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Bates, B. (2016). Learning theories simplified ... and how to apply them to teaching. SAGE.

Bruner’s Spiral Curriculum. (n.d.). Sprouts. https://sproutsschools.com/bruners-spiral-curriculum/

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Copy of the layout I used to get the 'Judges' of the 'Díospóireacht' to help them assess their peers  

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Copy of the layout I used to get the 'Judges' of the 'Díospóireacht' to help them assess their peers  

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As a facilitator , I think  explicitly explaining the learning intentions sets the learners up in a positive way for the class and makes it easier for them to digest the information as it comes as they were  informed of what was expected of them from the start.  If they are written up on the board , learners can refer back to them as often as they need to keep themselves on track throughout their learning .

As a final point I think creating a range of resources that push the learners to question their own knowledge is important as part of a learner centered approach. For  example : A table mat exercise during or after a particular topic , within that table mat there would be two exercises that all pupils should be able to complete , the other two sections would be one that pushes them and really pulls on critical thinking and high order questioning and the other being a support section that further builds the pupils knowledge so that they can get to the more difficult section of the table mat.

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Example of Learning Intentions used in my first year French class on my third year placement . 

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Example of Learning Intentions used in my first year French class on my third year placement . 

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Discovery Learning : Learning  new content and revisiting it at a later time as it gets more complex .

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Discovery Learning : Learning  new content and revisiting it at a later time as it gets more complex .

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Applying Bruner’s theory of Discovery learning to the classroom is something that I have great interest in implementing into future language classes , particularly when it comes to grammar. The idea that complex ideas be introduced in a simple way at first then revisited at a later stage to further reinforce the learning works well with grammar , as it is a constant cycle of reinforcing as the different layers of the language and tenses are revealed .

I would do this by giving a paragraph on a topic for example ‘Ma Famille’ in French which reads a young French person describing their family. In this paragraph the present tense of the verb  ‘Avoir’ (to have) will be used to describe age, how many siblings the person has and if they have any animals etc. Prior to this students will have learned vocabulary relating to family so they will recognise the words for sister/ brother in the TL and the number beside it (denoting how many if applicable) . The task set to them would be highlighting where they think the verb is within the text . Following on from that, after I have checked the pupils have highlighted and recognised the use of the verb. I will explain how and why it was used in that way. Learners will be made aware that Avoir will be revisited every year as they build on the more complex tenses of the verb , continuously building on and referring back to those basic rules .

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Example of a KWL chart that can be used to gauge the learners understanding of a subject . 

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Example of a KWL chart that can be used to gauge the learners understanding of a subject . 

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Vgotskys theory outlined that knowledge and learning were constructed through social interaction whether that be via teachers , family or friends/peers . These people were described as MKO’s (most knowledgeable people). The ZPD (Zone of Proximal Development) was the stage at which the learners learned through these various MKO’s to further expand their knowledge on the subject they were learning. Furthermore Vgotsky developed the concept of scaffolding, to further enhance the learners' development in the ZPD .

Firstly, since our first year of BEdLan the ideologies and the successful outcomes of effective scaffolding have been very evident and is something I feel that has been the base of every lesson or unit of learning I have planned and will plan in the future.

To initiate this I would give out a KWL(Know, Want-to-know , Learned)  chart for the students to fill in  , this gauges the students prior knowledge, what they want to know and when the lesson or unit is over they fill out the last part which is learned . As the MKO this gives a clear map of the understanding that particular learner has on the subject which the MKO can then use to adapt and create lessons effectively , this would also work effectively with Bruner's discovery learning theory . Following on from that, scaffolding can be done using the learner's peers as MKO’s, if the teacher feels they know a group well enough they could create seating plans that place higher achieving / more knowledgeable students in groups with students who may still need further support. From this the MKO’s in the group would share their knowledge and experiences with the subject which again is a clear example of the learner in a ZPD.

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In my own teaching practice I have always strived for a student-centered approach to learning, the benefits of creating a safe and positive learning environment thus the emotional well-being of the students is invaluable to their development and learning, in my opinion. An example of this theory being implemented in my classroom was a debate in Gaeilge. Our class was based on the topic of ‘Mo Scoil’ . I had gathered pupils' opinions on issues with schools in Ireland and what they thought would be an interesting/pressing issue to debate. Following on from that I created some debate ideas and useful phrases relevant to their ideas , the base of our class was a ‘contract’ that all pupils had to sign which declared they would Respect others opinions throughout and that the target language Gaeilge would be used also. The basis of a debate is expressing oneself which takes into consideration the  ‘Congruence and Empathy’’ elements of Rogers’ idea of effective facilitation. When the debate itself took place it was in the students hands, I was there to provide the suitable environment for it to take place effectively and successfully which I can now relate to an exerpt of Rogers statement ‘merely to provide an environment conducive to effective learning’. Moreover through this activity I learned more about the topic myself , through the various ideas and statements made by the students throughout the debate.