This document discusses theories of human learning and motivation as they relate to effective instruction. It covers several topics:
- Educational psychology as the scientific study of teaching and learning processes, and how psychological theories can be applied to instructional decision making.
- Different theories of learning like behaviorism, cognitive learning, and motivation theories.
- Factors that influence individual differences in learning like personality, gender, culture and peers.
- The importance of understanding students' backgrounds and perspectives to create culturally relevant pedagogy and avoid misunderstandings from cultural differences.
- How students build their self-perceptions and develop a sense of identity over time based on various influences.
Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
The following framework has some essential self-directed learning questions broken down into further key points for consideration. This isn’t an all-inclusive framework, but it’s a basic guideline for further exploration and development. Have learners use these points to examine the value of each question and consider how to apply it to their own self-directed learning pursuits.
This powerpoint presentation was put together by Stephanie Jones and presented on June 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Learning Differences and Obstacles: What gets in the way of reading?
Stephanie Jones is an affiliated faculty member at the Center on the Developing Child and the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at Harvard’s Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills.
Development circle professional teaching in higher ed session 5Julia Morinaj
eaching students is part of academic life. Whether it’s a workshop or a seminar, quality teaching is what matters most in students’ experiences and outcomes. Improve your (online) teaching with just a few tips and tricks. Profit from the opportunity to set and achieve your teaching goal, present your work, and get personal feedback. In this development circle, you will also learn about the principles of efficient and effective communication with students, essential traits of great teachers, resilience and well-being in the workplace, evidence-based teaching practices that work, and a fundamental basis of effective online pedagogy. You can apply the inputs in your own course, developing course content at your own pace. Even if you have a rich teaching experience, you can use this time to reflect on your teaching with close and careful attention and embrace feedback as a learning opportunity (pipes still can become clogged over time and need to be cleaned!). Each of the twelve sessions outlined below will include instructor inputs, reflection on the individual weekly goal, creating and sharing the goal for the next week, and getting feedback from the instructor and other participants of the circle. Participants may volunteer to provide more detailed information about a current challenge; the others contribute their ideas towards a solution. By making contributions that might be helpful to other people (e.g., sharing your work and experiences, offering your attention or feedback), you are making a positive difference and strengthening the meaning of a relationship. With time your contributions build trust and cultivate a greater sense of competence and connection with other people, increasing the chances for information exchange and collaboration. You become more effective at work and feel in control too, because you have access to more people, knowledge, and opportunities. Positive relationships—more opportunities. The Development Circle Workbook will walk you through what to do each week. You will meet your peer support group for 1 hour per week for 12 weeks. The course aims to provide you with the tools to improve your teaching skills as well as offer you the opportunity to develop a meaningful network.
This set of slides was presented at the CT Association of School Librarians Spring Unconference on March 30, 2019 to promote conversation about cultural practice that foster a spirit of inquiry in today's classroom and library settings.
The following framework has some essential self-directed learning questions broken down into further key points for consideration. This isn’t an all-inclusive framework, but it’s a basic guideline for further exploration and development. Have learners use these points to examine the value of each question and consider how to apply it to their own self-directed learning pursuits.
This powerpoint presentation was put together by Stephanie Jones and presented on June 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Learning Differences and Obstacles: What gets in the way of reading?
Stephanie Jones is an affiliated faculty member at the Center on the Developing Child and the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at Harvard’s Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills.
Development circle professional teaching in higher ed session 5Julia Morinaj
eaching students is part of academic life. Whether it’s a workshop or a seminar, quality teaching is what matters most in students’ experiences and outcomes. Improve your (online) teaching with just a few tips and tricks. Profit from the opportunity to set and achieve your teaching goal, present your work, and get personal feedback. In this development circle, you will also learn about the principles of efficient and effective communication with students, essential traits of great teachers, resilience and well-being in the workplace, evidence-based teaching practices that work, and a fundamental basis of effective online pedagogy. You can apply the inputs in your own course, developing course content at your own pace. Even if you have a rich teaching experience, you can use this time to reflect on your teaching with close and careful attention and embrace feedback as a learning opportunity (pipes still can become clogged over time and need to be cleaned!). Each of the twelve sessions outlined below will include instructor inputs, reflection on the individual weekly goal, creating and sharing the goal for the next week, and getting feedback from the instructor and other participants of the circle. Participants may volunteer to provide more detailed information about a current challenge; the others contribute their ideas towards a solution. By making contributions that might be helpful to other people (e.g., sharing your work and experiences, offering your attention or feedback), you are making a positive difference and strengthening the meaning of a relationship. With time your contributions build trust and cultivate a greater sense of competence and connection with other people, increasing the chances for information exchange and collaboration. You become more effective at work and feel in control too, because you have access to more people, knowledge, and opportunities. Positive relationships—more opportunities. The Development Circle Workbook will walk you through what to do each week. You will meet your peer support group for 1 hour per week for 12 weeks. The course aims to provide you with the tools to improve your teaching skills as well as offer you the opportunity to develop a meaningful network.
This set of slides was presented at the CT Association of School Librarians Spring Unconference on March 30, 2019 to promote conversation about cultural practice that foster a spirit of inquiry in today's classroom and library settings.
The principles are organized into these areas of psychological functioning:. Cognition and learning; Motivation; Social and emotional dimensions;. Context and learning; .& Assessment.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
What's a Library to Do? Transforming the One-Shot Library Workshop for the Ne...Jerilyn Veldof
Cornell University Library invited me to do a workshop for them on <a href="http://www.tc.umn.edu/~jveldof/WorkshopDesign/">creating one-shot library workshops</a>. These are the remarks I made in another session for their Library Assembly prior to the workshop.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
These slides are for teachers and researchers to know how to address student-centered learning
Inclusive learning
Critical thinking , these three dimensions are addressed in the slides. Please do share your thoughts.
Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
EMS- Reshaping our thoughts on Adult EducationRobert Cole
This is a presentation I put together on 4 hours notice as part of a testing (hiring) process for an EMS education position I was awarded.
I use this in teaching new FTO\'s, supervisors, and other trainers to motivate them about a good education program. Needless to say there is a lot of passionate dialog that goes along with this....
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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4. The scientific discipline concerned with the development, evaluation, and application of principles and theories of human learning Educational Psychology 9/28/2010
5. Principles & Theories Theory Principles A scientific explanation for why events happen in a certain way and which helps make predictions about such event in the future 9/28/2010 Descriptions of established relationships between elements
13. Is Theory Important? Prospective teachers Your "intuitive theory of instruction” This course may confirm your intuitive theory stretch the limits of your intuitive theory conflict with your intuitive theory
14.
15. We will focus on two types of knowledge that may help:
17. psychological knowledge that can be used in instructional decision makingIs Theory Important? 9/28/2010 How do theories come into play in teaching?
28. Action Research Reflective teachers draw from educational theory and research hypothesize about effective classroom practices apply, evaluate, and revise as needed
29. Commonalities 9/28/2010 The principles of research emphasized in the Action Research process are the same underlying principles that guide student learning.
32. Possible Sources of Individual Differences Personality? Gender? Cultural and Ethnic influences? Peers or Parents' influences?
33. Temperament and Personality Infants are different from one another from the start Some are fussy and cry a lot whereas some are easy going and cheerful. This is Temperament As children grow, they develop specific ways of behaving, thinking, and feeling. This is “Personality” How and why do these things develop the way they do? To what extent do individual differences influence temperament and personality? What are these individual differences? To what extent are nature, nurture, and constructivism influencing these differences.
34. Sense of self 22 Refers to an overall set of beliefs about who you are. It includes your beliefs about your personal attributes, strengths, and weaknesses Self-concept It also includes your overall beliefs about your worth. Self-esteem
35. Self-Esteem I like being myself and accept myself the way I am. Being myself is a guarantee that people will dislike me. I am afraid of being rejected by my friends. If I don't do as well as others, it means that I am an inferior person. I could disappear from the surface of the earth, and nobody would notice. I feel worthless. I will never amount to anything significant. I will never be as capable as I should be.
36. Factors influencing self-perceptions 24 Identify the sources of information that students use to help form their self-perceptions. Previous Performance Self-efficacy Behaviors of Others Feedback; modeling Group Membership Ethnic identity
37. Developmental trends in self-perceptions 25 Self-perceptions become increasingly abstract. Young kids tend to define themselves in terms of external, concrete factors. Self-perceptions become increasingly differentiated. Development of self-efficacy Self-perceptions become more integrated. Eventually we pull everything together to form an integrated whole about who we are. Children gradually base self-assessments on comparisons with peers Young kids base their self-assessments on their own improvement over time. As we grow, that changes. With age, self-concept becomes more stable.
38. Diversity in Personal & Social Development Gender differences Self-esteem Interpersonal behaviors Moral reasoning Socioeconomic differences Family challenges Cultural and Ethnic differences Ethnic identity Cultural heritage 26
39. Cultural Differences in Classrooms Students and teachers do not always have the same background. Teachers may have been raised in a different part of the state or country, and may be from a different culture or race. Such differences in background between teachers and students may cause problems. What problems may occur? 27
41. Impact of Cultural Differences How might cultural differences cause problems in developing lessons for students? Failure to anticipate gaps in students’ knowledge/skill Failure to create examples matching students’ existing knowledge “Self-fulfilling prophecy”
43. Impact of Cultural Differences How might cultural differences cause problems in evaluating or interpreting student responses or performance? Misunderstanding the relevance of student responses Mistakenly attribute student errors to laziness or stupidity Lead to incorrect approaches to dealing with the problem
49. Developed a critical consciousness among their students to challenge the status.
50.
51. I never teach my pupils. I only attempt to provide the conditions in which they can learn.Albert Einstein
Editor's Notes
Pedagogical theory is not an isolated entity. It is an axis of innumerable relationships.Thus far, we’ve only brushed the basic content of this course. Hopefully you’ve all read the chapters and are in a state of what Piaget would call disequilibrium, when you’re forced into confusion over the presentation of new information (have to either accommodate or assimilate)... As teachers we find that it’s necessary to create these states of disequilibrium because without them students, essentially cannot learn!Which raises the questions – How do students learn? – or, in other words, What motivates students to learn?Let’s ponder that thought a little more…..Lecture 5 – 6:30 – Facilitation 6:30 – 7 – Reflection Journal 7 – 7:20
What is educational psychology? A discipline that tries to understand, explain, and improve the processes of teaching and learning. What do educational psychologists do?explore the relationship between psychological theories and the phenomena of teaching and learning.make explicit the educational implications of the theoriestest the implications in educational settingsexamine educational questions/problems using psychological research methodsdevelop theories and educational implications from this researchFor example: research on instructional planning and objectives; classroom management; motivation; teaching and learning specific subject matter (e.g., reading, math science).
What is educational psychology? A discipline that tries to understand, explain, and improve the processes of teaching and learning. What do educational psychologists do?explore the relationship between psychological theories and the phenomena of teaching and learning.make explicit the educational implications of the theoriestest the implications in educational settingsexamine educational questions/problems using psychological research methodsdevelop theories and educational implications from this researchFor example: research on instructional planning and objectives; classroom management; motivation; teaching and learning specific subject matter (e.g., reading, math science).
How does theory come into play in teaching?Teaching involves solving problems and making decisions. The more information you have related to the problems you face the better your decisions will be..We will focus on the instructional process and the ways psychological knowledge and research on teaching can be used in the decision making process.
GROUP ACTIVITY: Using our model of information processing (the memory model), identify as many sources of individual differences among students as you can. Report these to the class as a whole.the capacity of the memory stores (e.g., sensory information store, working memory, LTM) - I don't think there is a great deal of evidence supporting thisthe duration with which information stays in any given memory store (i.e., some people may be able to hold information longer than others) - I don't think there is a great deal of evidence supporting thisthe speed with which information is processed (e.g., moved from sensory store to working memory, or moved from working memory to LTM, or retrieved from LTM into working memory) - there is some evidence for this.the amount and clarity/accuracy of declarative knowledge: factual information (rote memory); schemata and their interrelationships; there is ample evidence of both of these.the amount and accuracy/sophistication of procedural knowledge: motor skills, cognitive strategies, intellectual skills (discrimination, concepts and rules - ample evidence of all of these.