Week 4's presentation was on
Major theories of learning and teaching of basic school mathematics in inclusive classrooms
a)Behaviorism
REFLECTIONS
I learnt that positive reinforcement is something that students find motivating. When we are praised for getting a math problem right or when we see my progress through rewards, even something as simple as a sticker or verbal praise, kind of boosts students' confidence. It makes them feel like they are on the right track, which is encouraging, especially when they are learning new or challenging math concepts.
Also, while behaviorism can be very effective for learning math skills, it does not always take into account how I feel as a student. If I am struggling with anxiety around math or feeling disengaged, simple reinforcement might not be enough to address the emotional side of my learning experience. I would appreciate more support in managing my emotions alongside academic growth.
TAKEWAYS FROM WEEK 5's PRESENTATION.
As a teacher, I would create lessons that break down complex concepts into smaller, manageable parts. This structure helps students, particularly those with learning difficulties or varying abilities, understand what is expected of them at each step. I would design lesson plans that focus on smaller, bite-sized learning objectives. For example, when teaching addition, I might start with single-digit sums before progressing to two-digit numbers. Using visual aids, such as charts or step-by-step guides, would further reinforce this clarity.