Learning theorypowerpoint emilygrainey
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The social learning theory was created by Albert Bandura. It incorporates aspects of cognitive and behavioral learning theories. According to this theory, people learn from observing others through processes like attention, retention, replication, and motivation. In the classroom, this theory can be applied through demonstrations, videos, games, and activities where students imitate or model behaviors and skills.
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Universal design
Universal Design aims to make all learning materials accessible to all students by accommodating different learning needs and abilities. It benefits all students by allowing them to learn in ways that match their strengths. The teacher's role is to understand each student's needs, develop lessons accordingly using principles of Universal Design, and monitor students' responses to adapt lessons as needed. Some examples of Universal Design include subtitling videos, using manipulatives, ensuring classroom accessibility, and providing both written and spoken instructions.
Who is tariq
Tariq is a new teacher who completed a MAT program to get certified. He started as a substitute and was then hired to take over a class mid-term in a small, remote upstate town. As a new teacher, he focuses on using inquiry-based approaches when possible within time constraints. He teaches a variety of learners and works to keep them engaged using technology like PowerPoint, while closely monitoring classroom management. Safety is a top priority, especially in science classes where equipment is used. Tariq is looking forward to continuing his teaching career and extending his professional network.
Stretch and challenge wall (1)
The stretch and challenge wall is a removable card display that provides students with challenging tasks to work on. The tasks focus on metacognitive activities and getting students to think about how they are learning. Teachers can direct students to the wall for extension activities, as a reflect and review activity, or as part of a group challenge. Using the wall benefits students by giving them regular access to metacognitive activities, high-order thinking challenges, and a sense of pride in selecting activities from the wall.
Pressonpres
This document discusses learning styles and strategies for teaching diverse learners. It identifies the three main learning styles as visual, auditory, and kinesthetic. For each style, it provides tips for identifying students with that learning preference and effective teaching methods. The document recommends that teachers incorporate multi-sensory techniques and use tools like graphic organizers, discussions, hands-on activities, and technology to engage students with different learning styles. The goal is to create inclusive classrooms that effectively teach all children.
Udl school project
This document describes the Universal Design for Learning (UDL) principles implemented at Star Middle School. The school is one story, has automatic doors and ramps for accessibility. Classrooms are arranged for clear lines of sight and encourage collaboration. Students are grouped by grade level in classes of 20 students with two teachers. Instruction incorporates technology, individual goals and strengths, multiple methods of presentation and assessment. Staff are trained in UDL principles and allow student freedom. The curriculum is accessible to all students through individualized goals. A variety of technologies and assessments are used schoolwide.
Grade 5 Parent BBQ Slideshow
If you missed the school BBQ, here is the information from the grade 5 presentation in the classroom. Please let me know if you have any questions about the information. Thanks!
Friday briefing s&c wall
This document provides suggestions for how to use a "Stretch and Challenge Wall" in the classroom. It can be used as an extension activity after initial lessons, as a review at the end of class, for mini-reviews during class, for group challenges, and for paired activities. It also encourages teachers to write down how they have used their wall on post-it notes, discuss different uses with other teachers, and record new potential uses to try in the future.
EDUC 553: Souza Chapter 8 putting it all together
This chapter discusses how to plan daily lessons using the information in the book. It provides a lesson planning design and suggests support systems. The design includes components like anticipatory sets, learning objectives, modeling, checking for understanding, and independent practice. Additionally, it discusses instructional methods like direct teaching, demonstration, and cooperative learning that can be used in lessons.
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Universal design
Universal Design aims to make all learning materials accessible to all students by accommodating different learning needs and abilities. It benefits all students by allowing them to learn in ways that match their strengths. The teacher's role is to understand each student's needs, develop lessons accordingly using principles of Universal Design, and monitor students' responses to adapt lessons as needed. Some examples of Universal Design include subtitling videos, using manipulatives, ensuring classroom accessibility, and providing both written and spoken instructions.
Who is tariq
Tariq is a new teacher who completed a MAT program to get certified. He started as a substitute and was then hired to take over a class mid-term in a small, remote upstate town. As a new teacher, he focuses on using inquiry-based approaches when possible within time constraints. He teaches a variety of learners and works to keep them engaged using technology like PowerPoint, while closely monitoring classroom management. Safety is a top priority, especially in science classes where equipment is used. Tariq is looking forward to continuing his teaching career and extending his professional network.
Stretch and challenge wall (1)
The stretch and challenge wall is a removable card display that provides students with challenging tasks to work on. The tasks focus on metacognitive activities and getting students to think about how they are learning. Teachers can direct students to the wall for extension activities, as a reflect and review activity, or as part of a group challenge. Using the wall benefits students by giving them regular access to metacognitive activities, high-order thinking challenges, and a sense of pride in selecting activities from the wall.
Pressonpres
This document discusses learning styles and strategies for teaching diverse learners. It identifies the three main learning styles as visual, auditory, and kinesthetic. For each style, it provides tips for identifying students with that learning preference and effective teaching methods. The document recommends that teachers incorporate multi-sensory techniques and use tools like graphic organizers, discussions, hands-on activities, and technology to engage students with different learning styles. The goal is to create inclusive classrooms that effectively teach all children.
Udl school project
This document describes the Universal Design for Learning (UDL) principles implemented at Star Middle School. The school is one story, has automatic doors and ramps for accessibility. Classrooms are arranged for clear lines of sight and encourage collaboration. Students are grouped by grade level in classes of 20 students with two teachers. Instruction incorporates technology, individual goals and strengths, multiple methods of presentation and assessment. Staff are trained in UDL principles and allow student freedom. The curriculum is accessible to all students through individualized goals. A variety of technologies and assessments are used schoolwide.
Grade 5 Parent BBQ Slideshow
If you missed the school BBQ, here is the information from the grade 5 presentation in the classroom. Please let me know if you have any questions about the information. Thanks!
Friday briefing s&c wall
This document provides suggestions for how to use a "Stretch and Challenge Wall" in the classroom. It can be used as an extension activity after initial lessons, as a review at the end of class, for mini-reviews during class, for group challenges, and for paired activities. It also encourages teachers to write down how they have used their wall on post-it notes, discuss different uses with other teachers, and record new potential uses to try in the future.
EDUC 553: Souza Chapter 8 putting it all together
This chapter discusses how to plan daily lessons using the information in the book. It provides a lesson planning design and suggests support systems. The design includes components like anticipatory sets, learning objectives, modeling, checking for understanding, and independent practice. Additionally, it discusses instructional methods like direct teaching, demonstration, and cooperative learning that can be used in lessons.
Carol Chan Synthesis Presentation - ITEC 299
Synthesis Presentation
ITEC 299
Created By: Carol Chan
The script of what I would say is in the notes section, which would appear after saving the file.
Thank you for looking at my presentation.
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Students learn through cooperative and collaborative activities like discussion groups rather than passive lectures. They work in interactive groups to ask questions and explore big concepts starting from a whole understanding and breaking into parts. As active learners, students learn best by doing activities and practicing teaching others. Teachers following constructivism will encourage student-led discovery and collaborative work within each student's Zone of Proximal Development.
Inga sharadze module 2 observation
The lesson plan contained clearly stated objectives and activities that scaffolded students' knowledge and skills toward achieving the objective. The lesson was learner-centered through the use of choices, group work, and a student-appointed leader. However, there were too many activities, which caused students to lose focus on the objective. The teacher recognized that she tried to incorporate too much material and needed to refocus students on the core activity rather than having so many distracting elements.
Universally designed learning
Universal Design is a framework that aims to accommodate the needs of all people without having to make adaptations. While ramps and accessibility buttons are helpful additions, Universal Design for Learning seeks to meet each student's needs from the initial design of learning environments and lessons. The goal is to provide all children with the best possible learning experience.
Universal design
This document discusses Universal Design for Learning (UDL) which aims to make learning accessible to all students. It outlines the key principles of UD including providing multiple means of representation, action and expression, and engagement. The document also discusses how UDL focuses on marginalized students and is based on cognitive neuroscience. It identifies the four main components that need universal design: goals, materials, methods, and assessment. The three broad UDL principles are to provide multiple means of representation, action and expression, and engagement. Examples of applying universal design include making doors accessible via large buttons or sensors and adding captions to make content accessible.
Slide share reflection. chapter 6
Visual learning tools like videos and photos are important in education because students learn best through visuals rather than just words. They can enhance meaning, encourage creativity, and help students communicate and interact with each other better. Teachers use these tools for digital storytelling, video documentaries, and other projects. This helps students think logically and collaborate while making the learning process more exciting and memorable. Students can feel a sense of accomplishment when they create videos and have others view their work. Overall, visual learning tools open up new ways for students and teachers to communicate and share knowledge.
Universally designed learning by Sam Schwartz
Universal Design is a framework that aims to accommodate the needs of all people without having to make adaptations. While ramps and accessibility buttons are helpful additions, Universal Design considers accessibility and inclusiveness from the outset of a design. Similarly, Universal Design for Learning (UDL) seeks to provide multiple means of engagement, representation, and action and expression to cater to different learning styles and needs. The overall goal is to create the most supportive learning environment possible for each student.
Whitney conrad universal design
This document discusses the principles of Universal Design for Learning (UDL) which is a framework to guide educational practice and ensure that all students are successful learners. UDL focuses on providing multiple means of representation, action and expression, and engagement through flexible goals, materials, methods, and assessments. It also emphasizes the importance of interaction, accessible physical environments, feedback, and technology to meet the needs of diverse learners including those with disabilities or who do not use English as a first language.
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The school will be designed to provide equal access for all students through its layout and facilities. It will have separate hallways for different grades and central areas for common spaces. Teachers will create accessible lessons using tools like Canvas and Chromebooks. Students will be placed in random groups that change frequently to encourage interaction. The staff will be diverse and support students' learning and relationships. Teachers will use various methods and technology like Nearpod, Vizzle, and Lexia to tailor instruction based on student needs and provide accommodations on assessments.
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This document provides an overview of a lesson plan focused on challenge and inclusion. It includes entry activities to interpret words related to comfort, belonging, and exclusion. Students consider how insiders and outsiders link to social and spatial inclusion. For home learning, students summarize an article on ethnic minority visits to UK national parks and complete activities from the textbook, with options for additional challenges. On review, students complete a diagram summarizing key concepts and write sentences for different types of places covered in the lesson.
Cognitive Learning and Teaching
Cognitive theory holds that learning involves changes in mental structures and thinking. It rejects the behaviorist view that learning is just a reaction. Key theorists discussed include Paivio on dual coding, Gagne on learning outcomes, and Gardner on multiple intelligences. Bloom's taxonomy outlines levels of knowledge acquisition. Gardner identified eight multiple intelligences. The cognitive approach sees learning as an internal process influenced by a student's learning style. Effective teaching integrates technology to engage different intelligences and learning styles.
Module4
This document discusses how teachers can promote creativity and problem solving in students through the use of technology in the classroom. It identifies that creativity involves processes, outcomes, goals, feelings, beliefs, knowledge and understandings. The document provides ways for teachers to promote creativity, such as allowing student input, displaying their work, and encouraging alternative responses to activities. It also discusses how technology can be used as a tool for creativity through activities like puzzles, design software, and brainstorming apps. Finally, it explains how technology can support problem solving by allowing open-ended questions and student-led research to find answers.
Teaching for Artistic Behavior (TAB)
1. In a choice-based art classroom, students work at their own pace, follow their interests, and learn from their peers and teacher as they work independently in centers with different art materials and projects.
2. Teachers can observe students working independently to understand their strengths and needs, work with small groups, and expect students to be highly motivated to work on projects of their choosing.
3. The classroom is arranged as studios with organized centers for art materials. Students learn from demonstrations, center directions, each other, and resources as they work independently or in groups.
IVHS Winter 2007 PD - PowerPoint Games as Evaluative Tools
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Annika Ruohonen teaches at Pääskytie school in Porvoo, Finland and blogs about using technology in teaching. She maintains teacher blogs on topics like learning, helping students, food, and diversity. Students are motivated to share their stories, opinions, studies, photos, videos and other creative works on blogs and social media. By exploring topics and reporting online without relying on books, teaching and technology can be ecological and allow students to become global citizens by collaborating with peers worldwide.
Social Learning Theory
1. Vygotsky placed more emphasis on social and cultural influences on cognitive development compared to Piaget, who focused more on universal stages of development.
2. Vygotsky argued that social interaction and language use are important for children's cognitive development, whereas Piaget underestimated these factors.
3. According to Vygotsky, learning occurs within the "zone of proximal development" where children can solve problems with guidance from others, such as teachers, before solving problems independently.
Social Learning Theory
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The script of what I would say is in the notes section, which would appear after saving the file.
Thank you for looking at my presentation.
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Students learn through cooperative and collaborative activities like discussion groups rather than passive lectures. They work in interactive groups to ask questions and explore big concepts starting from a whole understanding and breaking into parts. As active learners, students learn best by doing activities and practicing teaching others. Teachers following constructivism will encourage student-led discovery and collaborative work within each student's Zone of Proximal Development.
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The lesson plan contained clearly stated objectives and activities that scaffolded students' knowledge and skills toward achieving the objective. The lesson was learner-centered through the use of choices, group work, and a student-appointed leader. However, there were too many activities, which caused students to lose focus on the objective. The teacher recognized that she tried to incorporate too much material and needed to refocus students on the core activity rather than having so many distracting elements.
Universally designed learning
Universal Design is a framework that aims to accommodate the needs of all people without having to make adaptations. While ramps and accessibility buttons are helpful additions, Universal Design for Learning seeks to meet each student's needs from the initial design of learning environments and lessons. The goal is to provide all children with the best possible learning experience.
Universal design
This document discusses Universal Design for Learning (UDL) which aims to make learning accessible to all students. It outlines the key principles of UD including providing multiple means of representation, action and expression, and engagement. The document also discusses how UDL focuses on marginalized students and is based on cognitive neuroscience. It identifies the four main components that need universal design: goals, materials, methods, and assessment. The three broad UDL principles are to provide multiple means of representation, action and expression, and engagement. Examples of applying universal design include making doors accessible via large buttons or sensors and adding captions to make content accessible.
Slide share reflection. chapter 6
Visual learning tools like videos and photos are important in education because students learn best through visuals rather than just words. They can enhance meaning, encourage creativity, and help students communicate and interact with each other better. Teachers use these tools for digital storytelling, video documentaries, and other projects. This helps students think logically and collaborate while making the learning process more exciting and memorable. Students can feel a sense of accomplishment when they create videos and have others view their work. Overall, visual learning tools open up new ways for students and teachers to communicate and share knowledge.
Universally designed learning by Sam Schwartz
Universal Design is a framework that aims to accommodate the needs of all people without having to make adaptations. While ramps and accessibility buttons are helpful additions, Universal Design considers accessibility and inclusiveness from the outset of a design. Similarly, Universal Design for Learning (UDL) seeks to provide multiple means of engagement, representation, and action and expression to cater to different learning styles and needs. The overall goal is to create the most supportive learning environment possible for each student.
Whitney conrad universal design
This document discusses the principles of Universal Design for Learning (UDL) which is a framework to guide educational practice and ensure that all students are successful learners. UDL focuses on providing multiple means of representation, action and expression, and engagement through flexible goals, materials, methods, and assessments. It also emphasizes the importance of interaction, accessible physical environments, feedback, and technology to meet the needs of diverse learners including those with disabilities or who do not use English as a first language.
Teach Smarter Not Harder Presentation
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The document discusses emerging trends in 21st century classrooms including the use of drones, flipped classrooms, and virtual reality. Drones allow hands-on learning through activities like programming, photography, and filmmaking. Flipped classrooms incorporate video instruction at home and projects/discussions in class, allowing individualized learning. Virtual reality engages students through interactive 3D simulations of topics like field trips and human anatomy. The author reflects on incorporating more technology like aspects of a flipped classroom and new apps in their own teaching.
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The school will be designed to provide equal access for all students through its layout and facilities. It will have separate hallways for different grades and central areas for common spaces. Teachers will create accessible lessons using tools like Canvas and Chromebooks. Students will be placed in random groups that change frequently to encourage interaction. The staff will be diverse and support students' learning and relationships. Teachers will use various methods and technology like Nearpod, Vizzle, and Lexia to tailor instruction based on student needs and provide accommodations on assessments.
MOTIVATING TOMORROWS ENGINEERS
This document discusses motivating engineering students to study through improved teaching methods based on research by Dr. Peter Willmot. It describes international projects investigating what motivates engineering students and how motivation can be nurtured. Students are motivated by challenging, engaging, real-world problems and seeing quick results. They are demotivated by poor lectures, uninteresting topics, and other unmotivated students. The document considers how to address students arriving unprepared and suggests building creativity and autonomy into the curriculum while creating a sense of belonging to motivate students.
Back To School Night - Mr. Akins
Physical education teacher Mr. Akins' back to school night will focus on 21st century skills, including life and career skills, learning and innovation skills, and information, media, and technology skills. Some key life and career skills that will be discussed are social skills like collaboration and cooperation, being an independent worker through self-thought and critical thinking, working effectively in diverse teams through listening, speaking respectfully, and guiding and leading others towards a common goal.
Challenge for all at ks5
This document provides an overview of a lesson plan focused on challenge and inclusion. It includes entry activities to interpret words related to comfort, belonging, and exclusion. Students consider how insiders and outsiders link to social and spatial inclusion. For home learning, students summarize an article on ethnic minority visits to UK national parks and complete activities from the textbook, with options for additional challenges. On review, students complete a diagram summarizing key concepts and write sentences for different types of places covered in the lesson.
Cognitive Learning and Teaching
Cognitive theory holds that learning involves changes in mental structures and thinking. It rejects the behaviorist view that learning is just a reaction. Key theorists discussed include Paivio on dual coding, Gagne on learning outcomes, and Gardner on multiple intelligences. Bloom's taxonomy outlines levels of knowledge acquisition. Gardner identified eight multiple intelligences. The cognitive approach sees learning as an internal process influenced by a student's learning style. Effective teaching integrates technology to engage different intelligences and learning styles.
Module4
This document discusses how teachers can promote creativity and problem solving in students through the use of technology in the classroom. It identifies that creativity involves processes, outcomes, goals, feelings, beliefs, knowledge and understandings. The document provides ways for teachers to promote creativity, such as allowing student input, displaying their work, and encouraging alternative responses to activities. It also discusses how technology can be used as a tool for creativity through activities like puzzles, design software, and brainstorming apps. Finally, it explains how technology can support problem solving by allowing open-ended questions and student-led research to find answers.
Teaching for Artistic Behavior (TAB)
1. In a choice-based art classroom, students work at their own pace, follow their interests, and learn from their peers and teacher as they work independently in centers with different art materials and projects.
2. Teachers can observe students working independently to understand their strengths and needs, work with small groups, and expect students to be highly motivated to work on projects of their choosing.
3. The classroom is arranged as studios with organized centers for art materials. Students learn from demonstrations, center directions, each other, and resources as they work independently or in groups.
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Barbour, M. K. (2007, February). PowerPoint games as evaluative tools. Presentation at the Illinois Virtual High School Winter Meeting, Normal, IL.
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This document discusses project based learning (PBL) in the English classroom. It defines PBL as an approach where students explore real-world problems and challenges to gain a deeper understanding of their subjects. The document provides examples of how PBL can be implemented for different units, such as having students write and publish their own stories or design promotional posters. It also outlines some of the key elements of PBL, including driving questions, real-world products, and 21st century skills. Finally, it addresses potential issues teachers may face and provides resources for planning, running, and getting support for PBL projects.
2012 08-22
Annika Ruohonen teaches at Pääskytie school in Porvoo, Finland and blogs about using technology in teaching. She maintains teacher blogs on topics like learning, helping students, food, and diversity. Students are motivated to share their stories, opinions, studies, photos, videos and other creative works on blogs and social media. By exploring topics and reporting online without relying on books, teaching and technology can be ecological and allow students to become global citizens by collaborating with peers worldwide.
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IVHS Winter 2007 PD - PowerPoint Games as Evaluative Tools
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Social Learning Theory
1. Vygotsky placed more emphasis on social and cultural influences on cognitive development compared to Piaget, who focused more on universal stages of development.
2. Vygotsky argued that social interaction and language use are important for children's cognitive development, whereas Piaget underestimated these factors.
3. According to Vygotsky, learning occurs within the "zone of proximal development" where children can solve problems with guidance from others, such as teachers, before solving problems independently.
Social Learning Theory
Social Learning Theory with A perspective of social work. How social workers can use this theory for understanding behavioral issues of their clients for their better rehabilitation and psychotherapy as well.
Bandura's Social Learning Theory
Created for "my favorite theory" assignment for EDCI 887: ProSem I at Kansas State University.
Made using SmartBoard Notebook software and a Bamboo Tablet.
audiolingual method
Audiolingualism (ALM) was an approach to teaching foreign languages that developed from the Army Method used during World War II. It focused on teaching oral skills through repetition drills and habit formation. ALM was based on behaviorist theory that language learning is habit formation strengthened by reward and practice. Teachers led oral instruction using dialogs, drills, and pattern practice to shape correct responses while minimizing errors. The goal was to build communicative competence through mechanical practice.
Social learning theory
social learning theory, combined theory of cognitive theory and behavioral learning theory profonded by Albert Bandura.
Historical overview of language teaching methodology
This document provides a historical overview of different language teaching methodologies:
- The grammar-translation method originated in the 18th-19th centuries and focused on linguistic knowledge and learning rules through translation between the first and target languages.
- The direct method emerged in the late 19th century and taught solely in the target language without using the first language.
- The audiolingual/audiovisual method developed in the 1950s and emphasized spoken language through listening and speaking modeled sentences before reading and writing.
- The cognitive approach of the 1960s aimed to acquire language to interact with the environment through a stress-free learning environment.
- Communicative methods from the 1970s-1980s promoted learning by using
Social learning theory
The social learning theory of Bandura emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others.
Audiolingual method 2 b
The audiolingual method is a style of foreign language teaching that uses behaviorist theory. It focuses on oral skills and teaches grammar through repetitive drills and reinforcement. The method was developed during World War II when the US Army needed an efficient way to teach soldiers foreign languages. It relies heavily on imitation, memorization of dialogues, and oral practice to form correct habits without explanation of rules. The teacher strictly controls the class, and errors are avoided to prevent formation of bad habits.
Albert bandura and social learning theory
This document provides an overview of Albert Bandura and his social learning theory. Some key points:
- Bandura emphasized the importance of observational learning and modeling behaviors, attitudes, and reactions of others.
- He identified four processes involved in observational learning: attention, retention, motor reproduction, and motivation.
- Bandura's famous Bobo doll experiment demonstrated that children's aggressive behaviors could be learned through observation.
- There are three core concepts of social learning theory: learning through observation, the role of internal mental states, and that learning does not always lead to behavioral changes.
Audiolingual method
The audiolingual method originated in the United States in the 1950s in response to the need to teach foreign languages to students and correspondents. It was influenced by behaviorism and focused on habit formation through drills and memorization of dialogs without explanation. Teachers played a central role in modeling pronunciation and guiding learner responses according to stimuli-response-reinforcement principles.
Audiolingual method
The audiolingual method was developed in response to the need for language training during World War II. It focused on habit formation through drills and repetition of spoken language. The method aimed to teach fluency through a behaviorist approach but declined in popularity due to criticisms that it was unable to transfer skills and was boring. Noam Chomsky's theory of an innate language faculty also challenged the behaviorist foundations of the audiolingual method.
Observational (Social) Learning Theory
Observational learning, also known as social learning theory, occurs when an observer's behavior changes after viewing a model's behavior. There are four key steps to observational learning: attention, retention, reproduction, and motivation. Bandura's famous Bobo doll experiments demonstrated that children will imitate aggressive behaviors they observe in models, especially if the model receives reinforcement. Social learning theory explains how behaviors like aggression are developed and how environmental experiences can influence children's learning of violence.
Audiolingual method
The audiolingual method is an oral-based language teaching approach that was influenced by structural linguistics and behavioral psychology. It uses repetition and drilling of grammatical patterns to help students form new habits in the target language. Teachers present new vocabulary and structures through dialogs, which students then practice through imitation, repetition, and pattern drills with the goal of overcoming their native language habits. The focus is on oral skills and grammar is induced, not explicitly taught. Student interaction is teacher-directed and the primary role of students is to respond to stimuli while the teacher controls the learning process.
Social Learning Theory
Social learning theory focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling. Among others Albert Bandura is considered the leading proponent of this theory.
Draft learning matrix
This document discusses several learning theories including behaviorist theory and cognitive theory. Behaviorist theory focuses on how learning occurs through consequences like reinforcement or punishment that influence whether behaviors are repeated. Cognitive theory examines internal mental processes like memory, understanding, and problem-solving that influence learning.
Social Learning Theory
The social learning theory proposes that people learn from one another via observation, imitation, and modeling. Proposed by Albert Bandura, it argues that observational learning, or modeling, is an important way people acquire behaviors in a social context. For effective modeling to occur, four conditions must be present: attention, retention, reproduction of behaviors, and motivation to imitate. Teachers can promote social learning by modeling appropriate behaviors for students to observe and applying techniques that expose students to diverse models and build self-efficacy.
Audiolingual Method
The audiolingual method was widely used in the 1950s and 1960s to teach language. It was based on behaviorism and believed that language skills are learned through habit formation from oral presentation and positive reinforcement. The goals of this method were accurate pronunciation, grammar, quick responses in speech, and sufficient vocabulary. Teachers used dialogues, drills, and pattern practices with repetition and substitution to help students develop correct habits without mistakes.
Bandura and Social Learning Theories
Albert Bandura developed social learning theory, which posits that people learn through observing others either directly or through media. His famous Bobo doll experiment showed that children who observed an adult acting violently towards an inflatable doll later imitated that behavior when alone with the same toy. Bandura's concept of triadic reciprocal causation explained that behavioral, cognitive, and environmental factors all interact to influence learning. He also studied self-efficacy, or one's belief in their ability to perform behaviors successfully. Bandura's work has implications for educators in carefully selecting media, modeling appropriate behaviors, and fostering students' sense of self-efficacy and empowerment.
TEFL - The Audiolingual Method
The document discusses the Audiolingual Method, an approach to teaching foreign languages that was popular in the United States in the 1950s-1960s. It was based on behaviorist theory that language learning involves habit formation through repetition and reinforcement. Teachers modeled target language structures, which students practiced through drills with a focus on speaking and listening before reading and writing. While it aimed to make language learning more scientific, critics argued it lacked focus on communication and was boring for students. The decline of Audiolingualism coincided with the rise of theories prioritizing meaning over structure.
Social Learning Theory
1. Albert Bandura's social learning theory proposes that people can learn through observation alone, without changing their behavior, and that cognition plays a role in learning.
2. Bandura demonstrated in his Bobo doll experiments that children imitate aggressive behaviors they observe in others.
3. Social learning theory considers attention, retention, reproduction, and motivation as important components of observational learning.
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Historical overview of language teaching methodology
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Module 13 presentation
Constructivism is a theory of learning that states that people actively construct their own understanding and knowledge of the world by experiencing things and reflecting on those experiences. Key aspects include learners actively constructing their own subjective representations of reality and an integrated curriculum where students learn in various ways through different activities. Constructivism was influenced by theorists like Piaget who defined cognitive development stages and Bruner who believed learning is an active process where learners construct new ideas based on prior knowledge. In a constructivist classroom, the teacher acts as a facilitator and the students are engaged in interactive, student-centered activities to empower their own learning.
Module 13 presentation
Constructivism is a theory of learning that states that people actively construct their own understanding and knowledge of the world by experiencing things and reflecting on those experiences. Key aspects include learners actively constructing their own subjective representations of reality and an integrated curriculum where students learn in various ways through different activities. Constructivism was influenced by theorists like Jean Piaget who defined cognitive development stages and Jerome Bruner who believed learning is an active process where learners construct new ideas based on prior knowledge. In a constructivist classroom, the teacher acts as a facilitator and the students are engaged in interactive, student-centered activities to build their own understanding.
Behaviorism
The document summarizes the behaviorist learning theories of Ivan Pavlov, B.F. Skinner, and Albert Bandura. It explains Pavlov's classical conditioning experiments with dogs, Skinner's operant conditioning using reinforcement with animals, and Bandura's social learning theory which found that people can learn through observation. The document also discusses how teachers implementing these theories would use reinforcement, practice, and technology integration to motivate students and shape behaviors, while students would react to stimuli and be reinforced for desirable behaviors.
Project based learning updated
Project based learning is a teaching method where students investigate and respond to engaging questions or problems over an extended period of time. It addresses real-life issues, has the teacher serve as a facilitator, motivates students, encourages advanced thinking skills, and promotes collaboration. Project based learning helps students develop skills for a technological society, brings relevance to learning, lends itself to authentic assessment, and promotes lifelong learning for students with varying styles. It prepares students for the 21st century by having them draw conclusions, solve complex problems, give feedback, and generate their own ideas to confront problems. Technology can be implemented into projects through posters, videos, blended presentations, PowerPoints, and wikis. An example project has students predicting what would
Project based learning
Project based learning is a teaching method where students investigate and respond to engaging questions or problems over an extended period of time. It addresses real-life issues, has the teacher serve as a facilitator, motivates students, encourages advanced thinking skills, and promotes collaboration. Project based learning helps students develop skills for a technological society, brings relevance to learning, lends itself to authentic assessment, and promotes lifelong learning for students with varying styles. It prepares students for the 21st century by having them draw conclusions, solve complex problems, give feedback, and generate their own ideas to confront problems. Technology can be implemented into projects through posters, videos, blended resources, PowerPoints, and wikis. An example project has students predicting what would
Project based learning updated 2
This is a PowerPoint presentation that elaborates on the Project-Based Learning 21st Century pillar.
Learning theories team 1
This document summarizes key figures in constructivism and its implications for teaching. It outlines the constructivist theories of Piaget, Bruner, Vygotsky, Dewey, and Vico. According to constructivism, knowledge is actively constructed by learners through experiences and interactions. Teachers should engage students in hands-on learning by asking questions and encouraging collaboration. Students are active learners who construct their own understanding through exploration, inquiry, and problem-solving.
etoolspd
This document discusses constructivism and its implications for promoting active, collaborative, inquiry-based learning in a virtual environment. It provides examples of how interactive tools, virtual manipulatives, online discussions, and collaborative projects can support constructivist learning principles. While constructivist methods may improve higher-order thinking, they do not necessarily boost performance on traditional tests, so a variety of teaching strategies is recommended.
Creative and powerful classroom presentations
This document discusses various technologies that can be used to create powerful and creative classroom presentations. It outlines visual aids like posters, photos, and projected materials from document cameras or digital projectors. Videos from cameras, educational movies, or student-made videos are also recommended. The internet provides a wealth of information for teachers and students. iPads are embraced as replacing textbooks and engaging students through creative apps. It stresses the importance of properly implementing new technologies in fun and creative ways to match students' learning styles and accommodate their technological skills.
Micro learning PPT.pptx
The document discusses microlearning, which involves delivering education through short learning units that allow students to control their own pace of learning. It is based on the forgetting curve, which shows that people typically forget most of what they learn within a month. Microlearning units are short (5-15 minutes), focused on a single topic, and interactive. Examples include explainer videos, mobile apps, games, infographics, and social media. When used effectively, microlearning can optimize time usage, improve engagement and knowledge absorption, and enhance personalization of learning. However, managing large amounts of microlearning content can be challenging.
How to teach medical/dental students.pptx
This document provides guidance on effective lecturing techniques for teaching medical and dental students. It recommends that lectures be used to present complex information that students cannot easily learn on their own. Effective lectures clearly organize information using analogies, metaphors and examples to illustrate concepts in a way that connects to students' backgrounds. The document outlines eight steps for active lecturing, including knowing your audience, having a clear outline or map, engaging students at the beginning and middle of the lecture, using visual aids and movement, providing a conclusion, and having students apply the lecture material after class. The overall goal is for lectures to help students make connections and link new concepts to their existing knowledge.
AECT 2013 Lessons learned
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Education for Social Innovation - Session 2
This presentation is from the second session of our Education for Social Innovation course offered with the Toronto District School Board.
My edmodo classroom
This document describes how a teacher uses Edmodo to support blended learning in their classroom. The teacher's learning objectives include integrating technology, differentiating instruction, actively involving students, and developing higher-order thinking. Classes 8 and 11 use Edmodo both during and outside of school. The teacher gets to know students through learning profiles and observation on Edmodo. A variety of features like Discover, virtual library, and engaging media are used. Instruction is differentiated and caters to multiple intelligences. Students work at their own pace and the teacher remains connected during breaks. Evaluation includes formal and informal assessments, and feedback is provided to build confidence and guide instruction. 21st century skills are developed through Edmodo-blended learning.
User centered design method & wikiwijs
User Centered Design method & Wikiwijs
By Karin van den Driesche
Presented at Merlien Institute's International conference on Qualitative Consumer Research & Insights, 7 & 8 April 2011, Malta
Intergrated-Lesson-and-Pedagogy-tot.pdf
This document provides an overview of integrated lesson plans and pedagogy in the CBC curriculum. It defines an integrated lesson plan as one that brings together aspects from two or more subjects relating to a single learning outcome. The document discusses several learning theories that inform CBC teaching approaches, including constructivism and multiple intelligences. It also outlines some pedagogical approaches used in junior secondary, such as brainstorming, audio/visual tools, outdoor learning, role plays and group work, with the goal of developing skills like critical thinking and collaboration.
Synthesis Presentation
NOTE:
Please make sure to view the potential transcription on the presentation. It is the "script" of the dialogue if I were to add audio and it is very important.
Thank you.
Transcription: https://pathbrite.com/portfolio/PdvTFPIdS/my-portfolio/item/PdvTFPIdSlP0EK9
modelsofteaching-120122073945-phpapp01-140222111541-phpapp02.pdf
The document discusses different teaching models including information processing models, behavioural models, personal models, and social models.
It describes several information processing models including Gagne's information processing model which outlines 8 stages of learning from motivation to feedback. It also discusses different types of inquiry teaching models.
Behavioural models discussed are direct instruction model, mastery learning, and programmed instruction model. Personal models covered are non-directive teaching, developing positive self-concepts, and project model.
Finally, the social model focuses on cooperative learning, group teaching, and simulation methods like role-play and sociodrama. The key aspects and importance of each model are highlighted.
Learning for new first year MBBS nov 18, 2014 2
General basics of Medical Education. Whole presentation was not used. But being uploaded to facilitate your targeted audience.
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Presentation given to support my paper at the DRS//Cumulus 2013 Design Education Conference in Oslo, May 2013
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- 1. SOCIAL LEARNING THEORY By Emily G.
- 2. Key People • The social learning theory was created by Albert Bandura
- 3. Key Points • The social learning theory had attributes of both cognitive and behavioral learning theories. • People learn from watching or duplicating others. • Incentive, retention, replication, and attention are needed for this learning theory.
- 4. Classroom Implications With Technology Without Technology Teachers can use this Teachers can use this theory with: theory by: • Videos • Show and tell • Computer Games • Board games • Smart Boards • Interactive Games
- 5. Student Implications With Technology Without Technology • Students can reproduce • Students copy a examples through Word teacher’s drawings and and Power Point examples on the board • Students use motor • Students take mental retention for memory pictures of examples and videos • Students pay attention during lectures
- 6. My Opinion • I think this theory is valid and I would use it in my own classroom. • Having students perform or imitate examples helps them to retain the information. • Students imitate everything you do so it is important to remember that while teaching.
- 7. Bibliography • "Bandura's Theory." Bandura's Theory. N.p., n.d. Web. 16 Nov. 2012. <http://www2.careers.govt.nz/educators- practitioners/career-practice/career-theory- models/banduras-theory/>. • "Social Learning Theory (Bandura)." Learning Theories. N.p., n.d. Web. 16 Nov. 2012. <http://www.learning- theories.com/social-learning-theory-bandura.html>. • "Social Learning Theory." Social Learning Theory. N.p., n.d. Web. 16 Nov. 2012. <http://www.southalabama.edu/ oll/mobile /theory_workbook/social_learning_theory.htm>. • "News." Bandura Receives Grawemeyer Award. N.p., n.d. Web. 16 Nov. 2012. <http://news.stanford.edu/news/ 2007/ december5/graw-120507.html>.