This document provides an overview of social interaction models of teaching. It defines social interaction models as instructional methods that facilitate group work and student-to-student interaction. The document discusses the theoretical origins of social interaction models according to thinkers like Dewey and Bandura. It also outlines the key strategies of social interaction teaching, including introducing topics, forming student groups, monitoring group work, and presenting findings. Finally, it notes some advantages and disadvantages of the social interaction approach.
The social interaction model stresses relationships between individuals and society. It uses instructional methods like group work to facilitate interaction. Students work in structured groups to discuss concepts while the instructor monitors. Key steps include an introduction by the instructor, breaking into groups, and groups presenting findings. Social interaction promotes higher-level thinking, meaningful learning, and skills like leadership. However, it can be time-consuming and some students may not participate fully. Different models include jurisprudential inquiry, group investigation, and social inquiry.
Society and social factors have an influence on education. The document discusses how sociology examines the relationship between society and education, exploring social issues and problems that impact the education system. Values learned from society can also shape the education process.
This document discusses the manpower approach to educational planning. It involves analyzing the demand and supply of manpower to forecast future needs and reconcile those needs with available resources. The manpower approach considers the human resources required across all fields and aims to skill education accordingly. It can help identify gaps, reduce labor costs, and provide guidance on developing qualifications. However, it also has limitations like providing limited direction, ignoring primary education, focusing on urban employment, and difficulties forecasting due to uncertainties. Overall, the manpower approach provides one perspective for educational planning but education also aims for broader human development.
1) A child-centered curriculum focuses on developing students' individual and social qualities through their interests and passions, rather than prescribed subjects.
2) Key thinkers like Rousseau, Dewey, and Montessori emphasized allowing children to learn through self-directed activities and experiences rather than direct instruction.
3) In a child-centered approach, the teacher acts as a guide who supports students' natural curiosity and facilitates their learning, while students determine the direction of their learning.
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Factors that influence curriculum change and innovation.pptxTanzeelaBashir1
The document discusses factors that influence curriculum development including political, social, economic, technological, environmental, and child psychology factors. It provides examples for each factor. Political factors include funding and standards that influence goals and materials. Social factors include societal expectations and resistance to subjects. Economic factors include job training and national economic returns. Technological factors include computers and new technology-focused degrees. Environmental factors include teaching practices like recycling and environmentally-focused higher education programs. Child psychology factors examine developmental changes and prepare students for careers in education.
Curriculum organization (sequence and scope/guidelines in curriculum organiza...Aaron Paul Tañedo
This document discusses guidelines and concepts for organizing curriculum, including:
1. Horizontal organization refers to integrating content taught concurrently, while vertical organization describes sequencing content longitudinally over time.
2. Scope refers to the breadth of topics covered, and is determined by human activities, societal values, and problems. Sequence concerns placing content in a timely order based on maturity.
3. Guidelines for curriculum organization include considering learners' needs and interests, permitting flexibility for teachers and students, and developing skills through direct teaching and integrated activities.
The document describes Hilda Taba's model of curriculum development, which consists of 7 steps: 1) Diagnosing student needs, 2) Formulating learning objectives, 3) Selecting learning content, 4) Organizing the content, 5) Selecting learning experiences, 6) Organizing learning activities, and 7) Evaluating outcomes. Taba believed teachers should play a leading role in curriculum development by identifying student needs and designing content and activities accordingly through an inductive, "grass-roots" approach.
The social interaction model stresses relationships between individuals and society. It uses instructional methods like group work to facilitate interaction. Students work in structured groups to discuss concepts while the instructor monitors. Key steps include an introduction by the instructor, breaking into groups, and groups presenting findings. Social interaction promotes higher-level thinking, meaningful learning, and skills like leadership. However, it can be time-consuming and some students may not participate fully. Different models include jurisprudential inquiry, group investigation, and social inquiry.
Society and social factors have an influence on education. The document discusses how sociology examines the relationship between society and education, exploring social issues and problems that impact the education system. Values learned from society can also shape the education process.
This document discusses the manpower approach to educational planning. It involves analyzing the demand and supply of manpower to forecast future needs and reconcile those needs with available resources. The manpower approach considers the human resources required across all fields and aims to skill education accordingly. It can help identify gaps, reduce labor costs, and provide guidance on developing qualifications. However, it also has limitations like providing limited direction, ignoring primary education, focusing on urban employment, and difficulties forecasting due to uncertainties. Overall, the manpower approach provides one perspective for educational planning but education also aims for broader human development.
1) A child-centered curriculum focuses on developing students' individual and social qualities through their interests and passions, rather than prescribed subjects.
2) Key thinkers like Rousseau, Dewey, and Montessori emphasized allowing children to learn through self-directed activities and experiences rather than direct instruction.
3) In a child-centered approach, the teacher acts as a guide who supports students' natural curiosity and facilitates their learning, while students determine the direction of their learning.
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Factors that influence curriculum change and innovation.pptxTanzeelaBashir1
The document discusses factors that influence curriculum development including political, social, economic, technological, environmental, and child psychology factors. It provides examples for each factor. Political factors include funding and standards that influence goals and materials. Social factors include societal expectations and resistance to subjects. Economic factors include job training and national economic returns. Technological factors include computers and new technology-focused degrees. Environmental factors include teaching practices like recycling and environmentally-focused higher education programs. Child psychology factors examine developmental changes and prepare students for careers in education.
Curriculum organization (sequence and scope/guidelines in curriculum organiza...Aaron Paul Tañedo
This document discusses guidelines and concepts for organizing curriculum, including:
1. Horizontal organization refers to integrating content taught concurrently, while vertical organization describes sequencing content longitudinally over time.
2. Scope refers to the breadth of topics covered, and is determined by human activities, societal values, and problems. Sequence concerns placing content in a timely order based on maturity.
3. Guidelines for curriculum organization include considering learners' needs and interests, permitting flexibility for teachers and students, and developing skills through direct teaching and integrated activities.
The document describes Hilda Taba's model of curriculum development, which consists of 7 steps: 1) Diagnosing student needs, 2) Formulating learning objectives, 3) Selecting learning content, 4) Organizing the content, 5) Selecting learning experiences, 6) Organizing learning activities, and 7) Evaluating outcomes. Taba believed teachers should play a leading role in curriculum development by identifying student needs and designing content and activities accordingly through an inductive, "grass-roots" approach.
Reconstructionist philosophy emphasizes addressing social issues and reforming society to work towards worldwide democracy. It assumes that constant social reconstruction is needed through educational reform. Teachers play a primary role in leading social change by initiating discussions on controversial topics, enabling critical examination of cultural heritage, and designing programs for reform. The curriculum focuses on enabling students to live in a global society, examines present and future social, economic, and political trends and problems, and emphasizes social sciences and research methods.
Nature of Teaching & Characteristic of Teaching and Teacher S. Raj Kumar
Teaching is the process of attending to people’s needs, experiences and feelings, and making specific involvement to help them learn particular things.
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
Teaching learning process and curriculum developmentgaestimos
This document discusses teaching and learning processes in curriculum development. It defines teaching as a complex process that stimulates and guides learners to learn on their own. The teaching process involves planning, implementing, and evaluating in a cycle. Planning includes determining learner needs, goals, content, strategies, and evaluation. Implementation puts the plan into action through teacher-learner interaction. Evaluation assesses if objectives match learning outcomes. Learning is defined as a change in behavior through experiences. Learning theories include behavioral theories focusing on observable behaviors and cognitive theories describing mental processes. Teaching and learning are interconnected processes, as effective teaching leads to intended learning outcomes.
The document discusses various teaching models including information processing models, behavioural models, personal models, and social models.
It provides details on several information processing models such as Atkinson and Shiffrin's model of memory, Gagne's information processing model, and different types of inquiry teaching models. Behavioural models covered include direct instruction, mastery learning, and programmed instruction models. Personal models summarized are non-directive teaching, developing positive self-concepts, and the project model. Lastly, the social model discusses group teaching, cooperative learning, and simulation methods like sociodrama and role-play.
The document provides an overview of key teaching models with the goal of guiding teachers in planning and
The document discusses the meaning, definitions, concepts, types and dynamics of curriculum. It defines curriculum as the totality of student experiences provided by the school, including courses of study and extracurricular activities. It discusses different types of curriculum like the explicit/written curriculum, hidden curriculum and null curriculum. It explains that curriculum needs to be dynamic and change according to societal needs, new innovations in education, and changes in educational policy. Factors like socio-political factors, economic factors, educational technology and globalization affect changing concepts of curriculum.
The document discusses the principles of reconstructionism in education. A reconstructionist curriculum seeks to emphasize cultural pluralism, equality, and futurism. It critically examines society and civilization while not avoiding controversial issues. The goal is to deliberately bring about social and constructive change by cultivating a future planning attitude and enlisting students and teachers in cultural renewal programs. Reconstructionism aims to strengthen control of schools for the benefit of mankind. It believes analysis and interpretation alone are insufficient, and that commitment and action from students and teachers are needed. Teachers should measure up to their social responsibilities. A reconstructionist design provides students with learning to alter social, economic, and political realities through curriculum that fosters social action and student involvement in creating a more equitable
The document outlines seven criteria for selecting subject matter for curriculum:
1) Self-sufficiency of learners - allowing independent learning through experimentation and observation
2) Significance of domains of learning - responding to learner needs, interests, and developing cognitive, affective, and psychomotor skills
3) Validity of subject matter - ensuring content remains relevant and up-to-date
4) Interest of learners - making content meaningful and centered around learner interests
5) Utility of subject matter - ensuring learners view content as useful
6) Learnability of students - designing content at an appropriate level for learner experiences and capacities
7) Feasibility of completion - enabling content to be fully covered
This document discusses curriculum implementation and various models of implementation. It defines curriculum as a planned sequence of learning experiences and implementations as how teachers deliver instruction using specified resources. It describes several models of implementation including the Overcoming Resistance to Change Model (ORC) which focuses on gaining teacher advocates and flexibility, the Leadership Obstacle Course Model which treats resistance as problematic, and the Rand Change Agent Model which sees organizational dynamics as barriers. It emphasizes the importance of support, communication and pacing when implementing new curriculums.
This document outlines the key components of a curriculum: aims and objectives, content/subject matter, curriculum experience (instructional strategies and methods), and evaluation. It provides examples of the aims of elementary, secondary, and tertiary education. It also discusses principles for organizing content, such as balance, articulation, sequence, integration, and continuity. A variety of instructional strategies and methods are suggested to link goals to outcomes. Curriculum evaluation is presented using the CIPP model to ensure effectiveness and continuous feedback. The components are interrelated with aims informing objectives, content, methods, and evaluation.
The document discusses constructivist learning theory, which emphasizes active learning through group activities, constructing knowledge rather than acquiring it, debates, and reflecting on experiences. Key theorists who developed constructivism include John Dewey, Piaget, George Kelly, and Lev Vygotsky. Constructivism is used in classrooms by having teachers act as facilitators rather than lecturers, utilizing group work, Socratic discussions, and collaborative projects to help students construct their own understanding.
-GLOBALIZATION
-ECONOMIC ISSUE ON GLOBALIZATION
-POLITICAL ISSUE ON GLOBALIZATION
-CONFLICT AND CONSENSUS IN THE EDUCATION
IMPACTS OF EDUCATION IN GLOBALIZATION
Schools exist as institutions to educate students and are connected to the communities in which they reside. A community is defined as a group that shares common characteristics or interests. Schools function as a subsystem within the larger societal system and must coordinate with their local community. When schools and communities partner effectively, it can lead to improved school facilities, leadership, learning programs, and new resources that benefit both students and the community at large. The main stakeholders in the school-community relationship are school administration, teachers, students, parents, and governing bodies. An effective partnership involves welcoming community participation in school activities.
A child-centered curriculum focuses on developing students' individual qualities and interests rather than prescribed subjects. Teachers facilitate and support student-led learning as children determine the direction of their learning based on their natural curiosities. Children work with teachers to set learning objectives and are emotionally invested in their learning. The High/Scope educational approach views play as children's work where they construct their own knowledge through exploration and experimentation. A child-centered approach helps children become independent by allowing them to solve problems and develop skills through activities they find important. The teacher's role is to coach students to learn through personalized learning that places decisions in students' hands.
A report in Foundation of Education as a partial requirement under the Master of Education Class major in Social Science at Guimaras State College, Guimaras, Iloilo, Philippines
This document discusses guidelines and concepts related to curriculum organization, including:
1. It defines curriculum organization as the process of selecting, designing, and managing curriculum elements.
2. Horizontal and vertical organization are described as two aspects of curriculum organization - horizontal refers to concurrent integration of content, vertical refers to longitudinal placement of elements.
3. Scope and sequence are important concepts in curriculum organization. Scope refers to the breadth of content, while sequence refers to the placement of content over time based on maturity and prerequisites.
4. Several principles for organizing curriculum units are outlined, including world-related, concept-related, inquiry-related, learning-related, and utilization-related sequences.
5. Guidelines
Social reconstructionism is a philosophy that emphasizes addressing social problems and creating a better, more just society. It focuses on using education to promote social reform and change the world for the better. Reconstructionist educators believe schools should encourage meaningful dialogue among students to critique and transform society, rather than simply telling children what to think. The major premises of reconstructionism are that society constantly needs reconstruction or change, and such social change involves reconstructing education to reconstruct society. Prominent reconstructionist thinkers like Theodore Brameld, George Counts, and Paulo Freire saw education as a means of preparing people to create a new social order and resist oppression.
Connectivism is a learning theory developed for the digital age that asserts knowledge is distributed across networks and that learning occurs through connections within networks. It builds upon behaviorism, cognitivism, and constructivism. According to connectivism, learning involves connecting specialized information sources, nurturing and maintaining connections, and the ability to see connections between fields, ideas and concepts. Connectivism supports online and blended learning by facilitating asynchronous and synchronous connections between learners and information networks. Critics argue it is not truly a learning theory and is an extension of constructivism, while proponents believe it addresses learning in a digital context in a way previous theories did not.
This document defines teaching methods and logical learning methods such as induction, deduction, analysis, and synthesis. It discusses how induction involves moving from specific observations to broader generalizations, while deduction applies general principles to specific cases. Analysis examines phenomena by separating elements, and synthesis considers parts to understand the whole. Teaching methods are also categorized by whether students work individually, collectively, or with a mixed approach. Finally, the document outlines some specific teaching techniques like seminars, tutorials, simulations, and discussions that can be used to implement different methods.
Paulo Freire was a Brazilian educator who developed critical pedagogy. He was born into poverty and experienced hunger as a child due to the economic impacts of the Great Depression on his family. This influenced his view that education should empower the oppressed and poor. He argued that teaching should reject the "banking system" where students are treated as empty accounts to be filled by teachers. Instead, it should recognize that students have their own knowledge and life experiences. The goal of education, according to critical pedagogy, is to lessen human suffering and promote justice and equality.
This document discusses different models of teaching and where they come from. It describes several families of teaching models, including social models, information-processing models, personal models, and behavioral system models. The models provide tools for designing instruction, curriculums, and learning environments to best support students' learning and development.
Basic Principles Of Teaching and Educational Technology (7,8,9)LorieAnnUmali
The document outlines three principles of learning - socialization, understanding, and cooperative process. It defines socialization as the lifelong process of inheriting norms and skills to participate in society. Understanding refers to comprehending situations and concepts and seeing relationships. The cooperative process principle holds that learning is more effective when students help plan activities and share findings. The objectives are for students to differentiate the principles, perform tasks related to them, and explain their importance for teaching and learning.
Reconstructionist philosophy emphasizes addressing social issues and reforming society to work towards worldwide democracy. It assumes that constant social reconstruction is needed through educational reform. Teachers play a primary role in leading social change by initiating discussions on controversial topics, enabling critical examination of cultural heritage, and designing programs for reform. The curriculum focuses on enabling students to live in a global society, examines present and future social, economic, and political trends and problems, and emphasizes social sciences and research methods.
Nature of Teaching & Characteristic of Teaching and Teacher S. Raj Kumar
Teaching is the process of attending to people’s needs, experiences and feelings, and making specific involvement to help them learn particular things.
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
Teaching learning process and curriculum developmentgaestimos
This document discusses teaching and learning processes in curriculum development. It defines teaching as a complex process that stimulates and guides learners to learn on their own. The teaching process involves planning, implementing, and evaluating in a cycle. Planning includes determining learner needs, goals, content, strategies, and evaluation. Implementation puts the plan into action through teacher-learner interaction. Evaluation assesses if objectives match learning outcomes. Learning is defined as a change in behavior through experiences. Learning theories include behavioral theories focusing on observable behaviors and cognitive theories describing mental processes. Teaching and learning are interconnected processes, as effective teaching leads to intended learning outcomes.
The document discusses various teaching models including information processing models, behavioural models, personal models, and social models.
It provides details on several information processing models such as Atkinson and Shiffrin's model of memory, Gagne's information processing model, and different types of inquiry teaching models. Behavioural models covered include direct instruction, mastery learning, and programmed instruction models. Personal models summarized are non-directive teaching, developing positive self-concepts, and the project model. Lastly, the social model discusses group teaching, cooperative learning, and simulation methods like sociodrama and role-play.
The document provides an overview of key teaching models with the goal of guiding teachers in planning and
The document discusses the meaning, definitions, concepts, types and dynamics of curriculum. It defines curriculum as the totality of student experiences provided by the school, including courses of study and extracurricular activities. It discusses different types of curriculum like the explicit/written curriculum, hidden curriculum and null curriculum. It explains that curriculum needs to be dynamic and change according to societal needs, new innovations in education, and changes in educational policy. Factors like socio-political factors, economic factors, educational technology and globalization affect changing concepts of curriculum.
The document discusses the principles of reconstructionism in education. A reconstructionist curriculum seeks to emphasize cultural pluralism, equality, and futurism. It critically examines society and civilization while not avoiding controversial issues. The goal is to deliberately bring about social and constructive change by cultivating a future planning attitude and enlisting students and teachers in cultural renewal programs. Reconstructionism aims to strengthen control of schools for the benefit of mankind. It believes analysis and interpretation alone are insufficient, and that commitment and action from students and teachers are needed. Teachers should measure up to their social responsibilities. A reconstructionist design provides students with learning to alter social, economic, and political realities through curriculum that fosters social action and student involvement in creating a more equitable
The document outlines seven criteria for selecting subject matter for curriculum:
1) Self-sufficiency of learners - allowing independent learning through experimentation and observation
2) Significance of domains of learning - responding to learner needs, interests, and developing cognitive, affective, and psychomotor skills
3) Validity of subject matter - ensuring content remains relevant and up-to-date
4) Interest of learners - making content meaningful and centered around learner interests
5) Utility of subject matter - ensuring learners view content as useful
6) Learnability of students - designing content at an appropriate level for learner experiences and capacities
7) Feasibility of completion - enabling content to be fully covered
This document discusses curriculum implementation and various models of implementation. It defines curriculum as a planned sequence of learning experiences and implementations as how teachers deliver instruction using specified resources. It describes several models of implementation including the Overcoming Resistance to Change Model (ORC) which focuses on gaining teacher advocates and flexibility, the Leadership Obstacle Course Model which treats resistance as problematic, and the Rand Change Agent Model which sees organizational dynamics as barriers. It emphasizes the importance of support, communication and pacing when implementing new curriculums.
This document outlines the key components of a curriculum: aims and objectives, content/subject matter, curriculum experience (instructional strategies and methods), and evaluation. It provides examples of the aims of elementary, secondary, and tertiary education. It also discusses principles for organizing content, such as balance, articulation, sequence, integration, and continuity. A variety of instructional strategies and methods are suggested to link goals to outcomes. Curriculum evaluation is presented using the CIPP model to ensure effectiveness and continuous feedback. The components are interrelated with aims informing objectives, content, methods, and evaluation.
The document discusses constructivist learning theory, which emphasizes active learning through group activities, constructing knowledge rather than acquiring it, debates, and reflecting on experiences. Key theorists who developed constructivism include John Dewey, Piaget, George Kelly, and Lev Vygotsky. Constructivism is used in classrooms by having teachers act as facilitators rather than lecturers, utilizing group work, Socratic discussions, and collaborative projects to help students construct their own understanding.
-GLOBALIZATION
-ECONOMIC ISSUE ON GLOBALIZATION
-POLITICAL ISSUE ON GLOBALIZATION
-CONFLICT AND CONSENSUS IN THE EDUCATION
IMPACTS OF EDUCATION IN GLOBALIZATION
Schools exist as institutions to educate students and are connected to the communities in which they reside. A community is defined as a group that shares common characteristics or interests. Schools function as a subsystem within the larger societal system and must coordinate with their local community. When schools and communities partner effectively, it can lead to improved school facilities, leadership, learning programs, and new resources that benefit both students and the community at large. The main stakeholders in the school-community relationship are school administration, teachers, students, parents, and governing bodies. An effective partnership involves welcoming community participation in school activities.
A child-centered curriculum focuses on developing students' individual qualities and interests rather than prescribed subjects. Teachers facilitate and support student-led learning as children determine the direction of their learning based on their natural curiosities. Children work with teachers to set learning objectives and are emotionally invested in their learning. The High/Scope educational approach views play as children's work where they construct their own knowledge through exploration and experimentation. A child-centered approach helps children become independent by allowing them to solve problems and develop skills through activities they find important. The teacher's role is to coach students to learn through personalized learning that places decisions in students' hands.
A report in Foundation of Education as a partial requirement under the Master of Education Class major in Social Science at Guimaras State College, Guimaras, Iloilo, Philippines
This document discusses guidelines and concepts related to curriculum organization, including:
1. It defines curriculum organization as the process of selecting, designing, and managing curriculum elements.
2. Horizontal and vertical organization are described as two aspects of curriculum organization - horizontal refers to concurrent integration of content, vertical refers to longitudinal placement of elements.
3. Scope and sequence are important concepts in curriculum organization. Scope refers to the breadth of content, while sequence refers to the placement of content over time based on maturity and prerequisites.
4. Several principles for organizing curriculum units are outlined, including world-related, concept-related, inquiry-related, learning-related, and utilization-related sequences.
5. Guidelines
Social reconstructionism is a philosophy that emphasizes addressing social problems and creating a better, more just society. It focuses on using education to promote social reform and change the world for the better. Reconstructionist educators believe schools should encourage meaningful dialogue among students to critique and transform society, rather than simply telling children what to think. The major premises of reconstructionism are that society constantly needs reconstruction or change, and such social change involves reconstructing education to reconstruct society. Prominent reconstructionist thinkers like Theodore Brameld, George Counts, and Paulo Freire saw education as a means of preparing people to create a new social order and resist oppression.
Connectivism is a learning theory developed for the digital age that asserts knowledge is distributed across networks and that learning occurs through connections within networks. It builds upon behaviorism, cognitivism, and constructivism. According to connectivism, learning involves connecting specialized information sources, nurturing and maintaining connections, and the ability to see connections between fields, ideas and concepts. Connectivism supports online and blended learning by facilitating asynchronous and synchronous connections between learners and information networks. Critics argue it is not truly a learning theory and is an extension of constructivism, while proponents believe it addresses learning in a digital context in a way previous theories did not.
This document defines teaching methods and logical learning methods such as induction, deduction, analysis, and synthesis. It discusses how induction involves moving from specific observations to broader generalizations, while deduction applies general principles to specific cases. Analysis examines phenomena by separating elements, and synthesis considers parts to understand the whole. Teaching methods are also categorized by whether students work individually, collectively, or with a mixed approach. Finally, the document outlines some specific teaching techniques like seminars, tutorials, simulations, and discussions that can be used to implement different methods.
Paulo Freire was a Brazilian educator who developed critical pedagogy. He was born into poverty and experienced hunger as a child due to the economic impacts of the Great Depression on his family. This influenced his view that education should empower the oppressed and poor. He argued that teaching should reject the "banking system" where students are treated as empty accounts to be filled by teachers. Instead, it should recognize that students have their own knowledge and life experiences. The goal of education, according to critical pedagogy, is to lessen human suffering and promote justice and equality.
This document discusses different models of teaching and where they come from. It describes several families of teaching models, including social models, information-processing models, personal models, and behavioral system models. The models provide tools for designing instruction, curriculums, and learning environments to best support students' learning and development.
Basic Principles Of Teaching and Educational Technology (7,8,9)LorieAnnUmali
The document outlines three principles of learning - socialization, understanding, and cooperative process. It defines socialization as the lifelong process of inheriting norms and skills to participate in society. Understanding refers to comprehending situations and concepts and seeing relationships. The cooperative process principle holds that learning is more effective when students help plan activities and share findings. The objectives are for students to differentiate the principles, perform tasks related to them, and explain their importance for teaching and learning.
The document discusses the Direct Instruction Model of teaching. It notes that the Direct Instruction Model was proposed by Tom Good and has its theoretical origins in the Behavioral Systems family. The Direct Instruction Model involves direct, scripted teaching where the teacher explains concepts, students observe and practice, and mastery is expected. It has a high academic focus and places an emphasis on active student participation, a stress-free environment, high expectations, systematic instruction, and frequent assessment. Practice is at the core of the Direct Instruction Model.
Social media, wikis, and blogs allow students to communicate and collaborate from a distance, actively engaging in the learning process. These tools influence students' lives by facilitating communication without direct contact. Wikis allow collaborative work on web pages, where students contribute ideas and information. Blogs are personal spaces where students can share content and comment on each other's posts, improving writing skills. When students are actively committed to interacting through these tools, learning is more effective as they can give and receive feedback in real-time from classmates and teachers. Constructivism and social development theories support that students learn best when constructing their own knowledge through social interaction and hands-on activities in various contexts.
Social media, wikis, and blogs allow students to communicate and collaborate from a distance, actively engaging in the learning process. These tools influence students' lives by facilitating communication without direct contact. Wikis allow collaborative work on web pages, where students contribute ideas and information. Blogs are personal spaces where students can share content and comment on each other's posts, improving writing skills. When students are actively committed to interacting through these tools, learning is more effective as they can give and receive feedback in real-time from classmates and teachers. Constructivism and social development theories support that students learn best when constructing their own knowledge through social interaction and hands-on activities in various contexts.
This document discusses teaching models, including definitions, types, characteristics, and elements. It defines teaching models as plans or patterns that can be used to design instruction and guide teachers. Four modern teaching models are described: information processing, social interaction, personal, and behavior modification. The key elements of teaching models are also outlined, including focus, syntax, principles of reaction, social system, supportive system, and application context. Overall, the document provides an overview of the concept of teaching models and their purpose in education.
The Connections Methodology Explained: Why We Do What We Do
The Connections methodology integrates a personalized and humane approach to education with the objectives of professional quality, celebrating diversity, and catalyzing new experiences to stimulate innovation in education. Their courses are based on evidence from educational research and neuroscience. They use a flipped classroom model, differentiate instruction, focus on visible thinking and writing, and see learning as a social construct. Their methodology includes mini-libraries of varied resources, discussion forums to apply concepts and build community, and synchronous class sessions for in-depth discussion.
This document discusses cooperative learning and its benefits for students. It describes cooperative learning as an instructional strategy where small groups of students work together on structured activities to help each other learn. The document outlines five essential elements of cooperative learning: positive interdependence, individual accountability, face-to-face interaction, appropriate use of interpersonal and small group skills, and group processing. Research shows that cooperative learning improves academic achievement and student attitudes compared to individual learning. It also enhances conceptual understanding and allows students to capitalize on one another's skills and resources.
Welcome to International Journal of Engineering Research and Development (IJERD)IJERD Editor
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Social Learning Theory with A perspective of social work. How social workers can use this theory for understanding behavioral issues of their clients for their better rehabilitation and psychotherapy as well.
The document discusses collaborative learning community assignments involving analyzing a company's product pricing decisions. It describes considering strategic implications, costs, and determining whether to use market-based or cost-based pricing. The group chose the iPhone 5 and identified costs to consider in setting the price, coming up with a sample cost structure and calculating a price to defend.
This document discusses peer tutoring and social learning. It defines peer tutoring as the process where students teach each other, which can occur between students of the same or different ages. There are two types of peer tutoring: incidental, which occurs informally, and structured, which follows a planned lesson. The document provides tips for implementing peer tutoring and lists advantages such as individualized instruction and students learning to teach others. It also explains social learning theory, which posits that people learn from observing others, and discusses how to apply social learning principles in classrooms by creating collaborative spaces for students to share ideas.
Reflection connects past and potential future learning experiences by examining the learning process. It occurs in cyclical phases of discovery, maintenance, and application. Promoting purposeful reflection among learners involves providing structured time for peer collaboration, where students can strategically solve problems and foster each other's reflection. When all group members participate appropriately, the collaborative reflective process is fulfilled.
This document discusses several learning theories:
1) Behaviourism focuses on measurable behaviors and how learners adapt responses based on role models.
2) Constructivism means learners construct their own knowledge, either individually or collectively, to solve problems and benefit their community.
3) Connectivism defines learning through technological connections like social media that allow learners to connect.
The document provides an overview of these theories and links to a YouTube video further explaining behaviourism, constructivism, connectivism, and cognitivism.
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Models of Teaching: Definition and Meaning
Models of Teaching have been defined in a number of ways. Some of the important
definitions of teaching models are given here to have a wider perspective of this concept.
Allen and Rayn (1969): Modeling is an individual demonstrating particular pattern which the
trainee learns through imitation.
Baundura (1969): Modeling demonstrates that virtually all learning phenomena resulting
from direct experiences can occur on a vicarious basis through observation of other person’s
behavior and its consequences for them
B.K. Passi L.C. Singh and D.N. Sanasnwal (1991): A model of teaching consists of
guidelines for designing educational activities and environments. Model of teaching is a plan
that can also be utilized to shape courses of studies to design instructional material and to
guide instruction.
Educators and psychologist have designed several types of teaching models which provide
suitable guidelines to the teachers for modifying the behavior of the learners.
As a matter of fact some if the models of teaching have been in existence since time
immemorial.
In simple language a model of teaching may be defined as a blueprint designed in advance for
providing necessary structure and direction to the teacher for realizing the stipulated
objectives.
Sources of Models of Teaching
Four important sources from which all the models of teaching have been derived are given
below:
3. 1. The Information Processing Sources. The model of this category emphasizes the
use of specific strategies within academic disciplines which lead to the development
of creativity and general intellectual ability of learners.
2. The Social Interaction Sources. The model of teaching of this category emphasizes
the important of social relationship of the person and are based on the assumption that
social relation is the vehicle of education
3. The Personal Sources. Personal and emotional life of the individual and their
internal organaisation as it affects relationship with this environment are the sources
of this category of models.
4. Behavior Modification as a Source. The operant conditioning theory built by B.F.
Skinner is the origin of this type of model which is purely a psychological model and
is used in most of the teaching strategies developed in the last two decades.
Social Interaction Model
Social Interaction Model stresses the relationship of the individual to the other persons and to
the society.
Social Interaction models are instructional methods used by teachers in the classroom to
facilitate group work. It is a student centred teaching approaches that allows students to
interact with each other in a structured on task manner. In this strategy, students take on the
role as a facilitator of content by helping their peers construct meaning. The students are
allowed to question, reflect, reconsider, get help and support, and participate in group
discussion. The three most common strategies include group project, group discussion, and
cooperative learning. These interactions normally occur face-to-face but are not limited to
this type of interaction with the assistance of online tools and technologies. The stages of
instruction using the social interaction models begin with an introduction lead by the
instructor. The learners than break into groups, and the instructor continues to monitor and
assess teams and their work. Finally, the teams conclude with their results/findings.
Theoretical Origins of Social Interaction Models
Dewey stated, Social interaction learning is dependent on student to student interaction. John
Dewey not only believed that social interaction stimulates learning but it also is how we
4. begin to learn. He believed that social interaction furnished the material needed for a child to
begin his education.
"I believe that knowledge of social conditions, of the present state of civilization, is necessary
in order properly to interpret the child's powers. The child has his own instincts and
tendencies, but we do not know what these mean until we can translate them into their social
equivalents. We must be able to carry them back into a social past and see them as the
inheritance of previous race activities. We must also be able to project them into the future to
see what their outcome and end will be".
Further supporting the effectiveness of social interaction theory Dewey believed "true
education comes through the stimulation of the child's powers by the demands of the social
situation in which he finds himself." Social interaction depends on social demands, student to
student assessment.
Albert Bandura studied the behaviour of individuals and their reactions. Bandura was most
famous for his research on Social Cognitive Theory, which states that one may learn from
observing a model. In one experiment, Bandura studied people with herpephobics, the fear of
snakes. The herpephobic observed an actor deal with their fear when he removed the snake
and placed it over their legs. Knowing that this was an actor performing, the herpephobic
goes through the routine and eventually model the behaviour and overcomes his fear. In
another study, Bandura videoed a young woman punching and yelling phrases such as "sock
a roo" to a weighted blow up punching bag that looked like Bobo the Clown. He then showed
a video to young children. Later he put the children in a room with a punching bag. They
modelled the phrases and punching blows from the woman in the video. Bandura's findings
resulted in the social learning theory.
Social Interaction Strategies
Social interaction strategies begins with and introduction of the topic/objectives by the
instructor. The students then transition into teams by a predetermined method. The instructor
5. must continue to monitor teams so they stay on task and for assessing purposes. The groups
must then produce their findings. Within social interaction the instructor facilitator and
student take on specific roles. The instructor must explain the concept topic and organize the
group. The process and rules of working as teams will need to be taught and reviewed to
build team skills and group cohesion. During the process, the instructor must provide content
focus and review. Interaction must be student to student. Students must be active and
responsible for their learning, both acting as a facilitator and learner. Students will be able to
explain content to one another as well as the entire class. The team working skills of
compromise, negotiation, and motivation are used during the learning process.
Steps to implementing Social Interaction:
1. Introduction of concept by facilitator
2. Students group into teams.
3. Students negotiate, compromise, and explain concepts to another while facilitator
monitors.
4. Students assess their work.
5. Students present findings.
Social Interaction and Technology
Today's classroom is not limited to the traditional school. Technology enhanced learning and
compressed video classrooms are becoming more popular as these machines make the
internet and video conferencing more convenient, financially friendly, and easier to assess.
Since the Social Interaction Method depends on the students to interact with one another, this
is where technology comes in. Discussion boards and chat rooms are some examples that
allow for the social contact of students while using technology. The teachers can then
monitor students, promote on task behaviours, and help students through e-conversations. A
main source of technology these days is the Internet and the unlimited amount of information
we get from it. The Internet, e-mail, blogs, and any website you can think of, keeps us
connected and learning without even having to come to class.
6. Advantages and Disadvantages of Social Interaction Teaching
Strategies
Social Interaction Models can be advantageous to teachers for many reasons. These models
are student cantered so they engage a higher level of thinking. Because the method is student
cantered it promotes meaningful learning. It can be beneficial to students that work well in a
cooperative setting, and can be used to promote leadership, team work and problem solving
skills. This strategy is most beneficial to students that work well in a cooperative
environment rather than a competitive one. Some students are able to learn more efficiently
and be more motivated when working together with their peers rather than by themselves.
Because students work together in groups they learn to use leadership as well as problem
solving skills. They also learn to work together as a team to produce a desired outcome.
Social Interaction Models have some notable disadvantages. The process of social interaction
is time consuming. The focus on the process of the model may make it difficult to reach all
content objectives. The process of social interaction should be taught explaining rules,
responsibilities and procedures. Group dynamics may also inhibit student learning. Some
students may not participate while others take on the full project. Handicaps students may
find it difficult to participate. The instructor should make sure to consider their student make-
up so as not to limit physical and social handicaps. Instructors must consistently monitor
group behaviour to maintain on task behaviours.
Different types of Social Interaction Models
There are different types of social interaction models from which a few follows
1. Jurisprudential inquiry
2. Group investigation
3. Social inquiry
4. Laboratory method
5. Role playing
6. Social inquiry
7. Social stimulation
7. Jurisprudential inquiry model
The chief exponents of this model are Donald Olive and James P. Shaver
The chief goal of this model is to teach the Jurisprudential frame of reference as a way of
thinking about and resolving social issues.
Oliver, D., and Shaver, J. P. (1966/1974) created the jurisprudential inquiry model to help
students learn to think systematically about contemporary issues. This model is to help
students relearn/unlearn their positions on important legal, ethical, social, educational issues
through intellectual debates.
Jurisprudential Inquiry Model: How It Works
•Debate Team Discussion Time (15 min.)
•Introduction of a Topic by Debate Leader (10 min.)
•Debate (60 min.)
•Debriefing Time (30 min.)
•Questions (20 min.)
Student Evaluation Methods
1. Debate Participation:
a. Weekly Self-Evaluation of the quality of their performance on a debate based
on the rubric.
b. The purpose of self-evaluations to help students improve the quality of their
next debate.
2. Becoming a Debate Leader:
a. Introducing a topic in the beginning of the debate with brief background
information.
b. Asking clarifying questions to each party for further elaboration.
c. Providing concluding remarks at the end of the debate with a brief summary of
the debate.
8. 3. Epiphany of Learning (2 Reflective Papers)
a. Students write about their experience of epiphany of learning, an “a-ha”
moment.
b. Students write about their own example of how they exercise their phrones is
and how it leads to their praxis in their own classrooms.
Analysis of Student Learning
Weekly self-evaluation notes from students helped the instructor understand how and how
much they were learning, what concerns they had, and how they wanted to improve their
debate. This, in turn, helped the instructor consider how to guide their learning throughout the
semester.
In the beginning of the semester, students’ reflections showed that they were not familiar
with the jurisprudential inquiry model and thought that they did not express themselves.
THE GROUP-INVESTIGATION MODEL
The chief exponents of this model are Herbert Thelem and John Dwey
It is designed for the development of skills for participation in democratic social process
through combined emphasis on interpersonal skills and academic inquiry skills.
The Group-Investigation model is conceived as progressing through a sequence of six steps:
1) Selection by group members of specific subtopics within a general problem area usually
delineated by the instructor. Group members organize into small (2-6) member task oriented
and heterogeneous groups. Students scan sources, propose questions, and sort them into
categories. The categories become subtopics. Students join the group studying the subtopic of
their choice (Key component here is INTRINSIC MOTIVATION).
2) Cooperative planning by students and instructor of specific learning procedures, tasks, and
goals consistent with the subtopics of the problem selected in Step 1. Group members plan
their investigation cooperatively; they decide what they will investigate, how they will go
about it and how they will divide the work among themselves
3) Group members carry out their plan formulated in Step 2. Learning should involve a wide
variety of activities and skills, and should lead students to different kinds of sources both
inside and outside the school. Instructors closely follow the progress of each group and offer
9. assistance when needed. Group members gather, organize, and analyse information from
several sources. They pool their findings and form conclusions. Group members discuss their
work in progress in order to exchange ideas and information and to expand, clarify, and
integrate them.
4) Pupils analyse and evaluate information obtained during Step 3, and plan how it can be
summarized in some interesting fashion for possible display or presentation to the rest of the
class.
5. Some or all of the groups in a class then give a presentation of the topics studied in order to
get their classroom peers involved in each other's work, and to achieve a broad perspective on
the topic. The instructor coordinates the group presentations. Presentations are made to the
class in a variety of forms. The audience evaluates the clarity and appeal of each presentation,
as well as the professional quality of the presentation.
6) Evaluation by classroom peers and instructor of each group's contribution to the work of
the class as a whole, in cases where groups pursued different aspects of the same topic.
Evaluation can include either individual or group assessment, or both. Evaluation includes
assessment of higher level thinking processes.
Social Inquiry
The chief exponents of this model are Byren Massialas and Benjamin Cox
It is designed for the development of social problem solving primarily through academic
inquiry and logical reasoning.
Description
A model that engages exploration and reflection about authentic social problems,
controversies, or dilemmas, and which guides students through stages of inquiry,
research/evidence-gathering, analysis and reflection for the purpose of resolving, solving,
taking a position on the social issue, or drawing conclusions about hypotheses related to the
social issue.
The teacher generally is the initiator of inquiry and guides it from phase to phase in order to
explore or solve a problem.
10. A model that guides students in examining their assumptions, beliefs; in evaluating their
biases, prejudices, or attitudes “through self-reflection and critical debate” to identify how
they influence “perceptions of others and their understanding of the world.”
Might be thought of as the “social science inquiry model” or “critical inquiry/reconstruction
model” in the teaching of social studies, but some authors are more rigorous in their
definitions and meanings.
Phases
This model consists of six phases:
1) General statement of a problem
2) Development of hypothesis
3) Definition of terms in the hypothesis
4) Examination and exploration of hypothesis for logical validity
5) Collecting evidences for verification of hypothesis
6) Generalization or statements about solution of the problem
Social system
The teacher’s role is the initiation of inquiry; open discussion; students are responsible for
developing hypothesis etc. The teaching is structured
Support system
Open ended library resources and access to expert opinions. Leisurely problem solving.
Conclusion
It may be noted that all the models are not mutually exclusive. We find that characteristics of
one model apparent in some other models. Further, we find that information processing
models, besides focussing on the development of intellectual skills and the acquisition of
content, are also concerned with the development of social relations. Besides, some
interaction models emphasise also personal development of the individual.
Since education is meant for all round development of the personality of the child, on single
model could be selected. We may be required to employ several models according to the
requirement of the situation, that is if some information is to be given, models of the
information family would be required; if creativity is to be developed in the child; the
11. Synectic Model would be needed; if the objective is to be eliminate anxiety and stress, the
Desensitization Model would be needed; and if development of social skills is the objective,
the group Investigation Model would be required.
The selection of a model can also be done in consideration of curriculum requirements. For
example, a biology teacher may need the Inductive model of Hilda Taba and the Concept
Attainment Model of Brunner, while a social studies teacher who proposes to teach about
values would need the Role Playing Model for Fannie Shaftel and George Shaftel, which
motivates to inquire into personal and social values. Some situations would require into
personal and social values. Some situations would require an application of a combination of
models. In the social studies class, the teacher may have the Inductive Thinking Model to
help children master map skills and the Group Investigation Model for discussing social
issues.