Teaching Reviewer for Midterms PDF

TEACHING REVIEWER FOR MIDTERMS Learner-Centered Teaching Facilitating the class. Students vary in learning styles and on how they integrate things in their lives and outputs. Students should be allowed by teachers to discover their strengths and weaknesses Let the learne...

TEACHING REVIEWER FOR MIDTERMS Learner-Centered Teaching Facilitating the class. Students vary in learning styles and on how they integrate things in their lives and outputs. Students should be allowed by teachers to discover their strengths and weaknesses Let the learner learn how to learn on his own Spoon-feeding of lessons is not the rule of game in a learner-centered environment of learning Metacognition Defined by John H. Flavell in 1979 Thinking about thinking Metacognition enables students to reflect on who they are, what they know, what they want to know, and how they can get to that point We become aware of our own learning experiences and the activities we involve ourselves in our paths toward personal and professional growth It has been identified as an essential skill for learner success. As educators, we need to be able to identify personal strengths and weaknesses in our teaching practice and think about them so that we can best provide for our students For our students to be successful in the future, they need opportunities to develop skills that are transferable beyond high school to do whatever it is that they ultimately decide to do once they graduate Phases of Metacognition 1. Planning 2. Monitoring 3. Evaluating Learner-Centered Psychological Principles Put together by the American Psychological Association 14 principles They focus on psychological factors that are primarily internal to and under the control of the learner rather than conditioned habits or physiological factors. However, the principles also attempt to acknowledge the external environment or contextual factors that interact with these internal factors. The principles are intended to deal holistically with learners in the context of real-world learning situations. Thus, they are best understood as an organized set of principles; no principle should be viewed in isolation. The 14 principles are divided into those referring to (1) cognitive and metacognitive, (2) motivational and affective, (3) developmental and social, and (4) individual differences factors influencing learners and learning. Finally, the principles are intended to apply to all learners – from students, to teachers, to administrators, to parents, and to community members involved in the educational system. Cognitive and Metacognitive Factors Principle 1: Nature of the learning process - The learning of a complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. Principle 2: Goals of the learning process - The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge. Principle 3: Construction of knowledge - The successful learner can link new information with existing knowledge in meaningful ways. Principle 4: Strategic thinking - The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals Principle 5: Thinking about thinking - Higher-order strategies for selecting and monitoring mental operations facilitate creative and critical thinking. Principle 6: Context of learning - Learning is influenced by environmental factors, including culture, technology, and instructional practices. Motivational and Affective Factors Principle 7: Motivational and Emotional factors in learning - What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is influenced by the individual’s emotional states, beliefs, interests and goals, and habits of thinking. Principle 8: Intrinsic motivation to learn - The learner’s creativity, higher-order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control. Principle 9: Effects of motivation on effort - Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without a learner’s motivation to learn, the willingness to exert this effort is unlikely without coercion. Developmental and Social Factors Principle 10: Developmental influences on learning - As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account. Principle 11: Social influences on learning - Learning is influenced by social interactions, interpersonal relations, and communication with others. Individual Differences Factors Principle 12: Individual differences in learning - Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity. Principle 13: Learning and diversity - Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into account. Principle 14: Standards and assessment - Setting appropriately high and challenging standards and assessing the learner as well as learning progress – including diagnostic process and outcome assessment – are integral parts of the learning process. Who is Benjamin Bloom? Benjamin Bloom was an American educational psychologist whose life’s work centered on the: Theory of mastery learning, Classification of educational objectives Early childhood education. He is most known for his work in the Taxonomy of Educational Objectives, which is based on the idea that cognitive operations can be ordered into six increasingly complex levels. Each subsequent level depends on the student’s ability to perform at the preceding levels. Level 1: Remember Retain and recall information Reiterate, Memorize, Duplicate, Repeat, Identify Level 2: Understand Grasp the meaning of something Explain, Paraphrase, Report, Describe, Summarize Level 3: Apply Use existing knowledge in new contexts Practice, Calculate, Implement, Operate, Use, Illustrate Level 4: Analyze Explore relationships, causes, and connections Compare, Contrast, Categorize, Organize, Distinguish Level 5: Evaluate Make judgments based on sound analysis Assess, Judge, Defend, Prioritize, Critique, Recommend Level 6: Create Use existing information to make something new Invent, Develop, Design, Compose, Generate, Construct  SIGMUND FREUD Psychoanalytic Theory Of Personality human behavior is the result of the interactions among three component parts of the mind: the id, ego, and superego broader framework explaining how human personality develops and operates. Structural Theory Of Personality places great emphasis on the role of unconscious psychological conflicts in shaping behavior and personality. Dynamic interactions among these fundamental parts of the mind are thought to progress through five distinct psychosexual stages of development. Criticism: singular focus on sexuality as the main driver of human personality development. our personality develops from the interactions among what he proposed as the three fundamental structures of the human mind. 1. Id 2. Ego 3. Superego Conflicts among these three structures, and our efforts to find balance among what each of them “desires,” determines how we behave and approach the world. our biological aggressive and pleasure-seeking drives vs. our socialized internal control over those drives. Three (3) Components of Personality ID The id, the most primitive of the three structures, is concerned with instant gratification of basic physical needs and urges. instinctual It operates entirely unconsciously (outside of conscious thought). Superego concerned with social rules and morals similar to what many people call “conscience” or their “moral compass.” develops as a child learns what their culture considers right and wrong. Ego rational, pragmatic part of our personality. less primitive than the id and is partly conscious and partly unconscious. the “self,” and its job is to balance the demands of the id and superego in the practical context of reality.  Freud believed that the id, ego, and superego are in constant conflict and that adult personality Behavior is rooted in the results of these internal struggles throughout childhood. A person who has a strong ego has a healthy personality Imbalance in this system can lead to neurosis (what we now think of as anxiety and depression) and unhealthy behaviors. 5 Psychosexual Stages of Development The nature of the conflicts among the id, ego, and superego change over time as a person grows from childhood to adulthood. Psychosexual Theory of Development These conflicts progress through a series of five basic stages, each with a different focus: 1. Oral 2. Anal 3. Phallic 4. Latency 5. Genital with each psychosexual stage directly related to a different physical center of pleasure. Across these five stages, the child is presented with different conflicts between their biological drives (id) and their social and moral conscience (superego) because their biological pleasure- seeking urges focus on different areas of the body (what Freud called “erogenous zones”). The child’s ability to resolve these internal conflicts determines their future ability to cope and function as an adult. Failure to resolve a stage can lead one to become fixated in that stage, leading to unhealthy personality traits; successful resolution of the stages leads to a healthy adult.  ERIK ERIKSON 8 Psycho-social Stages of Development based on Freud’s psychosexual theory. we are motivated by the need to achieve competence in certain areas of our lives we experience eight stages of development over our lifespan, from infancy through late adulthood. At each stage, there is a crisis or task that we need to resolve. Successful completion of each developmental task results in a sense of competence and a healthy personality. Failure to master these tasks leads to feelings of inadequacy. Added to Freud’s stages by discussing the cultural implications of development Trust vs. Mistrust Duration: Birth to 12 months of age Task: Infants must learn that adults can be trusted Occurs when adults meet a child’s basic needs for survival caregivers who are responsive and sensitive to their infant’s needs help their baby to develop a sense of trust Unresponsive caregivers who do not meet their baby’s needs can engender feelings of anxiety, fear, and mistrust If infants are treated cruelly or their needs are not met appropriately, they will likely grow up with a sense of mistrust for people in the world. Autonomy vs. Shame/Doubt Duration: Toddlers (ages 1–3 years) Task: Establish independence Toddlers begin to explore their world. They learn that they can control their actions and act on their environment to get results. show clear preferences for certain elements of the environment “Me do it” stage. For example, we might observe a budding sense of autonomy in a 2-year-old child who wants to choose her clothes and dress herself. Although her outfits might not be appropriate for the situation, her input in such basic decisions has an effect on her sense of independence. If denied the opportunity to act on her environment, she may begin to doubt her abilities, which could lead to low self-esteem and feelings of shame. Initiative vs. Guilt Duration: Preschool stage (ages 3–6 years) Task: Learning to plan and achieve goals while interacting with others  they are capable of initiating activities and asserting control over their world through social interactions and play. Initiative, a sense of ambition and responsibility, occurs when parents allow a child to explore within limits and then support the child’s choice. Those who are unsuccessful at this stage may develop feelings of guilt. Industry vs. Inferiority Duration: Elementary school stage (ages 6–12) Task: Children begin to compare themselves with their peers to see how they measure up They either develop a sense of pride and accomplishment in their schoolwork, sports, social activities, and family life, or they feel inferior and inadequate because they feel that they don’t measure up. Identity vs. Role Confusion Duration: Adolescence (12–18 years) Task: Developing a sense of self Adolescents struggle with questions such as “Who am I?” and “What do I want to do with my life?” Adolescents try on many different selves to see which ones fit; they explore various roles and ideas, set goals, and attempt to discover their “adult” selves. Adolescents who are successful at this stage have a strong sense of identity and are able to remain true to their beliefs and values in the face of problems and other people’s perspectives. When adolescents are apathetic, do not make a conscious search for identity, or are pressured to conform to their parents’ ideas for the future, they may develop a weak sense of self and experience role confusion. They will be unsure of their identity and confused about the future. Teenagers who struggle to adopt a positive role will likely struggle to “find” themselves as adults. Intimacy vs. Isolation Duration: Early adulthood (20s - early 40s) Task: Share our life with others However, if other stages have not been successfully resolved, young adults may have trouble developing and maintaining successful relationships with others. We must have a strong sense of self before we can develop successful intimate relationships. Adults who do not develop a positive self-concept in adolescence may experience feelings of loneliness and emotional isolation. Generativity vs. Stagnation Duration: Middle adulthood (40s – mid 60s) Task: Finding your life’s work and contributing to the development of others  middle-aged adults begin contributing to the next generation, often through childbirth and caring for others they also engage in meaningful and productive work which contributes positively to society Those who do not master this task may experience stagnation and feel as though they are not leaving a mark on the world in a meaningful way Integrity vs. Despair Duration: Late adulthood (mid 60s – end of life) Task: Reflect on their lives and feel either a sense of satisfaction or a sense of failure People who feel proud of their accomplishments feel a sense of integrity, and they can look back on their lives with few regrets. People who are not successful at this stage may feel as if their life has been wasted. They focus on what “would have,” “should have,” and “could have” been.