LESSON 18 TEACHER STRATEGIES FOR FACILITATING POSITIVE MOTIVATIONAL PROCESSES IN LEARNING LESSON PLAN

TEACHER STRATEGIES FOR FACILITATING POSITIVE    MOTIVATIONAL    PROCESSES IN LEARNING LESSON PLAN

          It is the teacher’s road map of what students need to learn and how it will be done effectively during the class time.

Three components

1. Objectives for student learning

2. Teaching/learning activities

3. Strategies to check students understanding

Steps for preparing lesson plan

1. Outline learning objectives

2. Develop the introduction

3. Plan the specific learning activities

4. Plan to check for understanding

5. Develop a conclusion and a preview

6. Create a realistic timeline

Suggestion in making a lesson plan

§  A lesson plan is an aid to teaching

§  A lesson plan should not be planned with in time allotment for the subject

§  The textbook should not be regarded as infallible

§  The lesson plan may serve as a basis for future plans and a means of evaluation the success of learning

REFLECTION-- lesson plan is the road of the teacher to make their outcome effective and pupils can acquire a lot of learning... Teacher need a lesson plan to make their objectives focus and not wasting of time...A teacher need to make lesson plan specific and accurate to the topic. The lesson plan is not be very broad,, it should be in a time allotted for the subject. 

         

LESSON 19 Differences of Young Children Adolescents and Adult learners AND FIVE DIMENSIONS OF STUDENTS DEVELOPMENT

Differences of Young Children  Adolescents and Adult learners

YOUNG CHILDREN

•  They can learn through talking about themselves, families and their lives.
• They are curios to learn and discover new concepts on their own.
•  They like to use their imagination and to discover things.
•  They naturally need to touch, see, hear, and interact to learn.
•  Because their attention span is limited, they need engaging and entertaining activities in order to not lose interest.
• They like to cooperate and work in groups.
• They need support and encouragement while learning.
•  Teachers need to work their students individually because they need to be guided.

ADOLESCENTS

•  They are in search for personal identity.
•  They are in need of activities that meet their needs and learning expectations.
•  They become disruptive when they lose interest in the lesson or feel bored.
•  They need help and support to the teachers and to be provided with constructive feedback.
•  They can draw upon a variety of resources in the learning environment, including personal experience, the local community and the internet.
•  They need the teachers to build bridges between the syllabus and their world of interests and experiences.
•  They can learn abstract issues and do challenging activities.
•  Their personal initiative and energy are moved into action through meaningful involvement with relevant and current content.

ADULT LEARNERS

• Adults are more disciplined than adolescents.
• They have a clear understanding of their own learning objectives.
•  They need to be involved in choosing what and how to learn.
• They prefer to rely on themselves and work on their own pace.
• They come to the classroom with a wide range of knowledge, expectations and experiences.
•  They are able to do a wide range of activities.
•  They come into the classroom with diverse experience, opinions, thoughts, and beliefs which need be respected.
• Adults learn at various rates and in different ways according to their intellectual ability, educational level, personality and cognitive learning styles.

FIVE DIMENSIONS OF STUDENTS DEVELOPMENT
               
1.) Confidence and Independence
    - we see growth and development learners confidence and independence become congruent with their actual abilities and skills, content knowledge, use of experience and reflections about their own leaning.

2.) Skills and Strategies
   - skills and strategies represents "know-how" aspect of learning, when we speak of "performance" or "mastery" we generally mean that learners have developed skills and strategies to function successfully in a certain situations.

3.) Knowledge and Understanding
  - refers to the "content" knowledge gained in particular subject areas. It is the most familiar dimensions, focusing on "know-what" aspect of learning.

4.) Use of Prior and Emerging Experience
  - the use of prior and emerging experience, involves learners abilities to draw of their own experience and connect it on their own experience.

5.) Critical Reflection
    - refers to the developing awareness of the learners own learning process as well as more analytical.


My Reflection-- In this lesson we can see the differences between children,adolescents and adult learner..young children are learn by the influence of their family,friends,and environment. They are very curious and they always trying new things. They are not afraid to try because they can't really understand particular things. In adolescents like me hehehe i really like challenge because i can learn more.. Experience is the best teacher if teacher give me difficult or new task i am very grateful because i discover something new and i learn also.... 

lesson 17 YOUNG CHILDREN & ADOLESCENCE

YOUNG CHILDREN & ADOLESCENCE

YOUNG CHILDREN:

•         They can learn through talking about themselves, families and their lives;
•     They are curious to learn and discover new concepts on their own;
•     They liked to use their imagination and to discover things;
•     They naturally need to touch ,see, hear, and interact to learn;
•     Because their attention span is limited they need engaging and entertaining activities in order to not lose interest;
•     They like to cooperate and work in groups;
•     They need support and encouragement while learning;
•     Teacher need to work their students individually because they need to be guided.

ADOLESCENTS:

§  They are in search for personal identity;

§  They are in need of activities that meet their needs and learning expectations;

§  They need help and support from the teacher and to be provide with constructive feedback;

§  They can draw upon a variety of sources in the learning environment, including personal experience, the local community and the interest;

§  They can learn abstract issues and do challenging activities.

 FIVE DIMENSIONS OF STUDENTS DEVELOPMENT

1.Confidence and Interdependence

We see growth, and development learner’s confidence and interdependence become congruent with their actual abilities and skills, content knowledge, use of experience and reflectiveness about their own learning.

2. Skills and Strategies

                   Represent “know-how” aspect of learning, when we speak of performance or mastery we generally mean that learners have developed skills and strategies to function successfully in certain situations.

3. Knowledge and Understanding

                   Refers to a content knowledge gained in particular subject areas. It is the most familiar dimension, focusing on the know-what aspect of learning.

4. Use of prior and Emerging Experiences

                   Involves of learners abilities to draw their own experience and connect it to their work.

5. Critical reflection

                   refers to the developing awareness of the learners own learning process as well as more analytical.

REFLECTION: We are not the same with the children we are independence and they are defend on adult or adolescent...the adult or parents need to guide children for their action,decision in life. The parents need to teach children because they don't know what is right and wrong. Parents is the best teacher for their children. Parents need to educate children all time for their own good...

LESSON 16 Goal Theory in Learning

Goal Theory in Learning

Goal Theory

          Label used in educational psychology to discuss research into motivation to learn. Key factors influencing the level of a student’s intrinsic motivation.

Learning Goal

          Desire to acquire additional knowledge or master new skills.

Self-Determined Goals

          When objectives are relevant to the life of students, then turn out to be more motivated to learn.

Goal Setting

          Involves SMART objectives.

                                      Elements Of Goal Setting

1. Goal acceptance

2. Specificity

3. Challenge

4. Performance monitoring

5. Performance feedback

Self- Regulation

          Coordinating cognition and motivation in learning.

          Refers to person’s ability to master himself.

                   PROCESS INVOLVING SELF-REGULATION

·         GOAL SETTING- self-regulated learners know what they want to accomplish when they read or study.

·         PLANNING- self-regulated learners determine ahead of time how best to use the time they have available in learning.

·         ATTENTION CONTROL- self-regulated learners try to focus their attention on the subject matter at hand and clear their minds potentially destructing thoughts and emotion.

·         APPLICATION OF LEARNING STRATEGIES- self-regulated learners choose different learning strategies depending on the specific goal they hope to accomplish.

·         SELF-MONITORING- self-regulated learners continually monitor their progress toward their goals and they change their strategies or modify their goals if necessary.

·         SELF-EVALUATION- self-regulated learners determine whether what they have learned or sufficient for the goals they have set.

REFLECTION: if there's a will there's a way....we can actually achieved want we want in life if we do all our best we will be success,,,,but in my case i am not confident most especially in many people.....but i conquered my fear because if i will not do that i cant achieved my goal,,

       

LESSON 15 FOCUS ON THE CLASSROOM PROCESSING

Motivation
  

Meaning of Motivation

-It gives the reason for people's actions, desires, and needs. Motivation can also be defined as one's direction to behavior, or what causes a person to want to repeat a behavior and vice versa.KI


KINDS OF MOTIVATIONS

A.) Intrinsic Motivation
           -is one that causes people to participate in an activity for their own enjoyment.
Example: Mrs. Santos after retiring from teaching, she joined the Glee Club for Senior Citizens for socializing and to enjoy herself.

B.) Extrinsic Motivation
              - which cause people to participate in an activity for a tangible awards.
Example: Tommy is a good athlete, joins the football tournament for the MVP ( Most Valuable Player ) cap.



                 ABRAHAM MASLOW'S  HEIRARCHY OF NEEDS


                            ABRAHAM MASLOW'S HEIRARCHY OF NEEDS  

Maslow's (1943, 1954) hierarchy of needs is a motivational theory in psychology comprising a five tier model of human needs, often depicted as hierarchical levels within a pyramid.

1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep.

2. Safety needs - protection from elements, security, order, law, stability, freedom from fear.

3. Love and belongingness needs - friendship, intimacy, trust and acceptance, receiving and giving affection and love. Affiliating, being part of a group (family, friends, work).

4. Esteem needs - achievement, mastery, independence, status, dominance, prestige, self-respect, respect from others.

5. Self-Actualization needs - realizing personal potential, self-fulfillment, seeking personal growth and peak experiences.

              



My reflection--- motivation is energize us to do something what we want... the things that motivate me is when i see my parents working because of me because they want me to finish my studies and i can get a stable job....that will motivate me to finish my studies and i will do all my best for that....              

LESSON 14 Three Ways to Represent Knowledge

Three Ways to Represent Knowledge

1. Inactive Representation

          All the earliest ages, children learn about the word through action on physical object and the outcomes of this action. Children represent object in terms of their immediate sensation of them.

2. Iconic Representation

          This second stage is when learning can be obtained through using models and pictures can now use mental image to stand for certain object or event.

3. Symbolic Representation

          The learner’s has developed the ability to think in abstract terms. This use symbol system to encode knowledge.

SPIRAL CURRICULUM

The teacher must revised the curriculum by teaching the some content in different ways depending on students development levels.

                             Principles of Instruction Stated by Bruner

1. Instruction must be concerned of the experiences and context that make the students willing and able to learn.

2. Instruction must be structured so that it can be easily grasped by the students.

3. Instruction should be design to facilitate extrapolation and or fill in the gasp.

                                      DISCOVERY LEARNING

Refers to obtaining knowledge for oneself. The teacher plan and arrange activities in such a way that students search manipulate explore relevant to the domain and such general problem solving skills as formulating rules, testing and gathering information.

 FOUR MAJOR ASPECTS OF INSTRUCTION (BRUNER, 1966)

1. Predisposition to learn

          He introduced the ideas of readiness for learning. Bruner believed that any subject could be taught at any stage of development in a way that fits the child’s cognitive abilities.

2. Structure of Knowledge

          This refers to the ways in which a body of knowledge can be structured so that it can be most readily grasped by the learner. Structure refers to relationships among factual elements and techniques.

3. Effective Sequencing

          No one sequencing will fit every learner, but in general, the lesson can be presented in increasing difficulty.

4. Reinforcement

          Rewards and punishment should be selected and placed appropriately.

                                       CATEGORIZATION

Bruner gave much attention to categorization of information in the construction of internal cognitive maps. He believed that perception, conceptualization learning, decision making, and making inferences all involved categorization.

                             There are several kinds of Categorization

1. Identity Categories

          Categories include objects based on their attributes or features.

2. Equivalent Categories

          Provides rules for combining categories.

REFLECTION: Human is the highest level of that Allah created we are knowledgeable for everything...we have a lot of strategies to solve a different  problems....we need to be more wise on how to teach pupils that they become attract to the lesson or topic..

          

lesson 13 INFORMATION PROCESSING

INFORMATION PROCESSING                                                       


Information Processing
    -is a cognitive theoretical framework that focus on how knowledge enter and is stored in and is retrieved from our memory.
Information Processing Theory
  - describe how the learner receive information (stimuli ) from the environment through the senses and what take place in between determines whether the information will continue to pass through the sensory register.

                                                    TYPES OF KNOWLEDGE

A. General vs. Specific
 - this involves whether the knowledge is useful in task or only in one.

B. Declarative
  - refer to factual knowledge. They relate the nature of how things are in the form of a word or an image.

                            STAGE IN INFORMATION PROCESSING THEORY


1. Encoding- information is sensed, perceived and attended to.
2. Storage- the information is stored for either a brief or extended period of time. 
3. Retrieval- is brought back at the appropriate time and reactivated.

                                                     SENSORY REGISTER 


CAPACITY - receives a great amount of information but it is more than what our minds can hold or perceived.

DURATION- the sensory register only hold the information for an extremely brief period.


                                              THE ROLE  OF ATTENTION

 To bring information into consciousness.
Getting through this intentional filter.
 Before information is perceived, it is known " precategoral information".


                                                KINDS OF MEMORY

A.) Sensory Memory  - refers to the initial, momentary storage of information lasting only for an instance.
 Iconic Memory - storage of visual information.
 Echoic Memory - disappear within 3 or 4 seconds.
B.) Short-term Memory  - maintains for a limited time.
Duration: around 18 seconds or less.
C.) Long-term Memory - is the final or permanent storing house of memory information. 
Capacity: LTM has unlimited capacity.
Duration: is the LTM is indefinite.

                                           IMPROVING MEMORY 

* CHUNKING- is a meaningful groupings of items together.
* MNEMONIC- a formal technique for organizing materials.
* REHEARSAL- is the transfer of information from short-term memory.

                                          MEASURING MEMORY 


1. RECALL
2. RECOGNITION
3. RE-LEARNING
4. ROLE-MEMORY
5. FLASHBULB


My reflection--everyday we experience a lot of things that happen in our life all of that are recorded but sometimes we forget it because our short memory saved it....if something happen in our life that is happy or bad that happen always retain in our memory....