Itlm topic 7_8
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This document discusses several learning theories that can be applied to teaching secondary mathematics, including Piaget's stages of cognitive development and theories of assimilation and accommodation. It outlines Piaget's four stages of development and recommends teaching strategies appropriate for students in the formal operations stage of adolescence, such as exploring hypothetical concepts, justifying solutions, and relating concepts to students' lives. The document also briefly mentions Polya's view of education as developing intelligence and problem-solving skills.
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Piagets cognitivedevelopmenttheory 123587749173-phpapp01
Piaget's theory of cognitive development consists of four stages: sensorimotor, preoperational, concrete operational, and formal operational. During each stage, children develop new intellectual abilities and ways of thinking. Teachers can support cognitive development by providing hands-on activities and materials appropriate for students' stages, such as manipulatives for younger children and open-ended problems for older students. Piaget's theory emphasizes using concrete examples and experiences to help students understand new concepts.
Theories of learning
This document discusses various theories of learning as they relate to language teaching. It outlines five main stages of development in learning theory: behaviorism, mentalism, cognitive code, affective factors, and learning acquisition. Behaviorism views learning as habit formation through reinforcement. Mentalism sees thinking as rule-governed. The cognitive code views learners as actively processing information. Affective factors examine the role of emotion in learning. Learning and acquisition differentiate between conscious and unconscious processes. The document concludes that teachers should take an eclectic approach to accommodate different learning styles while ensuring good understanding for students. Theories of learning inform the development of English for Specific Purposes.
Role of teacher in intellectual development ppt
This document discusses the role of teachers in intellectual development according to various theories. It covers:
1) Bruner's concept of scaffolding, where teachers actively help and encourage learners to solve problems independently over time.
2) Piaget's stages of cognitive development from sensorimotor to formal operations between ages 0-15. The theory emphasizes hands-on learning and using props appropriate to students' developmental levels.
3) Vygotsky's sociocultural theory where language and culture shape cognitive development, and teachers should encourage students to problem solve beyond their current abilities within their "zone of proximal development".
Ausbel - Expository learning
David Paul Ausubel was an American psychologist known for his contributions to educational psychology. He developed Ausubel's learning theory which emphasizes that learning relies on what is already known by the learner. According to this theory, new concepts are related to existing concepts in a person's cognitive structure through meaningful learning. Ausubel believed advance organizers could help relate new material to prior knowledge by directing attention, highlighting relationships, and reminding learners of what they already know. His work influenced approaches to teaching that aim to actively engage students in relating new content to their existing understanding.
Ausubel
David Ausubel was an influential educational psychologist who made major contributions to instructional design. He conceived the idea of "advanced organizers", which provide an overview of new concepts before instruction to help students integrate new knowledge with prior learning. Ausubel believed instruction should begin with general ideas and progressively provide more specifics. Teachers should use advanced organizers, present material in logical steps, check for understanding, and summarize lessons. His work emphasized relating new concepts to existing knowledge structures in learners' minds.
Teaching across age levels
The document compares how to teach language to different age levels. It discusses that children have shorter attention spans than adults, learn best through active and engaging activities, and are focused on the present. It notes some myths that children have no inhibitions and learn language best when it is immediately useful, instead emphasizing the need for patience, encouragement, and making mistakes comfortable. Finally, it states that while children learn best through context, adults can learn from more abstract approaches due to superior cognitive abilities and self-confidence.
Jerome Bruner: Discovery Learning
Jerome Bruner was a learning theorist who reacted against behaviorist models of learning. He believed in discovery learning and constructivism, where students must be active in identifying principles themselves rather than just receiving explanations from teachers. Bruner's ideas included constructivism, where learners create their own understanding, and discovery learning, where students learn through inquiry. He emphasized scaffolding learning from concrete experiences to more abstract representations using imagery and language.
Improving instructional design via 5E model
This document discusses using the 5E instructional model to improve instructional design, particularly when incorporating learning technologies. The 5E model includes Engage, Explore, Explain, Elaborate, and Evaluate phases. It promotes a constructivist approach with student-centered activities that have learners think like scientists. Challenges to implementing the 5E model with technologies are addressed, such as ensuring sufficient exploration before explanation. More research is needed on best practices for using the 5E model and technologies together, including meaningful tasks and teachers' and students' roles.
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Piagets cognitivedevelopmenttheory 123587749173-phpapp01
Piaget's theory of cognitive development consists of four stages: sensorimotor, preoperational, concrete operational, and formal operational. During each stage, children develop new intellectual abilities and ways of thinking. Teachers can support cognitive development by providing hands-on activities and materials appropriate for students' stages, such as manipulatives for younger children and open-ended problems for older students. Piaget's theory emphasizes using concrete examples and experiences to help students understand new concepts.
Theories of learning
This document discusses various theories of learning as they relate to language teaching. It outlines five main stages of development in learning theory: behaviorism, mentalism, cognitive code, affective factors, and learning acquisition. Behaviorism views learning as habit formation through reinforcement. Mentalism sees thinking as rule-governed. The cognitive code views learners as actively processing information. Affective factors examine the role of emotion in learning. Learning and acquisition differentiate between conscious and unconscious processes. The document concludes that teachers should take an eclectic approach to accommodate different learning styles while ensuring good understanding for students. Theories of learning inform the development of English for Specific Purposes.
Role of teacher in intellectual development ppt
This document discusses the role of teachers in intellectual development according to various theories. It covers:
1) Bruner's concept of scaffolding, where teachers actively help and encourage learners to solve problems independently over time.
2) Piaget's stages of cognitive development from sensorimotor to formal operations between ages 0-15. The theory emphasizes hands-on learning and using props appropriate to students' developmental levels.
3) Vygotsky's sociocultural theory where language and culture shape cognitive development, and teachers should encourage students to problem solve beyond their current abilities within their "zone of proximal development".
Ausbel - Expository learning
David Paul Ausubel was an American psychologist known for his contributions to educational psychology. He developed Ausubel's learning theory which emphasizes that learning relies on what is already known by the learner. According to this theory, new concepts are related to existing concepts in a person's cognitive structure through meaningful learning. Ausubel believed advance organizers could help relate new material to prior knowledge by directing attention, highlighting relationships, and reminding learners of what they already know. His work influenced approaches to teaching that aim to actively engage students in relating new content to their existing understanding.
Ausubel
David Ausubel was an influential educational psychologist who made major contributions to instructional design. He conceived the idea of "advanced organizers", which provide an overview of new concepts before instruction to help students integrate new knowledge with prior learning. Ausubel believed instruction should begin with general ideas and progressively provide more specifics. Teachers should use advanced organizers, present material in logical steps, check for understanding, and summarize lessons. His work emphasized relating new concepts to existing knowledge structures in learners' minds.
Teaching across age levels
The document compares how to teach language to different age levels. It discusses that children have shorter attention spans than adults, learn best through active and engaging activities, and are focused on the present. It notes some myths that children have no inhibitions and learn language best when it is immediately useful, instead emphasizing the need for patience, encouragement, and making mistakes comfortable. Finally, it states that while children learn best through context, adults can learn from more abstract approaches due to superior cognitive abilities and self-confidence.
Jerome Bruner: Discovery Learning
Jerome Bruner was a learning theorist who reacted against behaviorist models of learning. He believed in discovery learning and constructivism, where students must be active in identifying principles themselves rather than just receiving explanations from teachers. Bruner's ideas included constructivism, where learners create their own understanding, and discovery learning, where students learn through inquiry. He emphasized scaffolding learning from concrete experiences to more abstract representations using imagery and language.
Improving instructional design via 5E model
This document discusses using the 5E instructional model to improve instructional design, particularly when incorporating learning technologies. The 5E model includes Engage, Explore, Explain, Elaborate, and Evaluate phases. It promotes a constructivist approach with student-centered activities that have learners think like scientists. Challenges to implementing the 5E model with technologies are addressed, such as ensuring sufficient exploration before explanation. More research is needed on best practices for using the 5E model and technologies together, including meaningful tasks and teachers' and students' roles.
Bruner 2012
Jerome Bruner is an influential American psychologist known for his work on cognitive development and learning theory. Bruner's ideas were greatly influenced by Piaget's theory of developmental stages, and he emphasized the importance of language for cognitive growth. Some of Bruner's key concepts included scaffolding, whereby adults provide support to help children learn; formats and routines, which create predictable contexts for language learning; and a spiral curriculum where concepts are revisited at increasing levels of complexity. These ideas have been highly influential in education and language teaching.
Ausubel meaninful learning
David Ausubel developed the theory of meaningful learning which posits that learning occurs best when new information is related to what the learner already knows through the processes of subsumption, derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning. According to Ausubel, meaningful learning involves incorporating new concepts and propositions into existing cognitive frameworks using techniques like advance organizers to highlight relationships between new and existing knowledge.
5 e model lesson plan
The 5E model is an instructional model for constructivism developed by the Biological Science Curriculum Study. It consists of five stages for teaching and learning: Engage, Explore, Explain, Elaborate, and Evaluate. The Engage stage piques student interest and assesses prior knowledge. The Explore stage allows students to build understanding through involvement in the topic. The Explain stage communicates what students have learned and what it means. The Elaborate stage extends student knowledge through continued exploration. The Evaluate stage determines student and teacher understanding of learning that has taken place.
How students learn
The document discusses how students learn best. It notes that students do not all learn in the same way, as Howard Gardner's theory of multiple intelligences outlines. It also discusses Kolb's learning styles and how different students are better suited to different styles, such as concrete experience or abstract conceptualization. The key takeaway is that as teachers, it is important to understand how individual students learn best and design activities that align with their strengths, as this will lead to more meaningful and effective learning. Knowing students well is essential to achieving this.
Insight learning kohler
Insight learning is a type of learning or problem solving that happens all of a sudden through understanding the relationships of various parts of a problem rather than through trial and error.
Insight learning also involves the “I have found it!” feeling or “Eureka”.
Insight learning is also express as the “Aha Moment”.
Insight learning refers to the sudden realisation of a solution of a problem
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The document discusses learning styles and their importance in education. It defines learning styles as the overall patterns that provide direction to learning and teaching. Learning styles influence how students learn, how teachers teach, and how the two interact. The document presents several learning style theories and discusses visual, auditory, and kinesthetic learning styles. It emphasizes that while people tend to have a preferred learning style, engaging all three styles leads to the best learning outcomes.
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The document summarizes key aspects of the cognitive approach to language learning. It discusses how the cognitive approach views learning as a conscious and reasoned thinking process involving learning strategies. It outlines assumptions that behavior is controlled by thought processes. It compares the mind to a computer that encodes and stores information. It discusses the teacher's pivotal role and provides examples of cognitive learning activities and strategies. It also notes limitations of the cognitive approach's focus on logical mental processes over emotional and social aspects.
Chapter 3 behaviorism slides
The document discusses the behaviorist perspectives on learning and education from 1900-1950s. It describes three major behaviorist theories - classical conditioning by Pavlov, connectionism by Thorndike which included four laws of learning, and operant conditioning by Skinner. Behaviorism views learning as changes in observable behavior due to environmental stimuli. It had a significant influence on reading instruction, breaking reading down into discrete skills taught through direct instruction and reinforcement. Research studies found both support and limitations for behaviorist theories in reading development.
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The document summarizes a teaching practicum for an adult ESL class. It describes applying constructivist learning theory and socio-constructivist principles through lesson plans incorporating recipes, cooking verbs, and group work. The instructor overcame initial doubts and found that reflective practice helped connect theory to lessons and address student needs through meaningful activities that lowered anxiety.
Presentation1 e5
The document describes the E5 instructional model, which provides a framework for purposeful teaching through five phases: Engage, Explore, Explain, Elaborate, and Evaluate. It evolved from previous instructional models developed in the 1930s-1980s and was released by the Department of Education and Early Childhood Development in Victoria, Australia in 2009 to support lesson and unit planning. The phases involve accessing prior knowledge, hands-on exploration, direct instruction, extending understanding, and assessing learning.
Role of teacher in intellectual development ppt
This document discusses the role of teachers in intellectual development according to several theories. It covers Jean Piaget's theory of cognitive development in children and how it can be applied in the classroom. Key concepts in Piaget's theory include scaffolding, linking new knowledge to experiences, challenging existing knowledge, and using open-ended questions. The document also discusses Vygotsky's sociocultural theory, including the idea of the zone of proximal development and how children can be encouraged to solve problems beyond their current abilities with help from more expert others. In summary, the document outlines Piaget and Vygotsky's influential theories on cognitive development and how teachers can support students' intellectual growth according to different stages and concepts in these theories
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Esp model for learning
1. The document presents a model for learning that involves building connections between existing knowledge and new information through experience. It uses a metaphor comparing the mind to a road network where individual concepts are represented by houses, towns, and villages.
2. The model suggests that learning new complex concepts requires establishing links between those concepts and existing knowledge, which may involve overcoming obstacles like tunnels or bridges. Learning progresses as learners build more connections in their knowledge network.
3. Motivation is important for learning - learners who are intrinsically motivated by a desire to learn, rather than just fulfilling a need, will enjoy the learning process more and be more likely to continue learning.
Guider mod3 week6 application 615
Guided discovery is an instructional approach where the teacher presents examples of a topic and guides students to understand it through questioning. It has four phases: introduction, open exploration of examples, teacher-directed questions, and closure/application. Guided discovery requires critical thinking from students as they practice finding patterns between concepts rather than passively receiving a lecture. While direct instruction focuses on modeling skills and independent practice, guided discovery moves students away from dependence on the teacher by giving them an experience to associate with new concepts.
5 e's model lesson plan
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
Esp theories of learning
The document discusses several theories of learning, including behaviorism which views learning as habit formation through reinforcement, mentalism which sees learning as acquiring rules through thinking, and cognitivism which considers learners as active processors of information who solve problems. It notes that while a need to acquire knowledge is necessary, learners should also enjoy the learning process. The conclusion advocates an eclectic approach drawing on useful aspects of different theories based on teaching experience rather than any single theory.
Learning Styles
This document summarizes several learning styles and factors, as presented by a group of students to their class. It describes dependent and independent learning styles, left and right brain dominance, reflective vs impulsive learners, and Kolb's four-stage experiential learning cycle. Strategies are provided for each learning style to help students learn in ways that suit their natural preferences and strengths.
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Bruner 2012
Jerome Bruner is an influential American psychologist known for his work on cognitive development and learning theory. Bruner's ideas were greatly influenced by Piaget's theory of developmental stages, and he emphasized the importance of language for cognitive growth. Some of Bruner's key concepts included scaffolding, whereby adults provide support to help children learn; formats and routines, which create predictable contexts for language learning; and a spiral curriculum where concepts are revisited at increasing levels of complexity. These ideas have been highly influential in education and language teaching.
Ausubel meaninful learning
David Ausubel developed the theory of meaningful learning which posits that learning occurs best when new information is related to what the learner already knows through the processes of subsumption, derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning. According to Ausubel, meaningful learning involves incorporating new concepts and propositions into existing cognitive frameworks using techniques like advance organizers to highlight relationships between new and existing knowledge.
5 e model lesson plan
The 5E model is an instructional model for constructivism developed by the Biological Science Curriculum Study. It consists of five stages for teaching and learning: Engage, Explore, Explain, Elaborate, and Evaluate. The Engage stage piques student interest and assesses prior knowledge. The Explore stage allows students to build understanding through involvement in the topic. The Explain stage communicates what students have learned and what it means. The Elaborate stage extends student knowledge through continued exploration. The Evaluate stage determines student and teacher understanding of learning that has taken place.
How students learn
The document discusses how students learn best. It notes that students do not all learn in the same way, as Howard Gardner's theory of multiple intelligences outlines. It also discusses Kolb's learning styles and how different students are better suited to different styles, such as concrete experience or abstract conceptualization. The key takeaway is that as teachers, it is important to understand how individual students learn best and design activities that align with their strengths, as this will lead to more meaningful and effective learning. Knowing students well is essential to achieving this.
Insight learning kohler
Insight learning is a type of learning or problem solving that happens all of a sudden through understanding the relationships of various parts of a problem rather than through trial and error.
Insight learning also involves the “I have found it!” feeling or “Eureka”.
Insight learning is also express as the “Aha Moment”.
Insight learning refers to the sudden realisation of a solution of a problem
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The document discusses learning styles and their importance in education. It defines learning styles as the overall patterns that provide direction to learning and teaching. Learning styles influence how students learn, how teachers teach, and how the two interact. The document presents several learning style theories and discusses visual, auditory, and kinesthetic learning styles. It emphasizes that while people tend to have a preferred learning style, engaging all three styles leads to the best learning outcomes.
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The document summarizes key aspects of the cognitive approach to language learning. It discusses how the cognitive approach views learning as a conscious and reasoned thinking process involving learning strategies. It outlines assumptions that behavior is controlled by thought processes. It compares the mind to a computer that encodes and stores information. It discusses the teacher's pivotal role and provides examples of cognitive learning activities and strategies. It also notes limitations of the cognitive approach's focus on logical mental processes over emotional and social aspects.
Chapter 3 behaviorism slides
The document discusses the behaviorist perspectives on learning and education from 1900-1950s. It describes three major behaviorist theories - classical conditioning by Pavlov, connectionism by Thorndike which included four laws of learning, and operant conditioning by Skinner. Behaviorism views learning as changes in observable behavior due to environmental stimuli. It had a significant influence on reading instruction, breaking reading down into discrete skills taught through direct instruction and reinforcement. Research studies found both support and limitations for behaviorist theories in reading development.
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The document summarizes a practicum teaching experience for an adult ESL class. It describes applying constructivist learning theory and socio-constructivist principles to design a lesson on cooking verbs. Learners worked collaboratively in groups to write recipes representing their ethnicities. The experience helped the instructor shift from a behaviorist to constructivist philosophy and overcome doubts about their qualifications through reflective practice connected to educational theory.
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The document summarizes a teaching practicum for an adult ESL class. It describes applying constructivist learning theory and socio-constructivist principles through lesson plans incorporating recipes, cooking verbs, and group work. The instructor overcame initial doubts and found that reflective practice helped connect theory to lessons and address student needs through meaningful activities that lowered anxiety.
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The document describes the E5 instructional model, which provides a framework for purposeful teaching through five phases: Engage, Explore, Explain, Elaborate, and Evaluate. It evolved from previous instructional models developed in the 1930s-1980s and was released by the Department of Education and Early Childhood Development in Victoria, Australia in 2009 to support lesson and unit planning. The phases involve accessing prior knowledge, hands-on exploration, direct instruction, extending understanding, and assessing learning.
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This document discusses the role of teachers in intellectual development according to several theories. It covers Jean Piaget's theory of cognitive development in children and how it can be applied in the classroom. Key concepts in Piaget's theory include scaffolding, linking new knowledge to experiences, challenging existing knowledge, and using open-ended questions. The document also discusses Vygotsky's sociocultural theory, including the idea of the zone of proximal development and how children can be encouraged to solve problems beyond their current abilities with help from more expert others. In summary, the document outlines Piaget and Vygotsky's influential theories on cognitive development and how teachers can support students' intellectual growth according to different stages and concepts in these theories
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Esp model for learning
1. The document presents a model for learning that involves building connections between existing knowledge and new information through experience. It uses a metaphor comparing the mind to a road network where individual concepts are represented by houses, towns, and villages.
2. The model suggests that learning new complex concepts requires establishing links between those concepts and existing knowledge, which may involve overcoming obstacles like tunnels or bridges. Learning progresses as learners build more connections in their knowledge network.
3. Motivation is important for learning - learners who are intrinsically motivated by a desire to learn, rather than just fulfilling a need, will enjoy the learning process more and be more likely to continue learning.
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This document summarizes several learning styles and factors, as presented by a group of students to their class. It describes dependent and independent learning styles, left and right brain dominance, reflective vs impulsive learners, and Kolb's four-stage experiential learning cycle. Strategies are provided for each learning style to help students learn in ways that suit their natural preferences and strengths.
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Similar to Itlm topic 7_8
Piaget’S Cognitive Development Theory
Piaget's theory of cognitive development consists of four stages:
1) Sensorimotor stage (birth to age 2) where children learn through senses and physical interaction.
2) Preoperational stage (ages 2-7) where children develop language and imagination but lack logical reasoning.
3) Concrete operational stage (ages 7-11) where children develop logical thinking skills and understand conservation.
4) Formal operational stage (ages 11 and up) where children develop abstract reasoning and can think hypothetically.
Piaget developed this theory by observing his own children and it focuses on how children construct an understanding of the world through experiences over time.
Piaget’S Cognitive Development Theory
Jean Piaget was a Swiss psychologist who developed a theory of cognitive development in children. His theory consists of four stages: sensorimotor (birth to age 2), preoperational (ages 2-7), concrete operational (ages 7-11), and formal operational (ages 11-15). In each stage, children develop new cognitive abilities as they interact with the world. Piaget studied his own children to develop this theory. He found that children progress through these stages in a fixed order at their own pace as their understanding becomes more complex and abstract.
Piagets cognitivedevelopmenttheory 123587749173-phpapp01
Piaget's theory of cognitive development consists of four stages: sensorimotor, preoperational, concrete operational, and formal operational. During each stage, children develop new intellectual abilities and ways of thinking. Teachers can support cognitive development by providing hands-on activities and materials appropriate for students' stages, such as manipulatives for younger children and open-ended problems for older students. Piaget's theory emphasizes using concrete examples and experiences to help students understand new concepts.
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The document discusses various learning theories and their implications for teaching, including:
1) Behaviourism focuses on conditioning and external influences on learning while constructivism sees learning as an internal cognitive process of knowledge construction.
2) Social constructivism and Vygotsky's zone of proximal development emphasize social learning and scaffolding within a learner's potential level with help from others.
3) Multiple intelligences theory proposes eight intelligences and incorporating them into lessons through varied activities matching different strengths.
4) Brain-based learning suggests creating a multi-sensory, flexible environment allowing self-expression and personal meaning-making.
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A reflective practitioner considers the consequences of educational decisions and constantly refines their teaching to improve student learning. Reflection involves considering what worked and didn't during and after lessons to inform future planning. Key areas for reflection include the learning environment, educational dilemmas that have no single answer, and the decision-making process used. The goal is to foster reflection, not determine answers, and tools like conceptual frameworks can help move between practice, reflection, and improved practice. Students learn best through hands-on activities, visuals, stories and contexts familiar to them. Themes and short attention spans should be considered when planning lessons.
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Summarizing web-inar
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UDL Lesson Plan Subject EnglishGrade First Grade.docx
UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
· Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
· Add drawings or other visual displays to descriptions as desired to provide additional detail.
Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the definition of each.
· Following along, reading, and summarizing simple stories with pictures
Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
· Free choice of resource materials,
· Free choice of access (text, digital, audio),
· Free choice of response style.
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly ...
Psychological foundation of curriculum development
1. Several theorists discussed in the document influenced curriculum development from a psychological perspective, including Piaget who described four stages of cognitive development, Bruner who emphasized language and environment, and Gagne who proposed learning prerequisites and hierarchies.
2. Piaget's stages generally correspond to levels in the Nigerian educational system, while Bruner advocated discovery learning and integrated curricula. Gagne categorized learning outcomes and conditions.
3. Ausubel emphasized meaningful learning through sequenced, organized presentation of materials using advance organizers to facilitate linking new and existing knowledge.
Integrative methods-semis-trans (1)
This document discusses five effective classroom teaching styles:
1. Authority or lecture style - Teacher-centered style where the teacher lectures and students take notes. Best for large classes and subjects like history.
2. Demonstrator or coach style - Teacher demonstrates concepts and skills through activities and multimedia. Good for subjects like music, arts, and sciences.
3. Facilitator or activity style - Student-centered style where the teacher facilitates student exploration and self-learning. Develops critical thinking skills.
4. Delegator or group style - Students work collaboratively in groups while the teacher observes. Develops independence and peer learning.
5. Hybrid or blended style - Combines multiple styles tailored to student
Grits conference
This document summarizes the redesign of a social skills instruction curriculum based on two instructional design theories: Multiple Intelligences theory and Open Learning Environments theory. The original curriculum, called Skillstreaming, uses a formulaic approach of role-playing that may not engage all learners. The redesign suggests alternative activities aligned with different intelligences, like creating simulations, comics, or music. It also proposes giving students more autonomy through projects like creating apps or writing blog posts to practice skills in real-world contexts with peer support. The redesign aims to make the content more accessible, promote greater participation, and support self-directed learning.
What Is Powerful Learning Pbl
The document discusses powerful, personalized, project-based learning. It defines project-based learning and discusses its key elements and benefits. Project-based learning focuses on central concepts through problem-solving investigations and meaningful tasks. It allows students to construct their own knowledge and fosters skills like critical thinking, problem solving, finding and evaluating information, and communication. Teachers take more of a facilitator role in project-based learning.
How Do We Encourage Active Learning In Children?
Active Learning engages students in problem-solving and critical thinking. Play-Based Learning utilizes playful activities to teach concepts. Hands-On Activities involve practical tasks like experiments. Project-Based Learning encourages applying knowledge to real-world projects. Peer Learning promotes interaction among students. Flipped Classroom involves students studying independently before class. Research-Based Learning enhances interest through research. Interdisciplinary Learning integrates multiple subjects. Holistic Development nurtures intellectual, emotional, and social growth. Critical Thinking fosters deeper understanding. Metacognition develops awareness of the learning process. Creativity encourages self-expression.
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Itlm topic 7_8
- 1. SOME BASIC LEARNING THEORIES FOR TEACHING SECONDARY MATHEMATICS ITLM Topic 7-8
- 2. LEARNING OBJECTIVES Be aware of and understand some basic psychological learning theories advocated by Piaget and Bruner that can be applied to the teaching and learning of secondary mathematics Be aware of the difference between Piaget stages of developmental theories and his learning theories applied to the teaching and learning of secondary math Use the learning theories to show examples how mathematics are taught Make students more independent to read texts on learning theories
- 3. PROBLEM SOLVING PROCESS Recent problem solving researches agree that children actively construct theories at all times, including conceptions about the manipulation of quantity and how the physical world works. This leads to notions that children’s difficulties in school are due to the absence of relevant everyday experiences or to their faulty conceptualization in non-school setting.
- 4. ROUND ROBIN Give a list of possible factors that students have problem in learning and solving mathematical problems. Explain all possible factors that students have problem in learning and solving mathematical problems.
- 5. THREE COMMON LEARNING DIFFICULTIES Everyday life provides too little relevant experience, Everyday life provides erroneous experience, or children actively construct erroneous concepts of it, Too little and too weak a connection between what is being taught and the intuitive.
- 6. STRENGTHENING MATH LEARNING IN SCHOOL According to Polya, a major aim of education is the development of intelligence to teach young people to think. In primary school, children should be taught to do their arithmetic insightfully rather than mechanically In secondary school, mathematics should offer something to those who will, and those who will not, use mathematics in their later studies or careers.
- 7. PIAGET'S THEORY OF COGNITIVE DEVELOPMENT Process of Cognitive Development: the process of coming to know. Stages of Cognitive Development: the stages we move through as we gradually acquire this ability
- 8. PROCESS OF COGNITIVE DEVELOPMENT Assimilation is the process of using or transforming the environment so that it can be placed in preexisting cognitive structures. Accommodation is the process of changing cognitive structures in order to accept something from the environment.
- 9. STAGES OF COGNITIVE DEVELOPMENT Sensorimotor stage (Infancy). Pre-operational stage (Toddler and Early Childhood). Concrete operational stage (Elementary and early adolescence). Formal operational stage (Adolescence and adulthood).
- 10. TEACHING STUDENTS BEGINNING TO USE FORMAL OPERATIONS (ADOLESCENCE) Continue to use many of the teaching strategies and materials appropriate for students at the concrete operational stage: Use visual aids such as charts and illustrations, as well a simple but somewhat more sophisticated graphs and diagrams. Use well-organized materials that offer step by step explanations.
- 11. TEACHING STUDENTS BEGINNING TO USE FORMAL OPERATIONS (ADOLESCENCE) Give students an opportunity to explore many hypothetical questions: Provide students opportunities to discuss social issues. Provide consideration of hypothetical "other worlds."
- 12. TEACHING STUDENTS BEGINNING TO USE FORMAL OPERATIONS (ADOLESCENCE) Encourage students to explain how they solve problems: Ask students to work in pairs with one student acting as the problem solver, thinking aloud while tackling a problem, with the other student acting as the listener, checking to see that all steps are mentioned and that everything seems logical. Make sure that at least some of the tests you give ask for more than rote memory or one final answer; essay questions, for example, might ask students to justify two different positions on an issue.
- 13. TEACHING STUDENTS BEGINNING TO USE FORMAL OPERATIONS (ADOLESCENCE) Whenever possible, teach broad concepts, not just facts, using materials and ideas relevant to the students: While discussing a topic such as the Civil War, consider what other issues have divided the country since then. Use lyrics from popular music to teach poetic devices, to reflect on social problems, and so on.
- 14. ASSIGNMENT Browse internet and find other learning theories such as Bruner, Ausubel, Vygotsky, or others (in pairs). Make a summary and an example of secondary mathematics that could be taught by the learning theory you chose.
Editor's Notes
- Emphasize that one of the factors is psychology of learning mathematics
- making it difficult for children to grasp the meaning of new concept in the classroom. and so everyday experience interferes with classroom learning. everyday experience of learners.
- because although insightful performance is a more ambitious aim, it actually has a better chance of success. It yields faster and permanent results. The same mathematics should be taught to all students because no one can know in advance which students will eventually use mathematics professionally.
- Piaget described two processes used by the individual in its attempt to adapt: assimilation and accommodation. Both of these processes are used throughout life as the person increasingly adapts to the environment in a more complex manner.
- Sensorimotor stage (Infancy). Knowledge of the world is limited (but developing) because its based on physical interactions / experiences. Pre-operational stage (Toddler and Early Childhood). intelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a non-logical, non-reversible manner.Concrete operational stage (Elementary and early adolescence). intelligence is demonstrated through logical and systematic manipulation of symbols related to concrete objects. Formal operational stage (Adolescence and adulthood). In this stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts.