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Over the years many theories have been developed to examine the processes involved in learning.  Most learning theories concentrate on the significance for the way that learning is delivered. Furthermore people learn differently at different times in their lives and in different circumstances.
This approach to learning is based on the idea that learners respond to stimuli in their environment.  The role of the learning facilitator, therefore, is to provide relevant and useful stimuli so that the learner responds to and gains the required knowledge or experience.
The behaviourist approach to learning centres around the belief that appropriate behaviour can be taught through constant repetition of a task combined with feedback from the facilitator.  Positive feedback encourages and reinforces success while negative feedback and immediate correction discourages the repetition of a mistake or undesirable behaviour. This kind of conditioning can be used to develop repetitive actions within training, for example looking in the mirror and putting your seatbelt on before driving off in a car. One of the main ways to use the behavioural approach to learning in training and teaching is to specify clear behavioural objectives at the start and then supply learning opportunities that ensure that the objectives are met.
Behaviourist theories of learning essentially stress the importance of the assertiveness of the tutor, and the passive participant who is not given a great deal of choice other than to respond in a predetermined way. The tutor (if present) and the participant both engage with knowledge; the role of the tutor is choosing the best method to convey understanding.
Teachers or trainers employing Dewey's approach to learning play a key role in learner's development, but in a more indirect way than that implied in the behaviourist model.  For example, planning sessions that encourage interaction with the material presented and reflective thinking, as well as creating a climate whereby students or trainees can structure their own learning. An emphasis on active learning is at the core of these humanistic approaches to learning.  The terms 'andragogy' and 'pedagogy' highlight the difference between earlier models of training and the more usual approach nowadays.


Pedagogy and andragogy are terms derived from the Greek words meaning 'child' and 'man' respectively. The existing experiences of the learner are fundamental for understanding and new learning to take place effectively. The orientation to learning is paramount: in other words, it is not subject-orientated but learner centred. The experiential model of learning that David Kolb proposes, underpins much of the work of modern adult training providers. Essentially, Kolb believes that learning is a dynamic process, in which we are constantly able to construct our own learning and development by moving through the following cycle. In training terms, therefore, learning is facilitated if the course content and process key into participants' existing experience and are so designed to encourage reflection and the formation of new concepts. The Actions or Tasks People Choose:  Individuals will be more inclined to undertake tasks in which they have strong expectations and less inclined to do those linked to weak expectations.
The implications for training design are various and include setting realistic, but not too easy goals, in order that people can feel they have achieved something, and ensuring that people have support and reward for their learning in either in workplace or in other training and learning environments. Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. This can incorporate IT skills (Word template provided below) or can be done with paper, card and pens.


These posters are created by Rob Kriete from Teaching Quality to help "teachers and parents navigate what the new common core standards mean to children". The poster features six classroom scenes that demonstrate the key  skills that lead to 21st century success. The first two “fish” will each address the topic at hand, based on their  personal experience with it and then discuss their ideas with each other.  3.
Accompanied with this post is an evidence sheet  that teachers can draw on to help parents understand how the classroom activities fit in within a 21st century model of learning. A time I shared power and achieved something that would have been  hard to achieve alone.    Anger  1. A time I used humor or some other positive technique to transform  someone else’s anger.  6.



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