This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, and teachers need to create a safe environment and support the development of these skills. It concludes that social-emotional learning is beneficial for students and enables them to better focus on academic learning.
Each person has unique talents, interests, and capabilities that are determined by innate, inherited, and acquired characteristics. Teachers can help students know, accept, trust, and develop themselves by taking into account individual differences in learning strategies, experiences, heredity, language, culture, and social backgrounds. Assessing learners and learning progress through diagnostic, process, and outcome measures is integral to setting appropriately high standards.
Human environmental factors affecting motivationmaryrosedomato
Teachers, classmates, and parents make up the key human environmental factors that can influence a student's motivation. Effective teachers display caring, fairness, positive social interactions, enthusiasm for teaching and learning, positive attitudes, and reflective practices. Classmates can either boost motivation through a sense of belonging, or hurt it through bullying. Supportive parents follow their child's progress, help with schoolwork, communicate with teachers, and foster social connections.
developmental social individual factors of learner centered principleJocel Vallejo
This research paper examines developmental, social, and individual factors that influence learner-centered psychological principles. It discusses several theories of learner development, including those proposed by Piaget, Vygotsky, Erikson, and Kohlberg. These theories explore how cognitive, social, and emotional development affect learning. The paper also analyzes how individual differences like cultural background and learning styles require teachers to understand diversity and plan lessons accordingly. Overall, the research emphasizes that understanding learner development helps teachers facilitate effective learning through appropriate strategies and activities.
Facilitating Human Learning, Motivations and DrivesMarvin Gonzaga
This document is a report submitted by Marvin B. Gonzaga to Prof. Jocelyn Bacasmot for GED 222 class. The report discusses the objectives and key aspects of motivation in learning. It defines motivation and explains that it refers to an internal state that precedes behavior. It then discusses the causes, aspects, and effects of motivation as well as the factors that influence it. Finally, it differentiates between motives and drives and identifies the different types of motivation.
The document outlines 14 psychological learner-centered principles divided into 4 categories: cognitive/metacognitive, motivational/affective, developmental/social, and individual differences. The principles pertain to factors that influence the learning process, which are primarily under the learner's control, though external factors also interact. They include the nature of learning, goal-setting, knowledge construction, thinking strategies, motivation, diversity, and standards/assessment. Alexander and Murphy summarize the 14 principles as relating to knowledge, processing/control, motivation/affect, development/differences, and situation/context.
This document outlines 14 learner-centered principles organized under 5 areas: cognitive and metacognitive factors, motivational and affective factors, developmental and social factors, individual differences factors, and context factors. The principles state that learning is most effective when it is an intentional process, when learners can create meaningful representations and link new information to existing knowledge, and when individual differences, motivation, development, and context are taken into account.
This document summarizes a K-12 social/emotional curriculum that aims to develop students' character, creativity, critical thinking, and relationship skills. The yearlong curriculum covers topics like communication, cooperation, contribution, collaboration and is designed to teach skills like emotional regulation, personal responsibility, and conflict resolution. It also addresses challenges like coping with stress and difficult situations. The curriculum is flexible and can be a standalone course or integrated into regular classroom activities to support social-emotional learning standards.
This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, and teachers need to create a safe environment and support the development of these skills. It concludes that social-emotional learning is beneficial for students and enables them to better focus on academic learning.
Each person has unique talents, interests, and capabilities that are determined by innate, inherited, and acquired characteristics. Teachers can help students know, accept, trust, and develop themselves by taking into account individual differences in learning strategies, experiences, heredity, language, culture, and social backgrounds. Assessing learners and learning progress through diagnostic, process, and outcome measures is integral to setting appropriately high standards.
Human environmental factors affecting motivationmaryrosedomato
Teachers, classmates, and parents make up the key human environmental factors that can influence a student's motivation. Effective teachers display caring, fairness, positive social interactions, enthusiasm for teaching and learning, positive attitudes, and reflective practices. Classmates can either boost motivation through a sense of belonging, or hurt it through bullying. Supportive parents follow their child's progress, help with schoolwork, communicate with teachers, and foster social connections.
developmental social individual factors of learner centered principleJocel Vallejo
This research paper examines developmental, social, and individual factors that influence learner-centered psychological principles. It discusses several theories of learner development, including those proposed by Piaget, Vygotsky, Erikson, and Kohlberg. These theories explore how cognitive, social, and emotional development affect learning. The paper also analyzes how individual differences like cultural background and learning styles require teachers to understand diversity and plan lessons accordingly. Overall, the research emphasizes that understanding learner development helps teachers facilitate effective learning through appropriate strategies and activities.
Facilitating Human Learning, Motivations and DrivesMarvin Gonzaga
This document is a report submitted by Marvin B. Gonzaga to Prof. Jocelyn Bacasmot for GED 222 class. The report discusses the objectives and key aspects of motivation in learning. It defines motivation and explains that it refers to an internal state that precedes behavior. It then discusses the causes, aspects, and effects of motivation as well as the factors that influence it. Finally, it differentiates between motives and drives and identifies the different types of motivation.
The document outlines 14 psychological learner-centered principles divided into 4 categories: cognitive/metacognitive, motivational/affective, developmental/social, and individual differences. The principles pertain to factors that influence the learning process, which are primarily under the learner's control, though external factors also interact. They include the nature of learning, goal-setting, knowledge construction, thinking strategies, motivation, diversity, and standards/assessment. Alexander and Murphy summarize the 14 principles as relating to knowledge, processing/control, motivation/affect, development/differences, and situation/context.
This document outlines 14 learner-centered principles organized under 5 areas: cognitive and metacognitive factors, motivational and affective factors, developmental and social factors, individual differences factors, and context factors. The principles state that learning is most effective when it is an intentional process, when learners can create meaningful representations and link new information to existing knowledge, and when individual differences, motivation, development, and context are taken into account.
This document summarizes a K-12 social/emotional curriculum that aims to develop students' character, creativity, critical thinking, and relationship skills. The yearlong curriculum covers topics like communication, cooperation, contribution, collaboration and is designed to teach skills like emotional regulation, personal responsibility, and conflict resolution. It also addresses challenges like coping with stress and difficult situations. The curriculum is flexible and can be a standalone course or integrated into regular classroom activities to support social-emotional learning standards.
The document discusses using bookmarks as a strategy to teach social skills to students. The bookmarks act as reminders for students to self-monitor their behavior in class by focusing on tasks, paying attention, and working independently. Students are given bookmarks to evaluate their behavior, with the goal of creating more positive social behaviors in the classroom and improving relationships between students and teachers.
Learning is defined as changes in behavior that result from experience. The individual constantly interacts with the environment, which causes them to modify their behavior to deal with it effectively. Self-learning involves studying without direct supervision or classroom attendance, where teaching, learning, and evaluation occur without face-to-face interaction. There are four stages of self-learning: being ready to learn through self-analysis; setting goals for units of study; engaging in learning through different approaches; and evaluating one's own learning through self-reflection.
This document discusses strategies for supporting students with disabilities in general education classrooms. It addresses student motivation, functional behavior assessments, executive functioning, and effective teaching strategies. Student motivation comes from various sources and effective teachers identify each student's motivators. Functional behavior assessments explore the triggers and functions of off-task behaviors to develop positive behavior plans. Executive functioning refers to self-regulation skills, and students with limitations benefit from supports like agendas and organizers. Effective teaching incorporates collaboration, classroom management, differentiated lessons, and strategies like activating prior knowledge and self-monitoring.
Good teachers are committed to their students, adapt instruction to meet individual needs, and support students' emotional well-being. Educational psychology focuses on learning outcomes, student attributes, and instructional processes in the classroom. It studies child development, how people learn different subjects, social influences on learning, teaching methods, and assessment. Educational psychology provides principles and theories to help teachers intelligently solve problems and discuss their work.
This document discusses factors that affect learning, including teaching/instructional factors and environmental factors. It outlines how a teacher's personality, learning strategies, standards and assessment, and counseling can impact a student's learning. Environmental factors that are explored include a learner's beliefs, social expectations, family background, and physical conditions of the learning environment. The document aims to understand how to solve learning problems and improve teaching methods.
This document discusses preventive discipline techniques used in classroom and clinical settings. It defines discipline as training the mind and character to achieve desired behavior. Preventive discipline techniques are discussed in three aspects: physical environment, psychological aspects, and social aspects. For the physical environment, techniques include classroom management strategies like instructional methods, room arrangement, and setting clear expectations. For psychological aspects, techniques aim to create a supportive environment. For social aspects, developing a positive group climate and relationships between teacher and students is emphasized.
This document discusses classroom discipline and the modern conception of discipline. It notes that formerly, discipline involved corporal punishment, ridicule, or removing privileges, but the modern view sees discipline as both regulatory and educative, focusing on constructive attitudes. The modern view of discipline is based on democratic principles like recognizing human dignity, developing self-direction rather than blind obedience, and understanding goals rather than relying on authority. It also lists some causes of disciplinary problems like personality traits, adolescent characteristics, social factors, and issues with the learning environment or instruction. It provides some principles for improving discipline through creating a pleasant learning environment and meaningful goals.
The document discusses models of teaching and their characteristics. It describes six families of teaching models developed by Bruce Joyce and Marsha Weils: information processing, social, personal, behavior modification, and fundamental elements of a teaching model. The information processing family helps learners seek and organize information to build and test hypotheses. The social family emphasizes interpersonal relationship development. The personal family stresses personal development and human feelings. The behavior modification family shapes behavior through stimulus response and reinforcement. All teaching models specify learning outcomes, environmental conditions, and a process for modifying student behavior.
This document summarizes theories of learning and the learning process. It discusses key stages of learning including concrete experience, reflective observation, abstract conceptualization, and active experimentation. Major theories of learning covered include the mind theory, connectionist/stimulus-response theory, behaviorism, gestalt/integration theory, and progressivism. Three basic types of learning theories are identified as behaviorism, cognitive theory, and social constructivism which differ in their views of knowledge, learning, and motivation. The document concludes that applying different teaching strategies anchored to various learning theories can enhance student skills and development.
This research paper discusses assessment strategies that can increase student motivation. It analyzes views from five educators on how to make assessment a motivating experience rather than a threatening one. Their strategies include clarifying learning objectives, allowing student goal-setting, rewarding performance, and addressing struggling learners. The author also provides their own analysis, stating that assessment should be an authentic learning tool that considers student needs and interests. Formative assessments can increase motivation by helping students focus on mastery rather than scores. Overall, the key is for assessment strategies to be sensitive, constructive, and avoid harsh judgments that could damage student self-confidence.
This document discusses self-regulated learning (SRL) and its applications in classroom settings. SRL refers to the process by which learners actively control and regulate their cognition, motivation, behavior, and environment during learning. The document outlines two metaphors for conceptualizing SRL - as skills to be acquired or as behaviors that develop over time. It also discusses principles for promoting SRL in classrooms, such as self-appraisal, goal setting, and modeling self-regulation. Enduring questions around defining, developing, and individual differences in SRL are explored.
Motivational and emotional factors influence learning by enhancing or interfering with cognitive processes and motivation. Students' beliefs about themselves and the nature of learning strongly impact motivation. Positive emotions like curiosity generally motivate learning, while mild anxiety can focus attention; however, intense negative emotions usually undermine motivation and performance. Intrinsic motivation is facilitated by tasks perceived as interesting, personally meaningful, at an appropriate difficulty level, and allowing choice and control. Educators can encourage curiosity and intrinsic motivation by attending to individual preferences and facilitating effort through purposeful, relevant activities that induce positive emotions.
The document discusses the role of teachers in facilitating student growth and development. It states that students should be given positive training in self-direction and self-control under a teacher's supervision. Strict control and prescription of conduct without allowing for self-control is not conducive to student mental health and adjustment. Teachers should provide proper guidance and apply principles of autonomy judiciously to help students smoothly pass through developmental periods. Social facilitation also occurs when a student's performance improves in the presence of others like teachers during certain tasks.
This document discusses discipline and its importance. It defines discipline as using reason to determine the best course of action regardless of desires. Disciplining children is important to create a safe learning environment. Discipline requires skills that are developed over time with practice. Punishment means forcing someone to suffer, while discipline teaches children how to act appropriately. Various practices are used in schools to encourage discipline in children, such as walking in lines, sitting properly, encouraging good behavior, and shaping behavior through group activities.
The document discusses strategies for supporting students with disabilities in general education classrooms. It addresses student motivation, functional behavior assessments, executive functioning, effective teaching strategies, activating prior knowledge, and self-monitoring. Student motivation comes from various sources and effective teachers identify each student's motivators. Functional behavior assessments explore the triggers and functions of off-task behaviors to develop positive behavior plans. Executive functioning skills involve self-regulation and students with limitations benefit from structured supports. Effective teaching incorporates collaboration, classroom management techniques, differentiated lessons, and Universal Design for Learning principles. Activating prior knowledge involves cues, questions, and graphic organizers. Self-monitoring teaches students to recognize and track their own behaviors.
Developmental and social factors in Learning Centered Psychological PrinciplesMaryAnnTorres11
Learning is most effective when it takes into account an individual's physical, emotional, intellectual, and social development, as different factors can influence learning opportunities at various stages. Individuals learn best when material is presented enjoyably and at their developmental level. Because development varies across domains, achievement may also differ depending on the instructional area, so overemphasizing one type of development could overlook other capabilities. A child's cognitive, emotional, and social development - and how they interpret experiences - are shaped by schooling, home, culture, community, parental involvement, and adult interactions. Understanding developmental differences can help create optimal learning environments for all children.
Top 20 Psychological Principles for Teaching & LearningPhung Huy
This presentation is adapted from the APA-published report on “Top 20 Principles of Psychology” to facilitate the discussion among English educators in Vietnam participating the roundtable hosted by the American Center in Hanoi, Vietnam. Always use the original report for future reference.
The document lists several chefs and their restaurants who will be preparing dishes for an organic lunch for 100 students and staff. The chefs include Nick Ya from Ota Ya who will make sushi rolls, Brian Kirby from Winberie's who will make gourmet mac and cheese, Chris Voigtsberger and Katie Santini from Acacia who will discuss the science of cooking breakfast, and Antimo Love from Antimo's Italian Kitchen who will make flatbreads. A chef from Hopewell Elementary will also make homemade chicken noodle soup.
Este documento ofrece consejos y guías para organizar el día y sobrevivir a la residencia de pediatría en el IGSS. Recomienda hacer tiempo para comidas y dormir cuando sea posible, llamar a la pareja, examinar al paciente directamente en lugar de por teléfono, y trabajar como parte de un equipo que incluye a las enfermeras. Además, da instrucciones sobre cómo organizar la visita a pacientes, escribir órdenes médicas, hacer consultas a especialistas, y llevar registros y notas de evolución.
Clark Cleverly is seeking a position with GoPro. He has a bachelor's degree in marketing from Fort Lewis College and experience managing members at a country club and retail stores. Cleverly has strong customer service, communication, and multi-tasking skills from his various roles in retail, food service, and recreation. He is proficient with Microsoft Office and social media and enjoys an active outdoor lifestyle.
The document discusses using bookmarks as a strategy to teach social skills to students. The bookmarks act as reminders for students to self-monitor their behavior in class by focusing on tasks, paying attention, and working independently. Students are given bookmarks to evaluate their behavior, with the goal of creating more positive social behaviors in the classroom and improving relationships between students and teachers.
Learning is defined as changes in behavior that result from experience. The individual constantly interacts with the environment, which causes them to modify their behavior to deal with it effectively. Self-learning involves studying without direct supervision or classroom attendance, where teaching, learning, and evaluation occur without face-to-face interaction. There are four stages of self-learning: being ready to learn through self-analysis; setting goals for units of study; engaging in learning through different approaches; and evaluating one's own learning through self-reflection.
This document discusses strategies for supporting students with disabilities in general education classrooms. It addresses student motivation, functional behavior assessments, executive functioning, and effective teaching strategies. Student motivation comes from various sources and effective teachers identify each student's motivators. Functional behavior assessments explore the triggers and functions of off-task behaviors to develop positive behavior plans. Executive functioning refers to self-regulation skills, and students with limitations benefit from supports like agendas and organizers. Effective teaching incorporates collaboration, classroom management, differentiated lessons, and strategies like activating prior knowledge and self-monitoring.
Good teachers are committed to their students, adapt instruction to meet individual needs, and support students' emotional well-being. Educational psychology focuses on learning outcomes, student attributes, and instructional processes in the classroom. It studies child development, how people learn different subjects, social influences on learning, teaching methods, and assessment. Educational psychology provides principles and theories to help teachers intelligently solve problems and discuss their work.
This document discusses factors that affect learning, including teaching/instructional factors and environmental factors. It outlines how a teacher's personality, learning strategies, standards and assessment, and counseling can impact a student's learning. Environmental factors that are explored include a learner's beliefs, social expectations, family background, and physical conditions of the learning environment. The document aims to understand how to solve learning problems and improve teaching methods.
This document discusses preventive discipline techniques used in classroom and clinical settings. It defines discipline as training the mind and character to achieve desired behavior. Preventive discipline techniques are discussed in three aspects: physical environment, psychological aspects, and social aspects. For the physical environment, techniques include classroom management strategies like instructional methods, room arrangement, and setting clear expectations. For psychological aspects, techniques aim to create a supportive environment. For social aspects, developing a positive group climate and relationships between teacher and students is emphasized.
This document discusses classroom discipline and the modern conception of discipline. It notes that formerly, discipline involved corporal punishment, ridicule, or removing privileges, but the modern view sees discipline as both regulatory and educative, focusing on constructive attitudes. The modern view of discipline is based on democratic principles like recognizing human dignity, developing self-direction rather than blind obedience, and understanding goals rather than relying on authority. It also lists some causes of disciplinary problems like personality traits, adolescent characteristics, social factors, and issues with the learning environment or instruction. It provides some principles for improving discipline through creating a pleasant learning environment and meaningful goals.
The document discusses models of teaching and their characteristics. It describes six families of teaching models developed by Bruce Joyce and Marsha Weils: information processing, social, personal, behavior modification, and fundamental elements of a teaching model. The information processing family helps learners seek and organize information to build and test hypotheses. The social family emphasizes interpersonal relationship development. The personal family stresses personal development and human feelings. The behavior modification family shapes behavior through stimulus response and reinforcement. All teaching models specify learning outcomes, environmental conditions, and a process for modifying student behavior.
This document summarizes theories of learning and the learning process. It discusses key stages of learning including concrete experience, reflective observation, abstract conceptualization, and active experimentation. Major theories of learning covered include the mind theory, connectionist/stimulus-response theory, behaviorism, gestalt/integration theory, and progressivism. Three basic types of learning theories are identified as behaviorism, cognitive theory, and social constructivism which differ in their views of knowledge, learning, and motivation. The document concludes that applying different teaching strategies anchored to various learning theories can enhance student skills and development.
This research paper discusses assessment strategies that can increase student motivation. It analyzes views from five educators on how to make assessment a motivating experience rather than a threatening one. Their strategies include clarifying learning objectives, allowing student goal-setting, rewarding performance, and addressing struggling learners. The author also provides their own analysis, stating that assessment should be an authentic learning tool that considers student needs and interests. Formative assessments can increase motivation by helping students focus on mastery rather than scores. Overall, the key is for assessment strategies to be sensitive, constructive, and avoid harsh judgments that could damage student self-confidence.
This document discusses self-regulated learning (SRL) and its applications in classroom settings. SRL refers to the process by which learners actively control and regulate their cognition, motivation, behavior, and environment during learning. The document outlines two metaphors for conceptualizing SRL - as skills to be acquired or as behaviors that develop over time. It also discusses principles for promoting SRL in classrooms, such as self-appraisal, goal setting, and modeling self-regulation. Enduring questions around defining, developing, and individual differences in SRL are explored.
Motivational and emotional factors influence learning by enhancing or interfering with cognitive processes and motivation. Students' beliefs about themselves and the nature of learning strongly impact motivation. Positive emotions like curiosity generally motivate learning, while mild anxiety can focus attention; however, intense negative emotions usually undermine motivation and performance. Intrinsic motivation is facilitated by tasks perceived as interesting, personally meaningful, at an appropriate difficulty level, and allowing choice and control. Educators can encourage curiosity and intrinsic motivation by attending to individual preferences and facilitating effort through purposeful, relevant activities that induce positive emotions.
The document discusses the role of teachers in facilitating student growth and development. It states that students should be given positive training in self-direction and self-control under a teacher's supervision. Strict control and prescription of conduct without allowing for self-control is not conducive to student mental health and adjustment. Teachers should provide proper guidance and apply principles of autonomy judiciously to help students smoothly pass through developmental periods. Social facilitation also occurs when a student's performance improves in the presence of others like teachers during certain tasks.
This document discusses discipline and its importance. It defines discipline as using reason to determine the best course of action regardless of desires. Disciplining children is important to create a safe learning environment. Discipline requires skills that are developed over time with practice. Punishment means forcing someone to suffer, while discipline teaches children how to act appropriately. Various practices are used in schools to encourage discipline in children, such as walking in lines, sitting properly, encouraging good behavior, and shaping behavior through group activities.
The document discusses strategies for supporting students with disabilities in general education classrooms. It addresses student motivation, functional behavior assessments, executive functioning, effective teaching strategies, activating prior knowledge, and self-monitoring. Student motivation comes from various sources and effective teachers identify each student's motivators. Functional behavior assessments explore the triggers and functions of off-task behaviors to develop positive behavior plans. Executive functioning skills involve self-regulation and students with limitations benefit from structured supports. Effective teaching incorporates collaboration, classroom management techniques, differentiated lessons, and Universal Design for Learning principles. Activating prior knowledge involves cues, questions, and graphic organizers. Self-monitoring teaches students to recognize and track their own behaviors.
Developmental and social factors in Learning Centered Psychological PrinciplesMaryAnnTorres11
Learning is most effective when it takes into account an individual's physical, emotional, intellectual, and social development, as different factors can influence learning opportunities at various stages. Individuals learn best when material is presented enjoyably and at their developmental level. Because development varies across domains, achievement may also differ depending on the instructional area, so overemphasizing one type of development could overlook other capabilities. A child's cognitive, emotional, and social development - and how they interpret experiences - are shaped by schooling, home, culture, community, parental involvement, and adult interactions. Understanding developmental differences can help create optimal learning environments for all children.
Top 20 Psychological Principles for Teaching & LearningPhung Huy
This presentation is adapted from the APA-published report on “Top 20 Principles of Psychology” to facilitate the discussion among English educators in Vietnam participating the roundtable hosted by the American Center in Hanoi, Vietnam. Always use the original report for future reference.
The document lists several chefs and their restaurants who will be preparing dishes for an organic lunch for 100 students and staff. The chefs include Nick Ya from Ota Ya who will make sushi rolls, Brian Kirby from Winberie's who will make gourmet mac and cheese, Chris Voigtsberger and Katie Santini from Acacia who will discuss the science of cooking breakfast, and Antimo Love from Antimo's Italian Kitchen who will make flatbreads. A chef from Hopewell Elementary will also make homemade chicken noodle soup.
Este documento ofrece consejos y guías para organizar el día y sobrevivir a la residencia de pediatría en el IGSS. Recomienda hacer tiempo para comidas y dormir cuando sea posible, llamar a la pareja, examinar al paciente directamente en lugar de por teléfono, y trabajar como parte de un equipo que incluye a las enfermeras. Además, da instrucciones sobre cómo organizar la visita a pacientes, escribir órdenes médicas, hacer consultas a especialistas, y llevar registros y notas de evolución.
Clark Cleverly is seeking a position with GoPro. He has a bachelor's degree in marketing from Fort Lewis College and experience managing members at a country club and retail stores. Cleverly has strong customer service, communication, and multi-tasking skills from his various roles in retail, food service, and recreation. He is proficient with Microsoft Office and social media and enjoys an active outdoor lifestyle.
This short document promotes creating Haiku Deck presentations on SlideShare and getting started making one. It encourages the reader to be inspired to make their own presentation using Haiku Deck on the SlideShare platform. A call to action is given to get started creating a Haiku Deck presentation.
This short document promotes creating presentations using Haiku Deck on SlideShare. It encourages the reader to get started making their own Haiku Deck presentation by providing a button to click to begin the process. The document is advertising the creation of presentations on Haiku Deck and SlideShare.
This short document promotes creating presentations using Haiku Deck on SlideShare. It encourages the reader to get started making their own Haiku Deck presentation by providing a button to click to begin the process. The document is advertising the creation of presentations on Haiku Deck and SlideShare.
Este documento describe el uso y evolución de las redes sociales en el mercado digital. Inicialmente, Internet solo estaba disponible para investigadores y empresas privadas, pero con el tiempo se hizo más accesible al público en general a través del desarrollo de tecnologías como el correo electrónico y el World Wide Web. Actualmente, las redes sociales como Facebook, YouTube y Twitter permiten a las personas compartir y encontrar contenido generado por los usuarios.
1) Deus criou o homem e a mulher. Formou Adão do pó da terra e soprou nele a vida. Depois, criou Eva a partir de uma costela de Adão.
2) A mulher foi criada para ser companheira e auxiliar do homem, pois não era bom que ele estivesse só.
3) Deus instituiu o casamento, unindo homem e mulher, para que deixassem seus pais e formassem uma nova família.
As epístolas de Timóteo e Tito tinham como propósitos orientar os líderes quanto à vida pessoal e no combate as heresias, fornecendo instruções sobre qualificações para a liderança, ética ministerial e advertindo sobre falsos mestres.
El Grupo BBVA ganó 2.642 millones de euros en 2015, cifra ligeramente superior a la del año anterior (+0,9%). El crecimiento del beneficio atribuido sin el efecto de las divisas alcanzó el 4,4%. Al excluir el resultado de las operaciones corporativas cerradas en 2015, el beneficio atribuido ascendió a 3.752 millones de euros, un 43,3% más que en 2014.
This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, which enables them to focus on learning. Teachers can support social-emotional learning by creating a safe environment, building relationships with students, and explicitly teaching skills like self-management.
This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, and teachers need to support this by creating a safe environment and building relationships. Overall, the research presented indicates that social-emotional learning is essential for helping students focus on learning.
Edit Submission u05a1 Partial Reflective JournalUnit One Reflec.docxjack60216
Edit Submission: u05a1 Partial Reflective Journal
Unit One Reflection
For this week’s journal entry reflect on your teaching experience. In both the Marzano and Jones textbooks, the authors stress the importance of focusing on classroom policies and procedures at the beginning of the school year in order to achieve a good start. How closely do you attend to the types of procedures discussed by these authors and what might you do differently in terms of planning and instructing in the future as a result of the readings? I work with students who are only assigned to my caseload; therefore I’m not closely involved in school wide/teacher planning. However, at times I participate in Intervention meetings with the Principal, Assistant Principal, teacher(s), School psychologist, School social worker and sometimes the parent. During the meetings, I offer strategies for classroom management behaviors. If a student is a candidate for ADHD or any disability, I arrange for psychological testing to assess whether possible ADHD or emotional factors are interfering with the student’s academic performance, provide feedback to the parents, and school officials regarding the psychological evaluation. I also consult with parents and school officials about designing effective learning programs for intervention strategies that build on his strengths and compensate weaknesses.
Unit Two Reflection
The "Dealing with the Dilemma of Gum Chewing" case study provides an example of how we can teach productive behaviors. After completing this week's reading, reflect on where this type of strategy might apply in your setting.
•Have you encountered situations in your setting where this approach may be more productive than what you have been doing? In the Kindergarten class, the students continue to struggle with picking up cut paper. Instead of having the students cut paper, the teacher showed the class how to fold the paper and use the edge of their desk to cut. After several times of redirecting, the students were able to begin using the scissors again. The students developed a system in the class where 1 person from each table (red, blue, purple, yellow) collects the paper straps.
•What are the ethical issues involved in establishing expectations without teaching the appropriate expected behaviors? Ethical issues continue to be an ongoing issue today in schools and without providing detailed expectations teachers leaves room for issues and concerns. Misinforming, consents, students getting hurt, etc. could happen. Students could always say they were not informed and the responsibility falls back on the teacher. I think in this situation communication is vital.
Unit Three Reflection
During Unit 2, you designed Mini-Intervention 1. For this unit's journal reflection, take time to reflect on how well or how poorly the intervention is working. Reflect on your learning’s so far in the course in the area of managing unproductive behaviors.
Long Term goals were identified t ...
This document outlines 14 principles for learner-centered education. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experiences. Successful learners are active, goal-directed, and assume responsibility for their own learning. Learning is influenced by a variety of cognitive, motivational, developmental, social, and individual factors. The 14 principles aim to address the holistic needs of all learners.
Issues Around Teaching Children A LanguageBishara Adam
This document discusses several key issues in teaching English to children:
1) A social constructivist focus emphasizes that language learning is a dynamic process where children construct meaning from their social experiences.
2) Values education addresses children holistically by focusing on universal values in lessons.
3) The development of metacognitive, cognitive, and social skills helps children become effective learners.
4) Lessons should integrate listening, speaking, reading, and writing through theme-based and varied activities.
5) Vocabulary and grammar are best taught through meaningful contexts with repetition over time.
6) Feedback and motivation are influenced by intrinsic/extrinsic factors, praise/criticism, and how feedback is interpreted.
Book Review: How Learning Works: Seven Research-Based Principles for Smart Te...Aras Bozkurt
Book Review: How Learning Works: Seven Research-Based Principles for Smart Teaching
Authors: Susan A. Ambrose (Author), Michael W. Bridges (Author), Michele DiPietro (Author), Marsha C. Lovett (Author), Marie K. Norman (Author), Richard E. Mayer (Foreword)
301+XVI pages
Copyright 2010 by John Wiley & Sons
Published by Jossey-Bass A Wiley Imprint
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
This document discusses strategies for developing social awareness, which is defined as the ability to understand others' perspectives and empathize with people from diverse backgrounds. It explains that social awareness is important for positive classroom climate, relationships, and career success. Specific strategies discussed include using media to recognize emotions, journaling to understand emotions, cooperative learning techniques like the jigsaw classroom and constructive controversy, and incorporating historical music and biographies to promote perspective taking. The document emphasizes that social awareness develops in stages and can be influenced by students' various social identities.
This document discusses strategies for developing social awareness, which is defined as the ability to understand others' perspectives and empathize with people from diverse backgrounds. It identifies five key components of social awareness: emotional intelligence, social capital, perspective taking, cultural competency, and recognizing community resources and supports. The document then provides several classroom strategies teachers can use to support students' social awareness development, including active constructive responding, wise critical feedback, engaging families, journaling, cooperative learning techniques like the jigsaw method, constructive controversy, analyzing media and lyrics, and perspective taking through biographies. The overall goal is to equip students with social-emotional skills that help them succeed academically and socially.
Learning Process, Training Climate, Development and Designing Training ModulesAshish Hande
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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.
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How Operant Conditioning Works
Observational Learning
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1. Social Cognitive Theory in a K-8 Classroom
Teachers and parents know well that children learn not only from direct instruction and
performance, but also from their vicarious experiences, peer interaction, and even the media. Social
cognitive learning theory is based on the fact that learning is a social event that occurs under a
variety of circumstances, and results in a variety of outcomes. It is this interaction of social elements
that successful teachers use to ensure that quality learning takes place.Elements of Social Cognitive
Theory
Social cognitive theory is based on the idea that learning and the subsequent performance of certain
behaviors are the result of the ongoing and reciprocal interaction between a person, the
environment, and the already learned behavioral patterns of the individual and group (Bandura,
1986). Each student, therefore, responds to instruction and modeling through the lens of these three
elements.
Students bring to any learning situation a unique set of
mental constructs, a fluctuating emotional state of being,
and most importantly, a personal sense of self-efficacy,
or feeling of capability and likelihood to succeed. These
factors then interact with the habitual behavioral
patterns of the individual, such as procrastination or
organization, and the environmental factors, such as the
nature of the task, the social and physical environment,
the modeling and reinforcement received by the
2. individual.
Applying Social Cognitive Theory to K-8 Classrooms
Because learning is inherently a social event, teachers can easily manipulate the classroom
environment to promote the positive aspects of socialization and use them more proactively toward
student learning. For example, teachers can set the classroom up as a learning community,
incorporate cooperative learning activities regularly, reinforce model behaviors by students, provide
differentiated tasks, and support students as they recognize and acknowledge their own self-
efficacy.
Characteristics of a Self-Regulated Learner
Self-regulated learners are in control of their own learning behaviors from start to finish. They plan,
set goals, and strategize before taking action; they self-monitor and make adjustments as needed
during an action; and after acting, they reflect and evaluate on what they have done, providing self-
reinforcement for effective behaviors and planning to change those that inhibited their performance.
These processes are internalized in self-regulated learners, and are evident not only in the
classroom, but also in sports, on stage, in clubs or other social activities, and within the social
dynamics of friendships and families. Self-regulated learners take initiative, show leadership, and
are able to manage their time well in order to accomplish all they have set out to do. Fortunately,
these are characteristics that can be taught to and learned by K-8 students.
Developing Self-Regulated Learners
Teachers develop self-regulated learners by discussing, modeling and reinforcing the thinking
behaviors that characterize self-regulation. They encourage metacognitive feedback after a lesson,
asking students to self-reflect and evaluate what went well and what needs improvement in their
learning process. Finally, they scaffold students toward self-regulation by asking pertinent questions
during the learning process, such as "What strategies did you try?"or "What did you do that
contributed to your success on this project?"
Rather than fighting the natural social tendencies of children, teachers who apply Bandura's
theories to their classrooms will develop a group of students who are self-motivated and see
themselves as agents of their own learning. Children who become self-regulated learners in the
process will be successful as students and as adults because they will have mastered the personal
skills and necessary strategies for controlling their own behaviors, interests, and future.
3. Further Reading
Bandura, A. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs,
NJ: Prentice-Hall, 1986.
Kumpulainen, K. Classroom Interaction and Social Learning: From Theory to Practice. London:
RoutledgeFalmer, 2001.