Professional Documents
Culture Documents
-->tcher must prepare a good set of induction in order to arouse the curiosity among the learners.
-->tcher needs to give lots of example in teaching n learning to help the students to make correct
generalisations...
-->tcher needs to teach the students to discriminate one distinct feature with another.
-->tcher needs to shape students behaviour by giving reinforcements to small skills and break the
lessons into small parts.
Behaviorist Theory
Kohler
-->Behaviorist thinks that there is no need to .....
-->Experiment with cimpanzi
Insight Learning
--> various alternatives are used
--> the relationship between what is given in the environment with the problem.
--> learning occurs with a realisation of a new relationship.
--> never restrict thinking with only one solution.
--> you should have a variety of ways of doing things.
--> teacher should teaches the students to apply whatever knowledge in a new and different
situation.
Bruner's Theory
--> learners construct new ideas
4 key themes on the process of education
--> The role of structure in learning and how it may be made clear in teaching ( clear relation
between earlier learning and later learning )
--> Readiness for learning ( Spiral Curriculum )
--> Intuitive and analytical thinking (create the conditions for intition to flourish)
--> Motives for learning (interest in the material to be learned is the best stimulus to learning)
4th bullet is related to 2nd bullet. when both theme is accepted, the learning would be
successful.
3 modes of representation
--> Enactive representation (action-based )
--> Iconic representation ( image-based )
--> Symbolic representation ( symbol-based )
Enactive representation (0-1 years)
Iconic representation (1-6 years)
Symbolic representation ( 7 years onwards)
Implication on the learning process.
*Instruction must be appropriate
*Feel free to re-introduce vocabulary, grammar points, and other topics now and then in order to
push the students to a deeper comprehension.
*Help students to catogorize new information in order to be able to see similarties and
differences between items.
*inceptive learning
Bandura Theory
observational learning / vicarious learning --> observing another person modelling another
person.
concept: imitation, modelling,
Social learning theory
I <--> E <--> B <--> I (pyramid shaped, main point : SLT)
I: Intrinsic motivation, feelings (watching someone to be the role model)
B: Behaviour, (following the role model, how he/she talks, pakaian, etc)
E: Environment
Modelling--> name of technique ( demonstration ) --> social learning theory's application.
students would watch and copy and do n their own. ex: experiment in lscience lab.
students interest are also needed.
teacher must demonstarate it step by step using the right procedures.
students must give their FULL attention when the teacher demonstrating something.
the teachers need to ensure that all the students can see / observe how the teacher demonstrate (
no physical barrier) or called representative from 5 / 6 groups.
calssroom management is important. (learning should be fun)
what should a teacher has to be a good role model?
--> communication skills.
--> physical appearances.
--> teacher's attitude
If the teacher wants the students to be srious in learning, the teacher also should be serious in
teaching. (walk the talk)
teacher's credibility should be high: teacher should have a strong knowledge about the subject so
that the students can imitate the right thing from teachers especially for English Languages.
maslow
fulfilling ones needs.
hierarchy of needs
pyramid of needs
physiological --> safety --> belongingness --> esteem --> self-actualization
physiological : includes air, food, water, sex, excrution,
safety: environment, resource, halth
love: spouse, friends, family
esteem:
self-actualization:
behavioural model
models
Personal model (Eric Erikson)
-students self-concept
teaching implications
- give students encouragement
- facilitative teaching (provides lots of room for improvement)
- semantics teaching (development of analogy)
Behavioral model
Information processing model (H.O.T.S)
- storage of information (memory - short and long)
- Gagne
- forgetting
- why students forget?
*the teacher doesn't repeat the previous lesson
*no reinforcement
*the teacher doesn't emphasize on the keywords during teaching and learning process.
*the teacher doesn't relate the new learning and old learning. (the students cannot see the big
picture/connection)
*students do not give their full attention when teacher is teaching.
*students do not have the readiness to learn.
*the teacher doesn't provide MEANINGFUL LEARNING...
*the students didn't take notes.(mind maping)
what teachers can do to retain learning? (just pusing balik jawapan atas)
*provide meaningful learning.
*provide reinforcement
Ausebel
- use organizers
Bruner
-make projects
-problem solving
-role play, group work, debate, drama, experiments. (all about completing a task)
material based.
-focuses more on the teacher.
-having good material enabled the teacher to present in the class more effectively.
-provide meaningful teaching and learning experiences.
-the teacher can present the lesson effectively and students can foster the learning more.
Defining intelligence
* Intelligence
-->An inferred characteristic of an individual, usually defined as the ability to profit from
experience, acquire knowledge, think abstractly, act purporsefully, or adapt to changes in the
environment.
*g factor
-->A general intellectual ability assumed by many theorists to underlie specific mentl abilities
and talents.
*Psychometrics
-->The measurement of mental abilities, traits and processes.
#individuals with a higher level of a particular intelligence may use it in other way.
The Psychometric Approach
*IQ scores are distributed "normally"
---> Bell-shaped curve
*Very high and low scores are rare
*Cutural values and experiences affect a person's:
-->Attitude toward exams
-->Comfort in the settings required for testing
-->Motivation
-->Rapport with test provider
-->Competitiveness and
-->Ease of independent problem solving.
Multiple Intelligence
*Verbal/Linguistic Intelligence
*Logical/Mathematical Intelligence
*Spatial Intelligence
*Musical Intelligence
*Bodily-kinesthetuc Intelligence
*Interpersonal Intelligence
*Intrapersonal Intelligence
*Naturalist Intelligence
Verbal/Linguistic Intelligence
*Acquire, form, & process language
*Think symbolically, reason abstractly, create conceptual verbal patterns
*Activities-reading, writing (metaphors, analogies)
Logical/Mathematical
Spatial
*Ability to percieve images
Musical Intelligence
*Ability to create or interprete music
*need music while the study.
-->Accommodators
-are action and result oriented
-are rsik takers (do not like routine)
-like hands-on and practical learning
-able to adapt to new situations
Field independence vs field dependence
field independence:
analytical
generate structure & ideas
internally directed
indicidualistic & intrapersonal
conceptually oriented
field dependent:
global or hollistic
Convergent Thinking
-known as focused or guided thinking.
-the ability to focus in a particular direction in order to search for the one correct answer.
-this process involves the narrowing of the many possibilities to a single answer for a welldefined fixed-solution problem.
-the characteristics of convergent thinking:
1. be able to solve a problem that requires one correct slution.
2. prefer not to guess and would not try to answer the uncertainties.
-a teacher should encourage convergent thinking because it allows pupils to make choices from
many alternatives.
-pupils who are good in convergent thinking are those who combine or converge information
from different sources to form a correct answer.
suitable for science subject.
Divergent Thinking
-known as multiple thinking
-the main purpose - to generate as many ideas as possible about a certain topic in a given time.
-the ability to propose many different ideas or alternative solutions to an open-ended problem.
-simultaneously use bith existing knowldge or experiences
Guildford identified 4 characteristics of divergent thinking. (REMEMBER THIS)
1. Fluidity - able to provide explainations with a lot of ideas or examples.
2. Flexibility - Generate various ideas and ways to solve a problem.
3. Originality - Able to think of new ideas which are smart and unique.
4. Detail - able to explain ideas in great length and details.
Lateral Thinking
-known as analytical thinking
-it is the ability to generate divergent ideas from the barious solutions of a problem.
-it involves the process of thinking 'out-of-a-box' whereby solutiions to a problem are obtained
from unlikely and unrelated sources.
-in lateral thinking, a problem should be viewed from the different perspectives so that it can be
solved easily.
Vertical Thinking
-known as rational or logical thinking
-uses a systematic series or sequence of steps to solve a problem.
-the ability to generate one idea or solution to a problem
-the solution offered is usually more complex and attains more depth.
Critical Thinking
-the ability to evaluate conclusions by logically and systematically examining the problem, the
evidence and the solution.
-the use of intellectual skills to analyze and make judgements
the teaching strategies that can encourage critical thinking are probloem solving & inquiry
discovery.
Skills involved in critical thinking:
-->defining and clarifying the problem.
-identify central issues;
compare similarities and differences;
determine which information is rlevant: and
formulate appropriate questions.
-->judging information related to the problem
-distinguish among fact, opinion, reasoned judgement;
-check cnsistency;