Theorists’ Impact on Teaching and Learning

There is a distinct meaning we can infer from teaching and learning. Over the past year, various perfective led by the people when anyone asks what they understand by the term learning. Rather than considering different theories based on the terminology of learning and teaching, first drawing the distinguishable line is more significant here. Learning consist both the activity whether it is cognitive or constructive. It is incorporated when anyone learns something from experience or tries to memorize every single stance. Whereas teaching is a job that determines what others should learn. These two definitions often bring some confusion as both are based on past experiences, but staying up to date and resisting the knowledge separate each other on a large scale. In the later section, we come across different theorists that put efforts while discussing the meaning of teaching and learning.

Teaching

Once again, the concluded definition of teaching is based on our past experiences. One of our earliest experiences when we were in school, where the teacher or mistress teaching us various subjects regularly and gave us instruction what the curriculum we had to follow. That is why MacMohan and Abbat stated: “teaching is helping others to learn”.

Teaching has many different forms that are provided differently and the forms of teaching are behaviors, manners, traditions, values, stories, and skills (Sogunro, 2015). Based on this, it may be structured or not. It can also state as a teacher accounts for learners’ experience and even learn from their experiences. A teacher must learner-centered rather than towards him/her. In educational institutes teaching methodologies is structured like the teachers and professors have schedules and curriculums and syllabus. Traditional teaching form involves lectures of educators to the students and temporary teaching forms include the involvement of learner participation.

Learning

Learning means whatever events happened in the past. This doesn’t mean only what we have acquired in the classrooms or the experiences which we try to memorize. In a nutshell, everything that reflects past glimpse is considered as learning. Educational teaching explains anything that brings change in human behavior is called learning. It starts from the day when a child opens his/her in the world until the last. Entire things trigger some simulation around opposing enables us to become a learner. Capacity to grasp things may vary from individual to individuals. In simple words, its subconscious mind retains power that differs one’s capacity of learning to others. It is noted that an individual becomes more interested in learning anything when that individual is prompted with the curiosity of motivation and intrinsic. It is more superficial. If anyone gains the knowledge just to memorize the tings, it may get disappear sooner, that fluctuate the work power of an individual. Similarly, if the learner motivated to learn the things deeply and remember it by practical application, the retention power, in this case, would be higher than the previous elaboration. Researchers categorize them in two ways, one is receiver or other is a detective. Both of them learn things, but one is for retaining in a shorter period, while others investigate things.

Theories impact of teaching and learning-

Many theories have evolved during studying the process of learning and teaching. Jean Piaget (1896-1980) who was a biologist examined the understanding development of children till he/she attains 21. And this process was done by speaking, observing and listening of the children on a task that was set by him (Froehlich, 2015). He worked on early water snails to discover the reality of learning, later on, examine a child. He believed that children are actively learned and grasp things much faster than adults. He mainly focused on child’s developments to accelerate the understanding of world development. Piaget believed that children’s thinking does not develop smoothly throughout childhood as there are certain points in which it expands and progresses into new aims and capabilities. The transitions took place at about 18 months, 7 years and 11/12 years of age; this meant that before these ages, no matter how bright a child is he/she is not capable of understanding things in certain ways.

He also used explanatory questions to know more about what children are thinking while answering the question and how they past experiences for giving answers. The whole theory depicts the cognitive development of a child. He believes that children development occurs in cognitive stages. He said that the acquisition of the knowledge of a child in his childhood days that involve the thinking, understanding, learning, reasoning and many more are all part of human intelligence which is used for making the sense of nature. Piaget also concluded that children are unable to see things from another person’s perspective.

Conclusion-

From the above-given information, it can firmly say that learning, development, and teaching are interlinked to each other. These core things are the foundation of developing the world. Piaget as a theorist has given a shred of strong evidence over the pattern and ways of teaching and learning showing that good teaching cannot be accepted with those individuals whose mindset is not mature enough to reason since teaching and learning can be said as directly interlinked and one cannot be fulfilled if the other is absent. Both are interchangeable at someplace and based on past experiences.