H παρουσίαση αυτή συνόδευσε ένα βιωματικό και συνεργαστικό σεμινάριο σχετικά με παιδαγωγικά μοντέλα και τεχνικές, με τίτλο: «Διαφοροποιημένη Διδασκαλία: Μία Ηράκλεια Προσπάθεια» (“Differentiated Instruction: A Herculean Task”).
Στo σεμινάριο αυτό, το οποίο διεξήχθει στην αγγλική γλώσσα, στις εγκαταστάσεις του 11ου Νηπιαγωγείου Χανίων, Κρήτης, τον Απρίλιο του 2016, συμμετείχαν εκπαιδευτικοί προερχόμενοι από τη Γαλλία, την Εστονία, την Ελλάδα, την Ισλανδία, την Ιταλία και την Τουρκία, στο πλαίσιο του Προγράμματος Erasmus+/Δράση ΚΑ2 «Συνεργασία για καινοτομία και ανταλλαγή καλών πρακτικών στον τομέα της Σχολικής Εκπαίδευσης» - Στρατηγικές Σύμπραξης αποκλειστικά μεταξύ σχολείων, με γενικό τίτλο «Ζώντας μαζί στο Σχολείο: Κοινωνικές αλληλεπιδράσεις, Μαθησιακές Ικανότητες και Ρυθμοί Παιδιού» (“Live together in the school: Social interactions, Learning skills & Child’s rhythms”).
The Importance of Teacher Training for Development of Gifted Students’ Creati...NarendraJoshi51
The creativity is expressed in all individuals, but it manifests itself in different proportions and it may be carried out at different levels. Development levels of this attribute depend on the teacher’s mediation in the process of learning. Creativity can be a challenge for most teachers, since they are unaware of its
importance and unwittingly they inhibit by teaching methods that are not aimed at instigating the potential of students. Thus, this article aims to highlight the importance of teacher training for the development of gifted creativity. In conclusion, the mediation of teachers makes the difference in gifted education. As Vygotsky explains, it is precisely through the mediation that it is possible to develop the creative potential. In this sense, the training of the teaching staff reflects in how the mediation will take place during the process of teaching and learning. Therefore, it is essential that teachers are prepared to create a stimulating environment of potential and talents, as well as in performing a work with creativity of their students.
H παρουσίαση αυτή συνόδευσε ένα βιωματικό και συνεργαστικό σεμινάριο σχετικά με παιδαγωγικά μοντέλα και τεχνικές, με τίτλο: «Διαφοροποιημένη Διδασκαλία: Μία Ηράκλεια Προσπάθεια» (“Differentiated Instruction: A Herculean Task”).
Στo σεμινάριο αυτό, το οποίο διεξήχθει στην αγγλική γλώσσα, στις εγκαταστάσεις του 11ου Νηπιαγωγείου Χανίων, Κρήτης, τον Απρίλιο του 2016, συμμετείχαν εκπαιδευτικοί προερχόμενοι από τη Γαλλία, την Εστονία, την Ελλάδα, την Ισλανδία, την Ιταλία και την Τουρκία, στο πλαίσιο του Προγράμματος Erasmus+/Δράση ΚΑ2 «Συνεργασία για καινοτομία και ανταλλαγή καλών πρακτικών στον τομέα της Σχολικής Εκπαίδευσης» - Στρατηγικές Σύμπραξης αποκλειστικά μεταξύ σχολείων, με γενικό τίτλο «Ζώντας μαζί στο Σχολείο: Κοινωνικές αλληλεπιδράσεις, Μαθησιακές Ικανότητες και Ρυθμοί Παιδιού» (“Live together in the school: Social interactions, Learning skills & Child’s rhythms”).
The Importance of Teacher Training for Development of Gifted Students’ Creati...NarendraJoshi51
The creativity is expressed in all individuals, but it manifests itself in different proportions and it may be carried out at different levels. Development levels of this attribute depend on the teacher’s mediation in the process of learning. Creativity can be a challenge for most teachers, since they are unaware of its
importance and unwittingly they inhibit by teaching methods that are not aimed at instigating the potential of students. Thus, this article aims to highlight the importance of teacher training for the development of gifted creativity. In conclusion, the mediation of teachers makes the difference in gifted education. As Vygotsky explains, it is precisely through the mediation that it is possible to develop the creative potential. In this sense, the training of the teaching staff reflects in how the mediation will take place during the process of teaching and learning. Therefore, it is essential that teachers are prepared to create a stimulating environment of potential and talents, as well as in performing a work with creativity of their students.
How to Generate Revenue with your Ecommerce Store?GoWebBaby
Gowebbaby White paper Presentation on How to Generate Revenue with your Ecommerce Store? In this slide we are discussing about Strategies to Generate Revenue. Read complete slide.and If you need any help regarding Revenue Generation, then We are always here to assist you. Contact us at https://www.gowebbaby.com today
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
A guide-to-school-reform-booklet-build-the-future-education-humanistic-educat...Steve McCrea
Mario Llorente, Steve McCrea, Francois Savain, Nicholas Boucher, Milena Toro, Matt Blazek, Dennis Yuzenas, Jeff Hutt and other have combined their readings and experience to share this information about how to bring USEFUL TECHNIQUES into classrooms. Introducing these procedures can change attitudes and lives, even in an oppressive, 1950s, top-down authoritarian environment. Call me for more tips +1 954 646 8246 EDDSteve@gmail.com VisualAndActive.com GuideontheSide.com
Kimbrilee Schmitz To respond my opinion 8.1Consider the model.docxDIPESH30
Kimbrilee Schmitz: To respond my opinion 8.1
Consider the models of Piaget, Erickson, and others regarding the stages of cognitive developmental. Do these models suggest a correlation between cognitive development and learning development throughout the human lifespan? Why or why not?
Learning development consists of allowing a person to learn at their own pace so they fully understand what is learned and feel accomplished when they master a task. If a person is pushed to learn to fast, they feel defeated because they do not understand the concepts. If a person is learning at a pace that is too slow, they become bored. People also need to have time to learn, reflect, and apply what they have learned (Mayhew, Wolniak & Pascarella, 2008). Although some learning needs to be structured so people learn the correct concepts, there needs to be time for out of the box thinking and hands on applications.
Piaget’s stages of cognitive development starts with an infant that cannot recognize that they are separate from the world and ends around age 11 where a child has a good concept of themselves and the world around them (Malerstein and Ahern, 1979). Erickson’s stages of life development stretches from birth to old age. Erickson believed that people had to complete steps in one phase before entering the next stage. These stages go from learning about one’s self and the world and end in reflecting on life and making sure all questions are answered (Ornstein, Cron & Slocum, 1989). Both of these models have a correlation with learning development. People have to learn certain things in each stage of their life. If they do not learn or accomplish certain things it is difficult for them to move forward in their life. Although there are age ranges set up with the models of cognitive development not everyone reaches each stage in the same time period. Just like learning development, people must learn and accomplish things at their own pace.
Resources:
Malerstein, A., & Ahern, M. M. (1979). Piaget's Stages of Cognitive Development and Adult Character Structure. American Journal Of Psychotherapy, 33(1), 107. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rlh&AN=5349402&site=eds-live&scope=site
Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008). How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students. Research in Higher Education, (4). 337. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25704567&site=eds-live&scope=site
Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage versus career stage: A comparative test of the theories of Levinson and Super. Journal Of Organizational Behavior, 10(2), 117-133. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1989-31344-001&site=eds- ...
CO1. Understand the concept of pedagogy, andragogy and heutagogy.
CO2. ComprehendtheBruner’s concept attainment model and Ausbel’s advance organiser model.
CO3. Gain mastery of role play, simulation, gaming and prioritisation exercises.
CO4. Use different types of resources, users and their role in a resource centre.
CO5. Comprehend the construction of achievement test and blue print making.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Personal Learning Philosophy For Early ChildhoodjusGrace
Children are Capable and Competent; learning, developing, and growing as unique and diverse individuals..."the way we perceive children is evident in how we treat them...
Creating a Positive Learning Environment That is Also Safe a.docxvanesaburnand
Creating a Positive Learning
Environment That is Also Safe and
Secure
Children learn best when they feel safe, loved and valued.
In our classroom, the students will have plenty of time to choose their own
activities, they will help create our classroom rules, and be treated with
respect and kindness.
1
Opportunities
to Succeed
All of the activities
in our classroom are
designed for
success with built in
controls for errors
so students will be
able to more easily
self-evaluate their
work. At first, they
will require
guidance in the
process, but as time
goes by, they will be
able to more
independently
evaluate their own
outcomes.
This creates a
positive climate
where fear of failure
is replaced by
learning from
mistakes.
In doing, one knows.
CHOICE
Freedom to chose their
own work gives children
ownership of their
accomplishments.
Wood (2014) stated
“Children should exercise
agency, self-regulation,
ownership, and control,
and to direct their own
learning” (Problematising
free play and free choice.
para. 1).
1
RULES
Students will share their
thoughts and ideas about
appropriate behaviors
while at school. We will
use these brainstorming
sessions to create our list
of classroom rules.
2
RESPECT
To learn respect, it must
be role-modeled by the
adults with which they
interact on a daily basis.
Our students will learn
that they are highly
respected, loved, and
valued.
3
CLASSROOM INTRODUCTION MARCH 12, 2018
Preschool Center
Academic Lessons
Differentiation is when a teacher tailors
lessons to the individual student.
In our classroom lessons will be given in a
variety of ways. Many will be introduced in a
large group setting, and all lessons will be
reinforced with individual lessons using
differentiated strategies tailored to your child’s
particular needs. Afterwards, students will
practice their lessons individually or in small
groups. The groups will have members that
will enhance learning for everyone. This means
that the groups may have an advanced student
to help others better understand the concepts
presented using age-related vocabulary, or that
groups may have a struggling student that will
be mentored by peers. In this way the children
have a chance to become both student and
teacher at various times. This method is a
proven way to advance knowledge, raise self-
esteem, and increase social skills.
Differentiation can be as varied as the students
themselves. Educators must be creative,
innovative, and compassionate to these
differences when planning routines and lessons
for students.
“Flexible groupings gives teachers the means
to balance instructional demands with
student needs” (Puckett, 2013, Flexible
Grouping, para. 1).
Expectations
Recognizing that young children are active with
a need to move and talk while learning leads to
creating activities to teach specific concepts
wit.
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.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Overview on Edible Vaccine: Pros & Cons with Mechanism
How Children Learn
1. Julie Robinson
1327405
RP 1
Consider the implications of current theories of cognitive development
in terms of their relevance to teaching and learning in your subject.
There are several theories as to how children learn whatever the subject.
Some theories support each other; others contradict. What is important
is that teachers understand the need to ‘teach in a way that reinforces
how people naturally learn’ (Muijs, 2012, p. 41). Looking at the mental
processes used by people establishes how language makes people feel and
how it makes them think. Muijs uses different evidence from a number of
theorists, to understand the different processes pupils use to learn and
how teachers need to teach in order to get the best from their lessons.
Using the evidence presented by Muijs, it will be possible to see that
there is not one stand-alone theory relevant to teaching and learning in
English, but that a combination of these theories will enable teachers to
teach effectively.
In the 1920s and 1930s behavioural theorists used scientific experiments
with animals and humans to look at how learning outcomes were directly
related to changes in behaviour (ibid). However, as time has moved on,
the theory has developed to include ‘expectations, thoughts, motivation,
and beliefs’ (Muijs, 2012, p. 43). Behaviourists, such as Bandura, see
learning as a process that occurs when responding ‘to external stimuli’
(ibid) and see this as conditioning the mind.
Behaviourists have broken this conditioning down further. They see
‘classic conditioning’ as something that becomes a habit, and is something
that occurs naturally. Year seven pupils are taught not to shout out but to
raise their hand in response to a question; they stop talking when the
teacher raises their hand and says loudly ‘three, two, one’ and a result of
conditioning at primary school. This changes as pupils get older and get
out of the habit of responding to teachers raising their hand to elicit
silence. ‘Behavioural or operant conditioning’ occurs in response to
external stimulus, which is then further reinforced by either a reward or
punishment. For example, in English, when teaching Year 7 ‘Boy’ by Roald
Dahl, a reward system can be used to get the best descriptive writing
from pupils. The chapter ‘The Bicycle and the sweet shop’ uses
descriptive language to describe the various sweets on offer. Handing out
weird tasting sweets for the pupils to try will get mixed responses; some
2. 2
will like them, some will spit them out, but the rewards come when they
have produced an exceptional piece of descriptive writing and they are
then rewarded with a nice familiar sweet to describe. Those who really
have excelled receive more than one, showing the rest of the pupils what
can be achieved.
Piaget’s theory does have its limits, as children do not learn in the same
way and they process information differently. When learners are
‘confronted with new situations [and] the mental stimuli they have learnt
to respond to are not present’ (Muijs, 2012, p. 43) they do not know how
to respond and it could possibly result in negative behaviour. External
stimuli is not enough to understand ‘how people learn…[and it is therefore
necessary to] look at what is going on inside the brain’ (ibid) to get the
fullest understanding of learning outcomes.
Although behavioural theory is useful in understanding how we learn, it is
seen as too narrow and restrictive. Jean Piaget did not conduct his
research in a laboratory. He observed children in their learning
environments and his theories were developed as a direct result of these
observations. Piaget saw three main factors affecting children’s ‘cognitive
development…maturation…activity…[and] social transmission’ (Muijs, 2012,
p.44). Maturation is something that is genetically programmed into
humans; activity comes from a direct result of increased maturation
allowing children to learn from their environment and act upon it; and
social transmission follows on as children learn to interact with others
and learn from them depending on how they were maturing and developing
(ibid).
Piaget disseminated this further by seeing learning as happening at four
specific age brackets (0-2 years); (2-7 years); (7-12 years); and
(12+years). In the first age bracket, babies knowledge is limited and
learns from ‘actions and sensory information’ (ibid). Between two and
seven, children can use general language and symbols to learn, yet they
are still mentally undeveloped and struggle to think differently and adapt.
When they reach the third stage they start to understand how to use
logical rules and can start to think differently and move their learning in
different directions. They are still limited and rely on images and visual
information to continue to support their learning. Once they reach the
‘formal operational stage’ (Muijs, 2012, p. 45) at twelve plus, they can
start to think differently and they start to ‘generate different
possibilities for any given situation in a systematic way’ (ibid).
3. Julie Robinson
1327405
RP 1
While Piaget has been very specific in how and when children’s learning
develops, he does not account for children developing at different stages.
His theory is ‘too rigid’ (ibid). Even in English, a Year 7 top set class can
see a number of children with different learning ability. Some children
still need visual stimuli in order to learn. Others have already moved onto
the final stage of learning and are able to use their imagination in order
to respond to various learning situations. In these situations, a teacher
needs to respond to the varying needs of these pupils. While it is
impossible to produce a lesson for each group and teach it simultaneous,
differentiation techniques can ensure all children have excellent learning
outcomes. Challenging those children who have developed at a faster rate
than others is essential in order to move them into hypothetical
situations. Teaching the same lesson ensures all pupils progress and learn
from each other. Teachers who allow children to lead learning, whether a
starter or plenary, confirms Piaget’s theory that social transmission
allows children to interact with each other and learn from each other.
Although influenced by Piaget, Vygotsky did not agree that ‘maturation in
itself could make children achieve advanced thinking skills’ (ibid).
Vygotsky looked at learning from a socio-cultural perspective. He believed
that how children interacted with people, children and adults resulted in
better learning outcomes. Vygotsky developed a theory of ‘scaffolding in
the zone of proximal development (ZPD)’ (Muijs, 2012, p.46). This theory
was built around how much a person could learn individually and how much
more they could learn with the help of others with more knowledge and
more skills (ibid). This scaffolding, just as scaffolding supports an
unsteady structure, is used to support a pupil with learning needs.
Vygotsky saw children learning from peers of the same age and from
those who were older and with a higher developmental age (ibid). He saw
co-operation and interaction with these higher achieving pupils and with
parents and teachers as instrumental in raising children’s knowledge and
learning levels.
In the classroom, this can be translated into reality. Sitting lower ability
children next to high achievers can result in those children being
influenced to push themselves harder and in directions they may not have
thought of. Asking pupils who have finished the task in hand to assist
those around them not only challenges the pupil to assist their peers, but
an also help those who do not want to ask their teacher for help. For
4. 4
example, when putting together a timeline of a pupil’s life for use in their
own autobiography, some pupils would be able to complete the task quite
easily. A teacher can then use those pupils to assist their classmates who
are not able to easily put things into chronological order in completing the
task. This has a double effect of challenging the high achievers to lead
learning and for those with less ability to learn from their peers, without
them realising it. With the co-operation and interaction of other pupils in
lessons, the scaffolding helps develop better understanding and learning.
To conclude there are a number of theories at present which have
strengths and weaknesses. However, every classroom practitioner in
every subject needs to take into consideration all the available theories
to create an effective learning environment. One size does not fit all.
What works for one Year group, may not work for another. It is up to the
teacher to ascertain the merits of each theory and apply the appropriate
one to each classroom environment. This assignment has only looked at
three out of many theories. To only use one of these three theories for
teaching and learning in English would be detrimental to the pupil’s
learning. What is needed is a combination of different theories to ensure
effective teaching and learning in the classroom.
1426 Words
5. Julie Robinson
1327405
RP 1
Bibliography
Muijs, D. (2012) ‘Understanding how pupils learn: theories of learning and
intelligence’ in Brooks, V., Abbott, I. and Huddleston, P. (eds) Preparing
to Teach in Secondary Schools, Open University Press, pp. 41-57.
6. Julie Robinson
1327405
RP 1
Bibliography
Muijs, D. (2012) ‘Understanding how pupils learn: theories of learning and
intelligence’ in Brooks, V., Abbott, I. and Huddleston, P. (eds) Preparing
to Teach in Secondary Schools, Open University Press, pp. 41-57.