The presentation provides a short introduction to the study skills, its importance and improving study skills. It also describes how do people learn? and SQ3R.
A chapter on listening skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
In recent times, there has been a lot of debate on the very important question about differences between reading and listening and which of the two leads to better comprehension, retention and efficiency.
This presentation takes into account the reasons for developing reading and listening exercises in an EFL language classroom. It presents the types of reading and listening activities for language teaching and the main considerations to develop materials for these two language skills.
A chapter on listening skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
In recent times, there has been a lot of debate on the very important question about differences between reading and listening and which of the two leads to better comprehension, retention and efficiency.
This presentation takes into account the reasons for developing reading and listening exercises in an EFL language classroom. It presents the types of reading and listening activities for language teaching and the main considerations to develop materials for these two language skills.
Descriptions of 5 Philosophies and what they entail; includes reasoning behind educators both needing philosphies of their own and understanding the most widely known philosophies
Constructivism a Methodical Learning ApproachRajeev Ranjan
Constructivism is a valid teaching strategy that employs five basic “Es” that is ‘engagement’, ‘exploration’, ‘explanation’, ‘elaboration’, and ‘evaluation’. Educators prime duty to facilitate learning opportunities for students. In fact, a great facilitator who handles the 21st century global learners should be wise enough to facilitates learning in the class considering the pressure of 21st century learner’s smartness, who operates very sophisticated software and apps but least interested in classroom learning.
J. BRUNER’s THEORY OF LEARNING PROCESS.pptxDrHafizKosar
Principles of J. Bruner Theory
1. Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness).
2. Instruction must be structured so that it can be easily grasped by the student (spiral organization).
3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).
J. Bruner Theory
(i). Bruner's theoretical framework is based on the theme that learning is an active process and learners construct new ideas or concepts based upon existing knowledge.
(ii). Facets of the process include selection and transformation of information, decision making, generating hypotheses, and making meaning from information and experiences.
(iii). Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given".
(iv). Bruner believed that intuitive and analytical thinking should both be encouraged and rewarded.
(v). He believed the intuitive skills were under-emphasized and he reflected on the ability of experts in every field to make spontaneous bound.
(vi). Bruner believed that intuitive and analytical thinking should both be encouraged and rewarded.
Features of J. Bruner's theory of Instruction
1. Tendency towards learning
2. The ways in which a body of knowledge can be structured so that itcan be most readily grasped by the learner,
3. The most effective sequences in which to present material.
4. The nature and pacing of rewards and punishments.
Cognitive Development
Like Piaget, Bruner believed in stages of instruction based on development.
Enactive (birth to age 3)
Iconic (age 3 to 8)
Symbolic (from age 8)
In the realm of educational psychology, Burner's Constructivist Theory stands as a beacon of innovation and enlightenment. This presentation script delves into the depths of this compelling theory, shedding light on its core principles, implications, and significance in the world of education.
*Introduction:*
The opening section provides an overview of Burner's Constructivist Theory and sets the stage for an in-depth exploration. It briefly touches on the historical context and the pivotal role this theory plays in shaping contemporary educational practices.
*Understanding Constructivism:*
To grasp the essence of Burner's theory, we start by elucidating the concept of constructivism. It highlights how learners actively construct knowledge through their experiences, a fundamental premise upon which Burner's theory is built.
*Burner's Contributions:*
This segment is dedicated to unraveling Burner's unique contributions to the constructivist framework. We'll explore how he expanded upon the ideas of renowned theorists like Piaget and Vygotsky, refining and enhancing the constructivist perspective.
*Core Principles:*
The heart of Burner's Constructivist Theory lies in its core principles. We dissect these principles, including the learner's active role, the importance of prior knowledge, and the role of social interaction in learning. Each principle is expounded upon with practical examples.
*Applications in Education:*
One of the most critical aspects of Burner's theory is its real-world applications. This section demonstrates how educators can implement Burner's Constructivist Theory in the classroom. It explores the concept of scaffolding, problem-based learning, and the role of the teacher as a facilitator.
*Implications for Teaching and Learning:*
The presentation script delves into the profound implications of Burner's theory for both teachers and learners. We explore how it shapes pedagogical methods, assessment strategies, and curriculum design, fostering a deeper understanding of the learning process.
*Case Studies:*
To illustrate the theory in action, we examine real-life case studies from educational settings where Burner's Constructivist Theory has been successfully applied. These examples provide a tangible demonstration of its effectiveness.
*Conclusion:*
In the concluding section, we reflect on the significance of Burner's Constructivist Theory in modern education. It emphasizes the need for educators to embrace a learner-centered approach and adapt to the ever-evolving educational landscape.
The presentation, in brief, presents details about the clinical case report and clinical case study. Answers the questions what is a case study? How to write a case study? and Components of a case study.
The presentation provides an outline of effective communication.
It covers Effective communication, ten commandments, the process of communication, purpose and types of communication.
The PPT throws light on these aspects viz, Postmodernism as a theory and as a movement, thematic features, characteristics, issues and problems in a nutshell.
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A Brief Intro to the LinkedIn PPT provides an outlook to the LinkedIn - A Social Network for Professionals. The ppt provide information like how to create a LinkedIn Profile, pitfalls and ways to avoid and signing up to Join LinkedIn.
Disgrace is a trailblazing novel by J.M. Coetzee sets in the background of the post-apartheid situation won Booker Prize and honours. The present ppt aimed to throw light on the power subversion in the novel Disgrace through the protagonist David Lurie
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The PPT helps to understand the modernism and the poem of Ezra Pound. Poetry as it attempts to ‘break from the pentameter’ incorporates the use of visual spacing as a poetic device, and does not contain verbs.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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"Protectable subject matters, Protection in biotechnology, Protection of othe...
Study skills
1. Essential / Improving Study Skills
1. How do people learn?
2. Study skills
3. SQ3R
S. Mohan Raj
Ph.D Research Scholar, English
School of Social Sciences and Languages
VIT, Vellore
rajmohan251@gmail.com
9751660760
2. How do People Learn?
I believe that (the) educational process has two sides—one psychological
and one sociological. . . Profound differences, in theory, are never gratuitous or
invented. They grow out of conflicting elements in a genuine problem.
John Dewey, In Dworkin, M. (1959) Dewey on Education pp. 20, 91
1. Philosophy-based Learning theory
2. Psychology-based Learning theory
3. Progressive Learning theory
3. People have been trying to understand learning for over 2000
years as far back as the Greek philosophers, Socrates (469 –399 B.C.),
Plato (427 – 347 B.C.), and Aristotle (384 – 322 B.C).
1. Plato, as a rationalist, developed the belief that knowledge and truth
can be discovered by self-reflection.
2. Aristotle, the empiricist, used his senses to look for truth and
knowledge in the world outside of him. From his empirical base,
Aristotle developed a scientific method of gathering data to study
the world around him.
3. Socrates developed the dialectic method of discovering truth
through conversations with fellow citizens (Monroe, 1925).
1. Philosophy-based Learning theory
4. 2. Psychology-based Learning theory
1. The nineteenth-century brought about the scientific study of learning.
2. Working from the thoughts of Descartes and Kant, and especially the
influence of Charles Darwin, psychologists began conducting objective tests
to study how people learn, and to discover the best approach to teaching.
3. The 20th-century debate on how people learn has focused largely on
behaviourist vs. cognitive psychology.
1. Edward Thorndike (1874 – 1949) is considered by many to be the first modern
education psychologist who believed that learning was incremental and that
people learned through a trial and error approach.
2. The father of modern behaviourism, B. F. Skinner (1904 – 1990), considered
learning to be the production of desired behaviours and denied any influence
of mental processes.
5. 1. Jean Piaget (1896 – 1980) was the first to state that learning is a
developmental cognitive process, that students create knowledge rather than
receive knowledge from the teacher.
2. He recognized that students construct knowledge based on their experiences
and that how they do so is related to their biological, physical, and mental stage
of development.
1. The Russian scientist Vygotsky (1896 – 1934) extended Piaget’s developmental
theory of cognitive abilities.
2. Vygotsky proposed the concept of the zone of proximal development (ZPD)
which suggested that students learn subjects best just beyond their range of
existing experience.
Psychology-based Learning theory...
6. 3. Progressive Learning theory
1. The Progressives embraced Piaget’s ideas about child development, Vygotsky’s
ideas about socially situated learning and the construction of knowledge.
2. John Dewey (1859 – 1952) agreed in part with Rousseau that education should
not be separate from life itself, that education should be child-centered, guided
by a well-trained teacher who is grounded in pedagogical and subject
knowledge.
3. Dewey, who established the first laboratory school, was one of the first to
suggest that learning was a situated activity.
1. Maria Montessori (1870 – 1952), introduced a liberated concept of early
childhood education that provided more opportunity for free expression,
moving children away from their desks, providing them with activities, and
respecting children as individuals.
2. Like Dewey, she believed that students learn through carefully chosen
activities.
7. The Learning Process
1. The Brain Plays a Role
2. The Learning Environment Makes a Difference
3. Learning is Based on Associations
4. Learning Occurs in Cultural and Social Contexts
8.
9.
10.
11.
12.
13.
14.
15.
16. Reading skill are specific abilities which enable a reader:
to read the written form as meaningful language.
to read anything written independence, comprehension and fluency, and
to mentally interact with the message.
17. Acquiring a reading skill is related to numerous inter-related skill.
They are:
1. Word recognition.
2. Phrase meaning.
3. Retention of meaning.
4. Sentence meaning.
5. Reading the context.
6. Paragraph meaning.
7. Recognize the structural clues and comprehend structural
patterns.
8. Skimming.
9. Scanning.
10. Reading for an organization (Note making and Summarizing).
11. Draw conclusions, make inferences and read between the lines.
12. Critical reading.
13. Reading Charts, Maps and Graphs.
14. Reading to follow directions.
15. Reading to answer questions.
(Emerald V. Dechant, 1969:354); (Gurrey, 1970:84)
18.
19. The following are some of the important components of reading skill.
1. Recognition of the graphemes.
2. Recognition of the correlation of graphemes within words.
3. Recognizing word boundaries and sentence boundary.
4. Recognizing the meaning of words and their relationship in a sentence.
5. Recognizing the relationship between and among sentences in discourse.
6. Deducing meaning of unfamiliar words.
7. Inferring implicit and explicit information and ideas of the text, etc.
20. The reading skill consists of three important components:
1. Recognition of the graphic marks.
2. Correlation of the graphic marks with formal linguistic elements.
3. Correlation of the above with meanings.
Reading skill can be improved – Scanning, Skimming and Concept Mapping.
These can be deployed depending upon the context and also on the purpose of reading.
21. 1. Find out what you want to know and for that, you need to cut through the clutter.
2. At the same time assess what is to be skipped from reading.
3. Question yourself whether you are reading for any specific purpose or for pleasure
because at times the intention is more important than action.
4. Always lay emphasis on contents and contexts but not on the style or flow or
delivery of the material.
5. It is always important to stress on qualitative, not quantitative reading.
6. Cultivate a positive attitude towards reading. Nancy Collin aptly said, “The only way
to improve reading skill is to read”.
7. Before you read, find out 2 Ws i.e. why you are reading and what you are reading?
8. Check your biological clock and read so that the degree of absorbability and
assimilation of the material is higher.
Tips for Effective Reading
22. 9. Keep the dictionary beside when you go for reading. If the meaning of a word is
not known it will help you to know instantly.
10. In every sentence, there are keywords to be focused on. When the meaning of
the keywords is known then it becomes easier to understand and memorize the
material.
11. If you get boredom, give a break and restart reading so that you can grasp better.
12. Surround yourself with various kinds of books.
13. Learn to underline the key parts/words/concepts for further references.
14. Develop the habit of paraphrasing the contents.
15. Transfer the material from textbook to notebook so that the best part of the
material is with you. By this, you can separate the chaff from the grain. And when
you write then, the degree of retentivity is higher.
Tips for Effective Reading
23. 16. Create your own shorthand stuff from the material.
17. While reading, new ideas and concepts will flash in the mind and the same
may be added on the margin side of the book. Failure to do will lead to missing
the beautiful ideas.
18. Don’t focus on filler words in the sentences. The words like “is” and “the” can
be avoided while reading as it takes longer time and not of much significance
for understanding the contents.
19. Try to recall the contents repeatedly which are in third person’s mind and
summarize the same and write down either on the margin of the textbook or
in the notebook.
20. If he/she can generate a few examples from the textbook in a given context it
will help he/she to enhance retentivity. And also link the contents of the
material with real-life events, examples and accidents.
Tips for Effective Reading
24.
25. References:
1. Essential Study Skills.
https://www.talanx.com/~/media/Files/T/Talanx/pdfcontent/karriere/ebooks/esse
ntial-study-skills.pdf
2. How People Learn: Introduction To Learning Theories.
https://web.stanford.edu/class/ed269/hplintrochapter.pdf
3. Reading Skill.
https://shodhganga.inflibnet.ac.in/bitstream/10603/51418/7/07_chapter3.pdf