Personal_Educational_Philosophy_on_Learning___Task_2.docx D167 Personal Educational Phil

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Personal_Educational_Philosophy_on_Learning___Task_2.docx D167 Personal Educational Philosophy on Learning Western Governors University Educational Psychology and Human Development of Children and... Adolescents, D167 A1.The learning theory that I identify with is the collaborative theory. A2.The collaborative theory aligns with my current view of teaching because it promotes social interaction, individual accountability, and competition. I believe that arranging students together in small groups to achieve a common goal allows them to develop their social skills in ways unachievable through large-group instruction. As part of a small team, students have a newfound responsibility to contribute to the project, while being held accountable by their peers. Lastly, I believe that the collaborative method breeds healthy competition amongst groups of students, which serves as additional motivation to complete the task at hand. The additional benefits of the collaborative theory can assist teachers in getting the most out of their students. A3.The collaborative theory would help me understand student needs in the classroom at fifth grade and tenth grade. At the elementary level, teachers can use collaborative group projects as an alternative—and oftentimes more fun—method to teaching students a particular lesson. Checking in on small groups throughout the fifth-grade class allows teachers to get a better understanding of individual students through the amount of contributions they make to the group. This helps teachers understand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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