The document discusses several topics related to teaching methods and problem solving strategies. It begins by providing an overview of children's literature and its evolution from oral traditions to the printed works of the Golden Age. It then discusses public speaking and values education, noting debates around different approaches. The document proceeds to outline various teaching methods like explaining, demonstrating, collaborating, and learning by teaching. Finally, it details the problem solving process, including defining the problem, analyzing it from different perspectives, and checking that the problem definition still fits after analysis.
“Any time anywhere learning” is an integrated learning approach. It ensures learning can happen at maximum level beyond the barriers, boundaries, and excuses of educators........................................................................
Life is too much complex- integrate life skills to make life simple, sober , and well organized to live and lead a happy life……………….where a child can think his own, can walk on his own foot, can talk what he feels, save a child to be a machine, to be a robot and to be a lifeless human being-----------------as an educator plays role of a gardener in a child’s life, who helps plant and flower to spread beauty and fragrance in the society, play the role of a potter to give a beautiful shape---------being human , shape a child to become human, where he shows respect to father, mother , brother, uncle, family , society and the nation. Do not produce a conflict personality , develop an integrated human being for the world, who is skilled enough to
face the challenges of universe and integrate himself, relate himself to the surroundings, then he will be able to live a life to be a human with values. Whole world is a learning platform, and in fact, learning can happen/ occur at anytime anywhere. A child comes in this universe with full potentiality, inbuilt power, nurture the potentiality, the inborn power , manufactured and empowered by GOD, as an educator be the integral part of a child’s life to be bloomed as integrated human being.
The impact teachers make in the life of a child cannot be quantified, therefore nothing should stand in our way to ensure we continually appreciate teachers irrespective of where they live or work.
As the population of the World increases, efforts are geared towards ensuring children are enrolled in schools. However, we are running short of teachers. Many countries exceed the Teacher: Pupil ratio which ultimately has its downside on learning outcomes.
Therefore, there is need for a change in orientation on “who a Teacher is or should be”. I believe we should proactively embrace the “3 types of Teachers concept”, which will greatly cater for the growing population of learners all over the world.
Educational Psychology Assignment by Carmen-Florentina IonitaSalfordPsych
By Carmen Florentina-Ionita
Title: A seminar proposal on the social-emotional development of gifted and talented children
Module: final year undergraduate Educational Psychology
Directorate of Psychology and Public Health, University of Salford, UK
“Any time anywhere learning” is an integrated learning approach. It ensures learning can happen at maximum level beyond the barriers, boundaries, and excuses of educators........................................................................
Life is too much complex- integrate life skills to make life simple, sober , and well organized to live and lead a happy life……………….where a child can think his own, can walk on his own foot, can talk what he feels, save a child to be a machine, to be a robot and to be a lifeless human being-----------------as an educator plays role of a gardener in a child’s life, who helps plant and flower to spread beauty and fragrance in the society, play the role of a potter to give a beautiful shape---------being human , shape a child to become human, where he shows respect to father, mother , brother, uncle, family , society and the nation. Do not produce a conflict personality , develop an integrated human being for the world, who is skilled enough to
face the challenges of universe and integrate himself, relate himself to the surroundings, then he will be able to live a life to be a human with values. Whole world is a learning platform, and in fact, learning can happen/ occur at anytime anywhere. A child comes in this universe with full potentiality, inbuilt power, nurture the potentiality, the inborn power , manufactured and empowered by GOD, as an educator be the integral part of a child’s life to be bloomed as integrated human being.
The impact teachers make in the life of a child cannot be quantified, therefore nothing should stand in our way to ensure we continually appreciate teachers irrespective of where they live or work.
As the population of the World increases, efforts are geared towards ensuring children are enrolled in schools. However, we are running short of teachers. Many countries exceed the Teacher: Pupil ratio which ultimately has its downside on learning outcomes.
Therefore, there is need for a change in orientation on “who a Teacher is or should be”. I believe we should proactively embrace the “3 types of Teachers concept”, which will greatly cater for the growing population of learners all over the world.
Educational Psychology Assignment by Carmen-Florentina IonitaSalfordPsych
By Carmen Florentina-Ionita
Title: A seminar proposal on the social-emotional development of gifted and talented children
Module: final year undergraduate Educational Psychology
Directorate of Psychology and Public Health, University of Salford, UK
Pedagogy of the Oppressed, Banking Model of Education. Transmission model, Needs in the Ethic of care model, Vindication of the Rights of Men, Vindication of the Rights of Woman, Balhatya Pratibandhak Griha
Constructivism a Methodical Learning ApproachRajeev Ranjan
Constructivism is a valid teaching strategy that employs five basic “Es” that is ‘engagement’, ‘exploration’, ‘explanation’, ‘elaboration’, and ‘evaluation’. Educators prime duty to facilitate learning opportunities for students. In fact, a great facilitator who handles the 21st century global learners should be wise enough to facilitates learning in the class considering the pressure of 21st century learner’s smartness, who operates very sophisticated software and apps but least interested in classroom learning.
This ppt have the Etymological meaning, concept of education (Indian and Western, Narrow and Broader, Modern), Education as a (Bi-polar and Tri-polar process), Functions of Education (General, Function in human life, functions in National life, and individual aims of education
ECCD training for Early childhood majors, day care center teachers, preschool teachers and kindergarten teachers.
Leave a comment or just say, "Thank You". it motivates me. :-)
1 Professional Educators using reflection and proble.docxsmithhedwards48727
1
Professional Educators using reflection and problem-solving to make informed ethical
decisions
School Counseling Reflection 1:
Student Development
Standard 1: Student Development
The professional school counselor utilizes his/her skills and knowledge of
student development and behavior to promote the mental health and well-being of all
students by facilitating their academic, career, and personal/social development.
Artifacts
1. Vision Boards
2. Stress Activity
3. Implementing a Culturally Responsive Strategy in the Classroom
Introduction
In order to fully understand student development, one must first understand a
child’s cognitive development. Cognitive theorist, Jean Piaget, is perhaps the most
influential researcher on child development. Piaget’s cognitive developmental theory
states that, “children actively construct knowledge as they manipulate and explore their
world” (Berk, 2013, p. 18). In his cognitive development theory, Piaget breaks down the
development into four stages: sensorimotor (birth-2 years), preoperational (2-7 years),
concrete operational (7-11 years), and formal operational (11 + years). It is important to
note that while Piaget heavily influenced research on child development, his theory has
the field divided (Berk, 2013). Another researcher of human development, Lev
2
Vygotsky, focused on sociocultural theory and how culture; the values, beliefs, customs,
and skills of a social group, is transmitted to the next generation and how these factors
also affect a child’s development (Berk, 2013). While Vygotsky agreed with Piaget that
children are active, constructive beings, Vygotsky viewed “cognitive development as a
socially mediated process, in which children depend on assistance from adults and more-
expert peers as they tackle new challenges” (Berk, 2013, p. 23). A third researcher in the
field, Urie Bronfenbrenner, developed the ecological systems theory, which views the
person “as developing within a complex system of relationships affected by multiple
levels of the surrounding environment” (Berk, 2013, p. 24). His theory is broken into
four systems: the microsystem, the mesosystem, the exosystem, and the marcosystem.
All of this is to say, it is not simply enough to know one theory and believe we
have sufficient information to be successful educators in student’s lives. Therefore, as
practicing educators and counselors, we must stay abreast of all child development
theories so we may better serve our students’ needs.
Quality Indicator 1 - : Human Growth and Development: The professional school
counselor demonstrates knowledge of human development and personality and how
these domains affect learners, and applies this knowledge in his or her work with
learners.
Students at different ages, in different stages in life, and raised in different
cultures experience life differently. For example, a student wh.
3rd Reading for Learning in Context Pages 81- 96Main IdeaSuppo.docxtamicawaysmith
3rd Reading for Learning in Context
Pages 81- 96
Main Idea
Supporting Details
Enduring Understandings
A. Learners past and present environments influence how learners behave and think at any given time.
B. The general social contexts in which learners grow up—families and communities and more broadly, cultures and society—also influence learners’ behaviors and cognitive processes.
C. Not only does the environment affect learners and their learning, but so, too, do learners influence their environment.
D. Effective teachers create a classroom environment that encourages and supports productive behaviors and ways of thinking.
E. Effective teachers adapt instruction to the particular social and cultural contexts in which students live.
How do learners modify their own environment?
What is meant by the term niche-picking?
In the preceding sections we’ve seen various ways in which people’s environments—especially their social and cultural ones—affect their learning and behavior. But the reverse is true as well: deliberately, as the next two principles reveal.
niche-picking Tendency for a learner to seek out environmental conditions that are a good match with his or her existing characteristics and behaviors.
What can a teacher do to provide supportive contexts for learning?
If a teacher is using modeling to change a behavior or teach a new behavior, what needs to be remembered?
Why is a variety of role models needed?
Explain how to shape complex behaviors. There are several steps. Include each.
How does a teacher provide physical and cognitive tools that can help students work and think more effectively?
Why would a teacher want to encourage student dialogue and collaboration?
Why would a teacher want to create a community of learners?
What are the advantages of doing so?
How does a teacher create a community of learners?
Why is it important for a teacher to take into account the broader contexts in which students live?
How does a teacher do so?
What are stereotypes of Americans?
1. Create conditions that elicit desired responses.
2. Make sure productive behaviors are reinforced and unproductive behaviors are not reinforced.
3. Make response–reinforcement contingencies clear.
4. As an alternative to punishment, reinforce productive behaviors that are incompatible with unproductive ones.
1) Attention. Attention is critical for getting information into working memory. To learn effectively, then, students must pay attention to the model and especially to critical aspects of the modeled behavior.
2) Retention. e learner must remember what the model does—in particular, by storing it in long-term memory. Students are more likely to remember information if they encode it in more than one way, perhaps as both a visual image and a verbal message for instance, teachers might describe what th ...
Pedagogy of the Oppressed, Banking Model of Education. Transmission model, Needs in the Ethic of care model, Vindication of the Rights of Men, Vindication of the Rights of Woman, Balhatya Pratibandhak Griha
Constructivism a Methodical Learning ApproachRajeev Ranjan
Constructivism is a valid teaching strategy that employs five basic “Es” that is ‘engagement’, ‘exploration’, ‘explanation’, ‘elaboration’, and ‘evaluation’. Educators prime duty to facilitate learning opportunities for students. In fact, a great facilitator who handles the 21st century global learners should be wise enough to facilitates learning in the class considering the pressure of 21st century learner’s smartness, who operates very sophisticated software and apps but least interested in classroom learning.
This ppt have the Etymological meaning, concept of education (Indian and Western, Narrow and Broader, Modern), Education as a (Bi-polar and Tri-polar process), Functions of Education (General, Function in human life, functions in National life, and individual aims of education
ECCD training for Early childhood majors, day care center teachers, preschool teachers and kindergarten teachers.
Leave a comment or just say, "Thank You". it motivates me. :-)
1 Professional Educators using reflection and proble.docxsmithhedwards48727
1
Professional Educators using reflection and problem-solving to make informed ethical
decisions
School Counseling Reflection 1:
Student Development
Standard 1: Student Development
The professional school counselor utilizes his/her skills and knowledge of
student development and behavior to promote the mental health and well-being of all
students by facilitating their academic, career, and personal/social development.
Artifacts
1. Vision Boards
2. Stress Activity
3. Implementing a Culturally Responsive Strategy in the Classroom
Introduction
In order to fully understand student development, one must first understand a
child’s cognitive development. Cognitive theorist, Jean Piaget, is perhaps the most
influential researcher on child development. Piaget’s cognitive developmental theory
states that, “children actively construct knowledge as they manipulate and explore their
world” (Berk, 2013, p. 18). In his cognitive development theory, Piaget breaks down the
development into four stages: sensorimotor (birth-2 years), preoperational (2-7 years),
concrete operational (7-11 years), and formal operational (11 + years). It is important to
note that while Piaget heavily influenced research on child development, his theory has
the field divided (Berk, 2013). Another researcher of human development, Lev
2
Vygotsky, focused on sociocultural theory and how culture; the values, beliefs, customs,
and skills of a social group, is transmitted to the next generation and how these factors
also affect a child’s development (Berk, 2013). While Vygotsky agreed with Piaget that
children are active, constructive beings, Vygotsky viewed “cognitive development as a
socially mediated process, in which children depend on assistance from adults and more-
expert peers as they tackle new challenges” (Berk, 2013, p. 23). A third researcher in the
field, Urie Bronfenbrenner, developed the ecological systems theory, which views the
person “as developing within a complex system of relationships affected by multiple
levels of the surrounding environment” (Berk, 2013, p. 24). His theory is broken into
four systems: the microsystem, the mesosystem, the exosystem, and the marcosystem.
All of this is to say, it is not simply enough to know one theory and believe we
have sufficient information to be successful educators in student’s lives. Therefore, as
practicing educators and counselors, we must stay abreast of all child development
theories so we may better serve our students’ needs.
Quality Indicator 1 - : Human Growth and Development: The professional school
counselor demonstrates knowledge of human development and personality and how
these domains affect learners, and applies this knowledge in his or her work with
learners.
Students at different ages, in different stages in life, and raised in different
cultures experience life differently. For example, a student wh.
3rd Reading for Learning in Context Pages 81- 96Main IdeaSuppo.docxtamicawaysmith
3rd Reading for Learning in Context
Pages 81- 96
Main Idea
Supporting Details
Enduring Understandings
A. Learners past and present environments influence how learners behave and think at any given time.
B. The general social contexts in which learners grow up—families and communities and more broadly, cultures and society—also influence learners’ behaviors and cognitive processes.
C. Not only does the environment affect learners and their learning, but so, too, do learners influence their environment.
D. Effective teachers create a classroom environment that encourages and supports productive behaviors and ways of thinking.
E. Effective teachers adapt instruction to the particular social and cultural contexts in which students live.
How do learners modify their own environment?
What is meant by the term niche-picking?
In the preceding sections we’ve seen various ways in which people’s environments—especially their social and cultural ones—affect their learning and behavior. But the reverse is true as well: deliberately, as the next two principles reveal.
niche-picking Tendency for a learner to seek out environmental conditions that are a good match with his or her existing characteristics and behaviors.
What can a teacher do to provide supportive contexts for learning?
If a teacher is using modeling to change a behavior or teach a new behavior, what needs to be remembered?
Why is a variety of role models needed?
Explain how to shape complex behaviors. There are several steps. Include each.
How does a teacher provide physical and cognitive tools that can help students work and think more effectively?
Why would a teacher want to encourage student dialogue and collaboration?
Why would a teacher want to create a community of learners?
What are the advantages of doing so?
How does a teacher create a community of learners?
Why is it important for a teacher to take into account the broader contexts in which students live?
How does a teacher do so?
What are stereotypes of Americans?
1. Create conditions that elicit desired responses.
2. Make sure productive behaviors are reinforced and unproductive behaviors are not reinforced.
3. Make response–reinforcement contingencies clear.
4. As an alternative to punishment, reinforce productive behaviors that are incompatible with unproductive ones.
1) Attention. Attention is critical for getting information into working memory. To learn effectively, then, students must pay attention to the model and especially to critical aspects of the modeled behavior.
2) Retention. e learner must remember what the model does—in particular, by storing it in long-term memory. Students are more likely to remember information if they encode it in more than one way, perhaps as both a visual image and a verbal message for instance, teachers might describe what th ...
Liaison work with regular teachers, parents, administrators, resource room teachers, Group counselling, psycho education with parents, guidance and counselling programs in regular school
World Health Organization (WHO) defined Life Skills as "the abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday”.
LIFE SKILL EDUCATION According to UNICEF, Life Skills is a behavior change or behavior development approach designed to address balance of three areas:
• Knowledge
• Attitude
• Skills.
A course on Learning Theory and Implications for Instruction.
These slides: Try to explain how teachers raise learners' motivation. By discussing some important theories, and using different instructional techniques.
Active learning engages students through hands-on activities, experiments, and real-life connections. At Manthan International School, we use project-based learning, educational apps, and peer discussions to enhance understanding and critical thinking. Book a tour to see how we foster creativity and active participation.
Contact: admissions@manthanschool.org | +91 8179381535 / +91 8179381537 / +91 7032817080
1. LYCEUM-NORTHWESTERN UNIVERSITY EMILYN R. RAGASA
COLLEGE OF ATRS SCIENCES AND EDUCATION
LECTURE
Children's literature
1. Children's literature or juvenile literature includes stories, books, and poems that are
enjoyed by children. Modern children's literature is classified in two different ways: genre
or the intended age of the reader.
2. One can trace children's literature back to stories and songs, part of a wider oral tradition
that adults shared with children before publishing existed. The development of early
children's literature, before printing was invented, is difficult to trace. Even after printing
became widespread, many classic "children's" tales were originally created for adults
and later adapted for a younger audience. Since the 1400s, a large quantity of literature,
often with a moral or religious message, has been aimed specifically at children. The late
nineteenth and early twentieth century’s became known as the "Golden Age of
Children's Literature" as this period included the publication of many books
acknowledged today as classics.
Public speaking
1. Public speaking is a process of speaking to a group of people in a structured,
deliberate manner intended to inform, influence, or entertain the listeners.
2. It is closely allied to "presenting", although the latter has more of a commercial
advertisement connotation. Public speaking is commonly understood as a kind of face-
to-face speaking between individuals and audience for the purpose of communication.
Values education
1. Values education is a term used to name several things, and there is much academic
controversy surrounding it. Some regard it as all aspects of the process by
which teachers (and other adults) transmit values to pupils.[1]
Others see it as an activity
that can take place in any organisation during which people are assisted by others, who
may be older, in a position of authority or are more experienced, to make explicit those
values underlying their own behaviour, to assess the effectiveness of these values and
associated behaviour for their own and others' long term well-being and to reflect on and
acquire other values and behaviour which they recognise as being more effective for
long term well-being of self and others.
2. This means that values education can take place at home, as well as in schools,
colleges, universities, offender's institutions and voluntary youth organisations. There are
two main approaches to values education, some see it as inculcating or transmitting a
set of values which often come from societal or religious rules or cultural ethics while
others see it as a type of Socratic dialogue[2]
where people are gradually brought to their
own realisation of what is good behaviour for themselves and their community.
2. Methods of Teaching
1. A teaching method comprises the principles and methods used for instruction.
Commonly used teaching methods may include class participation, demonstration,
recitation, memorization, or combinations of these. The choice of teaching method or
methods to be used depends largely on the information or skill that is being taught, and it
may also be influenced by the aptitude and enthusiasm of the students.
Methods of instruction
a) Explaining
Explaining, or lecturing, is the process of teaching by giving spoken explanations of the
subject that is to be learned. Lecturing is often accompanied by visual aids to help
students visualize an object or problem.
b) Demonstrating
Demonstrating is the process of teaching through examples or experiments. For
example, a science teacher may teach an idea by performing an experiment for
students. A demonstration may be used to prove a fact through a combination of visual
evidence and associated reasoning.
Demonstrations are similar to written storytelling and examples in that they allow
students to personally relate to the presented information. Memorization of a list of facts
is a detached and impersonal experience, whereas the same information, conveyed
through demonstration, becomes personally relatable. Demonstrations help to raise
student interest and reinforce memory retention because they provide connections
between facts and real-world applications of those facts. Lectures, on the other hand,
are often geared more towards factual presentation than connective learning.
c) Collaborating
Collaboration allows students to actively participate in the learning process by talking
with each other and listening to other points of view. Collaboration establishes a
personal connection between students and the topic of study and it helps students think
in a less personally biased way. Group projects and discussions are examples of this
teaching method. Teachers may employ collaboration to assess student's abilities to
work as a team, leadership skills, or presentation abilities.
Collaborative discussions can take a variety of forms, such as fishbowl discussions.
After some preparation and with clearly defined roles, a discussion may constitute most
of a lesson, with the teacher only giving short feedback at the end or in the following
lesson.
d) Learning by teaching
In this teaching method, students assume the role of teacher and teach their peers.
Students who teach others as a group or as individuals must study and understand a
topic well enough to teach it to their peers. By having students participate in the teaching
process, they gain self-confidence and strengthen their speaking and communication
skills.
3. Problem Solving Strategies
A. Problem Solving Strategies
As a college student your life is busy with a wide range of activities related to school,
home, work, and friends. Throughout the course of any given day, you handle a variety
of decisions and problems automatically. At times, however, situations arise which you
cannot solve “automatically.” In those situations the use of problem-solving skills
becomes an invaluable asset that allows you to make the best choices and decisions
available. In addition, problem-solving is a life skill that will serve you well throughout
your life.
B. WHAT IS PROBLEM-SOLVING?
Problem-solving is a tool, a skill, and a process. As a tool is helps you solve a problem
or achieve a goal. As a skill you can use it repeatedly throughout your life. And, as a
process it involves a number of steps.
It is not unusual for problems to arise when you are working towards a goal and
encounter obstacles along the way. Students usually have many and varied goals, both
related to school and to other areas of their lives, and it is likely that you will encounter
barriers to your success at times. As these barriers are encountered, problem-solving
strategies can be utilized to help you overcome the obstacle and achieve your goal. With
each use of problem-solving strategies, these skills become more refined and integrated
so that eventually their use becomes second nature.
THE PROBLEM-SOLVING PROCESS
a. Step 1 - Problem Definition
Before you are ready to take any steps to solve the problem, you first have to be sure
that you are clear about what the problem really is. It can be easy to get distracted by
solving a different problem than what is actually causing distress if it is easier than
dealing with the real problem. This step involves thinking about the following questions:
How is the current situation different from what I actually want it to be?
What do I actually want, or how do I actually want things to be?
What is preventing me from achieving my goals, or from things being the way I want
them to be?
It can be very helpful to write down the answers to these questions so that you are
forced to clarify that the problem you are defining is the actual one you want to solve.
Just thinking about things in your head can cause confusion and end up distracting you
from the actual problem at hand.
If you are dealing with more than one problem at a time, it may be helpful to prioritize
them. That way you can focus on each one individually, and give them all the attention
they require.
b. Step 2 – Problem Analysis
Once you have defined the problem, you need to think about it from different
perspectives to insure that you understand all the dimensions of the problem. The
following questions can be useful to help you analyze the problem.
4. How is this problem affecting me?
How is this problem affecting other people?
Who else is experiencing this problem?
How do other people deal with this problem?
After you have completed this step, check to make sure that your definition of the
problem still fits. It is not unusual at this point to find that the problem you really want to
solve is different than the one you initially identified.