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Facilitating learning a metacognitive process answers

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pages 321 to 332 do not appear in this preview. Деякі функці read The word не відобраються в Google Документах. Якѕо ви внесете зміни, налаштуваня цих функцій буде скинуто.Докладніше Author/s: Maria Rita D. Lucas, Brenda B. Corpuz Publisher: Lorimar Publishing, Inc. Copyright: 2014
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Cracksergej nikolajevic lazarev pdf 13Manic Soni Sulekh Gujarati Softwarevirtual dj pioneer ddj wego cracked komloadik dragon ball bahasa melayu 1. Facilitating Learning: A Meta-Cognitive Process 2. If you teach a person what to learn, you prepare that person for the past. If you teach a person how to
learn, you prepare that person for its future. Cyril Houle - 3. Teaching - Giving/Transferring Learning — Acquiring/Accepting EDUCATIVE PROCESS Student — Given Focus Teacher — Prime Mover Learning Environment — Progress 4. Eleven — embodied spirit Sentient body - rational soul
Experiencing sensation - self-reflection - free will - intellectual abstractions cognitive & affective faculties instinct feelingsmagining emotions intellect free rational memory volition 5. Affects] different Factors to become Different each other: —environment/ home — biological aspect -Teacher -Personal
attributes -Professional attributes Badge of Profession — sense of service (teacher) Effective — makes the right Efficiency — time, effort, motivation, method 6. 7m's should be handled: M_ Oney P - lanning . O — rganizing M-atherials . L - eadrng M-oment . M C - ontrolling _ Empower S — taffing M-
achine M- sheet M— anner 7. LEARNER-'CENTERED PSYCHOLOGICAL PRINCIPLES The following 14 psychological factors relate to the learner and the learning process. They focus on psychological factors that are primarily internal to and under the control of the student rather than conditioned
habits or physiological factors. However, the principles also attempt to recognize external environment or contextual factors that interact with these internal factors. 8. The principles are intended to deal with pupils learning holistically in the context of real-world learning situations. Thus they are best
understood as an organized set of principles; no principle should be seen in isolation. The 14 principles are divided into those referring to J)cogn/ 't/ 'i/ e and meta-cognit/ ve, 2)mot/ 'vationa/ and afi'ect/ 've, 3)de velopmental and social, and 4 ''no'/ 'vio'ua/ o'/ fference factors affecting learners and learning.
9. Cognitive and Meta-Cognitive Factors 1. The nature of the learning process is >> of complex subject 2. Goals of the learning process and > meaningful, coherent representations of knowledge. 3. Building knowledge > can link new information with existing knowledge in meaningful ways. 10.
4. Strategic thinking > can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. 5th Considerations > beyond thinking/ deepening knowledge 6. The context of > is affected by environmental factors 11. Motivating and affective factors 7. Motivational
and Emotional Influences on Learning > What and How Much Is Learned? 8. Inherent motivation to learn 3» student's creativity, higher order thinking, and natural curiosity (w/ in yourself) >stimu| by data of optimal novelty 9. Effects of motivation and effort > of complex knowledge and skills 12.
Developmental and social factors 10. Developmental influences on learning indifferent possibilities and limitations to learn physical, intellectual, emotional and social domains. * suitability of materials * intellectual, social, emotional, and physical domains * macro skills — interest and level of the student *
past or past experiences — from school, home, culture, and societal factors. * early and continue to understand differences 13. 11. Social influences on learning influenced by social interactions, interpersonal relationships, and communication with others. Individual Differences Factors 12. Individual
differences in learning > different strategies, approaches and learning skills that are a function of previous experience and heredity. 14. 13. Learning and diversity > Learning is most effective when differences in pupils' linguistic, cultural and social backgrounds are taken into account. 14. Standards
and assessment > Setting appropriately high and challenging standards and assessment of the learner as well as learning processes including diagnostic, process, and performance assessment are integral parts of the learning process. 15. Alexander & Murphy summary of the 14 principles: 1.
Knowledge Base 2. Strategic processing and control 3. Motivation and affective 4. Development and Individual differences 5. Situation or context 16. Review of the Development theories 17. Freud 3 Components of Personality E'ik5 ° Piaget 5 psyehosexuel Stages of 8 Psychosocial stages of 4 Stages of
Cognitive Development Development Development Theories related to student development Vygotsky Kohlbelg - In language 3 stages and 6 Topics of . zene of proximal Moral development development Brofenbrenner Bio-Ecologica| System 18. Freud Psycho-Sexual Theory – Freud suggested that there
were 5 stages of development. Freud believed that few people successfully completed all 5 of the stages. Instead, he felt that most people tied up their libido at one of the stages, which prevented them from using this energy at a later stage. 19. tr Freud's Psychosexual Stages of Development PHALLIC
3-7 The child learns to rcaillc the differences between men and women and becomes aware of sexuality. Copynqhl @ by Allyn & Bacon ORAL 0-2 Infant achieves satisfaction through oral activities like feeding. thumb sucking and babbling. LATENCY Li The child continues his or her but sexual urges
are relatively quiet. ANAL 2-3 The child learns to respond to certain oi requirements of society (such as bowel and bladder control). GENITAL The growing teenager shakes off old addictions and learns to deal with the opposite sex. I-Adult 20. Oral (birth to 18 months) Anal (18-32 months) Phallic (3 - 6
years) Latency (6- puberty) Genital (puberty +) Erogenous zone Genitals Drinking, eating, smoking or nail-biting Anal retentive and anal expulsive Oedipus Complex and Electra Complex 21. Freud's model of personality structure *1 Ooneeloue: Contact with outside wants! in 3 E60 * Preconscioue:
Material desire Reality principle under the surface of consciousness 3 9°. °°E! E?'! 'g»l'_'9°. §~? ' 3'. ? .'. '. 9.. . —' ' , . - . .. ~_ ' Unconscious: Dmicun to retrieve material: far below the surface of consciousness filling pwchk energy originated in the unconscious. 22. Piaget's Stages of Cognitive Development
The principle goal of education is to create men who are capable of doing new things, not simply to repeat what other genera have done – men who are creative, inventive and discover. 23. i£@i £l? .l: £Z: idi £Jean Piaget l1~u £'di £L:t § lr°l'in £l! lZ ZH: £t § ll. ? i3 ' 5H3 '. 'L: lLl?5fll E(§1R. li5El? Lrl5E
EH5C £l? L: -IRl&5l? t5Er'lR. Lei. a3Rl5 E15 EH5 'U@l? L;ll~i EHl? @lrlr_'IH EH53? r'l5E. '€'d5 I€lll'i. l@l. :'1.l5lh5RlE r'lRllb 3'l1lE5l? r'-'lEEC£@l§lt5 . ' t5El. rlll-iC€5l1~i H36 5 EHC£L: EiE'5Rl EE3 r'@5l. rlt5 RIEJE (BR! Ul°'lr'lE EH56 lXRl5'U Pb-IE HE)'-U EH5t_'-I L&'W5'U CCE. 24. * Schedule:
— The term schedule to refer to the cognitive structures through which individuals intellectually adapt to and organize their environment. = = Assimilation: — This is the process of fitting a new experience into an existing or previously created cognitive structure or schedule. * Accommodation: — This is the
process of creating a new schedule. 25. Equilibrium – Achieving a proper balance between assimilation and accommodation — Disequilibrium * means that there is a discrepancy between what is perceived and what is understood. We then exert effort through assimilation and accommodation to establish
equilibrium weight more. 26. Piaget's cognitive stages of development ' 65W6@R3-m@E@R -H556 P3REH - E3 EH5 3W5HWE H656 H36 65W66656 HW B mozom HF3b3E356 E@ HMB5R6EHMB EH5 W@Rb& ' PR5-@P5RHE3@W -H556 E-73 EH5 5H3bB H656 m5EHb R5PR565WEHE3@W6
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Piaget's Cognitive Stages of Development * Stage 1 : Sensory Motor Stage. (birth to infancy) — This is the scene when children who are initially reflexive in grasping, sucking, and reaching become more organized in their movement and activity. 28. Erikson's stages of psychosocial development 29.
Infancy Early Adulthood Preschool Age Adolescence Young Adult Age Middle Adulthood Maturity Trust vs Distrust Autonomy vs. & Doubt Initiative vs. Guilt Industry vs. Inferiority Identity vs. Role Confusion Intimacy vs. Isolation Generativity vs. Stagnation Ego Integrity vs. Despair Sensory Distortion
lmpulsivity ruthlessness Narrow virtuosity Of fanaticism Promiscuity Over extention Presumption Of Withdrawal Coercion Inhibition Repudiation Rejection Disdain Maiadavtation Malisnan Hopecv Will Power Purpose Competence Fidelity Love Care Wisdom 30. Koh| Berg's Theory of Moral Development
Assessed moral reasoning by posing hypothetical moral dilemmas and examining the reasoning behind human responses Suggested three distinct levels of moral reasoning: preconventional, conventional, and postconventional Each level is based on the degree to which a person conforms to
conventional norms in society Each level has two stages representing different degrees of sophistication in moral reasoning 31. Kohlberg's Stages of Moral Development Stage 1: Punishment/Obedience. Whatever leads to punishment is the wrong Level 1: Preconventional morality Right and wrong is
determined by rewardslpunishment Step 2: Rewards. The right way to behave is the way that is rewarded Step 3: Good Intentions. To behave in a manner consistent with good behavior Opinions from other issue. Avoidance of guilt; seeking approval Level 2: Conventional Morality V Step 4: Obedience to
Authority. The importance of doing one's duty Step 5: Distinction between moral and legal right. Recognition that rules should sometimes be broken Abstract notions of justice. The rights of others may override obedience to laws/ rules Level 3: Post-conventional . morality Step 6: Individual principles of
conscience. Takes into account the likely views of all those affected by a moral decision 32. Lev Vygotsky u5@r £. '!3@ -: £LrlLrEl. rIRr'll. r ZH: £@E'r. 'l 33. * Definition — Sociocultural theory results from the dynamic interaction between a person and the surrounding social and cultural forces. — 3 claims
about Vygotsky — (a) Fundamentally shaped by cultural tools — (b) Functioning of social processes — (c) Developmental methods (Zone of Proximal Development) 34. Strategies to reap the benefits of ZPD a) Scaffolding — requires demonstration, while controlling the environment so that you can take
things step by step. b) Mutual education — open dialogue between pupils and teachers that goes beyond simple Question Time. 35. * Vygotsky theorized that human development is not something that is fixed and eternal. That will change as a result of historical developments. Cultural Influences — a)
imitative learning — b) Instructed learning — c) Collaborative learning Principles — a) Cognitive development is limited to a certain range at any given age. — b) Full cognitive development requires social interaction. 36. S Main Points a) Use of Zone of Proximal Development b) Interaction with other
people is important for cognitive growth c) Culture can make daily life efficient and effective. I d) Advanced Advanced methods start through social activities. (e) increase in the independent use of language and thought in a child's first years of life; 37. Developmental System Theory fl'/ r/ r_': 2$7r_f/ _/-
f'3'7r; 'r': r_77'*/ r7'rZ_ / _', r_-'1/r_'-/ _////-/-Ir'/7;r'_-/ .7;/3- r_'-r'/ /V ' rl- / ; T'r'_:: .r'__/ '/ 3/_/ /'fr'-.7'/ V:/ r'_. _C'i 2'/ :'r. '2' / '7 1.'; -7;/3/r_r'-/ _/r_': rffjf/ r_rrfr°rZ_. /27// /rl- '. '''''v/ C] / S' / T/ U '. 'l . —/ f / . i/ '/ . _. / U '_/ /'/1 38. I. --m. --. --. -.- v : in WI : :. I ~. I.'rlatI. l:. I.I*; i.I: I.IaI; e.r ; fr-2.3 . .I<.9.i»i-V-. ':'; 'l-'-'l'. '..
i'—'. LI' -. -.'. i'i; '.le. 'i';1. '_-'ll. l5. I-z-'I' Er': -'. ll'_-'Ii<.9l. I.'-é'iI; +'. « C_9l}. T 'ii'? Ql'_—'rjQlL IQlgT<_'hEJ_. ~'—'. lL I E'}~', l: 'l9l, 'T~lI,5.»- -'«_. '. l=~', l'é'. 5:l. . *—7li-'T5.' 7_'Z'-'s'. E, « r. ~'iI; !ii. ~'i7;'; 5.i. r.I. I«. ~'*~' 91.: 7—i. fI'~-'. i'. :5 -1 <32!-1'-1*; wéqil-7!,5—-. 'V= '_l'i i. e', i'—iI. f_-I-'£_9l. . . ii-éléiisi f;
ii. .=—'I, s7v' . .4l. |. l. iQir-Elsi) 34-_I. }' R:. railway l; I.}'rf';5t'li_! I4.'i'. r'r= .i'fi'. L. 'r*-': '. ; '.'. *e-: l.f;1s'L. I.:. « ' Li<r: r.: l*El': l -Qigwriii-. r-5iT;7 {11. ' . 'r= 'L. .|' 7' 'L. . r.' . ? Q of '. lof _i'(-3.l', .«! !-I! F3'nlr-Ill: 0.5!-ESE? ' -_II-JIM. 39. Bronfenbrenner's Bio-Ecological Model EH5 m3 £R@6d6Z £m-H£Z$Z$Z$£6
AWE 3NE £RH £E3@W6 EM EH5 £H$bE'6 zmméuzaze 6HRR@HWB$M £6: PHR £MZ6. £6 H@@b. FR$£N56. 25 quid. ZH£m £6@6d6Z£m-R £bHZ$@W6H3PG Hm@W £EH5£WZ$Z3 £6 $MU @ bU£B A EH5 £H$b& '6 mzamaaazém: PHR £MZ6' $WE £RH£Z$@W6 W$ZH Z £H £H£R6.
H£6 H@@b'6 $MZ £RH £Z$@W6 WEZH EH6 Bfldéflfié PR@U $& £R EH5 £X@ £&; 6Z £m -6 @ £$Hb EWJZEEHZEQMJ WH$£H HFF££Z £H$bER£W $WE$R££Zbd3 EH5 PHR£WZ6' WQRH 6£ZE3W£6 HME P@b$$££6. £XZ £MB £B Fflmfibfl W £ZW@RH6. mass of magma. aommmmzzd
Ré6@HR £é6 EH5 mH £R@6d6Z £m - PR@H & £R £HbZHRHb Uflbméé. DHW6 AWE £@V £RWm £MEHb R £6@HR £6 EH15¢£l°4l? @Rl@t5t_'-lt5Z¢£ l'l-. JIIS V tmystern 40. Outline of 20th century theories - Psychoanalytical theories —Psychosexua| : Sigmund Freud — Psychosocial: Erik
Erikson ° Cognitive theories —Cognitive development: Jean Piaget —Socio—cu| tura| : Lev Vygotsky - System Theories —Echo| ogica| System: Urie Bronfenbrenner 41. Students with exceptional cases What is Special Education? Specially designed teaching, at no cost to parents, to meet the unique
needs of a child with a disability. Before 1975 and the passage of the first federal special education law, four million children with disabilities did not receive the help they needed at school and another million were completely excluded from school. 42. Discrimination and beginning of change * Shortly after
1954 Brown vs. The Board of Education's decision clarifythat separately may not be equal, some professionals began to question whether separate classes as students with an appropriate education - decades of research, what had become clear was that special education was not just a means of
assisting children with disabilities, it had also become a way to discriminate against students who may be perceived by teachers as more challenging to reach 43. Prevalence of students with disabilities * Although the statistics are difficult to obtain, it has been estimated that between 10% and 13% of the
school-age population have exceptional cases. In a classroom with 25 middle-size pupils, it is therefore conceivable that 3 or 4 people show one or more exceptional cases - Students with specific learning disabilities represent about half of all those receiving special education, followed by speech or
language difficulties, mental retardation and emotional disability 44. Prevalence of students with disabilities * Over the past decade, the number of students involved in having disabilities has increased significantly there Some suggest that this increase is partly due to the willingness of teachers and
parents to provide help to struggling students -* What other factors do you think can contribute to this increase? 45. Providing an Unwavering Commitment * At some point in history, we as a nation have taken such bold and noble steps to mandate educational rights for all children, including persons with
disabilities and exceptional circumstances Under the Disability Act and the guarantee of a free and appropriate public education, the courts have repeatedly and consistently held that schools must simply provide the necessary resources to teach all children, regardless of the physical or mental disabilities
they may manifest. 46. O Law and Exceptional Children PL 94-1429 Education for All Disabled Children Act (1975) First Law to clearly define the rights of disabled children to release appropriate public education It requires that school systems include parents when meeting about the child or making
decisions about his/her education The mission of an individualized education program (IEP) that must include short and long term goals It also requires that the child be placed in the least restrictive environment 47. Least restrictive environment * The least restrictive environment means that a student with
a disability should have the opportunity to be trained with non-disabled peers, to the greatest extent possible. - They should have access to the general education curriculum, leisure activities, or any other program that non-disabled peers could access to I: The student should be provided with the
additional facilities and services necessary to achieve educational objectives if placed in an attitude with non-disabled peers 48. Individualized Education Program (IEP) – If team members decide that a student is eligible for special education, they then prepare an IEP – This document summarizes all the
information collected about the student, sets expectations of what the student will learn in the next year, and it prescribes the and amount of special services the student will * Must be received and updated annually 49. Required Components of an IEP * Must address how student disability affects
engagement and progress in general education * Annual goals and short-term goals * Complementary aids and services, aids, participation with peers who do not have disabilities, accommodation for testing, date of effectiveness of IEP 50. The Law and Exceptional Children * PL 98-1999 Education of the
Disabled Act Amendments (1983) ~ Allows federal funding to create parents education and information centers so that parents can learn to protect the rights of their children s Also provided financial incentives for transition services from school to adult living for students with disabilities 51. Act and
Exceptional Children - PL 101-4769 People with Disabilities Education Act (| DEA)(1990) - Renamed previous laws and their amendments - More importantly, it replaced the word handicapped with the word disab| ed , therefore expanding services for these students ° It strengthened the law's commitment
to greater integration in community schools 52. Achievements and disappointments of special education law * The passage of federal special education law was revolutionary and it had many positive effects; many pupils who had been left out of the public school system were now guaranteed an
education 4: But the passage of the law did not address all the issues of educating pupils with disabilities 53. Privacy ~= IDEA states that information regarding a student's disability is very confidential -In This information must not be shared with someone who does not directly work with the student *
When records are no longer needed, a procedure must be in place so that they are destroyed 54. Who gets special education? Specific Learning Disabilities Speech or Language Injuries Mental Retardation Emotional Disorder Deaf/ Blindness (both) Visual impairments The hearing impairments
Orthopaedic disabilities Other health impairments Autism Traumatic brain injury Multiple disability Developmental delays 55. 0 Training practices Inclusive practices. ..| ots of debates! Inclusion is a belief system shared by each member of a school as a learning community about the responsibility for
educating all students so that they can reach their potential. Inclusion includes students who are talented and talented, those who are at risk of failure because of their lifestyle circumstances, those with disabilities, and those who are average students. Accommodation. .. select in book, separate setting,
extended time, read, reduced number of items per page, or test 56. Inclusion – In today's schools, what is considered inclusive practice varies greatly depending on state and local policies related to inclusion, the resources available, teacher and administrator understanding and engagement, and parent
and community support It may look like an EC teacher who is in your each day for the entire class period or a few times a week for '/2 a class period 57. Consequences * Exceptional Children's Teachers in North Carolina all too often report the difficulties they face due to the lack of available resources ~
The state must do everything within its means to secure the necessary funding for exceptional children so that no child has to use materials that are worn, outdated, or worse, contain information that is no longer current * It is painfully obvious that state funds are insufficient to meet the needs of North
Carolina's exceptional children by providing them with the resources necessary for a healthy education 58. What EC teachers say ~= Success must never be based on single test results * No other issue has raised more concern with EC teachers than the one for paperwork *' HUGE LACK! ! 59. What
about Talented and Talented Students? * IDEA does not provide for special education for these students * Only 30 states mandate the education of students who are talented and talented – Important to note that sometimes students with disabilities are also talented and talented 60. What is Giftedness? °
Talented and talented students are those identified by professionally qualified individuals who due to outstanding abilities are capable of high performance ° Giftedness is evidence of advanced development across intellectual fields, within a specific academic or art-related field, or unusual organizational
power to achieve desired results – These children may require differentiated educational programs and services in addition to those normally provided by the regular school program to realize their contribution to self and society 61. Prevalence * Estimates vary considerably due to disagreements over
definition * On average, school districts earn 12% of students under the label gifted - Depending on the state, the incidence can range from 2 to 22% of students served by 62. Characteristics * Students who are talented tend to show curiosity, a strong need to know and understand how the world works *
A student who is talented can understand language and mathematics at an earlier age than is typical and become known to parents and teachers of these skills -* They can give high energy levels to school tasks, can show the characteristics of perfectionism 63. Training Practice Ability Grouping Full time
or part-time separate classes Specialized schools Cluster Grouping Inclusive practice Acceleration Enrichment Differentiation 64. Individual Differences I(Stud. ent lDl've: I'sity) G 5 Individual benefits of differences Diversity in factors classroom strategies for student diversity 65. Individual differences
Factors I/ Socioeconomic status I/ Thinking/ Learning style / Exceptionalities 66. The benefits of Diversity in the Classroom/Student Self-Awareness are enhanced by diversity I/Student diversity contributing to cognitive development 67. The Benefits of Diversity in the Classroom ~/ Student students for
their role as responsible members of the Society V Student Diversity can promote harmony 68. Classroom Strategies for Student Diversity J Encourage Learners to Share Their Personal History and Experiences/ Integrate Learning Experiences and Activities That Promote Students' Multicultural and
Cross-Cultural GWOPBVICSS. 69. Classroom Strategies for Student Diversity/Aside from Highlighting Diversity, Identifying Patterns of Unity Transcends Group Differences. I/ Communicate high expectations to students from all subgroups. 70. / Use varied instructional methods to accommodate student
diversity in learning styles. ~/ Vary the examples you use to illustrate concepts in order to provide multiple contexts that are relevant to students from different backgrounds. 71. V Adapt to students' diverse backgrounds and learning styles by allowing them personal choices and decisions< opportunities
related to what they will learn and how they will learn it. V Diversify your methods for assessing and evaluating student learning. 72. V Intentionally, form small-discussion groups of students from different backgrounds. You can form groups of students with different learning styles, different cultural
backgrounds, etc. 73. Learning/Thinking styles and multiple intelligenoes 74. LEARNING/ THINKING STYLES -refer to the desired way an individual processes information. They describe a person's typical mindset, remembrance or problem solving. Sensory preferences Individuals tend to gravitate
towards one or two types of sensory input and maintain dominance in any of the following types : -Visual students - Auditory Students - Tactile/ Kinesthetic Learners 75. 'J= ' 5, ' ''»'_'u—. ''*'! «'*-. t ' . . Ll 'L-'fa? 76. Visual aid | employees- tend to learn better when a variety of visual aids are used. Visua| -
iconic -refers to those who are more interested in visual images such as film, graphic displays, images. Visua| - symbolic - refers to those who feel comfortable with abstract symbolism such as mathematical formula or the written word. 77. AUDITORY STUDENTS- get information best by listening.
Listeners — they remember things that have been said to them and make the information their own. Talkers - they are the one who prefers to talk and discuss. (auditory-verbal processors) 78. Tactile/kinetic students— they tend to prefer learning by doing/experiencing things. 79. Characteristics of tactile
students: - is good at sports. - Can not sit still for long. - I'm not good at spelling. - Doesn't have good handwriting. Like a science lab. — Studies with loud music on. Like adventure books, movies. - I like role-playing. - Taking breaks while studying. - Building models. - is involved in martial arts, dance - ls
fidgety during lectures. 80. G| oba| —ana| ytic continuum ana| ytic- they tend towards the linear, step-by-step learning processes. (tree siare) G| oba| - they lean towards non-linear thought and tend to see the whole pattern particle elements. (forest saithe) 81. Left-brain/ right-brain continuum | eft-brained
PERSON- is presented as the linear. (analytical) right-brain-stared person— is seen as non-linear. (globally) 82. Successive processor (left brain) - details that lead to a conceptual understanding. CONCOMITANT PROCESSOR (RIGHT BRAIN) - general concept that goes on to the details. 83. LEFT
GOOD| N( ANALYTIC) right brain(global) Successive hemispheric style Simultaneous hemispheric Style 1. VERBAL 1. VISUAL 2. RESPONDING TO WORD SENTENCE 2. RESPONDS TO THE TONE OF voIcE 3. SEQUENTIAL 3. RANDoM 4. PROSESS INFORMATION 4. TREATS INFORMATION
LINEARLY IN VARIED ORDER 5. RESPONDS TO LOGIC 5. RESPONDS TO EMOTION 5. PLANS AHEAD 5. IMPULSIVE 7. REMINDS ME OF PEOPLE'S NAMES 7. REMINDS PEOPLE FACES 8. SPEAKS WITH FEW GESTURES 8. GESTURES WHEN SPEAKING 9. PUNCTUAL 9. LESS
PUNCTUAL 1o. PREFER FORMAL STUDY 1o. PREFER SOUND/MUSIC DESIGN BACKGROUND WHILE STUDYING 11. PREFER LIGHT WHII. E 11. PREFER FREQUENT MOBILITY STUDYING WHILE STUDYING 84. MULTIPLE INTELLIGENCES - is an educational theory, first developed by
Howard Gardner, which describes a variety of different types of intelligenceexhibited by humans. Howard Gardner – he believes that different intelligences can be independent abilities and we all have intelligence but to varying degrees of strength and skill. - the theory was first published in Gardner's book
Frames of Mind: TheOry of Multiple intelligences from 1983 and has been further refined in the following years. 85. Intelligences - an ability or set of abilities that allow a person to solve a problem or fashion a product that is valued in one or more cultures. 9 DISTINCT FORMS OF INTELLIGENCE
1.VISUAL / SPATIAL INTELLIGENCE (pICTURE SMART) - learning visually and organizing ideas spatially. 2.VERBAL/ I_INGUIS'| 'IC (WORD SMART) - learning through the spoken and written word. 3. MATHEMA'I'ICAL/ LOGICAL ( NUMBER SMART/ LOGIC SMART) - learning through reasoning and
problem solving. 86. 4. BODILY/ KINESTHETIC ( BODY SMART) - learning through interaction with their environment. 5. MUSICAL (MUSIC SMART) — learning through patterns, rhythms and music. 6. INTRAPERSONAI (SELF SMART) - learning through emotions, values and attitudes. 7.
INTERPERSONAL (PEOPLE SMART) - learning through interaction with others. 8. NATURAI_IST (NATURE SMART) - learning through classification, categories and hierarchies. 9. EXISTENTIAL (SPIRIT SMART) - learning by seeing the big picture 87. 'E-3' '1. . . EXISTENTIALIST INTERPERSONAL
phaosophef advisor lNTRfiP ERSONN (heads; politician scientist seller writer author author entrepreneur BODILY! navigator MULTIPLE KINESTHETIC = °U'P'°' INTELLIGENCES athlete archkect . q p: firefighter 3010f MUSICAL! '. '' °'t . t.*. '.'. '.: L?. 1° environmentalist . VERBAU composer b'; :;'t
LOGICAIJ LINGUISTIC disk jockey MATH BIATI CAL journalist engineer teacher programmer lawyer IOOOUMIMS 88. Students with exceptional cases What is Special Education? - designed tuition, at no cost to parents, to meet the unique needs of a child with a disability – Before 1975 and the passage
of the first federal special education law, four million children with disabilities did not receive the help they needed in school and another million were completely excluded from school 89. Discrimination and the Beginning of Change - Shortly after 1954 Brown vs. The Board of Education's decision clarifying
that separately may not be equal, some professionals began to question whether separate classes like students with disabilities with an appropriate education – After decades of research, what had become clear was that special education was not just a way to help children with disabilities; it had also
become a way of discriminating against students who might be perceived by teachers as more challenging to reach 90. Prevalence of students with disabilities – Although statistics are difficult to obtain, it has been estimated that between 10 and 13 percent of the school-age population has exceptionality.
In a classroom with 25 middle-size students, it is therefore conceivable that 3 or 4 people show one or more exceptional cases - Students with specific learning disabilities represent about half of all those receiving special education, followed by speech or language impairment, mental retardation and
emotional disability 91. The prevalence of students with disabilities – Over the past decade, the number of students involved in having disabilities has increased significantly – Some suggest that this increase is partly due to the willingness of teachers and parents to provide help to struggling students –
what other factors do you think can contribute to this increase? 92. Providing an unwavering commitment - At some point in history, we as a nation have taken such bold and noble steps to mandate educational rights for all children, including people with disabilities and exceptional circumstances - Under
the Disability Act and the guarantee of a free and appropriate public education, the courts have repeatedly and consistently held that schools must simply provide the necessary resources to teach all children, regardless of the physical or mental disabilities they may manifest. 93. Law and Exceptional
Children - PL 94-1429 Education for All Disabled Children Act ( 1975) - First Law to clearly define the rights of disabled children to release appropriate public education It requires the school systems to include parents when meeting about the child or making decisions about his/her education It mandates
an individualized education program (IEP) that must include short and long term goals – It also requires that the child be placed in the least restrictive environment 94. Least restrictive environment ° Least restrictive environment means that a student with a disability should have the opportunity to be
trained with non-disabled peers, to the possible to a large extent. ° They should have access to the general education curriculum, leisure activities, or any other program that non-disabled peers could access ° The student should be provided with the complementary facilities and services necessary to
achieve educational objectives if placed in an attitude with non-disabled peers 95. Individualized Education Program (IEP) – If team members decide that a student is eligible for special education, they then prepare an IEP – This document summarizes all the information collected about the student, sets
expectations of what the student will learn in the next year, and it prescribes the types and amount of special services the student will receive. r Must be received and updated annually 96. Required Components of an IEP 3 Must address how student disability affects engagement and progress in general
education 3 Annual goals and short-term goals * Complementary aids and services, aids, participation with peers who do not have disabilities, accommodation for testing, date of effectiveness in IEP 97. The Law and Exceptional Children * PL 98-199-9 Education of the Disabled Act Amendments (1983) ~
Allows federal funding to create parents education and information centers so that parents can learn to protect the rights of their child 5 Also provided financial incentives for transition services from school to adult living for students with disabilities 98. Act and Exceptional Children - PL 101-476-) People
with Disabilities Education Act (| DEA)(1990) - Renamed previous laws and their amendments - More importantly, it replaced the word disabled with the word disabled, therefore expanding services for these students ° It strengthened the law's commitment to greater integration into community schools 99.
Achievements and disappointments of special education law * The passage of federal special education law was revolutionary and it had many positive effects; many pupils who had been left completely outside the public school system were now guaranteed an education 3 But the passage of the law did
not address all the issues of educating students with disabilities 100. Privacy ~= IDEA states that information regarding a student's disability is highly confidential that information cannot be shared with someone who does not directly work with the student 1* When records are no longer needed, a
procedure must be in place so that they are destroyed 101. Who gets special education? Specific Learning Disabilities Speech or Language Injuries Mental Retardation Emotional Disorder Deaf/ Blindness (both) Visual impairments The hearing impairments Orthopaedic disabilities Other health
impairments Autism Traumatic brain injury Multiple disability Developmental delays 102. 0 Training practices Inclusive practices. ..| ots of debates! Inclusion is a belief system shared by each member of a school as a learning community responsibility to educate all students so that they can reach their
potential. Inclusion includes students who are talented and talented, those who are at risk of failure because of their lifestyle circumstances, those with disabilities, and those who are average students. Accommodation. .. select in book, separate setting, extended time, read, reduced number of items per
page, or test 103. Integration – In today's schools, what is considered inclusive practices varies greatly depending on state and local policies associated with inclusion, the resources available, teacher and administrator understanding and engagement, and parent and community support It may look like an
EC teacher who is in your room every day for the entire class period or a few times a week for '/2 a class period of 104. Consequences * Exceptional Children's Teachers in North Carolina all too often report the difficulties they face due to the lack of available resources ~ The state must do everything
within its means to secure the necessary funding for exceptional children so that no child has to use materials that are worn, outdated, or worse, contain information that is no longer current * It is painfully obvious that state funds are insufficient to meet the needs of North Carolina's exceptional children by
providing them with the resources necessary for a healthy education 105. What EC teachers say ~= Success must never be based on single test results * No other issue has raised more concern with EC teachers than the one for paperwork *' HUGE LACK! ! 106. What about Talented and Talented
Students? * IDEA does not provide for special education for these students * Only 30 states mandate the education of students who are talented and talented - Important to note that sometimes students with disabilities are also talented and talented 107. What is Giftedness? ° Talented and talented
students are those identified by professionally qualified individuals who due to outstanding abilities are capable of high performance ° Giftedness is evidence of advanced development across intellectual fields, within a specific academic or art-related field, or unusual organizational power to achieve
desired results – These children may require differentiated educational programs and services in addition to those normally provided by the regular school program to realize their contribution to self and society 108. Prevalence * Estimates vary considerably due to disagreements over definition * On
average, school districts earn 12% of students under the label gifted - Depending on the state, prevalence can range from 2 to 22% of students served 109. Characteristics * Students who are talented tend to show curiosity, a strong need to know and to understand how the world works * A student who is
talented can understand language and mathematics at an earlier age than is typical and become known to parents and teachers of these skills -* They can provide high energy levels data, may show the characteristics of perfectionism 110. Training Practice Ability Grouping Full time or part-time separate
classes Specialized schools Cluster grouping Inclusive practice Acceleration Enrichment Differentiation 111. MODULE 10 112. ALBINO, Anne Marie CANICULA, Marielle CORDOBA, Joel Mari DELA CRUZ, Mikko and SUAREZ, Rafael Lawrence along with theories on Learnin Sr. Ange| Ina'JuIom, C UN
current TOE-7 113. Edward Chace Tolman (1886-1959) __ It I Born in Newton, Massachusetr -* Received academic degrees in electrochemistry and Psycholo (M. A. 1912, Ph. D. 1915) It He was released from Northwestern University for I ' of teaching success, but more likely it was because of his
pacifism during wartime 114. * His theory of learning can be viewed on as a mixture of Gestalt theory and behaviorism * He saw little value in the introspective approach of What He agreed on molar behavior rather than molecular behavior 115. -3-5 I'm. Molar Behavior v . 5.' 'fig. Purposive Tolman great
work had the right Pur,............... Behavior in Animals and Men related to the Gestalt theory Tolman felt that whole behavioral patterns had a meaning that would be lost if studied from an elementary point of view It is in contrast to the idea of molecular behavior .1 f . .Li. 1. ' ! _A'V 'K. ,. I_ 116. Purposive B -
Explains target-directed b° behavior is PURPOSIVE, MOLAR Example: the searching be maze will persist until fo - Target or Purpose of Rat: ° The purposive behavior I rat still holds up with th 117. Major Theoretical Concepts ~= According to Tolman, taking his direction from Gestalttheoretics, learning is
essentially a process of discovering what leads to what in the environment. -* Emphasizes — an organism's drive condition determines which aspect of the environment will be emphasized in its perceptual field. 118. The Principle minimum effort — when an organism chooses it that will require the
shortest route/shortcuts or something that will only require the minimum amount of energy. 119. ~* Cognitive map — a picture of something that an organism usually encounters when it does something. Example: when a person walks on the same street every day, he will know that when he sees/turns to
the left, he will see this and when he sees/turns to the right, he will see it. 120. Vicarious Trial and Error ° Vicarious Trial and Error - characteristic of rats wherein they consistently stop or pause at polling points. - Tests in this type of trial and mistakes are tested cognitively rather than behaviorally. Learning
vs. Performance - Latent Learning - Learning that is not translated into achievement 121. Tolman and Honzik (1930) ran an experiment involving 3 groups of rats learning to solve a maze. The first group was regularly strengthened. The second had to wait until 11' day. The third was Tolman's interest.
After the experiment, he concluded that the performance of those who were strengthened after 11's day, compared to the was much better if not as better. 122. * 3 things that Tolman observed: (1) There is a slight improvement in the performance of the group that was never really strengthened. (2) The
reinforced group showed steady improvement throughout its duration. (3) When reinforcement was introduced, performance improved significantly. 123. '= The results of the experiment proved Tolman's statement that enhancements are performance variable s not a learning variable. -* Latent Extinction
— occurs simply because the organism was presented in a situation where a reinforcer is no longer present. Such eradication does not depend on the performance of non-enhanced responses. 124. Response Learning vs. Place Learning * Response Learning - learning specific responses that are
effective in solving a problem and thereby providing reinforcement. * Place learning-learning where an object exists. For Tolman, when the location of an object is known, it can be accessed by any number of alternative routes. 125. Reinforcement Expectation * Tolman predicted that if reinforcing agents
were changed, the behavior would be disrupted because in Reinforcement Expectedy a special amplification amplifier becomes part of what is expected. * Cognitive dissonance — negative entity of the state and the person who experiences it are looking for ways to reduce it, just as the person
experiencing hunger aims to reduce the hunger drive. 126. Individual Differences Variables As suggested by Tolman, H = heredity PM A = age T = previous education E = special endocrine, drug, or vitamin conditions & Gar T - Psychology v fl 127. Interveping Variables 4 Created by theorist to help
explain the relationship between the independent and dependent variables * Between behavior and environmental and individual variables difference * Examples: Demand, Appetite, Differentiation, Motor Skill, Hypotheses, Biases 128. 3' '?7cw£'aa. 74.00-ewmm, sec-W. A? a' ~ 1.- 129. Behaviorism °
focuses on studies of observable and measurable behavior. -It emphasizes that behavior is mostly learned through conditioning and strengthening (rewards and punishment) 'It doesn't give much attention to the mind, and the possibility that thought processes occur in the mind. *Contributions in the
development of behavioral theory came largely from Pavlov, Watson, Thorndike and Skinner. 130. 7mm ? ¢wlaa*-a Russian psychologist is well known for his work in classical conditioning or stimulus substitution. Most famous experiments involved meat, a dog and a watch. Measurement of the dog's
salivation in order to study digestion. 131. l. l'l'l'. 'm; '_ll'l'_lllllll 3.BL'lort L ' '-I Lvfllllg 1 4 (7 l 1 F 7 C ' , ' -_~ 'g '3 I l A ' J ' ronav ll ' rmu Fm: -ll '- Bvl' l _ . S l man 'v'V'wI'~««ilI(Ill U°°ml°'5 Urlcondllloncd Mamma' Smm None conditioned «. '' Stimulus Response Response. ,-_ J'-, ' llncondltloncd colllllllofifd
Conditioned Response Sllmulus Answer: Q, .,9 3.5.. 132. *-Stimulus generalization- once has learned to drool at the sound of the clock, it will salivate at other similar sounds. *Extermination- if you stop mating the clock with the food, salivation will eventually stop in response to the clock. 'Spontaneous
recovery-extinguished responses may be recovered after a past period, but will soon turn off again if the dog is not presented with food. *Discrimination- the dog could learn to discriminate between similar bells and discern which watch would result in the presentation of food and which would not. 'Higher
order conditioning- when the dog has been conditioned to associate the clock with the food, another unconditional stimulus, such as a light can be flashed while the bell is ringing. Eventually the dog will drool at the flash of light without the sound of the clock. 134. -He explained that learning is the result of
associations formed between stimuli and response. Such connection or habits become strengthened or weakened by nature and frequency of the S-R pairings. *The main principle of connectionism was that learning could be explained satisfactorily without considering any nonobservable internal states.
135. Theory of connectionism - stated that learning has occurred when a strong connection or bond between stimulation and response is formed. Three primary teams 1. The law of effect- S-R is strengthened when the consequence is positive and weakened when the consequence is negative. 2. The law
of exercise- when The S-R bond is the practice the stronger it will be. 3. Law of readiness- the more preparedness the student has to respond to stimulus, the stronger will be the bond between them. 136. Principles derived from the theory of connectionism: 1.Learning requires both practice and rewards
(Law of Effect/ Practice). 2.A series of S-R connection can be chained together, if they belong to the same action sequence (law of readiness). 3.Transfer of learning takes place because in the past encountered situations. 4. Intelligence is a function of the number of connections learned. 137. ° work with
Pavlov ideas 'Considered that people are born with some reflexes and the emotional reactions of love and rage. 'Experimenting on Albert and a white rat His work did clearly show the role of conditioning in the development of emotional reactions to certain stimuli. 138. .operant conditioning ~°Amplification
+R-any stimulation given or added to increase response. -R- any stimulus that results in the increased frequency of a response when withdrawn or removed. 139. Albert Bandura: Social/Observational Learning - Basic Premise * We learn behavior by observation ~= Vicarious reinforcement: Learn by
observing the consequences of behaviors of others Modeling Observe behavior of others and repeat behavior - Bobo doll studies (1963) * Disinhibition: Weakening of inhibition by exposure to a Model 140. Factors influencing modeling: Impact Tendency to imitate '* Characteristics of the models: similarity,
age, gender, status, simple vs. complex behavior r The characteristics of observers: Low self-confidence, low self-confidence—esteem, enhancement for imitation -* Reward consequences of behavior: Directly witness associated rewards 141. The Observational Learning Process: 4 Steps * Attentional
Processes ~ Retention Processes * Production Processes r Incentives and Motivational Processes 142. Step 1: Attentional Processes ~= Developing cognitive processes to pay attention to a model- more developed processes allow for better attention * Must observe the model carefully enough to imitate
behavior 143. Step 2: Retention Processes ~= To later imitate behavior, must remember aspects of the behavior * Retain information in 2 ways: — Imaginal inner representation: Visual image Ex: Shaping a mental image — Verbal description of behavior Ex: Silent repeat steps in behavior 144. Step 3:
Production processes : Take imaginella and verbal representations and translate into overt behavior- practice behaviors r Receive feedback on accuracy of behavior- how well have you imitated the modeled behavior? -* Important in mastering difficult skills — Ex: Driving a car 145. Step 4: Incentives and
Motivational Processes ~= With incentives, observation faster becomes action, pay more attention, retain more information ~ Incentives to learn are influenced by expected reinforcements 146. Aspects of the Self: Self-Amplification and Se| f-efficacy * Self-reinforcement: Rewards or punishments given to
oneself to reach, exceed or fall short of personal expectations — Ex: Pride, Shame, Guilt Self-Effect: Belief in ability to cope with life — Meeting standard: Improves self-effect — Failure to meet standards: Reduces self-effect 147. See| f-Effect * High self-effect - Think can handle effectively with life events
— Safe in abilities — Expect to overcome obstacles effectively ~ Low self-effect — Feel unable to exert control over life — Low confidence, believe all efforts are meaningless 148. Sources of information in Determining self-efficacy ~= Performance fulfillment — Most influential — Role of feedback —
More we achieve, more we believe we can achieve — Leads to feelings of competence and control 149. Sources of information in Determining self-efficacy ~* Vicarious experience — Seeing others perform successfully — If they can, I can also * Verbal persuasion — Verbal reminders of abilities *
Physiological and emotional arousal — Related to perceived ability to cope — Calm, compound emotions: Higher self-effect — Nervous, agitated emotions: Lower self-effect 150. Stages of modelling and Se| f-effect : Chfldhood — Infancy: Direct modeling immediately following observation, developing
self-efficacy with control over the environment — By age 2: Developed attentional, retention, and production processes to model behavior some time after observation, not immediately 151. modelling and Se| f-effect : Adolescence — — to cope with new requirements — Success depends on the level of
self-effect established during childhood 152. Stages of Development Modeling and Self-efficacy ~= Adulthood: 2 Periods — Young adulthood: ° Adjustments: Career, marriage, parenting - High self-effect to adjust successfully — Mid-adulthood: ° Adjustment: Re-evaluate career, family life ° Need to find
opportunities to continue to improve self-efficacy 153. Stages of development modelling and self-efficacy ~* Old age: — Decline in mental/ physical function, retirement — Requires re-evaluation of abilities — Belief in ability to perform a task is key throughout life 154. Application of Social Learning Theory:
BehaviorModification ~= Fears and Phobias — Guided involvement: Observe and imitate — Covert modeling: Imaginal * Anxiety — Fear of medical treatment — Test anxiety 155. Assessment of Banduras Theory: Self-efficacy - Age and gender differences - Physical appearance ° Academic performance
- Career choices and work performance ° Physical health ° Mental health ° To cope with stress 156. Assessment of Bandura's Theory: Television and Aggressive Behaviors :8 Relationship between watching violence and imitating violence Assessment of Bandura's Theory of Strengths: — Focus on
observable behavioural research support — Practical application to real problems — Large-scale changes 157. '; t~ I1'! rm: on .1,-mail: 'Mull' »3|: riu. |_ , i.'_»_? l'_ _, Eu-. 1E'v H-_1i, view 5otl. ~»al: . Iods ' C L '3 '0 u, I'w—A~ Hv>Jm: b cm ('| L:. '»'s: van-r 3: M3»; -(Hated «3.« Tt. lno57.a-ted Last Head-
'>35 -Zu-J, -am ' Fv€EH; LJm. u' 'd. rh); wsl*l-'1|£vfLv'>3rd WI'rdi: «sV€da Vi'-'rams A l. 'EMaI2OM; :o N4: V: ,'lcviI1Jas[)e¢h-justitl LI ' gl [nu-: :ufi | .), n1IJ fit '-: Ill'I T. A: i'. .;. 33*g -I T¢V . | n psychology we have wholes 'h A 4' which, instead of being the sum of --, —,~ . -? A parts that exist
independently, give '. V their parts specific functions or ' , _ ' properties that can only be defined 9 . ,A-: in relation to the whole in ' l , : '. '~ ask. 4's Update Info Activity Lu ')uJ~: <.' .1, Z I V 'f' Z. 7 ' A '*6 l ml iii: .': m; -{'n. li; .v mamma: -V' ' ' I , .:, _' . '_i', _ '-'- P-V: -* -- : ;= . -.; »m. n. :7. i: i~' . :. (CI{l I: F ' L V
L nI| din-Dill'. .. 3_': lTI fitatm : Pl. -mi-'1 It Fmrr' _ I iv rw-nt A f' V. ... — 3, influenza-J. »--1 1 (. M,_1 V Hr; iI'~w. -.ul-? r,'. 'u'-: - 02-'ll[l'vtf)iC: 'v: -77'? -1-FIFJTWS? 't22€v: --fi.4Z'v7E~£v$: l-'CIJFCKI lZf2S3Hl| FI| 'AfI)]lF, ~'. -3l'llIF-fyirv'-I -yr-gr ; :--H, 3. . -4-. .r4. , '1' l 3 Q 158. Ll sllr. ;i1lll, .l= 'l' lw'. = 'lr. in 1.» l
Cl Term gesta| t means shape configuration. C! Proponents are Max Wertheimer, Wolfgang Kohler and Kurt Kofka They studied perception and concluded that perceivers (or students) were not passive, but rather active. OI' Mi' l: ~*~r. ;; ; llllllll W llll| l- rfillltl 159. - sick. 'llll. lllr illli _ . . / Team ofProxin1_itv /
Law Similaritv / Law of Closure / Law of Good Continuation / Law good Pragnanz / Law of Figure / Ground 160. L / The Law of Proximity C' Element that is closer together will be perceived as a coherent obgiect. ««. .' 3-'*t: * «-. ; — . _, 'J . >(, ': __-; .'}' ''V' 1- ' H3-« . . c, a .25-*'llrr l . -. _' , _, <'_ , _; fl,
¥'£X'_~'1*L}1k;5'x' c. -«. ax_, _. ' — -7-': . '. 4(7.-»'''r'? : as -': '.', r 161. r b b O C d n _d e . _M S ol 0 ,0 pl B .m S aL?2REuTERs r. r.. { A - nuhlt hm . . . vII. .rn L V Law of snnnmmw D Elements that look similar will be perceived as part of the same form 162. 1-in. _n. u¢. ... . I l, . ~_u.
mwwMnuin»FikrrnrnNr»%rJmNiWiluvma. M. F Fr. in «r_. . Uu. , : . - rr. ,.wu~. w- - i . .», .,I. ,.. .. t-L/ Law of Closing Cl We tend to fill the gaps or close the numbers we perceive. 163. L : / ezmf ciaai 'Hello -~-. -.---6-0 ~-, < '4' O -~a~'-r. about. ,»¢-'; ,:m§*tt'i__ElE1*l. h=i. §ti. '_; i¢T-.3.~; l;: t Cl lnclividuals
have the tendency to continue contouring whenever the elements of the nighter establish an implied direction. . o W — giiiliiiifliiiiil 164. /I i. 1.» L / Law of Good Praguinz C' The stimulus will be organized in as good a figure as oossible. 165. '°/ _L' W #53 C' We tend to allow attention and oerceiue things to
the fore first. 166. Gestalt Principles and Teaching-Learning Process An individual has internal ' and external forces that influence his perceptions and also his learning. - 'kiwi: T-L . »'T; 167. In Motivation I Attitudes I Feelings 168. F ' V - , _ if '-—-. . lr ' v-cl' '*- / N ' » ~. N. V. ', J, /I ' L. - V 'Q ' V V' H 'I_. i l'l I'l
: i''. Ⅱ.? l. ' - .9 ~ I_'1'—' l'l'l'. l; I ii'- L' Q r 169. MODULE 13 INFORMATION PROCESSING 170. RUNER'S CONSTRUCTIVIST THEORY 171. Jerome Brunet Born in New York, October 1, 1915. He earned his A.B degree from Duke University in 1937 and his Ph.D. in 1947 from Harvard. He was at the
Faculty of The Department of Psychology at Harvard University from 1952 to 1972. He was then at Oxford from 1972 to 1980. Later, he joined the New York University of Law. 172. Jerome Bruner In 1960 he published The Process of Education: a landmark book that led to much experimentation and a
wide range of educational programs in the 1960s. Howard Gardner and other young scientists worked under Bruner and were greatly influenced by his work. In the early 1970s, he left Harvard to teach at the University of Oxford for several years. He returned to Harvard in 1979. 173. BRUNER'$ MAIN
CONCEPT / Three ways to regrease knowledge / Spiral Curriculum / Princigles of teaching by Bruner V Discovering Learning / Four great asgects that should be addressed in theory about instruction / Four things about objects / Multiple types of categories 174. Three ways to represent knowledge 1.
Enacttve Representation In the earliest ages, children learn about the world through actions on physical objects and the results of these actions. 2. Iconic representation This second stage is when obtained by using models and images. 3. Symbolic representation In this third stage, the student has
developed the ability to think abstractly. 175. Spiral curriculum Teachers must review the curriculum by teaching the same content differently depending on the students' levels of development. 176. Principles of instruction of Bruner 177. Readiness Instruction must be concerned by the experiences and
contexts that make the student want and can learn. 178. Spiral Organization Instruction must be structured so that it can be easily seized by the student. 179. Going beyond the information given the instruction should be designed to facilitate extrapolation and or fill in the gaps. 180. Discovering Learning
Intends to acquire knowledge for itself. 181. Four major aspects that should be addressed in theory of teaching 182. Predisposition to learning He introduced the ideas of readiness to learn. 183. Structure of knowledge The ways in which a body of knowledge can be structured so that it can be easily and
easily grasped by the learner. 184. Effective Sequencing No sequencing will suit each student, but in general, the lesson can be presented in increasing severity. 185. Reinforcement Rewards and penalties should be selected and paced appropriately. 186. Four things about object 187. Criteriai Attributes
Required properties to insert an object into a category. 188. How criterial attributes are combined The second rule prescribes how the criterial attributes are combined. 189. Weight to different characteristics The third rule assigns weight to different characteristics. 190. Sets acceptance limits on attributes
The fourth rule sets acceptance limits for attributes. 191. Several kinds of categories 192. Identity categories Categories include items based on their attributes or functions. 193. Equivalence categories Equivalence can be determined by affective criteria, which make objects equal by emotional reactions,
functional criteria, based on related functions. 194. Coding Systems Categories that serve to recognize sensory input. 195. Bruner's principles launched the notion that people mostly interpret the world in terms of similarities in differences. This is a valuable contribution to how individuals construct their
own models or views of the world. 196. David Ausubel : Meaningful Verbal Learning & Subsumption Theory 3. f A . : '_f David P. Ausubel was born in 1918 _. _Z _. : Grew up in Brooklyn, NY ~. '~ ~ , _, Attended the University of Pennsylvania, with l 'AI. ' V. _,_»J ' pre-medical course and major in
psychology In 1973 he retired from academic life to devote full time to his psychiatric practice His main interests in psychiatry have general psychopathology, ego development, drug addiction, and forensic psychiatry in 1976, he received the Thorndike Award from the American Psychological Association
for Distinguished Psychological Contributions to Education. 197. Introduction the theory that students form & organize knowledge themselves -Emphasized the importance of verbal learning/ language-related learning which he considers to be very effective for students aged 11 or 12 & over 198.
—Pupi| s gradually learn to associate new knowledge with existing concepts in their mental structures -To ensure meaningful teaching, necessary to avoid rote memorising of facts. Students must actively manipulate ideas in 199. Advance Organizer - Presents an overview of the information to be covered
in detail during the exposition as follows -Can be classified : exposition or comparison type 200. Advance Organizer of exposition type -While presenting new material -Use the beginning of the lesson -Presents several covering generalizations where detailed content will be added later in 201. Advance
Organizer of comparison type - Useful when the knowledge to be presented is new to students -Compare new material with knowledge that is already known by emphasizing the similarities between 2 types of materials & shows the information to be learned -Ausube| 'teaching method is deductive in
nature 202. SPECIFIC Step 4:Students study specific examples Step 3:The teacher presents examples Step 2:The teacher explains important terms Step 1:The teacher presents general account or abstraction of lesson ADVANCE ORGANIZER GENERAL Deductive Teaching Model: Advance Organizer
as the basis for lesson 203. Learning is based on the representational, superordinate and combinatorial processes that take place during the reception of information. One concerned about how students learn large amounts of meaningful material from verbal/textual presentations in a learning activity
Meaningful Reception Learning Theory MeaningfU| learning reSU| tS When A Primary Process in | earning is 9W llm3ll0 l5 3CqUl| ed l3Y subsumtion in which new material linking the new information in is related to relevart's ideas in | eamer'5 own cognitive structure existing cognitive structure on a non-
verbatim basis (previous knowledge) Ausubel's Meaningful Learning 204. The processes of meaningful learning #2 Ausubel suggested four processes through which meaningful learning may occur: xi» Derivative subsumption ~LCorre| ative subsumtion isuperordinate learning icombinatorial learning 205.
0 Bernie iii/ e susbsunw tion Describes the situation where the new information students learn is an instance or an example of a concept that students have already learned Examgle (Stage 1) : I PREVIOUS KNOWLEDGE : Let's assume ali has acquired a basic concept that - has green leave. branch,
iwiis 4. Ali learns about a kind of tree that he has never seen before – consistent with his previous understanding of trees I His new knowledge of persimmon trees is tied to the concept of trees, without substantially changing this concept in any way in 206. Correlative sulbsuinption 4. more valuable
learning than derivative subsumtion, as it enriches the higher level concept of (Stage 2) : - Now, let's assume Ali encounters a new type of tree that has 2:' f.3~':3, rather than green ~ Satisfy this new information Ali must change or expand your concept of trees to include the 33:: TT: i7i'j off . ':5 l: €:3 207.
S. u,~'3ei'ora'ina te Iearnin g Example (Stage 3) : - Ali was well acquainted with etc. , but the students still did not know, until they were taught that these were all examples of deciduous trees 4. In this case, you already knew a lot of examples of the concept, but you didn't know the concept until it was
taught to the students. 208. Combinatorial Learning Example (Step 3) : -Ali learn about , Ali can relate it to previously acquired knowledge of how It describes a process by which the new idea is derived from another idea that comes from his previous knowledge (in another, but related, branch) Students
could think of this as learning through analogy 209. Principles of Ausubel's Meaningful Reception ' Learning Theory within a classroom environment - General ideas of a sub'ect eneral statement : — Must be presented first — then progressively differentiated in terms of detail and specificity. - Instructional
materials : — should try to integrate new material with previously presented information — Using comparisons and cross-referencing of new and old ideas. 210. Principles of Ausubel's Meaningful Reception Learning Theory within a classroom environment - Advance organizers : — Instructors should
incorporate pre-organizers when teaching a new concept - Exam les : — Instructors should use a number of examples and focus on both similarities and differences. 211. The most important single factor affecting learning is what the learner already knows. . 212. Gagné's learning conditions What is
learning? - Gagné believed that an external observer could recognize learning by noting behavioural changes that remain persistent over time (Gagné, 1974) - He also stated that maturity is not learning because the individual does not receive stimulation from the external environment (Gagné, 1974). -
Learning has two parts, one that is external to the student and one that is internal (Gagné, Briggs, & Wager, 1992). 213. 5. Human 'it ' learning ' ' ' generalizes to l' 'T a variety of XI . . Situations. -' 'N on u re of Human Lea rn i n g Human. - _ ~ learning, I am « _ ~ cumulative. A : I 214. %5'~'g
Conditions of learning use . f;~¢,7 '* Learning is an important causal factor in development -* Human learning is cumulative Learning of certain skills contributes to the learning of more complex skills * Human learning is both complex and varied * Learning is the set of cognitive processes that transform
stimulation from the environment to capacity 215. Gagnes principle 1) Different teaching is required for different learning outcomes. (The 5 varieties of Learning) 2) Learning hierarchies define what intellectual skills are to learn and a sequence of teaching. l 3) Learning events the learner in ways that
constitute the learning conditions. (9 civil engineering events) 216. Five Varieties of Learning Verbal, Information, / ' ' 1 / Cognitive Strategies 1 Attitudes Motor Skills 217. The five varieties of Learning l 0 The ability to declare or disclose previously learned Ve rbal material. Information 0 Discrimination.
Intellectual 0 concrete concepts. 0 Defined concepts. 0 Rules (0 Higher order rules 218. The five varieties of Learning 0 Employing personal ways to ' ' guide learning, thinking, acting and feeling. Organize Strategies Thoughts. 0 Develop smoothness of action, precision and timing. 219. The five varieties
of Learning 0 Capabilities that influence an individual's choice as to the types of action to take. 0 E. g. Human model behavior. Attitudes 220. 1. 2. Nine Instructional events That receive attention (reception) Inform learners about the goals (expected) 3. Stimulating recall of previous learning (retrieval) 4. 5
6 7. 8 9 Present the stimulus (selective perception) Providing learning guidance (semantic coding) Inducing performance (responding) Give feedback (amplification). Assessing performance (retrieval) Improve retention and transfer (generalization) 221. consnnicnvisii: imoittI§liitt' tiiltlililtiiorix ml 0 ll 71
Constructivism - is a theory of learning based on the idea that the student's construct knowledge for themselves. 222. This is all you need to know. Just do Ihis and I'm totally getting this now you're going to be fne. that I have thought about it and explore the app on my own. / :7 i') Q I (k 'W Lljsj ' / g g
Knowledge and meaning is knowledge and meaning brought to you by a teacher from your own experiences (traditional learning) (Constructivism) 223. TWO VIEWS OF CONSTRUCTIVISM INDIVIDUAL CONSTRUCTIVISM (COGNITIVE CONSTRUCTIVISM) - IT emphasizes individual, inner
construction of knowledge. SOCIAL CONSTRUCTIVISM - it emphasizes that knowledge exists in a social context and is initially shared with others. 224. DESIGN 1 CHARACTERISTICS. Students construct understanding. 2. New learning depends on current understanding. 3. Learning is facilitated by
social interaction. 4. Meaningful learning takes place within authentic learning tasks. 225. ORGANIZING KNOWLEDGE People store knowledge in many different ways. CONCEPTS - is a way to group or categorize objects or events in our mind. 226. Concepts such as function lists - means learning
specific functions that characterise the positive instance of the concept. DEFINING FEATURES- characteristics found in all instances. CORRELATIONAL FEATURE- is one that exists in many positive instances but not essential for concept membership. 227. Concepts such as prototypes prototype- is an
idea or a visual image of a typical example. Concepts such as copy exemp| represent a variety of examples. 228. SCH EMA — is an organised body of knowledge if any. SCRIPT - is a schedule that contains a series of predictable events specific activity 229. What is the transfer of learning? - Transfer of
learning is about how teachers want their students to apply the knowledge and skills they learn in class to another situation. Transfer of learning is all about. ... - when recognizing a situation like something similar in a way like what he has learned in the past, his tendency is to use the knowledge and skills
he has learned to this situation 230. Transfer. BY LBACRNING rvpssor CggI%1gTI§[f§AND 5' AV LMWING LEARNING 231. - Happens when learning in one context or with a set of oF material aFFects performance in another context or with other related materials. - This applies to another situation as
previously learned. 232. -w The circumstance of learning differs significantly from situations in which what is learned is to be applied. (t) the pedagogical objectives are not met until the transfer takes place; that's why transFer of learning is a very important aspect of teaching. . 233. Positive transfer occurs
when learning in one context improves performance in another context. Negative transmission Refers to transmission between very similar contexts. Also called specific transmission. Far transfer 'Refers to transfer between contexts that on appearance seem distant and alien to each other. Also referred
to as general transmission 234. These principles are based on the factors of BFFGC1: transfer of learning. Conditionsl factors that affect the transfer of learning Similarity between two learning situations Degree of meaningfulnessl relevance of learning Duration of instructional time The more similar the
two situations are, the greater the chances of learning from one situation will be transferred to another situation Meaningful learning leads to greater transfer than rote learning The longer the time of teaching, the greater the likelihood of transfer Implication Involving students in learning situations and tasks
similar to possible to the situations where they would apply the task Remember to provide opportunities for students to connect new material to what they learned in the past To ensure transfer, teach some subjects in depth rather than many subjects that are tackled superficially 235. Conditions] factors
that affect the Principle of transfer of learning Amount of learning experiences Context of the learner's experiences Focus on principles rather than task Emphasis on metacognition Exposure to many examples and opportunities for practice to encourage the transfer of learning are most likely to happen
when students discover that what they learned is applicable to different contexts Principles transfer more easily to facts. Student Reflection Improves The Transfer of Learning Implication Illustrate new concepts and principles with a variety of examples. Plan activities that allow your students to practice
their newly learned skills Relate the subject of a subject in a subject to subjects in other subjects or subject areas. Relate it too to real life Zero in on on related to each topic together with strategies based on these principles s. Encourage students to take responsibility for their own learning and to reflect on
what they learned. 236. MODULE 19 Facilitation learning and Blooms Taxonomi's of Objectives 237. l. Tr'll i%l_l$l Ill Jsl lljl ll_l, l-li'$'i -. . l. ':: I ll_l. I'm . (j) _lE. _l. l l zero all-1.: ti _l. l,l_i_l ails: l«. _l_ll_li, l,[l. l.l., l.I., 238. KIIOWIBLIQE * remember rMemorizing '-Recognizes *Reca| identification and recall of
information 239. C0ll'lDl'BllBllSl0l'l ~= Interpretation * To translate from one medium to another * Describe in your own words * Organization and selection of facts and ideas 240. Aflflllflflllllll * Problem solving ii Apply information to produce any result a Use of facts, rules and principles 241. That Mll': ll¥SlS
Subdividing something showing how it is put together Finding the underlying structure of a communication Identify motives Separation of a whole into component parts 242. SYl| lIlBSlS ° Create a unique, original product that can be in verbal form or can be a physical object ° Combination of ideas to form
a new whole 243. l3l'fllllflll0Il * Make value decisions on issues * 3 Resolve controversies or differences in perception a Development of opinions, judgments or decision 244. Effective Interrogation Techniques*- Ask the question first, before asking a student to answer. '* Allow lots of think time by waiting at
least 7-10 seconds before waiting for students to respond. 245. * Make sure that you give all students the opportunity to respond rather than rely on volunteers. * Hold students accountable by expecting, demanding, and facilitating their participation and contributions. '* Establish a safe atmosphere for risk-
taking by guiding students in the process of learning from their mistakes 246. 7ormm'I creativity Jramowork - father of creativity - professor of emeritus in educational psychology - The Torrance Tests of Creative Thinking 247. nxtgping styles ¢¢'4;é'. Ed. .. Writing styles . .. t_vping styles, '. .. ll'lJlll'£I strles
248. F T': .: ff. ix. _: . __y_, r Stretcitiltg er slhiiiting the lnindl te generate a v. I/a. II'iety of categeries 249. What specific idea will make the idea easier to understand or more 7 'Au' V. . sefid-. :. 6:, .. .59 250. Beginning of the largest tea = ? Design a new one that's better than the one you have 251.
CREATIVE PROBLEM SOLVING Osborn's Checklist ori in classic brainstorming is the root of creative problem solving (CPS). 252. r A basic rule of Brainstorming is to build on ideas already proposed. Alex Osborn, author of classic brainstorming, first communicated this. A checklist was formulated as a
way to transform an existing idea into a new one. The checklist is designed to have a flexible, trial and error type of approach. 253. Checklist: Customize? Is there anything else like this? What does this tell you? Is the past comparable? Change? Give a new angle? Change color, sound, smell, meaning,
movement and shape? Enlarge? Can anything be added, time, frequency, height, length, strength? Can it be duplicated, multiplied or exaggerated? Minify? Can something be removed? Done less? Lowered? Shortened? Eased? Omitted? Broken up? 254. vi- Deputy? Different ingredients used? Other
material? Other processes? Another place? Another approach? Other tone of voice? Anyone else? Arrange? Changing components? Change the pattern, sequence, or layout? Change pace or schedule? Transpose cause and effect? Reverse? Opposites? Backward? Reverse roles? Changing shoes?
Flip tables? Turn the other cheek? Transpose '+/ -'? Combine? Combine entities, purposes, appeals, or ideas? A mix, alloy, or an ensemble? 255. Classic lBrains= to= rmlng Avoid criticizing ideas / interrupting them. All ideas are as valid as each other Listen to other ideas, and try piggy back at them to
other ideas. Freewheel. Don't censor any ideas, keep the meeting flow going. Avoid any discussion of ideas or issues, as these stop the flow of ideas. Generate ideas – either in an unstructured way (anyone can say an idea at any time) or structure (which goes around the table, allowing people to pass if
they don't have any new ideas). Clarify and end the session. Ideas that are identical can be combined, everyone else should be kept. It is useful to have a consensus on what ideas should be further reviewed or what the next action and timescale is. 256. We flllxieiii. ca ta-= $f@+irifi: ii'ti£ii; . Fife? vi itiief
§ll; <<6é: llf€'9»¥ii'i7.ii of A ve grain @@ss. , in its ftmfll B Wm 257. : Mess finding: Sensitise yourself (scan, search) for questions (concerns, challenges, opportunities, etc.) that must be addressed. — Divergent techniques include Wouldn't it be nice if. ..' (WIBNI) and wouldn't it be terrible if. ..' (WIBAI)
— BRAlN§IORMlN§ to identify desirable outcomes, and obstacles that must be overcome. — Convergent technologies include the identification of hotspots ( Highlighting ), expressed as a list of | WWMs ('In what ways Might. ..'), and selection in terms of ownership criteria (e.g. problem-owner's
motivation and ability to influence it) and outlook criteria (e.g. urgency, familiarity, stability). 258. : Data Find: Gather information about the problem. — Divergent techniques include Five W5 and H (Who, Why, What, When, Where and How) and listing of want, sources and data: List all your information
wants as a series of question; for each, list possible sources of response; then follow up on these and for each source, list what you found. — Convergent techniques again include: identifying hotspots (Highlighting); Mind-mapping to sort and classify the information collected; and also redistributed the
problem in light of your richer understanding of it. 259. : Problems to find: convert a fuzzy message of the problem into a broad message more suitable for idea Find. — Divergent techniques include asking Why? ' etc. – the Questions and Five W's and H. — Convergent techniques include highlighting
again, reformulation of problem-statements to meet the criteria they contain only one problem and no criteria, and the choice of the most promising statement (but nb that the mental stretching that the activity gives to participants may be just as important as the actual statement chosen). 260. e : Idea Find:
generate as many ideas as possible — Divergence using any of a very wide range of idea-generating techniques. The general rules of Classic Brainstorming (such as postponing them) are likely to under-pin all of these. — Convergence can again involve hotspots or mind-mapping, combining of different
ideas, and the short-listing of the most promising handful, perhaps with some thought for the more obvious evaluation criteria, but not over-restrictive. 261. : Solution Findings: Generate and select obvious evaluation criteria (using an expansion/contraction cycle) and develop (which may include
combining) the shortlisted ideas from Idea Finding as much as you can in light of these criteria. Then choose the best of these improved ideas (e.g. using correlation tables). 262. : Acceptance finding: How can the proposal you have just chosen be made up to standard and put into practice? Shun
negativity, and continue to apply deferred judgment — problems are vulnerable to being solved, not to depressed progress. Action plans are better developed in small groups of 2 to 3 instead of in a large group (unless you particularly want involvement from the whole group). Especially for people
problems, it is often worth developing several alternative action plans. 263. ° Good nford's IDEAL model — Identify the problem — Define the problem — Explore solutions — Act on strategies — Look back and evaluate the effects of your activity 264. '| Meanin and types of motivation 265. Motivation — is
an inner entity that makes you: - do something «- persevere at something -1 gives you the energy to do something - initiate ~* directly - become intense as the endurance of behavior 266. Indicator's of a High Level of Motivation Elshe/ he takes the initiative to take on teaching assignments, assignments
and projects without being pushed by his teachers and parents. ElShe / he has goals to accomplish and dreams to realize. Elshe/he is convinced that accomplishing the things she/he asked is to accomplish in class helping her/him realize the goals she/he has set for himself/himself and their dream in life.
267. Indicator of a high level of MotivationClshe/ he willing to ive up the satisfaction of immediate goals or the sake of more important distant goals. One example is that she/he is willing to give up joining her/his barkada to watch a movie to prepare thoroughly for final investigations. Elshe/he persists and
persists in her/his ztgrdiels even when things turn out to be in the ICU t. Elshe/ he doesn't give up easily. However, an unmotivated student: * not learning ~ not study if not pushed - easily give up - lack of stamina 269. Types of Motivation - Inherent Motivation — the source of motivation is from within the
person/self or the activity itself. - Example: A student reads paperbacks because it's fun. 270. - Extrinsic Motivation — the source of motivation is something outside of oneself or the rewards and incites. - Example: A student studies because she/he was told by her/his teacher or because she/he is afraid
of failure and her/his parents make her/him quit school. 271. Type of Motivation that is More Benefiscial It is of course that inherent motivation is more beneficial because it comes from within the person and it is not after the incentives or rewards. It is shown in the enjoyment of the activity itself and the
inner conviction of the student that such things are the right things to do to realize a personal goal or a life dream. 272. -I *A E Q All The role of Intrinsical Motivation Intrinsical Motivation factors include: Rewards Incentives Praises or Words of Encouragement Approval of Significant Others as Teachers,
Parents, Peer Group 273. Opposites: - Punishment - Withdrawal - Privileges - Censure - Ostracism 274. We may start employing extrinsic motivation at first, but this should fade away as students become themselves motivated themselves. It plays a significant role in the development of motivated
students. 275. Thorieo on Factors Attctin Motivation 276. Factors Attecting Motivation — these are the elements that contribute to a particular outcome that affect motivation. 277. Attribution Theory – explains that we attribute our successes or failures or other events to several factors. For example, you
attribute your popularity to your popular parents or to your own solid academic achievements. Or you attribute the poor economic state you're in to state reform of Phil Gov't. (your countries were subjected to land reform) or to your father's vices. These attributions differ in three ways – locus, stability and
controllability (Ormsrod, 2004). 278. Locus (place): Interior VS. External. If your student tracks his good grades to his ability and to his work, he attributes his good grades to internal factors. If your student, however, claims that his good grades depend on the effective teaching of his teacher or to adequate
library facilities, he attributes his good grades to factors that are external to himself. 279. Stability Stable versus unstable. If you attribute your poor eyesight to what you have inherited from your parents, then you attribute the cause of your illness to something stable, something that cannot change
because it is in your genes. If you attribute it to excessive watching TV, then you claim that your poor eyesight is caused by an unstable factor, something that can change. (You can extend or shorten your time of watching 280. Kontrollerbarhet: Kontrollerbarhet: vs. uncontrollable. If your student claims
that his poor academic performance is due to his teacher's in-effective teaching strategy, he attributes his poor performance to a factor beyond his control. But if your student admits that his poor class performance is due to his poor study habits and low motivation, he attributes the incident to factors that
are very much within his control. 281. ffl V I feel I could do more with my life You couldn't possibly do less. - f. -_ it-—-4.... »--2-« ttieorw-:3 Git. Tc wfil - t»+{t': e (*3 282. Attribution Theory ~= Explains that we attribute our successes or failures or other events to several factors. 283. 3 Ways to attribute from
each other 1) Locus location: Internal vs. external 2) Stability: Stable vs. unstable 3) Controllabilityz Controllable vs. Uncontrollable How does attribution affect motivation? 284. See| f-effect Theory * Is the belief that one has the necessary ability to perform a task, meet the role of expectations, or face a
challenging situation successfully. 285. See| f-effect enhancing strategies: ~= Make sure students master the basic skills ~ Help them make noticeable progress on difficult tasks -* Communicate confidence in students' abilities through both words and actions * Expose them to successful peers 286. Self-
determination and regulation theories ~= Students are more likely to be in themselves motivated when they think they can determine their learning goals and regulate their learning. 287. How can students' self-determination be increased about school activities? ONCE YOU'VE DECIDED ON YOUR MAIN
GOAL GOAL HEAD-ON – IGNORE OTHER THINGS THAT TRY TO DISTRACT YOU] 288. Self-Regulation Application of Learning Strategies See| f— Self-monitoring evaluation Attention Goal setting Planning Control 289. Choice Theory ~= It is a biological theory that suggests that we are born with
specific needs that we are genetically instructed to satisfy. 290. Four Basic Psychological Needs Belonging or Connecting Freedom Power or Competence 291. Maslow's hierarchy of needs g; '<% Lo 6 ggO :55 See'? -L ea %3$C 292. Goal Theory There': ho speed [in-371' 7n your Purgurr V' : '_. ;r, ;, of
gout' goal —ju$'l' 'Jr: make sure gou >_' 30 'For 71' UJ? 'l'h _ _ / ___. ;=-T 100'7o Comm-li'rnen'l'! 7 V' G? 293. Learning Goals vs. Learning Goals Performance outcomes LEARNING GOALS it A desire to acquire additional knowledge or master new skills. PERFORMANCE GOALS * A desire to look
good and get favorable judgments from others or else look bad and get unfavorable judgments. 294. See| f—determined Goals ~= When lesson goals are relevant to students' lives, students turn out to be more motivated to learn. 295. Target setting major element: 1. Target acceptance 2. Specificity 3.
Challenge 4. Performance monitoring 5. Performance feedback 296. Lesson Goals must be: S - smart M - measurable A - attainable R - result-oriented T - timebound 297. Monitor students' learning Give feedback on their performance 298. * Students are more likely to be in themselves motivated when
they are motivated against deep master of a subject, rather than just rote-learning performance to get good grades. 299. Student diversity in motivation 300. What are the factors that influence students' motivation? 301. Students who, by themselves are already so different, also differ in motivation. This
diversity of motivation can be traced to differences in age, stage of development, gender, socio-economic and cultural background. 302. How do these factors affect the student's motivation? 303. Our class is a conglomerate of students of varying ages, and gender and cultural and socio-economic
background. Their motivational urges reflect the element of the culture in which they grow up – family, friends, school, books and even church. To motivate them all for learning, it is best to use differentiated methods. 304. As it goes with the adaget. . . Different peoples, different kinds mean. .. What is
medicine for one can be poison to others. 305. There are two principles to consider in terms of social and cultural influence on motivation. 1.Students are most likely to model the behaviors that they believe are relevant to their situation. 2.Students develop greater impact for a task when they see others
like themselves performing the task successfu| |y. (Ormrod, 2004) 306. 1. Students need models similar to themselves in terms of race, cultural background, socioeconomic status, gender, and ( if applicable) disabi| ity. (Ormrod,2004.) 2. It must be good to expose our students to models of their age and to
models coming from similar cultural, socio-economic backgrounds. 307. Do we have to limit ourselves to live models? Not necessarily. We can make our students read biographies and autobiographies of successful individuals who were in situations similar to them. 308. MODULE 24 Human
environmental factors affecting Motivation Motivation Motivation

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