Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". He studied how learning objectives relate to instructional design. Gagné identified 9 types or levels of learning - signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, problem solving, and attitudes. Each type of learning requires different instructional events and conditions to be effectively taught.
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things.
It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers.
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme. The public want to know whether the curriculum implemented has achieved its aims and objectives; teachers want to know whether what they are doing in the classroom is effective; and the developer or planner wants to know how to improve the curriculum product.
Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things.
It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers.
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Gagne's has given five categories of learning and eight conditions of learning which is also called hierarchy of learning. His instructional design has nine steps or events.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. Robert Mills Gagné (August 21,
1916 – April 28, 2002) was an
American educational
psychologist best known for his
"Conditions of Learning".
Gagné pioneered the science
of instruction during World War
II when he worked with the
Army Air Corps training pilots.
He went on to develop a series
of studies and works that
simplified and explained what
he and others believed to be
'good instruction.’
3. In 1965 Robert Gagne published his book
entitled The Conditions of Learning. In his
book, Gagne (1965) described the analysis
of learning objectives, and how these
different classes of learning objectives relate
to the appropriate instructional designs.
4.
5.
6.
7. Signal Learning
This is the simplest form of learning, and consists essentially
of the classical conditioning first described by the
behavioural psychologist Pavlov. In this, the subject is
'conditioned' to emit a desired response as a result of a
stimulus that would not normally produce that response.
This is done by first exposing the subject to the chosen
stimulus (known as the conditioned stimulus) along with
another stimulus (known as the unconditioned stimulus)
which produces the desired response naturally; after a
certain number of repetitions of the double stimulus, it is
found that the subject emits the desired response when
exposed to the conditioned stimulus on its own. The
applications of classical conditioning in facilitating human
learning are, however, very limited.
8. Stimulus-response learning
This somewhat more sophisticated form of
learning, which is also known as operant
conditioning, was originally developed by Skinner.
It involves developing desired stimulus-response
bonds in the subject through a carefully-planned
reinforcement schedule based on the use of
'rewards' and 'punishments'. Operant conditioning
differs from classical conditioning in that the
reinforcing agent (the 'reward' or 'punishment') is
presented after the response. It is this type of
conditioning that forms the basis of programmed
learning in all its various manifestations.
9. Chaining
This is a more advanced form of learning
in which the subject develops the ability
to connect two or more previously-
learned stimulus-response bonds into a
linked sequence. It is the process
whereby most complex psychomotor
skills (eg riding a bicycle or playing the
piano) are learned.
10. Verbal association
This is a form of chaining in which the links
between the items being connected are
verbal in nature. Verbal association is one
of the key processes in the development
of language skills.
11. Discrimination learning
This involves developing the ability to
make appropriate (different) responses to
a series of similar stimuli that differ in a
systematic way. The process is made
more complex (and hence more difficult)
by the phenomenon of interference,
whereby one piece of learning inhibits
another. Interference is thought to be one
of the main causes of forgetting.
12. Concept learning
This involves developing the ability to
make a consistent response to different
stimuli that form a common class or
category of some sort. It forms the basis of
the ability to generalize, classify etc.
13. Rule learning
This is a very-high-level cognitive process
that involves being able to learn
relationships between concepts and
apply these relationships in different
situations, including situations not
previously encountered. It forms the basis
of the learning of general rules,
procedures, etc.
14. Problem solving
This is the highest level of cognitive
process according to Gagné. It involves
developing the ability to invent a
complex rule, algorithm or procedure for
the purpose of solving one particular
problem, and then using the method to
solve other problems of a similar nature.
15.
16.
17. Gain attention of the students
Ensure the learners are ready to learn and
participate in activities by presenting a
stimulus to gain their attention.
Methods for gaining learners’ attention include:
Stimulate students with novelty, uncertainty
and surprise
Pose thought-provoking questions to the
students
Have students pose questions to be answered
by other students
18. Inform students of the
objectives
Inform students of the objectives or
outcomes to help them understand what
they are to learn during the course.
Provide objectives before instruction
begins.
19. Stimulate recall of prior
learning
Help students make sense of new
information by relating it to something
they already know or something they
have already experienced.
Methods for stimulating recall include:
Ask questions about previous experiences
Ask students about their understanding of
previous concepts
20. Present the content
Use strategies to present and cue lesson content to provide more
effective, efficient instruction. Organize and chunk content in a
meaningful way. Provide explanations after demonstrations.
Ways to present and cue lesson content include:
Provide examples
Present multiple versions of the same content, e.g., video,
demonstration, lecture, group work
Provide instructional support as needed – as scaffolds (cues, hints,
prompts) which can be removed after the student learns the task or
content.
Ask deep-learning questions, making reference to what students
already know.
Help students integrate new knowledge by providing real-world
examples.
21. Provide learning guidance
Advise students of strategies to aid them in learning content
and of resources available.
Methods to provide learning guidance include:
Provide instructional support as needed – as scaffolds
(cues, hints, prompts) which can be removed after the
student learns the task or content
Model varied learning strategies –concept mapping, role
playing, visualizing
Use examples and non-examples – in addition to providing
examples, use non-examples to help students see what not
to do or the opposite of examples
Provide case studies, analogies, visual images and
metaphors – case studies for real world application,
analogies for knowledge construction, visual images to
make visual associations, metaphors to support learning
22. Elicit performance (practice)
Activate student processing to help them internalize new skills and
knowledge and to confirm correct understanding of these concepts.
Ways to activate learner processing include:
Elicit student activities – ask deep-learning questions, make
reference to what students already know or have students
collaborate with their peers
Elicit recall strategies – ask students to recite, revisit, or
reiterate information they have learned
Facilitate student elaborations – ask students to elaborate or
explain details and provide more complexity to their responses
Help students integrate new knowledge – provide content in a
context-rich way (use real-world examples)
23. Provide feedback
Provide immediate feedback of students’ performance to
assess and facilitate learning.
Types of feedback include:
Confirmatory feedback – Informs the student they did what
he or she were supposed to do
Corrective and remedial feedback – informs the student the
accuracy of their performance or response
Informative feedback – Provides information (new, different,
additions, suggestions) to a student and confirms that you
have been actively listening – this information allows
sharing between two people
Analytical feedback – Provides the student with
suggestions, recommendations, and information for them to
correct their performance
24. Assess performance
In order to evaluate the effectiveness of the instructional
events, you must test to see if the expected learning outcomes
have been achieved. Performance should be based on
previously stated objectives.
Methods for testing learning include:
Pretest for mastery of prerequisites
Conduct a post-test to check for mastery of content or skills
Embed questions throughout instruction through oral
questioning and/or quizzes
Include objective or criterion-referenced performances
which measure how well a student has learned a topic
Identify normative-referenced performances which
compares one student to another student
25. Enhance retention and transfer
to the job
To help learners develop expertise, they
must internalize new knowledge.
Methods for helping learners internalize new
knowledge include:
Generating examples
Create concept maps or outlines
28. Intellectual skills
Discrimination: Recognizing that two classes
of things differ
Concrete concept: Classifying things by their
physical features alone
Defined concept: Classifying things by their
abstract (and possibly physical) features
Rule: Applying a simple procedure to solve a
problem or accomplish a task
Higher-order rule: Applying a complex
procedure (or multiple simple procedures) to
solve a problem or accomplish a task
29. Cognitive strategies
Cognitive strategies are one type of learning
strategy that learners use in order to learn
more successfully. These include repetition,
organising new language, summarising
meaning, guessing meaning from context,
using imagery for memorisation. All of these
strategies involve deliberate manipulation of
language to improve learning.
30. Motor skills
A motor skill is an intentional movement
involving a motor or muscular
component, that must be learned and
voluntarily produced to proficiently
perform goal-oriented task, according to
Knapp, Newell, and Sparrow. Performing a
physical task to some specified standard