The impact of convictions on guideline

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Slide 1

The impact of convictions on guideline (it's a since a long time ago, included way)

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What's the lesson going to resemble? Day 4A Goal: Students build up a comprehension of the relationship between world view, convictions about learning and guideline, and the direction that really happens. Materials: Powerpoint Readings for planning: Driscoll chpts 1 & 9; Fang pp. 47-55 Procedure: Pose address, what figures out what direction will resemble?

Slide 3

We all have "world perspectives"

Slide 4

These perspectives impact choices & translations of occasions "Research choices . . . On a very basic level come from disciplinary presumptions, or convictions, that agents have about the wonders they examine" (Driscoll, p. 6). Instructors (Fang, 1996). Instructor points of view Planning (prior and then afterward guideline) Interactive considerations and choices (amid direction) Theories and convictions

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Theories and Beliefs Are a vital piece of educators' [anyone's] general learning. Control individual musings and activities. Are molded by numerous variables. Can influence educating and learning. Preservice educators (and others) do hold verifiable perspectives about instructing and learning.

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Consistency/Inconsistency Theory Consistency – convictions adjust to the way you educate, and so on. Irregularity – don't educate (and so on.) in a way that adjusts to convictions. How might this happen? Relevant elements Psychological, social, ecological variables May have adapting systems

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'isms Source of information Empiricism: tangible experience Nativism: intrinsic Rationalism: reason If you were a scientist and you subscribed to one of these 'isms as the wellspring of learning, where might you search for information? In the event that you were an educator and you subscribed to one of these 'isms as the wellspring of learning, what sorts of things would your understudies do in your classroom?

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'isms Content of information (what there is to know) Skepticism – nothing for beyond any doubt Realism – everything on the planet Idealism – thoughts or representations of reality Pragmatism – in spite of the fact that there is a reality what we can/will think about it is temporary, once in a while what we know adjusts to reality, infrequently it doesn't.

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'isms Knowledge conventions (epistemology – how we come to know, world perspectives) Objectivism – the truth is outer and isolate from the knower. We come to know this reality through experimentation or authenticity Pragmatism –reality is outer, however what we come to know of it fills a practical need. As specified, this could conceivably adjust to reality. Interpretivism – Reality is thought to be developed by the knower.

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Caution Do not over decipher these. Try not to think these are great, strong definitions – they are working definitions to help us get by. Primary concern – individuals hold these ideas (or different degrees of them) whether they express them or not. ?? Realism?? Objectivism Interpretivism

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People have convictions about the world and how we come to comprehend what is comprehensible in it. These convictions impact their choices.

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What are your convictions?

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Beliefs of others Attitudes About Reality scores over the semesters.

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We all have convictions about how individuals learn

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What does it intend to learn? "enduring change in human execution or execution potential" (Driscoll, p. 9). Must be an aftereffect of experience and communication on the planet, in this manner not simply development.

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Theories of learning Theory – more than only a speculation (recommended reply to a question). Have experienced the "hypothesis building" handle. Learning hypothesis – "an arrangement of builds connecting watched changes in execution with what is contemplated those progressions" (Driscoll, p. 9). Is engaging.

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We all have convictions about learning, created through an assortment of encounters or reason (how you get this information about learning would absolutely be impacted by your reality see ) These convictions about learning impact our choices.

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Theories of learning adjust to a fundamental arrangement of convictions about the world and how we come to realize what is understandable in it.

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Point to think about Although as a perspective may adjust to various hypotheses of learning, there will be different speculations of learning for which a specific perspective might be contradictory. For instance, behaviorism and cognitivism both grasp fundamental convictions of objectivism concerning reality.

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We all have convictions about how best to give direction

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What is guideline? "Any think course of action of occasions to encourage a learner's obtaining of some objective" (Driscoll, p. 23).

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What is instructional hypothesis? "distinguishing strategies that will best give the conditions under which learning objectives will no doubt be achieved" (Driscoll, p. 352) A remedy of how guideline ought to happen given an arrangement of conditions (attributes of learners, learning environment, imperatives, and so forth.), techniques (approaches to bolster and encourage discovering that can be separated into more point by point part strategies) and results (what is the sought realizing objective).

Slide 23

What is instructional hypothesis? Conditions and results essentially depict circumstances in which a specific instructional hypothesis is viewed as fitting and helpful. Is probabilistic as opposed to deterministic Increases the possibility of achieving an objective (result) instead of guaranteeing achievement of it.

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People have convictions about direction, created through an assortment of encounters or reason (how one secures this information about guideline would surely be impacted by an individual's perspective and convictions about learning ) These convictions about guideline impact their choices.

Slide 25

Theories of guideline adjust to a fundamental arrangement of convictions about the world, and how we come to realize what is understandable in it, through a procedure of learning.

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Point to think about Although as an instructional hypothesis might be valuable from various perspectives of taking in, certain instructional speculations might be contrary with specific hypotheses of learning.

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Instructional speculations, techniques, and procedures Instructional hypotheses are greater. Inside them there will be an assortment of instructional techniques or instructing procedures that will be helpful. For our motivations, we won't for the most part recognize among them – as such, the green squares could be an instructional hypothesis, technique, or system.

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But . . . To give us a general thought of the distinction, how about we show some instructional techniques or systems . . . These may be considered apparatuses in a tool compartment. You have to comprehend when, why, and how to utilize a specific device. As such, when it is a smart thought to utilize address, why might you utilize it (what does it accomplish for the learners regarding learning), and how it is best executed?

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Just for the sake of entertainment, how about we consider an instructional hypothesis Name one instructional hypothesis (think . . . Did you do your readings?) Gagn é 's Theory of Instruction Taxonomy of learning results Conditions of learning Events of guideline

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Conditions Methods Outcomes Taxonomy of learning results Conditions for learning Internal External Nine occasions of direction Compare

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Bloom's Taxonomy of Cognitive Outcomes Knowledge Comprehension Application Analysis Synthesis Evaluation (scientific classification) Cognitive Strategies and Metacognitive abilities (scientific classification) Taxonomy of learning results Verbal data Intellectual aptitudes Discrimination Concrete ideas Defined ideas Rules Higher request rules Cognitive procedures Attitudes Motor aptitudes

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Conditions for learning Internal (what the learner needs to do to be prepared to accomplish the fancied result). E.g., interior conditions to consider for learning verbal data. Learner needs to review related material Constraint of the learner is working memory limit – we can just manage a restricted measure of things at one time.

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Conditions of learning External (what are the outer conditions that will encourage the learning?) E.g., outside conditions to consider in learning verbal data Present data in important pieces Provide signals for encoding, and along these lines recovery Present an assortment of prompts

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Nine occasions of direction Gain consideration Inform learners of target Stimulate review of earlier information Present substance Provide "learning direction" Elicit execution Provide criticism Assess execution Enhance maintenance and exchange

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Should everybody utilize Gagne's hypothesis of guideline? Hypotheses of direction adjust to a hidden arrangement of convictions about the world, and how we come to comprehend what is comprehensible in it, through a procedure of learning. No, it is stand out option that was at first adjusted to Objectivist perspective Cognitive data handling learning hypothesis

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Gagn é gives a very much enunciated and hypothetically grounded way through our visual. There are numerous different ways.

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Why is this essential? (what's more, why take an Ed Psych course?)

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Theories of learning Instructional speculations, techniques, procedures Day 4A Goal: Students build up a comprehension of the relationship between world view, convictions about learning and direction, and the guideline that really happens. Materials: Powerpoint Readings for readiness: Driscoll chpts 1 & 9; Datnow & Castellano Procedure: Pose address, what figures out what guideline will resemble? Lesson arranges, and so on. World view Best Good OK

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Theories of Learning, Motivation, Development, Counseling, Organizational Behavior Test Development World view How would we help . . . Day 4A

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