Dr. Shaheen Pasha Division of Education University of Education, Lahore

Transcription

1 Dr. Shaheen Pasha Division of Education University of Education, Lahore

2 SESSION LEARNING OUTCOMES Participants will be able to understand: What is learning? Learning theories Types of Learning Types of Learning Difficulties Types of inappropriate Behaviour Causes of inappropriate Behaviour Difference between Stress, Distress & Eustress Stages of Stress How adult students develop cognitively, emotionally, socially and deal with their developmental tasks. Psychosocial theory Guidance, Counseling and Mentoring Types of Counseling Self-Efficacy & Motivation Dimensions of Motivation Motivating Students Principles of Good Practice in Teaching

3 What is Learning?

4 LEARNING What topic? What issue? Knowledge Attitudes Skills (life) About what? Towards what? For what? Learning Outcomes

5 BLOOM S TAXONOMY FOR LEARNING Level Evaluation Synthesis Analysis Application Comprehension Knowledge Definition Appraise, assess, or critique on basis of standards or criteria Originate, integrate, or combine ideas into a new product or plan Distinguish, classify, or relate assumption, hypotheses or evidence Select, transfer, and use data or principles to complete new task Translate, comprehend, or interpret information Recall or recognition of information, ideas and principles Verb Examples That Can Represent Intellectual Activity appraise, argue, assess, attach, choose, defend, estimate, judge, predict, rate, select, evaluate arrange, assemble, compose, construct, create, design, develop, formulate, organize, propose analyze, appraise, categorize, compare, distinguish, examine apply, choose, demonstrate, employ, illustrate, interpret, solve, use classify, describe, discuss, explain, indicate, restate, translate arrange, define, label, list, name, relate, recall, repeat, reproduce

6 21 st Century Learning Revised Learning Taxonomy Bloom s Taxonomy Bloom s Original Taxonomy Revised by Anderson & Krathwohl (2001)

7 ASK Learning Taxonomy Professor Mark Tennant (1995) categorized types of learning in a different way: A represents "attitude : known as affective learning. (For example a shift in attitude toward the academic abilities of students with disabilities). S represents "skills : called psychomotor or manual learning. Learning to operate adaptive technology is an example of the development of skills. K represents "knowledge : called cognitive learning which is the formal term used for mental skills such as recall of information.

8 TYPES OF LEARNING Perceptual learning ability to learn to recognize stimuli that have been seen before (Changes within the sensory systems of the brain ) 1) Visual Learning 2) Auditory Learning Learners Stimulus-response learning ability to learn to perform a particular behavior when a certain stimulus is present (Establishment of connections between sensory systems and motor systems ) Motor learning establishment of changes within the motor system

9 TYPES OF LEARNING Relational learning involves connections between different areas of the association cortex Spatial learning involves learning about the relations among many stimuli Episodic learning remembering sequences of events that we witness Observational learning learning by watching and imitation other people

10 TYPES OF LEARNING (Cont.)

11 TYPES OF LEARNING DIFFICULTIES Motor difficulties and learning disabilities: problems with movement and coordination whether it is with fine motor skills (cutting, writing) or gross motor skills (running, jumping). Math difficulties and learning disabilities: Learning disabilities in math vary greatly depending on the child s other strengths and weaknesses (like language learning disability, or a visual disorder or a difficulty with sequencing, memory or organization.) Language difficulties and learning disabilities: problems with verbal language skills, such as the ability to retell a story and the fluency of speech, as well as the ability to understand the meaning of words, parts of speech, directions, etc. Reading difficulties and learning disabilities: problems with: letter and word recognition; understanding words and ideas; reading speed and fluency; general vocabulary skills)

12 LEARNING DIFFICULTIES (Cont.) Writing difficulties and learning disabilities: problems with: neatness and consistency of writing; accurately copying letters and words ; spelling consistency; writing organization and coherence. Auditory and visual processing: the importance of the ears and the eyes: problems in visual perception include missing subtle differences in shapes, reversing letters or numbers, skipping words, skipping lines, misperceiving depth or distance, or having problems with eye hand coordination. Visual perception can affect gross and fine motor skills, reading comprehension, and math. Social and emotional difficulties: sometimes kids have trouble expressing their feelings, calming themselves down, and reading nonverbal cues, which can lead to difficulty in the classroom and with their peers.

13 LEARNING DIFFICULTIES (Cont.) Dyslexia Difficulty processing language Problems reading, writing, spelling, speaking Dyscalculia Difficulty with math Problems doing math problems, understanding time, using money Dysgraphia Difficulty with writing Problems with handwriting, spelling, organizing ideas

14 LEARNING DIFFICULTIES (Cont.) Dyspraxia (Sensory Integration Disorder) Difficulty with fine motor skills Problems with hand eye coordination, balance, manual dexterity Auditory Processing Disorder Difficulty hearing differences between sounds Problems with reading, comprehension, language Visual Processing Disorder Difficulty interpreting visual information Problems with reading, math, maps, charts, symbols, pictures

15 OTHER DISORDERS MAKING LEARNING DIFFICULT Difficulty in school doesn t always stem from a learning disability. Anxiety, depression, stressful events, emotional trauma, and other conditions affecting concentration make learning more of a challenge. ADHD Attention Deficit Hyperactivity Disorder (ADHD), while not considered a learning disability, can certainly disrupt learning. Children with ADHD often have problems with sitting still, staying focused, following instructions, staying organized, and completing homework. Autism Difficulty mastering certain academic skills can stem from Pervasive Developmental Disorders such as autism and Asperger s syndrome. Children with an autism spectrum disorder may have trouble making friends, reading body language, communicating, and making eye contact.

16 TYPES OF INAPPROPRIATE BEHAVIOUR 1) Fighting and physical aggression 2) Disobedience and rudeness 3) Verbal aggression 4) Gangs 5) Vandalism 6) Stealing 7) Bullying 8) Substance abuse Drugs, Cigarettes, Alcohol 9) Possession and use of a weapon 10) Truancy 11) Sexual misconduct

17 CAUSES OF INAPPROPRIATE BEHAVIOUR Breakdown in family Parental irresponsibility World Violence Negative influence of television, movies, videogames Poverty widening income disparity Drug trafficking and guns Loss of influence of religion and lack of spirituality Peer pressure youth culture

18 CAUSES OF INAPPROPRIATE BEHAVIOUR (Cont.) Irrelevant curriculum Low self-esteem Machismo and low performance of boys Teacher absenteeism/inability to manage classrooms Inability to understand and manage anger and stress Inadequate physical security Child abuse by parents, teachers, and other adults Lack of respect for Authority

19 STRESS

20 WHAT IS STRESS? Stress is a condition or feeling experienced when a person perceives that demands exceed the personal and social resources the individual is able to mobilize. Stressors can be internal (thoughts, beliefs, attitudes or external (loss, tragedy, change).

21 DISTRESS Distress or negative stress occurs when your level of stress is either too high or too low and your body and/or mind begin to respond negatively to the stressors.

22 EUSTRESS Eustress or positive stress occurs when your level of stress is high enough to motivate you to move into action to get things accomplished. is good for you as it is a challenge to your body or mind (or both), but the end result is growth and moving toward your goals (instead of away from them.)

23 STAGES OF STRESS Alarm Stage: As you begin to experience a stressful event or perceive something to be stressful psychological changes occur in your body. This experience or perception disrupts your body s normal balance and immediately your body begins to respond to the stressor(s) as effectively as possible. For example: Cardiac - increased heart rate Respiratory - increased respiration Skin - decreased temperature Hormonal - increased stimulation of adrenal genes which produce an adrenal rush.

24 STAGES OF STRESS (Cont.) Resistance Stage: During this stage your body tries to cope or adapt to the stressors by beginning a process of repairing any damage the stressor has caused. Your friends, family or co-workers may notice changes in you before you do so it is important to examine their feedback to make sure you do not reach overload. Behavior indicators: lack of enthusiasm for family, school, work or life in general, withdrawal, change in eating habits, insomnia, hypersomnia, anger, fatigue. Cognitive Indicators: poor problem solving, confusion, nightmares, hyper-vigilance. Emotional indicators: tearfulness, fear, anxiety, panic, guilt, agitation, depression, overwhelmed.

25 STAGES OF STRESS (Cont.) Exhaustion Stage: During this stage the stressor is not being managed effectively and the body and mind are not able to repair the damage. Digestive disorders, withdrawal, headaches, tension, insomnia, loss of temper.

26 How adult students develop cognitively, emotionally, socially and deal with their developmental tasks which could be fulfilled during the education.

27 WHY DO STUDENTS THINK THEY CAN OR CAN T CHANGE? Beliefs about Ability! Incremental: ability changes over time (Mastery) Entity: ability is set at birth (Performance) Mastery vs. Performance Mastery goal orientation (Good) Students are mostly concerned with mastering the task at hand Failure suggests areas for improvement can be motivating. Performance goal orientation (Bad) Students are mostly concerned with doing better than others Student fears that failure indicates something about their ABILITY to do the task.

28 WHY WOULD SOMEONE WANT TO MASTER THE TASK? Mastery is INTRINSICALLY motivating Intrinsic motivation: wanting to do something just because it is in and of itself enjoyable! Why are things enjoyable? Interest Competence Curiosity Relatedness Autonomy

29 WHY DO WE SET GOALS? Goals are about where we want to be. which goals we set which goals we value and which goals we keep working at Goals are related to who we WANT TO BE

30 PSYCHOSOCIAL THEORY Authur Chickering s theory (1969) contends that there are seven specific developmental tasks of college students: competence, autonomy, managing emotions, identity, purpose, integrity, and relationship. In developing competence, students move from lower to higher levels of intellectual, physical, interpersonal competence. In managing emotions, students progress from lower to higher levels of: (a) control over disruptive emotions (e.g., anxiety, aggression and depression); (b) awareness of feeling (c) ability to integrate feeling with actions. In developing mature interpersonal relations, students progress from lower to higher levels of interpersonal and intercultural tolerance of differences and from having nonexistent, short term or unhealthy relations to a greater capacity for intimacy and commitment.

31 PSYCHOSOCIAL THEORY (Cont.) Establishing identity is a journey from discomfort to comfort with one s appearance, gender, family, social/cultural roots, roles and lifestyles. Developing purpose enables students to articulate their interests, goals, plans with respect to vocation, personal interest, and commitment to relationship. Developing integrity is closely related to two previous vectors. At this point, a student s values are transformed from being dualistic, rigid, self-centered to values that are humanizing (considering other people s interests) personalizing(affirming one s core values while respecting those of others) and congruent (matching one s personal values with socially responsible behavior).

32 GUIDANCE AND COUNSELING Guidance and counseling is the process of helping learners make important choices that affect their lives. The decision making aspect of guidance has long played its role in the counseling process. Guidance focuses on helping individuals choose what they value most Counseling focuses on helping them make change.

33 MENTORING Mentoring is a lifelong relationship in which a mentor helps a mentor reaches her or his God-given potential. Some of its synonyms include role model, coach, guide, sponsor, friend and adviser. Mentoring is a power-free partnership between two individuals who desire mutual growth. One of the individuals usually has greater skills, experiences, and wisdom. Mentors offer helpful information, suggestions, and career counseling.

34 MENTORING (Cont.) Mentoring aim at overall improvement of teaching quality. The job of a teacher/counselor is to concentrate on helping new students adjust to campus life. Teacher should maximize, personalize, and individualize higher education for students, helping them fully use the environment to promote their development. An important by-product of this process is that students are greatly assisted in making successful transitions from their communities to institutional life and back again. Guidance services facilitate the accomplishment of student and college goals.

35 TYPES OF COUNSELING Appreciative Counseling: counselors focus on and express appreciation for a student's strengths and past successes in various areas of life, acknowledging these successes and encouraging students to bring this awareness to their current problems Intrusive Counseling: Intrusive counseling encourages academic counselors and advisers to insert themselves into a student's everyday life and activities, creating more availability and a sense of connection that goes beyond an office appointment. Since students are likely to approach the academic counselor with issues outside the classroom, this kind of availability increases trust and openness.

36 TYPES OF COUNSELING Interactive Counseling: Successful academic counseling centers on dialogue, not monologue. Counseling works best when counselors listen without judgment and provide a safe and respectful environment for students to find ways to solve their own problems. Cultural sensitivity and respect for diversity Learning-Centered Counseling: Academic counseling encourages student learning, independence and creates opportunities for students to learn and grow Holistic Counseling: academic counselors may find themselves dealing with. Students may feel more comfortable talking about personal crises, emotional challenges and issues with their academic counselor. The counselor need to offer appropriate resources and a comprehensive plan of support.

37 SELF-EFFICACY Self-Efficacy means whether or not someone is capable of achieving a goal Things that effect self-efficacy: Mastery experiences Vicarious experience (models) Verbal persuasion

38 SELF-EFFICACY (Cont.) For many students there is a discrepancy between who they are and who they want to become it can be motivating if students think they can change. if they can make connections between the present and the future. or devastating if students don t think they can change. if they are too focused on the present.

39 MOTIVATION DEFINITION: From the Latin verb movere (to move). Motivation is the process whereby goal-directed activity is instigated and sustained. Motivation is usually defined as an internal state that arouses, directs and maintains behavior. It consists of internal and external incentives which spur us to satisfy some need (Child, 2007, p 226). Learning complex skills and knowledge requires extended effort, persistence, motivation and practice. It also involves considerable investment of time and energy. Motivated creature is more likely to learn than the one which is not.

40 WHAT MOTIVATES OR DIRECTS OUR BEHAVIOR? Our drives, needs, incentives, goals, self confidence, interest, curiosity and many other things energize our behavior and sustain motivation.

41 DIMENSIONS OF MOTIVATION Biological motives: deal with biological needs such as hunger, thirst, pain, fatigue, sleep and sexual desires. Psychological motives: deal with psychological needs such as interests, curiosity, achievement, power and selfactualization. Social motives: are the needs and desires that are learned through experience with the social world. It is the need for affiliation, which is the motive to securely connect to other people.

42 WHAT HURTS INTRINSIC MOTIVATION? Controlling rewards Threats and deadlines Evaluation and surveillance Rule of thumb: If someone else made you it s not intrinsic motivation it s EXTRINSIC motivation.

43 MOTIVATING STUDENTS Reward and punishment: A reward is an attractive object or event supplied as a consequence of a particular behavior. It enhances motivation of learner. Incentives: Incentive is an object or event that encourages or discourages behavior. Self-esteem: It is a person s belief about his worth. High selfesteem increases learner s motivation. It can be enhanced through personal development activities Self-efficacy: The belief that one can master a situation and produce positive outcome. It has much in common with mastery motivation and intrinsic motivation. Self-efficacy is the belief that I can.

44 MOTIVATING STUDENTS (Cont.) Modeling: Present motivated characters before learners to increase their motivation. People who are professionally developing can be a model for their colleagues. Goal setting: Encourage the learner to set challenging goals. It may be commitment to self improvement (I will get mastery in computer). Planning: One way of motivating the learners is to ask them to plan their activities such as to make a calendar of their monthly activities

45 MOTIVATING STUDENTS (Cont.) Self-monitoring: It is a technique through which learners can systematically evaluate their progress Give choices: If the learners are provided with different choices, their learning will be improved. Provide challenges: The challenges that match the learner s skills will enhance his or her motivation Strategize with struggling students: When students are struggling with poor academic performance, low self-efficacy or low motivation, one strategy that may help is to teach them how to learn. That is, to outline specific strategies for completing an assignment, note-taking or reviewing for an exam.

46 MOTIVATING STUDENTS (Cont.) Make it real: try to create learning activities that are based on topics that are relevant to your students' lives. Balance the challenge: Students perform best when the level of difficulty is slightly above their current ability level. Easy task promotes boredom and may communicate a message of low expectations. A task that is too difficult may be seen as unattainable, may undermine self-efficacy, and may create anxiety. Establish a sense of belonging: Students sense of belonging is fostered by an instructor that demonstrates warmth and openness, encourages student participation, is enthusiastic, friendly and helpful, and is organized and prepared for class. Adopt a supportive style: A supportive teaching style that allows for student autonomy can foster increased student interest, enjoyment, engagement and performance. Supportive teacher behaviors include listening, giving hints and encouragement, being responsive to student questions and showing empathy for students.

47 MOTIVATING STUDENTS (Cont.) Give frequent, early, positive feedback that supports students' beliefs that they can do well. Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult. Help students find personal meaning and value in the material. Create an atmosphere that is open and positive. Help students feel that they are valued members of a learning community.

48 SEVEN PRINCIPLES OF GOOD PRACTICE IN TEACHING 1. Good Practice Encourages Contact between Students and Faculty 2. Good Practice Develops Reciprocity and Cooperation among Students 3. Good Practice Gives Prompt Feedback 4. Good Practice Uses Active Learning Techniques 5. Good Practice Emphasizes Time on Task 6. Good Practice Communicates High Expectations 7. Good Practice Respects Diverse Talents and Ways of Learning

49 THANK YOU