The Nature of Teaching
Teaching is a process that facilitates learning.
Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and the society.
Teaching emphasizes the development of values and guides students in their social relationships.
What is a Profession?
A profession is an occupation that involves specialised training and formal qualification before one is allowed to practice or work.
Society and community place a great deal of trust in the professions.
A formal qualification (university or college diploma, degree) gained over time.
Specialized Knowledge (e.g. teaching secondary Mathematics)
License or permission to practice
Exhibits high agreed standards of behavior and practice
Someone with high personal standards and values
.............................................
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Online Distance Education and Communities of Learners
from
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
The Nature of Teaching
Teaching is a process that facilitates learning.
Teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and the society.
Teaching emphasizes the development of values and guides students in their social relationships.
What is a Profession?
A profession is an occupation that involves specialised training and formal qualification before one is allowed to practice or work.
Society and community place a great deal of trust in the professions.
A formal qualification (university or college diploma, degree) gained over time.
Specialized Knowledge (e.g. teaching secondary Mathematics)
License or permission to practice
Exhibits high agreed standards of behavior and practice
Someone with high personal standards and values
.............................................
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Online Distance Education and Communities of Learners
from
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
It contains information about education 8 that you will be able to use for your reporting. And also will increase your knowledge about this report report that are related to your report.nfjdjsnskkdid if ndbdjeisnsns sjaiwjamaoisbd f fjdidksnwieubrf fbdjsksmsoid f fhdisnsksiehd. Fbdjskakwidbf f djskjsnshfufhd d sjskwkosishfbfbd d jdksnsbsjsjsbdisnsnd. D skamakaushd d d skma.smaoanans s.s.s skkss. Djsiwmslxhxufbbdkskamskxifndksosmsbxuc. Fbdid dud d jsnw dkc aka kOahejw wmwlsown dndid djd. Dneiwmwowms s ebiebdid dbwiwowm d dbdjsbdjdnwkwow e d jdndndksiw e. F f f d d djsnsks s akak sbsia a ak absia a d sjjw dic soandjskns wjoqns d djskbsis djosoand cjdisnsksnd .
Cognitivism is an internal process of learning, understanding, motivation and retention.
The mind is broad and complex into which event-responses are absorbed.
The brain and mind are the center of an organism.
Cognitive theorists stress the importance of unobservable processes or mental events that are involved in learning, such as thinking, memory, perceptions, intentions and emotions.
how human beings organize, store and use information. Bruner's work focuses on learning through discovery. His position is that students learn best when they themselves discover the structure of a subject by inductive meftns. Ausubel believes that learning should be primarily deductive. Bruner identifies four significant aspects of effective teaching and learning: (1) attitude towards learning, (2) knowledge presented in a way that accommodates the student's learning ability, (3) material presented in effective sequences, and (4) carefully considered and paced rewards and punishments. Jerome Bruner identified three stages of cognitive representation. Enactive, which is the representation of knowledge through actions. Iconic, which is the visual summarization of images. Symbolic representation, which is the use of words and other symbols to describe experiences. According to Ausubel's Subsumption Theory, a learner absorbs new information by tying it to existing concepts and ideas that they have already acquired. Rather than building an entirely new cognitive structure, they are able to relate it to information that is already present within their minds. American psychologist David Ausubel introduced his “meaningful learning theory” in Educational Psychology: A Cognitive View (1968). He argued that there is a hierarchical organization of knowledge and that new information can be incorporated into the already existing hierarchy. What is the conclusion of Bruner's theory?
Conclusion of Theory • A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. What is Jerome Bruner best known for?
Jerome Bruner | Department of Psychology
Jerome Bruner was a leader of the Cognitive Revolution (pdf) that ended the reign of behaviorism in American psychological research and put cognition at the center of the field. He received his Ph. D. from Harvard in 1941, and returned to lecture at Harvard in 1945, after serving in the U.S. Army's Intelligence Corps. What are the three stages of Jerome Bruner's cognitive theory?
His research on children's cognitive development proposed three 'modes of representation': Enactive representation (based on action) Iconic representation (based on images) Symbolic representation (based on language) Bruner's studies helped to introduce Jean Piaget's concept of developmental stages of cognition into the classroom. His much-translated book The Process of Education (1960) was a powerful stimulus to the curriculum-reform.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. Epistemology / Knowledge based theory of instructional design
Prepared by:
Soo Pei Zhi
P-QM0033/10
QIM 501 Instructional Design and Delivery
2. David Paul Ausubel (1918 – 2008)
• An American psychologist, born in Brooklyn, New
York.
• Did his undergraduate work at the University of
Pennsylvania (pre –med and psychology).
• Graduated from medical school at Middlesex
University.
• Earned a Ph.D in Developmental Psychology at
Columbia University.
• Influenced by the work of Piaget.
3. David Paul Ausubel (1918 – 2008)
• His principal interests in psychiatry have been
general psychopathology, ego development, drug
addiction, and forensic psychiatry.
• Served on the faculty at several universities and
retired from academic life in 1973 and began his
practice in psychiatry.
• Published several textbooks in developmental and
educational psychology, and more than 150 articles.
• In 1976, he received theThorndike Award for
“Distinguished Psychological Contributions to
Education” from the American Psychological
Association.
4. During meaningful learning, the person “subsumes,” or organizes or
incorporates, new knowledge into old knowledge.
Subsumption theory suggests that our mind has a way to subsume
information in a hierarchical or categorical manner if the new
information is linked/incorporated with prior knowledge/familiar
patterns.
As a result prior knowledge is given absolute importance.
Teachers are encouraged to teach prior knowledge first rather than new
information to help information subsume.
Advance organizers provide concepts and principles to the students
directly in an organized format.
The strategy of “advance organizers” basically means to classify/
categorize/ arrange (organize) information as you proceed (advance) to
the next complex level.
5. • The most general ideas of a subject should
be presented first and then progressively
differentiated in terms of detail and
specificity.
1
• Instructional materials should attempt to
integrate new material with previously
presented information through
comparisons and cross-referencing of new
and old ideas.
2
6. • Helps introduce a new lesson, unit, or course.
• Helps summarize major ideas in new lesson or unit.
• Based on student’s prior knowledge.
• Show similarities between old material and new material.
• Allows student to transfer or apply knowledge.
• Provides for structure for new information.
• Helps teach complex material that is similar to information learned
previously.
9. New material or relationships can be derived from the existing
structure. Information can be moved in the hierarchy, or linked to
other concepts or information to create new interpretations or
meaning.
• Suppose I have acquired a basic concept such as “tree” –
trunk, branches, green leaves, and may have some kind of
fruit.
• Now, I learn about a kind of tree that I have never learn
before “persimmon tree” – conforms to my previous
understanding of tree.
• My new knowledge of persimmon trees is attached to my
concept of tree, without substantially altering that concept in
any way.
• So, I had learned about the persimmon trees through the
process of derivative subsumption.
Example
(Stage 1)
10. New material is an extension or elaboration of what is already
known.
• Suppose I encounter a new kind of tree that has red leaves,
rather than green.
• In order to accommodate this new information, I have to alter
or extend my concept of tree to include the possibility of red
leaves.
• I have learned about this new kind of tree through the
process of correlative subsumption.
• In a sense, you might say that this is more “valuable” learning
than of derivative subsumption, since it enriches the higher-
level concept.
Example
(Stage 2)
11. An individual is able to give a lot of examples of the
concept but does not know the concept itself until it is
taught.
• Imagine that I was well acquainted with maples, oaks, apple
trees, etc., but I did not know, until I was taught, that these
were all examples of deciduous trees.
• In this case, I already knew a lot of examples of the
concept, but I did not know the concept itself until it was
taught to me.
• This is superordinate learning.
Example
(Stage 3)
12. The first three learning processes all involve new information that
"attaches" to a hierarchy at a level that is either below or above
previously acquired knowledge. Combinatorial learning is
different; it describes a process by which the new idea is derived
from another idea that is neither higher nor lower in the
hierarchy, but at the same level.
• Now, suppose I learn about how fish eggs are fertilized.
• I might relate it to previously acquired knowledge about
pollination in plants.
• Both of the ideas are different, but it is related to the “process
of breeding”.
• You could think of this as learning by analogy.
Example
(Stage 4)
13. Advance organizers are used to relate prior
information to new concepts.
They are part of Ausubel's subsumption theory
that "contends that meaningful learning and
permanent retention of material is a function of
the stability of existing anchoring ideas"
(Applin).
Can be classified : expository or comparative.
14. While presenting new material.
Use beginning of lesson.
Presents several encompassing generalizations where detailed
contents will be added later.
• The teacher discuss the process of the absorption of water
and minerals into the plants through the tap and fibrous root
system.
Example
15. Useful when the knowledge to be presented is new to learner.
Compares new material with knowledge already known by
emphasizing the similarities between 2 types of material &
showing the information that is to be learnt.
Ausubel’s teaching approach is deductive in nature.
• A teacher shows the similarities and differences among two
major root system, the tap root and the fibrous root system.Example
16.
17. Ausubel’s theory is concerned with how
individuals learn large amounts of meaningful
material from verbal/ textual (lecture/ books)
presentations in a school setting as opposed to
theories developed based on experimental
settings.
Therefore, learning is based upon the kinds of
superordinate, representational, and
combinatorial processes that occur during the
presentation of information.
18. Ivie, Stanley D. “Ausubel’s LearningTheory: An Approach to
Teaching Higher OrderThinking Skills,” High School Journal. Oct.
1998:Vol. 82,, i1, p.35.
Cooper, S. (2009).Theories of Learning in Educational Psychology:
DavidAusubel: MeaningfulVerbal Learning & Subsumption
Theory. Retrieved on from http://www.lifecircles-
inc.com/Learningtheories/constructivism/ausubel.html
Goconstructivism, (2007). David P. Ausubel. Retrieved from
http://goconstructivism.blogspot.com/2007/02/david-p-
ausubel.html
Aziz, A,W. B., Razali, A. B., hasan, L. B. C., &Yunos,Y. A. B. M.
(2009). Cognitive learning theories and its implication on science
classroom teaching. Retrieved from
http://www.slideshare.net/niena17/learning-theory-by-ausubel
Kearsley, G. (2009). SubsumptionTheory (D. Ausubel). Retrieved
from http://tip.psychology.org/ausubel.html