A total of 32,617 out of 77,901 passed the Nurse Licensure Examination, the Professional Regulation announced Saturday. Golda Manto Yap, a graduate of the Felipe R. Verallo Memorial Foundation, topped the exams, getting an average score of 86.80 percent.
The Board of Nursing conducted the test last June in the cities of Manila, Baguio, Cagayan de Oro, Cebu, Davao, Iloilo, Legazpi, Lucena, Tacloban, Tuguegarao, Sulu, Pagadian and Zamboanga. Saint Paul University-Dumaguete had the best result when all 112 of its examinees hurdled the board for a 100-percent passing rate. A total of 50 examinees made it to the Top 10 rankings.
The results for three successful examinees were withheld by the board. The oath-taking ceremony for the successful examinees as well as those who passed previous exams but have not taken their oath will be held before the nursing board on August 18 and 19 at 8 a.m. and 1 p.m. at the SMX Convention Center, SM Mall of Asia, Pasay City.
Sunday, July 26, 2009
Sunday, July 19, 2009
The benefits of teaching as a profession and a vocation
by Hussain El Zubair
For a dedicated teacher, the profession is also a hobby and a vocation. The possibility is that you may find many teachers regretting that they had decided to become teachers. But the reason is not the profession nor is it the working environment. It is the low earnings of the teacher.
Therefore, I would prefer to list advantages and disadvantages.
For a dedicated teacher, the profession is also a hobby and a vocation. The possibility is that you may find many teachers regretting that they had decided to become teachers. But the reason is not the profession nor is it the working environment. It is the low earnings of the teacher.
Therefore, I would prefer to list advantages and disadvantages.
Advantages:
1. High levels of job satisfaction: a teacher gets satisfaction after every successful lesson he teaches and gets even more satisfaction combined with pride when his students move from one level to another. However, the satisfaction that pops up when a teacher meets one of his students who has become a doctor is not justified. I cannot claim having taught the doctor when I have only taught him ESL.
2. A professional teacher never stops learning; so any teacher who has stopped reading, watching TV, listening to radio, reading professional journals, updating his knowledge in the subject he teaches, is definitely a teacher wh is no longer competent and should look for another job.
3. Teachers truly feel that they shape the future of their countries. Preparing the students for the challenges of life, teaching them the methods of interacting, researching, discussing, agreeing and disagreeing, they prepare their students for life. However, if this type of education is interrupted by any biasis or personal beliefs, much harm is being done.
Disadvantages
1. Teachers are never well paid, except in some few countries and therefore suffer in their lives for the purpose of providing a decent life to their families.
2. Some teachers are obliged to work in some remote areas in their countries; and being unable to afford travelling in their holidays are actually confined in small villages. This used to be a big problem for such teachers 20 years ago; but things are different now when the world has become a village.
I have been teaching since 1963 and I am proud of my profession and the advances I have made in my qualification. It has been a continuous trip of learning and I am still learning
do this qoutes a nonsense or a reality?
I just read a post from somebody. It's worth reading. Try nyo!
To the one who posted this, thanks. Nauntog ako ulit!
1. "Kung hindi mo mahal ang isang tao, wag ka nang magpakita ng motibo para mahalin ka nya.."
2. "Huwag mong bitawan ang bagay na hindi mo kayang makitang hawak ng iba."
3. "Huwag mong hawakan kung alam mong bibitawan mo lang.
4. "Huwag na huwag ka hahawak kapag alam mong may hawak ka na."
5. "Parang elevator lang yan eh, bakit mo pagsisiksikan yung sarili mo kung walang pwesto para sayo. Eh meron naman hagdan, ayaw mo lang pansinin."
6. "Kung maghihintay ka nang lalandi sayo, walang mangyayari sa buhay mo.. Dapat lumandi ka din."
7. "Pag may mahal ka at ayaw sayo, hayaan mo. Malay mo sa mga susunod na araw ayaw mo na din sa kanya, naunahan ka lang."
8. "Hiwalayan na kung di ka na masaya. Walang gamot sa pagiging t@nga kundi pagkukusa."
9. "Pag hindi ka mahal ng mahal mo wag ka magreklamo. Kasi may mga tao rin na di mo mahal pero mahal ka.. Kaya quits lang."
10. "Kung dalawa ang mahal mo, piliin mo yung pangalawa. Kasi hindi ka naman magmamahal ng iba kung mahal mo talaga yung una."
11. "Hindi porke't madalas mong ka-chat, kausap sa telepono, kasama sa mga lakad o ka-text ng wantusawa eh may gusto sayo at magkakatuluyan kayo. Meron lang talagang mga taong sadyang friendly, sweet, flirt, malandi, pa-fall o paasa."
12. "Huwag magmadali sa babae o lalaki. Tatlo, lima, sampung taon, mag-iiba ang pamantayan mo at maiisip mong hindi pala tamang pumili ng kapareha dahil lang maganda o nakakalibog ito. Totoong mas mahalaga ang kalooban ng tao higit sa anuman. Sa paglipas ng panahon, maging ang mga crush ng bayan nagmumukha ding pandesal, maniwala ka.
13. "Minsan kahit ikaw ang nakaschedule, kailangan mo pa rin maghintay, kasi hindi ikaw ang priority."
15. "Alam mo ba kung gaano kalayo ang pagitan ng dalawang tao pag nagtalikuran na sila? Kailangan mong libutin ang buong mundo para lang makaharap ulit ang taong tinalikuran mo."
16. “Mas mabuting mabigo sa paggawa ng isang bagay kesa magtagumpay sa paggawa ng wala”
17. “Hindi lahat ng kaya mong intindihin ay katotohan, at hindi lahat ng hindi mo kayang intindihin ay kasinungalingan”
18. "Kung nagmahal ka ng taong di dapat at nasaktan ka, wag mong sisihin ang puso mo. Tumitibok lng yan para mag-supply ng dugo sa katawan mo. Ngayon, kung magaling ka sa anatomy at ang sisisihin mo naman ay ang hypothalamus mo na kumokontrol ng emotions mo, mali ka pa rin! Bakit? Ut@ng na loob! Wag mong isisi sa body organs mo ang mga sama ng loob mo sa buhay! Tandaan mo: magiging masaya ka lang kung matututo kang tanggapin na hindi ang puso, utak, atay o bituka mo ang may kasalanan sa lahat ng nangyari sayo, kundi IKAW mismo!"
19. "Ang pag-ibig parang imburnal...nakakatakot mahulog...at kapag nahulog ka, it's either by accident or talagang t@nga ka.."
20. "Lahat naman ng tao sumeseryoso pag tinamaan ng pagmamahal. Yun nga lang, hindi lahat matibay para sa temptasyon."
21. "Gamitin ang puso para alagaan ang taong malapit sayo. Gamitin ang utak para alagaan ang sarili mo."
22. "Bakit ba ayaw matulog ng mga bata sa tanghali? alam ba nilang pag natuto silang umibig eh hindi na sila makakatulog kahit gusto nila?
To the one who posted this, thanks. Nauntog ako ulit!
Saturday, July 18, 2009
Definition of mental giftedness
BY: GIRLIE VILLANUEVA
Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching, and counseling in order for them to develop optimally.
All gifted children are more advanced mentally than others of the same chronological age, and most have disparities between their intellectual abilities (as indicated by mental age) and their physical abilities (closely aligned to chronological age). The definition focuses on the vulnerability of the gifted child. To have the mental maturity of a 14 year old and the physical maturity of an 8 year old poses a unique set of challenges analogous to those which face the child with a 14-year-old body and an 8-year-old mind
What is giftedness all about?
It certainly is a term that makes people uncomfortable. I remember going to a back-to-school night in 1976 and offering to find a mentor for any child who wanted to learn something he or she wasn't learning in school. There was no cost for the mentor. All the parents had to do was join the Boulder Association for the Gifted for $5 per year. I had no takers. One father stopped me afterwards and said something to the effect that his daughter was reading several years above grade level, and had a chemistry lab in the basement, etc., but he was “sure” his daughter wasn't gifted!
Since those days, I have endeavored to discover what gifted means to different people. Most of my work has been with parents, and I began to notice that mothers usually called the Gifted Development Center to inquire about testing, while fathers often viewed the assessment with skepticism. When I spoke to parent groups, mothers would nod and smile and fathers would sit with crossed arms and question marks on their faces. One father came up to me after a presentation and told me about his son who had won all kinds of awards as a scholar at Stanford University, but he, too, was certain his son wasn't gifted. I asked him, “What would he have to do to be gifted in your eyes?” The father retorted, “Well, he's no Einstein.”
Characteristic of mental giftedness
Parents are excellent identifiers of giftedness in their children: 84% of the children whose parents say that they fit ¾ of the following characteristics score at least 120 IQ (the superior range). Over 95% show giftedness in at least one area, but are asynchronous in their development, and their weaknesses depress their IQ scores.
Theory of mental giftedness
Learning
Classrooms increasingly contain groups of children with a wide range of individual differences. These differences include various physical, perceptual and mental disabilities, as well as giftedness in children who need academic challenges of various kinds. There are also classes of children who are different in age, children with different ethnic origins and those who speak English as a second language. All these children require provision which is responsive to their special individual needs within the regular classroom. Many schools are now seeking alternatives to the practice of grade retention. These alternatives are challenging some of the instructional methods which were particularly effective when children in the regular classroom were expected to learn and achieve in similar ways.
It is also being increasingly recognized that children have a much wider range of capabilities than they have usually been permitted to show in the regular classroom. In order to show these capabilities, however, they need learning environments which are responsive to the many individual differences which influence learning. Some children, for example, have a special interest in, and early mastery of, symbol systems. Others understand best through much and varied hands-on manipulative experience. Children learn in different ways, have different styles, and build on very different backgrounds of experience. Children also achieve at a higher level in school if they are interested in what they are doing and interests can vary considerably within an average class group.
Both research and developments in education have recently led to instructional innovations designed to make the classroom into a learning environment which is more responsive to the varying learning needs and interests of individual children. For example, there is increasing curriculum integration: continuity between the children's learning in the different subjects. There is more opportunity to relate home and school learning. There is concern for memorable learning as well as memorized learning. Children are expected to work cooperatively on complex and open-ended tasks as well as follow instructions in step by step learning. The project approach provides one way to introduce a wider range of learning opportunities into the classroom.
Teaching
Systematic Instruction and Project Work
There are some parts of the curriculum in which children are necessarily dependent on the teacher and others in which children can work more independently. Particularly it can be seen that there are three aspects of the early childhood and elementary curriculum which provide for children's learning needs:
1. spontaneous play to explore materials, ideas and social relationships (younger children)
2. systematic instruction for the acquisition of skills (older children)
project work for the application of skills acquired earlier
For the younger children project work can be thought of as the more formal part of the program involving more teacher guidance than might be found when the children are at play. However, for the older children project work is more likely to constitute the more informal part of the program, the part where they have greater autonomy in the development of their work than when involved in teacher directed instruction.
Project work and systematic instruction can be seen as providing complementary learning opportunities. Children not only need to know how to use a skill but also when to use it. They need to learn to recognize for themselves the contexts in which the skill might be useful and the purposes which it can most appropriately serve. In systematic instruction the children acquire the skills and in project work they apply those skills in meaningful contexts. The project work can be seen as the part of the curriculum which is planned in negotiation with the children and which supports and extends the more formal and teacher directed instructional elements.
When a teacher is instructing a child in a new level of skill the learning tasks have to be carefully matched to the child's current abilities. When a child is applying skills in which she already has some fluency she can work independently, with more confidence, make decisions, formulate and solve problems as they arise, and be creative in applying the skills appropriately.
The types of activity or task the teacher plans will be different according to which kind of learning is intended. The teacher's role is different in relation to the child at work. Where the child is acquiring skills the teacher is more of a director whereas when children are applying skills they already have, the teacher is more of a guide. The child can also feel quite different about the activity according to which kind of learning is involved.
Classroom
THE CLASSROOM -- A COMMUNITY OF LEARNERS
The teacher is very influential in setting the climate of the classroom community. The climate has various aspects. The social aspect reflects the kinds of social interaction experienced among community members. The teacher can teach social values conducive to learning in the classroom. She can set clear expectations for children's behaviors towards one another. Individual rights can be protected, including those of minority groups. In this way, the children also develop expectations of their teacher.
Appreciation and respect for others can be shown in various ways. The classroom is a place where people can live a fulfilling life together as a community of learners if needs and concerns are appropriately expressed. Problems can be discussed. Support, encouragement, and models can be provided by both teacher and peers. Where expectations for children's learning are high it is important that the social interaction itself is designed to facilitate learning.
A mental Gifted Child
Roma Adriane
“Promil gifted child”
A Parent's Guide to Gifted Children contains useful information for those parenting or grand-parenting a typical child, a smart child, or a gifted child. In fact, the book is useful even to those without any parenting responsibilities if they are interested in replaying their own childhood through an adult lens.
The book is divided into a Preface, Introduction, 15 Chapters, Endnotes, two Appendices (Resources and Suggested Readings), References, and a complete Index. The Table of Contents is particularly useful for identifying key issues. Coverage is coherent, comprehensive, clear, seamless, practical, and succinct. Most chapters have a section devoted to practical advice. I found the embedded table and list summaries of important concepts a good way to keep track of main threads of the discussion. It was refreshing to read sections where the authors explained points of view that didn't agree with their own.
We've all heard the stories. Tiger Woods took up an interest in golf at only six months. Wayne Gretzky started skating by age two. Mozart had begun composing by age five. Gifted children? You betcha. Talent and greatness you should expect and push your child to have? Not necessarily. While these stars certainly showed a natural gift early in life, they are the exception to the rule.
Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching, and counseling in order for them to develop optimally.
All gifted children are more advanced mentally than others of the same chronological age, and most have disparities between their intellectual abilities (as indicated by mental age) and their physical abilities (closely aligned to chronological age). The definition focuses on the vulnerability of the gifted child. To have the mental maturity of a 14 year old and the physical maturity of an 8 year old poses a unique set of challenges analogous to those which face the child with a 14-year-old body and an 8-year-old mind
What is giftedness all about?
It certainly is a term that makes people uncomfortable. I remember going to a back-to-school night in 1976 and offering to find a mentor for any child who wanted to learn something he or she wasn't learning in school. There was no cost for the mentor. All the parents had to do was join the Boulder Association for the Gifted for $5 per year. I had no takers. One father stopped me afterwards and said something to the effect that his daughter was reading several years above grade level, and had a chemistry lab in the basement, etc., but he was “sure” his daughter wasn't gifted!
Since those days, I have endeavored to discover what gifted means to different people. Most of my work has been with parents, and I began to notice that mothers usually called the Gifted Development Center to inquire about testing, while fathers often viewed the assessment with skepticism. When I spoke to parent groups, mothers would nod and smile and fathers would sit with crossed arms and question marks on their faces. One father came up to me after a presentation and told me about his son who had won all kinds of awards as a scholar at Stanford University, but he, too, was certain his son wasn't gifted. I asked him, “What would he have to do to be gifted in your eyes?” The father retorted, “Well, he's no Einstein.”
Characteristic of mental giftedness
Parents are excellent identifiers of giftedness in their children: 84% of the children whose parents say that they fit ¾ of the following characteristics score at least 120 IQ (the superior range). Over 95% show giftedness in at least one area, but are asynchronous in their development, and their weaknesses depress their IQ scores.
Theory of mental giftedness
Learning
Classrooms increasingly contain groups of children with a wide range of individual differences. These differences include various physical, perceptual and mental disabilities, as well as giftedness in children who need academic challenges of various kinds. There are also classes of children who are different in age, children with different ethnic origins and those who speak English as a second language. All these children require provision which is responsive to their special individual needs within the regular classroom. Many schools are now seeking alternatives to the practice of grade retention. These alternatives are challenging some of the instructional methods which were particularly effective when children in the regular classroom were expected to learn and achieve in similar ways.
It is also being increasingly recognized that children have a much wider range of capabilities than they have usually been permitted to show in the regular classroom. In order to show these capabilities, however, they need learning environments which are responsive to the many individual differences which influence learning. Some children, for example, have a special interest in, and early mastery of, symbol systems. Others understand best through much and varied hands-on manipulative experience. Children learn in different ways, have different styles, and build on very different backgrounds of experience. Children also achieve at a higher level in school if they are interested in what they are doing and interests can vary considerably within an average class group.
Both research and developments in education have recently led to instructional innovations designed to make the classroom into a learning environment which is more responsive to the varying learning needs and interests of individual children. For example, there is increasing curriculum integration: continuity between the children's learning in the different subjects. There is more opportunity to relate home and school learning. There is concern for memorable learning as well as memorized learning. Children are expected to work cooperatively on complex and open-ended tasks as well as follow instructions in step by step learning. The project approach provides one way to introduce a wider range of learning opportunities into the classroom.
Teaching
Systematic Instruction and Project Work
There are some parts of the curriculum in which children are necessarily dependent on the teacher and others in which children can work more independently. Particularly it can be seen that there are three aspects of the early childhood and elementary curriculum which provide for children's learning needs:
1. spontaneous play to explore materials, ideas and social relationships (younger children)
2. systematic instruction for the acquisition of skills (older children)
project work for the application of skills acquired earlier
For the younger children project work can be thought of as the more formal part of the program involving more teacher guidance than might be found when the children are at play. However, for the older children project work is more likely to constitute the more informal part of the program, the part where they have greater autonomy in the development of their work than when involved in teacher directed instruction.
Project work and systematic instruction can be seen as providing complementary learning opportunities. Children not only need to know how to use a skill but also when to use it. They need to learn to recognize for themselves the contexts in which the skill might be useful and the purposes which it can most appropriately serve. In systematic instruction the children acquire the skills and in project work they apply those skills in meaningful contexts. The project work can be seen as the part of the curriculum which is planned in negotiation with the children and which supports and extends the more formal and teacher directed instructional elements.
When a teacher is instructing a child in a new level of skill the learning tasks have to be carefully matched to the child's current abilities. When a child is applying skills in which she already has some fluency she can work independently, with more confidence, make decisions, formulate and solve problems as they arise, and be creative in applying the skills appropriately.
The types of activity or task the teacher plans will be different according to which kind of learning is intended. The teacher's role is different in relation to the child at work. Where the child is acquiring skills the teacher is more of a director whereas when children are applying skills they already have, the teacher is more of a guide. The child can also feel quite different about the activity according to which kind of learning is involved.
Classroom
THE CLASSROOM -- A COMMUNITY OF LEARNERS
The teacher is very influential in setting the climate of the classroom community. The climate has various aspects. The social aspect reflects the kinds of social interaction experienced among community members. The teacher can teach social values conducive to learning in the classroom. She can set clear expectations for children's behaviors towards one another. Individual rights can be protected, including those of minority groups. In this way, the children also develop expectations of their teacher.
Appreciation and respect for others can be shown in various ways. The classroom is a place where people can live a fulfilling life together as a community of learners if needs and concerns are appropriately expressed. Problems can be discussed. Support, encouragement, and models can be provided by both teacher and peers. Where expectations for children's learning are high it is important that the social interaction itself is designed to facilitate learning.
A mental Gifted Child
Roma Adriane
“Promil gifted child”
A Parent's Guide to Gifted Children contains useful information for those parenting or grand-parenting a typical child, a smart child, or a gifted child. In fact, the book is useful even to those without any parenting responsibilities if they are interested in replaying their own childhood through an adult lens.
The book is divided into a Preface, Introduction, 15 Chapters, Endnotes, two Appendices (Resources and Suggested Readings), References, and a complete Index. The Table of Contents is particularly useful for identifying key issues. Coverage is coherent, comprehensive, clear, seamless, practical, and succinct. Most chapters have a section devoted to practical advice. I found the embedded table and list summaries of important concepts a good way to keep track of main threads of the discussion. It was refreshing to read sections where the authors explained points of view that didn't agree with their own.
We've all heard the stories. Tiger Woods took up an interest in golf at only six months. Wayne Gretzky started skating by age two. Mozart had begun composing by age five. Gifted children? You betcha. Talent and greatness you should expect and push your child to have? Not necessarily. While these stars certainly showed a natural gift early in life, they are the exception to the rule.
LEARNING THEORIES
Reflection by: Gerlie Villanueva L.
Table of contents:
Connectionism (Edward Thorndike)
Classical Conditioning (Ivan Pavlov)
Cognitive Learning
Behaviorism (john Watson)
Social Learning Theory
Operant Conditioning (B.F Skinner)
Problem Solving
Discovery Learning (Bruner)
Field theory (Lewin)
Learning curve
Multiple-Intelligence
Experiential theory
Interpersonal Theory
LEARNING THEORY
Connectionism (Edward Thorndike)
Thorndike meant to distinguish clearly whether or not cats escaping from puzzle boxes were using insight. Thorndike's instruments in answering this question were 'learning curves' revealed by plotting the time it took for an animal to escape the box each time it was in the box. He reasoned that if the animals were showing 'insight,' then their time to escape would suddenly drop to a negligible period, which would also be shown in the learning curve as an abrupt drop; while animals using a more ordinary method of trial and error would show gradual curves. His finding was that cats consistently showed gradual learning.
Edward have three laws the law of effect, readiness, and also the exercise;
Law of effect:
A principle developed by Edward Thorndike suggesting those responses that are closely followed by satisfaction will become firmly attached to the situation and therefore more likely to reoccur when the situation is repeated.
Law of readiness:
Law which states that learning is dependent upon the learner's readiness to act, which facilitates the strengthening of the bond between stimulus and response.
Law of exercise:
This law which states that, in learning, the more frequently a stimulus and response are associated with each other, the more likely the particular response will follow the stimulus. The law implies that one learns by doing and one cannot learn a skill, for instance, by watching others. It is necessary to practice the skill, because by doing so the bond between stimulus and response is strengthened
LEARNING THEORY
Classical Conditioning (Ivan Pavlov)
There are two competing theories of how classical conditioning works. The first, stimulus-response theory, suggests that an association to the unconditioned stimulus is made with the conditioned stimulus within the brain, but without involving conscious thought. The second theory stimulus-stimulus theory involves cognitive activity, in which the conditioned stimulus is associated to the concept of the unconditioned stimulus, a subtle but important distinction.
Stimulus-response theory, referred to as S-R theory, is a theoretical model of behavioral psychology that suggests humans and other animals can learn to associate a new stimulus- the conditioned stimulus (CS)- with a pre-existing stimulus - the unconditioned stimulus (US), and can think, feel or respond to the CS as if it were actually the US.
The opposing theory, put forward by cognitive behaviorists, is stimulus-stimulus theory (S-S theory). Stimulus-stimulus theory, referred to as S-S theory, is a theoretical model of classical conditioning that suggests a cognitive component is required to understand classical conditioning and that stimulus-response theory is an inadequate model. It proposes that a cognitive component is at play. S-R theory suggests that an animal can learn to associate a conditioned stimulus (CS) such as a bell, with the impending arrival of food termed the unconditioned stimulus, resulting in an observable behavior such as salivation. Stimulus-stimulus theory suggests that instead the animal salivates to the bell because it is associated with the concept of food, which is a very fine but important distinction.
In the area of classroom learning, classical conditioning primarily influences emotional behavior. Things that make us happy, sad, angry, etc. become associated with neutral stimuli that gain our attention. For example, if a particular academic subject or remembering a particular teacher produces emotional feelings in you, those emotions are probably a result of classical conditioning.
LEARNING THEORY
Cognitive Learning
Cognitive is concerned with the mental events of the student while behaviorism deals primarily with the external conditions that affect the student's behavior. While it is important to consider external or environmental forces and their impact on learning, the teacher must present material so that the student will be able to commit important data to memory. The teacher who accepts all students as initially different will be more successful in conveying material to the class because realizing these difference the teacher will vary teaching methods while presenting the information. Incorporating different perspectives in one lesson will give variety to the students and foster an inquisitive interest by the class as a whole. However, the effective teacher must recognize the mental processes happening in the minds of the students so that the student can be helped in retaining the presented material.
Memory is defined as "the mental faculty of retaining and recalling past experiences." Memory can be divided into three phases: sensory, short- term, and long-term. Sensory memory is fleeting and momentary lasting for less than one second. It is important for the teacher to realize that while sensory systems (i.e. hearing, smell vision, etc.) are bombarded with an overwhelming amount of information, it is sensory input that is the door to the students memory and, therefore, his learning. The second phase, short- term memory, is working and active but is maintained primarily by rehearsal. Rehearsal means to repeat. This explains why students can review notes before a test, do quite well on the exam, and three days later remember nothing from the material. Short-term memory is limited to approximately seven items in adolescents and higher grade students. However, the younger children will remember far less. "Six-year-old [students] are not likely to remember more than two or three" items in short-term memory Teachers should consider age and maturity levels of students to set reasonable goals for the class.
Long-term memory is the pot of gold at the end of the rainbow for both the teacher and student. Once information enters sensory memory and processes in short-term memory, it can enter and be organized in this unlimited and highly stable area in the student's mind. Learning has truly taken place when information can be recalled from the student's long-term memory. Using a computer as a metaphor for memory, the short-term phase is RAM (highly volatile and easily lost when something else is entered) while long-term memory is the hard drive or diskette (the information is there even after the machine is turned off). This metaphor is especially helpful because a computer knows the address of each bit of information because of the manner information is entered. It is essential that information placed into a student's long-term memory be linked in a way that the student can retrieve it later. The teacher who understands the relationship between memory and retrieval can gear a lesson plan to assist the student in the process which enhances learning.
LEARNING THEORY
Behaviorism (john Watson)
Behaviorism is a theory of animal and human learning that only focuses on objectively observable behaviors and discounts mental activities. Behavior theorists define learning as nothing more than the acquisition of new behavior.
In addition the behaviorists identify conditioning as a universal learning process. There are two different types of conditioning, each yielding a different behavioral pattern:
Classic conditioning occurs when a natural reflex responds to a stimulus. The most popular example is Pavlov’s observation that dogs salivate when they eat or even see food. Essentially, animals and people are biologically “wired” so that a certain stimulus will produce a specific response.
Behavioral or operant conditioning occurs when a response to a stimulus is reinforced. Basically, operant conditioning is a simple feedback system: If a reward or reinforcement follows the response to a stimulus, then the response becomes more probable in the future. For example, leading behaviorist B.F. Skinner used reinforcement techniques to teach pigeons to dance and bowl a ball in a mini-alley.
There have been many criticisms of behaviorism, including the following:
Behaviorism does not account for all kinds of learning, since it disregards the activities of the mind.
Behaviorism does not explain some learning–such as the recognition of new language patterns by young children–for which there is no reinforcement mechanism.
Research has shown that animals adapt their reinforced patterns to new information. For instance, a rat can shift its behavior to respond to changes in the layout of a maze it had previously mastered through reinforcements.
LEARNING THEORY
Social Learning Theory
The social learning theory proposed by Albert Bandura has become perhaps the most influential theory of learning and development. While rooted in many of the basic concepts of traditional learning theory, Bandura believed that direct reinforcement could not account for all types of learning.
His theory added a social element, arguing that people can learn new information and behaviors by watching other people. Known as observational learning (or modeling), this type of learning can be used to explain a wide variety of behaviors.
Albert bandura says that:
"Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action."
LEARNING THEORY
Operant Conditioning (B.F Skinner)
Operant conditioning (sometimes referred to as instrumental conditioning) is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior.
We can find examples of operant conditioning at work all around us, such as children completing homework to earn a reward from a parent or teacher or employees finishing projects to receive praise or promotions. In these examples, the promise or possibility of rewards causes an increase in behavior, but operant conditioning can also be used to decrease a behavior. The removal of an undesirable outcome or the use of punishment can be used to decrease or prevent undesirable behaviors. For example, a child may be told they will lose recess privileges if they talk out of turn in class. This potential for punishment may lead to a decrease in disruptive behaviors.
In addition Classical Conditioning is the type of learning made famous by Pavlov's experiments with dogs. The gist of the experiment is this: Pavlov presented dogs with food, and measured their salivary response (how much they drooled). Then he began ringing a bell just before presenting the food. At first, the dogs did not begin salivating until the food was presented. After a while, however, the dogs began to salivate when the sound of the bell was presented. They learned to associate the sound of the bell with the presentation of the food. As far as their immediate physiological responses were concerned, the sound of the bell became equivalent to the presentation of the food.
LEARNING THEORY
Problem Solving
Group problem solving is pervasive in organizations and social policy settings, playing a role in decision making, strategy formulation, the development of new products, services or policies, and adaptation to changing conditions in institutional environments. However, very little is known about either the behavioral processes involved or the factors that affect performance. Recent reviews of the literature on group behavior indicate virtually no empirical
studies of group problem solving Laboratory studies have examined the effect of group size and problem abstractness on group problem solving performance and shown that groups can outperform individuals on the same problems under certain conditions The latter results have been used to justify group rather than individual problem solving strategies in organizations, but their generalizability depends on the characteristics of the problem being solved. For example, a
prominent feature of group problems in organizations is the distribution of information among group members, so communication and the sharing and integration of distributed information are required to reach a solution. Experiments comparing individual and group performance, however, tend to use problem stimuli for which all individuals have access to complete information.
LEARNING THEORY
Discovery Learning (Bruner)
Discovery Learning is a method of inquiry-based instruction, discovery learning believes that it is best for learners to discover facts and relationships for themselves.
So discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments. As a result, students may be more more likely to remember concepts and knowledge discovered on their own (in contrast to a transmissions model). Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, incidental learning, among others.
LEARNING THEORY
Discovery Learning (Bruner)
Reflection:
Discovery learning is most noticeable in problem solving situations. The learner calls on their past experience and prior knowledge to discover the new information or skills. It is a personal, internal, constructivist-style learning environment. "Emphasis on discovery in learning has precisely the effect on the learner of leading him to be a constructionist, to organize what he is encountering in a manner not only designed to discover regularity and relatedness, but also to avoid the kind of information drift that fails to keep account of the uses to which information might have to be put."
We can apply the discover learning thru encourage students to develop problem-solving strategies for confronting the unknown or unfamiliar. And also by promoting the development of discovery learning courses, laboratories and technology.
LEARNING THEORY
Field theory (Lewin)
For Kurt Lewin’s behavior was determined by totality of an individual’s situation. In his field theory, a ‘field’ is defined as ‘the totality of coexisting facts which are conceived of as mutually interdependent’ (Lewin 1951: 240). Individuals were seen to behave differently according to the way in which tensions between perceptions of the self and of the environment were worked through. The whole psychological field, or ‘life space’, within which people acted had to be viewed, in order to understand behavior. Within this individuals and groups could be seen in topological terms (using map-like representations). Individuals participate in a series of life spaces (such as the family, work, school and church), and these were constructed under the influence of various force vectors
The field theory may seem obvious to us now, but most early psychologist did not believe in behaviorism. Many psychologists at the time believed in the psychoanalytic theory that held human motives to be blind pushes from within. Lewin thought of motives as goal- directed forces. He believed "that our behavior is purposeful; we live in a psychological reality or life space that includes not only those parts of our physical and social environment that are important to us but also imagined states that do not currently exist"
LEARNING THEORY
Field theory (Lewin)
Reflection:
The field theory is the "proposition that human behavior is the function of both the person and the environment. This means that one’s behavior is related both to one’s personal characteristics and to the social situation in which one finds oneself.
Lewin’s field theories lead to the development of actual field research on human behavior. His approach has guided experiments in the field of social cognition, social motivation, and group processes. Most importantly Lewin helped develop action research. Action research uses empirical social research, social action, and controlled evaluation.
LEARNING THEORY
Multimedia learning
Multimedia learning is the common name used to describe the cognitive theory of multimedia learning this theory encompasses several principles of learning with multimedia.
When learning with multimedia the brain must simultaneously encode two different types of information, an auditory stimulus and a visual stimulus. One might expect that these competing sources of information would tend to overwhelm or overload the learner. However, psychological research has shown that verbal information is in fact better remembered when accompanied by a visual image. Baddeley and Hitch proposed a theory of working memory in 1974 which has two largely independent subcomponents that tend to work in parallel - one visual and one verbal/acoustic. This allows us to simultaneously process information coming from our eyes and ears. Thus a learner is not necessarily overwhelmed or overloaded by multimodal instruction, and it can in fact be
Initially the instructional content of these multimedia learning studies was limited to logical scientific processes that centered on cause-and-effect systems like automobile braking systems, how a bicycle pump works, or cloud formation. But eventually it was found that the modality effect could be extended to other domains, which were not necessarily cause-and-effect based systems.
LEARNING THEORY
Multimedia learning
Reflection:
In this Multimedia learning the Students learn better from animation and narration than from animation, narration, and on-screen text."Thus it’s better to eliminate redundant material. This is because learners do not learn as well, when they both hear and see the same verbal message during a presentation
LEARNING THEORY
Learning curve
Learning curves, also called experience curves (Experience curve effects), relate to the much broader subject of natural limits for resources and technologies in general. Such limits generally present themselves as increasing complications that slow the learning of how to do things more efficiently, like the well known limits of perfecting any process or product or to perfecting measurements. These practical experiences match the predictions of the Second law of thermodynamics for the limits of waste reduction generally. Approaching limits of perfecting things to eliminate waste meets geometrically increasing effort to make progress, and provides an environmental measure of all factors seen and unseen changing the learning experience. Perfecting things becomes ever more difficult despite increasing effort despite continuing positive, if ever diminishing, results. The same kind of slowing progress due to complications in learning also appears in the limits of useful technologies and of profitable markets applying to Product life cycle management and software development cycles). Remaining market segments or remaining potential efficiencies or efficiencies are found in successively less convenient forms.
Efficiency and development curves typically follow a two-phase process of first bigger steps corresponding to finding things easier, followed by smaller steps of finding things more difficult. It reflects bursts of learning following breakthroughs that make learning easier followed by meeting constraints that make learning ever harder, perhaps toward a point of cessation.
LEARNING THEORY
Learning curve
Reflection:
Learning curve" is used to describe the effort required to acquire a new skill over a specific period of time. If it's a complex task requiring you to reorient your way of thinking as with learning a new software, what makes it a "steep learning curve" in the mental strain of comprehending a new language rather than the time or physical effort involved. The effort to achieve significant progress and sufficient skill to start using a tool may be fairly predictable, but achieving real mastery requiring much more time, effort and making original discoveries about its use.
LEARNING THEORY
Multiple-Intelligence
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University . It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence ("word smart"):
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks
LEARNING THEORY
Multiple-Intelligence
Reflection:
In this theory If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply.
So those multiple intelligence my help the teacher to facilitate the classroom management.
LEARNING THEORY
Experiential theory
Experiential learning requires no teacher and relates solely to the meaning making process of the individual's direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, for a genuine learning experience to occur, there must exist certain elements. According to David Kolb, an American educational theorist, knowledge is continuously gained through both personal and environmental experiences. He states that in order to gain genuine knowledge from an experience, certain abilities are required:
The learner must be willing to be actively involved in the experience; The learner must be able to reflect on the experience; The learner must possess and use analytical skills to conceptualize the experience; and The learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.
For the adult learner especially, experience becomes a "living textbook" to which they can refer. However, as John Dewey pointed out, experiential learning can often lead to "miss-educative experiences." In other words, experiences do not automatically equate learning. The classic example of this is the lecture experience many students have in formal educational settings. While the content of the course might be "physics" the experiential learning becomes "I hate physics." Preferably, the student should have learned "I hate lectures." Experiential learning therefore can be problematic as generalizations or meanings may be misapplied. Without continuity and interaction, experience may actually distort educational growth and disable an otherwise capable learner. There are countless examples of this in prejudice, stereotypes, and other related areas.
LEARNING THEORY
Experiential theory
Reflection:
Experiential Learning is the process of making meaning from direct experience.
So this experiential learning is about creating an experience where learning can be facilitated. And also the experiential learning is most easily compared with academic learning, the process of acquiring information through the study of a subject without the necessity for direct experience
LEARNING THEORY
Interpersonal Theory
Learning in the Interpersonal Development domain supports students to initiate, maintain and manage positive social relationships with a range of people in a range of contexts. It is through the development of positive social relationships that individuals become linked to society, develop a sense of belonging and learn to live and work with others. In a pluralistic, multicultural society such as Australia , with varying interests, values and beliefs, it is essential that individuals learn to participate in groups whose members are from diverse backgrounds. In this domain there is a particular focus on developing students’ capacity to work cooperatively as part of a team as this is widely acknowledged as being a core requirement for success in the workplace and in the community.
Building effective social relationships and relating well to others requires individuals to be empathetic, and to be able to deal effectively with their own emotions and inner moods. It also requires them to be aware of the social conventions and responsibilities that underpin the formation of effective relationships. All social relationships have the potential to create conflict. Students need to develop the skills and strategies to manage and resolve conflict in a sensible, fair and effective manner and not see it as something to avoid or eliminate.
Working cooperatively as part of a team requires the skills outlined above. In addition, it requires individuals to be able to balance commitment to the group and its norms with their own needs. This requires competence in presenting their own ideas and listening to those of others, approaching topics from different viewpoints, and understanding their specific role and responsibilities in relation to those of others and the overall team goal.
LEARNING THEORY
Interpersonal Theory
Reflection:
Interpersonal Intelligence may be defined as the ability to recognize distinctions between other people to know their faces and voices; to react appropriately to their needs, to understand their motives, feelings and moods and to appreciate such perspectives with sensitivity and empathy.
There are many ways in which an individual can enhance Interpersonal Intelligence – but few of them can be done alone! These skills are worth bearing in mind even for that one off occasion where you may need to solve a conflict, or manage a difficult person. Perhaps you just need to practice your listening skills without interrupting!
Table of contents:
Connectionism (Edward Thorndike)
Classical Conditioning (Ivan Pavlov)
Cognitive Learning
Behaviorism (john Watson)
Social Learning Theory
Operant Conditioning (B.F Skinner)
Problem Solving
Discovery Learning (Bruner)
Field theory (Lewin)
Learning curve
Multiple-Intelligence
Experiential theory
Interpersonal Theory
LEARNING THEORY
Connectionism (Edward Thorndike)
Thorndike meant to distinguish clearly whether or not cats escaping from puzzle boxes were using insight. Thorndike's instruments in answering this question were 'learning curves' revealed by plotting the time it took for an animal to escape the box each time it was in the box. He reasoned that if the animals were showing 'insight,' then their time to escape would suddenly drop to a negligible period, which would also be shown in the learning curve as an abrupt drop; while animals using a more ordinary method of trial and error would show gradual curves. His finding was that cats consistently showed gradual learning.
Edward have three laws the law of effect, readiness, and also the exercise;
Law of effect:
A principle developed by Edward Thorndike suggesting those responses that are closely followed by satisfaction will become firmly attached to the situation and therefore more likely to reoccur when the situation is repeated.
Law of readiness:
Law which states that learning is dependent upon the learner's readiness to act, which facilitates the strengthening of the bond between stimulus and response.
Law of exercise:
This law which states that, in learning, the more frequently a stimulus and response are associated with each other, the more likely the particular response will follow the stimulus. The law implies that one learns by doing and one cannot learn a skill, for instance, by watching others. It is necessary to practice the skill, because by doing so the bond between stimulus and response is strengthened
LEARNING THEORY
Classical Conditioning (Ivan Pavlov)
There are two competing theories of how classical conditioning works. The first, stimulus-response theory, suggests that an association to the unconditioned stimulus is made with the conditioned stimulus within the brain, but without involving conscious thought. The second theory stimulus-stimulus theory involves cognitive activity, in which the conditioned stimulus is associated to the concept of the unconditioned stimulus, a subtle but important distinction.
Stimulus-response theory, referred to as S-R theory, is a theoretical model of behavioral psychology that suggests humans and other animals can learn to associate a new stimulus- the conditioned stimulus (CS)- with a pre-existing stimulus - the unconditioned stimulus (US), and can think, feel or respond to the CS as if it were actually the US.
The opposing theory, put forward by cognitive behaviorists, is stimulus-stimulus theory (S-S theory). Stimulus-stimulus theory, referred to as S-S theory, is a theoretical model of classical conditioning that suggests a cognitive component is required to understand classical conditioning and that stimulus-response theory is an inadequate model. It proposes that a cognitive component is at play. S-R theory suggests that an animal can learn to associate a conditioned stimulus (CS) such as a bell, with the impending arrival of food termed the unconditioned stimulus, resulting in an observable behavior such as salivation. Stimulus-stimulus theory suggests that instead the animal salivates to the bell because it is associated with the concept of food, which is a very fine but important distinction.
In the area of classroom learning, classical conditioning primarily influences emotional behavior. Things that make us happy, sad, angry, etc. become associated with neutral stimuli that gain our attention. For example, if a particular academic subject or remembering a particular teacher produces emotional feelings in you, those emotions are probably a result of classical conditioning.
LEARNING THEORY
Cognitive Learning
Cognitive is concerned with the mental events of the student while behaviorism deals primarily with the external conditions that affect the student's behavior. While it is important to consider external or environmental forces and their impact on learning, the teacher must present material so that the student will be able to commit important data to memory. The teacher who accepts all students as initially different will be more successful in conveying material to the class because realizing these difference the teacher will vary teaching methods while presenting the information. Incorporating different perspectives in one lesson will give variety to the students and foster an inquisitive interest by the class as a whole. However, the effective teacher must recognize the mental processes happening in the minds of the students so that the student can be helped in retaining the presented material.
Memory is defined as "the mental faculty of retaining and recalling past experiences." Memory can be divided into three phases: sensory, short- term, and long-term. Sensory memory is fleeting and momentary lasting for less than one second. It is important for the teacher to realize that while sensory systems (i.e. hearing, smell vision, etc.) are bombarded with an overwhelming amount of information, it is sensory input that is the door to the students memory and, therefore, his learning. The second phase, short- term memory, is working and active but is maintained primarily by rehearsal. Rehearsal means to repeat. This explains why students can review notes before a test, do quite well on the exam, and three days later remember nothing from the material. Short-term memory is limited to approximately seven items in adolescents and higher grade students. However, the younger children will remember far less. "Six-year-old [students] are not likely to remember more than two or three" items in short-term memory Teachers should consider age and maturity levels of students to set reasonable goals for the class.
Long-term memory is the pot of gold at the end of the rainbow for both the teacher and student. Once information enters sensory memory and processes in short-term memory, it can enter and be organized in this unlimited and highly stable area in the student's mind. Learning has truly taken place when information can be recalled from the student's long-term memory. Using a computer as a metaphor for memory, the short-term phase is RAM (highly volatile and easily lost when something else is entered) while long-term memory is the hard drive or diskette (the information is there even after the machine is turned off). This metaphor is especially helpful because a computer knows the address of each bit of information because of the manner information is entered. It is essential that information placed into a student's long-term memory be linked in a way that the student can retrieve it later. The teacher who understands the relationship between memory and retrieval can gear a lesson plan to assist the student in the process which enhances learning.
LEARNING THEORY
Behaviorism (john Watson)
Behaviorism is a theory of animal and human learning that only focuses on objectively observable behaviors and discounts mental activities. Behavior theorists define learning as nothing more than the acquisition of new behavior.
In addition the behaviorists identify conditioning as a universal learning process. There are two different types of conditioning, each yielding a different behavioral pattern:
Classic conditioning occurs when a natural reflex responds to a stimulus. The most popular example is Pavlov’s observation that dogs salivate when they eat or even see food. Essentially, animals and people are biologically “wired” so that a certain stimulus will produce a specific response.
Behavioral or operant conditioning occurs when a response to a stimulus is reinforced. Basically, operant conditioning is a simple feedback system: If a reward or reinforcement follows the response to a stimulus, then the response becomes more probable in the future. For example, leading behaviorist B.F. Skinner used reinforcement techniques to teach pigeons to dance and bowl a ball in a mini-alley.
There have been many criticisms of behaviorism, including the following:
Behaviorism does not account for all kinds of learning, since it disregards the activities of the mind.
Behaviorism does not explain some learning–such as the recognition of new language patterns by young children–for which there is no reinforcement mechanism.
Research has shown that animals adapt their reinforced patterns to new information. For instance, a rat can shift its behavior to respond to changes in the layout of a maze it had previously mastered through reinforcements.
LEARNING THEORY
Social Learning Theory
The social learning theory proposed by Albert Bandura has become perhaps the most influential theory of learning and development. While rooted in many of the basic concepts of traditional learning theory, Bandura believed that direct reinforcement could not account for all types of learning.
His theory added a social element, arguing that people can learn new information and behaviors by watching other people. Known as observational learning (or modeling), this type of learning can be used to explain a wide variety of behaviors.
Albert bandura says that:
"Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action."
LEARNING THEORY
Operant Conditioning (B.F Skinner)
Operant conditioning (sometimes referred to as instrumental conditioning) is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior.
We can find examples of operant conditioning at work all around us, such as children completing homework to earn a reward from a parent or teacher or employees finishing projects to receive praise or promotions. In these examples, the promise or possibility of rewards causes an increase in behavior, but operant conditioning can also be used to decrease a behavior. The removal of an undesirable outcome or the use of punishment can be used to decrease or prevent undesirable behaviors. For example, a child may be told they will lose recess privileges if they talk out of turn in class. This potential for punishment may lead to a decrease in disruptive behaviors.
In addition Classical Conditioning is the type of learning made famous by Pavlov's experiments with dogs. The gist of the experiment is this: Pavlov presented dogs with food, and measured their salivary response (how much they drooled). Then he began ringing a bell just before presenting the food. At first, the dogs did not begin salivating until the food was presented. After a while, however, the dogs began to salivate when the sound of the bell was presented. They learned to associate the sound of the bell with the presentation of the food. As far as their immediate physiological responses were concerned, the sound of the bell became equivalent to the presentation of the food.
LEARNING THEORY
Problem Solving
Group problem solving is pervasive in organizations and social policy settings, playing a role in decision making, strategy formulation, the development of new products, services or policies, and adaptation to changing conditions in institutional environments. However, very little is known about either the behavioral processes involved or the factors that affect performance. Recent reviews of the literature on group behavior indicate virtually no empirical
studies of group problem solving Laboratory studies have examined the effect of group size and problem abstractness on group problem solving performance and shown that groups can outperform individuals on the same problems under certain conditions The latter results have been used to justify group rather than individual problem solving strategies in organizations, but their generalizability depends on the characteristics of the problem being solved. For example, a
prominent feature of group problems in organizations is the distribution of information among group members, so communication and the sharing and integration of distributed information are required to reach a solution. Experiments comparing individual and group performance, however, tend to use problem stimuli for which all individuals have access to complete information.
LEARNING THEORY
Discovery Learning (Bruner)
Discovery Learning is a method of inquiry-based instruction, discovery learning believes that it is best for learners to discover facts and relationships for themselves.
So discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments. As a result, students may be more more likely to remember concepts and knowledge discovered on their own (in contrast to a transmissions model). Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, incidental learning, among others.
LEARNING THEORY
Discovery Learning (Bruner)
Reflection:
Discovery learning is most noticeable in problem solving situations. The learner calls on their past experience and prior knowledge to discover the new information or skills. It is a personal, internal, constructivist-style learning environment. "Emphasis on discovery in learning has precisely the effect on the learner of leading him to be a constructionist, to organize what he is encountering in a manner not only designed to discover regularity and relatedness, but also to avoid the kind of information drift that fails to keep account of the uses to which information might have to be put."
We can apply the discover learning thru encourage students to develop problem-solving strategies for confronting the unknown or unfamiliar. And also by promoting the development of discovery learning courses, laboratories and technology.
LEARNING THEORY
Field theory (Lewin)
For Kurt Lewin’s behavior was determined by totality of an individual’s situation. In his field theory, a ‘field’ is defined as ‘the totality of coexisting facts which are conceived of as mutually interdependent’ (Lewin 1951: 240). Individuals were seen to behave differently according to the way in which tensions between perceptions of the self and of the environment were worked through. The whole psychological field, or ‘life space’, within which people acted had to be viewed, in order to understand behavior. Within this individuals and groups could be seen in topological terms (using map-like representations). Individuals participate in a series of life spaces (such as the family, work, school and church), and these were constructed under the influence of various force vectors
The field theory may seem obvious to us now, but most early psychologist did not believe in behaviorism. Many psychologists at the time believed in the psychoanalytic theory that held human motives to be blind pushes from within. Lewin thought of motives as goal- directed forces. He believed "that our behavior is purposeful; we live in a psychological reality or life space that includes not only those parts of our physical and social environment that are important to us but also imagined states that do not currently exist"
LEARNING THEORY
Field theory (Lewin)
Reflection:
The field theory is the "proposition that human behavior is the function of both the person and the environment. This means that one’s behavior is related both to one’s personal characteristics and to the social situation in which one finds oneself.
Lewin’s field theories lead to the development of actual field research on human behavior. His approach has guided experiments in the field of social cognition, social motivation, and group processes. Most importantly Lewin helped develop action research. Action research uses empirical social research, social action, and controlled evaluation.
LEARNING THEORY
Multimedia learning
Multimedia learning is the common name used to describe the cognitive theory of multimedia learning this theory encompasses several principles of learning with multimedia.
When learning with multimedia the brain must simultaneously encode two different types of information, an auditory stimulus and a visual stimulus. One might expect that these competing sources of information would tend to overwhelm or overload the learner. However, psychological research has shown that verbal information is in fact better remembered when accompanied by a visual image. Baddeley and Hitch proposed a theory of working memory in 1974 which has two largely independent subcomponents that tend to work in parallel - one visual and one verbal/acoustic. This allows us to simultaneously process information coming from our eyes and ears. Thus a learner is not necessarily overwhelmed or overloaded by multimodal instruction, and it can in fact be
Initially the instructional content of these multimedia learning studies was limited to logical scientific processes that centered on cause-and-effect systems like automobile braking systems, how a bicycle pump works, or cloud formation. But eventually it was found that the modality effect could be extended to other domains, which were not necessarily cause-and-effect based systems.
LEARNING THEORY
Multimedia learning
Reflection:
In this Multimedia learning the Students learn better from animation and narration than from animation, narration, and on-screen text."Thus it’s better to eliminate redundant material. This is because learners do not learn as well, when they both hear and see the same verbal message during a presentation
LEARNING THEORY
Learning curve
Learning curves, also called experience curves (Experience curve effects), relate to the much broader subject of natural limits for resources and technologies in general. Such limits generally present themselves as increasing complications that slow the learning of how to do things more efficiently, like the well known limits of perfecting any process or product or to perfecting measurements. These practical experiences match the predictions of the Second law of thermodynamics for the limits of waste reduction generally. Approaching limits of perfecting things to eliminate waste meets geometrically increasing effort to make progress, and provides an environmental measure of all factors seen and unseen changing the learning experience. Perfecting things becomes ever more difficult despite increasing effort despite continuing positive, if ever diminishing, results. The same kind of slowing progress due to complications in learning also appears in the limits of useful technologies and of profitable markets applying to Product life cycle management and software development cycles). Remaining market segments or remaining potential efficiencies or efficiencies are found in successively less convenient forms.
Efficiency and development curves typically follow a two-phase process of first bigger steps corresponding to finding things easier, followed by smaller steps of finding things more difficult. It reflects bursts of learning following breakthroughs that make learning easier followed by meeting constraints that make learning ever harder, perhaps toward a point of cessation.
LEARNING THEORY
Learning curve
Reflection:
Learning curve" is used to describe the effort required to acquire a new skill over a specific period of time. If it's a complex task requiring you to reorient your way of thinking as with learning a new software, what makes it a "steep learning curve" in the mental strain of comprehending a new language rather than the time or physical effort involved. The effort to achieve significant progress and sufficient skill to start using a tool may be fairly predictable, but achieving real mastery requiring much more time, effort and making original discoveries about its use.
LEARNING THEORY
Multiple-Intelligence
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University . It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence ("word smart"):
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks
LEARNING THEORY
Multiple-Intelligence
Reflection:
In this theory If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply.
So those multiple intelligence my help the teacher to facilitate the classroom management.
LEARNING THEORY
Experiential theory
Experiential learning requires no teacher and relates solely to the meaning making process of the individual's direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, for a genuine learning experience to occur, there must exist certain elements. According to David Kolb, an American educational theorist, knowledge is continuously gained through both personal and environmental experiences. He states that in order to gain genuine knowledge from an experience, certain abilities are required:
The learner must be willing to be actively involved in the experience; The learner must be able to reflect on the experience; The learner must possess and use analytical skills to conceptualize the experience; and The learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience.
For the adult learner especially, experience becomes a "living textbook" to which they can refer. However, as John Dewey pointed out, experiential learning can often lead to "miss-educative experiences." In other words, experiences do not automatically equate learning. The classic example of this is the lecture experience many students have in formal educational settings. While the content of the course might be "physics" the experiential learning becomes "I hate physics." Preferably, the student should have learned "I hate lectures." Experiential learning therefore can be problematic as generalizations or meanings may be misapplied. Without continuity and interaction, experience may actually distort educational growth and disable an otherwise capable learner. There are countless examples of this in prejudice, stereotypes, and other related areas.
LEARNING THEORY
Experiential theory
Reflection:
Experiential Learning is the process of making meaning from direct experience.
So this experiential learning is about creating an experience where learning can be facilitated. And also the experiential learning is most easily compared with academic learning, the process of acquiring information through the study of a subject without the necessity for direct experience
LEARNING THEORY
Interpersonal Theory
Learning in the Interpersonal Development domain supports students to initiate, maintain and manage positive social relationships with a range of people in a range of contexts. It is through the development of positive social relationships that individuals become linked to society, develop a sense of belonging and learn to live and work with others. In a pluralistic, multicultural society such as Australia , with varying interests, values and beliefs, it is essential that individuals learn to participate in groups whose members are from diverse backgrounds. In this domain there is a particular focus on developing students’ capacity to work cooperatively as part of a team as this is widely acknowledged as being a core requirement for success in the workplace and in the community.
Building effective social relationships and relating well to others requires individuals to be empathetic, and to be able to deal effectively with their own emotions and inner moods. It also requires them to be aware of the social conventions and responsibilities that underpin the formation of effective relationships. All social relationships have the potential to create conflict. Students need to develop the skills and strategies to manage and resolve conflict in a sensible, fair and effective manner and not see it as something to avoid or eliminate.
Working cooperatively as part of a team requires the skills outlined above. In addition, it requires individuals to be able to balance commitment to the group and its norms with their own needs. This requires competence in presenting their own ideas and listening to those of others, approaching topics from different viewpoints, and understanding their specific role and responsibilities in relation to those of others and the overall team goal.
LEARNING THEORY
Interpersonal Theory
Reflection:
Interpersonal Intelligence may be defined as the ability to recognize distinctions between other people to know their faces and voices; to react appropriately to their needs, to understand their motives, feelings and moods and to appreciate such perspectives with sensitivity and empathy.
There are many ways in which an individual can enhance Interpersonal Intelligence – but few of them can be done alone! These skills are worth bearing in mind even for that one off occasion where you may need to solve a conflict, or manage a difficult person. Perhaps you just need to practice your listening skills without interrupting!
Friday, July 17, 2009
ayon kay facebook? GAANO KAHABA ANG PASENSYA KO?
sobrang haba ng pasensya mo. As in sobrang bait. Pwede ka na ngang patayuan ng monumemto sa Himlayan sa sobrang baet. Pasensyoso ka kung sa pasensyo, Pero ikaw din ung tao na pag-naubos ang pasenya parang BULKAN kapag sumabog.
http://apps.facebook.com/gaano-kahab-baahifh/result?dim=2654844&frominvite=1&score_dim=2654844&invite_attempted=1&showfeed=1&_fb_q=1
http://apps.facebook.com/gaano-kahab-baahifh/result?dim=2654844&frominvite=1&score_dim=2654844&invite_attempted=1&showfeed=1&_fb_q=1
Wednesday, July 15, 2009
From the Office of the President! Mr Lorence Albert Paz!
Date: Wednesday, 15 July, 2009 10:18 PM
Subject: Membership Fee
Message: To: BSEd Students of RIZAL COLLEGE OF LAGUNA
From: BSEd Officers and Adviser
Date: 7/20/2009
Re: Membership Fee
EDUCATION CLUB
Thank you for the kind attention. Please disregard this notice if payment has already been made.
UNPAID BILLS BILLING PERIOD AMOUNT IN PESOS
July 01, 2009 to August 01, 2009 50.00
http://www.friendster.com/bulletin.php?bid=162001357&uid=49737875
Monday, July 13, 2009
a late tribute to all the father
A TRIBUTE TO DADDY
Text by: CHIQUI
I had always thought Daddy would live forever
He had always been there for me
In all the special moments in my life
He was my hero, strong as can be!
He was a quiet kind of strength
Matched with his quiet kind of love
A father’s great love for his children
A replica of God’s love from above.
He was a love rearely expressed
But shown and felt for sure
He was my life’s support
With him I always felt secure
A disciplinarian that what he was
His goal- raise his children in the right way
And give to the world sons and daughters
Who love and honor God in all they do or say
He instilled in his children
The value of education
And his sacrifices were rewarded
For he was able to fulfill his mission
A simple man who lived in a simple life
That’s what he is
He took care of everything
His sweet smile we surely would miss
I am blessed to be my father’s child
He and his principles live in me
His life was his gift to us-his family.
His love was his legacy…
We love you, Daddy
I had always thought Daddy would live forever
He had always been there for me
In all the special moments in my life
He was my hero, strong as can be!
He was a quiet kind of strength
Matched with his quiet kind of love
A father’s great love for his children
A replica of God’s love from above.
He was a love rearely expressed
But shown and felt for sure
He was my life’s support
With him I always felt secure
A disciplinarian that what he was
His goal- raise his children in the right way
And give to the world sons and daughters
Who love and honor God in all they do or say
He instilled in his children
The value of education
And his sacrifices were rewarded
For he was able to fulfill his mission
A simple man who lived in a simple life
That’s what he is
He took care of everything
His sweet smile we surely would miss
I am blessed to be my father’s child
He and his principles live in me
His life was his gift to us-his family.
His love was his legacy…
We love you, Daddy
Thank you for everything!
Saturday, July 4, 2009
a frog poem by:Matsuo Basho
Original (Japanese)
(Kanji)
古池や
蛙飛びこむ
水の音
(Hiragana)
ふるいけや
かはづとびこむ
みずのおと
(Romaji)
Furuike ya
kawazu tobikomu
mizu no oto
Translations
Literal
Fu-ru (old) i-ke (pond) ya,
ka-wa-zu (frog) to-bi-ko-mu (jumping into)
mi-zu (water) no o-to (sound)
(Fumiko Saisho)
Figurative (various)
The old pond;
A frog jumps in —
The sound of the water.
(Robert Aitken)
An ancient pond!
With a sound from the water
Of the frog as it plunges in.
(W. G. Aston)
An old silent pond...
A frog jumps into the pond,
splash! Silence again.
(Harry Behn)
The old pond:
a frog jumps in, –
the sound of the water.
(R. H. Blyth)
An old pond
A frog jumps in —
Sound of water.
(Geoffrey Bownas and Anthony Thwaite)
Listen! A frog
Jumping into the stillness
Of an ancient pond!
(Dorothy Briton)
There is the old pond!
Lo, into it jumps a frog:
hark, water's music!
(John Bryan)
old pond
frog leaping
splash
(Cid Corman)
Old pond
a frog in-leaping
water note
(Maeda Cana)
The old pond, aye!
And the sound of a frog
leaping into the water.
(Basil Hall Chamberlain)
At the ancient pond
a frog plunges into
the sound of water
(Alan Chng)
The silent old pond
a mirror of ancient calm,
a frog-leaps-in splash.
(Dion O'Donnol)
Antic pond-
frantic frog jumps in-
gigantic sound.
(Bernard Lionel Einbond)
The old pond, yes, and
A frog is jumping into
The water, and splash.
(G. S. Fraser)
The old pond
A frog jumped in,
Kerplunk!
(Allen Ginsberg)
The old pond -
a frog jumps in,
sound of water.
(Robert Hass)
Old pond...
a frog jumps in
water's sound.
(William J. Higginson)
The ancient pond
A frog leaps in
The sound of the water.
(Donald Keene)
pond
frog
plop!
(James Kirkup)
ancient pond —
a frog jumping
into its splash
(R. Clarence Matsuo-Allard)
The still old pond
and as a frog leaps in it
the sound of a splash
(Earl Miner)
An old pond —
The sound
Of a diving frog.
(Kenneth Rexroth)
The quiet pond
A Frog leaps in,
The sound of the water.
(Edward G. Seidensticker)
The old pond!
A frog jumps in—
Sound of the water.
(Nippon Gakujutsu Shinkokai)
Аn old pond...
a frog leaps in,
the sound of water
(Haruo Shirane)
The old green pond is silent; here the hop
Of a frog plumbs the evening stillness: plop!
(Harold Stewart)
Old pond,
leap-splash –
a frog.
(Lucien Stryk)
The old pond –
a frog leaps in,
and a splash
(Makoto Ueda)
The old pond,
A frog jumps in:
Plop!
(Alan Watts)
Ancient pond unstirred
Into which a frog has plunged,
A splash was heard.
(Kenneth Yasuda)
Breaking the silence
оf an ancient pond,
a frog jumped into water–
а deep resonance.
(Nobuyuki Yuasa)
Ancient pond, silent
a frog leaps into it, and
- the water's high note!
(Robert Kahn)
At the ancient pond
look: a little frog jumps in –
just a gentle splash…
(Dmitri Smirnov - GFDL)
An ancient pond.
O! a frog jumps in –
a splash...
(Alexander Sitnitsky - GFDL)
Old pond,
Young frog.
Splash!
(Jozy Big Mountain)
http://en.wikisource.org/wiki/Frog_Poem
(Kanji)
古池や
蛙飛びこむ
水の音
(Hiragana)
ふるいけや
かはづとびこむ
みずのおと
(Romaji)
Furuike ya
kawazu tobikomu
mizu no oto
Translations
Literal
Fu-ru (old) i-ke (pond) ya,
ka-wa-zu (frog) to-bi-ko-mu (jumping into)
mi-zu (water) no o-to (sound)
(Fumiko Saisho)
Figurative (various)
The old pond;
A frog jumps in —
The sound of the water.
(Robert Aitken)
An ancient pond!
With a sound from the water
Of the frog as it plunges in.
(W. G. Aston)
An old silent pond...
A frog jumps into the pond,
splash! Silence again.
(Harry Behn)
The old pond:
a frog jumps in, –
the sound of the water.
(R. H. Blyth)
An old pond
A frog jumps in —
Sound of water.
(Geoffrey Bownas and Anthony Thwaite)
Listen! A frog
Jumping into the stillness
Of an ancient pond!
(Dorothy Briton)
There is the old pond!
Lo, into it jumps a frog:
hark, water's music!
(John Bryan)
old pond
frog leaping
splash
(Cid Corman)
Old pond
a frog in-leaping
water note
(Maeda Cana)
The old pond, aye!
And the sound of a frog
leaping into the water.
(Basil Hall Chamberlain)
At the ancient pond
a frog plunges into
the sound of water
(Alan Chng)
The silent old pond
a mirror of ancient calm,
a frog-leaps-in splash.
(Dion O'Donnol)
Antic pond-
frantic frog jumps in-
gigantic sound.
(Bernard Lionel Einbond)
The old pond, yes, and
A frog is jumping into
The water, and splash.
(G. S. Fraser)
The old pond
A frog jumped in,
Kerplunk!
(Allen Ginsberg)
The old pond -
a frog jumps in,
sound of water.
(Robert Hass)
Old pond...
a frog jumps in
water's sound.
(William J. Higginson)
The ancient pond
A frog leaps in
The sound of the water.
(Donald Keene)
pond
frog
plop!
(James Kirkup)
ancient pond —
a frog jumping
into its splash
(R. Clarence Matsuo-Allard)
The still old pond
and as a frog leaps in it
the sound of a splash
(Earl Miner)
An old pond —
The sound
Of a diving frog.
(Kenneth Rexroth)
The quiet pond
A Frog leaps in,
The sound of the water.
(Edward G. Seidensticker)
The old pond!
A frog jumps in—
Sound of the water.
(Nippon Gakujutsu Shinkokai)
Аn old pond...
a frog leaps in,
the sound of water
(Haruo Shirane)
The old green pond is silent; here the hop
Of a frog plumbs the evening stillness: plop!
(Harold Stewart)
Old pond,
leap-splash –
a frog.
(Lucien Stryk)
The old pond –
a frog leaps in,
and a splash
(Makoto Ueda)
The old pond,
A frog jumps in:
Plop!
(Alan Watts)
Ancient pond unstirred
Into which a frog has plunged,
A splash was heard.
(Kenneth Yasuda)
Breaking the silence
оf an ancient pond,
a frog jumped into water–
а deep resonance.
(Nobuyuki Yuasa)
Ancient pond, silent
a frog leaps into it, and
- the water's high note!
(Robert Kahn)
At the ancient pond
look: a little frog jumps in –
just a gentle splash…
(Dmitri Smirnov - GFDL)
An ancient pond.
O! a frog jumps in –
a splash...
(Alexander Sitnitsky - GFDL)
Old pond,
Young frog.
Splash!
(Jozy Big Mountain)
http://en.wikisource.org/wiki/Frog_Poem
Wednesday, July 1, 2009
Dengue threat is real
PHILIPPINE STAR
DOH Central Luzon issued in its weekly update that 80 of the 83 confirmed cases have fully recovered, but what seems to be the focus of concern are the seven deaths from 654 cases of dengue in the region.
DOH regional director Dr. Rio Magpantay told The STAR that dengue is definitely more of a dangerous threat in Central Luzon than A(H1N1), noting that the mosquito-borne disease has already claimed seven lives since January.
Magpantay stressed that only three of the reported A(H1N1) cases are still ailing, while the rest have fully recovered.
Bulacan topped the list of provinces with the most cases of dengue in Central Luzon with 32, followed by Nueva Ecija with 26, Pampanga and Zambales with eight cases each, Bataan with five, and Tarlac with one case.
Magpantay lamented that dengue fever, transmitted by the Aedes Egypti mosquito, has victimized more Central Luzon folk.
Cumulative figures indicated 654 cases in the region so far this year, amid expectations of more cases with the start of the rainy season, which creates breeding places for the mosquito vectors.
Dengue has already claimed four lives in Bulacan and another three in Pampanga.
As of yesterday, Nueva Ecija topped the list of provinces with the most number dengue cases in Central Luzon at 33. A total of 202 cases were recorded in Bulacan, 135 in Pampanga, 55 in Bataan, 18 in Zambales, and five in Aurora. Reports from Tarlac were still being awaited by the DOH regional office.
Magpantay urged local officials in the region to strengthen their drive to rid their areas of breeding places for the dengue mosquitoes, which flourish in stagnant clear water.
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