The document outlines the key characteristics of an integrated classroom. It describes an integrated classroom as a unique learning environment where students learn through positive interactions with teachers and peers. Defining features include emphasizing the student-teacher relationship, peer cooperation, self-paced learning, and a relaxed environment. The document contrasts learner-centered approaches like democratic and experiential learning with traditional teacher-directed methods. It also provides guidance for teachers to develop learner-centered relationships based on empathy, congruence, and responding calmly to students.
Psychological Foundations of Education
*Behavioral Psychology and Learning
*Effective Teaching and Evaluation of Learning
*Foundations of Bilingual Education
Psychological Foundations of Education
*Behavioral Psychology and Learning
*Effective Teaching and Evaluation of Learning
*Foundations of Bilingual Education
For centuries, educators only focuses on their students' cognitive aspects (what do they know) and psychomotor aspects (what they can do). The students' affective were not given attention by the teachers. Now, let us know what is the importance of affective assessment to the students.
Importance of motivation in teaching and learning
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of education; Pakistan
Principles & philosophies of Education SMVDCoN ,J&K
Nursing education is a professional education which is consciously & systematically planned & implemented through instruction & discipline & aims the harmonious development of the physical, intellectual, social, emotional, spiritual & aesthetic powers or abilities of the students in order to tender professional nursing care to people of all ages, in all phases of health & illness, in a variety of setting, in the best or highest possible manner.
For centuries, educators only focuses on their students' cognitive aspects (what do they know) and psychomotor aspects (what they can do). The students' affective were not given attention by the teachers. Now, let us know what is the importance of affective assessment to the students.
Importance of motivation in teaching and learning
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of education; Pakistan
Principles & philosophies of Education SMVDCoN ,J&K
Nursing education is a professional education which is consciously & systematically planned & implemented through instruction & discipline & aims the harmonious development of the physical, intellectual, social, emotional, spiritual & aesthetic powers or abilities of the students in order to tender professional nursing care to people of all ages, in all phases of health & illness, in a variety of setting, in the best or highest possible manner.
How To Be an Influential Kaizen Coach - Joe Swartz & Mark GrabanKaiNexus
In this webinar, Mark Graban & Joe Swartz, co-authors of the Shingo Award-winning book Healthcare Kaizen will discuss:
- Why coaching matters to your organization, leaders, and staff
- Practical methods for coaching staff and leaders
- How to develop people to be better improvement facilitators
- Numerous coaching scenarios and examples from Franciscan St. Francis Health and other organizations and other industries
- Key coaching fundamentals used at Franciscan
Turning Continuous Improvement and a PMO into an Innovation Team KaiNexus
Presented by one of our customers – Erin Edwards, continuous improvement manager from Four Seasons Produce.
In this webinar, you will learn:
- How communication breaks down siloes and to create a cross functional effort for continuous improvement
- The value of communication when it comes to educating vs. cheerleading
- How to leverage PMO and CI efforts for key strategic projects
- Get a snapshot of a new innovation team model that merges the best elements of CI and a PMO
21 Employee Engagement Activities that WorkKaiNexus
Whether your company has 10 employees or 10,000, coming up with ideas to keep everyone connected and engaged can be a challenge. It’s easy to fall back on the same old employee engagement programs, but they tend to lose their effectiveness with too much repetition. Don’t worry; we’ve got your back.
Here are 21 employee engagement activities you can use as inspiration.
Daily Lean Management with KaiNexus: From Huddle Boards to Web-Based Technolo...KaiNexus
This presentation is based on a KaiNexus webinar about how continuous improvement software improves daily lean management. You can watch the full webinar here:
http://info.kainexus.com/improvement-disciplines/lean/daily-lean-management-with-kainexus/webinars
In this webinar, you'll learn about the importance of strategy deployment, gemba walks, and rounding in a culture of continuous improvement. See how KaiNexus takes organization beyond the huddle board and other offline tools.
KaiNexus - Jacob Stoller, The 3 Primary Assumptions of Successful Lean LeadersKaiNexus
A webinar presented on March 15, 2016.
In this webinar, you will learn:
Some of the defining characteristics of successful Lean leaders
Three basic assumptions that differentiate Lean CEOs and leaders
Pivotal moments for Lean leaders and their organizations
In this webinar, author, speaker, and consultant Jacob Stoller will dive into the three basic assumptions about information process, and people that differentiate top lean leaders from conventional business leaders. Join us to learn as Jacob identifies these assumptions and highlights pivotal moments where influential leaders stood by them and changed the history of their companies.
Will it Scale? Tips and Tricks to Build Scalable Programs in Your Marketo Man...Kristen Malkovich
Is your lead database growing rapidly (because you’re an amazing marketer) but your instance can’t seem to catch up? Fear not! We have a list of power tips that will shake out minor Marketo program nuances that add up to have a larger impact on your system as it grows. We’ll work from the foundation up, taking a look at key product and program features including: Request Campaign, Workspaces, Campaign Sync, and Tags. We’ll give you the power tools to overhaul your programs without collapsing the overall structure. Then, we’ll drill into campaigns and reinforce them to increase their load-bearing capabilities. You’ll be left with a fully renovated instance, so put on your hard hat and let’s get to work!
http://events.marketo.com/summit/2016/sessions/will-it-scale-tips-and-tricks-to-build-scalable-programs-in-your-marketo-mansion
Increase Your Instance's Curb Appeal with RTP and ABMKristen Malkovich
http://events.marketo.com/summit/2016/sessions/increase-your-instance-s-curb-appeal-with-rtp-and-abm
Are you embarking on the ABM journey and unsure where to start? This session will demonstrate how to increase your Marketo Mansion’s curb appeal using Real-Time Personalization and Account-Based Marketing. We’ll show you how to use Real-Time Personalization to overhaul your website’s landscape and how to create campaigns that flourish perennially. Then, we’ll examine how to utilize Account-Based Marketing to upkeep your enterprise-based clientele. We’ll polish up your programs, hierarchies, reporting and segmenting, and you’ll leave with all the tools to manicure your instance. You’ll walk away with a blueprint to increase your instance’s property valuation and the ability to creatively architect all your account-based marketing campaigns.
Tag Talks: Organizational Goodies That Will Make Your Planning and Reporting ...Kristen Malkovich
Learn how to properly use tags in Marketo. Also includes two program builds: CASL compliance and SLA tracking. CASL program scales for any opt-in and international program. SLA tracking program allows you to pull lists of violated SLA leads with lead owners attached. Voila!
The information content of this slide was taken from the book of Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company. And I am very thankful to have further knowledge because of her book.
this is one of the indicators that can be found in the IPCRf of teachers which is also observable in every classroom observation. this can help teachers develop and establish ways on how to best develop a safe, fair and respectful environment while learning. Additionally, teachers would also be informed of the proper ways and strategies on how this will be implemented in the classroom
Teaching Self Directed Learning for Healthier CommunitiesAlicia Davis
Democratic communities are built on foundations of trust and respect. All students can make decisions regarding their own learning. Read a Case Study of one 5 year old and his teacher and mother as they navigate their way through constructivism and emergent learning.
2. THE INTEGRATED CLASSROOM
Objectives:
Outline defining characteristics of the NHHSA Integrated Classroom.
3. THE INTEGRATED CLASSROOM
Objectives:
Outline defining characteristics of the NHHSA Integrated Classroom
Cover principles of congruence, empathy, leadership, and process orientation
4. THE INTEGRATED CLASSROOM
Objectives:
Outline defining characteristics of the NHHSA Integrated Classroom
Cover principles of congruence, empathy, leadership, and process orientation
Person-centered vs. Traditional approaches to education
5. THE INTEGRATED CLASSROOM
Can be thought of as a unique classroom environment in which
learning takes place as a result of positive student-student and
student-teacher interactions.
6. THE INTEGRATED CLASSROOM
Can be thought of as a unique classroom environment in which
learning takes place as a result of positive student-student and
student-teacher interactions.
More than simply a room occupied by students of various ages
and grade levels.
7. THE INTEGRATED CLASSROOM
Can be thought of as a unique classroom environment in which
learning takes place as a result of positive student-student and
student-teacher interactions.
More than simply a room occupied by students of various ages
and grade levels.
Social integration cooperation and association between
individuals.
8. THE INTEGRATED CLASSROOM
Can be thought of as a unique classroom environment in which
learning takes place as a result of positive student-student and
student-teacher interactions.
More than simply a room occupied by students of various ages
and grade levels.
Social integration cooperation and association between
individuals.
An environment conducive to learning should be inspiring and
motivational.
9. THE INTEGRATED CLASSROOM
Can be thought of as a unique classroom environment in which
learning takes place as a result of positive student-student and
student-teacher interactions.
More than simply a room occupied by students of various ages
and grade levels.
Social integration cooperation and association between
individuals.
An environment conducive to learning should be inspiring and
motivational.
Students are motivated and inspired most by: (1) fear of
punishment (2) personal goals (3) emotional state.
10. DEFINING CHARACTERISTICS
Primacy of the student-teacher relationship
Positive and constructive peer-to-peer interactions
Self-paced, mastery-based study
Relaxed environment
Positive & constructive student-teacher relationship; teacher assumes
socially dominant role
Emphasis on self-development, commitment to goals, process (rather
than results) orientation
Guided, rather than regulated study processes
14. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
The ideal student-teacher relationship facilitates a positive
emotional state within the student.
For educational purposes:
Receptivity & Submissiveness
15. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
The ideal student-teacher relationship facilitates a positive
emotional state within the student.
For educational purposes:
Receptivity & Submissiveness
Optimism & Affection
17. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
The ideal student-teacher relationship facilitates a positive
emotional state within the student.
For educational purposes:
Receptivity & Submissiveness
Acceptance >> Trust >> Admiration
Optimism & Affection
18. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
The ideal student-teacher relationship facilitates a positive
emotional state within the student.
For educational purposes:
Receptivity & Submissiveness
Acceptance >> Trust >> Admiration
Optimism & Affection
Interest >> Anticipation >> Vigilance
19. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Empathy
In humanistic psychology, described as the ability to see things from someone else’s
perspective; i.e., to understand and accept the “inner world” of another.
20. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Empathy
In humanistic psychology, described as the ability to see things from someone else’s
perspective; i.e., to understand and accept the “inner world” of another.
Not necessarily synonymous with sympathy.
21. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Empathy
In humanistic psychology, described as the ability to see things from someone else’s
perspective; i.e., to understand and accept the “inner world” of another.
Not necessarily synonymous with sympathy.
Rule of thumb: Seek first to understand, then be understood.
22. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Empathy
In humanistic psychology, described as the ability to see things from someone else’s
perspective; i.e., to understand and accept the “inner world” of another.
Not necessarily synonymous with sympathy.
Rule of thumb: Seek first to understand, then be understood.
• Congruence
• Put simply, this refers to realness or genuineness on behalf of the instructor.
24. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Congruence
Alignment of thoughts, words, and actions.
Alignment of internal (subjective) and external (objective) experiences
25. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Congruence
Alignment of thoughts, words, and actions.
Alignment of internal (subjective) and external (objective) experiences
Lack of inhibition
26. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Congruence
Alignment of thoughts, words, and actions.
Alignment of internal (subjective) and external (objective) experiences
Lack of inhibition
Putting your natural personality on the line
27. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Congruence
Alignment of thoughts, words, and actions.
Alignment of internal (subjective) and external (objective) experiences
Lack of inhibition
Putting your natural personality on the line
Be as fearless with this as possible
28. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Congruence
Alignment of thoughts, words, and actions.
Alignment of internal (subjective) and external (objective) experiences
Lack of inhibition
Putting your natural personality on the line
Be as fearless with this as possible
Allow your personality to be scrutinized by your students
30. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Be responsive, not reactive
Students will lose respect for teachers who are too emotionally reactive to them –
just as any subordinate individual will do for someone who is (typically) socially
dominant.
31. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Be responsive, not reactive
Students will lose respect for teachers who are too emotionally reactive to them –
just as any subordinate individual will do for someone who is (typically) socially
dominant.
The emotional state of the student is not given permission to determine the frame of
their interaction, the emotional context (the affective part of affective + cognitive
facilitation).
32. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Be responsive, not reactive
Students will lose respect for teachers who are too emotionally reactive to them –
just as any subordinate individual will do for someone who is (typically) socially
dominant.
The emotional state of the student is not given permission to determine the frame of
their interaction, the emotional context (the affective part of affective + cognitive
facilitation).
Whatever situations arise in the classroom, the instructor ought to always be calm,
assertive, and sensitive to the needs of his/her student without being reactive to
them. This means instructors should not, for example, feel easily (if ever!) insulted
or offended by their students.
33. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Be responsive, not reactive
Students will lose respect for teachers who are too emotionally reactive to them –
just as any subordinate individual will do for someone who is (typically) socially
dominant.
The emotional state of the student is not given permission to determine the frame of
their interaction, the emotional context (the affective part of affective + cognitive
facilitation).
Whatever situations arise in the classroom, the instructor ought to always be calm,
assertive, and sensitive to the needs of his/her student without being reactive to
them. This means instructors should not, for example, feel easily (if ever!) insulted
or offended by their students.
In controversial intellectual conversations, be as emotionally neutral as possible,
especially if you give your own thoughts on the issue.
35. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Process Orientation
A state of mental presence to the moment at hand – the “here-and-now.”
Not necessarily synonymous with intense focus or concentration; you could be in a
state of “relaxed” or environmental awareness.
36. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Process Orientation
A state of mental presence to the moment at hand – the “here-and-now.”
Not necessarily synonymous with intense focus or concentration; you could be in a
state of “relaxed” or environmental awareness.
Process orientation should be understood as an association of positive emotions
with the task at hand.
37. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Process Orientation
A state of mental presence to the moment at hand – the “here-and-now.”
Not necessarily synonymous with intense focus or concentration; you could be in a
state of “relaxed” or environmental awareness.
Process orientation should be understood as an association of positive emotions
with the task at hand.
Presence Positivity Action
39. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
“Setting the frame” means that you determine the terms of the interaction – i.e., the
topic under consideration and the emotional framework (what emotional responses
are acceptable/appropriate to the situation; students will, if they respect your position
as the dominant one, imitate).
40. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
“Setting the frame” means that you determine the terms of the interaction – i.e., the
topic under consideration and the emotional framework (what emotional responses
are acceptable/appropriate to the situation; students will, if they respect your position
as the dominant one, imitate).
Any deviations should typically be only those you’ve allowed or find acceptable.
41. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
Four Phases
1) State transference
2) Rapport
3) Comfort
4) Momentum
42. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
Four Phases
1) State transference
• Your emotional state predominantly influences theirs
43. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
Four Phases
1) State transference
• Your emotional state predominantly influences theirs
• “Whatever you feel, they feel.”
45. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
Four Phases
1) State transference
2) Rapport
• Demonstration of personal values student accepts your value system
relationship of mutual trust, acceptance, and empathy
46. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
Four Phases
1) State transference
2) Rapport
• Demonstration of personal values student accepts your value system
relationship of mutual trust, acceptance, and empathy
• Story-telling (most efficient way to demonstrate value)
47. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
Four Phases
1) State transference
2) Rapport
• Demonstration of personal values student accepts your value system
relationship of mutual trust, acceptance, and empathy
• Story-telling (most efficient way to demonstrate value)
• Humor – by expressing yourself in a humorous way you indirectly
communicate you value system.
48. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
Four Phases
1) State transference
2) Rapport
• Demonstration of personal values student accepts your value system
relationship of mutual trust, acceptance, and empathy
• Story-telling (most efficient way to demonstrate value)
• Humor – by expressing yourself in a humorous way you indirectly
communicate you value system.
• However, do not, EVER attempt to seek your students’ validation. They
should seek yours, not the other way around.
50. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
Four Phases
1) State transference
2) Rapport
3) Comfort
• Compliance
51. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
Four Phases
1) State transference
2) Rapport
3) Comfort
• Compliance
• Receptivity & Submissiveness
52. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
Four Phases
1) State transference
2) Rapport
3) Comfort
• Compliance
• Receptivity & Submissiveness
• Displays of affection
53. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
Four Phases
1) State transference
2) Rapport
3) Comfort
• Compliance
• Receptivity & Submissiveness
• Displays of affection
Not sure whether you’ve established Rapport and Comfort with a
student? Try giving him/her a compliance test; evaluate their
reaction.
54. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
Four Phases
1) State transference
2) Rapport
3) Comfort
4) Momentum
55. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
Four Phases
1) State transference
2) Rapport
3) Comfort
4) Momentum
• You have established the dynamics you want and you are in a position to
facilitate the learning process.
56. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
Four Phases
1) State transference
2) Rapport
3) Comfort
4) Momentum
• You have established the dynamics you want and you are in a position to
facilitate the learning process.
• Facilitation, in this context, means nothing more than that you
orchestrate the conditions necessary and sufficient to your students’
learning.
57. DEVELOPING A LEARNER-CENTERED
RELATIONSHIP WITH YOUR STUDENTS
Setting the Frame of an Interaction
Four Phases
1) State transference
2) Rapport
3) Comfort
4) Momentum
• You have established the dynamics you want and you are in a position to
facilitate the learning process.
• Facilitation, in this context, means nothing more than that you
orchestrate the conditions necessary and sufficient to your students’
learning.
• How does this work? When you’ve progressed through the previous 3
stages, your students will listen to what you have to say and respond
emotionally and intellectually to it (cognitive + affective reactivity).
59. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
Energy
If you don’t feel energetic when you get to work, that’s something YOU need
to work on!
62. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
Energy
Humor
Task orientation and drive
You should exhibit a natural curiosity, passion, and aptitude for your subject
area.
63. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
Energy
Humor
Task orientation and drive
Sociability and lightheartedness
64. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
Energy
Humor
Task orientation and drive
Sociability and lightheartedness
Work on your ability to not always take yourself so seriously. Your students
will appreciate and love you for it (your personal social circle might too).
65. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
Energy
Humor
Task orientation and drive
Sociability and lightheartedness
Respectability
66. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
Energy
Humor
Task orientation and drive
Sociability and lightheartedness
Respectability
Rather than being authoritative, earn your students respect!
67. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
Energy
Humor
Task orientation and drive
Sociability and lightheartedness
Respectability
Confidence & Competence
68. ESSENTIAL CHARACTERISTICS OF AN
NHHSA INSTRUCTOR
Energy
Humor
Task orientation and drive
Sociability and lightheartedness
Respectability
Confidence & Competence
Self-sufficiency