Vygotsky's theory of cognitive development states that social interaction plays a key role in the development of cognition. Children can solve problems with guidance from others that they cannot solve independently. Vygotsky identified the "zone of proximal development" as the difference between what a learner can do with guidance and without it. Piaget's stages of cognitive development include the sensorimotor, preoperational, concrete operational, and formal operational stages through which children progress as they interact with their environment. Skinner's theory of operant conditioning explains that we learn from the consequences of our behaviors - behaviors that are rewarded tend to be repeated.
Education process by Susan Bastable
susan bastable, education process, health education, educ20, assessment, planning, implementation, evaluation, assure model, apie model, patient education, staff education
Professional development is learning to earn or maintain professional credentials such as academic degrees to formal coursework, attending conferences, and informal learning opportunities situated in practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage.
Education process by Susan Bastable
susan bastable, education process, health education, educ20, assessment, planning, implementation, evaluation, assure model, apie model, patient education, staff education
Professional development is learning to earn or maintain professional credentials such as academic degrees to formal coursework, attending conferences, and informal learning opportunities situated in practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage.
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
Typically, however, teacher preparation is divided into two (and sometimes three) levels, where Earth science plays very different roles: Elementary education: Programs that prepare future elementary teachers often emphasize literacy and language skills, with less emphasis on math and science
COMPETENCY BASED EDUCATION AND OUTCOME BASED EDUCATION.pptxJyotsana Gurung
Competence is the ability of a person to achieve a certain limit of skill that will be needed to carry out any care activity for increasing the well being of the patient .
This PPT aims to provide Knowledge and understanding to Learner about the concept of Educational Administration, Important of Educational Administration, Challenges of Educational Administration, Model of Educational Administration, Functions of Educational Administration, Levels of Educational Administration, Principle of Educational Administration, Nature of Educational Administration, Best Practices for Educational Administration and so on.
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
Typically, however, teacher preparation is divided into two (and sometimes three) levels, where Earth science plays very different roles: Elementary education: Programs that prepare future elementary teachers often emphasize literacy and language skills, with less emphasis on math and science
COMPETENCY BASED EDUCATION AND OUTCOME BASED EDUCATION.pptxJyotsana Gurung
Competence is the ability of a person to achieve a certain limit of skill that will be needed to carry out any care activity for increasing the well being of the patient .
This PPT aims to provide Knowledge and understanding to Learner about the concept of Educational Administration, Important of Educational Administration, Challenges of Educational Administration, Model of Educational Administration, Functions of Educational Administration, Levels of Educational Administration, Principle of Educational Administration, Nature of Educational Administration, Best Practices for Educational Administration and so on.
The presentation is prepared according to the syllabus of Basic BSc nursing given by INC. for the better understanding and knowledge please refer the books. the learning is the information gaining process where the individual interact with the environment and gain knowledge.
This PPT contains topic Learning from Unit 3 Cognitive Process of the subject Psychology for F.Y.B.SC.Nursing.
Learning, as a cognitive process, involves acquiring knowledge, skills, understanding, and behaviors through experience, study, practice, or teaching. It's a fundamental aspect of human cognition, enabling individuals to adapt, solve problems, make decisions, and improve their performance in various domains of life. Cognitive processes play a critical role in how we perceive, encode, store, and retrieve information during the learning process.
The Importance of Community Nursing Care.pdfAD Healthcare
NDIS and Community 24/7 Nursing Care is a specific type of support that may be provided under the NDIS for individuals with complex medical needs who require ongoing nursing care in a community setting, such as their home or a supported accommodation facility.
PET CT beginners Guide covers some of the underrepresented topics in PET CTMiadAlsulami
This lecture briefly covers some of the underrepresented topics in Molecular imaging with cases , such as:
- Primary pleural tumors and pleural metastases.
- Distinguishing between MPM and Talc Pleurodesis.
- Urological tumors.
- The role of FDG PET in NET.
Global launch of the Healthy Ageing and Prevention Index 2nd wave – alongside...ILC- UK
The Healthy Ageing and Prevention Index is an online tool created by ILC that ranks countries on six metrics including, life span, health span, work span, income, environmental performance, and happiness. The Index helps us understand how well countries have adapted to longevity and inform decision makers on what must be done to maximise the economic benefits that comes with living well for longer.
Alongside the 77th World Health Assembly in Geneva on 28 May 2024, we launched the second version of our Index, allowing us to track progress and give new insights into what needs to be done to keep populations healthier for longer.
The speakers included:
Professor Orazio Schillaci, Minister of Health, Italy
Dr Hans Groth, Chairman of the Board, World Demographic & Ageing Forum
Professor Ilona Kickbusch, Founder and Chair, Global Health Centre, Geneva Graduate Institute and co-chair, World Health Summit Council
Dr Natasha Azzopardi Muscat, Director, Country Health Policies and Systems Division, World Health Organisation EURO
Dr Marta Lomazzi, Executive Manager, World Federation of Public Health Associations
Dr Shyam Bishen, Head, Centre for Health and Healthcare and Member of the Executive Committee, World Economic Forum
Dr Karin Tegmark Wisell, Director General, Public Health Agency of Sweden
Empowering ACOs: Leveraging Quality Management Tools for MIPS and BeyondHealth Catalyst
Join us as we delve into the crucial realm of quality reporting for MSSP (Medicare Shared Savings Program) Accountable Care Organizations (ACOs).
In this session, we will explore how a robust quality management solution can empower your organization to meet regulatory requirements and improve processes for MIPS reporting and internal quality programs. Learn how our MeasureAble application enables compliance and fosters continuous improvement.
Medical Technology Tackles New Health Care Demand - Research Report - March 2...pchutichetpong
M Capital Group (“MCG”) predicts that with, against, despite, and even without the global pandemic, the medical technology (MedTech) industry shows signs of continuous healthy growth, driven by smaller, faster, and cheaper devices, growing demand for home-based applications, technological innovation, strategic acquisitions, investments, and SPAC listings. MCG predicts that this should reflects itself in annual growth of over 6%, well beyond 2028.
According to Chris Mouchabhani, Managing Partner at M Capital Group, “Despite all economic scenarios that one may consider, beyond overall economic shocks, medical technology should remain one of the most promising and robust sectors over the short to medium term and well beyond 2028.”
There is a movement towards home-based care for the elderly, next generation scanning and MRI devices, wearable technology, artificial intelligence incorporation, and online connectivity. Experts also see a focus on predictive, preventive, personalized, participatory, and precision medicine, with rising levels of integration of home care and technological innovation.
The average cost of treatment has been rising across the board, creating additional financial burdens to governments, healthcare providers and insurance companies. According to MCG, cost-per-inpatient-stay in the United States alone rose on average annually by over 13% between 2014 to 2021, leading MedTech to focus research efforts on optimized medical equipment at lower price points, whilst emphasizing portability and ease of use. Namely, 46% of the 1,008 medical technology companies in the 2021 MedTech Innovator (“MTI”) database are focusing on prevention, wellness, detection, or diagnosis, signaling a clear push for preventive care to also tackle costs.
In addition, there has also been a lasting impact on consumer and medical demand for home care, supported by the pandemic. Lockdowns, closure of care facilities, and healthcare systems subjected to capacity pressure, accelerated demand away from traditional inpatient care. Now, outpatient care solutions are driving industry production, with nearly 70% of recent diagnostics start-up companies producing products in areas such as ambulatory clinics, at-home care, and self-administered diagnostics.
CHAPTER 1 SEMESTER V - ROLE OF PEADIATRIC NURSE.pdfSachin Sharma
Pediatric nurses play a vital role in the health and well-being of children. Their responsibilities are wide-ranging, and their objectives can be categorized into several key areas:
1. Direct Patient Care:
Objective: Provide comprehensive and compassionate care to infants, children, and adolescents in various healthcare settings (hospitals, clinics, etc.).
This includes tasks like:
Monitoring vital signs and physical condition.
Administering medications and treatments.
Performing procedures as directed by doctors.
Assisting with daily living activities (bathing, feeding).
Providing emotional support and pain management.
2. Health Promotion and Education:
Objective: Promote healthy behaviors and educate children, families, and communities about preventive healthcare.
This includes tasks like:
Administering vaccinations.
Providing education on nutrition, hygiene, and development.
Offering breastfeeding and childbirth support.
Counseling families on safety and injury prevention.
3. Collaboration and Advocacy:
Objective: Collaborate effectively with doctors, social workers, therapists, and other healthcare professionals to ensure coordinated care for children.
Objective: Advocate for the rights and best interests of their patients, especially when children cannot speak for themselves.
This includes tasks like:
Communicating effectively with healthcare teams.
Identifying and addressing potential risks to child welfare.
Educating families about their child's condition and treatment options.
4. Professional Development and Research:
Objective: Stay up-to-date on the latest advancements in pediatric healthcare through continuing education and research.
Objective: Contribute to improving the quality of care for children by participating in research initiatives.
This includes tasks like:
Attending workshops and conferences on pediatric nursing.
Participating in clinical trials related to child health.
Implementing evidence-based practices into their daily routines.
By fulfilling these objectives, pediatric nurses play a crucial role in ensuring the optimal health and well-being of children throughout all stages of their development.
2. INTRODUCTION
• Learning can be described as a relatively
permanent change in the behavior of an
individual based on his/her experiences or
discoveries.
• Learning theories provide the theoretical
framework to understand how people learn.
• We know that learning is a dynamic, lifelong
process that is unique to each individual.
3. Meaning of Learning
• The behavior of an individual is changed
through direct or indirect experiences.
• This change in behavior brought about by
experience is commonly known as learning.
4. Definition of Learning
• “Learning is the acquisition of new behavior or
the strengthening or weakening of old
behavior as the result of experience”.‖
-By Henry P. Smith
5. Definition of Learning
• “Learning is a process of progressive
behaviour through experience and training”.‖
-B.F. Skinner
• “Learning involves acquisition of knowledge,
habits and attitude”.‖
-Crow and Crow
7. Modes Of Learning
Transmission : It is the process by which
information; knowledge, ideas and skills are
tough to theirs through purposeful, conscious
telling, demonstration and guidance.
• Acquisition: It is conscious choice to learn.
This method includes exploring,
experimenting, self instruction, inquiry and
general curiosity.
8. Modes Of Learning
• Accretion - Is the gradual, often subconscious
or subliminal, process by which we learn
things like language culture, habits, prejudices
and social rules and behaviour.
• Emergence- It is the result of patterning,
structuring and the construction of new ideas
and meaning that did not exist before.
10. FORMAL LEARNING
• Formal learning: learning typically provided by
an education or training institution, structured
and leading to certification. Formal learning is
intentional from the learner‘s perspective.
11. INFORMAL LEARNING
• Informal learning: learning resulting from
daily life activities related to work, family or
leisure. It is not structured and typically does
not lead to certification. Informal learning may
be intentional but in most cases it is non-
intentional (or ―incidental/ random).
12. NON-FORMAL LEARNING
• Non-formal learning: learning that is not
provided by an education or training
institution and typically does not lead to
certification. It is, however, structured. Non-
formal learning is intentional from the
learner‘s perspective.
13. CHARACTERISTICS OF LEARNING:
i) Learning is the change in behavior
ii) Change in behavior caused by learning is
relatively enduring or permanent
iii) Learning is a continuous life long process
iv) Learning is a Universal process
v) Learning is purposive and goal directed
vi) Learning involves reconstructions of
experiences:
14. CHARACTERISTICS OF LEARNING
vii) Learning is the product of activity and
environment
viii) Learning is transferable from one situation
to another
ix) Learning does not necessarily imply
improvement
x) Learning does not necessarily imply the
development in right direction
15. CHARACTERISTICS OF LEARNING
xi) Learning helps in bringing desirable changes
in behavior
xii) Learning help in the attainment of teaching
Learning objective
xiii) Learning helps in the proper growth and
development
xiv) Learning helps in the balanced development
of personality
16. PRINCIPLES OF LEARNING
• PRINCIPLES OF READINESS
Readiness implies a degree of concentration
and eagerness. Individuals learn best when
they are physically, mentally, and emotionally
ready to learn, and do not learn well if they
see no reason for learning.
17. PRINCIPLES OF LEARNING
• PRINCIPLES OF EXERCISE
The principle of exercise states that those things
most often repeated are best remembered. It
is the basis of drill and practice. It has been
proven that students learn best and retain
information longer when they have
meaningful practice and repetition.
18. PRINCIPLES OF LEARNING
• PRINCIPLES OF EFFECT
The principle of effect is based on the emotional
reaction of the student. It has a direct
relationship to motivation. The principle of
effect is that learning is strengthened when
accompanied by a pleasant or satisfying
feeling, and that learning is weakened when
associated with an unpleasant feeling.
19. PRINCIPLES OF LEARNING
• PRINCIPLES OF PRIMACY
The state of being first, often creates a strong,
almost unshakable, impression. Things
learned first create a strong impression in the
mind that is difficult to erase. For the
instructor, this means that what is taught must
be right the first time.
20. PRINCIPLES OF LEARNING
• PRINCIPLES OF RECENCY
The principle of recency states that things most
recently learned are best remembered.
21. PRINCIPLES OF LEARNING
• PRINCIPLES OF INTENSITY
The principle of intensity implies that a student
will learn more from the real thing than from
a substitute. A student is likely to gain greater
understanding of tasks by performing them
rather than merely reading about them.
22. PRINCIPLES OF LEARNING
• PRINCIPLES OF REQUIREMENT
The law of requirement states that "we must
have something to obtain or do something." It
can be ability, skill, instrument or anything
that may help us to learn or gain something.
23. PRINCIPLES OF LEARNING
• PRINCIPLES OF FREEDOM
The principle of freedom states that things
freely learned are best learned. If no freedom
is granted, students may have little interest in
learning.
27. BEHAVIORISM
• Behaviorism, also known as behavioral
psychology, is a theory of learning based on
the idea that all behaviors are acquired
through conditioning. Conditioning occurs
through interaction with the environment.
Behaviorists believe that our responses to
environmental stimuli shape our actions.
28. THEORIES OF BEHAVIOURISM
1.Thorndike’s Theory of Trial and Error
2. Pavlov’s Theory of Classical Conditioning
3. Skinner’s Theory of Operant Conditioning
4. Kohler’s Theory of Insightful Learning
5. Hull’s Systematic Behavior Theory
6. Lewin’s Field Theory
7. Tolman’s Sign Theory
8. Gagne’s Theory of Learning
29. 1.Thorndike’s Theory of Trial and Error
• The famous Psychologist, Edward L. Thorndike,
(1874-1949) was the initiator of the theory of
Trial and Error learning.
• Edward Thorndike attempted to develop an
objective experimental method to study the
behavior of cats and dogs.
30. • He designed a so-called ‘puzzle box’ in which
an animal was placed.
• Each puzzle box had a lever or mechanism
that would release the door lock if the lever or
mechanism was pressed.
• The animal had to learn to press the lever or
mechanism to open the box.
• The reward of being freed from the box
strengthened the association between the
stimulus (being placed in a closed box) and an
appropriate action.
31. 1.Thorndike’s Theory of Trial and Error
• Thorndike concluded that rewards act to
strengthen stimulus-response associations.
• Stimulus Response Reward
32. 2. Pavlov’s Theory of Classical
Conditioning
• Russian Psychologist IVAN PAVLOV (1849-
1936), who advocated the Theory of Classical
Conditioning.
• It is simply a stimulus-response type of
learning, where in place of natural stimulus
like food water, sex, etc, an artificial stimulus
like the sound of the bell, sight of light of a
definite color, etc can evoke a natural
response.
33. • Perfect association occurs between the types of
stimuli presented together.
• As a result, after some time the natural stimulus
can be substituted or replaced by an artificial
stimulus, which in turn is able to evoke the natural
response.
34. 3. Skinner’s Theory of Operant
Conditioning
• B.F. Skinner (1948) conducted series of
experiments with animals, put forward his
theory of Operant Conditioning for learning.
•
35.
36.
37. 4. Kohler’s Theory of Insightful
Learning
• German psychologist Wolfgang Kohler (1887)
originated a learning theory named Insightful
learning.
• It is concerned with the nature of perception,
a learner perceives a thing as a whole.
• His experiments on chimpanzees
demonstrated learning by insight.
• The theory of insightful learning made
learning a purposeful and goal oriented task.
41. Hull’s Systematic Behavior Theory
• The things within the learner definitely act
and react with what is received in terms of
stimuli from the external environment, before
emitting of an overt response.
• Hull provided the amended S-O-R formula in
place of the traditional S-R approach.
42. Hull’s Systematic Behavior Theory
• He termed the environmental influences upon
the individual as “inputs” and his responses as
“Outputs” and what goes from the learner as
“processes”.
• Hull’s theory attached sufficient importance to
the needs, drives, incentives reinforcement
and adequate motivations for achieving
satisfactory results in the process of teaching
and learning.
43. Hull’s Systematic Behavior Theory
• The greatest contribution of Hull’s theory lies
in its emphasis on linking the learning to the
needs of the learners. He advocated the need
based goals, curricula and methods of
teaching.
44. 6. Lewin’s Field Theory
• German psychologist Kurt Lewin (1890-1947)
put forward a theory named Lewin’s Field
theory in 1917.
• Perception is the key issue in Lewin’s theory of
learning.
• Learning is a relativistic process by which a
learner develops a new insight or changes the
old views.
45. Lewin’s Field Theory
• The development of this new insight or
change in the old views can be explained
through the structuring or restructuring of
one’s life space i.e. the cognitive structure or
field of one’s perception and understanding.
• The learner begins to make distinction
between reality and unreality at different
levels of his life, space and try to act with the
knowledge, of what leads to what.
46.
47. Lewin’s Field Theory
• Field theory Field theory considers learning as
a change in the cognitive structure of the life
space resulting from the locomotion of the
person from one region to another. The
change in the cognitive structure are caused
by vector forces operating in the psychological
field.
48. 7. TOLMAN’S SIGN THEORY
• Edward Chace Tolman (1886-1959), an
American psychologist propounded his theory
as Tolman’s Sign learning or Sign Gestalt
learning.
• He argues that all learning is purposeful and
goal oriented rather than response oriented.
49. TOLMAN’S SIGN THEORY
• Learner develops cognitive maps or mental
representations (Sign Gestalts) in perfect
correlation with the goal, to achieve the
environment, in which he has to strive.
• The cognitive map becomes effective in
influencing one’s behavior in meeting one’s
need or purpose or in getting reinforcement.
• Every learner acts according to his cognitive
mapping of the environment to reach his goal.
50. 8. Gagne’s Theory of Learning
• Robert Gagne, the famous American psychologist
put forward a theory of learning.
• According to Gagne, Learning is supposed to
result in the enhancement of a person’s
performance and capabilities by acquiring new
ways of behaving.
• He declared that all types of human learning may
result in the development of human capabilities
in terms of five components namely; Verbal
information, intellectual skills, cognitive
strategies, motor skills and attitudes.
51. Gagné’s 9 Levels of Learning.
1. Gain attention.
2. Inform students of the objective.
3. Stimulate recall of prior learning.
4. Present the content.
5. Provide learning guidance.
6. Elicit performance (practice).
7. Provide feedback.
8. Assess performance.
9. Enhance retention and transfer to the job.
52.
53. GESTALT THEORY
• The Gestalt theory was to a great extent
propagated by Köhler, Koffka and
Wertheimer.
• Gestalt theory postulates that knowledge is
grouped into elements according to the
following principles: proximity,
similarity/differentiation, closure and
simplicity.
57. GESTALT PRINCIPLES
• Law of Proximity
• Law of Similarity
• Law of Closure
• Law of Good Continuation
• Law of Good Pragnanz
• Law of Figure/Ground
58. Law of Proximity
• The law of proximity
states that when objects
appear close to one
another they tend to be
perceived as a group.
59. Law of Similarity
• The law of similarity
captures the idea that
when we look at
objects that are
similar to each other,
we tend to group
them together.
60. Law of Closure
• The law of closure
captures the idea
that when we see
incomplete elements
in a visual, our brains
tend to fill in the
gaps and see it as a
whole.
61. Law of Good Continuation
• The mind continuous
visual patterns.
• The eye continues in
the direction it is
going.
• The principle of
continuity predicts the
preference for
continous figures.
62. Law of Good Pragnanz
• The word pragnanz is a
German term meaning
"good figure." The law of
Pragnanz is sometimes
referred to as the law of
good figure or the law of
simplicity.
• This law holds that objects
in the environment are
seen in a way that makes
them appear as simple as
possible.
63. Law of Figure/Ground
• Figure–ground
organization is a type of
perceptual grouping
which is a vital necessity
for recognizing objects
through vision.
65. 1. Piaget’s Theory of Cognitive
Development
• According to Piaget, children shape their own
conceptions of reality through continuous
interaction with their environment. Cognitive
development therefore occurs as children
adapt to their environment, thus building
their sense of reality.
• Learning is, therefore, a constant cycle of
Assimilation; Accommodation; Equilibrium;
Assimilation
66. Piaget’s Stages of Cognitive
Development.
1. The sensorimotor stage:
• Stage runs from birth to 2 years.
• Their learning is mainly by trial and error.
• The child spends their time learning basic
Schemas and Object Permanence (the idea
that something still exists when you can’t see
it).
67. Piaget’s Stages of Cognitive
Development.
2. The preoperational stage:
• Stage runs from 2 years to 7 years.
• The child develops and the ability to think
Symbolically (the idea that one thing can
stand for another; words for example, or
objects).
68. Piaget’s Stages of Cognitive
Development.
3. The concrete operational stage:
• Stage runs from 7 years to 11 years.
• They also develop the ability
to Conserve (understand that something stays
the same quantity even if it looks different).
• Children gain new competencies in thinking
and become involved in events outside of
their lives.
69. Piaget’s Stages of Cognitive
Development.
4. The formal operational stage
• Stage runs from 11 years into adulthood.
• Learners are able to think about abstract
relationships (as in algebra), understand
methodology, formulate hypotheses, and
think about possibilities and abstractions like
justice.
70. • According to Piaget, the whole process is active and
requires the rediscovery and reconstructing of
knowledge across the entire process of Stages.
• If the experience is a repeat one, it fits easily into
the child’s cognitive structure (that is it is
assimilated into the existing cognitive structure) so
that the child maintains mental equilibrium. If the
experience is different or new, the child loses
equilibrium (hence disequilibrium), and alters
his/her cognitive structure to accommodate the
new conditions. In this way, the child builds more
and more adequate cognitive structures.
71. CONSTRUCTIVISM
• Learning is a search for meaning. Therefore,
learning must be based on the issues that require
personal interpretation.
• The construction of meaning requires an
understanding of ‘wholes’ (the bigger picture) as
well as parts, and parts must be understood in the
context of wholes. Therefore, the learning process
focuses on primary concepts, not on isolated facts.
•
72. CONSTRUCTIVISM
• Emphasis is placed on the application of
knowledge as opposed to a mere acquisition
of decontextualised facts.
• Social aspects of learning form a crucial part
of the constructivist view of learning. This
means that people also learn from one
another and not only in isolation from others.
75. More Knowledgeable Other
• It refers to someone who has a better
understanding or a higher ability level than
the learner, with respect to a particular task,
process, or concept.
76. Zone of Proximal Development
• This is an important concept that relates to
the difference between what a child can
achieve independently and what a child can
achieve with guidance and encouragement
from a skilled partner.
77.
78. Zone of Proximal Development
• Vygotsky (1978) sees the Zone of Proximal
Development as the area where the most
sensitive instruction or guidance should be
given
• Allowing the child to develop skills they will
then use on their own
• Developing higher mental functions.
80. Scaffolding
• Appropriate assistance given by the teacher
to assist the learner accomplish a task.
• Requires that an instructor shows example
how to solve a problem, while controlling the
learning environment so that students can
take things step by step expanding their
knowledge without excessive frustration
81. Reciprocal teaching
• A highly successful teaching method, it
provides an environment of open dialogue
between student and teacher which goes
beyond a simple question and answer session.
83. The spiral curriculum
• Students revisit the same topic multiple times
throughout their school career. This reinforces the
learning each time they return to the subject.
• The complexity of the topic increases each time a
student revisits it. This allows progression through
the subject matter as the child’s cognitive ability
develops with age.
• When a student returns to a topic, new ideas are
linked with ones they have previously learned. The
student’s familiarity with the keywords and ideas
enables them to grasp the more difficult elements
of the topic in a stronger way
84. Bruner’s 3 Modes of Representation
• Enactive (age 0-1 years). Representation of
knowledge through physical actions.
• Iconic (age 1-6 years). Visual representation of
knowledge stored via visual images.
• Symbolic (age 7+ years). The use of words and
symbols to describe experiences.
85.
86. HUMANISM
• Humanism is a philosophy of reason and
science in the pursuit of knowledge
• Humanism is a philosophy for people who
think for themselves. They challenge and
explore
• Humanism is a philosophy for creating and
determining one’s destiny
• Humanism is a psychological approach that
emphasizes the study of the whole person.
87. TYPES OF HUMANISM
• Literary
• Renaissance
• Cultural
• Psychological
• Philosophical
• Christian
• Modern
• Secular
• Religious
88. Key Humanist Values and
Principles
• Humanists believe that nothing is more
important than people.
• Humanist value the human powers of
reasoning , imagining, and love.
• Humanist highlight the importance of concern
for the world and for the future
• Humanistic psychologists look at human
behavior not only through the eyes of the
observer, but through the eyes of the person
doing the behaving.
89. Humanism Beliefs
• Humanists believe that there is not enough
evidence to decide whether or not God exists.
• Humanists believe that this is the only life
humans have.
• Humanists stress that morals are a product of
human imagination and reason.
92. Self Actualization
• "What a man can be, he must be.“ A. Maslow
1954
• Psychologist Abraham Maslow (1943, 1954)
stated that human motivation is based on
people seeking fulfillment and change through
personal growth. Maslow described self-
actualized people as those who were fulfilled and
doing all they were capable of.
• The growth of self-actualization (Maslow, 1962)
refers to the need for personal growth that is
present throughout a person’s life.
93. Mezirow
• Jack Mezirow (1927) is an
American and emeritus
Professor sociologist of
Adult and Continuing
Education at Teachers
College,Columbia University.
• Transformative Learning: is
an adult education based
theory that suggests ways in
which adults make meaning
of their lives.
94. PAULO FREIRE
• (1921-1997) Brazilian
educationalist: pioneer of
adult literacy programmes as
a means of raising the
consciousness
(conscientization) of South
American peasants and urban
underclass. Critic of the
"banking"model of education,
in which the elite own and
construct the knowledge, and
the poor are excluded.
• Conscientization: focuses on
achieving an in-depth
understanding of the world
96. Purpose of Humanistic Education
• To offer a foundation for personal growth and
development so that learning will continue
throughout life in a self-directed manner (lifelong
learners).
• To provide intelligence, self-discipline, self-
respect, creativity, high motivation, affirmative
attitude, team player, joyful living, and good
health.
• Education is about creating a need within the
child, or instilling within the child self-motivation
• Humanism is about rewarding yourself
97.
98. Howard Gardner’s Multiple Intelligences
Theory
• Howard Gardner
• Gardner perceived
intelligence as the
ability to solve
problems or make
products that are useful
in one or more cultural
settings.
99. Gardner’s 7 Intelligences
• Linguistic intelligence. The ability to learn and
use language in written and spoken forms to
express oneself.
• Mathematical intelligence. The ability to solve
problems logically, to solve mathematical
problems and to perform scientific investigations.
• Musical intelligence. Having skill in appreciation,
composition and performance of musical
patterns, including the ability to recognise tone,
pitch and rhythm.
• Bodily-kinesthetic intelligence. Using mental
abilities to coordinate body movements to solve
problems.
100. Gardner’s 7 Intelligences
• Spatial intelligence. Being able to recognise
and use patterns in a wide or confined space.
• Interpersonal intelligence. The capacity to
understand the desires, motivations and
intentions of other people.
• Intrapersonal intelligence. The capacity to
understand your own fears, feelings and
motivations.
101. Importance of multiple intelligence in
the classroom
• Gardner suggested that
the intelligences rarely operate independently
and compliment each other as students learn
new skills and solve problems. He also
commented that the intelligences are amoral,
meaning they can be used for constructive or
destructive purposes.
102. Importance of multiple intelligence in
the classroom
• Gardner believes that all
seven intelligences are required to live life well
and education systems should include all
seven not just the more academic first two.