start working on the topics i gave you for you lesson outline.
instruction:
1. if there is a definition link, click and read the definition. 2. click the biography link and either read or watch 3. pick out 10 WORDS that are new to you and look for the meaning in the context of the theory under study. POST IN YOUR BLOG THE WORDS AND THEIR DEFINITION.
4. write a short recap of the theorist's biography (Minimum of 8, maximum of 15 sentences). POST IT IN YOUR BLOG.
5. watch the video on what the theory is all about by clicking the link.
6. write a comment on your perception of the theory (minimum of 10, maximum of 18 sentences)
7. create/modify/adapt/find a simple and short game or any activity that applies the theory under study you can use in class. post it in your blog.
here's the schedule of submission:
Ivan Pavlov - deadline: Dec. 18 Edward Thorndike - deadline: Dec. 22 John Watson - Deadline: Dec. 26 Burrhus Skinner - deadline: Dec. 30 Edward Tolman - deadline: Jan. 3 Albert Bandura - deadline: Jan. 7 Gestalt Theory - deadline: Jan. 11 Jerome Brunner - deadline: Jan. 15 David Ausubel - deadline: Jan. 19 Robert Gagne - deadline: Jan. 23 Jean Piaget - deadline: Jan. 27 Eric Erickson - deadline: Jan. 31 Lev Vygotsky - deadline: Feb. 4 Lawrence Kohlberg- deadline: Feb. 8 Metacognition - deadline: Feb. 12 Motivation intrinsic/extrinsic - deadline Feb. 16 Abraham Maslow - deadline: Feb. 20 Multiple Intelligences - deadline: Feb. 24 exceptionalities - deadline: Mar. 1 Bloom's Taxonomy - deadline: Mar. 5 (i'll send the link january)
Ivan Pavlov was a Russian physiologist whose research on conditioned reflexes influenced the rise of behaviorism in psychology. Pavlov's experimental methods helped move psychology away from introspection and subjective assessments to objective measurement of behavior,of whom I believe help the classroom teacher deliver his lesson easily.By understanding students behavior the teacher will able to plan properly what to during class discussion.
Edward Thorndikes theory focused on active learning that proposes letting children learn themselves, rather than receiving instructions from teachers. In a classroom discussions, learning among students can be of trial and error. Learning in all aspects is incremental. Basically, students learned not mediated by ideas but through actual performance. Sometimes, they forgot assigned activities if they are not told to do so.
I would to inform you mam.that my brother died.Because of this I cant update my post for my asigned topic.Im hoping your kind consideration on this matter.
Edward C.Tolman gave more emphasis on his latent learning theory. Defined that learning is not apparent in the learner's behavior at the time of learning, but it manifests later when a suitable motivation and circumstances appear. He simultaneously used his behavioral methods to gain an understanding of mental processes of humans and animals. Taking, rats as his subject for learning that animals could learn facts about the world that they could use in a flexible manner. Like any other, students have their individual behavior in a classroom discussion. Aside from this, Tolman felt behavior is holistic, purposive and cognitive. Saying that behavior is nnt a respönse to a stimulus but is cognitive coping with a pattern of stimuli.
BIOGRAPHY Albert Bandura was born December 4,1925, in a small town of Mundare in Northern Alberta, Canada. He studied in a small elementary school and high school, with only minimal resources. After his high school, he worked during one summer by filling holes on the Alaska Highway in the Yukon. He finished his bachelors degree in Psychology from the University of British Columbia in 1949. He received his Ph.D in 1952 at the University of Iowa. It was there that he came under the influence of the behaviorist tradition and learning theory. In Iowa, she met Virginia Varns, an Instructor in the nursing school. They married and blessed with two daughters. He started teaching in 1952 at Stanford University. He collaborated his first graduate student named Richard Walters in making their first book, Adolescent Aggression in the year 1959. At present, he continues to work at Stanford and worked also as President of APA.
Banduras theory focuses on variables we can observe, measure and manipulate.All this boils down to a theory of personality that says that one's environment causes one's behavior. Based on the first book, Adolescents Aggression, Bandura found a bit to simplistic for the phenomeba he was observing. He suggested that environment causes tne behavior and that behavior causes the environment. Example to this, if a student shows unusual behavior in school which is uncontrollable since what is there behavior or the environment at home, was their behavior they brought in the school. In his theory, there are steps involved in the modelling process. One of it is the attention process. The student is going to learn anything, then he/she must pay attention. Like if you damper on attention this will decrease learning including also your observational learning. Example, if you are groggy, sick, nervous you will learn less well. But if the model of the topic of your discussion was more interesting, they more they will pay attention. Next is retention, what you have paid attention ,that will be remembered the next session. It will store in their memory. Then, came the reproduction. What they do is just like they are daydreaming. The motivation that they have will be done and reproduce by thinking that they really do it and watch.
JEROME SEYMOUR BRUNER was born on October 1, 1915, to a Polish immigrant parents, Herman and Rose (Gluckmann) Bruner. He was born blind and did not achieve sight until after two cataract operations while he was still an infant. He attended public schools, graduating from high school in 1933, and entered Duke University where he majored in psychology, earning the AB degree in 1937. Bruner then pursued graduate study at Harvard University, receiving the MA in 1939 and the Ph.D in 1941.During the world war II, he served under General Eisenhower in the Psychological Warfare Division of Supreme Headquarters Allied Expeditionary Force, Europe. After the war he joined the faculty at Harvard University in 1945.
Instrumental conceptualism is the term applied to the theory of learning as advocated by Jerome Bruner, who believed that the acquisition of whatever form of knowledge is always a dynamic and interactive process because the learner which is the students purposively participates in the process of knowledge acquisition who selects, structures,retains and transforms information. Bruner argued that learning is thinking and thinking is the process whereby one makes sense out of the various and somehow unrelated facts through a process called conceptualization. When , we talk of transfer of learning meaning it occurs in a person's learning in one situation influences his learning and performance in other situations.
David Paul Ausubel born on October 25, 1918 in Brooklyn, New York. He came to educational psychology from the field of medicine. He was an assistant surgeon and psychiatric resident,with the U.S. Public Health Service and worked in Germany in the medical treatment of displaced persons after world war II. after he completed his training in psychiatry, he entered in Columbia University and earned his Ph.D. in developmental psychology. In the year 1950, he accepted a position with the Bureau of Educational Research at the University of Illinois. He remained with the bureau for the next sixteen years. There, he published cognitive psychology. He then left the University in 1966 in order to accepta position with the Department of Applied Psychology. He moved from Toronto and later become a professor and head of the Department of Educational Psychology. He served there until his retirement.
Ausubel's theory was more on Meaningful learning.Meaning occurs when the learners which is the students actively interprete, find the corresponding meaning using also cognitive operations. In this, learners want to rearrange a given array of information, integrate, reorganize, and transform information.Meaningful learning indicates also three essential conditions namely: the use of meaningful learning set to a learning task. Second, no intention to memorize and lastly, existence of prior knowledge.
Robert Mills Gagne was born August 21,1916, in North Andover,Massachusetts. He was an American educator whose studies of learning and instruction profoundly affected American schooling. He earned an A.B degree from Yale in 1937 and a Ph.D. from Brown University in 1940. He was a professor of psychology and educational psychology at Connecticut College for women (1940-1949).He's work had a profound influence on American education and on military and industrial training.
Gagne theory emphasized on stimulus-response particularly on the eight kinds of learning which differs in quality and quanity of stimulus-response bonds involved in it. He also argued that students many skills maybe analyzed into hierarchy of behaviors, which is called as LEARNING HIERARCHY. An instructor would develop a learning hierarchy for something to be taught by stating the skill to be learned as a specific behavior and then answering the question "What would you have to know how to do in order to perform the task, after being given only instruction. So meaning the class are given instruction only to perform the task. Gagne's approach to learning and instruction,criticized as most appropriate for mastery and learning of information and intellectual skills objectives.
BIOGRAPHY of Jean William Fritz Piaget Piaget was born in 1896 in Neuchatel, in the Francophone region of Switzerland. His father, Arthur Piaget, was a professor of medieval literature at the University of Neuchatel. He was a child who developed an interest in biology and the natural world. He was educated at the University of Neuchatel, and studied briefly at the University of Zurich. During this time, he published two philosophical papers that showed the direction of his thinking at the time, but which he later dismissed an adolescent thought.His interest in psychoanalysis, at the time a burgeoning strain of psychology, can also be dated to this period. Piaget moved from Switzerland to Paris, France after his graduation and he taught at the Grange-Aux-Belles Street School for Boys.While helping to mark some of the test of Binet's intelligence tests Piaget noticed that young children consistently gave wrong answers to certain questions. He did not focus on the fact of the children's answers being wrong, but the young children consistently made types of mistakes that older children and adults did not. This led to the theory that young children cognitive processes are inherently different from those adults. After that, he returned to Switzerland as director of the Rousseau Institute of Geneva. In 1923, he married to valentine Chatenay, the couple bear three children, whom Piaget studied from infancy. In 1964, Piaget, was invited to serve as chief consultant at two conferences at Cornell University and University of California which the conferences addressed the relationship of cognitive studies and curriculum development and strived to conceive implications of recent investigations of children's cognitive development for curricula.
Jean Piaget concepts emphasizes more on the four phases of students learning. One which is the Sociological Model of Development deals with the hidden side of the children's minds. On this phase, the teacher has to interview by asking the children standardized questions and it will depend on how they answer. This has to encouraged and challenge childreen's ideas by the ideas of those children who were more advanced. Second phase, is the Sensorimotor and Adaptive Model of Intellectual Development. This part and the content was from the children's thinking. Second, was the process of intellectual activity.He argued that students timely like infants behavior that they sucked on everything in their reach. Being observed, that the children not only assimilating to fit their needs but also modifying some of their mental structures to meet the demands of his sorroundings. The next stage emphasizes that behavior and the stage of learning of the students depends and related to their age. Each of this stage of development, the child forms a view of reality for that age period.
BIOGRAPHY OF ERIC ERIKSON He was born in Franfurt to Danish parents, EriK Erikson's lifelong interest in the psychology of identity may be traced to his childhood. He was born June 15,1902 as a result of his mother's extramarital affair, and the circumstances of his birth were cancealed from him in his childhood.. His mother, Karla Abrahamse, came from a prominent Jewish family in Copenhagen, her mother Henrietta died when Karla was only 13. Abrahamsen's father,Josef,was a merchant in dried goods.Karla's older brothers Einar, Nicolai, and Axel were active in local Jewish charity and helped maintain a free soup kitchen for indigent Jewish immigrants from Russia. Since Karla Abrahamsen was officially married to Jewish stockbroker Waldemar Isidor Salomonsen at the time, her son, born in Germany, was registered as Erik Salomonsen. There is no information about his biological father, except that he was a Dane and his given name probably was Erik. It is also suggested that he was married at the time that Erikson was conceived.Following her son's birth, Karla trained to be a nurse, moved to Karlsruhe and in 1904 married a Jewish pediatrician Theodor Homburger. In 1909 Erik Salomonsen became Erik Homburger and in 1911 he was offically adopted by his stepfather. The development of the identity seems to have been one of Erik's greatest concerns in his own life as well as in his theory. During his childhood and early adulthood he was known as Erik Hoberger, and his parents kept the details of his birth a secret. He was a tall, blond, blue-eyed boy who was raised in the Jewish religion. At temple school, the kids teased him for being Nordic; at grammar school, they teased him for being Jewish.
Erik Erikson's theory focus on the Child's Developmental Stages.Our personality traits come in opposite. We think ourselves as optimistic or pessimistic, independent or dependent, emotional or unemotional, adventorous or cautious,leader of follower, aggressive or passive. Many of these are inborn temperament traits, such as feeling either competent or inferior,appear to be learned, based on the challenges and support we receive in growing up. Erik believed that ego exists from birth and that behavior is not totally defensive.He was aware of the massive influence of culture and behavior and placed important emphasis on the outside world.The course of development is determined by the interaction of the body,mind and cultural influences. He organized life into eight stages that extend from birth to death. Since adulthood covers a span of many years. Then, he divided the stages of adulthood into the experiences of young adults, middle aged adults and other adults.
Biography He was born in Orsha, in the Russian Empire into a non religious Jewish family. He was a Soviet psychologist and the founder of cultural-historical psychology. He was influenced by his cousin, david Vygotsky. He graduated from Moscow State University in 1917. In the mid-1920s, he worked at the Institute of Psychology and other educational research. He died in 1934 ,at the age of 37 of Tubercolusis.
The theory of Lev Vygotsky investigated child development and how this was guided by the role of culture and interpersonal communication.A child came to learn the habits of mind of her/his culture, including speech patterns, written language, and other symbolic knowledge through which the child derives meaning and which affected a child's construction of her/his knowledge.this is referred as cultural mediation.And the specific knowledge gained by children through these interactions also called Internalization. Internalizationn can be understood in one respect as knowing how. Like for example internalizing the use of a pencil allows the child to use it very much for his own ends rather than draw exactly what others in societyt have drawn previously. His psychology of play explained that through playing the child develops abstract meaning separate from the objects in the world.
Biography of Lawrence Kohlberg He was a Jewish American psychologist born in Bronxville, New York, who served as professor at the University of Chicago, as well as Harvard University. Having specialized in research on moral education and reasoning, he is best known for his theory of stages of development. A closest follower of Jean Piaget's theory of cognitivedevelopment.His work reflected and extended his follower's ideas,at the same time creating a new field with psychology: moral development.
Kohlberg's theory is more on the stages of moral development. These stages are planes of moral adequacy conceived to explain the development of moral reasoning. His theory told that moral reasoning which is the basis of ethical behavior of the students.He studied that moral reasoning is by presenting subjects with delimmas. then he would categorize and classify the reasoning in the responses.
Metacognition is defined as cogniton about cognition or knowing about knowing.It includes knowledge about when and how to use particular strategies for learning or for problem solving.When we say problem solving means overcoming of difficulties that appear to interfere with the attainment of a goal. Metacognition refers to one's knowledge concerning one's own cognitive processess or anything related.Students who demonstrate a wide range of metacognitive skills perform better on exams and complete work more efficiently.Example in a class session, the students are instructed to perform dance steps.then the students try to do it individually until they had performed it well.Metacognition helps people to perform many cognitive task more effectively.
The types of Motivation: The motivation is either intrinsic and extrinsic; When we say INTRINSIC motivation refers to the inherent or internal stimulus of the individual to learn. It is based on the natural desire of the individual to satisfy his drives and motives without the need for reward and punishment. While Extrinsic motivation is based on incentives which are artificial devices which are employed to evoke attitude conducive to learning. Rewards and praises like medals, good grades, prizes, scholarships and the like as well as punishments are good examples of this form of motivation.
Biography of Abraham Harald Maslow He born April 1,1908 in Brooklyn, New York. He was the first of seven children born to his parent, who themselves were uneducated Jewish immigrants from Russia. His parents hoping for the best for their children in the new world, pushed him hard for academic success. Not surprisingly, he became very lonely as a boy, and found his refuge in books. He became interested in psychology while in University of Wisconsin. He spent time working their with Harry Harlow, who is famous for his experiments with baby's rhesus monkey and attachment behavior.He authored his book entitled "The Organism in 1934". In his final years, he spent his semi-final retirement until on June 8, 1970 and died of a heart attack after years of ill health.
THEORY One of the many interesting things Maslow noticed while he worked with monkey early in his career, was that some needs take precedence over the others. For example,if your hungry and thirsty, you will tend to try to take care of the thirst first. After all, you can do without food for weeks, but you can only do without water for a couple of days.To conclude, thirst is stronger need than hunger. He took his idea and created his now famous hierarchy of needs. He laid down out fruit broader layers such as Physiological needs, the safety and security needs, the love and belonging needs, the esteem need
MULTIPLE INTELLIGENCES This theory was proposed by Howard Gardner in 1983 to analyze and better describe the concept of intelligences. He argues that the concept of intelligence as traditionally defined in psycho metrics(IQ tests)dos not sufficiently describe the wide variety of cognitive abilities humans display. For example, the theory states that a child who learns to multiply easily is not necessarily more intelligent than a child who has stronger skills in another kind of intelligence. The child who takes more time to master simple multiplication may 1) best learn to multiply through a different approach 2)may excel in a field outside mathematics. 3.)may even be looking at and understand the multiplication process at a fundamentally deeper level. Such a fundamentally deeper understanding can result in what looks like slowness and can hide a mathematical intelligences potentially higher than that of a child who quickly memorize the multiplication table despite a less detailed understanding of the process of multiplication.
EXCEPTIONALITIES Foundations of Special Education EXCEPTIONALITIES We all have strenghts in some areas and weaknesses in others. A student may have severe problems in math and science but be a gifted public speaker with a talent for learning foreign languages. a student maybe an intelligent, creative learner in all academic areas, but may be hampered by a wheelchair that makes many locations and activities inaccessible. Example: 1. Student - a tall fifth grader, can throw a baseball at eighty miles per hour yet cannot see. 2. Student - an excellent mountain climber, cannot see. As a teacher, you must carefully evaluate each child's strenght and weaknesses. The process of assessing a child's learning needs includes: 1. evaluation and screening by psychologists and therapists; 2. determining the child's day-to-day specific needs in academic, social and creative realms. Deciding whether a students needs special education services.
BLOOM'S TAXONOMY - It is a classification of learning objectives within education. It refers to a classification of the different objectives that educators set for students. - it is considered to a foundational and essential element within the education community. - Bloom's taxonomy educational objectives divided into three domain: 1. Cognitive 2. Affective 3. Psycho motor This composed of knowledge, comprehension and critical thinking in a particular topic.
GOOD WORK, DONG...
ReplyDeleteyour next post -
1. upload your favorite song with lyrics or poem
2. write about your interests
(minimum of 5 sentences, maximum of 8)
Dong,
ReplyDeletestart working on the topics i gave you for you lesson outline.
instruction:
1. if there is a definition link, click and read the definition.
2. click the biography link and either read or watch
3. pick out 10 WORDS that are new to you and look for the meaning in the context of the theory under study. POST IN YOUR BLOG THE WORDS AND THEIR DEFINITION.
4. write a short recap of the theorist's biography (Minimum of 8, maximum of 15 sentences). POST IT IN YOUR BLOG.
5. watch the video on what the theory is all about by clicking the link.
6. write a comment on your perception of the theory (minimum of 10, maximum of 18 sentences)
7. create/modify/adapt/find a simple and short game or any activity that applies the theory under study you can use in class. post it in your blog.
here's the schedule of submission:
Ivan Pavlov - deadline: Dec. 18
Edward Thorndike - deadline: Dec. 22
John Watson - Deadline: Dec. 26
Burrhus Skinner - deadline: Dec. 30
Edward Tolman - deadline: Jan. 3
Albert Bandura - deadline: Jan. 7
Gestalt Theory - deadline: Jan. 11
Jerome Brunner - deadline: Jan. 15
David Ausubel - deadline: Jan. 19
Robert Gagne - deadline: Jan. 23
Jean Piaget - deadline: Jan. 27
Eric Erickson - deadline: Jan. 31
Lev Vygotsky - deadline: Feb. 4
Lawrence Kohlberg- deadline: Feb. 8
Metacognition - deadline: Feb. 12
Motivation
intrinsic/extrinsic - deadline Feb. 16
Abraham Maslow - deadline: Feb. 20
Multiple Intelligences - deadline: Feb. 24
exceptionalities - deadline: Mar. 1
Bloom's Taxonomy - deadline: Mar. 5 (i'll send the link january)
if you got questions, let me know, alright.
MBA
you need to POST HERE IN YOUR BLOG all the things you will write.
ReplyDeleteIvan Pavlov was a Russian physiologist whose research on conditioned reflexes influenced the rise of behaviorism in psychology. Pavlov's experimental methods helped move psychology away from introspection and subjective assessments to objective measurement of behavior,of whom I believe help the classroom teacher deliver his lesson easily.By understanding students behavior the teacher will able to plan properly what to during class discussion.
ReplyDeleteEdward Thorndikes theory focused on active learning that proposes letting children learn themselves, rather than receiving instructions from teachers. In a classroom discussions, learning among students can be of trial and error. Learning in all aspects is incremental. Basically, students learned not mediated by ideas but through actual performance. Sometimes, they forgot assigned activities if they are not told to do so.
ReplyDeleteI would to inform you mam.that my brother died.Because of this I cant update my post for my asigned topic.Im hoping your kind consideration on this matter.
ReplyDeleteEdward C.Tolman gave more emphasis on his latent learning theory. Defined that learning is not apparent in the learner's behavior at the time of learning, but it manifests later when a suitable motivation and circumstances appear. He simultaneously used his behavioral methods to gain an understanding of mental processes of humans and animals. Taking, rats as his subject for learning that animals could learn facts about the world that they could use in a flexible manner. Like any other, students have their individual behavior in a classroom discussion. Aside from this, Tolman felt behavior is holistic, purposive and cognitive. Saying that behavior is nnt a respönse to a stimulus but is cognitive coping with a pattern of stimuli.
ReplyDeleteBIOGRAPHY
ReplyDeleteAlbert Bandura was born December 4,1925, in a small town of Mundare in Northern Alberta, Canada. He studied in a small elementary school and high school, with only minimal resources. After his high school, he worked during one summer by filling holes on the Alaska Highway in the Yukon. He finished his bachelors degree in Psychology from the University of British Columbia in 1949. He received his Ph.D in 1952 at the University of Iowa. It was there that he came under the influence of the behaviorist tradition and learning theory. In Iowa, she met Virginia Varns, an Instructor in the nursing school. They married and blessed with two daughters. He started teaching in 1952 at Stanford University. He collaborated his first graduate student named Richard Walters in making their first book, Adolescent Aggression in the year 1959. At present, he continues to work at Stanford and worked also as President of APA.
Banduras theory focuses on variables we can observe, measure and manipulate.All this boils down to a theory of personality that says that one's environment causes one's behavior.
ReplyDeleteBased on the first book, Adolescents Aggression, Bandura found a bit to simplistic for the phenomeba he was observing. He suggested that environment causes tne behavior and that behavior causes the environment. Example to this, if a student shows unusual behavior in school which is uncontrollable since what is there behavior or the environment at home, was their behavior they brought in the school.
In his theory, there are steps involved in the modelling process. One of it is the attention process. The student is going to learn anything, then he/she must pay attention. Like if you damper on attention this will decrease learning including also your observational learning. Example, if you are groggy, sick, nervous you will learn less well. But if the model of the topic of your discussion was more interesting, they more they will pay attention.
Next is retention, what you have paid attention ,that will be remembered the next session. It will store in their memory. Then, came the reproduction. What they do is just like they are daydreaming. The motivation that they have will be done and reproduce by thinking that they really do it and watch.
JEROME SEYMOUR BRUNER was born on October 1, 1915, to a Polish immigrant parents, Herman and Rose (Gluckmann) Bruner. He was born blind and did not achieve sight until after two cataract operations while he was still an infant. He attended public schools, graduating from high school in 1933, and entered Duke University where he majored in psychology, earning the AB degree in 1937. Bruner then pursued graduate study at Harvard University, receiving the MA in 1939 and the Ph.D in 1941.During the world war II, he served under General Eisenhower in the Psychological Warfare Division of Supreme Headquarters Allied Expeditionary Force, Europe. After the war he joined the faculty at Harvard University in 1945.
ReplyDeleteInstrumental conceptualism is the term applied to the theory of learning as advocated by Jerome Bruner, who believed that the acquisition of whatever form of knowledge is always a dynamic and interactive process because the learner which is the students purposively participates in the process of knowledge acquisition who selects, structures,retains and transforms information. Bruner argued that learning is thinking and thinking is the process whereby one makes sense out of the various and somehow unrelated facts through a process called conceptualization. When , we talk of transfer of learning meaning it occurs in a person's learning in one situation influences his learning and performance in other situations.
ReplyDeleteDavid Paul Ausubel born on October 25, 1918 in Brooklyn, New York. He came to educational psychology from the field of medicine. He was an assistant surgeon and psychiatric resident,with the U.S. Public Health Service and worked in Germany in the medical treatment of displaced persons after world war II. after he completed his training in psychiatry, he entered in Columbia University and earned his Ph.D. in developmental psychology.
ReplyDeleteIn the year 1950, he accepted a position with the Bureau of Educational Research at the University of Illinois. He remained with the bureau for the next sixteen years. There, he published cognitive psychology. He then left the University in 1966 in order to accepta position with the Department of Applied Psychology. He moved from Toronto and later become a professor and head of the Department of Educational Psychology. He served there until his retirement.
Ausubel's theory was more on Meaningful learning.Meaning occurs when the learners which is the students actively interprete, find the corresponding meaning using also cognitive operations. In this, learners want to rearrange a given array of information, integrate, reorganize, and transform information.Meaningful learning indicates also three essential conditions namely: the use of meaningful learning set to a learning task. Second, no intention to memorize and lastly, existence of prior knowledge.
ReplyDeleteRobert Mills Gagne was born August 21,1916, in North Andover,Massachusetts. He was an American educator whose studies of learning and instruction profoundly affected American schooling.
ReplyDeleteHe earned an A.B degree from Yale in 1937 and a Ph.D. from Brown University in 1940. He was a professor of psychology and educational psychology at Connecticut College for women (1940-1949).He's work had a profound influence on American education and on military and industrial training.
Gagne theory emphasized on stimulus-response particularly on the eight kinds of learning which differs in quality and quanity of stimulus-response bonds involved in it. He also argued that students many skills maybe analyzed into hierarchy of behaviors, which is called as LEARNING HIERARCHY. An instructor would develop a learning hierarchy for something to be taught by stating the skill to be learned as a specific behavior and then answering the question "What would you have to know how to do in order to perform the task, after being given only instruction. So meaning the class are given instruction only to perform the task.
ReplyDeleteGagne's approach to learning and instruction,criticized as most appropriate for mastery and learning of information and intellectual skills objectives.
BIOGRAPHY of Jean William Fritz Piaget
ReplyDeletePiaget was born in 1896 in Neuchatel, in the Francophone region of Switzerland. His father, Arthur Piaget, was a professor of medieval literature at the University of Neuchatel. He was a child who developed an interest in biology and the natural world. He was educated at the University of Neuchatel, and studied briefly at the University of Zurich. During this time, he published two philosophical papers that showed the direction of his thinking at the time, but which he later dismissed an adolescent thought.His interest in psychoanalysis, at the time a burgeoning strain of psychology, can also be dated to this period. Piaget moved from Switzerland to Paris, France after his graduation and he taught at the Grange-Aux-Belles Street School for Boys.While helping to mark some of the test of Binet's intelligence tests Piaget noticed that young children consistently gave wrong answers to certain questions. He did not focus on the fact of the children's answers being wrong, but the young children consistently made types of mistakes that older children and adults did not. This led to the theory that young children cognitive processes are inherently different from those adults. After that, he returned to Switzerland as director of the Rousseau Institute of Geneva.
In 1923, he married to valentine Chatenay, the couple bear three children, whom Piaget studied from infancy.
In 1964, Piaget, was invited to serve as chief consultant at two conferences at Cornell University and University of California which the conferences addressed the relationship of cognitive studies and curriculum development and strived to conceive implications of recent investigations of children's cognitive development for curricula.
Jean Piaget concepts emphasizes more on the four phases of students learning. One which is the Sociological Model of Development deals with the hidden side of the children's minds. On this phase, the teacher has to interview by asking the children standardized questions and it will depend on how they answer. This has to encouraged and challenge childreen's ideas by the ideas of those children who were more advanced. Second phase, is the Sensorimotor and Adaptive Model of Intellectual Development. This part and the content was from the children's thinking. Second, was the process of intellectual activity.He argued that students timely like infants behavior that they sucked on everything in their reach. Being observed, that the children not only assimilating to fit their needs but also modifying some of their mental structures to meet the demands of his sorroundings. The next stage emphasizes that behavior and the stage of learning of the students depends and related to their age. Each of this stage of development, the child forms a view of reality for that age period.
ReplyDeleteBIOGRAPHY OF ERIC ERIKSON
ReplyDeleteHe was born in Franfurt to Danish parents, EriK Erikson's lifelong interest in the psychology of identity may be traced to his childhood. He was born June 15,1902 as a result of his mother's extramarital affair, and the circumstances of his birth were cancealed from him in his childhood.. His mother, Karla Abrahamse, came from a prominent Jewish family in Copenhagen, her mother Henrietta died when Karla was only 13. Abrahamsen's father,Josef,was a merchant in dried goods.Karla's older brothers Einar, Nicolai, and Axel were active in local Jewish charity and helped maintain a free soup kitchen for indigent Jewish immigrants from Russia.
Since Karla Abrahamsen was officially married to Jewish stockbroker Waldemar Isidor Salomonsen at the time, her son, born in Germany, was registered as Erik Salomonsen. There is no information about his biological father, except that he was a Dane and his given name probably was Erik. It is also suggested that he was married at the time that Erikson was conceived.Following her son's birth, Karla trained to be a nurse, moved to Karlsruhe and in 1904 married a Jewish pediatrician Theodor Homburger. In 1909 Erik Salomonsen became Erik Homburger and in 1911 he was offically adopted by his stepfather.
The development of the identity seems to have been one of Erik's greatest concerns in his own life as well as in his theory. During his childhood and early adulthood he was known as Erik Hoberger, and his parents kept the details of his birth a secret. He was a tall, blond, blue-eyed boy who was raised in the Jewish religion. At temple school, the kids teased him for being Nordic; at grammar school, they teased him for being Jewish.
Erik Erikson's theory focus on the Child's Developmental Stages.Our personality traits come in opposite. We think ourselves as optimistic or pessimistic, independent or dependent, emotional or unemotional, adventorous or cautious,leader of follower, aggressive or passive. Many of these are inborn temperament traits, such as feeling either competent or inferior,appear to be learned, based on the challenges and support we receive in growing up.
ReplyDeleteErik believed that ego exists from birth and that behavior is not totally defensive.He was aware of the massive influence of culture and behavior and placed important emphasis on the outside world.The course of development is determined by the interaction of the body,mind and cultural influences.
He organized life into eight stages that extend from birth to death. Since adulthood covers a span of many years. Then, he divided the stages of adulthood into the experiences of young adults, middle aged adults and other adults.
Biography
ReplyDeleteHe was born in Orsha, in the Russian Empire into a non religious Jewish family. He was a Soviet psychologist and the founder of cultural-historical psychology. He was influenced by his cousin, david Vygotsky. He graduated from Moscow State University in 1917. In the mid-1920s, he worked at the Institute of Psychology and other educational research. He died in 1934 ,at the age of 37 of Tubercolusis.
The theory of Lev Vygotsky investigated child development and how this was guided by the role of culture and interpersonal communication.A child came to learn the habits of mind of her/his culture, including speech patterns, written language, and other symbolic knowledge through which the child derives meaning and which affected a child's construction of her/his knowledge.this is referred as cultural mediation.And the specific knowledge gained by children through these interactions also called Internalization.
ReplyDeleteInternalizationn can be understood in one respect as knowing how. Like for example internalizing the use of a pencil allows the child to use it very much for his own ends rather than draw exactly what others in societyt have drawn previously.
His psychology of play explained that through playing the child develops abstract meaning separate from the objects in the world.
Biography of Lawrence Kohlberg
ReplyDeleteHe was a Jewish American psychologist born in Bronxville, New York, who served as professor at the University of Chicago, as well as Harvard University. Having specialized in research on moral education and reasoning, he is best known for his theory of stages of development. A closest follower of Jean Piaget's theory of cognitivedevelopment.His work reflected and extended his follower's ideas,at the same time creating a new field with psychology: moral development.
Kohlberg's theory is more on the stages of moral development. These stages are planes of moral adequacy conceived to explain the development of moral reasoning. His theory told that moral reasoning which is the basis of ethical behavior of the students.He studied that moral reasoning is by presenting subjects with delimmas. then he would categorize and classify the reasoning in the responses.
Metacognition is defined as cogniton about cognition or knowing about knowing.It includes knowledge about when and how to use particular strategies for learning or for problem solving.When we say problem solving means overcoming of difficulties that appear to interfere with the attainment of a goal. Metacognition refers to one's knowledge concerning one's own cognitive processess or anything related.Students who demonstrate a wide range of metacognitive skills perform better on exams and complete work more efficiently.Example in a class session, the students are instructed to perform dance steps.then the students try to do it individually until they had performed it well.Metacognition helps people to perform many cognitive task more effectively.
ReplyDeleteThe types of Motivation:
ReplyDeleteThe motivation is either intrinsic and extrinsic;
When we say INTRINSIC motivation refers to the inherent or internal stimulus of the individual to learn. It is based on the natural desire of the individual to satisfy his drives and motives without the need for reward and punishment. While Extrinsic motivation is based on incentives which are artificial devices which are employed to evoke attitude conducive to learning. Rewards and praises like medals, good grades, prizes, scholarships and the like as well as punishments are good examples of this form of motivation.
Biography of Abraham Harald Maslow
ReplyDeleteHe born April 1,1908 in Brooklyn, New York. He was the first of seven children born to his parent, who themselves were uneducated Jewish immigrants from Russia. His parents hoping for the best for their children in the new world, pushed him hard for academic success. Not surprisingly, he became very lonely as a boy, and found his refuge in books. He became interested in psychology while in University of Wisconsin. He spent time working their with Harry Harlow, who is famous for his experiments with baby's rhesus monkey and attachment behavior.He authored his book entitled "The Organism in 1934". In his final years, he spent his semi-final retirement until on June 8, 1970 and died of a heart attack after years of ill health.
THEORY
ReplyDeleteOne of the many interesting things Maslow noticed while he worked with monkey early in his career, was that some needs take precedence over the others. For example,if your hungry and thirsty, you will tend to try to take care of the thirst first. After all, you can do without food for weeks, but you can only do without water for a couple of days.To conclude, thirst is stronger need than hunger.
He took his idea and created his now famous hierarchy of needs. He laid down out fruit broader layers such as Physiological needs, the safety and security needs, the love and belonging needs, the esteem need
MULTIPLE INTELLIGENCES
ReplyDeleteThis theory was proposed by Howard Gardner in 1983 to analyze and better describe the concept of intelligences. He argues that the concept of intelligence as traditionally defined in psycho metrics(IQ tests)dos not sufficiently describe the wide variety of cognitive abilities humans display. For example, the theory states that a child who learns to multiply easily is not necessarily more intelligent than a child who has stronger skills in another kind of intelligence. The child who takes more time to master simple multiplication may 1) best learn to multiply through a different approach 2)may excel in a field outside mathematics. 3.)may even be looking at and understand the multiplication process at a fundamentally deeper level.
Such a fundamentally deeper understanding can result in what looks like slowness and can hide a mathematical intelligences potentially higher than that of a child who quickly memorize the multiplication table despite a less detailed understanding of the process of multiplication.
EXCEPTIONALITIES
ReplyDeleteFoundations of Special Education
EXCEPTIONALITIES
We all have strenghts in some areas and weaknesses in others. A student may have severe problems in math and science but be a gifted public speaker with a talent for learning foreign languages. a student maybe an intelligent, creative learner in all academic areas, but may be hampered by a wheelchair that makes many locations and activities inaccessible.
Example:
1. Student - a tall fifth grader, can throw a baseball at eighty miles per hour yet cannot see.
2. Student - an excellent mountain climber, cannot see.
As a teacher, you must carefully evaluate each child's strenght and weaknesses. The process of assessing a child's learning needs includes:
1. evaluation and screening by psychologists and therapists;
2. determining the child's day-to-day specific needs in academic, social and creative realms.
Deciding whether a students needs special education services.
BLOOM'S TAXONOMY
ReplyDelete- It is a classification of learning objectives within education. It refers to a classification of the different objectives that educators set for students.
- it is considered to a foundational and essential element within the education community.
- Bloom's taxonomy educational objectives divided into three domain:
1. Cognitive
2. Affective
3. Psycho motor
This composed of knowledge, comprehension and critical thinking in a particular topic.