps self-confidence:

The importance of learning is that it helps in building self-confidence. When an individual has
the desire to learn, he makes progress, and this leads to further connections.  The learner can
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meet his emotional and mental needs through the knowledge he has gained. He is at that point
in life when his mind is receptive to the know-how and ready to adjust so that he can gain
maximum benefit from it. The process of learning, understanding, and awareness has a positive
impact on the self-esteem and self-confidence of a person because it offers the necessary fuel to
his creativity.
4) It develops and helps your growth curve:

Accept learning as your guiding force if you are interested in developing your growth curve.  It
is a core need that facilitates progress and development through your desire to learn something
new. The importance of learning helps a person to grow as an individual, create a base for
developing his knowledge and make your
professional chances better so that at the end of the
day your growth curve is on the rise.

5) Learning is important in achieving your goals:

Learning is a habit that can help a person in the

professional world through skills like advertising,
computer skills, marketing, writing or business
management, etc. and personal or daily life through skills like cleaning, cooking, gardening,
etc. Learning should be consistent for the
development of skills, and it is applicable for
everyone, including homemakers, job seekers,
students, and senior citizens. Learning
encourages the ability to do something
efficiently with the help of available resources
so that you can reach your goals. Every
human being has some dreams in life, and he
makes it his goal to achieve them one day or
another.

6) Importance of learning in making you happy:

The importance of learning is that it helps to grasp the knowledge and skills that assist in more
work and further job opportunities. This will bring success to the door, and the individual will
be able to earn more and gain appreciation and respect in society. This will make him happy,
prosperous and confident. It is learning that helps
a person to acknowledge that you can learn new
skills and better your chances because everything
is possible in this world. At this point, it is
important to make sure and think about how to
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make things possible. Remember, when you are open to a concept, especially a progressive one
like learning, it increases your knowledge and facts and helps you to be at a better position from
where your goals look achievable.

7) Importance of learning for personal development:

Learning for the sake of learning is considered a rewarding experience because it is a sign of an
active mind. The curiosity to know about something keeps the brain busy and prevents an
individual from getting bored. It assists
in gaining knowledge that proves
beneficial in personal life and leads to
contentment and development. A
fulfilling life is no doubt a satisfying one
that keeps a person healthy, wealthy, fit
and fine. The importance of learning is
that it is one of the sure ways to personal
development.  An individual might want
to boost his know-how and skills to
fulfil his ambition around a particular
pastime or hobby, or he might be
looking to develop an entirely new skill
that he wanted to do for long but did not
have the resources to do it in the earlier
part of life. Whatever the reason age is no bar for learning and one must start on the right path
of self-development whenever he wishes to do so.

8) Importance of learning for professional development:

The willingness to learn opens several doors that can lead to professional development.
Although education or a degree does not necessarily signify that you will be getting the
dream job. Employer’s now-days are looking for additional or transferrable skills,
knowledge and practical learning powers of an applicant before selecting him for any job
profiles. This is so because it signifies the keenness for learning and developing in an
individual. If you are unemployed, you must learn something that is in high demand to
improve your chances. If you are already employed, even then one should try to take
advantage of opportunities like
mentoring, coaching and training that
can enhance skills.

IMPORTANCE OF
TEACHING
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Teaching is an art that needs to be sculpted, practiced, improved upon and worked towards. If
teaching is viewed as an art and those that practice teaching take their art seriously and with
creative flair then we have great teachers. If we have great teachers then we have achieving
students and successful schools and communities. It is when teaching is not seen as an art and it
is when teachers are not practicing their craft that teachers stop actually imparting information
and knowledge to students, teachers stop teaching. If teachers are not effectively doing their
jobs in their classroom a school cannot be successful and this has an immediate impact on the
community and all of the families within the community. Teaching is the one profession that
creates all other professions. Student’s perspective: validate importance of resident teaching in
student curriculum. Resident’s perspective: validate importance of teaching as something that
should be taught in the curriculum. Teaching is one of those things that nearly everybody thinks
he or she can do better than the experts. Everybody has taught something to somebody at one
time or another, after all. We begin our amateur teaching careers as children by imposing our
superior knowledge on our younger siblings or playmates. As students, we pass judgement
among our peers on this or that teacher's capabilities. As adults, those of us who do not teach
professionally stand ever ready to
criticize those who do. Practiced
diligently by men and women of
talent, teaching is as much of an art as
Shaw's play writing. The trouble is
that there are lots more teachers than
playwrights. Education is one of our
nation's biggest industries.

TYPES OF
LEARNING
1) Visual (Spatial)
Are you constantly doodling? If you find it easier to understand something if it is in a
diagram, you are probably a visual learner. Knowledge or concept maps use visual symbols as a
way to express knowledge, concepts, thoughts or ideas, and the relationships between them.
These are a great tool for visual or spatial learners as you can draw connections or use colour
coding to group ideas. By representing
information spatially and with images,
students are able to focus on meaning,
reorganise and group similar ideas easily, and
utilise their visual memory to learn. Visual
learners often pursue careers such as
architecture, engineering, project management,
or design.

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 2) Aural (Auditory-Musical)
If you need someone to tell you something out loud to understand I, you are and auditory
learner. You depend on hearing the information to fully understand it, rather than just reading it
from a book. Auditory learners have the aptitude to
notice audible signals like changes in tone, or pitch to
name a few. For example, when memorising a phone
number, an auditory learner will say it out loud first and
take note of how as musician it sounded to remember it.
3) Verbal (Linguistic)
People who find it easier to express themselves by
writing or
speaking can
be regarded as
a verbal learner. You love to write and read. You like
to play on the meaning or sound of words such as
tongue twisters, rhymes and so on. You’re familiar
with the definitions of many words and regularly
make an effort to learn more meanings of new words.
Techniques used by verbal learners involve
mnemonics, scripting, role playing and anything that
involves both speaking and writing. Verbal learners
often pursue public speaking, writing, administration, journalism or politics.
4) Physical (Kinaesthetic)
In this style, learning happens when the learner carries out a physical activity, rather than
listening to a lecture or watching a demonstration. Those who have a preference for kinaesthetic
learning are called ‘do-ers’ and much prefer hands on
learning. Kinaesthetic learners make up about five
per cent of the population. Kinaesthetic learners are
often interested in careers such as emergency
services, safety representative, physical education, or
entertainment (such as acting or dance).
5) Logical (Mathematical)
When you like using your brain for logical and
mathematical reasoning, you’re a logical learner. You
easily recognise patterns, and can connect seemingly
meaningless concepts easily.  Logical learners often
lean towards classifying and grouping information to help

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them further understand it. You excel in numbers and are fine with doing complex calculations
such as basic trigonometry off the top of your head!

TYPES OF TEACHING
There are different types of teaching methods which can be categorised into three broad types.
These are teacher-centred methods, learner-centred methods, content-focused methods and
interactive/participative methods.
1) INSTRUCTOR/TEACHER CENTRED METHODS
Here the teacher casts himself/herself in the role of being a master of the subject matter. The
teacher is looked upon by the learners as an
expert or an authority. Learners on the other
hand are presumed to be passive and copious
recipients of knowledge from the teacher.
Examples of such methods are expository or
lecture methods - which require little or no
involvement of learners in the teaching
process. It is also for this lack of involvement
of the learners in what they are taught, that
such methods are called “closed-ended”.
2) LEARNER-CENTRED METHODS
In learner-centred methods, the
teacher/instructor is both a teacher and a
learner at the same time. In the words of
Lawrence Stenhouse, the teacher plays a dual
role as a learner as well “so that in his
classroom extends rather than constricts his
intellectual horizons”. The teacher also learns
new things everyday which he/she didn’t
know in the process of teaching. The teacher,
“becomes a resource rather than an
authority”. Examples of learner-centred
methods are discussion method, discovery or
inquiry-based approach and the Hill’s model
of learning through discussion (LTD).
3) CONTENT-FOCUSED METHODS
In this category of methods, both the teacher and the learners have to fit into the content that is
taught. Generally, this means the information and skills to be taught are regarded as sacrosanct
or very important. A lot of emphasis is laid on the clarity and careful analyses of content. Both

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the teacher and the learners cannot alter or become critical of anything to do with the content.
An example of a method which subordinates the interests of the teacher and learners to the
content is the programmed learning approach.
4) INTERACTIVE/PARTICIPATIVE METHODS
This fourth category borrows a bit from the three other methods without necessarily laying
emphasis unduly on the learner, content or
teacher. These methods are driven by the
situational analysis of what is the most
appropriate thing for us to learn/do now given
the situation of learners and the teacher. They
require a participatory understanding of varied
domains and factors. Teachers making use of
interactive teaching styles are better equipped to
assess how well students master a given subject
material. Applying training methods that involve
two-way communications will enable you to
make quick adjustments in processes and approaches.

OBJECTIVES OF LEARNING
Learning is education and understanding 'knowledge' which is the foundational status of all
skills. Modern-day mothers usually begin with 'learning games' for kids of different ages.
Learning at school is a social set-up computed and supported by the neural system that links the
person with the social fabric of the learner. Many schools have discovered learning happens
best when there are less school policies and more ideas of application of accessing the inner
resources of the growing child. Self-paced
learning always sounds like a great idea:
you learn at your own pace and on your
own time. It's convenient, and sometimes it
can let you learn a skill or earn a
certification that you couldn't have
otherwise. But convenient doesn't mean
easy. It can actually be harder than
traditional learning. Over the end of the
20th century, there has been a somersault
about ideation on education and its uses!
"The illiterate of the 21st century is not
those who cannot read or write, but those
who cannot learn, unlearn or relearn"
says Alvin Toffler, the world's best-known
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futurist, known for his works discussing the digital, communications and corporate revolution
and technological singularity. Learning for the sake of learning is considered a rewarding
experience because it is a sign of an active mind. The curiosity to know about something keeps
the brain busy and prevents an individual from getting bored. It assists in gaining knowledge
that proves beneficial in personal life and leads to contentment and development. A fulfilling
life is no doubt a satisfying one that keeps a person healthy, wealthy, fit and fine. Learning is a
tool that can successfully offer knowledgeable experiences that addresses specific challenges in
life.

OBJECTIVES OF TEACHING
The classification of the general objectives of teaching in terms of school subject matter is not
sufficient to explain the ultimate ends of education. They include, essentially, the promotion of
a well-integrated person capable of taking a responsible, active role in society. With such a
purpose in mind, one may achieve more insight by choosing a psychological analysis of the
objectives into the attainment of intellectual abilities and social insights (cognition), the
learning of practical active skills (psychomotor learning), and the development of emotions,
attitudes, and values (affective learning). Cognitive growth begins at the level of the infant
school, with the acquisition of early language and numerical capabilities, and continues
increasingly to dominate education to the secondary and higher levels. But the learner is more
than an enlarging reservoir of information.
With that acquisition goes a growing power
to generalize, abstract, infer, interpret,
explain, apply, and create. Cognitive
training produces a thinker-observer aware
of the modes of thought and judgment
making up human intellectual activity. In
the final stages, the teacher aims at a
thinker, critic, organizer, and creator. In the
development of psychomotor learning, the
teacher is concerned with the promotion of
coordinated skills and their creative use.
Instruction begins with the acts of
handwriting and plastic art play,
characteristic of earlier years of schooling.
It includes painting, games, workshop
skills, and practical science. It has a high prestige value among the pupils themselves and the
wider community. Teaching is one of those things that nearly everybody thinks he or she can do
better than the experts. Everybody has taught something to somebody at one time or another,
after all.

PROCESS OF LEARNING
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The underlying ability a teacher must have to orchestrate differentiated instruction day after
day, hour after hour, by assessing his/her students and adjusting strategies and tactics moment
by moment, requires sophisticated knowledge and skills. To successfully use differentiated
instruction, a teacher must first have a firm understanding of each of the cognitive components
of the learning process, what they look like
when they are working, and what the specific
subcomponents of each look like when they
are breaking down. Next, a teacher must
develop a rich repertoire of strategies and
tactics from which to pull the exact strategy
or tactic that will address a specific
breakdown for a specific task, at the right
moment. Using a great strategy at the wrong
time, or mismatching a strategy with
breakdown for which the strategy will yield
no gains, will frustrate students and teachers
alike when the strategy fails to produce the
desired result. There are six interactive
components of the learning process: attention, memory, language, processing and organizing,
graphomotor (writing) and higher order thinking. These processes interact not only with each
other, but also with emotions, classroom climate, behaviour, social skills, teachers and family.
In order to engage, motivate and teach all learners at optimal levels, teachers must understand
the learning process in general, understand and respond to students’ individual emotional and
cognitive profiles and select instructional strategies and tactics that are effective for diverse
learners.

Attention
Paying attention is the first step in learning anything. It is easy for most of us to pay
attention to things that are interesting or exciting to us. It is difficult for most of us to pay
attention to things that are not. When something is not interesting to us, it is easier to
become distracted, to move to a more stimulating topic or activity, or to tune out. The
teacher’s job is to construct lessons that connect to the learner. Relating what is to be taught
to the students’ lives can accomplish this. Relate Romeo and Juliet, for example, to the
realities in our communities of prejudice, unfounded hatred and gang wars. Or relate today’s
discrimination to The Diary of Anne Frank,
and hold class discussions of discrimination
that students have personally experienced or
witnessed. Physical movement can help to

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 “wake up” a mind. When a student shows signs of inattentiveness and/or restlessness,
teachers can provide the student with opportunities to move around. Many students with
attention challenges actually need to move in order to remain alert. It is wise to find
acceptable, non-destructive ways for these students to be active. Responsibilities such as
erasing the board, taking a message to the office, and collecting papers can offer appropriate
outlets for activity.
Memory
It is the complex process that uses three systems to help a person receive, use, store, and
retrieve information. The three memory systems are (1) short-term memory (e.g.,
remembering a phone number you got from
information just long enough to dial it), (2)
working memory (e.g., keeping the necessary
information “files” out on the mind’s “desktop”
while performing a task such as writing a
paragraph or working a long division problem),
and (3) long-term memory (a mind’s ever
expanding file cabinet for important information
we want to retrieve over time). Children in
school have to remember much more
information every day than most adults do. Adults generally have more specialized days
mechanics use and remember mechanical information, dentists use and remember
information about dentistry, and so on. On the other hand, school expects that children
become experts in several subjects – e.g., math, language, science, social studies, a foreign
language, the arts. It is important to remember that when a student understands something, it
does not guarantee that he will remember it. For example, a person may understand a joke
that he heard at a party on Saturday night, but he may have trouble remembering it when he
tries to tell it to his friends on Monday.

In order to enhance the likelihood that all students will elaborate on new information, teachers
should activate their prior knowledge and make new information meaningful to them. For
example, a teacher may ask second graders how to divide a pan of brownies evenly among the
20 students in the class, and then connect their solution to the concept of equivalent fractions.
Relating how algebraic equations need to be equal or balanced on both sides to the benefits of
dividing candy or cookies evenly between friends also connects to prior knowledge.

Language
It is the primary means by which we give and receive information in school. The two
language processing systems are expressive and receptive. We use expressive language
when we speak and write, and we use receptive language when we read and listen. Students
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 with good language processing skills usually do well in school. Problems with language, on
the other hand, can affect a student’s ability to communicate effectively, understand and
store verbal and written information, understand what others say, and maintain relationships
with others. Most students, especially those with weaknesses in written language, will
benefit from using a staging procedure for both expository and creative writing. With this
procedure, students first generate ideas. Next, they may organize their ideas. Third, they may
look at sentence structure. Then they examine their spelling. Finally, they attend to
mechanical and grammatical rules. It is also helpful for students to list their most frequently
occurring errors in a notebook and refer to this list when self-correcting. All students will
benefit from systematic, cumulative, and explicit teaching of reading and writing.

Students who have receptive language challenges such as a slower processing speed must use a
lot of mental energy to listen, and, therefore, may tire easily. Consequently, short, highly
structured lectures or group discussion times should be balanced with frequent breaks or quiet
periods. Oral instructions may also need to be repeated and/or provided in written form.

Organization
We process and organize information in
two main ways: simultaneous (spatial)
and successive (sequential). Simultaneous
processing is the process we use to order or
organize information in space. Having a
good sense of direction and being able to
“see” how puzzle pieces fit together are two
examples of simultaneous processing.
Successive processing is what we use to
order or organize information in time and
sequence. Concepts of time, dates, and order
yesterday, today, and tomorrow, months of
the year, mathematical procedures such as division and multiplication, word order in
sentences, and sentence order in paragraphs are examples of sequential processing. Students
who are good at successive organization usually have little or no trouble with time
management and usually find it easy to organize an essay in a sequence that is logical.
Students who have trouble with understanding spatial or geographical problems may need
successive verbal explanations given to them. They may benefit from writing written
explanations and descriptions of the information contained in charts, graphs or diagrams.
Teachers should model this process for all students.
Students who have trouble remembering sequences of information but who are strong in
simultaneous processing should benefit from graphic organizers, and making diagrams or flow
charts of sequential information such as events in history rather than the standard timeline. They

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may benefit from software programs such as Inspiration that organize concepts and information
into visual maps.

Graphomotor
The writing process requires neural, visual, and muscular coordination to produce
written work. It is not an act of will but
rather an act of coordination among
those functions. Often the student who
seems unmotivated to complete written
work is the student whose writing
coordination is klutzy. We have long
accepted that students may fall on a
continuum from very athletic to clumsy
when it comes to sports, but we have not
known until recently that some students
are writing “athletes” while others
writing klutzes. Just as practice, practice,
practice will not make a football all-star
out of an absolute klutz, practice and acts
of will not make a writing all-star out of
someone whose neurological wiring does not allow her to be a high performing graphomotor
athlete. Students with handwriting difficulties may benefit from the opportunity to provide
oral answers to exercises, quizzes, and tests. Having computers on place for all children
helps level the playing field for the graph motor klutz. Parents and teachers should be aware,
however, that many children with graphomotor challenges may also have difficulty with the
quick muscular coordination required by the keyboard.
Higher Order Thinking
Higher order thinking (HOT) is more than memorizing facts or relating information
in exactly the same words as the teacher or book expresses it. Higher order thinking requires
that we do something with the facts. We must understand and manipulate the information.
HOT includes concept formation; concept connection; problem solving; grasping the “big
picture”; visualizing; creativity; questioning;
inferring; creative, analytical and practical
thinking; and metacognition. Metacognition is
thinking about thinking, knowing about knowing,
and knowing how you think, process
information, and learn.

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 Emotions
Emotions control the on-off switch to learning. When we are relaxed and calm, our
learning processes have a green light. When we are uptight, anxious, or afraid, our learning
processes have a red light. In the classroom, tension slams the steel door of the mind shut.
Creating a non-threatening classroom environment or climate where mistakes are welcomed
as learning opportunities reduces tension, opens the mind and increases the opportunity for
learning. The more teachers know about how
learning takes place – how information is processed,
manipulated and created, the more we will know
about what it looks like when it’s working and what
it looks like when it starts to break down. Then,
rather than thinking a student isn’t motivated,
teachers will to see if it is attention, memory,
language, organizing, graph motor or higher order
thinking that needs an intervention.

Motivation
It is every teacher’s job to motivate every
student. Learning more about the brain and the
development of the mind, studying new information
on learning, making learning meaningful and learning about learning, watching the learning
process, monitoring closely for breakdowns, and celebrating the successes of every student –
these are our challenges as we create
schools that honour diversity – the
schools all children deserve.

PROCESS OF
TEACHING
Teaching is fundamentally a process,
including planning, implementation, evaluation and revision. Planning and teaching a class are
familiar ideas to most instructors.

Planning

There are many different levels of setting goals for teaching, from the scale of an entire
semester (syllabus) to a single class (lesson plan). You have the overall task of helping your
students learn how to think critically and to understand the basic concepts and tools of your
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discipline. You should also have more specific day-to-day goals, such as examining the social
context of Victorian women writers or demonstrating how to integrate partial differential
equations. As a graduate TA you probably will not be responsible for designing an entire
course, but you should think about how your day-to-day teaching fits into the larger goals of the
course.

Revision

Revising your pedagogy will help your students learn... and keep you interested. If you keep
your focus on student learning, you will find a
richer meaning to the typical
lecture/discussion/test/grade process. Instead of
an adversarial relationship, the teaching process
encourages a relationship of cooperation and
mutual discovery. Ernest Boyer helped redefine
the notion of scholarship, in fact, by including
the scholarship of teaching as a culminating
activity of the research process of discovery,
integration, and application of knowledge
(Boyer 1990).

Assessment

Regular assessment of your students and yourself is critical to your success as a teacher. To
really understand whether you are teaching effectively and your students are learning
effectively, it is crucial that you actively and
regularly assess what your students have
learned. If you are able to solicit meaningful
feedback from your students and the professor
on a regular basis (not just at the end of the
semester), you can modify and improve your
teaching strategies. Assessments do not need
to be overly complex or involved. In fact, the
more focused you are in the assessment, the
more impact your changes will have.

Implementation

The best plans are meaningless if you don't try

them. Although most of the work in teaching comes in planning and preparation, many great
ideas are never implemented because it
was easier to just keep doing the same
thing. Don't be afraid if you have an idea
you want to try. If something hasn't been
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working right, why not change what you are doing and try something new? Unless you are
willing to change and experiment, you will find it difficult to improve your teaching skills.

CONCLUSION
Everyone has understanding, resources, and interests on which to build. Learning a topic does not begin from
knowing nothing to learning that is based on entirely new information. Many kinds of learning require
transforming existing understanding, especially when one
understands needs to be applied in new situations.
Teachers have a critical role in assisting learners to engage
their understanding, building on learners’ understandings,
correcting misconceptions, and observing and engaging
with learners during the processes of learning. This view of
the interactions of learners with one another and with
teachers derives from generalizations about learning
mechanisms and the conditions that promote
understanding. It begins with the obvious: learning is
embedded in many contexts. The most effective learning
occurs when learners transport what they have learned to
various and diverse new situations. This view of learning
also includes the not so obvious: young learners arrive at school with prior knowledge that can facilitate or
impede learning. The implications for schooling are many, not the least of which is that teachers must address
the multiple levels of knowledge and perspectives of children’s prior knowledge, with all of its inaccuracies and
misconceptions. Designing effective learning environments includes considering the goals for learning and
goals for students. This comparison highlights the fact that there are various means for approaching goals of
learning, and furthermore, that goals for students change over time. As goals and objectives have changed, so
has the research base on effective learning and the tools that students use. Student populations have also shifted
over the years. Given these many changes in student populations, tools of technology, and society’s
requirements, different curricula have emerged along with needs for new pedagogical approaches that are more
child-centred and more culturally sensitive, all with the objectives of promoting effective learning and
adaptation (transfer). The requirement for teachers to meet such a diversity of challenges also illustrates why
assessment needs to be a tool to help teachers determine
if they have achieved their objectives. Assessment can
guide teachers in tailoring their instruction to individual
students’ learning needs and, collaterally, inform parents
of their children’s progress.

BIBLIOGRAPHY


https://courses.lumenlearning.com/boundless-
psychology/chapter/introduction-to-learning/`
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 https://www.marketing91.com/importance-of-
learning/#:~:text=The%20importance%20of%20learning%20is
%20that%20it%20helps%20the%20individual,help%20in
%20reaching%20specific%20goals.

 https://www.literacyplanet.com/au/news/engage-7-types-
learners-classroom/

 https://ugcnetpaper1.com/teaching-methodology/

 https://www.nap.edu/read/9853/chapter/15#238

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