Assignment.

2
Course code. 0840
Q.1 Describe in your words, the significance of needs.
There are six basic human needs that every single person on the planet tries to
fulfill: Certainty, variety, connection, growth, contribution and significance. Each
person prioritizes these needs differently; some people may value variety and
growth above all else, while others may rank certainty as their most critical human
need. These needs shape our every thought and action, and drive us to either
succeed or fail.
There’s not a person alive on the planet who doesn’t want to feel important or
needed. Why is feeling special such a compelling force? Why does feeling
insignificant make us feel so devastated? Once you understand why you’re driven
to feel significant to those around you, you can better interpret your own actions
and use this desire to help you work toward your goals.
WAYS TO FEEL SIGNIFICANT
There are two ways to feel significant: productive means and destructive means.
Feeling significant through productive means entails trying to stand out for your
accomplishments, such as being recognized at work for doing an incredible job or
feeling special in the eyes of your partner for your valuable contributions to the
relationship.
If you’re unsure of how to feel significant, you might go about it in destructive
ways. You resort to self-sabotaging methods that present themselves in the form of
reckless behavior because you know it will get you attention, and you’re unsure
how to receive praise for doing something positive. If you lean toward destructive
means as you seek significance, it’s time to examine what you’re doing. Many
people find ways to be significant by creating significant problems.

FINDING FULFILLMENT
There are two things that every person should strive for in life: to achieve their
goals and to feel fulfilled. The six human needs are the ways in which we aim to
accomplish our goals and feel fulfilled. Dysfunctional, limiting behaviors arise
when you’re unable to meet your human needs, but if you’re someone who values
significance above all else, and you’re able to reach your goals and feel that special
sense of significance, you’ll ultimately feel fulfilled.
There’s nothing wrong with the need to feel important – everyone wants to feel
significant to some degree. What matters more is how you go about achieving this
feeling. Will you choose to be productive or destructive on your path? Will you
allow loved ones to comfort you along the way, or will you refuse to let others in
out of fear of getting hurt? Recognize which behaviors are beneficial to your goals,
and ultimately to your life, and understand how this need can help you to find
fulfillment in your lifetime.

Q 2. Distinguish between learning and maturation. Give examples in

support of your answer.

The main difference between learning and maturation is that learning is the process
of acquiring knowledge, skills, and behaviors, whereas maturation is the process of
becoming mature or developed.
Although learning and maturation are two inter-related activities, they are not the
same. Maturation refers to both mental and physical development of a person.
Learning can be both informal and formal, as well as conscious or unconscious.
Mental maturation or cognitive maturation is necessary for learning. In fact,
maturation facilitates learning.
Definition
Learning is the process of acquiring knowledge, skills, and behaviors through
experience, training and education. In contrast, maturation is the process of
becoming mature or developed, both mentally and physically. Thus, this is the
fundamental difference between learning and maturation.

Type of Process
Moreover, learning is mainly a mental process, whereas maturation is both mental
and physical development.
Occurrence
Another difference between learning and maturation is that learning happens
through experience, practice, training, or education, while maturation occurs
through individual growth.

External Stimuli
While learning happens because of external stimuli, maturation does not need any
external stimuli.

Example.1
A child can walk steadily when he attains a certain age before that we may provide
a lot of training to walk steadily it will be not possible. it is a simple example of
Maturation .
Example.2
At a particular stage by proper training a child learns to ride a bicycle.

Conclusion
Learning and maturation are two intertwined processes. The main difference
between learning and maturation is that learning is the process of acquiring
knowledge, skills, and behaviors, whereas maturation is the process of becoming
mature or developed. Thus, maturation is a mental and physical growth, whereas
learning is mainly a mental process.

Q3. Define Motivation. Describe various devices for motivating the

learner.
Definition
Motivation is the desire that fuels an individual to perform or continue an action
based on needs and wants of the individual.
Various devices for motivating the learner

1. Promote growth mindset over fixed mindset.

A fixed mindset belief suggests that people are born with or without certain
abilities and talents, and that abilities cannot be changed. Fixed mindset learners
try to prove themselves and will often shy away from challenges because they do
not want to appear to be struggling. A growth mindset learner, on the other hand,
believes that abilities and talents can be cultivated and improved through hard
work. Growth mindset students enjoy a challenge and see struggles and failures as
necessary parts of growth. Learners with a growth mindset are certainly more
motivated to work hard.
How do we foster a growth mindset in the classroom?

One of the most powerful elements of feedback for our learners is to praise them
for their efforts and hard work. “I can tell that you have been practicing your
reading,” or “The practice is paying off on your times tables,” tells learners that
they have the power to improve their academic success. That said, we must stop
praising ability: “Wow, you are such a smart math student,” or “You are such an
incredible reader.” Praise for abilities over efforts reinforces the fixed mindset that
students have the ability or they don’t and no amount of hard work on the learner’s
part can change the outcome. We are all learners, and should be encouraged as
such.

Throughout a learning cycle, teachers assess student progress by incorporating

formative and summative assessments. The purpose of formative assessment is to
pinpoint the learning needed for ultimate success on a later summative assessment.
Formative assessment informs teachers and students about student and classroom
needs for improvement so both can act accordingly to improve performance on the
final assessment. Some formative assessments are: a thumbs up/thumbs down
check for understanding, a quiz in small groups, or an exit slip at the end of a
lesson. What is important is that students get timely and descriptive feedback from
the assessment so that they can move forward in their learning. This cycle of
learning will improve results on a later summative assessment.

As teachers, we can model the growth mindset. Have courage! Ask students for
feedback about your teaching and be willing to make necessary changes. Be
dedicated! Work hard for students and share how hard work and dedication
translates to success and growth. This feedback shows that we, too, are learners. It
also invites our students to continue on the learning journey alongside us. Students
are always willing to work hard for a teacher that is reciprocating that hard work.
2. Develop meaningful and respectful relationships with your students.
If we are going to truly inspire and motivate all of our students, we should know
each of them on a personal level. We need to know their interests and hobbies, who
they hang out with, their family situations, and what gets them excited. Each
student is going to require different motivational strategies, and we have to know
them to be able to predict what strategies might work.

In order to begin that “knowing,” try allowing for five minutes where students may
share “Good News.” For example, student A shares, “I am a new uncle! My sister
had a new baby boy this weekend!” This is an opportunity for us to learn about our
students as people and to let them know that we care about them individually. This
also provides an avenue for teachers to share some details about their lives outside
of school. When teachers are willing to share personally and become vulnerable,
students are more likely to do the same. When learners see one another as whole
people, they are more willing to take risks, and ask the questions they need to ask
in order to obtain success.

We all learn differently. In each classroom several types of learners exist: visual,
tactile, verbal and more reserved. We can see it as our responsibility to discover
this by knowing them and endeavor to teach them accordingly. This work results in
our ability to know our students which leads to a more cohesive, open learning
community.

3. Grow a community of learners in your classroom.

Students need a classroom environment that is safe, where they are willing to take
risks and struggle. To achieve this goal, the students and teacher must work
together towards common collective goals. Students must be willing to work with
and assist other students in class. Struggle should be acceptable and encouraged as
a part of the learning process.

Traditional teaching consists of teachers lecturing and learners taking notes,

followed by the learners doing independent work to check for understanding.
Transforming this outdated model to include more time where students are talking
to students brings about true community. Collaborative group work should be the
activity between the teacher lecture and the independent work. This is the time
when students can digest information and ask questions collectively. Learners
participate in what could be considered the “problem solving” phase of their
development with new ideas, and together they come to new learnings. This
gradual release of responsibility from teacher to student encourages deeper
understanding of lesson rather than rote memorization; thus the students are
participants in their own learning, rather than witnesses to the instructor’s
knowledge.

Student work should be proudly displayed throughout the classroom. This sends a
message to students that they are active participants in creating the knowledge in
the classroom. The teacher is not the sole holder of knowledge. Additionally,
teachers can use language that promotes the community of learners – including the
teacher – rather than a room full of individual learners. Using the words “we” and
“our” rather than “I” and “you” has a significant impact on classroom culture, and
how students function as interdependent learners.

4. Establish high expectations and establish clear goals.

Setting high expectations and supporting students as they struggle allows learners
to rise to meet those expectations. When expectations are transparent, students
know where their learning is headed and are motivated to get there because it
seems possible: the path is visible. Working towards daily, weekly, and yearly
goals gives students a purpose and a meaning for the hard work that they do.

Daily learning goals (learning targets, or “I can” statements) should be posted,

visible and referenced on a daily basis. Establishing the “goal of the day” at the
start of the lesson gives students a purpose for their learning. Students can also
formatively assess themselves at the end of each lesson by checking to be sure they
have met the learning goals.

Maintaining high expectations for academics is tantamount to learning, but high

standards for behavior, academic language, group work, and even the length and
format of individual work is also necessary for deep learning. We cannot assume
that students know these expectations. They must be clearly outlined. If we expect
students to interact in a certain way together, we need to teach them how, and hold
them accountable. If we want an assignment displayed in a certain format, we need
to model it and expect it. Once the routines to support expectations are established
and clear to the learning community, learning becomes the most important action
in the classroom.

5. Be inspirational.
Most adults can recall a specific teacher from their childhood who had a lasting
impact. These are the teachers that have inspired, challenged, and motivated
students enough to be memorable years later.

What makes these teachers inspirational?

Inspirational teachers represent success to their students. Teacher success might be:
completing a 10K race, owning a small business, or receiving a teaching award.
We each have successes to share. Through our triumphs, students can learn what
success looks like and go after it. Once our students decide that they want success,
they pay close attention to the behaviors and choices and even sacrifices that led us
to our success. These behaviors include hard work, willingness to struggle, and
ability to learn from our mistakes. Students internalize our behaviors and strategies
as a way to accomplish their own goals. We give them an opportunity to do so in
our everyday routines, assignments and encounters with them.

Q.4What is intelligence? Describe its various theories and give

salient feature.

Definition
Intelligence is the ability to learn, emotional knowledge, creativity, and adaptation
to meet the demands of the environment effectively.

Theories

General Intelligence

British psychologist Charles Spearman (1863–1945) described a concept he

referred to as general intelligence or the g factor. After using a technique known as
factor analysis to examine some mental aptitude tests, Spearman concluded that
scores on these tests were remarkably similar.

People who performed well on one cognitive test tended to perform well on other
tests, while those who scored badly on one test tended to score badly on others. He
concluded that intelligence is a general cognitive ability that can be measured and
numerically expressed.

Primary Mental Abilities

Psychologist Louis L.Thurstone (1887–1955) offered a differing theory of

intelligence. Instead of viewing intelligence as a single, general ability, Thurstone's
theory focused on seven different primary mental abilities.4

 Associative memory: The ability to memorize and recall

 Numerical ability: The ability to solve arithmetic problems
  Perceptual speed: The ability to see differences and similarities among
objects
 Reasoning: The ability to find rules
 Spatial visualization: The ability to visualize relationships
 Verbal comprehension: The ability to define and understand words
 Word fluency: The ability to produce words rapidly

Theory of Multiple Intelligences

One of the more recent ideas to emerge is Howard Gardner's theory of multiple
intelligences. Gardner proposed that the traditional idea of intelligence, based on
IQ testing, did not fully and accurately depict a person's abilities. His theory
proposed eight different intelligences based on skills and abilities that are valued in
different cultures:

 Bodily-kinesthetic intelligence: The ability to control your body

movements and to handle objects skillfully
 Interpersonal intelligence: The capacity to detect and respond
appropriately to the moods, motivations, and desires of others
 Intrapersonal intelligence: The capacity to be self-aware and in tune with
inner feelings, values, beliefs, and thinking processes
 Logical-mathematical intelligence: The ability to think conceptually and
abstractly, and the capacity to discern logically or numerical patterns
 Musical intelligence: The ability to produce and appreciate rhythm, pitch,
and timbre
 Naturalistic intelligence: The ability to recognize and categorize animals,
plants, and other objects in nature
 Verbal-linguistic intelligence: Well-developed verbal skills and sensitivity
to the sounds, meanings, and rhythms of words
 Visual-spatial intelligence: The capacity to think in images and pictures, to
visualize accurately and abstractly

Triarchic Theory of Intelligence

Psychologist Robert Sternberg defined intelligence as "mental activity directed
toward purposive adaptation to, selection, and shaping of real-world environments
relevant to one's life."

While he agreed with Gardner that intelligence is much broader than a single,
general ability, he suggested that some of Gardner's types of intelligence are better
viewed as individual talents. Sternberg proposed what he referred to as "successful
intelligence," which involves three different factors:

 Analytical intelligence: Your ability to evaluate information and solve

problems
 Creative intelligence: Your ability to come up with new ideas
 Practical intelligence: Your ability to adapt to a changing environment

Salient features of Intelligence.

The main features of Intelligence are the following:

1. Intelligence is an innate natural endowment of the child.

2. It helps the child in maximum learning in minimum period of time.
3. The child is able to foresee the future and plan accordingly.
4. The child is able to take advantage of his previous experiences.
5. The child faces the future with compliance.
6. He develops a sense of discrimination between right or wrong.
7. The developmental period of intelligence is from birth to adolescence.
8. There is a minor difference in the development of intelligence between boys
and girls.
9. There are individual differences with regard to the intelligence between boys
and girls.
10. Intelligence is mostly determined by heredity but a suitable environment
necessary to improve it.

Q5. Discuss the uses of psychological and the impacts on education

and training.
Today’s educational system is highly complex. There is no single learning
approach that works for everyone.
That’s why psychologists working in the field of education are focused on
identifying and studying learning methods to better understand how people absorb
and retain new information.
Educational psychologists apply theories of human development to understand
individual learning and inform the instructional process. While interaction with
teachers and students in school settings is an important part of their work, it isn’t
the only facet of the job. Learning is a lifelong endeavor. People don’t only learn at
school, they learn at work, in social situations and even doing simple tasks like
household chores or running errands. Psychologists working in this subfield
examine how people learn in a variety of settings to identify approaches and
strategies to make learning more effective.

Educational Psychology Applied

Psychologists working in education study the social, emotional and cognitive
processes involved in learning and apply their findings to improve the learning
process. Some specialize in the educational development of a specific group of
people such as children, adolescents or adults, while others focus on specific
learning challenges such as attention deficit hyperactivity disorder (ADHD) or
dyslexia. 
No matter the population they are studying, these professionals are interested in
teaching methods, the instructional process and different learning outcomes.
How much the time of day when new information is does introduced influence
whether a person retains that information? What does culture have to do with how
we process new ideas? How does age affect our ability to develop new skills, like
language? How is in-person learning different from remote learning using
technology? How does the choice of a media platform make a difference in
learning? 
These are all questions that educational psychologists are asking — and answering
— in settings as diverse as government research centers, schools, community
organizations and learning centers.