What are the four effective questioning strategies? The 4 key questioning strategies include: ¢ designing higher cognitive questions. ¢ developing a sequence of questions. ¢ increasing wait time. * responding to answers - redirecting, probing, reinforcing.Direct Instruction , eae Independent Study ea al] i SdCREATING EVALUATING ANALYZING USE INFO TO CREATE CRITICALLY EXAMINE INFO TAKE INFO APART & SOMETHING NEW & MAKE JUDGEMENTS EXPLORE RELATIONSHIPS. design, build, judge. critique, test /4= categorize, examine, , plan, construct, defend, ctiticize = organize, produce, devise, invent © compare/contrast APPLYING USE INFO IN A NEW (BUT SIMILAR) FORM use, diagram, make a chart, draw, apply, solve, calculate UNDERSTANDING UNDERSTANDING & MAKING SENSE OUT OF INFO interpret, summarize, explain, infer, paraphrase, discuss REMEMBERING FIND OR REMEMBER INFO list, find, name, identify, locate, describe memorize, define,Effective Questioning Techniques ® Increase Think time and Wait time ® Talk less, ask more ® Move from simple to complex ® Avoid “yes or no” questions ® Don’t let a few students dominate the conversation/questioning/answeringThink- Pair Share Catch Up Strategies « ofTeacher-Centered Approach Direct Instruction * Formal Authority + Expert * Personal Model Student-Centered Approach Inquiry-Based Learning * Facilitator * Personal Model * Delegator Cooperative Learning * Facilitator * Delegatores Comparison of Paradigms Teacher-Centered Knowledge is transmitted from professor to student. Students passively receive information. Learner-Centered Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, and problem solving.Sfandard: Subject matter knowledge Human growth and development National Siandand3: Knowledge of Islamic ethical values/soca life skills Mm Relae! a ‘Standard 5: Assessment Standards for Pein UES FelaTe1as (Nees) J” SiH mini pine ne tntrnin communication technologies ‘Slandard 8: Collaboration and partnerships Siandad9: Continuous profesional development and coe of condut ‘SEGRERRETOY Teahing of ngs a second foreign language (ESL/EFL)What is the sociological foundation of education? Educational sociology aims to develop a curriculum that will adequately socialize each individual student . It tries to find out what would best contribute towards the child's personality development and control the educative process to achieve personality development of each single child.Psychological Foundations of Curriculum Three major groups of learning theories:PSYCHOLOGY ® The scientific study of mental functions and behavior including: Be eiges att c| kerr Ted tad petite ltd + Emotion. Secret e ie] Beers i ils tarene Rint elychological Fo Education > Psychology provides a basis learning processs. 1. Behaviorist Psychology connectionism - Edward Thornd Tyler and Taba, the well known c classical Conditioning - wan Pavlo operant Conditioning- B.F Skinner Psychological Foundatio1 modeling and observation theory, hierarchical Learning - Robert Gaj Learning outcomes: 1) intellectual skills or “knowii and use symbols, forming conc: 2) information or “knowing wi facts, dates and names 3) cognitive strategies or learni 4) motor skills 5) attitudes, feelings and emotio experiences Psychological Foundations of To the behaviorists, learni organized in order that4 THEORIES OF CHILD DEVELOPMENT ERIK ERICKSON URIE BRONFENBRENNER a > JEAN PIAGET LAWRENCE KHOLBERG Aga een )Child development theoristsMajor Child Development Theorists = Jean Piaget — Children must be given learning tasks appropriate to their level of development. = Lev Vygotsky — Children should be given the opportunity for frequent social interaction. Social contact is essential to intellectual development. « Erik Erikson — Parents & other caregivers must be aware of, and sensitive to, children’s needs at each stage of development and support them through crises. «= BF. Skinner — Parents and other caregivers can affect a child's behavior through the use of negative and positive feedback. = Albert Bandura - Caregivers must provide good examples for children to follow. = Urie Bronfenbrenner — Child's primary relationship with a caregiver needs ta be stable, loving, and lasting. Environment affects development. = Amold Gesell - Development genetically determined by universal “maturation patterns” which occur in a predictable sequence.e. Child Development Theories ¥ Psychosexual ip Cognitive Development Sociocultural = e \ e Social Learning Behavioral Child Psychosocial Development : Development Attachment TheoryPe FS ie Intellectual Factor Environmental Factor Physical Factor Emotional Media Influence Relationship with Teachers, Parents, and Peers.What is individual differences in special education? Individuals differ from one another in physical, social, intellectual and emotional growth and development. The major areas of individual differences are intelligence level, physique, achievement, aptitude, interests, personality dimensions and gender differences. 23-Sept-2023physical, social, intellectual and emotional growth and development. The major areas of individual differences are intelligence level, physique, achievement, aptitude, interests, personality dimensions and gender differences. 23-Sept-2023 ( https://medium.com > individual-dif.... Individual differences, guidance and Counselling in Educational ... MORE RESULTS What are the individual differences in students? The most common differences of learners are gender, age, intelligence, ability, interest, prior knowledge, learning style, motivation, locus of control, self-efficacy, and epistemological beliefs (Kuzgun and Deryakulu 2004). Gender is not only about biological sex of learners.interest, prior knowledge, learning style, motivation, locus of control, self-efficacy, and epistemological beliefs (Kuzgun and Deryakulu 2004). Gender is not only about biological sex of learners. SN https://link.springer.com > ... Individual Differences - SpringerLink MORE RESULTS What is in the individual difference among children? Individual differences in development of children can be attributed to interplay of heredity and environment as: all the mental and social traits depend on the environment. all the potential inputs for growth and development depend on heredity.What is the concept of child development and its relation to a learning? Child development refers to the changes that occur as a child grows and develops in relation to being physically healthy, mentally alert, emotionally sound, socially competent and ready to learn. The first five years of a child's life are fundamentally important.TABLE 1 Piaget's Stages of Cognitive Development Stage Age| Characteristics of Stage Sensorimotor | 0-2 | The child learns by doing: looking, touching, sucking. The child also has a primitive understanding of cause-and-effect relationships. Object permanence appears around 9 months. Preoperational| 2-7 | The child uses language and symbols, including letters and numbers. Egocentrism is also evident. Conservation marks the end of the preoperational stage and the beginning of concrete operations. Concrete 7- |The child demonstrates conservation, reversibility, serial Operations 11 | ordering, and a mature understanding of cause-and-effect relationships. Thinking at this stage is still concrete. Formal 12+ | The individual demonstrates abstract thinking, including Operations logic, deductive reasoning, comparison, and classification.Sensory-motor Formal. operational Logical thinking and conservation Abstract thinkingPiaget’s Periods of Cognitive Development Uses senses and | Object motor skills, items | permanence known by use learned Pre- Symbolic thinking, | Imagination/ operational | language used; experience egocentric grow, child de- thinking centers Concrete Logic applied, has | Conservation, operational | objective/rational | numbers, ideas, interpretations classifications 12yrsto | Formal Thinks abstractly, | Ethics, politics, adulthood | operational | hypotheticalideas |social/moral _ (broader issues) issues exploredDevelopment Psychology ___-[Motivation) “ant from studies Educational Psychology haa has goal—>/ | ifelong learning requires General teaching strategies5 Main THEORIES OF LEARNING = aE Learn from and Peete with others [ates a er) Learming Experiences Mental Models Flow of KnowledgeDifferences between psychology and Educational Psychology eee en ony Pure Psychology Applied Psychology Develops the theary aah eer ee Exact science Applied scienceBEHAVIORISM (PSYCHOLOGY) Behaviorism is a psychological theory that focuses on observable and measurable behaviors as the basis for understanding human and animal behavior. Behaviorism theory emerged in the Study Rewards: A parent rewards a early 20th century and focuses on child with candy for completing their observable and measurable homework as a means of behaviors. It holds that behavior is incentivizing and reinforcing the behavior. Animal Training: Behaviorism can be applied in animal training by using rewards and punishments to modify their behavior. Over time, the animal will develop an association between the behavior and a reward. shaped by environmental factors (eg rewards and punishments) rather than cognitive processes. Behaviorists believe that by understanding and manipulating these environmental factors, they can change or modify behavier in predictable ways. MELPFULPROFESSOR.COmMBehaviorism Theory of Learning BUC emu gc Mea) Ty eeu muna taught more effective ways of P teaching.” -B. F. Skinner f ~ ely vf V4| Cognitivism Theory = The cognitivist model essentially argues that the “black box” of the mind should be opened in order to understand how people learn. a The learner is viewed as an information processor (like a computer). = Learning is a change in mental representations and associations brought by experiences.Cognitivism Focuses on internal mental processes that occur to create a meaningful knowledge Memory Attention Problem-solving KEY ROLES Integration of new knowledge with existing mental schemas Support the Connectivism Knowledge is a network product Intrinsic Motivation Tech nology earners plays a key role Active Role in learning and sharing Social L oe Interaction earnings: Connecting Building Cognitive Load Theory ExpandingCONSTRUCTIVISM (LEARNING THEORY) The constructivist leaming theory * Leaming is a cognitive process explains that we leam by ‘constructing’ knowledge in our minds through interaction with our We learn through social environments. Constructivism argues interactions * We learn through experiences that learners have an active role in i « We use prior knowledge to thinking things through, mulling then make sense of new information over, and coming to logical conclusions. We also build on our © Leaming occurs in linear stages eee ee oe « Students should leam actively ng Pes: rather than passivelyAbout HumanismHUMANIST THEORY Tan Yan Lin Gan Zi Xi Josephine Ho Shi Lin Lim Hui Hong Humanist theory mit focuses on the human freedom, dignity, and potential. In contrast to the behaviourist notion of operant conditioning (which argues that all behaviour is the result of the application of consequences) and the cognitive psychologist belief that the discovering knowledge or constructing meaning is central to learning. W The humanistic theory of learning involves the concept of learning through watching the behaviour of others and what results from that behaviour. Mtlowever, learning does not have to involve a behaviour change. Learning comes about as a result of observation (Barrett, 2006). WHumanists also believe that it is necessary to study the person whole, especially as an individual grows and develops over the lifespar Blt follows that the study of the self, motivation, and goals are areas of particular interest.Cee eel Scar eiraicl fens} Emotional@ HUMAN NEEDS AND MOTIVATIONMaterialsCreo) Weer anid| Classroom Management Theories » Choice theory by Wiliam Glasser » Kohn's student-directed leaming » Canter's assertive discipline » $kinner's behavior management theary » Positive behavior support » Preventative theories by the following theorists: Corl Rogen SoC 00 Gounen Harry WongDesign of Effective learning in classroom LEARNGR-CENTERED ENVIRONMENT We wae the tenm “learnar combered” te refer to environments that pay careful attention to the knowledge, skids, attitudes, and belles thart lewrranrs, baing to the educational = asO Design exercises that put students in situations where they have to express their thinking, OJ Design feedback so that it guides improvement in learning or mastery of the learning goals O) Design exercises that rely on collaboration so that all voices are at the table. O) Design learning environments so that all students ane active participants.Collect data to be able to describe, analyze & interpret classroom interaction. é Gain insight of the teaching process and one's own performance. © Develop research skills. & Offer Teachers feedback. & Offer Teachers an extra pair of eyes. & Encourage collaboration and exchange of ideas. & Encourage better lesson preparation. & Provide support. % Learn to observe.What is the importance of curriculum in classroom management? Nn An effective curriculum provides teachers, students, school leaders and community stakeholders with a measurable plan and structure for delivering a quality education. The curriculum identifies the learning outcomes, standards and core competencies that students must demonstrate before advancing to the next level. 07-Dec-2021Authoritarian | Authoritative Structure + Aad ed expectations « high expectations warmth + support Relaxed + lenient + BCE Th Student relationship > enforcing rulesHow do you implement curriculum in the classroom? The implementation of curricular is carried through a systematic procedure as explains in detail: e@ e’ ° 1. Preparation of Schedule of Instruction (Teaching Plan) ... 2. Curriculum Delivery. ... 3. Monitoring Process. ... 4. Process to identify slow learners. ... 5. Encouragement to Active Learners. ... 6. Feedback Process. ... 7. Evaluation Process.