YOUNG CHILDREN & ADOLESCENCE

YOUNG CHILDREN:

o   They can learn through talking about themselves, families and their lives;

o   They are curious to learn and discover new concepts on their own;

o   They liked to use their imagination and to discover things;

o   They naturally need to touch ,see, hear, and interact to learn;

o   Because their attention span is limited they need engaging and entertaining activities in order to not lose interest;

o   They like to cooperate and work in groups;

o   They need support and encouragement while learning;

o   Teacher need to work their students individually because they need to be guided.

ADOLESCANTS:

§  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.

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:

Young children has a big gap in the adolescence in terms of emotions, the way they think, and their needs. the parents should take care of their child until they grow up. the parents has a big responsibility in the growth of a child and its future and his/her personality. as long as the teacher that the second parents of the children that has a big responsibilty to motivate them.

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:

To fulfill our goals we should be positive and we should have self-confidence. Dont surrender and do the challenges what ever it takes.

                             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:

We have the ability to solve different problems that we may encounter in our own way. And as a future teacher, we should be meaningful in our teaching if we use different techniques and strategies to be an effective mentor. We should fit our lesson to our students, it is necessary to  them because they can able to follow our topic. 

MEANING AND TYPES OF MOTIVATION

Motivation

-      is an inner drive that causes you to do something. It energizes you to do something.

-      indicator of high level of motivation if you have a highly motivated student, a student who is excited about learning and accomplishing things.

TYPES OF MOTIVATION

1. INTRINSIC MOTIVATION

-      when the source of motivation is from within the person.

2. EXTRINSIC MOTIVATION

          -  when that which motivates a person is someone or something outside   him/her.

The role of extrinsic motivation

          Extrinsic motivation is necessary develop the love for learning among poorly motivated students. If good grades, rewards, praises or words of encouragement or fear of failing grades can motivated unmotivated students to study.

Student Diversity in Motivation

          Diversity in motivation maybe trace to differences in age, developmental stages gender, socio-economic and cultural background.

Self Efficacy Theory

          Is the belief that one has the necessary capabilities to perform a task. Fulfill role expectations, or meet a challenging situation successfully.

Self Efficacy Enhancing Strategies

·        Make sure that the students master basic skills.

·        Help them noticeable progress on difficult task.

·        Communicate confidence in student’s abilities through both words and actions.

·        Expose them to successful peers.

Self- Determination and Self- Regulation Theories

          Students are more likely to be intrinsically motivated when they believe they can determine their learning goals and regulate their learning.

Self- Regulation

a. Goal setting     b. Application of learning strategy

c. Planning           d. Self-monitoring

e. Attention control      f. Self- Evaluation

                                      Choice Theory

          It is a biological theory that suggests we are born with specific needs that we are genetically constructs to satisfy.

                                      Four Basic Psychological Needs

1. Belonging or connecting

2. Power or competence

3. Freedom

4. Fun

          MASLOW’S HIERARCHY OF NEEDS:

Lower- order needs

-      Basic needs and safety needs

Higher-order needs

-      Love and Belonging

-      Self-esteem and Self-actualization

REFLECTION: 

High level of motivation keeps us in our goal.

   INFORMATION PROCESSING

➡ is a cognitive theoretical framework that focus on how knowledge enters and is stored in and is retrieved from our memory. It is one of the most significant cognitive theories in the last century and it has strong implication on the teaching process.

                                               

 INFORMATION PROCESSING THEORY

➡ described how the learners received information from the environment through the senses and what take place in between determines whether the information will continue to pass through the sensory register then the short term memory and long term memory.

TYPES OF KNOWLEDGE

1. General vs. Specific

-this involves whether the knowledge is useful in many task or only in one.

2. Declarative

-this refer to factual knowledge.

3. Procedural

-this includes knowledge on how to do things.

4. Episodic

- this includes memories of life events.

5. Conditional

-this is about learning when and why to apply declarative or procedural strategies.

 STAGE IN THE (IPT)

1. Encoding➡ information is sensed, perceived and attained.

2. Storage➡ this information is stored for either a brief or intended period of time depending upon the process following encoding.

3.Retrieval➡ the information is bought back at the appropriate time and reactivate for use on a current task.

        KINDS OF MEMORY

1. Sensory Memory

- this refers to initial, momentary storage information lasting only for an instant.

2. Short term Memory

- this is the storage of information for 15-20 seconds. In this state the information is stored in terms of its meaning rather than mere sensory stimulation.

3. Long term Memory

- this is the storage of information on the permanent basis. Retrieval through maybe difficult.

      IMPROVING MEMORY

1. Chunking

- this is meaningful grouping of items together that can be remembered as a unit in a short term memory.

2. Mnemonic

-this is a formal technique for organizing materials in a way that makes it more remembered.

3. Rehearsal

- this is the transfer of information from short to long- term memory through repetition.

     THEORIES OF FORGETTING

The phenomenon of forgetting us experienced by everyone. Sometimes important things or events are forgotten while trivial things are remembered:

1. Decay

- this is the loss of information through none use.

2. Interference

- this refers to information in memory that is displayed its recall.

3. Proactive Interference

- this pertains to information learned earlier which interfers with the recall of newer materials.

4. Retroactive Interference

- this refers to new information that interfere with the recall of information learned earlier.

5. Emotional Blocking

- this involves anxieties and tensions which can impair memory.

REFLECTION:

To have long term memory we need to focus on the things that we need to retain, if we not give attention to it it will retain in our mind in a short period of time or in our short term memory. As a future teacher I will make sure that I can get my students attention and can focused in my lesson so that the lesson will retain to their long term memory.

GESTALT PSYCHOLOGY

➡the theory of learning by insight is the contribution of Gestalt Psychologist.

➡They believe that "the whole is more important than it's parts".

➡Wolfgang Kohler, Max Wertheimer, Kurt Koffka, etc. were the prominent Gestalt Psychologist.

    GESTALT LAW OF LEARNING

1. Law of Similarity

- states that "when there are different sets of objects on view, then they are perceived as groups rather than individual objects".

2. Law of Proximity

- states that "objects which are close together are likely to be seen as a group".

3. Law of Closure

-  according to the law of closure, we prefer complete forms to incomplete forms.

4. Law of Continuity

- states that "we link individual elements of a configuration so that they form continuous pattern that makes sense to us".

REFLECTION:
Individuals has its own perception it depends to us on how we interpret situation. Not all that we saw is true we need to find looked deeply.

NEO-BEHAVIORISM

Edward Tolman (1886-1959)

-      He developed a system of psychology known as purposive, or molar behaviorism which attempts to explore the entire action of the total organism.

-      Suggested that the unit of behavior is the total, goal-directed act, using varied muscular movements that are organized around the purposes served and guided by cognitive processes.

* Purposive Behaviorism *

-  a branch of psychology that was introduced by Edward Thorndike.

- combines the objective study of behavior while also considering the purpose of behavior.

Latent Learning

-      Learning which is not apparent in the learner's behavior at the time of learning, but which manifests later when a suitable motivation and circumstances appear.

Cognitive Map

-      Was an internal perceptual representation of external environmental features and landmarks.

Albert Bandura

-      Born on December 4, 1925 in Alberta, Canada. He showed that children mimic aggressive behavior. He had discoveries in observable learning. He conducted research and taught at Stanford University from 1953 to the present.

Observational Learning

-      The process of learning by observing a model and then duplicating a skill, process, strategy, or task that is demonstrated by the model.

INFLUENCING FACTORS

1. Attention- extent to which we focus on other's behavior.

2.Retention- our ability to retain a representation of other's behavior in memory.

3. ProductionProcesses- our ability to actually perform the actions we observe.

4.Motivation- our need for the actions we witness, their usefulness to us.

REFLECTION:

As a future teacher I should be a good model to my students so that they will follow the good deeds not the wrong one.