Ashlee's Teach Create Motivate

  There are numerous methods and models lead educators and learners into technology-driven society which is an indispensable outcome of content based curriculum. However, there are repositories of varied information and it is challenging to include necessary content into curriculum and design the lessons in interdisciplinary system of 21 st century skills of education. Language teachers in this century needs to facilitate learners to be an autonomous and self-regulated as well as knowing things surrounding us and how they are related with each other. In addition, Piaget and Bruner, Vygotsky (1962, 1978) also emphasized the importance of this developmental process and they believed that learner’s intellectual development could only be fully understand through socio-cultural environment in which one’s development was occurring (Hirumi, 2002). From the lenses of Objectivism, meaning is perceived as an independent of the understanding of individuals whereas Interpretivist ...

I could state my insight explicitly from one of the favorite sayings of Aristotle “Those that know, do. Those that understand, teach”. Understanding adult learners and identifying their needs is quite crucial in order to enhance their knowledge and skills into experience as well as overcoming difficulties in a constant way. As it has been prescribed all of the definitions so far, there is no certain sound in defining an adult learner by means of universal statements. As Polson (1993) discussed in her article, the attributes of adult learners vary from their ages, social roles, background, education level and so forth. In addition, Polson clearly characterizes adult learners’ multiple roles, tasks, real life experiences, and needs including their aging process in her paper’s layout. These roles could also be associated with situated learning theory outlined by Brown, Collins and Duguit in 1989 as it is evolved by Vygotsky’s sociocultural theory. The nature of situated cognition is...

It is beneficial for teachers to understand how the brain works in order to assist learners in several ways. We all educators can help our students focus on their attention that will help increasing their retention and comprehension. This could be possible with brain-based learning that draws insights from the fields of psychology, technology, and neurology. Once an educator comprehends the concept of brain-based learning, she or he can help students to keep diverse learners engaged by creating an enriched learning environment as well as providing valuable feedback and addressing students’ needs both socially and emotionally. Brain-based learning consists of following six main steps below; ·          Making a safe learning environment ·          Starting early ·          Encouraging growth ·          Getting both bra...

Radical constructivism is the one way of limiting field of rational thought from the inside that you can sort of grope until you come to the boundaries. One of these boundaries is consciousness whereas we have no rational model of consciousness. In addition, we have no model of memory that is the reason I believe that what lies outside is much more important.   Piaget’s theory of cognitive development is hierarchical and variant like organisms assimilate from the food as a metaphorical representation from biology. Whereas, assimilation means that you take out of a present experience what fits experiences that you have had before. You have a pattern and whatever fits that pattern, you are ready to take the rest you discard you do not know about it, that’s the reason that it is quite easy to observe it with children since they take in what they know already and the rest include that they do not even experience or see. This is also valid for adults who catch themselves as an i...

According to the basic parameters of Second Language Acquisition theories based on this week’s articles; “Second Language Acquisition: A socio-cognitive Perspective” by Fahim and Mehrgan (2012), and “In search of a nativist theory of second language acquisition” by Walt (1991), I could state my insight explicitly from one of the favorite sayings of Aristotle   “Those that know, do. Those that understand, teach”. In both articles, I could summarize my basic understanding of the aforementioned Nativist theory and Socio-cognitive perspectives in SLA upon the reflection of the quote that I have internalized. All of the theories put forward by researchers, linguists have been discussed or criticized on the light of their own discipline so far. However, there is a certain sound on the shed of SLA theories which is called practice and utilization of applied linguistics in teaching-learning process.   Notwithstanding, if we try to illustrate social formation of mind, Lev Vygotsky ...

There is nothing more than learning as it has been identified as responsible for behavioral and conceptual differences across one’s life span. Specifically, it has been questioned a bunch of times what role plays in learning. The concept of learning entails the development of one’s growth and the process of continuous self-construction as it was highly labeled by the lenses of Piaget (as cited in Driscoll, 2005, p.191). This label refers to constructivism since the knowledge is a skill that is acquired through the interaction with the environment surrounded by goal- directed schemas. There is a distinction between the term “schema and scheme” which was discussed by Brainerd in 1970s. The term “schema” is a passive mode of organization whereas the “scheme” is the active organizational principle referring to active nature of children’s thinking. Learning occurs when new information added to schemas while the scheme provides the basis for mental operations. In addition, Piaget defined “...

Theory of Instruction play a critical role in one’s learning as a behavior that stimulates recall of prior learning by enhancing retention and transfer.  Hence, gaining learners’ attentions is one the emergent component of Gagne’s Theory of Instruction (as cited in Driscoll, 2005, p.349). More significantly, every individual has different type of learning styles so it is crucially important to aware how to present an input effectively in order to prepare learners to offer feedback or to ask for a demonstration to check the comprehension. Gagne’s Nine Levels of Instruction provides us a step by a step approach that can help trainees and facilitators structure their training so that the target learners get most from their learning opportunities. This journal aims to take a brief look at instructional theories of Gagne (1985) and Ausubel’s Meaningful Learning and Schema Theory (1963) by explaining the relationship between instructional theory and learning theory in detailed. As ...

As a being characteristic of second language learning, syntactic, morphological and semantic features could be overgeneralized and fossilized by learners of a second language. Noting the following a stance from my teacher diary that occurred recurrently; S: Teacher, “I putted my study page in my English file”, T: Oh, you mean “I put my study page in my English file.” S: No, Miss Dinc, “I putt ed them all in English file.” Outlying from empirical study, this scenario could be an example of fossilization in English Language. More specifically, I could define that fossilization is the often-observed loss of progress in the acquisition of second language in spite of interaction with L2 and motivation. Reflected upon the articles by Brian MacWhinney “Emergent Fossilization” and Ashley Fidler “Reconceptualizing fossilization in second language acquisition: a review, the term “fossilization” has not been defined on the grounds that empirical studies efficiently because of longitudinal ...