goal of education

8/10/2019 Goal of Education

http://slidepdf.com/reader/full/goal-of-education 1/9

Goal of education – to teach students how to learn.

Metacognition – coined by John Flavell

-

Thinking about thinking or learning how to learn.

Categories of metacognition:

Person variable – views himself as a learner and thinker. Knowledge of person variable refers to

knowledge about how human beings learn and process information, as well as individual knowledge of

one’s learning process.

Task variable – includes knowledge about the nature of the task as well as the type of processing

demands that it will place upon the individual. Knowing about what exactly needs to be accomplished.

Strategy variables – involves awareness of the strategy you are using to learn a topic and evaluating

whether this strategy is effective.

Meta-attention – awareness of specific strategies so that you can keep your attention focused on the

topic or task at hand.

Metamemory – is your awareness of memory strategies that work best for you.

Omrod’s Practice of metacognition:

Knowing limits of one’s own learning and memory capacities.

Knowing what learning task one can realistically accomplish within certain amount of time.

Using effective strategies for retrieval

Planning an approach

Strategies to develop metacognition:

Have students monitor their own learning and thinking

Have students learn strategies

Have students make predictions

Have students relate ideas

Expert learners employed metacognitive strategies in learning.

LEARNER CENTERED PSYCHOLOGICAL PRINCIPLES

Cognitive and Metacognitive factors

1.

Nature of the learning process

2.

Goals of the learning process

3.

Construction of knowledge

4.

Strategic thinking



5.

Thinking about thinking

6.

Context of teaching

Motivational and affective factors

7.

Motivational and emotional influences on learning

8.

Intrinsic motivation to learn

9.

Effects of motivation on effort.

Developmental and social factor

10.

Developmental influences on learning

11.

Social influences in learning

Individual differences factors

12.

individual differences in learning

13.

learning and diversity

14.

standards and assessment

Alexander and murphy summary of 14 principles

1.

the knowledge base

2.

strategic processing and control

3.

motivation and affect

4.

development and individual differences

5.

situation or context.

3 types of learner

1.

preconserver – looks at objects on only 1 dimension

2.

transistional – inconsistent, change answer when asked further

3.

conserver – consisted Piaget’in his answer.

The principal goal of education is to create men who are capable of doing new things.

Jean Piaget – cognitive theory of development.

Genetic epistemology – theoretical framework of piaget

Schema – an individual’s way to understand or create meaning about a thing or experience.

Assimilation – process of fitting a new experience into an existing or previously created cognitive

structure or schema.

Accommodation – the process of creating a new schema

Equilibration – achieving proper balance between assimilation and accommodation.



Cognitive development – involves a continuous effort to adapt to the environment in terms of

assimilation and accommodation.

Piaget’s Stages of Cognitive Development

1.

sensori-motor stage – birth to infancy

object permanence – ability of the child to know that an object still exists even without when

out of sight.

2.

Pre-operational stage – 2 – 7 years old

Symbolic function – ability to represent object and events

Egocentrism – tendency of the child to only see his point of view.

Centration – refers to the tendency of the child to only focus on one aspect of a thing or event

and exclude other aspects.

Reversibility – the inability to reverse their thinking.

Animism – ability to attribute human like traits or characteristics to inanimate objects.

Transductive reasoning – type of reasoning that is neither inductive nor deductive.

3.

Concrete operational stage – think logically, 8 – 11 years old.

Decentering – refers to the ability od child to perceive the different features of objects and

situations.

Reversibility – can now follow certain operations can be done in reverse.

Conservation – ability to know that certain properties of objects like number, mass, volume or

area do not change even there is a change in appearance.

Seriation – refers to the ability to order or arrange things in series.\

4.

Formal operational stage – 12 – 15 years

Hypothetical reasoning – ability to come up with different hypothesis about a problem and to

gather weigh data in order to make final decision.

Analogical reasoning – ability to perceive the relationship in one instance.

Deductive reasoning – ability to think logical applying a general rule to a particular instance or

situation.

ERICK ERICKSON

-

PSYCHO-SOCIAL THEORY OF DEVELOPMENT

-

Healthy children will not fear life if their elders have integrity

Psychological – root, psycho relating to mind, brain personality etc.

Social – external relationships and environment.

Epigenetic principle – principle used by erik Erickson, says that we develop through a predetermined

unfolding of our personalities in eight stages.



Psychosocial crisis – opposing forces “contrary disposition”

Virtue – a healthy ratio or balance

Malignancy – involves too little positive and too much negative

Maladaptation – too much positive too little negative

8 psychological stages of development

Stage Maladaptaion Psychological crisis malignancy Virture

1 – infancy Trust Trust vs. mistrust Mistrust Hope

2 – early

childhood

3 – 4yrs. Old to 5 Ruthlessness Initiative vs. guilt Inhibition Purpose

4 – school age Virtuosity Industry vs.

inferiority

Enertia Competence

5 – adolescence Fanaticism Identity vs. roleconfusion

Repudation Fidelity

6 – young

adulthood

Promiscuity Intimacy vs.

isolation

Exclusion Love

7 – middle

adulthood

Over extension Care

8 – late adulthood Presumption Disdain wisdom

Psychological moratorium – suggestions for adolescence, take a little time out.

VGOTSKY’S SOCIO-CULTURAL THEORY

Scaffolding – Vgotsky’s term for the appropriate assistance given by the teacher to assist the learner

accomplish task.

2 factors in cognitive development:

1.

Social interaction – participation in social activities.

2.

Language – language opens door for learners to acquire knowledge that others already have.

Vgotsky believe in the essential role of activities in learning.

Zone of actual development – when a child attempts to perform a skill alone.

Zone of proximal development – when a child accomplish a skill with the guidance of another.

Scaffold and fade away technique – showing assistance then slowly withdrawing it.

KOHLBERG’S STAGES OF MORAL DEVELOPMENT

Moral concepts: justice, rights, equality and human welfare.



If Piaget designed specific tasks (piagetian’s task) Kohlberg utilizes dilemma.

Level Stage Description

Preconventional – moral

reasoning based on concept

1 Punishment obedience

2 Mutual benefit (scratch my back,

Ill scratch yours.)

Conventional 3 Social approval

4 Law and order

Post-conventional 5 Social contract

6 Universal principles

Just community – enhance students moral development by offering them the chance to participate in

democratic community.

Community meeting – center of approach implementation.

STUDENT DIVERSITY

Individual differences

Factors of diversity

1.

Socio-economic status

2.

Thinking/learning style

3.

Exceptionalities

How student diversity enriches the learning environment

1.

Student’s self -awareness is enhanced by diversity

2.

Student diversity contributes to cognitive development

3.

Student diversity prepares for their role as responsible members of society

4.

Student diversity can promote harmony.

Some tips on student’s diversity

1.

Encourage learners to share their personal history and experiences.

2.

Integrate learning experiences and activities.

3.

Aside for highlighting diversity, identify patterns of unity that transcend group differences.

4.

Communicate high expectations to students from all sub groups.5.

Use varied instructional methods to accommodate student diversity in learning style.

6.

Vary the examples you use to illustrate concepts in order to provide multiple contexts that are

relevant to students from diverse background.

7.

Adapt the student’s diverse background and learning style by allowing them personal choice and

decision making opportunities concerning what they will learn and how they will learn it.

8.

Diversify your methods of assessing and evaluating student learning.



9.

Purposely, form small-discussion groups of students from diverts backgrounds.

LEARNING/THINKING STYLES AND MULTIPLE INTELLIGENCES

Learning styles – the sum of the patterns of how individuals develop habitual ways of responding to

experience. Preferred way an individual processes information.

Sensory preferences – individuals tend to gravitate toward one or two types of sensory input and

maintain a dominance in one of the following.

Visual learners –teachers action and facial expression to understand.

Visual iconic – visual imagery such as film, graphic displays or pictures

Visual symbolic – abstract symbolism.

Auditory learners – through verbal lectures

Listeners – remember things said to them

Talkers – prefer to talk.

Tactile kinesthetic – benefit on hands-on approach

Global –analytic Continuum

Analytic – linear, step by step process. (left brain)

Global – tend to see the whole pattern rather than particle. (Right Brain)

Left brain Right brain

Successive hemispheric style Simultaneous hemispheric style

1.

Verbal 1.

Visual

2.

Respond to word meaning 2.

Respond to tone of voice

3.

Sequential 3.

Random

4.

Processes information linearly 4.

Processes information in varied order

5.

Respond to logic 5.

Respond to emotion

6.

Plans ahead 6.

Impulsive

7.

Recalls people’s names 7.

Recalls people’s faces

8.

Speaks with few gestures 8.

Gestures when speaking

9.

Punctual 9.

Less punctual

10.

Prefers formal study design 10.

Prefers sound/music background while

studying

11.

Prefers bright lights while studying 11.

Prefers frequent mobility while studying

Multiple Intelligences

1.

Visual/Spatial Intelligence (picture smart)



2.

Verbal/linguistic

3.

Mathematical/logical

4.

Bodily kinesthetic (body smart)

5.

Musical

6.

Intrapersonal

7.

Interpersonal

8.

Naturalist

9.

Existential

Teaching strategies guided by thinking/learning style and multiple intelligence

1.

Use questions of all types

2.

Provide a general overview of material to be learned

3.

Allow sufficient time for information

4.

Set up purposes before any listening.

5.

Warm up before discussion

6.

Use a variety of review

7.

Use multisensory means for both processing and retrieving

8.

Use descriptive feedback.

Disability – a measurable impairment or limitation that interferes with a persons ability

Handicap – disadvantages that occurs as a result of disability or impairment.

Categories of exceptionalities

Specific cognitive or academic difficulties

Learning disabilities – involves disabilities specific processes like perception, language, memory or

metacognition.

Attention deficit hyperactivity disorder – difficulty in focusing and maintaining attention, recurrent

hyperactive and impulsive behavior.

Speech and Communication disorders – difficulty in language

Emotional/conduct – depression and aggression

Autism – condition manifested by different levels of impaired social interaction.

Mental retardation – refer to significant sub-average intelligence and deficits in adaptive behavior.

Physical Disabilities and Health Impairments

Physical health impairments – physical or medical conditions

1.

Limited energy and strength



2.

Reduced mental alertness

3.

Little muscle control

Severe and multiple disabilities – refers to the presence of two or more different types of diability at

times at a profound level.

Visual impairments

Hearing impairments

Giftedness – high level of cognitive development.

People first language – putting the lesson first, not the disability.

Avoiding generic labels – with mental retardation, mentally retarded

Emphasizing abilities, not limitations – uses a wheelchair, confined to a wheelchair

Avoiding euphemisms – physically challenged

Avoiding implying illness or suffering – had polio, polio victim.

BEHAVIORISM: PAVLOV, THORNDIKE, WATSON, SKINNER

Theory of behaviorism – focusses on the study of observable and measurable development

Ivan Pavlov – classical conditioning or stimulus conditioning

Findings of Pavlov

-

Stimulus generalization

-

Spontaneous recovery-

Discrimination

-

Higher order conditioning

Edward Thorndike – connectionism theory, SR framework of behavioral psychology

1.

Law of effect – stated that a connection a stimulus and response is strengthened when

consequence is positive (reward) when negative, (punishment)

2.

Law of exercise – practice makes perfect

3.

Law of readiness – the more readiness the learner to respond to the stimulus.

Principles derived

1.

Learning requires both practice and rewards.

2.

A series of SR connections can be chained together if they belong to the same action sequence

3.

Transfer of learning occurs because of previously encountered situations

4.

Intelligence is a function of the number of connections learned

John Watson – first American psychologist to work with pavlov’s ideas.



Experiment on Albert – applied classical conditioning

Burrhus Frederick Skinner – believed in the stimulus-response pattern of conditioned behavior.

-

Operant conditioning – voluntary behaviors used in operating on the environment.

-

Reinforcement key element in skinner’s SR theory.

-

Reinforce is anything that strengthens the desired response.

-

Positive reinforce – any stimulus that is given or added to increase the response.

-

Negative reinforce – any stimulus that results in the increased frequency of a response when it

is withdrawn or removed.

-

Punishment – consequence intended to result in reduced responses.

-

Shaping of behavior –

-

Behavioral chaining – series of steps are needed to be learned.

-

Reinforcement schedules – interval schedule and ratio schedule

-

Fixed interval schedule – fixed amount of time

-

Variable interval schedule - reinforcement varies

-

Fixed ratio schedule – fixed number of correct responses

-

Variable ration – number of correct repetitions of correct responses

Implications of Operant conditioning

1.

Practice should take form of questions

2.

Require that learner makes a response for every frame.

3.

Try to arrange the difficulty of the questions

4.

Ensure that good performance in the lesson is paired with secondary reinforcers such as verbal

praise, prizes and good grades.

Principles derived from skinners operant conditioning

1.

Behavior that is positively reinforced will reoccur.

2.

Information should be presented in small amounts so the responses can be reinforced

3.

Reinforcements will generalize across similar stimuli.

goal of education

Documents