An approach is a theory about learning and teaching at the same time a method is the practical realization of an approach
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The document summarizes observations of teaching methods used in an English class of 15-16 year old students in EST #62. The teacher used several communicative and task-based learning techniques including lexical chunks, group work, videos, and student presentations. According to various child development theories discussed, the students exhibited behaviors characteristic of the formal operational stage, moratorium, conventional morality, and defense mechanism level two. The teacher implemented activities appropriate for engaging students at their cognitive and social development levels.
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The document summarizes observations from an English language class for third year middle school students aged 15-16. It discusses the teaching methods and techniques used by the teacher, including lexical approach, communicative language teaching, and task-based learning. It analyzes the students' cognitive, moral, and social development stages according to theories by Piaget, Kohlberg, Freud, and Marcia. Defense mechanisms like rationalization were observed being used by some students.
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The document summarizes observations from an English language class for third year middle school students aged 15-16. It discusses the teaching methods and techniques used by the teacher, including lexical approach, communicative language teaching, and task-based learning. It analyzes the students' cognitive, moral, and social development stages according to theories by Piaget, Kohlberg, Freud, and Marcia. Defense mechanisms like rationalization were observed being used by some students.
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- It is concerned with higher mental processes rather than just behavioral responses.
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2) Bruner's model where learning involves acquiring information, transforming and manipulating it, and then testing and checking it. The learner actively processes the information rather than just responding.
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Principles of Teaching:Different Methods and Approaches
Principles of Teaching:Different Methods and Approaches
Similar to An approach is a theory about learning and teaching at the same time a method is the practical realization of an approach
Paulo freire's pedagogy
Paulo Freire was a Brazilian educator who developed a problem-posing approach to teaching adults. His approach encouraged critical thinking by having students analyze social and political forces that affect their lives. He believed education should empower students to challenge inequality and take action for change. The document outlines Freire's teaching philosophy and methods, including listening to students, facilitating dialogue, problem-posing through questions, and using "codes" or materials to represent issues for discussion. The goal is for education to be a two-way process that develops critical thinking skills and leads students to consider actions they can take to improve their situations.
Student centered literacy inservice presentation
This document summarizes a presentation on student-centered literacy and the Daily 5 framework. It discusses:
1. Constructivist learning theory and theorists like Dewey, Montessori, Piaget, and Vygotsky who emphasize interactive, experiential learning.
2. The Daily 5 framework which includes Read to Self, Read to Others, Listen to Reading, Work on Writing, and Work on Words. Research supporting each component is presented.
3. Potential barriers to implementing Daily 5 and strategies for overcoming barriers through group discussion. Participants set goals to apply Daily 5 practices in their own classrooms.
wk4usinggrowingandlearningtheories2-220703234209-0a2cf02b.pdf
This document discusses various developmental theories and their application in education. It provides a matrix comparing the key aspects of theories by Piaget, Vygotsky, Erikson, Kohlberg, Bandura and Bowlby. For each theorist, it gives a brief overview of their theory and an example of how it can inform classroom practices. It also presents a case study of a student named Tonya and how understanding child development helped her teacher, Mary, support Tonya's needs. The document emphasizes that learning theories can help teachers identify student strengths, needs, and effective teaching strategies to reach all learners.
Wk 4 Using growing and learning theories (2).pptx
This document discusses various developmental theories and their application in education. It provides a matrix comparing the key aspects of theories by Piaget, Vygotsky, Erikson, Kohlberg, Bandura and Bowlby. For each theorist, it gives a brief overview of their theory and an example of how it can inform classroom practices. It also presents a case study of a student named Tonya and how understanding child development helped her teacher, Mary, support Tonya's needs. The document emphasizes that learning theories can help teachers identify student strengths, needs, and effective teaching strategies to reach all learners.
Mini research on psycholinguistic group 1
The document summarizes a mini research project on child language acquisition. It discusses the subject of the study, a 3-year old girl named Lailia Arumi Zahra. It analyzes her first language acquisition from her parents using an interactionist approach. It finds her second language acquisition in her play group is facilitated through a behaviorist teaching style, with habitual activities and modeling. The teacher also occasionally demonstrates interactionist qualities by engaging students in discussions.
During my field-based observation at Sample Preparatory School
During my field-based observation at Sample Preparatory School with teacher Mrs. Jones. I heard one of
the most important things for this project. Mrs. Jones said that their real focus for the Pre-K students
wasn’t just teaching them their syllables and basic math but helping them to be more well-rounded
students. She was interested in their entire being as a student, from brain, to body, and social
interaction. Sample’s philosophy for their Pre-K students was to essentially make them better students.
During my observations I witnessed all of Maslow’s Hierarchy of Needs being met. Their physiological
needs were met with rest time, lunch time, and snack time. The teachers made it a priority to give them
sufficient breaks throughout their day to rest their brains and be able to focus back into their lessons.
Their safety needs were met at the beginning of each class when they sang a song about how to love
and treat their friends by not hitting and not saying hurtful things. In addition, the teacher made sure to
travel with them in between classrooms, was always present in the classroom with them, and made sure
they got to their parents at the end of the school day. Their social needs were met with many
opportunities to interact with their fellow classmates. During station time they were able to draw and
play with blocks with their classmates. This fostered Vygotsky’s Theory of Social Development. Although
the students were still working on not just looking to their teacher for answers and moving to the stage
where they rely on peers and themselves for answers, this was still developing their zone of proximal
development. Their esteem needs were met on a constant basis with praise and immediate feedback
when they answered a question correctly, completed an assignment, or mastered a task during small
group learning. Lastly, I was able to see their self-actualization needs being met when they mastered
tasks in small group learning. They’d pump their fists or exclaim with joy when they got a math problem
correct or spelled a word right. I was able to view another level of Vygotsky’s Theory of Social
Development in my observation of Teacher XYZ’s class. During this class the students were learning how
to play a group game of four square. At the beginning of the class the students were relying on the
teacher for directions of how the game worked and how they could form better strategy. However, by
the end of the game I was able to see the students to start to strategize with each other. Their zone of
proximal development moved one ring in closer to the center and they were able to see that they could
play this game with the aid of their fellow students’ minds and bodies. Obviously, gym time is appealing
to kinesthetic and spatial learners according to Gardner’s Theory of Multiple Intelligences. Yet, the
strategy side of the game will appeal to logical-mathematical learners. The game also applies to
Erikson’s Theory of Psy ...
The implications of current theories of cognitive development in terms of the...
The document discusses several theories of cognitive development and their relevance to teaching, including behaviorism, Piaget's theory of cognitive development, and Vygotsky's sociocultural theory. It notes that behaviorism sees learning as response to external stimuli and conditioning, while Piaget believed development occurs in stages linked to maturation. Vygotsky argued learning is social and occurs through scaffolding within a child's zone of proximal development with help from others. The document concludes that teachers should consider multiple theories to create effective learning environments tailored to different students and contexts, as no single approach fits all situations.
How Children Learn
Consider the implications of current theories of cognitive development in terms of their relevance to teaching and learning in your subject.
The reggio emilia approach
The Reggio Emilia approach to early childhood education originated in Reggio Emilia, Italy and was developed by Loris Malaguzzi. It is a child-centered educational philosophy based on constructivist learning, sociocultural theory, and experiential learning. Key principles include viewing children as capable learners who construct their own understanding through interactions with others and their environments. Adults act as facilitators who observe and support children's interests through play and open-ended projects. Documentation of children's work and conversations is also an important part of the approach.
Chap. 5 theories of literacy development
1. The document discusses several theories of literacy development including Piaget's Theory of Cognitive Development, Maturation Theory, Holdaway's Theory of Literacy Development, Stage Models of Reading, Emergent Literacy Theory, and Family Literacy Theory.
2. These theories explain the stages and processes through which children's literacy abilities emerge and develop from infancy through adulthood.
3. The theories aim to help educators understand how children's thinking and literacy skills change over time so they can best support literacy development.
Mini research on psycholinguistic group 1
The document summarizes a mini research project on child language acquisition. It discusses the first and second language acquisition of a 3-year-old child named Lailia Arumi Zahra. It finds that her first languages are Javanese and Bahasa, with a little English as a second language. It also finds that her parents use an interactionist approach to processing her first language, while her teacher uses mostly a behaviorist approach but sometimes interactionist as well.
Constructivism and Humanism in Curriculum
Constructivism holds that learning involves actively constructing knowledge rather than passively receiving information. It emphasizes that students learn by experiencing and reflecting on the world. The document outlines key aspects of constructivism including assimilation, accommodation, and the zone of proximal development. It also discusses how constructivism and humanism influence classroom practices, advocating for student-centered learning, social learning experiences, and meeting students' basic psychological needs.
Respond to 8 students - due in 2 hours - 50 words each - I have put
Respond to 8 students - due in 2 hours - 50 words each - I have put a guided response for each set to help with the response:
Guided Response:
Review several of your classmates’ posts and respond to at least two classmates. Offer an additional example of how development of the age groups your classmates selected influence curriculum decisions.
Student 1: Tracie:
The age group I chose is 3-5 years of age. The physical development of children in this age group is movement and coordination which can also influence the curriculum. During this time, children’s’ brains are like sponges. They are watching and learning everything in their environment. This age group brings a “wide variety of experiences to the preschool setting, which should serve to inform curricular decisions (Jaruszewicz, 2013). The social and emotional aspect of this age group is that of caring, understanding and many more. Three to five-year old’s need the aptness to proceed around and we as teachers should promote physical development. A great way of doing this is consistently doing active play inside and also outside of the classroom. Teachers should label bins and shelves that have objects such as toys and the areas they are playing/ working in. The children will be able to independently pick them up and return them as they play. Incorporate games in the curriculum that lets them move free and easily within the game.
Cognitive aspect of a 3-5-year-old is that their brain functions are learning things on a daily base to help the child. In the newsletter by Paraskevopoulou it was written: “Curriculums that include topics such as appropriate scheduling, creating a developmentally appropriate classroom, and making the most of learning centers, will help create a classroom environment that actively engages the child and keeps his or her attention. When implemented in the classroom, these components contribute to less discipline problems and a smoother day” (Paraskevopoulou, F, (2008).
The key to successful learning, especially for children ages 3-5, you must have a classroom environment that’s design especially for them. The environment should be one where they able to move around freely with no obstacles in their way. The curriculum must be on the preschool level for the students to understand.
References:
Jaruszewicz, C. (2013). Curriculum and methods for early childhood educators. Retrieved from
https://content.ashford.edu (Links to an external site.)
Paraskevopoulou, F, (2008), Teachers of young children (3-5 years old) and their
interaction with pupils:
approaching positive classroom management
. Retrieved from
https://www.cceionline.com/newsletters/May_08.html
Student 2: Stephanie:
The group I selected that I would love to work with is age range from 3 to 5 years old. During this stage, the children are using language to express their feelings, questions, and thoughts. This age group is considered what I would call " preschoolers".
The physical domain ...
Social Constructivist.pptx
Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, posits that individuals are active participants in the creation of their own knowledge. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. This is the Theory proposed by Piaget and Vygotsky.
Suggestopedia, power point
Suggestopedia is a language teaching method developed by Georgi Lozanov that aims to accelerate language learning through the use of suggestion. It relies on building student trust in the method and creating a relaxed environment. The method has three stages: presentation to relax students and introduce material through dialogues accompanied by music, concerts where students memorize the material while listening to music, and practice through role plays and games. Suggestopedia aims to replace negative assumptions about learning with positive ones to help students unlock their full learning potential.
M. abdurrahman sidiq 1710117310023 tefl a1
1) The document discusses the best five principles for teaching junior or high school students according to the author.
2) The principles discussed are: Direct Method, Total Physical Response, Suggestopedia, Cooperative Learning, and Silent Way.
3) Each principle is described briefly, noting their origins, key aspects like an emphasis on oral communication for Direct Method or physical response for Total Physical Response, and their potential benefits for language learning.
Suggestopedia - Georgi Lozanov - teaching methods
Suggestopedia is a language teaching method developed by Georgi Lozanov that aims to accelerate the language learning process. It is based on using suggestion to reduce psychological barriers to learning. Key aspects of the method include relaxing students, using music, peripheral learning, free errors, and having students take on new identities. Suggestopedia classes are designed to be comfortable and help students access both conscious and subconscious learning. While it may help lower anxiety and encourage independent learning, the method also has limitations for large classes and could be seen as infantilizing for some students.
Reaction paper
This reaction paper analyzes theories of first language acquisition from chapters one and two. It summarizes different approaches from behaviorism, nativism, and functionalism. While each perspective provides insights, the author argues an integrated approach considering psychology, anthropology, and linguistics best explains the complex process of how children acquire language. The paper also discusses implications for teaching English as a second language.
Reaction paper
This reaction paper analyzes theories of first language acquisition from chapters one and two. It summarizes different approaches from behaviorism, nativism, and functionalism. While each perspective provides insights, the author argues an integrated approach considering psychology, anthropology, and linguistics best explains the complex process of how children acquire language. The paper also discusses implications for teaching English as a second language.
The 'folio
The document compares the developmental objectives for children from birth to kindergarten in various domains to the author's personal leadership journey as a 22-year-old college student pursuing speech language pathology. It discusses how skills like regulating emotions, establishing relationships, group cooperation, language development, cognitive approaches to learning, and understanding of self and others relate to the author's experiences with time management, networking, group work, public speaking, mentorship, cultural competence, and driving social change.
Similar to An approach is a theory about learning and teaching at the same time a method is the practical realization of an approach (20)
wk4usinggrowingandlearningtheories2-220703234209-0a2cf02b.pdf
wk4usinggrowingandlearningtheories2-220703234209-0a2cf02b.pdf
During my field-based observation at Sample Preparatory School
During my field-based observation at Sample Preparatory School
The implications of current theories of cognitive development in terms of the...
The implications of current theories of cognitive development in terms of the...
Respond to 8 students - due in 2 hours - 50 words each - I have put
Respond to 8 students - due in 2 hours - 50 words each - I have put
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An approach is a theory about learning and teaching at the same time a method is the practical realization of an approach
- 1. CONCLUSION An approach is a theory about learning and teaching at the same time a Method is the practical realization of an approach, to teach we follow a procedure that is based in techniques that is the way a teacher teaches something. We realized our project at EST #62 and in our observation class we observed the next methods and techniques. At the first time the teacher starts the class using chunks (I agree and I disagree) for this reason he used THE LEXICAL APPROACH. The teacher asked to the ss that work in teams and give them a work sheet to complete it, the teacher tried to speak in English all the time but the students cannot do it, they answer in English just using easy phrases, the teacher used comprehensible input but according to their level the students cannot produce a lot of language he asked them i+1 that means the input is a little more difficult that they can understand. According to this he tried to use the COMMUNICATIVE LANGUAGE TEACHING. At the same time the teacher used the TBL he situates the student in the context paly them a video about importance of money and using it they can agree or disagree according to this topic, he prepared the ss (pre-task) after that the teacher gave to the students a work sheet to create their own opinion about the main topic using agreement and disagreement , to finish it the teacher ask to the ss to share that they wrote in the worksheet, they read aloud their opinion (post task). We think that the best theoretical approach to learn and acquire a language is the Constructivism theory using the Communicative approach and the Silent method, because the teacher use comprehensible input and focus in achievement, at the same time, the silent method is a good method to teach a language because the students do all the production. The group that we had observe were from the third grade from middle school from the ages of 15-16 according to Freud they are in the Genital stage, this theory says that at this stage the adolescents have strong sexual interest, we can see that the some boys in the class was sitting with 2 girls that look highly developed according their age. According to James Marcia the students that we observed are in Moratorium because they are searching their identity and haven’t made any commitment.The adolescent moratorium is defined as a developmental period during which commitments have not yet been made or are rather exploratory and tentative. However, there are many crises and many unresolved questions.There is an active struggle to find an answer, explore, search, experiment, try out different roles, and play the field. It is in this sense that the moratorium is considered the adolescent issue par excellence
- 2. Jean Piaget said that persons between adolescence and adulthood are in the Formal Operational stage according to his theory “Cognitive development”, the students that we observe are 15-16 years old so that they are in this stage, They can think about multiple variables in systematic ways, formulate hypotheses, and consider possibilities. They also can ponder abstract relationships and concepts such as justice. The teacher tried to make them think and consider possibilities according agreeing and disagreeing; he situated them in their stage. Kohlberg said that Morality is an idea of justice that is primitive, undifferentiated, and egocentric in young children. This becomes more sophisticated and social as the adolescent moves through specific stages of moral thinking; it may reach, in some individuals, an awareness of universal values and ethical principles (Muuss, 1975, p.311). The adolescent peer group is particularly influential as a model in the use of verbal expressions, hair style, clothing, food, music and entertainment preferences, as well as in regard to decisions related to rapidly changing social values (Brittain, 1963, as cited in Muuss, 1975, p.236).The students that we observe are in Conventional (good boy good girl) because they make decisions based on what actions will please others especially authority figures or individuals with high status like the teacher, principal or popular classmates. They want to maintain relationships and they take other people's perspectives and intentions into account when making decisions. Anna Freud was Sigmund Freud daughter, she became at very least her father´s symbolic successor, She creates the Defense mechanisms stages, the students that we observe are in the level two, they overuse of the defense mechanisms leads to social undesirability and immaturity. They attribute uncomfortable feelings to others, we observed that the teacher scolded a student and the first reaction for the student was “No teacher, Jose talked to me first”. We observed to the rationalization they justify their behaviors false but credible, even they were doing something wrong they looked for a good justification that make them safe to a punishment.