The document compares and contrasts cognitivism and social constructivism approaches to learning. Cognitivism views learning as an internal cognitive process, focusing on how people think and process information. It is teacher-centered. Social constructivism sees learning as a social process where people actively construct knowledge based on experiences and interactions. It is student-centered and emphasizes collaboration. Both have advantages such as making learning meaningful, but also disadvantages such as difficulty testing constructed knowledge.
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
Importance of motivation in teaching and learning
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of education; Pakistan
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
Importance of motivation in teaching and learning
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of education; Pakistan
constructivism - definition
distinction between learning as construction and transmission of knowledge
social constructivism
bruner's concept of constructivism - discovery learning
spiral curriculum, representation of knowledge (enactive,iconic,symbolic)
categorization.
This study aims to detect the impact of the modified learning cycle strategy on the development of habits of mind and skills of critical thinking in the ‘Islamic Education’ subject for 10th grade students in Jordan. To achieve this goal, the researcher used the semi-experimental approach, hence dividing the students into two groups: a control group and an experimental group. Each grouped consisted of (31) students. The modified learning cycle was applied to teach the experimental group, and the regular traditional strategy to the control group. The researcher prepared two studying tools: a measure of the habits of mind which consisted of (25) paragraph, and a critical thinking skills test which included (28) paragraph. Both tools were applied after assuring their validity and reliability. The results indicated a statistically significant difference for using the modified learning cycle strategy in the development of habits of mind and skills of critical thinking for the experimental group students compared to the control group students. The study, thus, stresses the need to apply the modified learning cycle in teaching the ‘Islamic Education’ subject due to its effectiveness in developing habits of mind and skills of critical thinking. The researcher also recommends conducting more research on the effectiveness of the modified learning cycle that concentrates on different variables.
Methods and Strategies for Middle and High School TeachersDirectAbramMartino96
Methods and Strategies for Middle and High School Teachers
Directions: Please answer each discussion question using 150 words, in-text citation must be used in APA style. Please answer each response in 100 words each.
Discussion Question 1: ( please respond in 150 words)
1. Briefly summarize one of the learning theories and justify why you believe it is the most relevant for today’s classrooms. Support your viewpoint. (Theories are attached)
First Response to Question 1: (please respond in 100 words)
Jacqueline wrote: Though there are many approaches to learning, but they can be summed up in three main categories. They are behaviorist, cognitive constructivist, and social constructivist. When initially glancing at the three, I thought that I would be drawn toward behaviorist theories. This is because I’m a firm believer in the fact that children respond to things based on their personal experiences. They behave the way they do for a reason. Also, if you know what drives them you can use that to help them achieve their goals. I see myself as the teacher who tries to know my students and learn about who they truly are. It’s an idealist thought, but I want to be that person for them. However, I don’t love this method because I’m not a fan of negative reinforcement. Positive reinforcement is great when warranted, but negative reinforcement doesn’t do what’s it’s supposed to in my opinion. First, it brings all the teacher’s attention to the kid misbehaving. Does that tell other kids that this is the way to act if they need us? It also distracts both teachers and other students. If I correct a student all day or class period, none of the other kids will receive my full attention, I won’t teach as well as I can, and they won’t learn as much as they should. I don’t think anyone has time to make corrects all day. I don’t parent that way and I won’t teach that way either. This is when discipline comes in to play. Regardless, the theory also states that, “Passive absorption of a predefined body of knowledge by the learner. Promoted by repetition and positive reinforcement.” (Berkeley University, 2021). Repetition is a great tool and is still relevant. I think that doing the same quiz over and over will bore anyone, but repeating the same skills in different ways is still useful in today’s classrooms. I don’t think anyone can argue with the fact that repetition helps commit things to one’s memory. I do still think that this theory is the most appropriate for today’s world regardless of my critique. This is because it will force educators to build rapport with their student’s and find out what motivates them. It promotes individualized and differentiated learning, which is what most classrooms are moving toward.
Second Response to Question 1:
Jill Wrote: The learning theory of cognitive constructivism states that learning is a process of active discovery. The educator’s role in the learning process is to provide resources and experiences to create co ...
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. COGNITIVISM SOCIAL CONSTRUCTIVISM
How and why people learn by
attributing the process to
cognitive activity. This theory
followed the behaviorist school
of thought.
Cognitivism means through
interaction and self cognition
development to acquire
knowledge, and concern what
learner know and how to use
efficiency way to processing
information.
Constructivism is a philosophy of
learning founded on the premise
that, by reflecting on our
experiences, we construct our
own understanding of the world
we live in.
Each of us generates our own
"rules" and "mental models,"
which we use to make sense of
our experiences. Learning,
therefore, is simply the process
of adjusting our mental models to
accommodate new experiences.
3. Simply stated, it is a learning
process which allows a
student to experience an
environment first-hand,
thereby, giving the student
reliable, trust-worthy
knowledge.
The student is required to
act upon the environment to
both acquire and test new
knowledge.
4. COGNITIVISM SOCIAL CONSTRUCTIVISM
Teacher-centered learning.
Cognitivism has two major
components - One
methodological, the other
theoretical.
Methodologically, cognitivism
adopts a positivist approach
and the belief that psychology
can be (in principle) fully
explained by the use
of experiment, measurement a
nd the scientific method
Student centered learning.
The role of the instructor -as
facilitators
The nature of the learning
process
-Learning is an active, social
process
-Dynamic interaction between
task, instructor and learner
-Collaboration among learners
5. The second is the belief
that cognition consists of
discrete, internal mental
states
(representations/symbol)
whose manipulation can be
described in terms of rules
or algorithms.
Driven by human needs,
degree of effort expanded
internal, individual force in
control.
Sensory motor
Preoperational stage
Concrete operational stage
Formal operational stage
Engaging and challenging
the learner
-Learners should constantly be
challenged with tasks that
refer to skills and knowledge
just beyond their current
level of mastery.
The nature of the learner
-The type of learner is self-
directed, creative, and
innovative.
6. COGNITIVISM SOCIAL CONSTRUCTIVISM
Know what students‟ prior
knowledge is, and make
knowledge meaningful.
Use the concepts of
information processing theory
to arrange learning material
and help student memorize, we
also need to organize new
information and relate to
existing memory.
Let student active research,
give proper help when students
have question.
One of the biggest
advantages of
constructivism is that the
learner will learn to apply
their knowledge under
appropriate conditions.
Use of scaffolding, provided
by teacher or group, for
individual problem solving
(Wilson & Cole, 1991).
7. Has revolutionised
developmental psychology
by focusing attention on
active mental processes.
We now understand the
types of thinking that are
possible at various ages.
Learners will be able to
develop metacognitive skills
(Savery & Duffy, 1995).
Learners will get support via
cognitive apprenticeship in
the complex environment
rather than simplifying the
environment for the learner
(Savery & Duffy, 1995).
Constructivism calls for the
elimination of a standardized
curriculum, allowing the
curricula customized to the
students‟ prior knowledge.
8. COGNITIVISM SOCIAL CONSTRUCTIVISM
Disadvantage of cognitive
learning theory is that it‟s limited
to teacher only. It is a teacher
based learning. So whatever the
teachers‟ knowledge that's the
only things they can learn.
While schemas help to make
learning more meaningful, a
learner at a disadvantage
whenever relevant schemas or
prerequisite knowledge do not
exist. To account for this, a
designer will need to ensure that
the instruction is appropriate for
all skill levels and experiences.
One of the biggest
disadvantages of
constructivism is that the
curricula customized to the
students‟ prior knowledge
All students are going to
have different prior
knowledge, teachers cannot
customize curriculum to
every single student.
9. Designing such instruction
could be costly and time-
consuming.
it offers clear direction and
purpose but such a fixed set of
expectations can limit the
potential of the learning.
Learners and instructors may
become satisfied with obtaining
minimum competencies or
carry the attitude that “if it‟s not
broke, then don‟t fix it!” when
the learning experience could
actually be designed better.
Constructed knowledge is
difficult to test, since
learners will construct
individual representations of
any to-be-learned content.
Constructivism calls for the
elimination of grades and
standardized testing. Makes
it impossible to compare
student progress.
10. COGNITIVISM SOCIAL CONSTRUCTIVISM
A cognitive theory of learning sees
second language acquisition as a
conscious and reasoned thinking
process, involving the deliberate use of
learning strategies.
Example
This view leads to a classroom focus
on using learning strategies that have
been observed in successful language
learners and to a view of the learner as
an 'information-processor', with
limitations as to how much new
information can be retained, and who
needs strategies to be able to transfer
information into memory.
Jean Piaget point out that all
knowledge is the result of
active processes of knowledge
construction by the child in
his/her cognitive development.
He argues that it is implausible
to assume no cross-influences
from a child's general cognitive
development to her/his
language development (and
vice versa).
Lev Vygotsky underlines the
importance of social
interactions for the cognitive
and language development of
children.
11. Cognitive theories view
second-language acquisition
as a special case of more
general learning
mechanisms in the brain.
In the classroom
Relevant activities include
review and revision, class
vocabulary bags, using a
scaffolding approach with
young learners, analysis and
discussion of language and
topics, inductive approaches
and learner training.
All language learning is the
result of active processes of
knowledge construction by
the learner.
In that view knowledge of
language emerges as the
result of interactions of
innate cognitive abilities with
social forces and
environmental conditions
that take a shaping influence
on their development.
12. Cognitive-code approach
The cognitive-code approach of
the 1970s emphasised that
language learning involved
active mental processes
Emphasized the importance of
meaningful practice, and the
structures were presented
inductively, i.e. the rules came
after exposure to examples.
Example
The aim of the class is for
learners to understand the „rule
of the day', which is that the
past form of regular verbs is
made using -ed. The teacher
elicits a dialogue that includes
clear examples of the structure.
The learners practise it, and
the teacher uses it to elicit the
rules.
Second language
acquisition is greatly
affected by the degree of
social distance between the
learner and the target-
language culture.
Social distance refers to the
learner as a member of a
social group that is in
contact with another social
group whose members
speak a different language.