The document discusses six characteristics of intelligent behavior that can encourage positive student progress: finding humor, creating and innovating, listening with understanding and empathy, managing impulsivity, taking responsible risks, and references how these characteristics support acquiring and applying knowledge effectively. Each characteristic is then briefly defined in one or two sentences with examples of how they could be applied in classroom settings.
LEARNING AND COGNITIVE THEORIES OF LEARNINGR.A Duhdra
After studying this presentation students will be able to
Define learning
Describe cognitive theories of learning
Describe experiments that lead to the theories of associative learning
Describe how teachers can use learning theories to help students learn complex skills.
Relate the importance of conditioning learning
LEARNING AND COGNITIVE THEORIES OF LEARNINGR.A Duhdra
After studying this presentation students will be able to
Define learning
Describe cognitive theories of learning
Describe experiments that lead to the theories of associative learning
Describe how teachers can use learning theories to help students learn complex skills.
Relate the importance of conditioning learning
Unit 07 motivation in educational psychologyDARSGHAH
Unit 07 motivation in educational psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
Unit No. 01 Nature of Educational Psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
Unit 07 motivation in educational psychologyDARSGHAH
Unit 07 motivation in educational psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
Unit No. 01 Nature of Educational Psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
Requirements in the subject Psychologies of Learning.
At the end of this chapter, the learners should be able to:
1. Explain the factors affecting learning
2. Explain how maturation affects learning
3. Explain the concept and importance of attention and perception
4. Explain the concept, principle, theories of motivation, and technique of motivating students.
5. Discuss Fatigue as a factor in Learning
INTRODUCTION:
Learning, as we know it, can be considered as the process by which skills, attitudes, knowledge, and concepts are acquired, understood, applied, and extended. All human beings engage in the process of learning, either consciously, subconsciously, or subliminally whether grownups or children. It is through learning that their competence and ability to function in their environment get enhanced. It is important to understand that while we learn some ideas and concepts through instruction or teaching, we also learn through our feelings and experiences. Feelings and experiences are a tangible part of our lives and these greatly influence what we learn, how we learn, and why we learn.
Learning has been considered partly a cognitive process and partly a social and affective one. It qualifies as a cognitive process because it involves the functions of attention, perception, reasoning, analysis, drawing of conclusions, making interpretations, and giving meaning to the observed phenomena. All of these are mental processes, which relate to the intellectual functions of the individual. Learning is a social and affective process, as the societal and cultural
context in which we function and the feelings and experiences that we have, greatly influence our ideas, concepts, images, and understanding of the world. These constitute inner subjective interpretations and represent our own unique, personalized constructions of the specific universe of functioning.
Our knowledge, ideas, concepts, attitudes, beliefs, and skills, we acquire, are a consequence of these combined processes. The process of learning involves cognition, feeling, experience, and context. Individuals vary greatly with regard to their ability, capacity, and interest in learning. You must have noticed such variations among your friends and students. In any family, children of the same parents differ with respect to what they can learn and how well they can
learn. For example, a particular child may be very good at acquiring practical skills such as repairing electrical gadgets, shopping for the household, etc., while his brother or sister may in contrast be very poor on these, and good at academic tasks, instead. Even for yourself, you may be perplexed why you can do some tasks well, but not others given the same competence level.
For example, learning the tunes of songs and even their lyrics is often found to be easier than learning a formula or a poem. Do you ever wonder why this is so?
Adult learning:Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values
Jennifer Hartman Paraprofessional Aide for Special Education1.docxchristiandean12115
Jennifer Hartman: Paraprofessional Aide for Special Education 1
Jennifer Hartman: Paraprofessional Aide for Special Education 1
Leadership
Evidenced by Managing, Listening Effectively, and Empathizing
Leadership is the process of social influence, which maximizes the efforts of others towards the achievement of a goal. I have been a paraprofessional in a self-contained special education classroom for the past four years in Texarkana Independent School District. I have learned that in order to be an effective leader one must acquire a great understanding of active listening, managing others in regards to safety, and empathizing with both students and staff, respectively. Thanks to this learning process, I am more knowledgeable in the classroom where my leadership skills are put to use on a continual basis. This knowledge is evidenced daily by managing student behaviors to ensure safety, listening effectively to other staff members, learning how to empathize with coworkers, and modeling for others the importance of leadership in and around the school.
LEADERSHIP: MANAGING
CONCRETE EXPERIENCE
It has been my experience that others often do not interject because they know I am capable and consistent with my students’ behavior expectations. If there are comments, others are usually asking if I require any assistance. I can often be heard saying routine behavior expectation statements, “hands down”, “walking feet”, and/or “finish”. The actions taken by me is one of an active observer. I will always try and give my students ample response time when given a directive to ensure they are successful but there are times when I must implement the desired behavior on the student’s behalf. In my current role as a special education paraprofessional, I am able to utilize leadership and management techniques in regards to student behavior on a daily, sometimes hourly, basis. Specific leadership and behavior management techniques include cueing the students to perform different tasks that are assigned in the classroom. I accomplish this by providing varying degrees of prompting (physical, gestural, and verbal), and also redirecting the student back to the desired behavior or activity. Most, if not all of these take place within the classroom walls, but can also occur anywhere within the building at any given time. My role is often viewed of that as support to the classroom teacher, but a lot of the times I am in a one-on-one situation with a student during a difficult time, behaviorally speaking.
REFLECTIVE OBSERVATION
The effects of leadership in regards to the management of behaviors can be described and analyzed in several examples. First, is the aspect of safety; I can only imagine how chaotic our classroom would run if I were not able to actively implement behavior accommodations in my classroom. The use of the pictures and verbal/physical prompts provide the necessary scaffolding to ensure my students’ successes, whatever those might be. .
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
2. Introduction
Intelligent Behavior is defined as someone who
has the capacity to acquire and apply
knowledge as an effective behavior. The
following characteristics support how
classrooms can use intelligent behavior that
encourages student to progress positively.
3. Finding Humor
Having the ability to find humor while learning allows
the student to encourages the student to relax
and be open to the lesson's objectives. Humor is
natural and free. When you are able to have a
hearty laugh so that they are able to recharge
and accomplish more.
4. Creating, Imagining,
and Innovating
This characteristic encourages the student to find
new ideas where they can come up with
solutions on their own. Creativity is an opinion
because everyone will not believe that ideas are
original. So having creativity, imagination and
innovative ideas is something that anyone can
master if they try.
5. Listening with understanding
and empathy
When using this characteristic it is described as one
of the highest forms of intelligent behavior;having
the ability to listen to others and trying to
understand where they are coming from assist the
student in gaining respect for you.
6. Managing Impulsivity
This characteristic is the most difficult to manage
when caught in time it proves to be very
effective. When students are able to manage
their impulsive behavior they will exhibit selfcontrol. When students have self control they
are productive in and out of class.
7. Taking Responsible Risks
This characteristic is when students are able to go
outside of their comfort zone and try new activities.
When students observe their teachers doing the same
they are not as afraid to take risk themselves.
Teachers should expect for students that be responsible
and respectful. Reminding them that not all risks are
worth trying.
8. References
Secondary School Teaching: A Guide to Methods and Resources
By: Richard D.Kellough & Noreen G.Kellough
http://www.ascd.org/publications/books/108008/chapters/Describing-the-Habits-of-Mind.aspx
