Stimulus variation skill pdf
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This document discusses stimulus variation, which is the skillful changing of stimuli by a teacher to maintain student attention and participation. Maintaining stimulus variation is important for drawing and holding student attention, increasing memory and knowledge retention, encouraging student participation, promoting effective learning, and enhancing academic achievement. Some ways for teachers to vary stimuli include changing voice modulation, using charts/models/specimens, varying facial expressions and body gestures, incorporating demonstrations/activities, varying questioning techniques, and switching between oral and visual presentation styles. The document provides examples of how a teacher might vary stimuli when teaching about the topic of amoeba fission.
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necessary. This approach is reactionary, akin to a referee calling
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JoPerD 47
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Learning is a process of acquiring knowledge or skills through experience that results in long-term behavioral changes. The learning process involves perception, processing of information, and mental processes like converging and diverging thinking. There are different types of inquiry-based learning where students generate questions and design investigations to find answers, including open inquiry where students work independently. Brain-based learning uses strategies grounded in neuroscience research on how the brain naturally learns, and involves connecting lessons to real-life through experiential activities in a stimulating environment.
Learning.pptx
Kankshi Malavi is presenting on learning for her third semester BA module on Gateway to Psychology under Dr. Sunita Devi. The presentation defines learning as any relatively permanent change in behavior resulting from experience or practice. It discusses two types of behavior - natural behaviors that are inborn, and learned behaviors which develop through observation, teaching, or environmental stimuli. Finally, it outlines four common types of learning styles: visual, auditory, logical, and verbal learning.
Skills - Micro teaching
The document discusses micro teaching, which examines teacher education programs. Micro teaching involves student teachers practicing teaching skills like movement, gestures, voice modulation, focusing student attention, questioning students, and providing feedback, by teaching short lessons to small groups. Key skills discussed include changing speech patterns, redirecting questions, prompting students with hints, seeking more information from students, and relating answers to other topics. The goal is for student teachers to practice and improve specific observable teaching techniques.
Levels of teaching
The document discusses the three phases of teaching: pre-active, active, and post-active. In the pre-active phase, the teacher plans lessons including objectives, strategies, and use of teaching aids. During the active phase, the teacher provides learning experiences to students through various modes of instruction. In the post-active phase, the teacher evaluates student learning through tests or other assessments and reflects on the lesson to improve future instruction. The document also discusses three levels of the teaching-learning process: memory, understanding, and reflective, with reflective being the highest level.
Facilitating-Learner-presentation1.pptx
LEARNER CENTERED TEACHING LESSON 1 CHAPTER 1 on FACILITATING LEARNING. Subject in Bachelor in elementary and secondary education.
Factors influencing scholastic learningf
Factors related to the subject matter content and learning material and method of learning; attention, motivation and readiness as factors influencing scholastic learning
Unit 06 learning
Unit 06 learning Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
Classroom Management Strategy
The document outlines strategies for effective classroom management in a high school setting. It discusses engaging students through respect, clear expectations and consistent discipline. Specific strategies are provided to help students with attention issues, including explaining directions carefully, varying activities, positive reinforcement, and allowing student group work. Additional tips target at-risk students, such as creating a quiet space, freewriting, ensuring a safe environment, and offering topic choices. Deep breathing is suggested to help students feel calm and focused.
Memory and creating patterns of meaning 2
Here are some recommendations based on the research study and Reading A-Z suggestions:
- Incorporate multisensory activities to engage multiple learning styles and strengthen memory formation. Using visuals, movement, sounds, etc. can boost retention.
- Provide scaffolding and build on students' prior knowledge. Introduce new concepts by connecting them to what students already understand. This helps make lessons more accessible.
- Use formative assessments throughout the learning process to evaluate understanding and adjust instruction as needed. Tests should measure higher-order thinking in addition to basic facts. Getting feedback aids both teaching and learning.
- Present material in an organized, step-by-step manner with clear examples. The beginning, middle and
Psychological Foundations of Education
Psychological Foundations of Education
*Behavioral Psychology and Learning
*Effective Teaching and Evaluation of Learning
*Foundations of Bilingual Education
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- 1. STIMULUS - VARIATION SKILL By Dr. Smita Srivastava Integral University, Lucknow
- 2. Stimulus Something that stirs or urges to action The reward was a stimulus for greater effort. An influence that acts usually from outside the body to partly change bodily activity (as by exciting a receptor or sense organ) Light, heat, and sound are common physical stimuli. In classroom chart , model, activity ,demonstration , voice modulation etc. are the common stimuli used by a teacher.
- 3. Stimulus- Variation The skillful change in the stimuli is known as the skill of stimulus variation. Just to avoid boredom, it is the teacher’s skills to stimulate the students, increase their active participation, enthusiasm and spirit of study. Stimulus variation is a way of enhancing children learning by helping them remain attentive. It is a way of maintaining students ‘ attention’. A teacher who is able to vary stimulus his/her lesson become effective as there is high participation with learners and great achievements of the lesson objectives.
- 4. Importance Draw and maintain attention of students Increase memory Knowledge retention Students’ participation Effective learning Complete information Interactive session Enhance academic achievement
- 5. Sub-skills Pause Voice modulation Chart/model/specimen etc. Facial expression/body gesture Demonstration/activity Variation in Questioning Oral-Visual Switching Variation in Interaction Style
- 6. MICRO-PLAN ( SAMPLE) Sl. N o. Pupil-teacher activity Students response 1 Tell the name of any unicellular organism? Its Amoeba 2 ( chart showing fission of Amoeba) Students see and listen carefully
- 7. MICRO-PLAN-II Sl. Pupil-teacher’s activity Students’ response 3 What do you see in this chart Amoeba fission 4 As you can see that organism like amoeba splits in two cells during division and it can take any place. Students listen carefully 5 After replicating its genetic material through mitotic division, the cell divides into two equal-sized daughter cells. In this method, two similar individuals are produced from a single parent cell. ( with proper voice modulation& pause) Students listen carefully 6 This process is called binary fission. Students listen carefully