Children are not things to be modeled but people to be unfolded (Jess Lair). Discuss the process of children learning and tips and strategies for teachers to facilitate children learning.
Learning Objectives
At the end of this module learner will be able to:
Define Preschool education
Describe the need and importance of preschool education
Describe the Pedagogy used in preschool education
Demonstrate an understanding of assessment in the preschool years
Outline the Role of Parents and Community in promoting preschool education
Describe how linkages can be made with Primary schools for smooth transition
this PPT tries to give a detailed explanation of Piaget's early life and his theory of cognitive development. It also give a short account of where he went wrong.
Learning Objectives
At the end of this module learner will be able to:
Define Preschool education
Describe the need and importance of preschool education
Describe the Pedagogy used in preschool education
Demonstrate an understanding of assessment in the preschool years
Outline the Role of Parents and Community in promoting preschool education
Describe how linkages can be made with Primary schools for smooth transition
this PPT tries to give a detailed explanation of Piaget's early life and his theory of cognitive development. It also give a short account of where he went wrong.
“Concept Attainment ( indirect instruction strategy) Model” by Jerome Bruner. It also discuss on Descriptions of Bruner’s Concept Attainment Model. Merits, limitations and applications of Concept Attainment Model
The teaching style is that it is the most effective and efficient means of presenting. the material as long as the style is appropriate for the subject and the students. Teaching styles develop understanding, skills, and values relative to the subject.
“Concept Attainment ( indirect instruction strategy) Model” by Jerome Bruner. It also discuss on Descriptions of Bruner’s Concept Attainment Model. Merits, limitations and applications of Concept Attainment Model
The teaching style is that it is the most effective and efficient means of presenting. the material as long as the style is appropriate for the subject and the students. Teaching styles develop understanding, skills, and values relative to the subject.
Intelligent behavior should be modeled and taught in the classrooms. The goal is to see students develop these skills. In the following pages, there will be examples of these behaviors and a classroom implementation.
In this section, we will provide some basic formats for putting plans into action. The first challenge is to match your teaching methods to your objectives.
The session is designed for Social Studies teachers. In this session, teachers will explore a variety of ways to introduce core concepts of citizenship education in their classrooms. The interactive ways of teaching citizenship education will help students in becoming active citizens at school and in the community.
The purpose of the session were
help teachers to understand the concept of citizenship education.
explore interactive ways to promote citizenship education in their classes.
design hands-on and mind-on activities to help children become active citizens.
Teaching and learning context changes from one to another. Teachers are required to adapt teaching strategies according to the children learning styles. That is why there is no ‘teaching prescription’ that could be given to teachers to follow. Therefore, It is necessary for teachers to continually reflect and critically evaluate their practices to become aware of the theory and motives behind and take deliberate action to develop (Gibbs, 1988)
The webinar will discuss reflective practice and strategies to practice reflection in the context of education.
By Muhammad Yusuf
"The spontaneous overflow of powerful feelings."
It is our job as teachers to inculcate in students the appreciation of poetry. This Webinar will discuss various techniques and strategies to teach poetry.
Facilitator:
Jennifer Marshall
The webinar will help Early Childhood Care and Education (ECCE) practitioners, to get an insight into how to make effective learning corners. It also discusses the required material that can be developed or used for these corners.
What is a good school? Is my school, a good school? Educators around the globe raise these questions. This webinar will attempt to answer these questions to help the school leadership to develop an enabling learning environment for students.
This webinar is the conclusion of sentence structure (https://youtu.be/KPv1k2ODtao) from the previous webinar.
Here the other two kinds (Compound and Complex Sentence Structure) of the structure are dealt with.
Creativity in learning and leadership has always been a hot topic in education. Creative leadership entails perceiving, thinking, and acting in novel ways to improve the life prospects of all pupils. In addition, creative leaders create the conditions, environment, and possibilities for others to be creative.
Butterfly effects for School Improvement
Changes come from the small initiative which works, initiatives which initiated, become the fashion (Charles Handy). The webinar will discuss activities and strategies which are smaller but have a larger impact on school improvement.
# Educational leadership
Newspaper plays an important part to enhance different skills. The session will help teachers to plan different activities related to newspapers to maximize learning outcomes.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. What is Learning?
Learning is the process of acquiring new,
or modifying existing, knowledge,
behaviors, skills, values, or preferences.
Richard Gross – The Science of Mind and Behavior
3. Some Facts
• On a given day about one Billion (1000 million) children go to school,
617 million children are unable to reach to their maximum potential
of reading and mathematics, although two third 411 million
(approx.)of them are in schools
• Problems: Unmotivated, Untrained teachers, lack of creativity and
innovation, dull environment, uneducated parents with high
expectations
Schooling does not always lead to learning. Worldwide, there
are more non-learners in school than out of school. UNICEF
4. WHY CHILDREN FAIL? John Holt
Children fail because of fear, boredom and confusion
(Fail: Creativity & Understanding)
Fear to fall below adult’s expectations
Bored because the curriculum is irrelevant
Confusion of why they are learning what they are learning at school?
6. What Teachers/Parents should do?
• Avoid passive listeners for long periods of time.
• Hands-on activities, such as experiments, observations,
projects, etc.
• Participation in classroom discussions and other collaborative
activities.
• Some control over their own learning which means allowing
students to make some decisions about what to learn and
how.
• Creating learning goals that are consistent with their interests
and future aspirations.
8. What Parents/Teacher should do?
• Assign students to work in groups and assume the role of
a coach/coordinator who provides guidance and support
to the groups.
• Create a classroom environment that includes group
workspaces where resources are shared.
• Through modelling and coaching, teach students how to
co-operate with each other.
9. Continue
• Create circumstances for students to interact with
each other, to express their opinions and to evaluate
other students’ arguments.
• An important aspect of social learning is to link the
school to the community at large. In this way,
students’ opportunities for social participation are
enlarged
10. Meaningful activities
Children learn best
when they participate
in activities that are
perceived to be useful
in real life and are
culturally relevant.
11. What Parents/ Teacher should do?
• Students can improve their oral language and
communication skills by participating in debates.
• They can improve their writing skills by being involved
in the preparation of a classroom newspaper.
• Students can learn science by participating in a
community or school environmental project.
• The school can be in contact with local scientists and
invite them to lecture, or allow the students to visit
their laboratories.
13. What Teachers/Parents should do?
• Teachers can discuss the content of a lesson before starting in
order to ensure that the students have the necessary prior
knowledge and in order to activate this knowledge.
• Teachers do not simply need to know that students know
something about the topic to be introduced. They need to
investigate students’ prior knowledge in detail so that false beliefs
and misconceptions can be identified.
• Teachers may need to go back to cover important prerequisite
material or ask the students to do some preparatory work on
their own.
14. Continue …
• Teachers can ask the kind of question that helps
students see relationships between what they
are reading and what they already know.
•Effective teachers can help students to grasp
relationships and make connections. They can do
so by providing a model or a scaffold that
students can use as support in their efforts to
improve their performance.
15. Restructuring prior knowledge
Sometimes prior
knowledge can stand in the
way of learning something
new. Students must learn
how to solve internal
inconsistencies and
restructure existing
conceptions when
necessary.
16. What teachers should do?
• Teachers need to be aware that students have prior
beliefs and incomplete understandings that can conflict
with what is being taught at school.
• It is important to create the circumstances where
alternative beliefs and explanations can be externalized
and expressed.
• Teachers need to build on the existing ideas of students
and slowly lead them to more mature understandings.
Ignoring prior beliefs can lead to the formation of
misconceptions.
17. Continue …
• Students must be provided with observations and experiments
that have the potential of showing to them that some of their
beliefs can be wrong. Examples from the history of science can
be used for this purpose.
• Scientific explanations must be presented with clarity and, when
possible, exemplified with models.
• Students must be given enough time to restructure their prior
conceptions. In order to do this, it is better to design curricula
that deal with fewer topics in greater depth than attempting to
cover a great deal of topics in a superficial manner.
18. Aiming towards understanding
rather than memorization
Learning is better
when material is
organized around
general principles and
explanations, rather
than when it is based
on the memorization
of isolated facts and
procedures.
19. What teachers/Parents should do?
• Ask students to explain a phenomenon or a concept in their own words.
• Show students how to provide examples that illustrate how a principle
applies or how a law works.
• Students must be able to solve characteristic problems in the subject-
matter area. Problems can increase in difficulty as students acquire greater
expertise.
• When students understand the material, they can see similarities and
differences, they can compare and contrast, and they can understand and
generate analogies.
• Teach students how to abstract general principles from specific cases and
generalize from specific examples.
20. Being strategic
People learn by
employing effective
and flexible
strategies that help
them to understand,
reason, memorize
and solve problems.
21. Being Strategic – Six component
• Spacing (Spread out learning opportunities over time)
Help students to schedule with brief study sessions each day and stick to it
Teachers/Parents should repeat the most important concepts in multiple
classes (space repetition)
• Interleaving (Jumbling up idea)
Help students to switch between different ideas
Give different problems to solve rather than similar problems
• Retrieval practice (Bringing information to mind from memory)
Involve students take practice test of low – stakes and no-stakes quizzes
Ask students to draw or write what they remember
22. Continue …
• Concrete examples (Concrete Example)
Give multiple example of the same idea
Help students to under the true idea the example is intending to illustrate
• Elaboration (Asking “Why & How” question)
Ask students to explain how the topic is related to their lives
Take two topics and explain how they are similar and how they are different
• Dual coding (Combining Verbal (words) with Visual representation)
Ask students to draw whatever they are saying or a text says
Ask the students to talk/ write what a picture, or a diagram says
23. Continue…
Give students a task and provide a model of the inquiry process or ask
key questions. For example, in reading, teachers can explicitly show
students how to outline the important points in a text and how to
summarize them.
Alternatively, they can ask a group of students to discuss a text and
summarize it. They can help in this process by participating in the
discussion and by asking critical questions.
In science, teachers can show students how to conduct experiments:
how to form hypotheses, how to keep a systematic record of their
findings, and how to evaluate them.
24. Engaging in self-
regulation and being
reflective
Learners must know how to plan and
monitor their learning, how to set their
own learning goals and how to correct
errors.
25. What Teachers/Parents should do?
•To plan how to solve problems, design experiments and
read books;
•To evaluate the statements, arguments, solutions to
problems of others, as well as of one’s self;
•To check their thinking and ask themselves questions
about their understanding— (Why am I doing what I am
doing? How well am I doing? What remains to be done?);
26. Continue
•To develop realistic knowledge of themselves as
learners— (I am good in reading, but need to
work on my mathematics);
•To set their own learning goals;
•To know what are the most effective strategies
to use and when to use them.
27. Helping students learn to transfer
Learning
becomes more
meaningful when
the lessons are
applied to real-
life situations.
28. What Teachers/Parents need to do?
• Insisting on mastery of subject matter. Without an
adequate degree of understanding, transfer cannot
take place (see previous principle).
• Helping students see the transfer implications of the
information they have learned.
• Applying what has been learned in one subject-matter
area to other areas to which it may be related.
29. Continue
• Showing students how to abstract general principles
from concrete examples.
• Helping students learn how to monitor their learning
and how to seek and use feedback about their
progress.
• Teach for understanding rather than for memorization
(see previous principle).
30. Taking time to practice
Learning is a complex
cognitive activity that
cannot be rushed. It
requires considerable
time and periods of
practice to start building
expertise in an area.
31. What Teachers/Parents should do?
• Increase the amount of time students spend on
learning in the classroom.
• Give students learning tasks that are consistent with
what they already know.
• Do not try to cover too many topics at once. Give
students time to understand the new information.
32. Continue ….
• Help students engage in ‘deliberate practice’ that
includes active thinking and monitoring of their own
learning (see sections on self-regulation).
• Give students access to books so that they can
practice reading at home.
• Be in contact with parents so that they can learn to
provide richer educational experiences for their
children.
34. What Teachers/ Parents should do?
.
• Learn how to assess children’s knowledge, strategies and modes of learning
adequately.
• Introduce children to a wide range of materials, activities and learning
tasks that include language, mathematics, natural sciences, social sciences,
art, music, movement, social understanding, etc.
• Identify students’ areas of strength, paying particular attention to the
interest, persistence and confidence they demonstrate in different kinds of
activities.
• Support students’ areas of strength and utilize these areas to improve
overall academic performance.
• Guide and challenge students’ thinking and learning.
35. Continue ….
• Ask children thought-provoking questions and give them problems to
solve. Urge children to test hypotheses in a variety of ways.
• Create connections to the real world by introducing problems and
materials drawn from everyday situations.
• Show children how they can use their unique profiles of intelligence
to solve real-world problems.
• Create circumstances for students to interact with people in the
community, and particularly with adults who are knowledgeable and
enthusiastic about the kinds of things that are of interest to the
students.
36. Creating motivated learners
Learning is critically
influenced by
learner motivation.
Teachers can help
students become
more motivated
learners by their
behavior and the
statements they
make.
37. What Teachers/Parents should
do?
• Recognize student accomplishments.
• Attribute student achievement to internal and not
external factors (e.g. ‘You have good ideas’).
• Help students believe in themselves (e.g. ‘You are
putting a lot of effort on math and your grades have
much improved’).
• Provide feedback to children about the strategies they
use and instruction as to how to improve them.
38. Continue ….
• Ability grouping gives the message that ability is
valued more than effort.
• Promote co-operation rather than competition.
• Provide novel and interesting tasks that challenge
learners’
• curiosity and higher-order thinking skills at the
appropriate level of difficulty.
39.
40. On Children
by Kahlil Gibran, from his book “The Prophet”
Your children are not your children.
They are the sons and daughters of Life’s longing for itself.
They come through you but not from you,
and though they are with you, yet they belong not to you.
You may give them your love but not your thoughts,
for they have their own thoughts.
You may house their bodies but not their souls,
for their souls dwell in the house of tomorrow,
which you cannot visit, not even in your dreams.
You may strive to be like them, but seek not to make them like you,
for life goes not backward nor tarries with yesterday.
41. Reference
• How children learn By Stella Vosniadou
http://www.ibe.unesco.org/sites/default/files/resources/edu-
practices_07_eng.pdf
42. Books you can read
• How your child learns best – Judy Willis
• Visible Learning and the science of how we learn – John Hattie and
Gregory Yates
If you have trouble getting these books write to
us
Editor's Notes
Children were considered as blank slates and raw clays to be molded
Confusion lead to boredom
Learning happens in a social setup but it is an individual act