Adlt 601 Class Session 3
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The document discusses concepts related to andragogy, including Knowles' principles of andragogy, which state that adult learners feel a need to learn, prefer a mutual respect between learner and teacher, see learning goals as their own, share responsibility for planning, and value experience. It also discusses the differences between pedagogical and andragogical assumptions and design factors. Additionally, it covers informal and incidental learning, Grow's stages of learning autonomy, and studies on informal learning experiences.
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Principles and Maxims of teaching
The document discusses principles and maxims of teaching. It defines teaching as helping students acquire knowledge and skills while developing their personality, mind, spirit, and character. The purposes of teaching include immediate mastery of subjects as well as overall growth. Key principles of teaching outlined are having clear aims, being activity-based, linking to real life, planning, motivating students, and having a supportive environment. Characteristics of good teaching include appropriate responsibility, indirect control by teachers, well-managed classrooms, and personal relationships between teachers and students. Maxims of teaching provide guidance on moving from known to unknown concepts and from simple to complex ideas.
Behavioural approach
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Principles of teaching
The document outlines principles of effective teaching:
1) Teachers must have clear goals and objectives to remain focused; planning helps achieve these goals.
2) Teaching must be flexible and adaptable to students' needs; drawing on prior knowledge helps learning.
3) The interests and experiences of individual students should be considered; teaching works best when linked to real life.
4) Multiple teaching strategies and materials keep students engaged; participation further aids achieving objectives.
Need and function of teaching by anand
1. Teaching is the process of imparting knowledge from a more mature person to a less mature person to further their education. It aims to give students knowledge, information, skills, change attitudes and behaviors, and provide life experiences.
2. A teacher must perform diagnostic, prescriptive, and evaluative functions. As part of diagnosis, the teacher evaluates student entry behaviors and sets objectives. For prescription, the teacher selects content, techniques, and gets student cooperation. Evaluation assesses progress towards objectives using various tools.
3. Key aspects of the teaching process include the teacher as the independent variable, student as dependent variable, and content, strategies, and motivation as intervening variables. A good teacher is also continuously
learning in nursing education
This document discusses various definitions, characteristics, principles, domains, and theories of learning. It begins by defining learning as a process of adopting new behaviors through experience in order to overcome obstacles. Some key points discussed include:
- Learning results in enduring changes in behavior and involves adjusting to new situations.
- Important factors in learning include motivation, practice, feedback, and the learning environment.
- Learning involves cognitive, psychomotor, and affective domains and can be measured based on knowledge, skills, and attitudes gained.
- Learning theories discussed include behavioral, cognitive, and constructivist approaches. Conditioning and reinforcement play a role in behavioral theories of learning.
Principle of teaching and learning review
This document discusses the meaning and types of principles in education. It defines principles as fundamental laws or doctrines that guide education. There are three main types of principles: starting principles which involve student characteristics, guiding principles which are instructional methods and techniques, and ending principles which are the goals and outcomes of education. The document then lists several specific principles of effective instruction, such as beginning with clear objectives, involving multiple senses, and creating a supportive learning environment. Overall, the principles outlined are meant to provide guidance for effective and productive teaching and learning.
Theories of nursing education
This document discusses several theories of nursing education. It begins by defining theory and teaching. It then describes formal theories including the Socratic method theory, communication theory, and molding theory. Descriptive theories covered include Gagne's hierarchical theory of instruction and Atkinson's optimal learning theory. Normative theories discussed are Gage's cognitive theory, Ryan's theory of teacher behavior, and Mira's psychological theory. The document concludes by outlining Clarke's general theory of teaching.
Teachers assumptions
This document discusses teacher assumptions about schools, classrooms, students, learning, and knowledge. It defines the key differences between assumptions and beliefs. Assumptions about schools include that they should be joyful communities that teach good values and promote extracurricular activities. Assumptions about classrooms include engaging students, establishing rules and routines, assessing abilities, and creating an open environment. Assumptions about students range from their learning abilities to how they participate and are judged. Assumptions about learning posit that all ages can learn and that active participation aids the process. Assumptions about knowledge frame it as an interactive, ongoing process rather than just information.
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Behavioural approach
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1) Teachers must have clear goals and objectives to remain focused; planning helps achieve these goals.
2) Teaching must be flexible and adaptable to students' needs; drawing on prior knowledge helps learning.
3) The interests and experiences of individual students should be considered; teaching works best when linked to real life.
4) Multiple teaching strategies and materials keep students engaged; participation further aids achieving objectives.
Need and function of teaching by anand
1. Teaching is the process of imparting knowledge from a more mature person to a less mature person to further their education. It aims to give students knowledge, information, skills, change attitudes and behaviors, and provide life experiences.
2. A teacher must perform diagnostic, prescriptive, and evaluative functions. As part of diagnosis, the teacher evaluates student entry behaviors and sets objectives. For prescription, the teacher selects content, techniques, and gets student cooperation. Evaluation assesses progress towards objectives using various tools.
3. Key aspects of the teaching process include the teacher as the independent variable, student as dependent variable, and content, strategies, and motivation as intervening variables. A good teacher is also continuously
learning in nursing education
This document discusses various definitions, characteristics, principles, domains, and theories of learning. It begins by defining learning as a process of adopting new behaviors through experience in order to overcome obstacles. Some key points discussed include:
- Learning results in enduring changes in behavior and involves adjusting to new situations.
- Important factors in learning include motivation, practice, feedback, and the learning environment.
- Learning involves cognitive, psychomotor, and affective domains and can be measured based on knowledge, skills, and attitudes gained.
- Learning theories discussed include behavioral, cognitive, and constructivist approaches. Conditioning and reinforcement play a role in behavioral theories of learning.
Principle of teaching and learning review
This document discusses the meaning and types of principles in education. It defines principles as fundamental laws or doctrines that guide education. There are three main types of principles: starting principles which involve student characteristics, guiding principles which are instructional methods and techniques, and ending principles which are the goals and outcomes of education. The document then lists several specific principles of effective instruction, such as beginning with clear objectives, involving multiple senses, and creating a supportive learning environment. Overall, the principles outlined are meant to provide guidance for effective and productive teaching and learning.
Theories of nursing education
This document discusses several theories of nursing education. It begins by defining theory and teaching. It then describes formal theories including the Socratic method theory, communication theory, and molding theory. Descriptive theories covered include Gagne's hierarchical theory of instruction and Atkinson's optimal learning theory. Normative theories discussed are Gage's cognitive theory, Ryan's theory of teacher behavior, and Mira's psychological theory. The document concludes by outlining Clarke's general theory of teaching.
Teachers assumptions
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Teaching learning processes and curriculum development
Curriculum Development
- Purita P. Bilbao, Ed.D.
- Paz I. Lucido, Ph.D.
- Tomasa C. Iringan, Ph.D.
- Rodrigo B. Javier, Ph.D.
Module I Lesson 3
Nature, Concepts and Purposes of Curriculum
RELATIONSHIP BETWEEN TEACHING & LEARNING
The document discusses the relationship between teaching and learning. It states that teaching is an intentional activity aimed at inducing learning, though teaching activities do not guarantee learning. Effective teaching involves understanding the relationship between teaching and learning in order to make the process successful. Both teaching and learning are goal-oriented and require skills, though only good learners can become good teachers. The teaching-learning process involves diagnostic, prescriptive, and evaluative functions and follows principles like encouraging student-faculty contact and active learning.
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Principles of Good Teaching & Learning
Highly useful for Trainee-Teachers Studuing in D.Ed. B.Ed. and M.Ed. Courses. Useful for Trainee Vocational Instructors undergoing CTI Training. Also useful for untrained Teachers, Instructors, College Lecturers, Parents, Students preparing for TET, NET, SET, etc examinations.
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Microteaching
Microteaching involves teaching short 5-7 minute lessons to small groups of students, receiving feedback, revising lessons, and re-teaching. It was developed in 1963 to train teachers and improve their skills. The microteaching cycle involves planning a micro lesson, teaching it, getting feedback, re-planning, re-teaching to another group, and getting further feedback. This allows participants to learn about their strengths and weaknesses as teachers and develop their skills in areas like questioning, explanation, and board work through practice and feedback in a supportive environment.
Successful teaching By Azhar AlRamadhan
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Teaching
Teaching involves three main phases: (1) pre-active planning, (2) interactive implementation, and (3) post-active evaluation. In the pre-active phase, teachers formulate objectives, decide on content and organization, and develop teaching strategies. The interactive phase involves conducting lessons and classroom management through activities like presenting content and providing feedback. Finally, the post-active phase focuses on evaluation to determine learning outcomes and provide feedback to improve future teaching performance.
Activity based curriculum (Design/Model) (https://www.youtube.com/watch?v=Og8...
An activity-based curriculum is centered around using activities as the primary means for students to learn. It focuses on active, hands-on learning rather than passive reception of information. The key principles are that learning should be based on experiments and activities that engage students directly, as children learn best through doing rather than just listening. The role of the teacher is to guide students and help them select and analyze activities, acting as a facilitator rather than lecturer. Proponents argue this makes learning more engaging, memorable and empowering for students. However, critics note it is a radical departure from tradition and may not ensure retention of facts or cultural heritage.
Teacher
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Implications of the student learning journey for teaching
This document outlines implications for teaching based on student learning theories. It discusses three key issues that can hinder the student learning journey: 1) disconnected curriculum design, 2) overemphasis on content knowledge over concepts, and 3) lack of authentic student engagement. To address these, the document recommends curriculum design that connects learning across courses, focusing more on teaching concepts than content, and increasing formative assessment and student-led intellectual activities. It argues this shifts learning from a transmission model to a social constructivist model that better facilitates students' intellectual development.
Principles of Teaching
This document discusses principles of teaching and instruction. It defines teaching as a process of interacting that engages students in learning activities to acquire knowledge, skills, and values. Teaching involves both science and art, using psychological research and creative implementation. Key factors in the teaching-learning process are the teacher, learner, content/strategies, and their interplay. Principles of learning include that it is experiential, discovery-based, evolutionary, and involves the whole person - intellectually and emotionally. Effective instruction follows principles like context, focus, socialization, individualization, sequence, and evaluation. Instruction can be managed through homogeneous, heterogeneous, or non-graded student groupings.
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2. Key aspects of successful learning mentioned are that it should be goal-oriented, situated in social contexts, connected and cumulative, involve self-regulation and reflection, and be inclusive and supported.
3. Theories of motivation discussed include expectancy theory and choice theory. The document also covers concepts like metacognition, student diversity, and transfer of learning.
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The document outlines several principles of teaching that teachers should follow to effectively achieve their goals. It categorizes the principles into general principles and psychological principles. Some of the key general principles discussed include planning lessons effectively, having clear goals and objectives, flexibility, utilizing students' past experiences, and making provisions for individual differences. Important psychological principles include motivating students through interest, using repetition to reinforce learning, providing changes in instruction to prevent fatigue, giving feedback and reinforcement, and fostering cooperation and sympathy between teachers and students.
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All children are born and raised in different situations. The schools in need to implement a curriculum which not only promotes development in cognition, language, literacy, numeracy and the arts but also addresses wellbeing and happiness of the students. so, Pedagogy must be ideal to the needs of the learners. hence different approaches must be adopted to train the different faculties of children.
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Teaching learning processes and curriculum development
Curriculum Development
- Purita P. Bilbao, Ed.D.
- Paz I. Lucido, Ph.D.
- Tomasa C. Iringan, Ph.D.
- Rodrigo B. Javier, Ph.D.
Module I Lesson 3
Nature, Concepts and Purposes of Curriculum
RELATIONSHIP BETWEEN TEACHING & LEARNING
The document discusses the relationship between teaching and learning. It states that teaching is an intentional activity aimed at inducing learning, though teaching activities do not guarantee learning. Effective teaching involves understanding the relationship between teaching and learning in order to make the process successful. Both teaching and learning are goal-oriented and require skills, though only good learners can become good teachers. The teaching-learning process involves diagnostic, prescriptive, and evaluative functions and follows principles like encouraging student-faculty contact and active learning.
Teaching & learning
The document discusses teaching, learning, and the teaching-learning process. It provides definitions of teaching, learning, and the learning experience. It also discusses types of teaching and learning as well as characteristics of an effective learning situation. The key aspects discussed include the importance of interaction between the teacher and learner, adapting based on feedback, and reflection on the learning process.
Principles of Good Teaching & Learning
Highly useful for Trainee-Teachers Studuing in D.Ed. B.Ed. and M.Ed. Courses. Useful for Trainee Vocational Instructors undergoing CTI Training. Also useful for untrained Teachers, Instructors, College Lecturers, Parents, Students preparing for TET, NET, SET, etc examinations.
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It tells the students about teaching and learning process and elements of teaching and learning, significance of it in nursing.
Teachers' Maxims in Language Teaching
Teachers develop personal principles and maxims that inform their approach to teaching based on their cultural backgrounds, belief systems, experiences, and training. Maxims determine a teacher's motivations and guide their actions in the classroom. A teacher's presentation of content, goals, lesson plans, materials and techniques reflects their philosophy of teaching. Recognizing the maxims that guide one's teaching is an important part of teacher development that can be achieved through reflective practices such as evaluating how one's maxims are working in the classroom.
Microteaching
Microteaching involves teaching short 5-7 minute lessons to small groups of students, receiving feedback, revising lessons, and re-teaching. It was developed in 1963 to train teachers and improve their skills. The microteaching cycle involves planning a micro lesson, teaching it, getting feedback, re-planning, re-teaching to another group, and getting further feedback. This allows participants to learn about their strengths and weaknesses as teachers and develop their skills in areas like questioning, explanation, and board work through practice and feedback in a supportive environment.
Successful teaching By Azhar AlRamadhan
Successful teaching can be judged by its effectiveness on learners and results. There are several principles of teaching that lead to successful teaching, including context, focus, socialization, individualization, sequence, and evaluation. Specifically, teaching principles involve making lessons clear and understandable for students, considering individual student abilities, organizing ideas into easy parts, and assessing student learning progress.
Teaching
Teaching involves three main phases: (1) pre-active planning, (2) interactive implementation, and (3) post-active evaluation. In the pre-active phase, teachers formulate objectives, decide on content and organization, and develop teaching strategies. The interactive phase involves conducting lessons and classroom management through activities like presenting content and providing feedback. Finally, the post-active phase focuses on evaluation to determine learning outcomes and provide feedback to improve future teaching performance.
Activity based curriculum (Design/Model) (https://www.youtube.com/watch?v=Og8...
An activity-based curriculum is centered around using activities as the primary means for students to learn. It focuses on active, hands-on learning rather than passive reception of information. The key principles are that learning should be based on experiments and activities that engage students directly, as children learn best through doing rather than just listening. The role of the teacher is to guide students and help them select and analyze activities, acting as a facilitator rather than lecturer. Proponents argue this makes learning more engaging, memorable and empowering for students. However, critics note it is a radical departure from tradition and may not ensure retention of facts or cultural heritage.
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The document discusses the roles and responsibilities of teachers. It defines key terms like role, responsibility, characteristic, competence, function, and quality. It also outlines the various roles of a teacher such as instructional role, administrator role, faculty role, and personal role. The document discusses the desired characteristics of effective nurse educators under various competencies like facilitating learning, learner development, using assessment strategies, curriculum design, pursuing quality improvement, engaging in scholarship, and functioning within the educational environment. It provides examples of qualities that effective teachers should possess.
Implications of the student learning journey for teaching
This document outlines implications for teaching based on student learning theories. It discusses three key issues that can hinder the student learning journey: 1) disconnected curriculum design, 2) overemphasis on content knowledge over concepts, and 3) lack of authentic student engagement. To address these, the document recommends curriculum design that connects learning across courses, focusing more on teaching concepts than content, and increasing formative assessment and student-led intellectual activities. It argues this shifts learning from a transmission model to a social constructivist model that better facilitates students' intellectual development.
Principles of Teaching
This document discusses principles of teaching and instruction. It defines teaching as a process of interacting that engages students in learning activities to acquire knowledge, skills, and values. Teaching involves both science and art, using psychological research and creative implementation. Key factors in the teaching-learning process are the teacher, learner, content/strategies, and their interplay. Principles of learning include that it is experiential, discovery-based, evolutionary, and involves the whole person - intellectually and emotionally. Effective instruction follows principles like context, focus, socialization, individualization, sequence, and evaluation. Instruction can be managed through homogeneous, heterogeneous, or non-graded student groupings.
Facilitating learning
1. The document discusses various theories of learning and motivation, including behavioral, cognitive, and constructivist perspectives. It describes concepts like classical and operant conditioning, observational learning, schema theory, and stages of cognitive development.
2. Key aspects of successful learning mentioned are that it should be goal-oriented, situated in social contexts, connected and cumulative, involve self-regulation and reflection, and be inclusive and supported.
3. Theories of motivation discussed include expectancy theory and choice theory. The document also covers concepts like metacognition, student diversity, and transfer of learning.
What is teaching
Teaching is an art, practised by most, but mastered by only a few. Imparting knowledge is a privilege, but also a responsibility. This slideshow aims at explaining the nature and meaning of teaching as also gives points on effective teaching.
Teaching strategies
The document discusses different teaching strategies and qualities of effective teachers. It covers a variety of teaching styles such as lecture, demonstration, facilitation, and delegation. It also outlines strategies like case studies, discussions, active learning, cooperative group learning, and autonomous learning. Overall, the document emphasizes that teaching strategies should match the objectives of the lesson and that effective teachers engage students, set clear goals, and communicate high expectations.
Principles of effective instruction
Principles Underlying Effective instruction with picture examples in a Philippine/Filipino/Asian setting
Effective Teaching Learning Process - Prof. (Dr.) B. L. Handoo
The document discusses effective teaching and learning. It states that the main focus of teaching is to facilitate learning, and that teaching activities need to be designed to produce changes in student behavior. It also discusses theories by educational theorists like Bernard, Gagne, Bloom, and Jackson on the relationship between teaching and learning. Key aspects discussed include adapting teaching methods to learning styles, setting educational objectives and evaluating learning outcomes, and creating appropriate learning experiences.
The 6 principles for teaching english
The document outlines 6 principles for teaching English: 1) Know your learners by collecting information about their backgrounds; 2) Create conditions for language learning by making students feel comfortable; 3) Design high-quality lessons that promote language development and critical thinking; 4) Adapt lesson delivery as needed based on student responses; 5) Monitor and assess student language development to advance learning; 6) Engage and collaborate within the teaching community to support learners. The principles provide guidance for teachers to effectively teach English through understanding students, lesson planning, assessing progress, and collaborating with other teachers.
Principles of teaching
The document outlines several principles of teaching that teachers should follow to effectively achieve their goals. It categorizes the principles into general principles and psychological principles. Some of the key general principles discussed include planning lessons effectively, having clear goals and objectives, flexibility, utilizing students' past experiences, and making provisions for individual differences. Important psychological principles include motivating students through interest, using repetition to reinforce learning, providing changes in instruction to prevent fatigue, giving feedback and reinforcement, and fostering cooperation and sympathy between teachers and students.
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Teaching learning processes and curriculum development
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Implications of the student learning journey for teaching
Implications of the student learning journey for teaching
Effective Teaching Learning Process - Prof. (Dr.) B. L. Handoo
Effective Teaching Learning Process - Prof. (Dr.) B. L. Handoo
Similar to Adlt 601 Class Session 3
Class 3 knowles principles of andragogy
Knowles' principles of andragogy outline how adults learn best. They include that adults learn best when they feel a need to learn, are respected and trusted by others in their learning environment, help plan their learning, and can apply their experiences. Andragogical teaching focuses on self-directed learning, problem-centered orientation, and mutual planning between teacher and learner. Grow's stages of learning autonomy show how learners progress from dependent to self-directed, while Kolb's model emphasizes learning through concrete experience, observation, conceptualization, and experimentation.
Pedagogy and innovative approaches in Teaching and learning.pptx
All children are born and raised in different situations. The schools in need to implement a curriculum which not only promotes development in cognition, language, literacy, numeracy and the arts but also addresses wellbeing and happiness of the students. so, Pedagogy must be ideal to the needs of the learners. hence different approaches must be adopted to train the different faculties of children.
Confratute Helping Students Self-Regulate
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Class 2 knowles principles of andragogy rev
This document discusses the differences between pedagogical and andragogical assumptions and design factors for teaching based on Knowles' principles of andragogy. Some key differences covered include pedagogy being subject-centered and teacher-directed while andragogy is problem-centered and involves mutual planning between teacher and learner. Andragogical design factors emphasize the learner's experience, self-directedness, and readiness to learn based on life roles rather than biological development alone. Examples are requested of how andragogical principles can be applied in medical and health professions education.
ICT promote autonomy among ESL/EFL learners: myth or reality?
Thang, S. M. (2014, September). ICT promote autonomy among ESL/EFL learners: myth or reality?. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There is this general belief that the introduction of Information
Communication Technologies (ICT) into classrooms will foster autonomy
among English as a Second language (ESL) and English as a Foreign language
(EFL) learners and this has led to its rapid proliferation in English language
classrooms in most Asian countries. However, to what extent this claim is true
needs to be carefully investigated and the factors leading to its successful
adoption which culminates in autonomy among ESL/ EFL learners and factors
that resulted in failure in adoption need to be identified and deliberated.
There must be an awareness that that the implementation of technology is
not a “panacea for all ills” and its presence will not magically lead to a boost
in student learning or achievement. Despite the plethora of research
undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs
to be learned as most studies undertaken tend to explore the short-term
effects of ICT on language learning and fail to consider the long term effects.
Autonomy cannot be achieved in a short period of time. Hence there is a need
to look into the long term effects which many research studies fail to do.
According to Holec, (1981) autonomous learning has to do with a person’s
ability to take full responsibility of his or her own learning. That includes the
ability to decide what, when, how and for how long learning should take
place. This involves defining goals and objectives, selecting appropriate
materials, techniques and approaches, and finally evaluating outcomes. How
can ICT help students acquire such skills and what are the teachers’ roles in
the process? This paper will attempt to provide a balance view on the effects
of ICT on language learning and the promotion of autonomy through a review
of relevant literature and research studies. Finally, it will answer the question
posed in the title and in the process offers suggestions on how autonomy can
be successful promoted and fostered in an online environment through the use
of technology. Possible methods that can possibly contribute to the successful
promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated
learning strategies; (3) scaffolding in the form of instruction on resources to use
and guidelines on appropriate path to choose; (4) regular assessment tasks for
students to measure their own progress on an ongoing basis. In addition,
online platforms that offer opportunities for sharing of information and
undertaking of group activities or projects are also good avenues to develop
autonomy. Studies that implement such approaches well as others will be
reviewed and discussed.
Class session 4 sdl
This document discusses theories of self-directed learning including definitions from Knowles and Tough. It describes self-directed learning as a process where individuals take initiative for their own learning by assessing needs, setting goals, finding resources, and evaluating outcomes. The document also presents models for stages of learner autonomy from Grow and readiness to learn from Pratt, and asks readers to consider how these models apply to different learner levels.
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- It defines assessment of learning needs and describes Kolb's learning cycle model, which involves concrete experience, reflective observation, abstract conceptualization, and active experimentation.
- Kolb's learning styles are diverging, assimilating, converging, and accommodating. The document also lists variables that affect the learning process like the learner, content, methods, environment, and media.
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Gibson Text Overview
The document discusses several key approaches and considerations for teaching social studies, including:
1) Constructivism and facilitating active engagement and collaboration are important for how people learn.
2) There are various orientations for why social studies is taught, such as citizenship, cultural traditions, personal development, and diversity.
3) Selecting and organizing content requires considering goals, interests, experiences, developmental levels, and curricular requirements.
4) Locating resources involves evaluating textbooks, literature, media, technology, and community sources while watching for bias.
5) Teaching approaches can range from teacher-directed to student-directed inquiry and should incorporate critical thinking and cooperative learning.
6) Assessment includes both open-
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This document provides an overview of various theories of learning, including behavioral, cognitive, social, and brain-based theories. It defines learning and discusses major theorists and concepts within each approach. Behaviorism focuses on observable behaviors and conditioning, while cognitivism examines mental processes. Social learning theory emphasizes observational learning. Constructivism views learning as an active, social process of constructing knowledge. Multiple intelligences theory proposes eight types of intelligence. Brain-based learning incorporates findings from neuroscience.
Principles of teaching
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1. Elements that define learners such as abilities, aptitudes, interests, attitudes, and background.
2. Gardner's theory of multiple intelligences and different learning styles.
3. The role of the teacher in establishing a facilitative learning environment and using effective instructional strategies, classroom management techniques, and assessments.
4. Key principles like ensuring learning is active, involving multiple senses, and connecting to students' lives.
#09 designing program activities
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Models of teaching
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Week 9 LIN101
1. The document discusses different learning theories including behaviorism, cognitivism, and constructivism.
2. Behaviorism views learning as occurring through reinforcement and punishment, cognitivism sees it as information processing and storage, and constructivism considers learning as constructing knowledge based on experiences.
3. Different learning theories inform different approaches to teaching, with behaviorism using reinforcement, cognitivism focusing on rehearsal, and constructivism emphasizing group collaboration and exploration.
Learner centered principles
Students construct knowledge through activities that go beyond simply reproducing or learning information, and instead require generating new ideas or understandings. An effective activity for knowledge construction is interdisciplinary, with clear goals incorporating multiple subjects, and requires students to apply their new knowledge to support further construction in a new context. Strategic thinking and metacognition play important roles in knowledge construction, as strategic thinking allows for planning and assessment, while metacognition involves self-awareness of one's cognitive processes. Different learning contexts, such as orienting, instructional, and transfer contexts, provide different types of environments to support knowledge construction.
Carte Blanche
In an effort to provide challenging learning opportunities and to foster the development of 21st Century Skills, one class of fifth-grade gifted students were given a singular directive and complete autonomy to achieve self-determined goals.
Learning
This document defines learning as a relatively permanent change in behavior resulting from experience. It discusses different types of learning, including passive learning where students receive information, and active learning where students engage more directly. It also covers learning styles like visual, auditory, and kinesthetic. The document recommends incorporating multiple teaching methods to engage different learners and increase retention. Key factors that can inhibit learning include anxiety, past experiences, and distractions. Behavior changes like accuracy, speed, response likelihood, and effort are used to measure whether learning occurred.
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Chapter 3
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- 2. Agenda
- 3. Houles’ Typology of Learners Goal Oriented Activity Oriented Learning Oriented
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