Maturation refers to the physical, emotional, and mental growth and development that occurs as individuals age. It is distinct from learning, which results from external stimuli and practice. Maturation sets limits on what can be learned based on hereditary factors and occurs through natural growth and development processes rather than external influences. Understanding the relationship between maturation and learning is important for teachers to know what and when to teach based on a child's developmental stage and abilities.
There are two major factors that influence individual differences: heredity and environment. Heredity refers to genetic factors like intelligence, physical abilities, talents, and temperament that are inherited. Environment encompasses outside influences like family background, community, and school experiences that help shape development. Specifically, key environmental factors are family socioeconomic status, neighborhood characteristics, teacher quality, school facilities, and school location. Individuals differ in how they are affected by these inherent and external factors, leading to variability in traits, learning pace, and capabilities between individuals. Teachers must be aware of these differences and tailor instruction accordingly to maximize each student's growth.
Piaget found that children’s ideas regarding rules, moral judgements and punishment tended to change as they got older. In other words just as there were stages to children’s cognitive development so also there were universal stages to their moral development. Piaget suggested two main types of moral thinking:
Heteronomous morality (moral realism)
• Autonomous morality (moral relativism)
This document provides information about Course 4 - Learning and Teaching from SNDT University's B.Ed. Part I program. It discusses key concepts related to learning and teaching, including definitions of learning, types of knowledge, Bloom's taxonomy, and concept mapping. The objectives are to help students understand concepts of learning, types of knowledge and processes of knowing, stages of teaching, and roles of a teacher.
Educational Psychology- Brief History, introduction, meaning and concept of ...Dr. Manju N D
Educational psychology is the branch of psychology that applies psychological theories and principles to education. It is concerned with understanding learners and the learning process, with a focus on facilitating teaching and learning experiences. Some key aspects covered are:
- The development of students and their cognitive abilities.
- How students learn and retain information through different processes like perception, motivation, and memory.
- Creating effective learning environments and improving teaching methods based on psychological principles.
- Evaluating learning outcomes and the various factors that influence the learning experience.
Lawrence Kohlberg was a Harvard professor known for his theory of moral development. He proposed that morality develops through six stages across three levels - pre-conventional, conventional, and post-conventional. At the pre-conventional level, children's morality is based on obedience and self-interest. The conventional level involves conforming to social norms and rules. Finally, at the post-conventional level, morality is based on abstract principles of justice and social contracts. Kohlberg's theory suggests morality grows increasingly complex as individuals develop through these six stages.
Edward Thorndike's theory of learning through trial and error proposed that learning occurs through associations formed between stimuli and responses. When a response leads to a satisfying outcome, the stimulus-response association is strengthened. Thorndike identified three laws of learning: the law of readiness, the law of exercise, and the law of effect. His theory emphasized that learning is gradual, motivated, and occurs through random responses that are strengthened when they are successful. Thorndike's work laid the foundation for behaviorism and operant conditioning.
1) The document outlines the steps involved in developing a new test, including defining the test purpose and audience, developing a test plan, writing test items, and specifying administration instructions.
2) Key steps include composing items in various formats like multiple choice, true/false, essays, and developing scoring methods.
3) Writing good test items requires considering factors like reading level, avoiding bias, and ensuring items measure the intended construct.
Maturation refers to the physical, emotional, and mental growth and development that occurs as individuals age. It is distinct from learning, which results from external stimuli and practice. Maturation sets limits on what can be learned based on hereditary factors and occurs through natural growth and development processes rather than external influences. Understanding the relationship between maturation and learning is important for teachers to know what and when to teach based on a child's developmental stage and abilities.
There are two major factors that influence individual differences: heredity and environment. Heredity refers to genetic factors like intelligence, physical abilities, talents, and temperament that are inherited. Environment encompasses outside influences like family background, community, and school experiences that help shape development. Specifically, key environmental factors are family socioeconomic status, neighborhood characteristics, teacher quality, school facilities, and school location. Individuals differ in how they are affected by these inherent and external factors, leading to variability in traits, learning pace, and capabilities between individuals. Teachers must be aware of these differences and tailor instruction accordingly to maximize each student's growth.
Piaget found that children’s ideas regarding rules, moral judgements and punishment tended to change as they got older. In other words just as there were stages to children’s cognitive development so also there were universal stages to their moral development. Piaget suggested two main types of moral thinking:
Heteronomous morality (moral realism)
• Autonomous morality (moral relativism)
This document provides information about Course 4 - Learning and Teaching from SNDT University's B.Ed. Part I program. It discusses key concepts related to learning and teaching, including definitions of learning, types of knowledge, Bloom's taxonomy, and concept mapping. The objectives are to help students understand concepts of learning, types of knowledge and processes of knowing, stages of teaching, and roles of a teacher.
Educational Psychology- Brief History, introduction, meaning and concept of ...Dr. Manju N D
Educational psychology is the branch of psychology that applies psychological theories and principles to education. It is concerned with understanding learners and the learning process, with a focus on facilitating teaching and learning experiences. Some key aspects covered are:
- The development of students and their cognitive abilities.
- How students learn and retain information through different processes like perception, motivation, and memory.
- Creating effective learning environments and improving teaching methods based on psychological principles.
- Evaluating learning outcomes and the various factors that influence the learning experience.
Lawrence Kohlberg was a Harvard professor known for his theory of moral development. He proposed that morality develops through six stages across three levels - pre-conventional, conventional, and post-conventional. At the pre-conventional level, children's morality is based on obedience and self-interest. The conventional level involves conforming to social norms and rules. Finally, at the post-conventional level, morality is based on abstract principles of justice and social contracts. Kohlberg's theory suggests morality grows increasingly complex as individuals develop through these six stages.
Edward Thorndike's theory of learning through trial and error proposed that learning occurs through associations formed between stimuli and responses. When a response leads to a satisfying outcome, the stimulus-response association is strengthened. Thorndike identified three laws of learning: the law of readiness, the law of exercise, and the law of effect. His theory emphasized that learning is gradual, motivated, and occurs through random responses that are strengthened when they are successful. Thorndike's work laid the foundation for behaviorism and operant conditioning.
1) The document outlines the steps involved in developing a new test, including defining the test purpose and audience, developing a test plan, writing test items, and specifying administration instructions.
2) Key steps include composing items in various formats like multiple choice, true/false, essays, and developing scoring methods.
3) Writing good test items requires considering factors like reading level, avoiding bias, and ensuring items measure the intended construct.
This chapter discusses the field of educational psychology and how it relates to teaching. It defines educational psychology as applying psychological principles to education and understanding learners and the learning process. The chapter outlines several responsibilities of educational psychologists, including researching teaching effectiveness and how students learn. It also discusses the accumulated knowledge base in educational psychology around factors like environmental/cultural influences, cognitive development, and classroom management.
The chapter then explains that future teachers will need skills in areas like decision-making, serving diverse learners, and addressing traditional classroom problems, as well as using new technology and having knowledge of learning theories. It states teachers must be able to understand and connect with students from different backgrounds. Finally, it poses questions about what makes an
(a) Meaning and Nature of Individual Differences.
(b) Cause of Individual Differences.
(c) Educational Provisions.
(d) Measurement of Individual Difference.
this presentation is prepared for AIOU course 8610
Individual Differences: Meaning and Causes discusses the definitions, types, and causes of individual differences. It defines individual differences as variations between individuals in physical, mental, and personality traits. The main types of differences discussed are physical, intelligence, attitudes, achievement, motor ability, sex, race, economic status, interests, emotions, and personality. The key causes identified are heredity, environment, race/nationality, sex, age, and education. The document concludes by outlining the role of individual differences in education, including limiting class sizes, proper class division, tailored homework/curriculum, teaching methods, and educational/vocational guidance.
Moral development theories propose that morality progresses through stages of increasing complexity, from a focus on obedience and consequences to considering social order and universal ethical principles. However, critiques argue that Kohlberg's theory is biased towards Western notions of justice and fails to account for non-Western concepts of morality or women's tendency towards care-based reasoning. The implications are that teachers and researchers should consider cultural and gender influences and use a variety of dilemmas involving both justice and care when studying and facilitating moral growth.
“Individual difference and educational implications- thinking, intelligence a...Shrooti Shah
The differences among individuals, that distinguish or separate them from one another and make one as an unique individual in oneself, may be termed as individual differences.
Learning is most effective when differences in learner’s language, cultural, and social behaviour are taken into account.
A teacher should be sensitive to individual differences.
A teacher’s challenge is to acknowledge and celebrate the differences among children and work to maximize the growth in each child.
Jean Piaget was a Swiss psychologist who developed the theory of cognitive development to explain how children acquire knowledge and learn. He believed that children construct an understanding of the world through experiences that create disequilibrium forcing accommodation or assimilation of new schemas. Piaget identified four stages of cognitive development - sensorimotor, preoperational, concrete operational, and formal operational - where children's reasoning and thinking skills advance as their brains mature. His theory emphasized that learning results from interactions between biology and experiences in the environment.
The behavioral approach views all behaviors as learned through environmental stimuli and interactions. It studies observable behaviors and focuses on three main learning processes: classical conditioning through association; operant conditioning through reinforcement and punishment; and social learning through observing others. A strength is its scientific study of concepts like classical conditioning, but it is also reductionist by oversimplifying complex issues. Using animal studies also poses issues with extrapolating findings to human behaviors.
Nature of attention (Meaning, Definition and Theories in brief)Dr Rajesh Verma
This document discusses the nature and theories of attention. It defines attention as the process of selecting certain stimuli from a group of others. Attention involves alertness, concentration, and search. The spotlight and zoom-lens models are described as ways attention focuses on specific areas. Filter and attenuation theories explain how the brain processes multiple stimuli. Factors like size, movement, and motivation can influence what receives attention. Theories of attention seek to explain how stimuli are selected from many options for further cognitive processing.
Piaget's theory of cognitive development identified four stages that children progress through as they develop: sensorimotor, preoperational, concrete operational, and formal operational. During each stage, children develop new cognitive abilities such as object permanence, symbolic thought, logical reasoning, and abstract thinking. Kohlberg's theory of moral development also identified six stages across three levels - pre-conventional, conventional, and post-conventional - where children's understanding of morality evolves from self-interest to aligning with social rules to developing their own principles. Both theories aimed to explain how children's thinking develops as they mature.
The document discusses the experimental method in psychology. It notes that experimental psychology refers to work done using experimental methods to study psychological processes. Key aspects of the experimental method include: carefully controlling variables through experimental designs; conducting experiments on living organisms with an experimenter and subject; and using techniques like the control-test method, control-group method, and rotation method. The method allows for objective, precise study but can also be time-consuming and not capture all aspects of behavior. Overall, the experimental method is considered the most scientific way to study behavior in psychology.
This document discusses various defence mechanisms (also known as adjustment mechanisms) that individuals unconsciously adopt to cope with frustration. It defines defence mechanisms as habitual methods used to overcome blocks, reach goals, satisfy motives, relieve frustration, and maintain equilibrium. Some of the defence mechanisms discussed include repression, reaction formation, projection, rationalization, identification, compensation, and sublimation. The document provides examples and suggestions for teachers on how to help students adopt more socially acceptable defence mechanisms.
Objective Type Items, Recognition Type Items and Recall ItemsDr. Amjad Ali Arain
Topic: Objective Type Items, Recognition Type Items and Recall Items
Student Name: Munazza Mohsin Samo
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
Applied behavior analysis uses principles of operant conditioning to change behavior in education settings. Teachers can increase desirable student behaviors by choosing effective reinforcers, making them contingent on the target behavior, and using different schedules of reinforcement. Applied behavior analysis also aims to decrease undesirable behaviors through strategies like negative reinforcement and behavior contracts.
Carl Rogers was a major figure in humanistic psychology. He believed that humans have an innate tendency towards growth and self-actualization if provided an environment of unconditional positive regard. Rogers developed person-centered therapy which aims to provide clients with empathy, genuineness and warmth to help them move towards congruence between their real, perceived and ideal selves. He saw the fully functioning person as open, trusting, flexible and able to live fully in each moment. However, critics argue that Rogers' theory is too optimistic about human nature and risks promoting selfishness.
This document discusses how socioeconomic status can affect children's academic performance and development. It notes that lower-class children often have less access to resources, live in poorer communities with more violence, and score lower on academic tests due to limited vocabulary. However, research also shows lower-class children display more compassion, try harder to succeed, and have higher cooperation and confidence than other students. The document stresses the importance for educators to believe in and support all students regardless of their socioeconomic background.
Educational psychology is the branch of psychology that applies psychological findings to education. It studies human behavior in educational settings and helps teachers understand student development, capacities, and how they learn. Educational psychology examines topics like learning and development, individual differences, learning processes, teaching methods, and creating effective learning environments. It aims to understand, predict, and control human behavior in educational contexts.
Rating scales allow teachers to assess students' behaviors, skills, and strategies by indicating their degree or frequency. There are several types of rating scales including numerical, descriptive, graphical, and comparative. A commonly used rating scale is the Likert scale, which can have 5, 7, or 9 points and asks people to indicate their level of agreement. Rating scales standardize qualitative and quantitative judgments about performance but can also be subjective and biased depending on the rater. They are useful for periodically evaluating students on traits but may overlook some behaviors.
Classical conditioning (CC) and operant conditioning (OC) both involve learning through associations between stimuli and responses. However, they differ in key ways:
1. In CC, the response is involuntary and precedes the stimulus, while in OC the response is voluntary and occurs after reinforcement.
2. CC involves passive learning as the response is automatic, while OC requires an active learner who operates on the environment to obtain reinforcement.
3. The timing of the stimulus and response differ between the two: in CC the stimulus precedes the response, while in OC the response precedes reinforcement.
This document provides an overview of educational psychology. It begins with an introduction to the field and various methods used in psychology, including introspection, observation, experimentation, case studies, and interviews. It then covers key topics like growth and development across the lifespan, intelligence and theories of intelligence, and cognitive development in children. The document also discusses theories of needs, individual differences, and approaches to intelligence like Spearman's two-factor theory and Guilford's structure of intellect. Overall, the document serves as an introductory guide to major concepts and approaches within educational psychology.
The document discusses the theory of behaviourism and some of its key proponents. Behaviourism argues that behaviour is the only objective thing that can be studied, not internal mental states. Some of the theorists discussed include Ivan Pavlov, Edward Thorndike, John B. Watson, and B.F. Skinner. Their work involved classical conditioning experiments with animals and humans to understand learning through stimulus-response associations and reinforcement.
This document provides an overview of learning theories and concepts. It discusses behaviorism, cognitivism, and social constructivism as theories of learning. It also outlines key concepts related to learning like the different types of learning, nature of learning theories, learner-centered principles, and cognitive and metacognitive factors that influence learning. Various instructional strategies that are learner-centered are also mentioned.
This document discusses several influential learning theorists and their perspectives on how students learn. Jerome Bruner believed that learning is an active process where students construct new ideas based on past knowledge. Lev Vygotsky emphasized the role of culture and social interaction in learning. He introduced the concept of the zone of proximal development. Howard Gardner proposed multiple intelligences and that students learn in different ways such as linguistically, spatially, musically. Jean Piaget described four stages of cognitive development from sensorimotor to formal operations. The document also discusses learning styles, cognitive styles, gender differences and cultural influences on learning. It provides examples of how understanding student diversity can help teachers plan effective instruction.
This chapter discusses the field of educational psychology and how it relates to teaching. It defines educational psychology as applying psychological principles to education and understanding learners and the learning process. The chapter outlines several responsibilities of educational psychologists, including researching teaching effectiveness and how students learn. It also discusses the accumulated knowledge base in educational psychology around factors like environmental/cultural influences, cognitive development, and classroom management.
The chapter then explains that future teachers will need skills in areas like decision-making, serving diverse learners, and addressing traditional classroom problems, as well as using new technology and having knowledge of learning theories. It states teachers must be able to understand and connect with students from different backgrounds. Finally, it poses questions about what makes an
(a) Meaning and Nature of Individual Differences.
(b) Cause of Individual Differences.
(c) Educational Provisions.
(d) Measurement of Individual Difference.
this presentation is prepared for AIOU course 8610
Individual Differences: Meaning and Causes discusses the definitions, types, and causes of individual differences. It defines individual differences as variations between individuals in physical, mental, and personality traits. The main types of differences discussed are physical, intelligence, attitudes, achievement, motor ability, sex, race, economic status, interests, emotions, and personality. The key causes identified are heredity, environment, race/nationality, sex, age, and education. The document concludes by outlining the role of individual differences in education, including limiting class sizes, proper class division, tailored homework/curriculum, teaching methods, and educational/vocational guidance.
Moral development theories propose that morality progresses through stages of increasing complexity, from a focus on obedience and consequences to considering social order and universal ethical principles. However, critiques argue that Kohlberg's theory is biased towards Western notions of justice and fails to account for non-Western concepts of morality or women's tendency towards care-based reasoning. The implications are that teachers and researchers should consider cultural and gender influences and use a variety of dilemmas involving both justice and care when studying and facilitating moral growth.
“Individual difference and educational implications- thinking, intelligence a...Shrooti Shah
The differences among individuals, that distinguish or separate them from one another and make one as an unique individual in oneself, may be termed as individual differences.
Learning is most effective when differences in learner’s language, cultural, and social behaviour are taken into account.
A teacher should be sensitive to individual differences.
A teacher’s challenge is to acknowledge and celebrate the differences among children and work to maximize the growth in each child.
Jean Piaget was a Swiss psychologist who developed the theory of cognitive development to explain how children acquire knowledge and learn. He believed that children construct an understanding of the world through experiences that create disequilibrium forcing accommodation or assimilation of new schemas. Piaget identified four stages of cognitive development - sensorimotor, preoperational, concrete operational, and formal operational - where children's reasoning and thinking skills advance as their brains mature. His theory emphasized that learning results from interactions between biology and experiences in the environment.
The behavioral approach views all behaviors as learned through environmental stimuli and interactions. It studies observable behaviors and focuses on three main learning processes: classical conditioning through association; operant conditioning through reinforcement and punishment; and social learning through observing others. A strength is its scientific study of concepts like classical conditioning, but it is also reductionist by oversimplifying complex issues. Using animal studies also poses issues with extrapolating findings to human behaviors.
Nature of attention (Meaning, Definition and Theories in brief)Dr Rajesh Verma
This document discusses the nature and theories of attention. It defines attention as the process of selecting certain stimuli from a group of others. Attention involves alertness, concentration, and search. The spotlight and zoom-lens models are described as ways attention focuses on specific areas. Filter and attenuation theories explain how the brain processes multiple stimuli. Factors like size, movement, and motivation can influence what receives attention. Theories of attention seek to explain how stimuli are selected from many options for further cognitive processing.
Piaget's theory of cognitive development identified four stages that children progress through as they develop: sensorimotor, preoperational, concrete operational, and formal operational. During each stage, children develop new cognitive abilities such as object permanence, symbolic thought, logical reasoning, and abstract thinking. Kohlberg's theory of moral development also identified six stages across three levels - pre-conventional, conventional, and post-conventional - where children's understanding of morality evolves from self-interest to aligning with social rules to developing their own principles. Both theories aimed to explain how children's thinking develops as they mature.
The document discusses the experimental method in psychology. It notes that experimental psychology refers to work done using experimental methods to study psychological processes. Key aspects of the experimental method include: carefully controlling variables through experimental designs; conducting experiments on living organisms with an experimenter and subject; and using techniques like the control-test method, control-group method, and rotation method. The method allows for objective, precise study but can also be time-consuming and not capture all aspects of behavior. Overall, the experimental method is considered the most scientific way to study behavior in psychology.
This document discusses various defence mechanisms (also known as adjustment mechanisms) that individuals unconsciously adopt to cope with frustration. It defines defence mechanisms as habitual methods used to overcome blocks, reach goals, satisfy motives, relieve frustration, and maintain equilibrium. Some of the defence mechanisms discussed include repression, reaction formation, projection, rationalization, identification, compensation, and sublimation. The document provides examples and suggestions for teachers on how to help students adopt more socially acceptable defence mechanisms.
Objective Type Items, Recognition Type Items and Recall ItemsDr. Amjad Ali Arain
Topic: Objective Type Items, Recognition Type Items and Recall Items
Student Name: Munazza Mohsin Samo
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
Applied behavior analysis uses principles of operant conditioning to change behavior in education settings. Teachers can increase desirable student behaviors by choosing effective reinforcers, making them contingent on the target behavior, and using different schedules of reinforcement. Applied behavior analysis also aims to decrease undesirable behaviors through strategies like negative reinforcement and behavior contracts.
Carl Rogers was a major figure in humanistic psychology. He believed that humans have an innate tendency towards growth and self-actualization if provided an environment of unconditional positive regard. Rogers developed person-centered therapy which aims to provide clients with empathy, genuineness and warmth to help them move towards congruence between their real, perceived and ideal selves. He saw the fully functioning person as open, trusting, flexible and able to live fully in each moment. However, critics argue that Rogers' theory is too optimistic about human nature and risks promoting selfishness.
This document discusses how socioeconomic status can affect children's academic performance and development. It notes that lower-class children often have less access to resources, live in poorer communities with more violence, and score lower on academic tests due to limited vocabulary. However, research also shows lower-class children display more compassion, try harder to succeed, and have higher cooperation and confidence than other students. The document stresses the importance for educators to believe in and support all students regardless of their socioeconomic background.
Educational psychology is the branch of psychology that applies psychological findings to education. It studies human behavior in educational settings and helps teachers understand student development, capacities, and how they learn. Educational psychology examines topics like learning and development, individual differences, learning processes, teaching methods, and creating effective learning environments. It aims to understand, predict, and control human behavior in educational contexts.
Rating scales allow teachers to assess students' behaviors, skills, and strategies by indicating their degree or frequency. There are several types of rating scales including numerical, descriptive, graphical, and comparative. A commonly used rating scale is the Likert scale, which can have 5, 7, or 9 points and asks people to indicate their level of agreement. Rating scales standardize qualitative and quantitative judgments about performance but can also be subjective and biased depending on the rater. They are useful for periodically evaluating students on traits but may overlook some behaviors.
Classical conditioning (CC) and operant conditioning (OC) both involve learning through associations between stimuli and responses. However, they differ in key ways:
1. In CC, the response is involuntary and precedes the stimulus, while in OC the response is voluntary and occurs after reinforcement.
2. CC involves passive learning as the response is automatic, while OC requires an active learner who operates on the environment to obtain reinforcement.
3. The timing of the stimulus and response differ between the two: in CC the stimulus precedes the response, while in OC the response precedes reinforcement.
This document provides an overview of educational psychology. It begins with an introduction to the field and various methods used in psychology, including introspection, observation, experimentation, case studies, and interviews. It then covers key topics like growth and development across the lifespan, intelligence and theories of intelligence, and cognitive development in children. The document also discusses theories of needs, individual differences, and approaches to intelligence like Spearman's two-factor theory and Guilford's structure of intellect. Overall, the document serves as an introductory guide to major concepts and approaches within educational psychology.
The document discusses the theory of behaviourism and some of its key proponents. Behaviourism argues that behaviour is the only objective thing that can be studied, not internal mental states. Some of the theorists discussed include Ivan Pavlov, Edward Thorndike, John B. Watson, and B.F. Skinner. Their work involved classical conditioning experiments with animals and humans to understand learning through stimulus-response associations and reinforcement.
This document provides an overview of learning theories and concepts. It discusses behaviorism, cognitivism, and social constructivism as theories of learning. It also outlines key concepts related to learning like the different types of learning, nature of learning theories, learner-centered principles, and cognitive and metacognitive factors that influence learning. Various instructional strategies that are learner-centered are also mentioned.
This document discusses several influential learning theorists and their perspectives on how students learn. Jerome Bruner believed that learning is an active process where students construct new ideas based on past knowledge. Lev Vygotsky emphasized the role of culture and social interaction in learning. He introduced the concept of the zone of proximal development. Howard Gardner proposed multiple intelligences and that students learn in different ways such as linguistically, spatially, musically. Jean Piaget described four stages of cognitive development from sensorimotor to formal operations. The document also discusses learning styles, cognitive styles, gender differences and cultural influences on learning. It provides examples of how understanding student diversity can help teachers plan effective instruction.
UNDERSTANDING BY DESIGN. module 5.. aj. :)Jinwei Segundo
This document provides an overview of Understanding by Design, an educational framework for designing curriculum and lessons. It describes the three stages of Understanding by Design as Desired Results, Assessment Evidence, and Learning Plan. It also outlines the six facets of understanding as Explanation, Interpretation, Application, Perspective, Empathy, and Self-Understanding. Finally, it provides examples of learning activities and teaching methods that can be used to engage students and promote deep learning.
Introduction to Employee Learning & Development Organization AjitaBansal1
1) Learning - the forces influencing working & Learning
2) Classification Of learned Capabilities 3) Learning Theories
4) The basic Principle of learning 5) The learning process 6) mental & physical process 7) the learning cycle 8) age influence on learning.
(MST) The Teaching and Learning Process in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
The document discusses the objectives and classification of educational objectives. It outlines Bloom's Taxonomy, which categorizes educational objectives into cognitive, affective, and psychomotor domains. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain ranges from receiving to valuing to characterizing. The psychomotor domain involves skills from perception to articulation to naturalization. The document also discusses the aims of teaching science at different educational levels from primary to higher secondary, focusing on developing knowledge, understanding, application, skills, attitude, and interest.
creative thinking and metacognition presentation reportAldenindemne
This PowerPoint presentation discusses creative thinking and metacognition. It defines creative thinking as the ability to combine or synthesize ideas in novel ways using divergent thinking. Metacognition is defined as "thinking about thinking" and includes knowledge about one's own cognitive abilities and regulation of cognition through planning, monitoring, and evaluating strategies. The presentation provides examples of creative thinking techniques and metacognitive strategies to promote effective cognitive task performance.
The document discusses the concept of metacognition, which refers to thinking about one's own thinking and learning processes. It defines metacognition as consisting of metacognitive knowledge and regulation. Key aspects of metacognition include monitoring one's progress, evaluating learning strategies, and making adjustments when needed. The document outlines categories of metacognitive knowledge such as knowledge of personal learning variables, task variables, and strategy variables. It also provides examples of teaching strategies that can help develop students' metacognitive abilities.
This document discusses differentiation models and their rationale. It describes differentiated instruction as meeting the unique needs of diverse students. Teachers should understand each student's learner profile of learning style, intelligence preference, gender, and culture. Neuroscience research shows there are three primary brain networks involved in learning - recognition, strategic, and affective networks. Different models of differentiated instruction exist, such as Tomlinson's model and Universal Design for Learning, both of which are supported by research. Formative assessment is important for differentiation to identify student needs and adjust instruction. Differentiated classrooms differ from traditional classrooms in their use of flexible grouping, tiered assignments, and merging of standards with student readiness.
1. The document discusses various theories of learning and motivation, including behavioral, cognitive, and constructivist perspectives. It describes concepts like classical and operant conditioning, observational learning, schema theory, and stages of cognitive development.
2. Key aspects of successful learning mentioned are that it should be goal-oriented, situated in social contexts, connected and cumulative, involve self-regulation and reflection, and be inclusive and supported.
3. Theories of motivation discussed include expectancy theory and choice theory. The document also covers concepts like metacognition, student diversity, and transfer of learning.
A Journey Into The Metacognitive Learning StrategiesClaire Webber
The document summarizes research on metacognitive learning strategies. It discusses several studies that investigated various metacognitive strategies and their relationship with effective learning. The key strategies discussed include planning, monitoring, evaluating, self-questioning, thinking aloud, note-taking, summarizing, outlining, reflecting, and rehearsal strategies. The document concludes that metacognitive strategies can improve performance, self-awareness, and lead to independent and meaningful learning.
This document discusses examination and evaluation in education. It defines key concepts like tests, measurement, and evaluation. It outlines Bloom's taxonomy of educational objectives, which categorizes learning objectives into cognitive, affective, and psychomotor domains. The document also discusses different types of tests, evaluation techniques, characteristics of good evaluation tools, and challenges in examinations like mass copying. It emphasizes using a variety of evaluation techniques to assess different domains of learning beyond just cognitive skills.
This document provides an overview of learning and learning theories. It defines learning, discusses the domains, features, principles, and process of learning. It also summarizes four major learning theories: behaviorism, cognitivism, constructivism, and humanism. Behaviorism views learning as changes in observable behavior due to environmental influences and conditioning. Cognitivism sees learning as the processing of information in memory. Constructivism emphasizes learning through experience and knowledge construction. Humanism views learning as a personal act to fulfill one's potential.
This document discusses assessment-centered teaching and the importance of using models of cognition and learning to design effective formative assessments. It introduces John Dewey's model of the thinking process, which involves a cycle of planning, implementing, observing effects, and revising based on results. The document emphasizes aligning instruction, assessment, and expectations of how students will progress. It presents Daniel Willingham's model of the relationship between environment, working memory, and long-term memory to demonstrate how formative assessments should be based on research about cognition and learning. The document suggests using and modifying cognitive models can help teachers better understand student thinking and learning difficulties.
1. The document discusses key messages and themes around assessment from several modules, including that 21st century skills like critical thinking, problem solving, communication and collaboration are essential for students. Feedback is important for student growth. Formative assessment helps both teachers and students understand learning progress.
2. It provides details on formative assessment, noting its positive impact on student achievement, especially for lower performing students. Both assessment of learning and assessment for learning are needed. Students and teachers use formative assessment to understand learning goals and close gaps.
3. When developing assessments, clear purpose, learning targets, sound design, communication of results, and student involvement are important. Assessment serves multiple purposes and users at different points to evaluate student
This document discusses critical thinking skills and their importance in mathematics education. It makes three key points:
1) Critical thinking is a learned skill that requires instruction and practice. Mathematics instructors can enhance students' critical thinking by using active learning strategies, focusing on the learning process over content, and using assessments that challenge students intellectually rather than just testing memorization.
2) Several barriers like lack of training, limited resources, and time constraints can impede critical thinking instruction. However, engaging students in projects and collaboration while modeling thinking can still develop their critical thinking.
3) Critical thinking involves skills like identifying problems, analyzing options, and self-correcting - skills instructors must model and guide students in developing
This paper covers six major learning theories for Academic Advisors. It gives an overview of each theory and notes where students may struggle and strategies to help students succeed.
1. The document discusses assessing student understanding in science and the difference between assessment and grading. Assessment is intended to further student learning while grading is more summative and judgmental.
2. The purposes of assessment are outlined as focusing student learning, teaching, improving systems, and influencing policy and planning. Different types of assessment include formative and informal to get a broader view of student understanding.
3. The document then discusses domains of learning, types of assessments, and Bloom's taxonomy, which categorizes cognitive learning objectives from simplest to most complex. Formal assessments examine products while informal assessments use classroom questioning.
This document discusses different theories and aspects of learning. It begins by defining learning as a relatively permanent change in behavior, knowledge, or understanding. It then covers different types of learning processes like formal, spontaneous, and incidental learning.
The document also discusses key learning theories including behaviorism, which focuses on conditioning, and social learning theory, which emphasizes learning from others. Specifically, it outlines classical and operant conditioning. It then covers cognitive theories of learning and different learning styles like converging, diverging, assimilating, and accommodating styles.
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Intelligence, Cognitive Styles, Methods of control
1. Topics
• Intelligence, Cognitive
Styles
• Method of Control
Educational Psychology
Submitted By:
Usama Adeel
Roll No.: 739182 (66)
Submitted To:
Prof. Asim
SIGNATURE
2. Intelligence
The ability to learn or understand or to deal with new or trying situations, reason,
also the skilled use of reason.
The ability to apply knowledge to manipulate one's environment or to think
abstractly as measured by objective criteria (such as tests).
Intelligence has been defined in many ways; the capacity for logic, understanding,
self-awareness, learning, emotional knowledge, reasoning, planning, creativity,
critical thinking, and problem-solving. More generally, it can be described as the
ability to perceive or infer information, and to retain it as knowledge to be applied
towards adaptive behaviors within an environment or context. There are
conflicting ideas about how intelligence is measured, ranging from the idea that
intelligence is fixed upon birth, or that it is malleable and can change depending
on an individual’s mindset and efforts.
3. At various points throughout recent history, researchers have proposed some
different definitions of intelligence. While these definitions can vary considerably
from one theorist to the next, current conceptualizations tend to suggest that
intelligence is the ability to:
Learn from experience: The acquisition, retention, and use of knowledge is
an important component of intelligence.
Recognize problems: To put knowledge to use, people must be able to
identify possible problems in the environment that need to be addressed.
Solve problems: People must then be able to take what they have learned to
come up with a useful solution to a problem they have noticed in the world
around them.
Cognitive Styles
Cognitive learning styles are the information processing habits of an individual.
Unlike individual differences in abilities, cognition describes a person's typical
mode of thinking, perceiving, remembering, or problem solving. Cognitive style is
usually described as a personality dimension which influences attitudes, values,
and social interaction.
For example, ask yourself how you process experiences and knowledge and how
you organize and retain information.
4. Cognitive style or thinking style is a concept used in cognitive psychology to
describe the way individuals think, perceive and remember information. Cognitive
style differs from cognitive ability (or level), the latter being measured by aptitude
tests or so-called intelligence tests. There is controversy over the exact meaning
of the term "cognitive style" and whether it is a single or multiple dimension of
human personality. However, it remains a key concept in the areas of education
and management.
Multi-dimensional models and measures
Riding (1991) developed a two-dimensional cognitive style instrument, his
Cognitive Style Analysis (CSA), which is a compiled computer-presented test that
measures individuals' position on two orthogonal dimensions – WHO list-Analytic
(W-A) and Verbal-Imagery (V-I).
The W-A dimension reflects how individuals organize and structure information.
Individuals described as Analytics will deconstruct information into its component
parts, whereas individuals described as WHO lists will retain a global or overall
view of information. The V–I dimension describes individuals' mode of
information representation in memory during thinking – Verbalizers represent
information in words or verbal associations, and Imagers represent information in
mental pictures.
Bipolar, one-dimensional models and measures
The field dependence-independence model, invented by Herman Witkin,
identifies an individual's perceptive behavior while distinguishing object figures
from the content field in which they are set. Two similar instruments to do this
were produced, the Embedded Figures Test (EFT) and the Group Embedded
Figures Test (GEFT) (1971).
In both cases, the content field is a distracting or confusing background. These
instruments are designed to distinguish field-independent from field-dependent
cognitive types; a rating which is claimed to be value-neutral. Field-independent
people tend to be more autonomous when it comes to the development of
5. restructuring skills; that is, those skills required during technical tasks with which
the individual is not necessarily familiar.
Kirton's model of cognitive style
It was devised by Michael Kirton (1976, 2003). His model, called Adaption-
Innovation theory, claims that an individual's preferred approach to problem
solving, can be placed on a continuum ranging from high adaptation to high
innovation. He suggests that some human beings, called adaptors tend to prefer
the adaptive approach to problem-solving, while others (innovators), of course,
prefer the reverse. Adaptors use what is given to solve problems by time-honored
techniques. Alternatively, innovators look beyond what is given to solve problems
with the aid of innovative technologies. Kirton suggests that while adaptors prefer
to do well within a given paradigm, innovators would rather do differently,
thereby striving to transcend existing paradigms.
Kirton also invented an instrument to measure cognitive style (at least in
accordance with this model) known as the Kirton Adaption-innovation Inventory
(KAI).
6. Method of Control
Most formal organizations like secondary schools are aimed at effective and
efficient management of the human and material resources available for the
attainment of organizational goals. The classroom teacher is charged with lots of
functions to perform in the teaching and learning process. One of the most
challenging functions of the classroom teacher is classroom management and
control. The teacher’s effectiveness in teaching is assessed by his ability to use
varied classroom management techniques to control students towards effective
and meaningful learning during instruction. Meaningful teaching and learning
cannot be achieved in a classroom environment characterized by noise making
and other distractions by students.
Classroom control is a prerequisite for achieving instructional objectives and
safeguarding the well-being of students for whom the teaching and learning
activities are centered (Ogunu,2000).
Classroom control entails planning, supervising, controlling and coordinating the
activities of pupils in teaching –learning process.
Classroom control techniques as used in this study, refers to tactics adopted by
teachers to ensure decorum in the classroom and thus create a healthy and
conducive atmosphere for learning.
Statement of Problem
The importance of good classroom control in the realization of the objectives of
education cannot be over emphasized. Teaching and learning are very embracing
involving a wide range of activities such as writing on chalkboard, discussing with
7. students, demonstrating a procedure, supervising student’s class work, reading
and marking assignments.
Research has revealed an increasing rate of behavior problems among secondary
school students during lessons (Yaduma and Abdulhamid,2007).
Research Questions
The study provides answers to two research questions:
1. What is the classroom management techniques considered effective
during lesson?
2. What are the effects of teacher’s classroom management effectiveness
on students learning?
Hypotheses
Two hypotheses were formulated and tested in this study as follows:
1. There is no significant difference between female and male teachers in
their perception on the identified classroom management techniques
considered effective during lessons.
2. There is no significant difference among principals, vice-principals and
teachers in their perception on the effects of teacher’s classroom
effectiveness on students learning.
Methodology
• Explain to your students that if they are communicating in class without
permission that they will receive a warning. Take a few minutes to talk
about how this is not meant to embarrass them or to treat them like little
kids but as a way for you to give them a warning without stopping your
teaching. Explain that if they talk again, you will give them another warning.
If they get a third warning in the same class, they will receive a
consequence. Some teachers prefer to give a consequence after one or two
warnings and that can work well, too. (The consequence given, of course,
will vary depending on your school’s policies. If you need some ideas, click
here to request our consequences idea list.)
8. • Watch carefully for the very first person who talks and be sure to give him a
warning. This shows right away that you mean what you say. When you
give the first warning, say something such as, “Taylor, you see I am giving
you a warning. Remember that talking is not permitted and that this is just
a warning to you that you were talking and that you need to stop. You are
not in trouble at this point, but you will be if you continue to talk without
permission.” This shows the class that you are not demeaning the student
and that he isn’t yet in trouble but that he is being warned to correct his
behavior.
• From then on, simply use your chosen method (see options below)
whenever you need to give a warning. The student is warned, the incorrect
behavior ceases, and the flow of your teaching is not interrupted.
• Be ready and willing to give a consequence. You do need to be ready to
hand out the penalty when a student gets too many warnings. Otherwise,
the students will quickly see that you don’t mean what you say.
8 WAYS TO GIVE A WARNING
There are a lot of different options for how you can give a warning. The key to any
method you choose is that you
9. 1. personalize the warning to the student and
2. don’t interrupt your flow of teaching. Here are a few ideas:
• Write student names on the board This method has been used by
teachers for years and it's the way I gave a warning in my classroom. I
would write names on the board of students who were talking out of turn
and put a checkmark on the names for a second warning. If the behavior
continued after that, I would give a consequence. This method is very
visual, which can be a positive (noticeable to student) or a negative (it's
public, not private).
• Bubble method Each student has a laminated card on their desk with 3
bubbles on it. To give a warning, the teacher "pops" a bubble by putting an
X on it with a wet erase marker.
• Post-it Notes- One method is to give a student a warning by putting a
post-it on their desk. You could write a note to the student on it or simply
explain to the class in the beginning of the school year that if they receive a
post-it notes on their desk, it's a warning and then explain what it means.
• Yellow Cards Another idea would be to pass out “yellow cards” (like in
soccer). Simply laminate yellow cards and place them on a students’ desk as
a warning. You can also have a reminder printed on the card of what a
warning means. For example, "You now have a warning. If you continue
talking out of turn, you will receive a consequence."
• Colors Remember pulling a card in elementary school? That's another
version of this method. All students start on green; a student pulls a card
and turns it to yellow when they receive a warning, and if they continue,
they get a red card, which means a consequence. Some teachers add
positive colors above green, such as purple, for students who are showing
extra appropriate behavior.
• Class Dojo You can use a tool, such a class dojo, to give a warning as well.
Students may lose a class dojo point as a warning before they get a
consequence. However, students may not know "in real time" when they
10. have lost a point unless you have Class Dojo projected and they're actively
watching the screen, so you may also need to tell them face-to-face.
• A clipboard/notebook A clipboard or a notebook can be utilized to
track which students you have given warnings to. However, you will still
need to let the student know you've given them a warning. These sheets
can end up being great daily behavior data for conferences, IEPs, etc., if you
save them.
• A behavior reflection sheet Some teachers will give a student a
warning by placing a behavior reflection sheet on their desk. The student
needs to fill out the reflection sheet and return it to the teacher. This is
another method that provides great data for conferences, IEPs, and
meetings, especially because it is written by the student him/herself. It may
look something like:
o What behavior I was doing: _________.
o Why I was doing it: _________.
o What I need to do instead: ___________.
This method may not be a good fit for everyone. But if you’ve had trouble keeping
order in your classroom, I do highly recommend that you try it. For me, it was a
miracle worker.
11. Strategies to Control of a Classroom
• Begin with something simple Rearrange seating for students who are
causing the most disruptions/interruptions. Oftentimes one or two
students can take control of a classroom. If and when this happens, moving
those students to sit by themselves can be a wakeup call. You can also try
to sit them by a student with exemplary behavior and sometimes that will
help the student see what appropriate behavior looks like. You can also
compliment the student(s) who are doing the right thing which will draw
attention to what you want students to do rather than emphasizing
negative behaviors by calling out students who are making bad choices.
• Get parents on your side So many times, young and inexperienced
teachers are nervous or intimidated to call parents; but the majority of
parents want their child to behave and follow teacher expectations. Make
that phone call and start with something positive about their child and then
lovingly explain what is holding them back from their full potential
(oftentimes negative behaviors are due to academic frustration). If you and
the parent are on the same page and come up with a daily behavior
expectation, a way to document it, and a way to reward the child and
communicate about it, then the child will know they are expected to follow
it.
12. • Have a fishbowl lesson on behavior Choose a few behaviors that you
would like to see disappear from your classroom and then collaborate with
the school counselor, another teacher, or even an administrator and do a
fishbowl lesson on those specific behaviors. This keeps the students out of
the spotlight and also brings some other respected adults into your
classroom to allow for them to model positive student behavior in a fun
way. This will help start a positive discussion in your classroom and get
students to reflect on their behavior.
• Reward students for their positive behaviors If your school does
not use PBIS, you can implement a system in your classroom to reward
students for their positive behaviors. It doesn’t have to drain your bank
account either! You can use free rewards such as sitting with a friend at
lunch, bringing a furry friend to school, homework pass, no shoes day, etc.
You can also incorporate other adults in the building to help you, such as
have lunch with the principal or make the morning announcements on the
news. If you want students to have a tangible option, you can have a prize
box for students who earn a lot of cards, stickers, or whatever you decide
to use for them to keep up with the points earned. These can be little
trinkets from your local dollar store or even meal toys from local fast food
restaurants.
• Work toward a class incentive If you do not have certain students
who are causing major issues and it is just a really talkative class, you can
work toward a classroom incentive such as an extra recess, movie day, or
pizza party with your administrator’s approval. This would be something
you discuss as a class and work toward achieving a goal such as working 10
consecutive minutes during math without talking to my neighbor.
• Work with your school counselor to implement behavior
interventions If you have students for whom nothing else is working, talk
to your school counselor and establish behavior interventions. This is
something you will also want to include with the parents. Behavior
intervention meetings often reveal a deeper issue that a child is struggling
with and the intervention team can utilize other resources to deal with the
heart of the matter.
13. The most important thing to remember is that you are in charge of your
classroom, not your students. You need to set expectations and procedures and
be firm and consistent when students are not following those expectations and
procedures. When students see that you follow through with what you say and do
then they will begin to realize that they need to do what is asked of them.
Model ideal behavior
Make a habit of demonstrating behavior you want to see, as many studies show
that modeling effectively teaches students how to act in different situations. A
straightforward way to model certain behaviors is holding a mock conversation
with an admin, other teacher or student helper in front of the class. Talking about
a test or other relatable topic, be sure to:
• Use polite language
• Maintain eye contact
• Keep phones in your pockets
• Let one another speak uninterrupted
• Raise concerns about one another’s statements in a respectful manner
After, start a class discussion to list and expand upon the ideal behaviors you
exemplified.