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A Meta-cognitive
Process
- Cyril Houle
Teaching giving/transferring
Learning acquiring/accepting
EDUCATIVE PROCESS
Learner given focus
Teacher prime mover
Learning Environment headway
7ms should be
Managed:
MMMMMMM-
oney
aterials
oment
anpower
achine
arket
anner
P lanning
O
rganizing
L eading
C
ontrolling
S taffing
LEARNER-CENTERED
PSYCHOLOGICAL PRINCIPLES
The following 14 psychological
factors pertain to the learner and the
learning process. They focus on
psychological factors that are primarily
internal to and under the control of the
learner rather than conditioned habits
or physiological factors. However, the
principles also attempt to acknowledge
external environment or contextual
factors that interact with these internal
factors.
4. Strategic thinking
can create and use a repertoire of
thinking and reasoning strategies to
achieve complex learning goals.
5. Thinking about thinking
beyond thinking/ deepening of
knowledge
6. Context of learning
influenced by environmental factors
Review of the
Developmental
Theories
Freud
3 Components of
Personality
5 Psychosexual Stages
of development
Erikson
8 Psycho-social
Stages of
Development
Piaget
4 Stages of Cognitive
Development
Theories
Related To
The
Learners
Developme
nt
Kohlberg
3 Stages and 6
Substances of Moral
Development
Vygotsky
On Language
Zone of Proximal
Development
Brofenbrenner
Bio-Ecological
System
Freud Psycho-Sexual
Theory
Freud proposed that there were 5
stages
of
development.
Freud
believed that few people successfully
completed all 5 of the stages.
Instead, he felt that most people tied
up their libido at one of the stages,
which prevented them from using
that energy at a later stage.
Stage
Erogenous Zone
Oral (birth to 18
months)
Mouth
Anus
Phallic (3 6 years)
Genitals
Genital (puberty +)
Genitals
Fixation
Drinking , eating,
smoking or nail biting
Anal retentive and anal
expulsive
Oedipus Complex and
Electra Complex
Piagets Stages of
Cognitive Development
The principle goal of education
is to create men who are
capable of doing new things
,not simply to repeating what
other generaions have done
men who are creative, inventive
and discovers.
Jean Piaget
Cognitive
development theory
Children "construct"
their understanding of
the world through their
active involvement and
interactions.
Studied his 3 children to
focus not on what they
knew but how they knew
it.
Described children's
understanding as their
"schemas and how they
use:
assimilation
accommodation.
Schema:
The term schema to refer to the
cognitive structures by which individuals
intellectually adapt to and organize their
environment.
Assimilation:
This is the process of fitting a new
experience into an existing or previously
created cognitive structure or schema.
Accommodation:
This is the process of creating a new
schema.
Equilibration
Achieving proper balance between
assimilation and accommodation
Disequilibrium
this means there is a discrepancy
between what is perceived and what
is understood. We then exert effort
through assimilation and
accommodation to establish
equilibriumonce more.
Erikson's Stages of
Psychosocial Development
Stage
Crisis
Maladaptati
on
Malignanc
y
Virtue
Infancy
Trust vs.
Mistrust
Sensory
Distortion
Withdrawal
Hope
Early Adulthhood
Autonomy
vs. Shame &
Doubt
Impulsivity
Compulsion
Will Power
Pre-school
Initiative vs.
Guilt
ruthlessness
Inhibition
Purpose
School Age
Industry vs.
Inferiority
Narrow
Virtuosity
Inertia
Competence
Adolescence
Identity vs.
Role
Confusion
Fanaticism
Repudiation
Fidelity
Young Adulthood
Intimacy vs.
Isolation
Promiscuity
Exclusivity
Love
Middle Adulthood
Generativity
vs.
Stagnation
Over
extention
Rejectivity
Care
Maturity
Ego Integrity
vs. Despair
Presumption
Disdain
Wisdom
Lev Vygotsky
Socio-Cultural Theory
Definition
Sociocultural theory results from
thedynamic interaction between a person
and thesurrounding social and cultural
forces.
3 claims of Vygotsky
a) Fundamentally shaped by cultural tools
b) Functioning emerges out of social
processes
c) Developmental methods (Zone
ofProximal Development)
Cultural Influences
a) Imitative learning
b) Instructed learning
c)Collaborative learning
Principles
a) Cognitive development is limited to acertain range at
any given age.
b) Full cognitive development requires social interaction.
5 Main Points
a) Use of Zone ofProximal Development
b) Interaction with other people is important
forcognitive growth
c) Culture canmake daily living more
efficient and effective.
d) Advanced mental methods start through
social activities.
e) Increase of theindependent use of
language and thought during a childs first
fewyears of life.
Developmental Systems
Theory
The belief that
development can't be
explained by a single
concept, but rather by a
complex system
Urie
Bronfenbrenner
Ecological Systems Theory or
bioecological theory
The varied systems of the
environment and the
interrelationships among
the systems shape a
child's development.
Both the environment and
biology influence the
child's development.
The environment affects
the child and the child
influences the
environment
Bronfenbrenners Bio-Ecological
Model
Providing an Unwavering
Commitment
At no point in history have we, as a nation, taken
such bold and noble measures to mandate the
educational rights of all children, including those
with disabilities and exceptionalities
Under the Individuals with Disabilities Act and the
guarantee for a free and appropriate public
education, the courts have repeatedly and
consistently ruled that schools simply must
provide the necessary resources to teach all
children, regardless of the physical or mental
handicaps they may manifest.
Least Restrictive
Environment
"Least restrictive environment" means that a
student who has a disability should have the
opportunity to be educated with non-disabled
peers, to the greatest extent possible.
They should have access to the general education
curriculum, extracurricular activities, or any other
program that non-disabled peers would be able to
access
The student should be provided with
supplementary aids and services necessary to
achieve educational goals if placed in a setting
with non-disabled peers
Required Components of an
IEP
Must address how the students disability
affects involvement and progress in the
general education
Annual goals and short term objectives
Supplementary aids and services, assistive
technology, participation with peers who
do not have disabilities, accommodations
for testing, dates of effectiveness of IEP
Accomplishments and
Disappointments of Special
Education Law
The passage of federal special education
law was revolutionary and it had many
positive effects; many students who had
been completely left out of the public
school system were now guaranteed an
education
However, the passage of the law did not
address all the issues of educating
students with disabilities
Confidentiality
IDEA specifies that information
regarding a students disability is
highly confidential
That information may not be shared
with anyone who is not directly
working with the student
Once records are not longer needed,
a procedure must be in place so that
they are destroyed
impairments
Orthopedic
impairments
Other health
impairments
Autism
Traumatic brain
injury
Multiple disabilities
Developmental
delays
Educational Practices
Inclusive Practiceslots of debates!
Inclusion is a belief system shared by every
member of a school as a learning community
about the responsibility of educating all students
so that they can reach their potential.
Inclusion encompasses students who are gifted
and talented, those who are at risk for failure
because of their life circumstances, those with
disabilities, and those who are average learners.
Accommodationsmark in book, separate
setting, extended time, read alouds, reduced
number of items per page, alternate test
Inclusion
In todays schools, what is considered
inclusive practice varies widely depending
on state and local policies related to
inclusion, the resources available, teacher
and administrator understanding and
commitment, and parent and community
support
It may look like an EC teacher who is in
your room every day for the entire class
period or a few times a week for a class
period
Implications
Exceptional Childrens teachers in North Carolina
are reporting all too often the hardships they face
due to the lack of available resources
The state must do all within its means to secure
the necessary funding of exceptional children so
that no child has to use materials that are worn,
out of date, or even worse, contain information
that is no longer current
It is painfully obvious that state funds are
insufficient to meet the needs of North Carolinas
exceptional children by providing them the
resources that are required for a sound education
What is Giftedness?
Gifted and talented students are those identified
by professionally qualified persons who by virtue
of outstanding abilities are capable of high
performance
Giftedness is evidence of advanced development
across intellectual areas, within a specific
academic or arts-related area, or unusual
organizational power to bring about desired
results
These children may require differentiated
educational programs and services beyond those
normally provided by the regular school program
in order to realize their contribution to self and
society
Prevalence
Estimates vary considerably due to
disagreement over definition
On average, school districts serve
12% of students under the gifted
label
Depending on the state, the
prevalence may range from 2 to 22%
of students being served
Characteristics
Students who are gifted usually display
curiosity, a strong need to know and to
understand how the world works
A student who is gifted may understand
language and mathematics at an earlier
age than is typical and become known to
parents and teachers by these skills
They may bring high energy levels to
school tasks, may display characteristics
of perfectionism
Educational Practices
Ability Grouping
Full time or part time separate classes
Specialized schools
Cluster Grouping
Inclusive practices
Acceleration
Enrichment
Differentiation
Individual Differences
(Student Diversity)
Individual
Differences
Factors
Benefits of
Diversity in the
Classroom
Classroom
Strategies for
Student
Diversity
Individual Differences
Factors
Socioeconomic Status
Thinking/Learning Style
Exceptionalities
Benefits of Diversity
in the Classroom
Students' self-awareness is
enhanced by diversity
Student diversity contributes to
cognitive development
Benefits of Diversity
in the Classroom
Classroom Strategies
for Student Diversity
and
cross-cultural
Classroom Strategies
for Student Diversity
Aside from highlighting diversity,
identify
patterns
of
unity
that
the
illustrate
examples
concepts
you
in
use
to
order
to
Learning/Thinking
styles and multiple
intelligences
LEARNING/THINKING STYLEs
-refer to the preferred way an individual processes
information.
- they describe a persons typical mode of thinking,
remembering or problem solving.
SENSORY PREFERENCES
Individuals tend to gravitate toward one or two
types of sensory input and maintain a dominance
in one of the following types :
-Visual Learners
- Auditory Learners
- Tactile/ Kinesthetic Learners
Visual- iconic
-refers to those who are
more interested in visual imagery such
as film, graphic displays, pictures.
Visual- symbolic
- refers to those who feel
comfortable with abstract symbolism
such as mathematical formula or the
written word.
Listeners
- they remember things said
to them and make the information their own.
Talkers
- they are the one who
prefer to talk and discuss. ( auditory- verbal
processors)
Globalanalytic continuum
analytic- they tend
toward the linear, step- by- step
processes of learning. (tree seers)
Global- they lean towards
non- linear thought and tend to
see the whole pattern rather than
particle elements.
(forest seers)
Left- brain/
right- brain continuum
left- brained PERSON- is
portrayed as the linear.
(analytic)
right- brained person- is
viewed as non- linear. (global)
right brain(global)
Simultaneous Hemispheric
Style
1.
2.
3.
4.
VISUAL
RESPONDS TO TONE OF VOICE
RANDOM
PROCESSES INFORMATION
IN VARIED ORDER
5. RESPONDS TO EMOTION
6. IMPULSIVE
7. RECALLS PEOPLE FACES
8. GESTURES WHEN SPEAKING
9. LESS PUNCTUAL
10. PREFERS SOUND/ MUSIC
BACKGROUND WHILE
STUDYING
11. PREFERS FREQUENT MOBILITY
WHILE STUDYING
MULTIPLE INTELLIGENCES
- is an educational theory, first developed by Howard
Gardner, that describes an array of different kinds of
intelligences exhibited by human beings.
Howard Gardner
- he believes that different intelligences may be
independent abilities and all of us possess the
intelligences but in varying degrees of strength and skill.
- the theory was first laid out in Gardners 1983
book Frames of Mind: The Theory of Multiple
Intelligences and has been further refined in subsequent
years.
intelligences
- an ability or set of abilities that allows a person
to solve a problem or fashion a product that is valued in one
or more cultures.
9 DISTINCT FORMS OF INTELLIGENCE
1.VISUAL/ SPATIAL INTELLIGENCE
(pICTURE SMART)
- learning visually and organizing ideas
spatially.
2.VERBAL/ LINGUISTIC (WORD SMART)
- learning through the spoken and written
word.
3. MATHEMATICAL/ LOGICAL ( NUMBER SMART/ LOGIC
SMART)
- learning through reasoning and problem solving.
Providing an Unwavering
Commitment
At no point in history have we, as a nation,
taken such bold and noble measures to
mandate the educational rights of all
children, including those with disabilities
and exceptionalities
Under the Individuals with Disabilities Act
and the guarantee for a free and
appropriate public education, the courts
have repeatedly and consistently ruled
that schools simply must provide the
necessary resources to teach all children,
regardless of the physical or mental
Least Restrictive
Environment
"Least restrictive environment" means that a
student who has a disability should have the
opportunity to be educated with non-disabled
peers, to the greatest extent possible.
They should have access to the general education
curriculum, extracurricular activities, or any other
program that non-disabled peers would be able to
access
The student should be provided with
supplementary aids and services necessary to
achieve educational goals if placed in a setting
with non-disabled peers
Required Components of an
IEP
Must address how the students disability
affects involvement and progress in the
general education
Annual goals and short term objectives
Supplementary aids and services, assistive
technology, participation with peers who
do not have disabilities, accommodations
for testing, dates of effectiveness of IEP
Accomplishments and
Disappointments of Special
Education Law
The passage of federal special education
law was revolutionary and it had many
positive effects; many students who had
been completely left out of the public
school system were now guaranteed an
education
However, the passage of the law did not
address all the issues of educating
students with disabilities
Confidentiality
IDEA specifies that information
regarding a students disability is
highly confidential
That information may not be shared
with anyone who is not directly
working with the student
Once records are not longer needed,
a procedure must be in place so that
they are destroyed
impairments
Orthopedic
impairments
Other health
impairments
Autism
Traumatic brain
injury
Multiple disabilities
Developmental
delays
Educational Practices
Inclusive Practiceslots of debates!
Inclusion is a belief system shared by every
member of a school as a learning community
about the responsibility of educating all students
so that they can reach their potential.
Inclusion encompasses students who are gifted
and talented, those who are at risk for failure
because of their life circumstances, those with
disabilities, and those who are average learners.
Accommodationsmark in book, separate
setting, extended time, read alouds, reduced
number of items per page, alternate test
Inclusion
In todays schools, what is considered
inclusive practice varies widely depending
on state and local policies related to
inclusion, the resources available, teacher
and administrator understanding and
commitment, and parent and community
support
It may look like an EC teacher who is in
your room every day for the entire class
period or a few times a week for a class
period
Implications
Exceptional Childrens teachers in North Carolina
are reporting all too often the hardships they face
due to the lack of available resources
The state must do all within its means to secure
the necessary funding of exceptional children so
that no child has to use materials that are worn,
out of date, or even worse, contain information
that is no longer current
It is painfully obvious that state funds are
insufficient to meet the needs of North Carolinas
exceptional children by providing them the
resources that are required for a sound education
What is Giftedness?
Gifted and talented students are those identified
by professionally qualified persons who by virtue
of outstanding abilities are capable of high
performance
Giftedness is evidence of advanced development
across intellectual areas, within a specific
academic or arts-related area, or unusual
organizational power to bring about desired
results
These children may require differentiated
educational programs and services beyond those
normally provided by the regular school program
in order to realize their contribution to self and
society
Prevalence
Estimates vary considerably due to
disagreement over definition
On average, school districts serve
12% of students under the gifted
label
Depending on the state, the
prevalence may range from 2 to 22%
of students being served
Characteristics
Students who are gifted usually display
curiosity, a strong need to know and to
understand how the world works
A student who is gifted may understand
language and mathematics at an earlier
age than is typical and become known to
parents and teachers by these skills
They may bring high energy levels to
school tasks, may display characteristics
of perfectionism
Educational Practices
Ability Grouping
Full time or part time separate classes
Specialized schools
Cluster Grouping
Inclusive practices
Acceleration
Enrichment
Differentiation
MODULE 10
Theories of Learning
Edward Chace
Tolman
Molar Behavior
Purposive
Tolmans major work was entitled
Purposive Behavior in Animals and
Men
Related to the Gestalt theory
Tolman felt that whole behavior
patterns had a meaning that would
be lost if studied from an elementistic
viewpoint
It is in contrast with the idea of
molecular behavior
Purposive Behaviorism
Explains goal-directed behavior
behavior is PURPOSIVE, COGNITIVE &
MOLAR
Major Theoretical
Concepts
According to Tolman, taking his lead
from the Gestalt theorists, learning
is essentially a process of
discovering what leads to what
in the environment.
Emphasizer an organisms drive
state determines which aspect of the
environment will be emphasized in
its perceptual field.
Reinforcement
Expectancy
H = heredity
A = age
T = previous training
E = special endocrine, drug, or
vitamin conditions
Intervening Variables
Created by the theorist to aid in
explaining the relationship between the
independent and dependent variables
In-between behavior and environmental
and individual difference variables
Examples: Demand, Appetite,
Differentiation, Motor Skill, Hypotheses,
Biases
Behaviorist
Perspective
Pavlov,Thorndike,Watson
,Skinner
Behaviorism:
Behaviorism
focuses on the study of observable and
measurable behavior.
It emphasizes that behavior is mostly
learned through conditioning
and
reinforcement
(
rewards
and
punishment )
It does not give much attention to the
mind , and the possibility of thought
processes occurring in the mind.
Contributions in the development of the
behaviorist theory largely
came from
Pavlov, Watson, Thorndike and Skinner.
a Russian psychologist is
well known for his work in
classical conditioning or
stimulus substitution.
Ivan
Pavlov
Most renowned
experiment involved
meat, a dog and a bell.
Measuring the dogs
salivation in order to
study digestion.
Classical
Conditioning
Edwar
d
Thornd
ike
Theory of connectionism
- stated that learning has taken place when
a strong connection or bond between stimulus
and response is formed.
Three primary law
1.Law of effect- S-R is strengthened when
the consequence is positive and weakened
when the consequence is negative.
2.Law of exercise- when S-R bond is
practice the stronger it will become.
3.Law of readiness- the more readiness the
learner has to respond to the stimulus, the
stronger will be the bond between them.
John
Watson
Burrhus
Frederi
ck
Skinner
operant conditioning
Reinforcement
+R-any stimulus
given or added to
increase the response.
-R- any stimulus
that results in the
increased frequency
of a response when it
is withdrawn or
removed.
Albert Bandura:
Social / Observational Learning
Basic Premise
We learn behavior through observation
Vicarious reinforcement: Learn through
observing consequences of behaviors of
others
Modelling
Observe behavior of others and repeat the
behavior
Bobo doll studies (1963)
Disinhibition: Weakening of inhibition
through exposure to a model
Attentional processes
Retention processes
Production processes
Incentive and motivational processes
Step 1: Attentional
Processes
Developing cognitive processes to
pay attention to a model- more
developed processes allow for better
attention
Must observe the model accurately
enough to imitate behavior
Self-Efficacy
High self-efficacy
Believe can deal effectively with life events
Confident in abilities
Expect to overcome obstacles effectively
Low self-efficacy
Feel unable to exercise control over life
Low confidence, believe all efforts are futile
Sources of Information in
Determining Self-efficacy
Performance attainment
Most influential
Role of feedback
More we achieve, more we believe we
can achieve
Leads to feelings of competency and
control
Sources of Information in
Determining Self-efficacy
Vicarious experience
Seeing others perform successfully
If they can, I can too
Verbal persuasion
Verbal reminders of abilities
Middle adulthood:
Adjustment: Reevaluate career, family life
Need to find opportunities to continue to
enhance self-efficacy
Anxiety
Fear of medical treatment
Test anxiety
GESTALT
PSYCHOLOGY
The term gestalt means form or
configuration.
Proponents are Max Wertheimer,
Wolfgang Kohler and Kurt Kofka
They studied perception and
concluded
that
perceivers
(or
learners) were not passive, but rather
active.
GESTALT PRINCIPLES
Law of Proximity
Law of Similarity
Law of Closure
Law of Good Continuation
Law of Good Pragnanz
Law of Figure / Ground
Law of
Proximity
Elements
that are closer
together will
be perceived
as a coherent
object.
Law of
Similarity
Elements
that look
similar will be
perceived as
part of the
same form.
Law of
Closure
We tend to
fill the gaps or
close the
figures we
perceive.
Law of Good
Continuation
Individuals
have the
tendency to
continue
contours
whenever the
elements of
the pattern
establish an
implied
direction.
Law of Good
Pragnanz
The stimulus
will be
organized into
as good a
figure as
possible.
Law of
Figure /
Ground
We tend to
pay attention
and perceive
things in the
foreground
first.
An individual has
inner and outer
forces that affect
his perceptions
and also his
learning.
Kurt Lewin
Inner Forces
Motivation
Attitudes
Feelings
Outer
forces
Attitude
Behavior
MODULE 13
INFORMATION PROCESSING
BRUNER'S
CONSTRUCTI
VIST
THEORY
Jerome Bruner
Born in New York City, October 1, 1915. He
received his A.B. degree from Duke University in
1937 and his Ph.D in 1947 from Harvard.
He
was
Department
on
of
the
faculty
Psychology
at
in
the
Harvard
Jerome Bruner
In 1960, he published
The
Process
of
Gardner
and
other
young
2. Iconic Representation
This second stage is when learning can be
obtained through using models and pictures.
3. Symbolic
In this Representation
third stage, the learner has
Spiral Curriculum
Teachers must revisit the curriculum
by
teaching
the
same
content
in
Principles of
instruction by
Bruner
Readiness
Instruction must be concerned with
the experiences and contexts that
make the student willing and able to
learn.
Spiral Organization
Instruction must be structured so
that it can be easily grasped by the
student.
Discovering Learning
Refers to obtaining knowledge for
oneself.
Four major
aspects that
should address
in theory of
instruction
Predisposition to Learn
He
introduced
the
ideas
of
Structure of Knowledge
The
ways
in
which
body
of
Effective Sequencing
No one sequencing will fit every
learner, but in general, the lesson can
be presented in increasing difficulty.
Reinforcement
Rewards and punishment should be
selected and paced appropriately.
Four things
about object
Criterial Attributes
Required
characteristics
for
Weight to various
properties
The third rule assigns weight to
various properties.
Several Kinds
of Categories
Identity Categories
Categories include objects based on
their attributes or features.
Equivalent Categories
Equivalence can be determined by
affective
objects
criteria,
equivalent
which
by
render
emotional
Coding Systems
Categories that serve to recognize
sensory input.
I
S
'
T
R
C
E
U
N
R
U
T
R
S
B N
O
Y
T
C S
R
I
O
V E
terms of similarities in
differences.
This
is
contribution
to
how
valuable
individuals
Introduction
Advance Organizer
SPECIFIC
Meaningful
Meaningful
Reception
Reception
LearningTheory
Theory
Learning
Derivative subsumption
Correlative subsumption
more "valuable" learning than that of derivative
subsumption, since it enriches the higher-level
concept
Example (Stage 2) :
Now, let's suppose Ali encounter a new
kind of tree that has red leaves, rather
than green
Accommodate this new information Ali
have to alter or extend your concept of
tree to include the possibility of red
leaves
Superordinate learning
Example (Stage 3) :
Ali was well acquainted with maples, oaks,
apple trees etc., but pupils still did not
know, until they were taught that these
were all examples of deciduous trees
In this case, you already knew a lot of examples of
the concept, but you did not know the concept itself
until it was taught to pupils.
Combinatorial learning
Example (Stage 3) :
Ali learn about modification on the plants
part, Ali might relate it to previously
acquired knowledge of how papyrus tree
used to produce paper
Principles
Principles of
of Ausubel's
Ausubel's
Meaningful
Meaningful Reception
Reception
Learning
Learning Theory
Theory within
withinaa
classroom
classroom setting
setting
Instructional materials :
should attempt to integrate new material with
previously presented information
Using comparisons and cross-referencing of
new and old ideas.
Principles
Principles of
of Ausubel's
Ausubel's
Meaningful
Meaningful Reception
Reception
Learning
Learning Theory
Theory within
within aa
classroom
classroom setting
setting
Advance organizers :
Instructors should incorporate advance
organizers when teaching a new concept
Examples :
Instructors should use a number of examples
and focus on both similarities and differences.
The most
important single
factor influencing
learning is what
the learner
already knows..
Gagns Conditions
of Learning
What is
learning?
Gagns Conditions of
Learning
Conditions of Learning
Learning is an important causal factor in
development
Human learning is cumulative
Learning of certain skills contributes to the
learning of more complex skills
Gagnes Principle
CONSTRUCTIVISM:
KNOWLEDGE
CONTRUCTION/
CONCEPT LEARNING
Constructivism
- is a theory of learning based on the
idea that learners construct
knowledge for themselves.
TWO VIEWS OF
CONSTRUCTIVISM
INDIVIDUAL CONSTRUCTIVISM
(COGNITIVE CONSTRUCTIVISM)
- it emphasizes individual, internal
construction of knowledge.
SOCIAL CONSTRUCTIVISM
- it emphasizes that knowledge exists in
a social context and is initially shared
with others.
CHARACTERISTICS OF
CONSTRUCTIVISM
1. Learners construct understanding.
2. New learning depends on current
understanding.
3. Learning is facilitated by social
interaction.
ORGANIZING
KNOWLEDGE
People store knowledge in
many different ways.
CONCEPTS
- is a way of grouping or
categorizing objects or events
in our mind.
Concepts as prototypes
prototype- is an idea or a
visual image of a typical
example.
Concepts as exemplars
exemplars- represent a
variety of examples.
SCHEMA
- is an organized body of knowledge
about something.
SCRIPT
- is a schema that includes a series of
predictable events about a specific
activity
.
TRANSFER OF LEARNING
TYPES OF
LEARNING
CONDITIONS AND
PRINCIPLES OF
LEARNING
Positive transfer
occurs when learning in one context improves
performance in some other context.
Negative transfer
Refers to transfer between very similar
contexts. Also referred to as specific transfer.
Far transfer
Refers to transfer between context that on
appearance seem remote and alien to one
another. Also called as general transfer
Principle of
transfer
Implication
Involve students in
learning situations
and tasks that are
similar as possible to
the situations where
they would apply the
task
Degree of
meaningfulness/
relevance of learning
Meaningful learning
leads to greater
transfer than rote
learning
Remember to provide
opportunities for
learners to link new
material to what they
learned in the past
Length of
instructional time
To ensure transfer,
teach a few topics in
depth rather than
many topics tackled
in a shallow manner
Similarity between
two learning
situations
Conditions/ factors
affecting transfer of
learning
Principle of transfer
Implication
Variety of learning
experiences
Exposure to many
examples and
opportunities for
practice to encourage
transfer
Transfer of learning is
most likely to happen
when learners discover
that what they learned
is applicable to various
contexts
Focus on principles
rather than task
Principles transfer
easier that facts.
Zero in on principles
related to each topic
together with strategies
based on those
principle s.
Emphasis on
metacognition
Student reflection
improves transfer of
Encourage students to
take responsibility for
MODULE 19
Facilitating Learning and
Blooms Taxonomys of
Objectives
Levels of Blooms
Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Knowledge
remembering
Memorizing
Recognizing
Recalling identification and
Recall of information
Comprehension
Interpreting
Translating from one medium to
another
Describing in ones own words
Organization and selection of facts
and ideas
Application
Problem solving
Applying information to produce
some result
Use of facts, rules and principles
Analysis
Subdividing something to show how it is
put together
Finding the underlying structure of a
communication
Identifying motives
Separation of a whole into component parts
Synthesis
Creating a unique, original product
that may be in verbal form or may be
a physical object
Combination of ideas to form a new
whole
Evaluation
Making value decisions about issues
Resolving controversies or
differences of opinion
Development of opinions,
judgements or decisions
father of Creativity
professor of emeritus
of educational
psychology
The Torrance Tests of
Creative Thinking
FLUENCY
Many responses within a category
For example
typing
styles
typing
styles
typing
typing
styles
styles
typing
styles
FLEXIBILITY
Stretching or shifting the mind to
generate a variety of categories
For example
typing cases
typing styles
typing
typing sizes
sizes
ELABORATE
Adding details for interest or
clarity
For example
ORIGINALITY
Unique ideas that are relevant,
but not obvious
For example
Beginning of the greatest tea = ?
Design a new ______ that is better than the
one you have
Creative Problem
Solving
Osborns Checklist the origin of Classical
Brainstorming is the root of creative
problem solving (CPS).
The Checklist:
Adapt? Is there anything else like this? What
does this tell you? Is the past comparable?
Modify? Give it a new angle? Alter the colour,
sound, odour, meaning, motion, and shape?
Magnify? Can anything be added, time,
frequency, height, length, strength? Can it
be duplicated, multiplied or exaggerated?
Minify? Can anything be taken away? Made
smaller? Lowered? Shortened? Lightened?
Omitted? Broken up?
Classical Brainstorming
Avoid criticising ideas / suspend judgement. All
ideas are as valid as each other
Listen to other ideas, and try to piggy back on
them to other ideas.
Free-wheeling. Don't censor any ideas, keep the
meeting flow going.
Avoid any discussion of ideas or questions, as
these stop the flow of ideas.
Generate ideas - either in an unstructured way
(anyone can say an idea at any time) or structure
(going round the table, allowing people to pass if
they have no new ideas).
Clarify and conclude the session. Ideas that are
identical can be combined, all others should be
kept. It is useful to get a consensus of which ideas
m
e
l
b
o
r
P
r
o
f
l
e
Other mod
S o lvin g
Branfords IDEAL model
Identify the Problem
Define the problem
Explore solutions
Act on the strategies
Look back and evaluate the effects of your
activity
Motivation
is an inner drive that causes you to:
do something
persevere at something
energizes you to do something
initiate
direct
become intense
persistence of behavior
In contrast, an unmotivated
student:
Types of Motivation
Intrinsic Motivation the source of
motivation is from within the person
herself/himself or the activity itself.
Example: A student reads
pocketbooks because it is enjoyable.
Opposites:
Punishment
Withdrawal
Privileges
Censure
Ostracism
Theories on Factors
Affecting
Motivation
Factors Affecting
Motivation
these are the elements that
contributes to a particular
result that affects motivation.
Attribution Theory
- explains that we attribute our successes or
failures or other events to several factors. For
instance, you attribute your popularity to your
popular parents or to your own sterling
academic performance. Or you attribute the
poor economic condition you are in to the Land
Reform of the Phil. Govt. (your lands were
subjected to land reform) or to the vices of your
father. These attributions differ from one
another in three ways locus, stability, and
controllability (Ormsrod, 2004).
Theories on Factors
Affecting Motivation
Attribution Theory
Explains that we attribute our
successes or failures or other events
to several factors.
Self-efficacy Theory
Is the belief that one has the
necessary capabilities to perform a
task, fulfill role expectations,or meet
a challenging situation successfully.
Self-efficacy enhancing
strategies:
Make sure students master the basic
skills
Help them make noticeable progress
on difficult tasks
Communicate confidence in
students abilities through both
words and actions
Expose them to successful peers
Self Regulation
Choice Theory
It is a biological theory that suggests
we are born with specific needs that
we are genetically instructed to
satisfy.
Goal Theory
Self-determined Goals
When the lesson objectives are
relevant to the life of students, then
students turn out to be more
motivated to learn.
Goal Setting
Major Elements:
1. Goal acceptance
2. Specificity
3. Challenge
4. Performance monitoring
5. Performance feedback
S
M
A
R
T
- smart
- measurable
- attainable
- result-oriented
- time-bound
Students
diversity in
motivation
MODULE 24
Human Environmental Factors Affecting Motivation
The Classroom
climate
Points to Ponder . . .
1.What is a classroom
climate that facilitates
learning?
2. What takes place in a
classroom where a business-
What is a classroom?
It is a physical space where
learning is facilitated. It is a place
where classes meet.
What is climate?
It is the prevailing influence or
environmental conditions
characterizing a group or period. It
is synonymous to atmosphere.
It is a classroom where:
rules and procedure are discussed
on the first day of class;
students are involved in the design
of rules and procedures;
techniques to acknowledge and
reinforce acceptable behavior and
provide negative consequences are
employed;
To summarize . . .
1. The classroom climate is a by-product
of the social interaction between and
among teacher and students.
2. The conducive classroom climate is
one that is business-like yet nonthreatening.
3. It is a kind of classroom where:
a. expectations, rules and procedures,
limits on behavior are made from the
very first day of school;
It is well-ventilated, spacious,
and adequately lighted
It makes possible rearrangement of chairs as the
need arises.
PURPOSE OF ASSESSMENT
Diagnosis
Placement
Effectiveness of the Program
Student Feedback
Research
Researched-Based Principle of
Assessment for Learning
Assessment for learning:
Assessment for learning should be
part of effective planning and learning
Focuses on how students learn.
Assessment for learning should focus
on how student learn.
Is central to classroom practice.
Assessment of learning should be
considered central to classroom practice.
FOSTER MOTIVATION.
PREAMBLE
Teachers
are
duly
licensed
professionals who possess dignity and
reputation with high moral values as
well as technical and professional
competence. In the practice of their
noble profession, they strictly adhere
to, observe, and practice this set of
ethical and moral principles, standard,
and values.
Assessment
Assessmentfor
forlearning
learningisismore
morein
in
line
with
Authentic
Assessment.
line with Authentic Assessment.
Sometimes
Sometimesreferred
referredto
toas
as
alternative
alternativeassessment,
assessment,
authentic
authenticassessment
assessmentseeks
seeksto
to
directly
directlyassess
assessstudent
studentperformance
performance
through
real-life
tasks
or
products.
through real-life tasks or products.
Example:
Example:tasks
tasksand
andrubrics,
rubrics,and
and
portfolios
portfolios
ARTICLE 1
Scope and Limitations
Section 2: This Code covers all public
and private school teachers in all
educational
institutions
at
the
preschool, primary, elementary, and
secondary levels whether academic,
vocational, special, technical or nonformal. The term teacher shall
include industrial art or vocational
teachers
and
all
other
persons
performing supervisory and / or
administrative functions in all school
at the aforesaid levels, whether on
full-time or part-time basis.
Researched-Based Principles of
Assessment for Learning
The group proposed 10
principles. According to
them, assessment for
learning:
and a shared
which they are