GROUP III

Members• Kezang Choden (Chemistry)

• Karma Dorji

• Yonten Tshering

• Yeshi Dorji (Biology)

• Pema Namgay

• Aushmita Pradhan

• Sushma Chhetri

• Migma Tshering

Outline:

• Learning and learning styles

• Elements of curriculum and their relationship with Tyler's four basic questions

• Objectives of curriculum

• Human development

• My ideas of education

• Women`s place in mans life cycle

• Conclusion

Learning & learning styles

What do you understand by the term ‘learning’?

• The cognitive process of acquiring skill or knowledge is learning.

• Learning Styles are simply different approaches or ways of learning.

• Information enters our brain in three main ways: Sight, Hearing and Touch, the one which we use the most is called our Learning Style

Cont….Styles of learning are:

Visual learners• Prefer to see information such as pictures,

diagrams, cartoons & demonstrations etc.

Auditory Learners

• Prefer to hear information spoken

Tactile or Kinesthetic Learners

• Role-playing can help them learn and remember important ideas

Tyler's Four Basic question

1. What educational purposes should the school seek to attend?

2. What educational experiences can be provided that are likely to attain these purposes?

3. How can these educational experiences be effectively organized?

4. How can we determine whether these purposes are being attended?

Elements of curriculum

There are 3 important set of factors weighed against the

above questions, they are:

1. The nature of the learners-Developmental factors, learner interests and needs, life experiences

2. The values and aims of society- Democratizing principles, values and attitudes

3. Knowledge of subject matter- What is believed to be worthy and usable knowledge

Objectives of Curriculum• Develop self realization

• Making individual literate

• Encouraging social mobility

• Providing skills and understanding for productive employment

• Furnishing tools requisite for making effective choices of services

• Furnishing tools necessary for continued learning

Evaluation method:

4 Focus questions -

1.How do learners differs in their stages of development?

2.What are the five aspects of human development that should guide curriculum planners?

3.What is the “problem of the match”, and how does it influence curriculum planning?

4.What are the salient characteristics of learners’ cognitive, psychosocial, and moral development?

How do learners differs in their stages of development?

• Learners ability is different at various age level

5 aspects of human development that should guide curriculum planners

Goal Curricula & learning

experiences appropriate to learners nature and needs

Planning for instruction

Curriculum planning

1. The biological basis of individual differences

2. Physical maturation

3. Intellectual development & achievement

4. Emotional growth and development

5. Cultural and social development

Problem of the match• There must be match between the learner’s developmental

stage & the explicit curriculum.

• when the match between the skills of the learner and the challenges of the subject matter is limited.

• Planned curriculum must match at various age level, research suggests 5 different stages where growth of brain take place from birth – 17. (3-10 month, 2-4 yrs., 6-8 yrs., 10-13 yrs., 15-17 yrs.)

• Challenges for the curriculum planner; to make the timing and content of learning experiences fit the pattern of brain growth.

Theories of development

1.Piaget’s model of cognitive development

2.Erikson’s model of psychosocial development

3.Kohlberg’s and Gilligan’s models for moral

development

Stages Age Description

Sensori-motor Birth to

2 yrs.

An infant progresses from reflexive, instinctual action atbirth to the beginning of symbolic thought. The infantconstructs an understanding of the world bycoordinating sensory experiences with physical actions.

Pre-Operational

2 to 7 yrs.

The child begins to represent the world with words andimages, reflect increased symbolic thinking and gobeyond the connection of sensory information andphysical action.

Concrete Operational

7 to 11 yrs.

The child can now reason logically about concrete eventsand classify objects into different sets.

FormalOperational

11 to 15 yrs.

The adolescent reasons in more abstract and logicalways. Thought is more idealistic.

1. Piaget’s four stages of cognitive development

• He views on the emotional growth and development ofhuman beings.

• Emphasizes developmental change throughout the humanlife span.

• Eight stages of development unfold in Erickson’s theory.

2. Erikson’s model of psychosocial development

Psychosocial stages

Approximate Age VirtuesPsycho Social

Crisis

Significant

Relationship

0–2 years HopesBasic Trust vs.

MistrustMother

2–4 years WillAutonomy vs. Shame

and DoubtParents

4–5 years Purpose Initiative vs. Guilt Family

5–12 years Competence Industry vs. Inferiority Neighbors, School

13–19 years FidelityIdentity vs. Role

ConfusionPeers, Role Model

20–39 years Love Intimacy vs. Isolation Friends, Partners

40–64 years CareGenerativity vs.

StagnationHousehold, Workmates

65-death WisdomEgo Integrity vs.

DespairMankind, My Kind

3. Kohlberg’s Moral Development

Ashley Montagu was born in 28th June 1905. He grew up in London but later

migrated to the US in 1940.

Evaluation method:

My Idea of Education

This paper was written by Ashley Montagu describing what he feels about how education should be taught in schools.

He believes as an anthropologist, that the human are distinct from other creatures because of their ability to educate themselves and the most important is the psychological need for love.

Our Brain

He says that the human brain is so flexible and malleable and the most educable of all that they can turn accidents into opportunities.

For e.g. when Newton was sitting under a tree an apple fell on Newton’s head and he turned this accident into an opportunity.

But not everyone has the same capacity of thinking like this because when some brains arrive at truth and conclusions others might think it as utterly impossible. For e.g. When the flying machines were invented, leading experts of the world thought it was a physical impossibility.

Children and their Ways

Ashley Montagu says that we should recognize this ability especially when dealing with children because their brain is the most educable of all.

In schools we should not force the children to learn the ways of an adult but let them learn in their own ways. He says we need to grow up into children and not adults.

Cont…

Though many teachers are capable of recognizing the fact that every child is different but because they are within a system where the higher officials fail to understand the needs of the children and the teachers, they are rendered helpless.

The most important education a teacher can give to a child is on being human, because whatever the child learns in the class will determine how he is going to be in the future.

Education is all about being human

Meaning developing traits that are uniquely human for the benefit of individual and others

1. These traits are Need to LOVE

2. Need to THINK soundly

3. Need to LEARN, etc.

Most important of all human basic psychology needs is, the need for LOVE.

Research found that baby not only want to be loved but also learn to love.

LOVE is the need of students and teacher ought to love his/her students

Meaning child who hasn’t been loved is biochemically, physiologically, and psychologically very different from who has been loved

LOVE definition

LOVE is the ability to communicate by demonstrative acts to others our involvement in their welfare.

Love should be the first and foremost priority teacher ought to teach; and reading, writing, and arithmetic are of secondary importance.

Meaning this idea will stand a chance of solving most of the problems that bedevil the world.

This is my idea of education by Ashley Montagu

Evaluation method.

Women’s place in man’s life cycle-Carol Gilligan

“Arguing that Kohlberg’s model of moral reasoning is based on male perspective and addresses the rights of the individual, Gilligan suggests that moral reasoning from a female perspective stresses the individual’s responsibility to other people.

Life- cycle theories, she concludes, should encompasses the experiences of both sexes”.

Activity

What are the levels in the model of Kohlberg’s moral reasoning?

Carol Gilligan

Born on November 28, 1936, in New York City.In 1970 she became a research assistant for the great theorist of moral development, Lawrence Kohlberg. In 1982 she published a book In a different Voice: Psychological Theory and Women ' s Development.

Views on moral reasoning

• Development of masculinity- Separation

• Development of femininity- Attachment

• Kolhberg’s-Moral development is concerned with rights and rules.

Gilligan’s-Moral development is concerned with responsibilities and relationships.

Gilligan’s moral reasoning

• Pre Conventional -Person only cares for themselves in order to ensure survival

• Conventional -Responsibility -More care shown for other people

• Post Conventional -Acceptance of the principle of care for self and others is shown.

Gilligan's Theory and Education

• Carol Gilligan's theory helps both men and women in seeing each other in a different perspective.

• In terms of education everyone should focus on it and everyone's need for education is important.

• A person should not put the needs of others in front of their own, especially in the case of education.

Kohlberg Vs GilliganA) Preconvention level

1. Deferring to authority

2. Learning to satisfy one’s own need

B) Conventional level

3. Conforming to stereotypical roles

4. Sense that individual roles contribute to social order

C) Post- conventional level

5. Morality thought of in terms of rights and standards endorsed by society as a whole.

6. Morality thought of as self-chosen, universal principles of justice.

A) Preconvention level

1. Caring for the self.

2. Stage 1 concern judged to be selfish.

B) Conventional level

3. Goodness is caring for others, frequently equated with self-sacrifice.

4. Illogic of the inequality between self and others becomes evident. Search for equilibrium.

C) Post- conventional level

5. Focus on the dynamics of relationships, to eliminate the tension between self and others.

6. Care is extended beyond personal relationships to a general recognition of the interdependence of self and other, accompanied by a universal condemnation of exploitation and hurt

Implications of Gilligan’s

• Involvement of both the gender

•Care based and justice based

References Gilligan, C. (n.d). Theories of life stages and

human development. Retrieved from

http://humangrowth.tripod.com/id2.html

Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved on August 18, from:http://www.edpsycinteractive.org/topics/cognition/piaget.html

Parkay. W & etal (2006). Curriculum planning. Contemporary approach. United states of America: Pearson Education, Inc.

Stephen.J(2009). Moral Development. Retrieved on August 18, 2014 from: http://www.education.com/reference/article/moral-development1/

Theory of moral education. (n.d). Retrieved from

http://education portal.com/academy/lesson/ carol-gilligans-theory-of-moral-development. html#lesson.