This document discusses several theories of cognitive development including Piaget's four stages of development, Vygotsky's sociocultural view and zone of proximal development, behaviorism concepts like classical conditioning and operant conditioning, and cognitive learning theories such as social cognitive learning theory and constructivism.
This is my first shared presentation ever! It is my way of showing gratitude to the "slideshare community" for all the help they have given me. So, Thanks everybody! Hope you like it! :) ;)
Theories of human development an Introductory Course for Catechistsneilmcq
A short description of Developmental Theories according to Piaget, Erickson and Kolberg, presented here to help catechists understand the cognitive level of functioning of their students
This is my first shared presentation ever! It is my way of showing gratitude to the "slideshare community" for all the help they have given me. So, Thanks everybody! Hope you like it! :) ;)
Theories of human development an Introductory Course for Catechistsneilmcq
A short description of Developmental Theories according to Piaget, Erickson and Kolberg, presented here to help catechists understand the cognitive level of functioning of their students
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.
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.
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.
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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!
Development is the process of changing and becoming larger, stronger, or more impressive, successful, or advanced (Encarta MSN, n.d.). Theories show that development in learning occurs through: - Cognitive development – a student’s cognitive development changes as they grow through their personal experiences, culture and environment, learning experience and maturation. Each student develops at different rates and stages in life. - Behaviourism – a view of observable behaviour and the way student’s behaviour is influenced by stimuli from the environment. - Cognitive learning theory – how student’s learning changes in mental structures and processes of acquiring, organising and using knowledge. - Social Cognitive theory – changes that occur in a learner’s development through the observation of others. Social interaction in the classroom is essential to a student’s learning experience. - Constructivism – a suggestion that learners create their own knowledge of the topics they study rather than receiving that knowledge as transmitted to them by some other source (Eggen & Kauchak, 2010). Social Constructivist, Vygotsky, suggests that learners construct knowledge in a social context and then internalise the knowledge individually.
Cognitive development refers to how a person perceives, thinks, and gains understanding of his or her world through the interaction of genetic and learned factors (Health of Children, n.d.) Piaget describes cognitive learning in four stages: Sensorimotor stage (0-2 years) Preoperational stage (2-7 years) Concrete operational (7-11 years) Formal operational (11 years-adult) A teacher needs to be aware of which stage each student is at with their development and choose appropriate learning materials and context to increase and improve students’ knowledge and skills. There needs to be a match between the demands of a learning task and the current cognitive capacity (ability) of the learners (Ace SchoolNet, n.d.) A teacher must also be aware of the importance social interaction has on development in the classroom. In today’s society, students come from a range of different cultures and backgrounds which influence the individual student’s learning development and experiences. By creating learning activities which involve interaction in groups and classroom discussions, students will help one another with learning new knowledge and skills. Vygotsky believes that knowledge is constructed through social interaction first and then internalised by individuals (Eggen & Kauchak, 2010). Teachers must always aim to teach at the student’s Zone of Proximal Development. That is between a student’s ability to perform a task under adult guidance or with peer collaboration and the student’s ability solving the problem independently. Learners need to be in their zone of proximal development to benefit from the teacher’s assistance. The use of scaffolding when teaching is also effective in assisting students to complete tasks that they are unable to complete independently by using types of scaffolding such as modelling, thinking-aloud, questions and prompts and cues.
Learning behaviourism is changes in behaviour that occur as a result of experience and is a measurement of observable behaviours produced by a learner’s response to stimuli. The main theories of behaviourism which a teacher of today can implement in their classroom are: - Classical conditioning - where a person learns involuntary emotional or psychological responses. If a teacher greets the students in a warm, friendly manner when they enter the classroom, it creates a positive experience for each student and they will comfortable and safe. This is an important goal, and one that can be reached with classical conditioning (Eggen & Kauchak, 2010). - Operant Conditioning – is a consequence that changes observable responses. Where a teacher praises a student for giving a correct answer, this is a consequence, and the student is more likely to answer other questions. - Reinforcement can be positive and negative. A teacher can use positive reinforcement by offering rewards, such as stickers on the board that can lead to a prize/treat to students (a consequence) to increase the likelihood of the behaviour occurring and the teacher can use negative reinforcement in the classroom by instructing the class that if they do not do their work quietly they will not go out after lunch to play the game of basketball the teacher had organised for them to do. - Punishment - In some situations, teachers need to implement punishment to students. Effective forms of punishment teachers can use to discourage misbehaviour are signalling to the student to be quiet (detists), time outs, detentions and removal of reinforcers already given (response cost), - Antecedents – forms of antecedents are environmental conditions of the classroom such as lighting and prompts and cues which help the student produce the desirable behaviour. Teachers need to control behaviour in the classroom so that students of the 21st century perceive the classroom as a positive place for learning.
Cognitive learning theories are changes in the mental structure and processes involved in acquiring, organising and using knowledge (Eggen & Kauchak, 2010). Teachers need to know how learners acquire experiences used to construct knowledge, how learners combine prior knowledge with new experiences and where and in what form is the constructed knowledge stored in the students’ memory stores. Teachers of the 21st century also need to know the cognitive processes: - Attention – teachers need to make sure their lessons will grab and maintain the student’s attention. - Perception – ask student’s questions to get their perspective of the object or events. - Encoding – teachers must create ways to help student encode the information learnt into their long term memory using strategies such as, imagery, organisation, schema activation and elaboration. Social cognitive learning derives from changes in development after observing others. Teachers must constantly use activities in the classroom which involve social interaction through group work and class discussions. Vygotsky’s theory concludes that social interaction plays a fundamental role in the process of cognitive development (Learning-Theories, n.d.). Students experience learning through observing other students, teachers and their parents. Modelling is the central concept of social cognitive theory (Eggen & Kauchak, 2010) and refers to the changes that occur from observing models. Students learn through imitating others, imitating characters in books and movies and copying observed acts. Teachers need to apply modelling in their every day teaching to allow students to gain experience and development through observing the model shown to them. An effective way for a teacher to provide information/modelling to students which can be encoded in the students’ long term memory is by applying the information to the society of the 21st century learner.
Cognitive constructivists are of the view that students construct their own knowledge. Instead of teachers directing the classroom from the front of the classroom, schools are now moving towards teaching the key skills that equip pupils with the tools to become effective independent learners (Teachers TV, n.d.). The characteristics of Constructivist Learning Theory are: - Learners construct knowledge that makes sense to them. - New learning depends on current understanding - Social Interaction facilitates learning - The most meaningful learning occurs within real-world tasks. From a social constructivist perspective, creating learning environments in which learners exchange ideas and collaborate in solving problems is an essential teacher role (Eggen & Kauchak, 2010). Allowing the students to exchange ideas and tsee how the correct answer is found through another student’s perspective will allow for conceptual change which alters the students’ beliefs about a topic. Teaching for conceptual change requires the teacher to implement Piaget’s concepts of disequilibrium, accommodation and assimilation. First the student must be dissatisfied with their existing concept of the topic to cause disequilibrium, second the teacher must provide an alternative conception of the topic to the student which the student can accommodate in a way which makes sense to them and thirdly, the teacher must use the concept to show how it can be used in the real world so that equilibrium can be re-established and the student is able to assimilate new experiences into it (Eggen & Kauchak, 2010).