Social literacy concerns itself with the development of social skills, knowledge and positive human values that enable human beings to act positively and responsively.
Social literacy concerns itself with the development of social skills, knowledge and positive human values that enable human beings to act positively and responsively.
The presentation will help you understand the concepts given by Albert Bandura on Social Learning, which includes the
Bobo Doll Experiment and also its implications.
A Power Point Presentation of the Topic ''The PRINCIPLES of LEARNING'' on the subject '' The Principles of Teaching 1''
Contains the following:
-9 Principles of Learning by Horne and Pine
-Laws of Learning by Thorndike
with Pictures to be easily understand, or for to you ask share their insight about the given principles, Quotation related to the topic and also a special video.
Hope it will help you, thank you~
The presentation will help you understand the concepts given by Albert Bandura on Social Learning, which includes the
Bobo Doll Experiment and also its implications.
A Power Point Presentation of the Topic ''The PRINCIPLES of LEARNING'' on the subject '' The Principles of Teaching 1''
Contains the following:
-9 Principles of Learning by Horne and Pine
-Laws of Learning by Thorndike
with Pictures to be easily understand, or for to you ask share their insight about the given principles, Quotation related to the topic and also a special video.
Hope it will help you, thank you~
Trial & error learning Thorndike - VCE U4 PsychAndrew Scott
This 4 slide file accompanies a youtube clip (see www.ePsychVCE.com to access link to clip). It covers Thorndike's Puzzle box experiment an his infamous 'law of effect'
its all about learning and u can find out all your doubts related to learning and if you have any more information so just email us sharmasandeep328@gmail.com.....
Psychological Foundations of Education
*Behavioral Psychology and Learning
*Effective Teaching and Evaluation of Learning
*Foundations of Bilingual Education
A powerpoint presentation about human learning and second language acquisition. The information, facts and details in the powerpoint are not from me but from various authors of books as well as internet articles/resources.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. 4 Pics, 1 Word
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E C RT HA E
3. 4 Pics, 1 Word
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S U R N D A S T E
4. 4 Pics, 1 Word
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S U ND TE
5. 4 Pics, 1 Word
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L I N A D R S N E
_____
6. 4 Pics, 1 Word
G_____ _____ _____ _____ _____ _____ _____
L I NA R NE _____
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SP O SC E
9. The Learning
Process By Mr. Manuel M. Avenido, Jr.
DPE/CPE 101
Cebu Technological University
(Foundation of Education)
10. At the end of the lecture,
learners are expected to:
1 . understand the nature of learning;
2. know the types of learning;
3. familiarize the theories of learning; and
4. recognize the factors affecting the “transfer of
learning.”
11. Teaching as a Complex Process
mentortutorfacilitator
moderator
guidance counselor
confidante
friend
mediator
adviser
curriculum maker
consultant leader
community
worker
evaluator
12. The learner as a social individual is
a...
unique individual
has physical, biological,
psychological, social,
and spiritual needs
follows a natural
pattern of
development tasks
has potentialities to
be explored
has an
impressionistic mind
is bombarded by sense stimuli and
uncensored influences
is a person in context
(family, community, and
nation)
is a human being
with a soul
14. Nature of Learning
1. Learning is a change or modification in the
behavior or capability of growth.
15. Nature of Learning
2. Learning process
refers to the series
of learning that
takes place.
16. Nature of Learning
3. The learner has a tremendous variety of talents,
capacities, and potentialities.
17. Nature of Learning
4. Individuals differ greatly in the amount and
equality of a talent or capacity they possess.
18. Nature of Learning
5. Learning process
depends to a large
degree on the
individuals'
capacities, motivation
and previous learning
and on the nature of
the stimulus
situation.
19. Nature of Learning
6. In the learning process, the individual brings to any
stimulus' situation sets, and stock of learned responses
from previous experiences in the form of knowledge,
concepts and generalization skills, abilities, and ways of
behavior.
20. Nature of Learning
7. A human individual
learns and behaves as
he or she attempts
new responses that
prove to have
satisfaction.
Law of Effect says that as the child finds learning
satisfying, then learning tends to be repeated, and if
the child finds learning annoying, learning tends to be
ignored.
21. Nature of Learning
8. Practice is necessary to inquire a specific skill.
Law of Exercise says that as the child
strengthens his or her learning, there must be
enough exercise to be given to create learning
mastery. Practice means perfect.
22. Nature of Learning
9. Practice with insight
and understanding of
the behavior is sought
to be desirable in
learning a fixed
responses or set of
responses.
Learning by doing.
23. Nature of Learning
10. To assure learned responses will be readily
available for use again, if these should be
repeated thereafter.
Law of Recency
says that the
most recent the
lesson is
repeated, the
better it is to
have retention.
Law of Fading
says that if
learnning is not
repeated, then,
there is a
tendency for
such to fade-off.
24. Nature of Learning
11. Learning has an experiential base.
Experience is the basis in most learning
whether adaptation, assimilation, and
organization.
25. Nature of Learning
12. The five essential
bases for learning in
stimulus situation are
motives, perception
and cognition, goal
setting, response and
reinforcement.
26. The five essential bases for learning in
stimulus situation
1. Motives are drives or intentions which serve as the basic
foundations on why a child learns.
2. Perception (acuity) and Cognition (understanding) are intellectual
skills of the child more especially used in the development of higher
order thinking skills.
3. Goal Setting is the aim or target that serves as basis in the whole
process of learning.
4. Response (reaction to existing stimuli) and Reinforcement
(keystone) area attitudinal skills of the child in responding to
stimuli and to underpin learning outcomes.
27. Nature of Learning
13. The greater the stock of generalized concepts
and principles a person has learned, the more
competent he can transfer learning.
29. General Principles of Learning
1. An individual learns more readily when
motivated.
= True
2. Excessive motivation is less effective than
moderate motivation.
= True
3. Learning under control or reward is NOT
preferable to under punishment.
= False
30. General Principles of Learning
4. Learning under intrinsic motivation is
preferable to under extrinsic.
= True
5. Tolerance of failure is best taught through
backlog of sucess.
= True
6. Learner doesn't need practice in goal setting.
= False
31. General Principles of Learning
7. Personal history may hamper or enhance
learning from a given task.
= True
8. Passive participation is preferable to active
participation.
= False
9. Meaningful materials are readily learned than
nonsense materials.
= True
32. General Principles of Learning
10. No substitute for repetitivve practice over
learning of a skill.
= True
11. Information about performance, mistakes,
success do not assist the learner.
= False
12. Transfer occurs when relationship is
discovered.
= True
33. General Principles of Learning
13. Distributed recalls are advantageous in fixing
materials.
14. Effort is put forth when tasks are challenging.
15. Learners engage in an activity they select and
plan.
16. Learners grouped by ability still vary
according to other criteria.
17. Learners think when
encountered by obstacles and
challenges.
34. General Principles of Learning
18. Concepts should be presented in varied and
specified situation.
19. Pupils learn a great deal from each other.
20. Problems of "isolates" appear in all school.
21. No school subject is strikingly superior to any
other subject.
22. Learners remember new subjects that
conform to their attitudes.
23. Learning is aided by
formulation and asking
question.
35. Types of Learning
Learning is a change in behavior or in potential behavior that occurs
as a result of experience.
36. Three Major Types of Learning:
1) Learning through association
– Classical Conditioning
2) Learning through consequences
– Operant Conditioning
3) Learning through observation
– Modeling/Observational Learning
37. Classical Conditioning
•
If a neutral stimulus
(a stimulus that at
first elicits no
response) is paired
with a stimulus that
already evokes a
reflex response, then
eventually the new
stimulus will by itself
evoke a similar
response. Russian physiologist Ivan Pavlov
(1849-1936)
38. Operant Conditioning
•
The organism operates
on its environment in
some way; the behavior
in which it engages are
instrumental to
achieving some outcome.
B.F. Skinner
(1904-1990)
39. Operant Conditioning
•
LAW of EFFECT
If a response is followed
by a pleasant or satisfying
consequence, that
response will be
strengthened. If a
response is followed by
an unpleasant or negative
state of affairs, it will be
weakened.
B.F. Skinner
(1904-1990)
40. Differences Between
Operant and Classical Conditioning
1) In classical conditioning, the conditional behavior
(CR) is triggered by the particular stimulus (CS) and is
therefore called an elicited behavior. Operant behavior
is an emitted behavior in the sense that it occurs in a
situation containing many stimuli and seems to be
initiated by the organism. In a sense the subject chooses
when and how to respond.
2) In classical conditioning, behavior (CR) is affected by
something that occurs before the behavior (the CS-UCS
pairing). In contrast, the operant response is affected by
what happens after the behavior – that is by its
consequences.
41. Operant Conditioning
•
Positive Reinforcement - any stimulus or event that
increases the likelihood of the occurrence of a behavior
that it follows.
•
Shaping - the method of successive approximations.
Shaping reinforces the behaviors as they get closer and
closer to the desired behavior.
•
Negative Reinforcement - anything that increases a
behavior that results in the reinforcers removal.
•
Punishment - any consequence that decreases the
future occurrence of a behavior that produces it.
42. Operant Conditioning
When You Remove a Positive Stimulus
1. Extinction
If the stimulus is a reinforcer for the behavior (e.g.,
parent ignores child/withdraws attention when child
acts up to get attention)
2. Response Cost
If the stimulus is not a reinforcer for the behavior (e.g.,
parent takes away child's TV privileges when child acts
up to get attention)
43. Modeling/Observational Learning
•
Observational learning is
learning that occurs through
observing the behavior of
others. This form of learning
does not need reinforcement to
occur, but instead, requires a
model. A social model can be a
parent, sibling, friend, or
teacher, but—particularly in
childhood—a model is someone
of authority or higher status.
Albert Bandura
(December 4, 1925)
44. Bandura's Social Cognitive Learning Theory
1. Attention: Observers cannot learn unless they pay
attention to what's happening around them. This process
is influenced by characteristics of the model, such as how
much one likes or identifies with the model, and by
characteristics of the observer, such as the observer's
expectations or level of emotional arousal.
2. Retention/Memory: Observers must not only
recognize the observed behavior but also remember it at
some later time. This process depends on the observer's
ability to code or structure the information in an easily
remembered form or to mentally or physically rehearse
the model's actions.
45. Bandura's Social Cognitive Learning Theory
3. Initiation/Motor: Observers must be physically
and/intellectually capable of producing the act. In many
cases the observer possesses the necessary responses.
But sometimes, reproducing the model's actions may
involve skills the observer has not yet acquired. It is one
thing to carefully watch a circus juggler, but it is quite
another to go home and repeat those acts.
4. Motivation: Coaches also give pep talks, recognizing
the importance of motivational processes to learning.
47. Trial and Error/
Theory of Connectionism
•
Trial and Error is a
method of learning in
which various response
are tentatively tried
and some discarded
until a solution is
attained.
E.L.Thorndike
(1874-1949)
48. Features of Trial and Error
1. Learning by trial and error is gradual process.
2. For learning to occur, the learner must be definitely
motivated.
3. The learner makes random and variable response.
4. Some responses do lead to the goal (annoying response)
5. Some responses lead to the goal. (satisfying responses)
6. With the increase in number of trials the annoying
responses will tend to be eliminated and the satisfying
responses will be strengthened and repeated.
7. The time taken to perform the task (to repeat the
satisfying response) decreases with successive trials.
49. Features of Trial and Error
1. Learning by trial and error is gradual process.
2. For learning to occur, the learner must be definitely
motivated.
3. The learner makes random and variable response.
4. Some responses do lead to the goal (annoying response)
5. Some responses lead to the goal. (satisfying responses)
6. With the increase in number of trials the annoying
responses will tend to be eliminated and the satisfying
responses will be strengthened and repeated.
7. The time taken to perform the task (to repeat the
satisfying response) decreases with successive trials.
50. Thorndike's Law of Learning:
i) Law of Readiness : The law states "When any conduction unit is ready to
conduct, for it do so is satisfying. When a conduction unit is not ready to
conduct. for it to conduct is annoying. When any conduction is ready to
conduct, for it not to do so is annoying."
ii) Law of Effect: The law states "When a modifiable connection between a
stimulus and response is made and is accompanied or followed by a
satisfying state of affairs the strength of connection is increased. When a
connection between stimulus and response is made and accompanied or
followed by an annoying state of affairs , it strength decreases.
iii) Law of Execise: The law states "Any response to a situation will, other
things being equal, be more strongly connected with the situation in
proportion to the number of times it has been connected with that situation
and to the average vigour and duration of the connection."
51. Thorndike's Law of Learning:
The law has two sub parts: a) Law of Use and b) Law of Disuse
a) Law of Use states that "When a modifiable connection is made
between a situation and response that connection strength is
increased if it is practised."
b) Law of Disuse states that "When a modifiable connection is not
made between a situation and response, during a length of time, that
connection's strength is decreased." This means, any act that is not
practised for sometime gradually decays.
52. Association or Stimulus-Response Theory
The theory of stimulus and response - otherwise
known as cause and effect, can be regarded as the
foundation of behaviour. It is the foundations stone
on which we build our behaviour model.
In behavioural terms a stimulus is defined as the
influence which brings about or evokes an
identifiable response. A response is that human
behaviour which is caused or evoked by an
identifiable stimulus.
53. Association or Stimulus-Response Theory
The theory of stimulus and response - otherwise
known as cause and effect, can be regarded as the
foundation of behaviour. It is the foundations stone
on which we build our behaviour model.
In behavioural terms a stimulus is defined as the
influence which brings about or evokes an
identifiable response. A response is that human
behaviour which is caused or evoked by an
identifiable stimulus.
54. Association or Stimulus-Response Theory
When considering an S-R association one can
assume that the nature and strength of the
response and hence the association between the
stimulus and response will depend upon such
things as:
The perceived strength of the stimulus
The nature of the stimulus
Frequency of application of stimulus
The perceived value and relevance of the stimulus
The person who the stimulus is applied.
55. Cognitive Field Theories of Learning/
Gestalt
•
Cognitive
Development Theory
emphasizes, "development
precedes learning." He
assumes that the child is
an active organism and
that development depends
in large part the child
manipulation of active
interaction with the
environment.
Jean Piaget
56. Cognitive Field Theories of Learning/
Gestalt
•
Psychological stages of
development states that
people pass through 8
psychosocial stages in
their lifetimes and as they
grow, they face a series of
psychosocial crises that
shape personality; each
crisis focuses on a
particular aspect of
personality and involves
the person's relationships
with others. Erik Erikson
57. Cognitive Field Theories of Learning/
Gestalt
•
Psycho-analytic and
psychosexual. The
psychosexual theory
focuses on the effects of
early childhood experience
to adult's behavior.
Sigmund Freud
64. Trial and Error/
Theory of Connectionism
•
Trial and Error is a
method of learning in
which various response
are tentatively tried
and some discarded
until a solution is
attained.
E.L.Thorndike
(1874-1949)