Principles of Learning. This unit of instruction will shift the focus from teaching to the learner and the process of learning. Students will learn the stages of physical development and will differentiate between human growth and development. Theories in human development including Xxxxxx’s Cognitive Theory, Xxxxxxxx’x Sociocultural Theory, and Xxxxxxx'x Multiple Intelligences will be explored and discussed. Students will explore the relationship between physical, cognitive, social, and emotional development. Students will debate the importance and influence of heredity versus environment on human development. The influences of environmental factors on development such as family, peers, community, media, health, nutrition and physical activity will also be appraised. Students will define activities for children to aid in the development of gross and/or fine motor skills development. Formative Assessment: Personal Narrative of Teaching and Learning. Students will reflect about themselves as teachers and learning. Using a narrative outline, they will present a snapshot of an experience as a teacher or learner. The narrative must include setting, characters, problem, resolution, and lasting message.
Principles of Learning. Do students' experiences show opportune use of the principles of learning? Does the teacher build in productive uses of the principles of learning? Does the teacher interrelate concepts taught?
Principles of Learning. Application in setting Meaning Teach for transfer Isolate critical attributes Concrete, semi-abstract, abstract Modeling Similarity of environment Active participation Vividness Feeling tone End without closure Breaking complex tasks Degree of guidance Close confusers Say-do Mnemonics Sequence and backward chaining Practice Continuity Cumulative review Knowledge of results Reinforcement Goal setting Keeping students open and thinking OBJECTIVES Clear objective: yes/no Level of difficulty: too hard, too easy, appropriate, stretches student to optimum match Sources: student, teacher, group, authority, contemporary life, culture, community, disciplines of knowledge, needs of learner, bodies of information, philosophy Type: generic, thinking, student learning (mastery), involvement, activity, coverage Is the type of objective a good fit for the content? TIME Allocated, engaged time Instructional time Adequate time for learning, High success time, Beginning and ending time, Scheduling and pacing SPACE Classroom arrangement: no teacher impact, conventional, varies experimentally, uniform but supports instruction Ownership and privacy Visible storage space, no dead space, no teacher blind spots, use of vertical space diagonal dividers, display area, active separated from quiet, boundaries, clear traffic patterns ROUTINES Kinds of routines: Housekeeping, class business work, habits and work procedures Purposes: Momentum, academic, or personal/social learning Communications: direct, specific, repeated, with positive expectations, modeling, tenacious, or consistent STANDARDS Standards: none, few consistent, low, too high, average, inspirationally vague, or high but reasonable Matching: no routines, few erratic routines, stable routines, stable and highly efficient routines, varied routines, alternatives, routines match individuals and group ASSESSMENT Significant, deliberate learning objectives Clear criteria for successes and models Tasks approaching or simulating real life experiences Methods of Data Collection: Observation of performance, examination of student products, written tests, interviews, simulations Good Records: checklists, profiles, portfolios Assessment is: absent, mismatched to content, appropriate to content, STRATEGIES OF TEACHING Models of teaching: Advanced Organizer Concept Attainment Inductive Thinking Inquiry Training Awareness Training Synectics Non-Directive Group Investigation Jurisprudential Social Inquiry Patterns of Instruction: Lecture...
Principles of Learning. ❖ Learning requires the active participation of the learner. ❖ Learning occurs in varying ways and at different rates. ❖ Learning is an individual and a social process.
Principles of Learning. The variables that affect the learner in a learning situation.
