Academic Blog

According to Schema Theory, all knowledge is constructed. It assumes that when learning happens, rather than discrete items, a collection of tasks are learned. It focuses on a structured view of knowledge or an organized way of knowledge. Therefore, schema-based processing takes place when learning is activated and the creation of a new schema happens as individuals progress their learning and develop their cognitive skills. According to this theory, the internal structure is the schema. Interestingly enough, this theory is mostly used in sports. It explains the fine and gross motor skills as well as muscle memory through the internal, well-structured, and constructed knowledge that can be activated through advanced organizers by triggering prior knowledge. Therefore, according to this theory, schema enhances memorizing and summarising (e.g. Mnemonics). However, the idea of structures of knowledge is harshly criticized, as it is unclear. Teachers are suggested to trigger students’ schemata by bringing up some visuals and realia in the classroom.

 

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David Paul Ausubel's Meaningful Theory can also be called Theory of Advance Organizers, which really makes perfect sense as it is mostly about scaffolding and coaching learners through the integration of new information with existing knowledge. According to Ausubel, the most general ideas of a subject should be presented first, followed by well-organized, relevant knowledge structures. The hierarchical structure of learning thus helps learners anchor their ideas in the cognitive structure and relate prior information to new learning. Advance organizers can be implemented via lead-in activities. By giving students a good reason to learn, teachers can initiate the process of learning and activate learners’ encoding. The teacher’s main role is designing meaningful activities, while students are expected to be active participants rather than passive recipients of knowledge. Learners also build their knowledge by learning from each other through deductive reasoning.

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The concept of self-regulation in learning or autonomous learning or in a sense independent learning is a very important concept, which suggests that learners are no longer dependent on their teachers. It also highlights that rather than external motivation, learners are derived by internal motivation. Sometimes the source of motivation may change based on global trends that affect classroom practices. Individuals are prone to change based on their social environment and expectations. For example, to feel belong, they may be triggered by integrative motivation, wherein they feel to fit in society. Alternatively, mostly adults who are job seekers, might get influenced by instrumental motivation, which requires them to learn a skill to find a proper job. Thus, individuals' sources of motivation may change in time-based contextual factors. However, self-regulation, which necessitates motivation that stems from reflective learning always helps individuals maintain metacognitive strategies and provide them with higher-order thinking skills. I think this is very important for active learners who are active participants rather than passive recipients of knowledge. "Stop and think of your learning process" and "Thinking how to think" are the major characteristic of self-regulated learning.

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Hakkımda

Muhammed Özgür YAŞAR

Merhaba, ben Muhammed Özgür YAŞAR. Dil sınavlarına yönelik yayınlanmış 14 adet kitabım bulunmaktadır. YDS, YÖKDİL ve YDT, YKS-DİL'e yönelik Online Canlı ve Yüz Yüze dersler vermekteyim. Özel ders için iletişim: [email protected] 

Dil sınavlarında uzmanı olduğum alanlar: YDS, YÖKDİL, YKS-DİL, Tıpdil, Gramer, Çeviri Teknikleri, Vocabulary ve Writing.

Aynı zamanda Osmangazi Üniversitesi Eğitim Fakültesi İngilizce Öğretmenliği Bölümü'nde Öğretim görevlisi olarak çalışmaktayım. 2000 yılında Çukurova Üniversitesi İngilizce Öğretmenliği Bölümü'nden mezun oldum. Akademik olarak; ELT, MOOC, Flipped Learning, Applied Linguistics ve Language and Technology konularına ilgi duymaktayım.

Akademik çalışmalarımın olduğu alanlar: MOOCs, LMOOCs, Flipped Learning, Language and Technology, SLA, EFL, ELT

Yüz yüze Eğitimlerim: Eskişehir Osmangazi Üniversitesi ESOGÜSEM - Tel: 0222 239 9628 / 0222 239 3750 Dahili: 5071/5072 web: http://esogusem.ogu.edu.tr/web/tr

Not: Özel dersler ESOGÜSEM işbirliğiyle yapılmaktadır.