PTC08 Learning Styles

PTC8 - Learning Styles

Criteria Eight: Demonstrate in practice their knowledge and understanding of how akonga learn.

Key Indicators:

- Enable ākonga to make connections between their prior experiences and learning and their current learning activities; ii. Provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts; iii. Encourage ākonga to take responsibility for their own learning and behaviour; iv. Assist ākonga to think critically about information and ideas and to reflect on their learning.

Link to the New Zealand Curriculum:

The curriculum encourages all students to reflect on their own learning processes and to learn how to learn (p.9).

Students need to be literate and numerate, critical and creative thinkers, active seekers, users, and creators of knowledge, informed decision makers and effective users of communication tools.

To be effective the teacher must create a supportive learning environment, enhance the relevance of new learning, facilitate shared learning, make connections to prior learning and experience, provide sufficient opportunities to learn, inquire into the teaching – learning relationship (pp34,35).

Elearning has considerable potential to support teaching approaches while enabling learners to make connections, use shared learning, benefit from personalized learning and virtual experiences which allow students to take their learning further p.36).

RTC 8 & e-learning - guiding question:

How does my e-learning practice reflect that I understand the main influences of how my ākonga/students learn?

Questions I have asked myself:

- How do I establish background information?

- How do I elicit the information from the students?

- How much information should I allow to influence my planning?

- How does my teaching reflect that I understand the main influences on how my learners learn?

- How am I planning my strategies based on my student needs?

- How do I demonstrate knowledge of my learner, their backgrounds, interests and identity?

- Do I provide students the opportunity to reflect on their learning experiences?

- Do I allow my students to reflect on their learning and behaviour? 

- Do I allow students to set themselves personal goals?

- How do I support the students to implement their personal goals?

- How does my teaching reflect that I understand the main influences on how my ākonga learn?