Implication: Instructors should provide an organized structure in their presentation of information.

       4. Learners constantly check understanding which results in refinement of what is retained.

       Implication: Instructors should provide opportunities.

       5. Transfer of learning to new contexts is not automatic; it results from exposure to multiple applications.

       Implication: Instructors should provide links for later transfer.

       6. Learners who are aware of their learning strategies and monitor their learning habits will learn more rapidly.

       Implication: Instructors should help students become aware of how they learn.

       One additional very interesting theory of learning from the late 20th century presented an innovative method of viewing individual students' learning styles and increasing their motivation to learn. Howard Gardner postulated that students do not all learn in the same manner; students may not all be cognitively gifted. He stated that there are in fact eight types of intelligence: intrapersonal, interpersonal, logical/mathematical, visual/spatial, verbal/linguistic, bodily/kinesthetic, naturalist and musical/rhythmic. (Gay, G. 2000, Culturally Responsive Teaching Theory).

       University instructors may incorporate appreciation of these eight types of intelligence to involve more students in learning efficiently. For example, if many students in the classroom seem to be intrapersonal learners, that is, they prefer to work individually, it may be beneficial to pause between parts of your explanation and let the students think about the explanation and then leave a short question or comment period. Intrapersonal learners prefer to work alone rather than in a team setting. Interpersonal learners would benefit from team-oriented teaching and small group work assignments. If students are visually oriented, it may be beneficial to use diagrams, charts and graphs to further back up the principles of your teaching. Some students may need to picture the relationships between ideas in order to apply them. Students of translation who have a scientific background may benefit from the problem-solving approach. The main implication of this theory is that students do not all learn in the same manner, but it does not signify that they cannot learn. It only means that instructors should try to teach in ways that will motivate the desire to learn in as many students as possible. Translation instructors will often find that their students come from varying backgrounds; some have scientific degrees, others have law degrees and some are interested in the humanities and the arts. Gardner's theory encourages instructors to take the various backgrounds into consideration when planning the strategies they use in the classroom.

       The famous Russian psychologist, Vygotsky believed that instructors who organize their teaching based on how much knowledge the students already possess and move on from that point will aid the students to acquire confidence in their ability to learn and progress. He also postulated that language accompanies thought; he called it "inner speech" (Hodge, B. 2000, p.113.). Students should be allowed to verbalize and talk through their learning process. Vygotsky's point of view may be the point of focus for the foundation for learner-centered classrooms that provide students the opportunity to apply Svinicki's principles. Offering students options to allow for differences in their interests, making sure that there is both teacher-student, and student-student discussion of content and emphasizing class activities that encourage both understanding and application of the principles taught is the crux of learning (Brophy, 1997). Learner-centered classrooms can be considered to be the fruit of the self-regulated learning principle. There are many definitions for learner-centered classrooms; the most practical are those which stress student need as the basis for classroom teaching.

       The development of technology at such a rapid pace has propelled the term "life-long learning" to become a part of learning theory and strategies. Not only do contemporary educators believe that all students can learn, but they also support the idea of continuing education once the student has graduated. A degree or a diploma no longer signals the end of one

上一页  [1] [2] [3] [4] [5] [6] 下一页