Psychosocial Support Activity for Senior High School Students-Day 4.pptx
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This document provides an overview of a psychosocial support activity for senior high school students. It includes 4 modules: 1) Psychological First Aid, 2) Basic Psychosocial Support, 3) Sources of Strength, and 4) an activity to help students process their experiences with remote learning during the pandemic. The activity asks students to share an object that helped them feel better while studying remotely and to discuss how they felt about learning from home.
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- Bandura also developed the concept of self-efficacy, which refers to an individual's belief in their ability to succeed in specific situations. He identified four main sources of self-efficacy: mastery experiences, social modeling, social persuasion, and psychological responses. People with high self-efficacy are more likely to view
Motivation and affect
This document discusses motivation and affect in education. It defines motivation and explains that it energizes, directs, and sustains behavior. The document also distinguishes between extrinsic motivation, which comes from external rewards, and intrinsic motivation, which comes from internal enjoyment of an activity. Additionally, it outlines four basic human needs according to motivation theories: arousal, competence and self-worth, self-determination, and relatedness. Finally, the document briefly explains Maslow's hierarchy of needs theory which arranges needs in a pyramid from basic physiological needs to growth needs like self-actualization.
3. how adults learn april candelaria
Adults learn differently than children. They are self-directed, goal-oriented, and draw from life experiences. Their motivation to learn comes from social relationships, personal advancement, and cognitive interest. There are three main categories of adult learners: goal-oriented, activity-oriented, and learning-oriented. Effective adult education creates a pleasant learning environment, keeps learners active by building on their experiences, uses examples to show relevance, gets feedback, and helps learners understand new knowledge and skills. The principles of andragogy focus on letting learners know why learning is important, showing them how to direct their own learning, relating topics to their experiences, and addressing motivations and inhibitions.
Theories of Learning and Development
This document provides an overview of key concepts in early childhood development and education, including:
1) Discussions of various child development theories including socio-cultural, behavioral, cognitive, and constructivist perspectives. Formative assessment and the importance of observation are also covered.
2) An introduction to session topics which will explore the EYFS framework, assessment, inclusion, management and leadership.
3) Guidance on effective observation practices, including focusing on what children can do, using objective language, and maintaining anonymity. The importance of context, analysis, and next steps is also emphasized.
Jerome Brunner Theoretical Concepts- Bushra Ghaus
This document provides biographical information about Jerome Bruner, an influential 20th century psychologist, and summarizes some of the key ideas from his book "In Search of Pedagogy Volume 1". Bruner made important contributions to understanding human cognition and education. The book selections reflect Bruner's interest in how humans acquire and use coding systems, the role of instruction in learning, and the development of thinking skills from childhood through maturity within a cultural context.
Dublin2016 reflection
Reflection and self-assessment are important for lifelong learning. Portfolios encourage reflection by allowing learners to examine their work and receive feedback over time. This helps learners set goals and identify areas for future growth. Effective reflection involves describing experiences, analyzing them, and considering how to apply lessons learned to improve practice. Digital tools like blogs and digital storytelling can support reflection by allowing learners to document their learning journey and make connections through narrative.
Social Cognitive Theory Application Product 3
The video shows a 4th grade social studies class learning about how the printing press has affected their lives through a lesson based on Social Cognitive Theory. The teacher, Mr. Hogan, models the behaviors he wants to see from students during class discussions. He instructs students to think in pairs and then share with the class. Mr. Hogan listens actively during the class forum and summarizes the discussion. The students observe their teacher and peers to learn productive interpersonal skills to participate successfully in the lesson.
Unit2 Camacho L
This document discusses various psychological theories of learning including behaviorism, cognitivism, constructivism, and their major proponents such as Skinner, Piaget, and Bruner. It contrasts objectivist and constructivist approaches to learning and instruction. Objectivism is grounded in behaviorism and information processing theories, viewing knowledge as something transmitted to students. Constructivism believes learning is an individual process of constructing knowledge based on experiences. The document provides examples of learning theories within these approaches such as cognitive information processing, social constructivism, and multiple intelligences theory.
Constructivism
The document discusses constructivism and key theorists in constructivism such as Piaget, Bruner, Vygotsky, and Dewey. It outlines their beliefs and theories, including Piaget's stages of cognitive development, Bruner's emphasis on active and discovery learning, Vygotsky's social cognition theory involving the zone of proximal development, and Dewey's advocacy for child-centered learning. The implications for the classroom are that students learn by doing and constructing their own understanding while teachers provide rich learning environments and guidance to support discovery and scaffolding.
Week 3 overview
This document provides an overview of e-learning and discusses different types of learning activities. It summarizes absorb-type activities as presenting information for learners to absorb through reading, listening, and watching. Do-type activities engage learners in seeking, selecting, and creating knowledge. Connect-type activities link learning to learners' lives, work, and future learning through activities like pondering, questioning, storytelling, research, and original work. The document also discusses social learning, connectivism as a model of learning through connections between information sources, and myths about social learning. It provides tips for building an effective social learning environment through design, facilitation, interaction, appropriate tools, and creativity.
A Beginners Guide to the Flipped Classroom
In this session, George Phillip chronicles his experience with the Flipped Classroom Model. What has worked for him and what has not.
Humanist approaches to education website version
This document discusses humanist approaches to education and learning. Some key points:
- Humanism emphasizes studying the whole person and their uniqueness. It focuses on inner feelings and self-concept.
- Rogers believed in supportive learning environments where teachers work with students to achieve agreed goals so students love learning.
- Knowles proposed 6 principles of adult learning: need/reason for learning, self-concept, experience, readiness, problem-solving, and motivation.
- Humanism values learner autonomy, experience, problem-solving and intrinsic motivation over rote learning and external rewards. It aims to understand individuals and facilitate active, self-directed learning.
Jerome bruner learning theory
1. Jerome Bruner was an influential American psychologist who developed theories of cognitive development and learning.
2. Bruner believed that learning is an active process where learners construct new ideas based on existing knowledge through a spiral curriculum.
3. He proposed three stages of cognitive development - enactive (learning by doing), iconic (learning by representing), and symbolic (learning through abstract thinking) - and recommended instruction use a combination of concrete, pictorial, and symbolic representations.
5 Best Practices for Authentic Learning
The document discusses 5 best practices for creating authentic learning experiences:
1. Engage and discover - Build background knowledge and engage students with relevant problems. Have students take ownership of their learning.
2. Make connections - Help students connect learning to real-world issues and experiences. Facilitate analysis and discussion to help students form opinions.
3. Apply understanding - Have students transfer learning to new scenarios. Reinforce higher-order thinking skills and content knowledge.
4. Share knowledge - Publish student work and have students teach others. Help students contribute to the learning community.
5. Playback and reflect - Use feedback from multiple sources and reflect throughout learning, not just at the end. Student assessment should
Role of motivation
Motivation plays a key role in the teaching-learning process. The document discusses several theories of motivation and their implications for teaching. It describes motivation as arousing students' attention and directing it toward goals. Effective teachers motivate students through their personality, worthwhile tasks, and classroom environment. They display care, humor, and high expectations. Lessons should incorporate interaction and relevance to intrinsically motivate students. Extrinsic factors like praise and rewards also influence motivation. Overall, the document emphasizes the importance of understanding motivation and applying motivational techniques to engage students in learning.
Intrinsic Motivation.docx
This document discusses intrinsic and extrinsic motivation. It defines intrinsic motivation as engaging in an activity for its own sake rather than for external rewards. Extrinsic motivation involves doing something for rewards from outside like money or grades. The document explains that intrinsic motivation is superior according to Maslow's hierarchy of needs. It also discusses how teachers can promote intrinsic motivation in the classroom by allowing student autonomy, focusing on critical thinking, and using student-centered language teaching approaches.
Principles of Learning
The document discusses several theories of learning including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It provides an overview of key aspects of each theory such as major contributors, core concepts, and implications for teaching practices. Learning is described as a complex process influenced by both internal cognitive and external social factors.
Learning for life, BFS presentation 18may12 (with audience extras)
1) The document discusses principles of adult learning, including Malcolm Knowles' definition of andragogy as "the art and science of helping adults learn."
2) Six key principles of adult learning are outlined: the need to know, self-concept of the learner, the role of life experiences, readiness to learn, orientation to learning as problem-centered rather than content-oriented, and internal motivation.
3) Effective strategies for helping adults learn include encouraging active participation, providing meaningful and relevant learning opportunities, using multi-sensory techniques, allowing time for practice and reflection, giving regular feedback, and motivating further learning through recognition and rewards.
Learning for Life, by Michael Chalk and Catherine Devlin. Slides edited 18may...
I ran a session for the Broadband for Seniors volunteer network in May 2012, on Adult Learning principles.
Not wanting to be didactic about it, i tried to draw in the audience perspective whenever possible. Basically, we started with a classic version of 'adult learning principles' and attempted to connect these abstract ideas with people's daily experiences in the kiosks.
This presentation has the audience input on many slides (except one where i was concerned about time.) Overall i found it an amazing session, because of this group participation.
There is a recording of the actual session - i'll see if i can link to it from here.
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- 8. (3) Ask them to think aboutwhat they want toshare aboutthe object thathelped them feel better whilethey were studying in a new way from home. (4) Invite volunteers to come to the front and share. Remind classmates tolistento their classmates’story.
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