Different learning styles in the classroom
Different learning styles in the classroom Learning is a change that results from the student’s interaction with the environment. We described teaching as a mutual interaction between teacher and student. In this interaction, the teacher tries to create favorable conditions for change; therefore, the teaching and learning of the two processes are separate, and each must have their own theory. Learning is done everywhere, always, and even without teaching. On the other hand, any teaching will not always lead to learning; that is, the failure of students to learn does not mean that teaching has not been done, and this also does not mean that teaching and learning have nothing to do with each other. It can be increased by the teaching of quantity and the quality and speed of learning, or it provides the conditions for learning things that are not possible under normal circumstances.
The Difference Between Teaching and Learning
Learning theories focuses solely on learning phenomena and is always focused on the student; in other words, learning theories explain the way in which learning is and describes the conditions in which learning takes place, while teaching theories must be expressive, predictive, and controlling A situation in which the behavior of the teacher changes student behavior. Different learning styles in the classroom Teaching theories express the learner’s ways of learning while teaching theories to describe the ways in which another person (teacher) affects another (student) and causes him to learn. In discussing the difference between teaching and learning theories, Bruner describes theories of learning and prescribes teaching theories. To distinguish descriptive and prescriptive theories one can refer to descriptive and prescriptive rules. Descriptive rules are rules that express the relations between variables and have no factual features, that is, they do not set them apart. While prescriptive laws, such as social laws, have a formal and contractual aspect; in other words, learning laws and theories have been discovered through research and describe the relationships of different learning variables, while teaching laws and theories, such as social laws, It is set up by the scholars of education.
Knowledge of learning theories in the process of teaching activities is necessary for the teacher, but not enough. Rules that have been discovered by psychology scholars in laboratory research, in most cases, may not be applied in the classroom. According to the famous statement, there is no similarity between the attitudes of an instructor and a laboratory psychologist. Hildegard argues that if one addresses a psychologist to solve educational problems, he usually returns to disappointment (Hilgard ER and GH Bower, 1975). Therefore, along with theories of learning, there is an urgent need for teaching theories, because in today’s world the most and The correct type of learning is achieved in school and the way teachers use it is part of the application of teaching theories. Unfortunately, in the field of teaching, unlike learning, there has not been much research. Most teachers resort to learning theories in the process of educational activities. It is necessary to know that learning is done, but not enough. Doctors can not practice just knowing how the human body works; they need more information. Teachers also need more information than students learn.
In addition, some teachers imagine the term teaching and learning as one, while each teaching does not lead to teaching. When we teach, we do activities, such as talking, writing on boards, charting, displaying, questioning, and practicing, but when we learn, we also learn more important things in addition to these activities. We force our students to do activities. Different learning styles in the classroom Learning is to make others pay attention, observe, communicate, remember, and eventually argue. For lessons, less effort is devoted to teaching; it’s easier than talking to people to make them more interested in talking to us, to display a skill is easier than to inject it into the thoughts of others. Practicing less is difficult to help others to understand what they want to learn. If we want to teach what we teach, we must be able to understand the students and become aware of what they are doing in their behavior. The result is that teaching is not taught if the activity does not lead to learning, although it is taught in slang terms. Another thing that the teacher never knows, but also the learning environment. A student who learns. If a favorable situation is provided, student learning is certain.