The document discusses Peter Jarvis's Learning Process Theory, which views learning as a combination of processes involving a person's whole life experiences. Jarvis was influenced by Kolb's Experiential Learning Theory. His theory includes three stages - non-learning, non-reflective learning, and reflective learning. It also relates to adult learners by acknowledging how their prior experiences and knowledge affect new learning. Educators can help adults make sense of life by linking activities to experiences.
Peter Jarvis developed the Learning Process Theory to explain how adults learn through life experiences. The theory has three stages - non-learning, non-reflective learning, and reflective learning. It is influenced by Kolb's Experiential Learning Theory and sees learning starting with a life situation that causes internal reflection and changes how the adult views themselves and the world. According to Jarvis, adult educators should help learners make sense of their experiences and link lessons to their lives.
The document discusses Peter Jarvis's Learning Process Theory, which views learning as a combination of processes involving a person's whole life experiences. Jarvis built on Kolb's Experiential Learning Theory, seeing learning as starting with a life situation that causes internal conflict resolved through reflection. Jarvis's three stage model moves from non-learning to non-reflective to reflective learning, where a person changes as a result of making sense of the experience. The theory emphasizes that adult learning is lifelong and involves the whole person.
This document discusses Jarvis's learning process theory and related models of experiential learning. It summarizes that Jarvis's model builds on Kolb's learning theory and incorporates how a person's biography and psychological history affect their experiences and learning. The model also includes experimenting with the environment, reflecting on practice as it occurs, and how familiar experiences may limit new learning over time. Finally, the document notes the role of educators is to facilitate critical reflection, challenge learners, and act as coaches, mentors, and evaluators in the learning process.
Learners and Learning: Section Three: School learningSaide OER Africa
In Section Three we will build on these ideas with special reference to schooling. In particular, we want to focus on the following question: "Should the kind of teaching and learning that occurs in schools be more like the learning that occurs in everyday life?" How is school learning different from everyday learning, and how can teachers implement good school learning in their classrooms?
1) The document discusses several learning theories including behaviorism, cognitivism, and humanism. Behaviorism focuses on reinforcement and conditioning of behaviors. Cognitivism examines memory, encoding, storage and retrieval of information. Humanism emphasizes empowering learners and facilitating self-directed learning.
2) Models of reflection are presented, including Gibbs' model of description, analysis and conclusion. Kolb's model involves concrete experience, reflective observation, abstract conceptualization and active experimentation.
3) Successful learning depends on factors like presentation methods, feedback, practice distribution, and learner motivation. Critical thinking involves perspective-taking, open-mindedness, and evaluation. Transformative learning changes perspectives through reflection.
This chapter discusses several theories of cognitive and psychosocial development. It describes Piaget's theory that children progress through sensorimotor, preoperational, concrete operational, and formal operational stages of cognitive development defined by their ability to think logically. Vygotsky emphasized social learning and the zone of proximal development. Erikson described psychosocial stages from trust to integrity. Kohlberg outlined stages of moral development from obedience to universal ethics. While influential, Piaget's theory has been criticized for being too rigid in its stages and underestimating social influences on development.
The document discusses the teacher's important role in character building of students. It begins by defining character and noting the current scenario of low literacy rates. It emphasizes that character building should be the prime aim of education. Character is influenced most by role models, especially teachers. Teachers need to understand child development principles and apply them appropriately. Development occurs through both nature and nurture influences. The teacher's role is to foster stable, positive behavior in students through their own strong moral character and caring attitude.
Peter Jarvis developed the Learning Process Theory to explain how adults learn through life experiences. The theory has three stages - non-learning, non-reflective learning, and reflective learning. It is influenced by Kolb's Experiential Learning Theory and sees learning starting with a life situation that causes internal reflection and changes how the adult views themselves and the world. According to Jarvis, adult educators should help learners make sense of their experiences and link lessons to their lives.
The document discusses Peter Jarvis's Learning Process Theory, which views learning as a combination of processes involving a person's whole life experiences. Jarvis built on Kolb's Experiential Learning Theory, seeing learning as starting with a life situation that causes internal conflict resolved through reflection. Jarvis's three stage model moves from non-learning to non-reflective to reflective learning, where a person changes as a result of making sense of the experience. The theory emphasizes that adult learning is lifelong and involves the whole person.
This document discusses Jarvis's learning process theory and related models of experiential learning. It summarizes that Jarvis's model builds on Kolb's learning theory and incorporates how a person's biography and psychological history affect their experiences and learning. The model also includes experimenting with the environment, reflecting on practice as it occurs, and how familiar experiences may limit new learning over time. Finally, the document notes the role of educators is to facilitate critical reflection, challenge learners, and act as coaches, mentors, and evaluators in the learning process.
Learners and Learning: Section Three: School learningSaide OER Africa
In Section Three we will build on these ideas with special reference to schooling. In particular, we want to focus on the following question: "Should the kind of teaching and learning that occurs in schools be more like the learning that occurs in everyday life?" How is school learning different from everyday learning, and how can teachers implement good school learning in their classrooms?
1) The document discusses several learning theories including behaviorism, cognitivism, and humanism. Behaviorism focuses on reinforcement and conditioning of behaviors. Cognitivism examines memory, encoding, storage and retrieval of information. Humanism emphasizes empowering learners and facilitating self-directed learning.
2) Models of reflection are presented, including Gibbs' model of description, analysis and conclusion. Kolb's model involves concrete experience, reflective observation, abstract conceptualization and active experimentation.
3) Successful learning depends on factors like presentation methods, feedback, practice distribution, and learner motivation. Critical thinking involves perspective-taking, open-mindedness, and evaluation. Transformative learning changes perspectives through reflection.
This chapter discusses several theories of cognitive and psychosocial development. It describes Piaget's theory that children progress through sensorimotor, preoperational, concrete operational, and formal operational stages of cognitive development defined by their ability to think logically. Vygotsky emphasized social learning and the zone of proximal development. Erikson described psychosocial stages from trust to integrity. Kohlberg outlined stages of moral development from obedience to universal ethics. While influential, Piaget's theory has been criticized for being too rigid in its stages and underestimating social influences on development.
The document discusses the teacher's important role in character building of students. It begins by defining character and noting the current scenario of low literacy rates. It emphasizes that character building should be the prime aim of education. Character is influenced most by role models, especially teachers. Teachers need to understand child development principles and apply them appropriately. Development occurs through both nature and nurture influences. The teacher's role is to foster stable, positive behavior in students through their own strong moral character and caring attitude.
This document discusses theories of adult learning and the author's experience as an adult learner. It begins by outlining five key learning theories - behavioral, humanist, cognitive, social cognitive, and constructivist. The author analyzes the behavioral theory in depth, agreeing that environment shapes behavior and learning. Later, the author reflects on taking offense to a classmate's comment, and concludes that the behavioral and cognitive perspectives best capture their experience with adult learning. Overall, the document provides a personal analysis of adult learning theories through the lens of the author's experiences.
The document discusses several learning style models including Kolb's, Fleming's VAK/VARK model, Gardner's theory of multiple intelligences, and Felder-Silverman's model. Kolb's model includes converger, diverger, assimilator, and accommodator styles. Fleming's model focuses on visual, auditory, and kinesthetic styles. Gardner identified eight types of intelligence. Felder-Silverman's model examines four dimensions of learning styles: sensing/intuitive, visual/verbal, active/reflective, and sequential/global. The document also discusses using learning style assessments and adapting teaching methods to incorporate different modalities to engage various learning styles.
Lev Vygotsky was a Russian psychologist who developed the theory of social constructivism. He believed that social interaction and culture play a key role in cognitive development. According to Vygotsky, learning occurs in the zone of proximal development through collaboration with more knowledgeable others. In the classroom, teachers act as guides who scaffold instruction to help students solve problems they cannot solve independently. Vygotsky's theories emphasize how language and social interaction aid children in constructing understanding.
This document provides an overview of learning and its relationship to maturation, attention, and interest. It begins with definitions of learning and discusses its key characteristics. It describes two broad categories of factors that influence learning: internal/personal factors and external/environmental factors. It then examines three specific factors - maturation, attention, and interest - and their relationship to learning. Maturation refers to natural developmental processes, while learning involves changes due to experience/training. The document discusses the interrelationship between learning and maturation and their implications for education. It defines attention and describes its characteristics and selective nature. Finally, it explores how attention relates to effective learning.
This document discusses psychology, curriculum development, and theories of learning. It begins by outlining the learning objectives, which include defining key terms and explaining the relationship between psychology and curriculum development. Next, it defines psychology, curriculum development, and the role of psychology in curriculum development. It then discusses psychological dimensions and theories of learning, including cognitivism, behaviorism, constructivism, and social learning theory. Finally, it defines learning and explores the nature of learning, including that it is universal, results from experience and practice, and leads to relatively permanent changes in behavior.
Albert Bandura conducted the famous Bobo doll experiment in 1961 to study social learning theory. In the experiment, children observed an adult acting aggressively or non-aggressively towards a Bobo doll. The children who observed aggression were much more likely to imitate that aggressive behavior when interacting with the doll themselves later, supporting the idea that learning can occur through observation. Social learning theory posits that learning is a cognitive process that occurs within a social context through observation, imitation of models, and internal mental states, rather than just behavioral conditioning.
Dewey's educational philosophy focused on experience and inquiry-based learning. He believed education should be grounded in the experiences and interests of the learner rather than externally imposed curricula. Learning experiences should be interactive and connect to the learner's life. Dewey advocated for a democratic approach where students are active participants in their education and discipline emerges naturally from engaging, purposeful learning activities rather than arbitrary external authority.
The document discusses John Dewey's philosophy of education and child-centered learning. It contrasts traditional education approaches with Dewey's progressive approach. Dewey advocated for education that is rooted in the child's experience and interests, promotes active and social learning, and links the school experience to society and democracy. The document examines Dewey's view that education should involve purposeful learning through interaction and continuity of experiences, rather than the memorization of disconnected facts.
The document discusses several principles of learning from pedagogy to andragogy to heutagogy. It explains that pedagogy focuses on teacher-directed learning while andragogy emphasizes learner-directed learning for adults based on their experiences. Heutagogy takes this further by advocating for self-determined learning where learners design their own courses and learning experiences based on their interests and needs in a rapidly changing world. The document argues heutagogy is suited for the modern workplace by developing individual capabilities rather than just transmitting knowledge.
The document discusses educational psychology and defines key concepts. It provides 3 definitions of educational psychology as the scientific study of human behavior in educational settings (Crow and Crow), the application of psychological findings to education (modern view), and the science that studies the "internal experiences" in education (Wilhelm Wundt, 1892). It then discusses the role of the teacher in students' physical, cognitive, and social development at the secondary school level. The teacher should support cognitive development through scaffolding, promote healthy physical development, and help with socio-emotional development and identity formation during this stage.
The document outlines the agenda and topics covered in a class about narrative inquiry. The class discussed John Dewey's views on experience and education. It also covered Connelly and Clandinin's three commonplaces of narrative inquiry - temporality, sociality, and place. The class involved activities applying these concepts to classroom experiences and discussed the importance of continuity of experience. Students were assigned to keep a timeline of experiences and give an oral presentation the following week.
The document discusses different types and theories of learning. It begins by defining learning as a relatively permanent change in behavior due to past experiences. It then discusses classical conditioning by Ivan Pavlov and operant conditioning by B.F. Skinner as theories of learning. It explains the concepts of reinforcement, punishment, and shaping behavior. The document also provides an example of using time outs instead of punishment for children. Overall, the document provides an overview of behavioral learning theories and concepts such as classical conditioning, operant conditioning, reinforcement, and punishment.
The document discusses the philosophies of several prominent education philosophers including John Locke, Herbert Spencer, John Dewey, George Counts, Theodore Brameld, and Paulo Freire. It summarizes their key views on topics like how learners acquire and develop knowledge, the relationship between education and society, and the role of dialogue and problem-solving in the learning process. Several advocates for making education more experiential and connected to real-world problems.
Here are the key points of an informal chat:
- Set aside time to talk one-on-one with the student away from others.
- Remind them of the agreed upon expectations/rules.
- Discuss the specific misbehaviour and why it's an issue.
- Ask for their perspective to gain understanding.
- Come to an informal agreement together on improving the behaviour.
- Follow up to see if the agreement is being followed through.
- Praise and acknowledge positive changes as a result of the chat.
The goal is to problem solve respectfully and get the student invested in making better choices moving forward.
Experientialism emerged as a philosophical theory in the 1950s-1980s that maintained personal experience is the principal basis of knowledge. It developed in response to the inadequacies of behaviorism. Major theorists included Dewey, Lewin, Piaget, Kolb, Lakoff, and Johnson. Kolb's experiential learning cycle emphasized a four-stage process: concrete experience, observation/reflection, formation of abstract concepts, testing concepts in new situations. Lakoff and Johnson argued meaning depends on how we frame experiences based on our bodies and social contexts. Experientialism posits that learning occurs best through hands-on experience and reflection rather than passive knowledge transmission. It remains influential in fields like education,
This document discusses a study that analyzed outdoor experiential learning compared to direct classroom instruction on teaching second grade students about biodiversity in a taiga ecosystem. The study involved giving students direct instruction, then assessing them. They then went on a field trip to experience the taiga firsthand and were assessed again using the same test. The results showed that students performed better and understood the concepts more after experiential learning outside of the classroom.
Views student on How to learning occur
The document discusses several theories of how learning occurs:
1) Behaviorism - Learning is the acquisition of new behaviors through conditioning like classical and operant conditioning.
2) Cognitivism - Focuses on mental processes like how perception, memory, judgment and problem solving affect learning.
3) Constructivism - People actively construct their own understanding and knowledge through experiences and reflecting on them.
4) Transformative learning theory - Learning involves changing frames of reference through critically reflecting on assumptions.
Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, posits that individuals are active participants in the creation of their own knowledge. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. This is the Theory proposed by Piaget and Vygotsky.
John Dewey was an influential American philosopher and educational reformer. He defined education as the development of an individual's capacities to control their environment and fulfill their potential. Dewey saw education as a lifelong process with both psychological and sociological aspects. He advocated for a broader, more practical curriculum focused on the total development of students. Dewey's method was based on learning through hands-on activities and problem-solving connected to students' lives and interests. He believed direct experiences should be the basis for teaching methods.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This document discusses theories of adult learning and the author's experience as an adult learner. It begins by outlining five key learning theories - behavioral, humanist, cognitive, social cognitive, and constructivist. The author analyzes the behavioral theory in depth, agreeing that environment shapes behavior and learning. Later, the author reflects on taking offense to a classmate's comment, and concludes that the behavioral and cognitive perspectives best capture their experience with adult learning. Overall, the document provides a personal analysis of adult learning theories through the lens of the author's experiences.
The document discusses several learning style models including Kolb's, Fleming's VAK/VARK model, Gardner's theory of multiple intelligences, and Felder-Silverman's model. Kolb's model includes converger, diverger, assimilator, and accommodator styles. Fleming's model focuses on visual, auditory, and kinesthetic styles. Gardner identified eight types of intelligence. Felder-Silverman's model examines four dimensions of learning styles: sensing/intuitive, visual/verbal, active/reflective, and sequential/global. The document also discusses using learning style assessments and adapting teaching methods to incorporate different modalities to engage various learning styles.
Lev Vygotsky was a Russian psychologist who developed the theory of social constructivism. He believed that social interaction and culture play a key role in cognitive development. According to Vygotsky, learning occurs in the zone of proximal development through collaboration with more knowledgeable others. In the classroom, teachers act as guides who scaffold instruction to help students solve problems they cannot solve independently. Vygotsky's theories emphasize how language and social interaction aid children in constructing understanding.
This document provides an overview of learning and its relationship to maturation, attention, and interest. It begins with definitions of learning and discusses its key characteristics. It describes two broad categories of factors that influence learning: internal/personal factors and external/environmental factors. It then examines three specific factors - maturation, attention, and interest - and their relationship to learning. Maturation refers to natural developmental processes, while learning involves changes due to experience/training. The document discusses the interrelationship between learning and maturation and their implications for education. It defines attention and describes its characteristics and selective nature. Finally, it explores how attention relates to effective learning.
This document discusses psychology, curriculum development, and theories of learning. It begins by outlining the learning objectives, which include defining key terms and explaining the relationship between psychology and curriculum development. Next, it defines psychology, curriculum development, and the role of psychology in curriculum development. It then discusses psychological dimensions and theories of learning, including cognitivism, behaviorism, constructivism, and social learning theory. Finally, it defines learning and explores the nature of learning, including that it is universal, results from experience and practice, and leads to relatively permanent changes in behavior.
Albert Bandura conducted the famous Bobo doll experiment in 1961 to study social learning theory. In the experiment, children observed an adult acting aggressively or non-aggressively towards a Bobo doll. The children who observed aggression were much more likely to imitate that aggressive behavior when interacting with the doll themselves later, supporting the idea that learning can occur through observation. Social learning theory posits that learning is a cognitive process that occurs within a social context through observation, imitation of models, and internal mental states, rather than just behavioral conditioning.
Dewey's educational philosophy focused on experience and inquiry-based learning. He believed education should be grounded in the experiences and interests of the learner rather than externally imposed curricula. Learning experiences should be interactive and connect to the learner's life. Dewey advocated for a democratic approach where students are active participants in their education and discipline emerges naturally from engaging, purposeful learning activities rather than arbitrary external authority.
The document discusses John Dewey's philosophy of education and child-centered learning. It contrasts traditional education approaches with Dewey's progressive approach. Dewey advocated for education that is rooted in the child's experience and interests, promotes active and social learning, and links the school experience to society and democracy. The document examines Dewey's view that education should involve purposeful learning through interaction and continuity of experiences, rather than the memorization of disconnected facts.
The document discusses several principles of learning from pedagogy to andragogy to heutagogy. It explains that pedagogy focuses on teacher-directed learning while andragogy emphasizes learner-directed learning for adults based on their experiences. Heutagogy takes this further by advocating for self-determined learning where learners design their own courses and learning experiences based on their interests and needs in a rapidly changing world. The document argues heutagogy is suited for the modern workplace by developing individual capabilities rather than just transmitting knowledge.
The document discusses educational psychology and defines key concepts. It provides 3 definitions of educational psychology as the scientific study of human behavior in educational settings (Crow and Crow), the application of psychological findings to education (modern view), and the science that studies the "internal experiences" in education (Wilhelm Wundt, 1892). It then discusses the role of the teacher in students' physical, cognitive, and social development at the secondary school level. The teacher should support cognitive development through scaffolding, promote healthy physical development, and help with socio-emotional development and identity formation during this stage.
The document outlines the agenda and topics covered in a class about narrative inquiry. The class discussed John Dewey's views on experience and education. It also covered Connelly and Clandinin's three commonplaces of narrative inquiry - temporality, sociality, and place. The class involved activities applying these concepts to classroom experiences and discussed the importance of continuity of experience. Students were assigned to keep a timeline of experiences and give an oral presentation the following week.
The document discusses different types and theories of learning. It begins by defining learning as a relatively permanent change in behavior due to past experiences. It then discusses classical conditioning by Ivan Pavlov and operant conditioning by B.F. Skinner as theories of learning. It explains the concepts of reinforcement, punishment, and shaping behavior. The document also provides an example of using time outs instead of punishment for children. Overall, the document provides an overview of behavioral learning theories and concepts such as classical conditioning, operant conditioning, reinforcement, and punishment.
The document discusses the philosophies of several prominent education philosophers including John Locke, Herbert Spencer, John Dewey, George Counts, Theodore Brameld, and Paulo Freire. It summarizes their key views on topics like how learners acquire and develop knowledge, the relationship between education and society, and the role of dialogue and problem-solving in the learning process. Several advocates for making education more experiential and connected to real-world problems.
Here are the key points of an informal chat:
- Set aside time to talk one-on-one with the student away from others.
- Remind them of the agreed upon expectations/rules.
- Discuss the specific misbehaviour and why it's an issue.
- Ask for their perspective to gain understanding.
- Come to an informal agreement together on improving the behaviour.
- Follow up to see if the agreement is being followed through.
- Praise and acknowledge positive changes as a result of the chat.
The goal is to problem solve respectfully and get the student invested in making better choices moving forward.
Experientialism emerged as a philosophical theory in the 1950s-1980s that maintained personal experience is the principal basis of knowledge. It developed in response to the inadequacies of behaviorism. Major theorists included Dewey, Lewin, Piaget, Kolb, Lakoff, and Johnson. Kolb's experiential learning cycle emphasized a four-stage process: concrete experience, observation/reflection, formation of abstract concepts, testing concepts in new situations. Lakoff and Johnson argued meaning depends on how we frame experiences based on our bodies and social contexts. Experientialism posits that learning occurs best through hands-on experience and reflection rather than passive knowledge transmission. It remains influential in fields like education,
This document discusses a study that analyzed outdoor experiential learning compared to direct classroom instruction on teaching second grade students about biodiversity in a taiga ecosystem. The study involved giving students direct instruction, then assessing them. They then went on a field trip to experience the taiga firsthand and were assessed again using the same test. The results showed that students performed better and understood the concepts more after experiential learning outside of the classroom.
Views student on How to learning occur
The document discusses several theories of how learning occurs:
1) Behaviorism - Learning is the acquisition of new behaviors through conditioning like classical and operant conditioning.
2) Cognitivism - Focuses on mental processes like how perception, memory, judgment and problem solving affect learning.
3) Constructivism - People actively construct their own understanding and knowledge through experiences and reflecting on them.
4) Transformative learning theory - Learning involves changing frames of reference through critically reflecting on assumptions.
Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, posits that individuals are active participants in the creation of their own knowledge. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. This is the Theory proposed by Piaget and Vygotsky.
John Dewey was an influential American philosopher and educational reformer. He defined education as the development of an individual's capacities to control their environment and fulfill their potential. Dewey saw education as a lifelong process with both psychological and sociological aspects. He advocated for a broader, more practical curriculum focused on the total development of students. Dewey's method was based on learning through hands-on activities and problem-solving connected to students' lives and interests. He believed direct experiences should be the basis for teaching methods.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
SWOT analysis in the project Keeping the Memory @live.pptx
Peter jarvis burnse
1. Learning Process Theory
Elizabeth P. Burns
Walden University
Richard W. Riley School of Education and Leadership
Adult Education Program
1
2. Learning Objectives
Define Jarvis’ Learning Process
Theory.
Who influenced Jarvis' Learning
Process.
The major components of the
learning process.
The three stages of learning.
How Jarvis’ Process relate to adult
learners & educators.
2
3. Introduction and Background
British scholar, researcher, and
speaker.
Professor of Continuing Education in
UK.
Adjunct Professor at University of
Georgia.
Authored and edited 200 articles.
Critiqued more than 30 books.
3
10. Role of the Adult Learner
Adults learn as a whole person.
Adults bring prior knowledge, experience,
and personal history.
Adults understand the “whys” of life.
Adults are able to make sense of life
situations.
10
11. Jarvis Learning Process
“is the combination of processes where the whole person
experiences social situations, in which the content is
transformed and integrated into the individual's biography
resulting in a changed or more experienced person.”
11
12. Who influenced Jarvis Learning Process
Model?
David Kolb's Experiential Learning Theory
Learning entails four elements:
Concrete experience
Observation and reflection
Formation of abstract concepts
Testing in new situation
12
14. Jarvis’s Learning Process Model
Built on foundation from Kolb's theory.
Begins with adult life experience or life situation.
Links the whole person.
– mind, body, self, and life history
Causes a disjuncture between person's biography and
the experience.
14
16. Jarvis’ Three Stages of Learning
No-Learning
Non-Reflective learning
Reflective Learning
16
17. Non-Learning Stage
No learning takes place.
Only three responses:
– Presumption
– Non-consideration
– Rejection
17
18. Non-Reflective Stage
Some learning occurs. The
person:
– experiences pre-
conscious
– practices the
experience
– memorizes the
experience or new
information
19. Reflective Learning Stage
The learner now reflects
on what has taken place.
Three types
-Contemplation
-Reflective
-Experiential
19
21. How does Jarvis Model relates to adult
learners?
Affects person positively or negatively .
Person learns new meaning of the world
and events.
Person has changed, become more
experienced, more able to cope with life
situations or problems.
21
22. Role of the Educator
Help adults make sense of daily life.
Link explanations and illustrations.
Link activities to experiences.
Be creative.
22
23. Summary
Adult learning begins with an experience.
Learner senses have been transformed.
Learner advances to the next stage of lifelong learners.
23
24. References
International Adult and Continuing Education Hall of Fame. Retrieved
February 12, 2013 from
http://www.halloffame.outreach.ou.edu/1997/jarvis.html.
Jarvis, P. (1987). Adult learning in the social context. New York: Croom Helm
(Retrieved 3/7/2013 from www.adulteducation.wikibook.us/index
Jarvis, P. (2006). Towards a comprehensive theory of human learning:
Lifelong learning and the learning society (Vol. 1). London & New York:
Routledge.
Jarvis, P. Retrieved from www.infed.org/biblio/b-explrn.htm
Kolb, D. A. (1984). http://en.wikipedia.org/wiki/Experiential_learning.
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25. References (con’t)
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007).
Learning in adulthood: A comprehensive guide (3rd ed.). San
Francisco: Jossey-Bass
Picture retrieved from
http://www2.surrey.ac.uk/politics/images/staffprofileimages/p
eter_jarvis.jpg on 3/20/2013.
Video clips retrieved from www.movieclips.com on 3/29/2013.
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Editor's Notes
(Click video clip) Thought provoking clip----Reflecting on Life.
Engaging the audience:Say---after viewing the video clip, think about aLife Situation /Experience.Say--Take a moment and reflect on a time in your life when you were faced with a situation/experience that you were unprepared to handle. (20 to 30 sec.)
“Right or Wrong Decision”(Say) Did the reflection of situation/experience lead you to think you made the right or the wrong decision? (20 – 30 sec.)
“Emotions”(Say) How did you feel? What emotions did you feel from this reflection?(20-30 sec.)
“Change”(Say)Did your reflection change your behavior and how you now view the world? (20-30 sec.)
“New Learning”(Say)Did you learn something that would be useful later in life? (20-30 sec.)
Role of the adult learner:In this learning segment, we will explore the Peter Jarvis Learning Process Theory in which the whole person is engaged in assimilating and understanding information. When adults learn, they learn as a “whole person” in which the five senses (sound, smell, sight, taste, and touch) are part of the person’s learning process. Adults have a wealth of knowledge, with experience, and bring a history including present and future connections all of which contributes to the learning process. All of this helps us understand the “whys” of life including expected and unexpected situations. Once we understand why something is the way it is, weare able to make sense of life situations and decide whether or not it is beneficial for us.
Carter has died and Edward is speaking at his funeral---learned through experience or life altering situation.
Role of the EducatorExploring the role of experience in learning has a long history. We as educators continue to study or research the connections between adult learning and experience, and how to assistadults in both formal and informal setting so to capture the richness of learning from adult experiences (p. 185).Learning is about the continuing process of making sense of our everyday experiences (p. 425)Page 144-145 textOur concerns areHelp adults make sense of their daily lives.Link explanations and illustrations to adults previous or prior reservoir of knowledgeLink learning activities to adult learner’s current experiencesBe creative—create activities such as games, simulations, role-plays, etc. to help learnersmake critical reflection of assumptions
ReferencesInternational Adult and Continuing Education Hall of Fame. Retrieved February 12, 2013 from http://www.halloffame.outreach.ou.edu/1997/jarvis.html.Jarvis, P. (1987). Adult learning in the social context. New York: Croom Helm (Retrieved 3/7/2013 from www.adulteducation.wikibook.us/indexJarvis, P. (2006). Towards a comprehensive theory of human learning: Lifelong learning and the learning society (Vol. 1). London & New York: Routledge.Kolb, D. A. (1984). http://en.wikipedia.org/wiki/Experiential_learning. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.Smith, M. K. (2001). “David A. Kolb on experiential learning.” The Encyclopedia of Informal Education. Retrieved 2/1/2013 from http://www.infed.org/biblio/b-explrn.htm
References (con’t)Picture retrieved from http://www2.surrey.ac.uk/politics/images/staffprofileimages/peter_jarvis.jpg on 3/20/2013.Video clips retrieved from www.movieclips.comon 3/29/2013. (The Bucket List from youtube