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Learning Competencies - Essential for wellbeing as it supports individuals as they encounter - refer to the mastery of learning challenges, changes (both expected and...

Learning Competencies - Essential for wellbeing as it supports individuals as they encounter - refer to the mastery of learning challenges, changes (both expected and demonstrated by students through their unexpected), and daily experiences. level of knowledge, attitudes, values, skills, and behavior Cultural Competence - the ability to show sensitivity to cross- Personal Growth cultural differences and be able to - the intentional development of one ’ s adapt to other cultural environments personality or life course Culture PERMA Model (Martin P. Seligman) - a dynamic relational process of shared meanings that originate from the - it provides a framework for learning to interactions among individuals intentionally cultivate these qualities through different mediums such as Cultural Intelligence students ’ projects, self-reflection - the ability to interpret a stranger’s exercises, and self-assessments behaviour and the way the stranger ' s compatriots would Positive Emotions - emotions such as joy, happiness, hope, and gratitude Strategies to cultivate successful cross-cultural communication: Engagement - feeling wholly absorbed in a task- in this context learning 1. Practice openness 2. Be flexible Relationship - encompasses building and 3. Demonstrate humility maintaining positive and meaningful 4. Be sensitive to others connections 5. Show a spirit of adventure 6. Use a sense of humor Meaning - serving something bigger than 7. Practice positive change or action oneself Global Competence Achievement - achieving goals and a sense of - individuals can examine local, global mastery and intercultural issues, understand and appreciate different perspectives and SMART Goals worldviews, interact successfully and respectfully with others 1. Specific - goals should have a desired outcome 2. Measurable - goal progress should be Four Inseparable Dimensions of Global measurable Competence 3. Attainable - goals need to be realistic 4. Realistic - goals set should be within reach 1. Knowledge – understand and appreciate the 5. Time-bound - goals should have a deadline, a perspectives and world view of others goal without a deadline doesn ’t do much 2. Skills – examine local, global, intercultural Types of Goals issues 1. Short-Term - small and easily attainable goals 3. Attitudes - Take action for collective well- that contribute to middle and long-term goals being and sustainable development 2. Middle-Term - used as a motivator; considered halfway between the long-term goal 4. Values – engage in open, appropriate and 3. Long-Term - one ’ s ultimate goal effective interactions across cultures Well-being Global Issues - Personal growth leads to enhanced - are those that affect all individuals, well-being. regardless of their nation or social group  - reveal how different regions around the Key Components world are interconnected by shedding light on the diversity and commonality Problem Solving - Identifying and addressing of their experience issues. Intercultural Issues Collaboration - Working effectively in teams. - Adverse situations that arise from the interactions of people with different Implementation - Executing actionable plans. cultural backgrounds. Adaptability - Adjusting strategies as needed. PISA 2018 Gobal Competence Assessment Managing Information - the systematic process of collecting, organizing, storing, and distributing data and knowledge within an organization 5 Key Areas of Information Management Collection Communication - How the organization collects - ability to convey information effectively information. and interact with others in a variety of formats and contexts Storage - Once collected, information needs to be Key Components stored securely. Storage can be physical (paper records) or digital (cloud, Verbal and Non-Verbal Skills - Speaking clearly databases). and using body language. Distribution Written Communication - Crafting coherent - This step entails deciding how different documents. types of information should be distributed. Active Listening - Engaging with and understanding others. Archiving - The process of securely storing inactive Digital Communication - Using technology for information in any format. collaboration. Destruction Creativity - When information is no longer required - The capacity to generate original ideas and its retention period has passed, it and think critically to solve problems. should be securely destroyed to maintain privacy and prevent Key Components unauthorized access. Idea Generation - Brainstorming diverse Information management therefore solutions. encompasses Flexibility - Adapting thinking to new People information. - The users or stakeholders who generate, manage, and access Risk-Taking - Trying new approaches. information. Reflection - Refining ideas based on feedback Process - The structured methods or workflows Innovation used to collect, store, retrieve, and - Applying creative ideas in practical dispose of information. contexts to develop new solutions. Technology The Process of Thinking - The tools and platforms (e.g., databases, software) that facilitate the Critically Suggestions storage, retrieval, and sharing of - The mind senses a difficulty, becomes information. puzzled, and unclearly suggests a possible solution. Content - The actual data or information being Problem Identification managed, including documents, files, - Turning one’s state of confusion or and other forms of knowledge. perceived difficulty into a clear, solvable problem or a question that can be Problem-Solving answered. - a complex mental activity that involves cognitive skills and actions to first Hypothesis identify the problem; analyse and - Considering varied ideas or assumptions evaluate the problem by applying prior that will help in gathering facts. experience and knowledge in the process in order to derive the most Reasoning practical and fitting solution - Thinking thoroughly about the ideas or assumptions in a more detailed Why is Problem-Solving Important? manner, with the use of grounded reasoning for further exploration. With good problem solving competency, your other competencies such as creativity, Testing resilience, etc. can also be revealed; - The ideas or hypothesized solutions are Problem solving competency is vital for your then tested through real life scenarios professional and lifelong development; or simulations to decide whether to With good problem solving competency, one accept or reject them. is regarded as a valuable assets in the team; Those with good problem solving competency Educational Methods to Improve Critical are usually proactive thinker as well; and Thinking It is essential to have problem solving competency if you want to advance your career Dialogue - Promoting deeper thinking through more quickly thought-provoking discussions. Wood’s Process of Problem Solving Anchored Instruction - Connecting lessons to real-life scenarios by having them solve Define the Problem problems wherein they can apply their Explore the problem knowledge in practical contexts. Plan the Solution Implement the Plan Mentoring - This is about teachers giving Check the Solution personalized feedback and guiding their Evaluate/Reflect students to help them enhance their level of thinking. Critical Thinking - John Dewey describes critical thinking Integrated Instruction - A combination of as an active process that includes critical thinking instruction and subject-matter careful thought based on the grounds instruction. The former pertains to teaching on which one stands students skills needed to think critically. The - suspending one ’ s judgment, latter pertains to teaching regular topics while maintaining a healthy level of encouraging students to think critically during skepticism, and having an open mind discussions. Thorndike’s Learning Theory and Urie Application of Theory in Education Bronfenbrenner’s Ecological Model Develop programmed instruction by preparing Edward Lee Thorndike the students mentally using drills and repetition - An American psychologist who was Provide feedback and reward to students born in Williamsburg Massachusetts in Structure material from simple to complex 1874 - He believed that behavior is shaped by Limitations the consequences that follow it, and that behavior that is rewarded is likely Thorndike's theory oversimplifies learning, to be repeated neglects cognitive processes, and fails to - He is interested in studying animal account for the role of motivation. behavior and developed his principles Some also argue that his experiments lacked of learning theory based on his ecological validity experiments with cats Law of Exercise Overview of Thorndike’s Learning Theory - States that the more an individual practices a behavior, the stronger that 1. Law of Effect behavior becomes - A behavior that produces a response - Also called ‘Law of Use and Disuse’ will be reinforced. Law of Use: When a modifiable connection is 2. Law of Exercise made between a situation and a response, that - Learning occurs through repetition and connection’s strength, other things being equal, practice. increases. 3. Law of Readiness Law of Disuse: When a modifiable connection is - The learning capacity is improved by not made between a situation and a response how quickly you can react to stimuli. over a length of time, that connection’s strength, other things being equal, decreases Trial and Error Method - an adaptive mode of learning that involves eliminating mistakes until Impact on Behavior and Learning a correct answer is discovered through experience 1. Long-Term Retention - Regular practice helps combat forgetfulness and ensures that we Edward Lee Thorndike’s Learning Theories maintain our abilities over time. Law of Effect 2. Building Routines - Frequent practice helps - States that any behavior that is establish routines and habits. followed by pleasant consequences is likely to be repeated, and any behavior 3. Increased Motivation - Regular practice followed by unpleasant consequences is keeps you engaged and motivated likely to be stopped 4. Feedback and Improvement - Practicing Impact on Behavior and Learning regularly allows for immediate feedback. 1. Behavioral Modification - Through the use of 5. Skill Proficiency - Skills improve with reinforcements and punishments consistent use. 2. Habit Formation - Behaviors that consistently Application of Theory in Educational result in positive outcomes are repeated over Psychology time The law of exercise has important implications 3. Application in Daily Life - Personal for learning and skill acquisition. It suggests that relationships, work, or leisure activities the more an individual practices a skill, the more proficient they will become. This principle is used in sports training, musical training, and other types of skill-based training, where repetition and practice are key to achieving Application in Educational Psychology mastery. Interest and purpose coupled with repetition Curriculum Design make repetition more effective. - identifying prerequisite courses for Successful Responses: Thorndike emphasized more complex courses in order to equip that the success of responses during practice students with foundational knowledge contributes to effective learning before taking them Limitations Assessment - educators can use assessments to Quantitative Limitations - Learning isn’t directly identify learners' aptitude to ensure proportional to the amount of practice they have enough potential to be "ready" and qualified for a program Quality of Practice - A piano student who practices for 30 minutes every day but merely Classroom Management plays the same piece repeatedly without focus - create a positive and supportive may not improve significantly environment, provide support to students who need extra Feedback and Reflection – A student who encouragement and attention works on a project about a historical figure they are passionate about (e.g., creating a Limitations presentation or a creative project) will likely retain that information better. Individual differences - learners vary greatly in their readiness to learn, some are naturally Emotional Engagement - a student who works curious but others may require additional on a project about a historical figure they are support and encouragement passionate about (e.g., creating a presentation or a creative project) will likely retain that External factors - The environment must be information better. conducive for learning to help them feel motivated and ready to learn Law of Readiness - A learner must be both physically, Lack of Specificity - the law does not provide mentally, and emotionally ready in concrete guidelines on how to measure or order for successful learning to occur determine readiness - readiness is preparation for action and it is essential for learning Trial and Error Method - A learning strategy that involves Impact on Behavior and Learning repeated attempts to achieve a desired outcome. By trying different Motivation approaches and observing the results, - Inclination and preference to “act”. individuals can gradually eliminate When learners are ready to learn, they ineffective methods and identify are more motivated and engaged successful ones. Attention - also known as Connectionism or S-R - Learners who are prepared and Theory of Learning interested are more likely to pay attention to the material and actively Stages in Thorndike’s Trial and Error participate in the learning process. Motive or Drive Behavior Management - Drive is a tension resulting from needs. - A well-prepared learner is less likely to When there is drive or motive, there is exhibit disruptive behaviors or off-task learning behaviors. Stimulus or Goal - the causal factor for activity Responses Mechanical - epeated trials the numbers of - The cat makes a number of varied types errors are not corrected of themselves or of responses like scratching, pulling, etc. mechanically Block - The cat was confined in the box with a closed door Chance Success - As a result of random movements, the Urie Bronfenbrenner’s Ecological Model cat, by chance, succeeded in opening the door Urie Bronfenbrenner - born in Moscow on April 29, 1917 to Selection of Proper Movement Russian-Jewish parents - gradual process of the cat selecting the - joined the US military as a psychologist proper way of pulling the string during the Second World War eliminating the incorrect ones Urie Bronfenbrenner’s Ecological Model Fixation - The cat successfully learned the proper Bronfenbrenner’s ecological systems theory way of opening the door by eliminating posits that an individual’s development is all the incorrect responses and keeping influenced by a series of interconnected only the correct responses environmental systems, ranging from the immediate surroundings (e.g., family) to broad Key Components of Trial & Error societal structures (e.g., culture). 1. A number of TRIALS and ERRORS, before Levels of the Ecological Model arriving at a correct response Microsystem 2. Motivation - learners should have a desire or - first level of Bronfenbrenner’s theory goal to achieve and is the things that have direct contact with the child in their 3. Exploration - the learner's approach to trying immediate environment different strategies - Relationship: bi-directional (other people can influence the child in their 4. Reward - when learners achieve a correct environment vice versa) response or reach their goal, they continue the - Ex. a child’s parents, siblings, learning classmates, teachers, and neighbors 5. Self-directed learning vs. Spoonfeeding - Mesosystem Students can use the trial and error method to - Second level, where a person’s take ownership of their learning and develop individual microsystems do not function independence with teachers acting as independently but are interconnected facilitators and assert influence upon one another. - Ex. A child whose parents are actively 6. Focus on adaptability - The method can help involved in their school life, such as students develop adaptability by teaching them attending parent-teacher conferences to adjust their strategies as needed Exosystem 7. Self-assessment - students can learn to - Third level, incorporates other formal evaluate their own progress and identify areas and informal social structures such as where they need to improve local governments, friends of the family, and mass media Limitations - not directly interacting with the child Time-consuming and inefficient Macrosystem Frustration - not all motivations are strong - Fourth level, focuses on how cultural enough to survive after multiple failures elements affect a child’s development, consisting of cultural ideologies,  attitudes, and social conditions that children are immersed in - Beliefs about gender roles, individualism, family structures, and social issues establish norms and values that permeate a child’s microsystems Chronosystem - relates to shifts and transitions over the child’s lifetime - these environmental changes can be predicted, like starting school, or unpredicted, like parental divorce The Bioecological Model Four Key Concepts 1. Process - dynamic, reciprocal interactions between the child and their environment, known as proximal processes, which are the primary drivers of development. 2. Person - The child’s individual characteristics, such as temperament, abilities, and personality, which influence their interactions with the environment. 3. Context - The nested systems of the ecological systems theory, which provide the setting for development. 4. Time - The historical, generational, and day- to-day time frames in which development occurs.