This document discusses the learning process and provides information on:
- The stages of learning according to Fitts and Posner's model (cognitive, associative, autonomous stages)
- Types of guidance (visual, verbal, physical) that should be provided depending on the learner's stage
- How guidance changes as the learner progresses through the stages, with more emphasis on tactics and finer details in the autonomous stage.
Types of Assessment Maximum and Typical performanceHadeeqaTanveer
Measure the individual's ability to perform effectively under standard conditions.
▪ Determines person’s abilities and how well an individual perform when motivated to obtain high score as possible.
TYPICAL PERFORMANCE
Interests, attitudes, adjustment, and various personality traits are used to assess in typical performance.
▪ An individual's performance is assessed according to a given situation.
(MST) The Teaching and Learning Process in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Types of Assessment Maximum and Typical performanceHadeeqaTanveer
Measure the individual's ability to perform effectively under standard conditions.
▪ Determines person’s abilities and how well an individual perform when motivated to obtain high score as possible.
TYPICAL PERFORMANCE
Interests, attitudes, adjustment, and various personality traits are used to assess in typical performance.
▪ An individual's performance is assessed according to a given situation.
(MST) The Teaching and Learning Process in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Here is a presentation on Attributes of learning, different attributes for e-learning along with the activity oriented session. Hope you like this and share among your colleagues and friends.
Report in Principles and Strategies in Teaching
- Meaningful Learning Theory as Applied in Classroom Learning
- Conditions for Learning
a. Motivation
b. Retention
c. Transfer of Learning
Learning outcome,Task and Topic analysis,Sequencing and chunking.Make a session plan( introduction, body, conclusion).
Linking of Learning Outcomes with Teaching, Learning Activities and Assessment.
Having students motivated from the beginning of the school year is essential in a classroom. During large, small, and individual teaching sessions, it is important to maximize motivation when teaching both academic skills and working on reduction of problem behaviors. Preference assessments and reinforcement strategies may be helpful to identify items and activities that will be motivating to your students and are essential component to effective teaching and behavior reduction.
INCLUSIVE EDUCATION: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?Roudhahtul Isa
Halifah Husaini (08D0013), Aisah Lamit (08D0047), Roudhahtul Isa (08D0008), Diploma in Primary Education session 2008/2011.
PRESENTATION TOPIC: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?, Semester 5 (Year 2010), Course facilitator: Dr. Koay Teng Leong, Course name: INCLUSIVE EDUCATION, UNIVERSITI BRUNEI DARUSSALAM.
Sub-topics:
Presented by Halifah Husaini (08D0013):
- Relationship Building Strategies
- Social Skills Instruction
Presented by Aisah Lamit (08D0047):
- Antecedent Based Interventions
- Self Management Interventions
Presented by Roudhahtul Isa (08D0008):
- Group Oriented Management Systems
- Behavior Reduction Interventions
All rights reserved.
Here is a presentation on Attributes of learning, different attributes for e-learning along with the activity oriented session. Hope you like this and share among your colleagues and friends.
Report in Principles and Strategies in Teaching
- Meaningful Learning Theory as Applied in Classroom Learning
- Conditions for Learning
a. Motivation
b. Retention
c. Transfer of Learning
Learning outcome,Task and Topic analysis,Sequencing and chunking.Make a session plan( introduction, body, conclusion).
Linking of Learning Outcomes with Teaching, Learning Activities and Assessment.
Having students motivated from the beginning of the school year is essential in a classroom. During large, small, and individual teaching sessions, it is important to maximize motivation when teaching both academic skills and working on reduction of problem behaviors. Preference assessments and reinforcement strategies may be helpful to identify items and activities that will be motivating to your students and are essential component to effective teaching and behavior reduction.
INCLUSIVE EDUCATION: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?Roudhahtul Isa
Halifah Husaini (08D0013), Aisah Lamit (08D0047), Roudhahtul Isa (08D0008), Diploma in Primary Education session 2008/2011.
PRESENTATION TOPIC: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?, Semester 5 (Year 2010), Course facilitator: Dr. Koay Teng Leong, Course name: INCLUSIVE EDUCATION, UNIVERSITI BRUNEI DARUSSALAM.
Sub-topics:
Presented by Halifah Husaini (08D0013):
- Relationship Building Strategies
- Social Skills Instruction
Presented by Aisah Lamit (08D0047):
- Antecedent Based Interventions
- Self Management Interventions
Presented by Roudhahtul Isa (08D0008):
- Group Oriented Management Systems
- Behavior Reduction Interventions
All rights reserved.
Garment manufacturing process from fabric to poductKarthika M Dev
This was one of my internship project which i done in SIYARAM'S in Gujarat. This is all about the process wch going in the factory from raw materials to the finished goods After a conformed order. Hope this will be helpful.
On-the-job training is conducted in the workplace itself and involves practical training methods, such as job shadowing, mentoring, and coaching. In contrast, off-the-job training takes place in settings that are different from the employee's workplace, such as workshops, seminars, and classrooms.
this presentation consist the four stages of teaching or you can also called the elements of teaching process. which contain Planning, Implementation, Evaluation, Reflection.
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
The importance of Selection and Training of Trainers is explained in this presentation. It helps to identify the components required for successful trainers, as a part of Effective HR. The procedure involved in the selection and the factors that enhance the credibility of trainers are discussed and presented here.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
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21. Farmers field school (training of trainers to t and ffs)Mr.Allah Dad Khan
A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
This is a presentation on training strategies for teaching prepared at Kendriya Vidyalaya Sangathan, ZIET Mysore by Mr. Binoy PGT English and Faculty Member of ZIET Mysore.
What are types of clinical skills?
How Clinical teaching is different from Classroom?
What are the tools?
Challenges / Problems in clinical teaching
How to improve?
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Belgium coach Domenico Tedesco will wait for several key players to recover from injury. Even if it means they miss the opening Euro Cup Germany stages of the European Championship in Germany this month. Veteran defender Jan Vertonghen, midfielder Youri Tielemans and defender Arthur. Theate are being given time to play in the tournament because they are considered vital to Belgium’s cause, Tedesco said on Tuesday.
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"Of course, you prefer to take players who are fully fit, but that's okay. We want to wait and be patient for some players even if they cannot play in those first matches," he told a press conference. The 37-year-old Vertonghen, Belgium’s Euro Cup 2024 most-capped international with 154 appearances, is struggling to shake off a groin injury.
"He will be there normally. This also applies to Youri Tielemans and Arthur Theate. The latter's position is very sensitive. We don't have many choices at left back. "It will only change if it turns out that they will only be available when, say, the final of the Euro 2024 Championship comes around. That's too long to wait. "However, I am confident that the injured boys are on track for the Euros.
Belgium vs Romania: Radu Dragusin Prepares for Crucial Role in Euro Cup Germany
Some of them have taken not one but two steps forward in their rehabilitation," he said. None of the injured players will feature in this week’s warm-up friendlies against Montenegro and Luxembourg. Romania centre-back Radu Dragusin found chances limited at Tottenham Hotspur in the second half of the 2023-24 season.
But is crucial to his country's cause at UEFA Euro 2024 where his aerial ability, physicality and hard graft make him a standout player. The 22-year-old moved to North London from Italian side Genoa in January but was kept on the sidelines by the form of another new arrival for the season, Mickey van de Ven, something Romania coach Edward Iordanescu admitted was a concern.
It will mean limited game-time going into the finals, but Dragusin, who cites Netherlands defender Virgil van Dijk as a role model, started every Euro Cup Germany qualifier as Romania went through the campaign unbeaten in their 10 games. He will be among their most important players in their first game in Germany against Ukraine in Munich on June 17, taking the right centre-back role in what is likely to be a back four.
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2. Question………
• Define skill and ability
• State the link between them
• Define Learning and performance
• State the link between them
3. Learning Objectives
• Describe Social Learning theorists
theory on how we learn
• State the three stages of learning and
illustrate these with sporting
examples
• Give examples of how feedback and
guidance changes at the different
stages
• Explain Learning curves and
strategies to ensure learning
continues
9. Reinforcers
• Reinforcers strengthen the S-R bond and increase the probability of
the response occurring again, ensuring that correct action are
repeated therefore future behaviour is shaped
• Positive reinforcement given for a correct response to ensure that
action is repeated e.g. praise, reward
• Positive-giving a stimulus to strengthen the S-R bond e.g. success,
praise, rewards
• Negative reinforcements are:
– a positive stimulus that is withdrawn when the performance is not good
• or
– a negative stimulus that is withdrawn when the correct performance is shown
• In other words:
• Eg: Coach does not give praise when performance is not good
enough
• or
• A coach who is constantly shouting at the team does not shout if
things are going well
11. Exam question……
• (b) Explain why knowledge of the
stages of learning is beneficial when a
teacher or coach is providing
guidance to a young sportsperson.
Provide examples where appropriate.
[6]
12. Guidance
• Information given to the learner/performer to help
limit mistakes, ensuring correct movement
patterns occur
Depends on:
• Learner, stage of learning (beginner or expert,
cognitive or autonomous phase of learning), past
experience, motivation, ability
• Nature of the Skill or Task
• Situation or Environment
13. Feedback v guidance
• Feedback is what the
performer did.
• Guidance is how the
performer can improve.
14. Three main TYPES OF GUIDANCE
– Visual, Verbal, Physical
– A combination of all 3
usually works best
16. Visual Guidance
• Used at all phases of learning but especially
with beginners in the cognitive phase
• To see simply and quickly what is expected,
making a framework/model, (link to social
learning/role models)
• To "see" skills/concepts/tactics more
clearly, finer points, cues, selective
attention
• Teacher can modify the display, bigger
goals, balls and bats, coloured balls, cones,
static/less/more opposition etc.
17. Verbal Guidance
• Often used with visual to explain what is being shown
• General – talk through tactics to give general picture
• Specific - skills
• Verbal labelling - link of visual image to verbal cues
• (Swimming – Pull- Kick - Push in breast stroke)
• Verbal instructions should be clear, precise, short,
appropriate to performers ability/experience, alter volume
and pitch of the voice
• Avoid overloading by giving only 1 or 2 points at a time
• Reduce guidance over time so that learners get used to
thinking for themselves and don't become over reliant on the
coach/teacher
18. Physical Guidance
• Useful for kinaesthesis – learning and knowing what it feels like to perform
set routines and put the body through set positions – The Feel of an action.,
• Manual - hands on e.g. coach moves your arms into the correct position for
serving in tennis
• Mechanical - machinery e.g. ropes, floats, harness golf practice machines
This can be used to Reduce errors by:
• physically moving - forced response
• restricting/supporting - physical restriction
• Particularly useful for safety and avoiding tiredness
• Safety e.g. support from trampoline coach, rock climbing-ropes, swimming-
floats and armbands, vault-helped over by coach, weight training machines
• Tiredness e.g. pommel horse-rope and bucket in order to "feel" body in the
correct position
• Remove over time so that the performer can work on their own. If overused
the performer can become too reliant on the mechanical assistance or lose
motivation if they are a passive learner.
19. Exam question……
• (b) Explain why knowledge of the
stages of learning is beneficial when a
teacher or coach is providing
guidance to a young sportsperson.
Provide examples where appropriate.
[6]
20. • 1-2 marks the candidate has an understanding of the stages of
learning and provide appropriate forms of guidance for at least two
of the stages. There are few examples of guidance appropriate to
the stage of learning.
• 3-4 marks the candidate has a good understanding of the
characteristics within the stages of learning. Good knowledge and
understanding is apparent with a link to appropriate forms of
guidance relevant to the stage of learning. There is good use of
examples of guidance appropriate to the stage of learning.
• 5-6 marks the candidate has a very good understanding of the
characteristics within the stages of learning. Very good knowledge
and understanding is apparent with a link to appropriate forms of
guidance relevant to the stage of learning. The candidate always
reinforces the guidance used by providing appropriate examples.
21. The mark scheme…..
• Characteristics of a performer in the cognitive stage of learning
• Not always understanding new information
• Difficulty in processing large amount of information
• Difficulty deciding what to pay attention to
• Errors are made which performer is unable to correct
• Cognitive phase, guidance is characterised by
• Manual in nature to get performer used to the kinaesthesia of the
movement
• Verbal repetition in terms of reinforcing on key points
• Verbal identification of key cues
• Constant visual demonstration of tasks essential
• Modelling of good practice key to performers understanding
• Coach may be more motivational/pep talks/verbal persuasion
• Removal of critical comments/shouting from coach/equiv e.g.
• Punishment is not applicable because it weakens response
22. Part 2……
• Associative stage of learning of learning characteristics will have many
aspects that have progressed/developed form the cognitive phase but are not
developed enough to be classified as autonomous. The type of guidance
provided by a teacher or coach will reflect this.
• Characteristics of a performer in the autonomous stage of learning
• Performs complex skills with ease/correct technique/confidence
• Has plenty of time/efficient/consistent
• Can pick up early signals/use of selective attention – good reaction time
• Can concentrate on other aspects other that technique i.e. tactics
• Can detect and correct errors
• Few errors in performance
• Use of intrinsic feedback
• Autonomous phase guidance characterised by
• Verbal guidance concentrates on style and form and finer points
• Subtle technical cues are often given
• Visual guidance through video analysis
• Visual guidance through biomechanical analysis
• Far more emphasis on tactics