UNIVERSIDAD MARIANO GÁLVEZ DE GUATEMALA. PSICOLOGÍA DEL APRENDIZAJE DEL NIÑO Y DEL ADOLESCENTE. LICDA. ANA LILIA LUNA.
PARALLEL TEXT. LOURDES JANETH CATALÁN CONTRERAS
CARNET: 5076-14-19630.
2015.
Conoceréis la verdad y la verdad os hará libres.
CLASS # 2. LEARNING AND TEACHING TODAY. WHAT IS TEACHING? Teaching is to be able to share Te with other people your knowledge, information, etc, and be able to guide them. Help students to learn.
WHAT IS LEARNING? Learning is receive all the information in your brain and be able to put in practice in real situations. Learning involves more than thinking, it involves personality, senses, feelings, intuition, beliefs and values.
I think that as teachers we must provide our students with a good education in which there are different elements that make this teaching-learning process a time full of joy and enjoyment for them. For example for good practices the teachers we should: Encourage students-faculty contact Encourage students to work in cooperation among them Encourage students active-learning Students having fun Encourage Ss. to be productive adults Encourage Ss. to be competent. Teachers must respect diverse talents and ways of learning.
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The Role of Educational Psychology
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and selfconcept, as well as their role in learning.
We can remember that: Repetition Impact.
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CLASS # 3. COGNITIVE DEVELOPMENT AND LANGUAGE. What is cognitive? It involves conscious mental activities (such as thinking, understanding, learning, and remembering).
How the brain learns? Parts of the Neuron. Connect our ideas or thoughts each other.
Protects the electric currents of the brain.
Send electricity impulses.
Neurons It is clear that most of what we think of as our mental life involves the activities of the nervous system, especially the brain. This nervous system is composed of billions of cells, the most essential being the nerve cells or neurons. There are estimated to be as many as 100 billion neurons in our nervous system! A typical neuron has all the parts that any cell would have, and a few specialized structures that set it apart. The main portion of the cell is called the soma or cell body. It contains the nucleus, which in turn contains the genetic material in the form of chromosomes.
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Neurons have a large number of extensions called dendrites. They often look likes branches or spikes extending out from the cell body. It is primarily the surfaces of the dendrites that receive chemical messages from other neurons. One extension is different from all the others, and is called the axon. Although in some neurons, it is hard to distinguish from the dendrites, in others it is easily distinguished by its length. The purpose of the axon is to transmit an electrochemical signal to other neurons, sometimes over a considerable distance. In the neurons that make up the nerves running from the spinal cord to your toes, the axons can be as long as three feet! Longer axons are usually covered with a myelin sheath, a series of fatty cells which have wrapped around an axon many times. These make the axon look like a necklace of sausage-shaped beads. They serve a similar function as the insulation around electrical wire.
PIAGET Cognitive Development.
The behavior of simple motor responses to senses. It doesn’t understand How objects will always be there.
Figures out that a given quantity doesn’t change when it’s appearance changes.
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Uses words or images to discuss things aren’t there.
Figures out. “Out of the box”. Ideas and made up situations.
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Description of Piaget’s Theory on the Stages of Cognitive Development. Piaget (1973) developed a systematic study of cognitive development in children. His work included a theory on cognitive development, detailed observational studies of cognition in children, and a series of tests to reveal differing cognitive abilities. Through his work, Piaget (1973) showed that children think in considerably different ways than adults do. This did not mean that children thought at a less intelligent degree, or at a slower pace, they just thought differently when compared to adults. Piaget’s work showed that children are born with a very basic genetically inherited mental structure that evolves and is the foundation for all subsequent learning and knowledge. He saw cognitive development as a progressive reorganization of mental processes resulting from maturation and experience. Piaget (1973) believed children will construct an understanding of the world around them, and will then experience discrepancies between what they already know and what they discover in their environment. To explain his theory, Piaget used the concept of stages to describe development as a sequence of the four following stages: Sensory-Motor Stage Preoperational stage Stage of Concrete Operations Stage of Formal Operations PERSONAL COMMENT: The stages in Piaget divides cognitive development are really wonderful, and a very useful tool for teaching learning processes, as a teacher helped me to understand how humans and their learning process develops according to the age and stage they are living. This allows us to help our students to take their learning process a successful way and make them competent people for life.
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CLASS # 4. THE SELF SOCIAL AND MORAL DEVELOMENT
Physical Development. Physical development is the process that starts in human infancy and continues into late adolescent concentrating on gross and fine motor skills as well as puberty. Physical development involves developing control over the body, particularly muscles and physical coordination. The peak of physical development happens in childhood and is therefore a crucial time for neurological brain development and body coordination to encourage specific activities such as grasping, writing, crawling, and walking. As a child learns what their bodies can do, they gain selfconfidence, promoting social and emotional development.
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SELF - CONCEPT AND IDENTITY.
The self-concept is the individual’s beliefs about himself or herself, including the person’s attributes and who and what the self is. The self-concept includes many things that might not be part of one’s identity. For example, a person´s self-concept might include many personality attributes, such as being friendly or talkative. An important part of the self-concept is self-esteem. It refers to the person’s broadest self-evaluation.
IDENTITY: Who You Are.
Identity is a definition placed on the self.
Your sense of identity refers to your knowledge of who you are. Identity always answers the question, “Who are you?” Self-concept in contrast, may contain answers to other questions like “What kind of person are you?” and “How good are you?”
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ERIKSON’S STAGES.
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CLASS # 5. LEARNER DIFFERENCES AND LEARNING NEEDS.
INTELLIGENCE: The ability to acquire, understand and use knowledge to manipulate one’s environment. Capacity for learning, reasoning, and understanding; aptitude in grasping truths, relationships, facts, meanings, etc.
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MULTIPLE INTELLIGENCES. The theory of multiple intelligences is a theory of intelligence that differentiates it into specific (primarily sensory) "modalities", rather than seeing intelligence as dominated by a single general ability. This model was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. Gardner articulated seven criteria for a behavior to be considered intelligence. These were that the intelligences showed: potential for brain isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of savants, prodigies and other exceptional people, and support from experimental psychology and psychometric findings.
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Gardner chose eight abilities that he held to meet these criteria: musical– rhythmic, visual–spatial, verbal–linguistic, logical–mathematical, bodily– kinesthetic, interpersonal, intrapersonal, and naturalistic. He later suggested that existential and moral intelligence may also be worthy of inclusion. Although the distinction between intelligences has been set out in great detail, Gardner opposes the idea of labeling learners to a specific intelligence. Each individual possesses a unique blend of all the intelligences. Gardner firmly maintains that his theory of multiple intelligences should "empower learners", not restrict them to one modality of learning. Gardner argues intelligence is categorized into three primary or overarching categories, those of which are formulated by the abilities. According to Gardner, intelligence is: 1) The ability to create an effective product or offer a service that is valued in a culture, 2) a set of skills that make it possible for a person to solve problems in life, and 3) the potential for finding or creating solutions for problems, which involves gathering new knowledge.
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In my opinion the issue of multiple intelligences is very interesting because it helps me understand my students, and also learning to understand how each of them. Many times we get frustrated as teachers to realize that there are some who cannot understand or understand the contents and curricula in the group of students in the class, this is due to ignorance of the existing different types of intelligences, but to be aware of them, the teaching-learning process is facilitated, and helps us achieve competence, and make our students competent people for life.
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CLASS # 7. CULTURAL AND DIVERSITY. What is cultural diversity? Diversity is nothing more than a difference from the majority. In any culture there is a majority and many minorities. Culture is a set of norms that set standards for a society of what is acceptable behavior. In every culture there are basic standards for social interaction such as personal space distance, eye contact, amount of body language displayed in public, negotiating style, etc. Culture is a strong part of people's lives. It influences their views, their values, their humor, their hopes, their loyalties, and their worries and fears.
In our country, unfortunately people suffer from discrimination; whether by their ethnicity, culture, religion, or way of thinking, many people have sadly realized that we are a multiethnic and multicultural country, which is of great value and wealth in our culture. We must all learn to live with our neighbors and accept them as they are. As teachers we must respect and support our students, regardless of ethnicity, culture, religion and ideology, our role as facilitators and guides, also includes instilling in students the love of his essence as human beings, that will make them competent and can survive in its environment.
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CLASS # 8. BEHAVIORAL VIEWS OF LEARNING. LEARNING: Learning can be defined as the process leading to relatively permanent behavioral change or potential behavioral change. Process through which experience causes permanent change in knowledge or behavior.
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CLASSICAL CONDITIONING A learning process by which a subject comes to respond in a specific way to a previously neutral stimulus after the subject repeatedly encounters the neutral stimulus together with another stimulus that already elicits the response. Classical conditioning theory involves learning a new behavior via the process of association. In simple terms two stimuli are linked together to produce a new learned response in a person or animal. There are three stages to classical conditioning. In each stage the stimuli and responses are given special scientific terms: Stage 1: Before Conditioning: In this stage, the unconditioned stimulus (UCS) produces an unconditioned response (UCR) in an organism. In basic terms this means that a stimulus in the environment has produced a behavior / response which is unlearned (i.e. unconditioned) and therefore is a natural response which has not been taught. In this respect no new behavior has been learned yet. For example, a stomach virus (UCS) would produce a response of nausea (UCR). In another example a perfume (UCS) could create a response of happiness or desire (UCR). This stage also involves another stimulus which has no affect on a person and is called the neutral stimulus (NS). The NS could be a person, object, place etc. The neutral stimulus in classical conditioning does not produce a response until it is paired with the unconditioned stimulus. Stage 2: During Conditioning: During this stage a stimulus which produces no response (i.e. neutral) is associated with the unconditioned stimulus at which point it now becomes known as the conditioned stimulus (CS). For example a stomach virus (UCS) might be associated with eating a certain food such as chocolate (CS). Also perfume (UCS) might be associated with a specific person (CS). Often during this stage the UCS must be associated with the CS on a number of occasions, or trials, for learning to take place. However, one trail learning can happen on certain occasions when it is not necessary for an association to be strengthened over time (such as being sick after food poisoning or drinking too much alcohol).
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Stage 3: After Conditioning: Now the conditioned stimulus (CS) has been associated with the unconditioned stimulus (UCS) to create a new conditioned response (CR). For example a person (CS) who has been associated with nice perfume (UCS) is now found attractive (CR). Also chocolate (CS) which was eaten before a person was sick with a virus (UCS) is now produces a response of nausea (CR).
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CLASS # 9. COGNITIVE VIEWS OF LEARNING.
OUR BRAIN Brain cells are called “neurons.” The human body is made up of trillions of cells. Cells of the nervous system, called nerve cells or neurons, are specialized to carry "messages" through an electrochemical process. The human brain has approximately 100 billion neurons. To learn how neurons carry messages, read about the action potential. Neurons are similar to other cells in the body because:
Neurons are surrounded by a cell membrane. Neurons have a nucleus that contains genes. Neurons contain cytoplasm, mitochondria and other organelles. Neurons carry out basic cellular processes such as protein synthesis and energy production
However, neurons differ from other cells in the body because: Neurons have specialize cell parts called dendrites and axons. Dendrites bring electrical signals to the cell body and axons take information away from the cell body. Neurons communicate with each other through an electrochemical process. Neurons contain some specialized structures (for example, synapses) and chemicals (for example, neurotransmitters)
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The Neuron
Neurons are the oldest and longest cells in the body. We have many of the same neurons for our whole life. Although other cells die and are replaces, many neurons are never replaced when they die. In fact, we have fewer neurons when we are old compared to when we are young. On the other hand, data published in November 1998 show that in one area of the brain (the hippocampus) new neurons CAN grow in adults humans. Neurons can be quite large in some neurons, such as corticospinal neurons (from motor cortex to spinal cord) or primary afferent neurons (neurons that extend from the skin into the spinal cord and up to the brain stem), can be several feet long!
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MEANINGFUL LEARNING. Meaningful learning refers to knowledge that has value to the learner; knowledge that satisfies, can be used, and which the learner can identify with and incorporates into their thinking, feeling, or doing.
MEANINGFUL LEARNING.
When you connect something you already know with something you don’t know.
That's clear enough, but bringing about meaningful learning requires an intentional act on the part of the teacher. Understanding and applying the pedagogy that helps realize meaningful learning makes us more effective teachers. 1. Learn about it. As a teacher we need to discovery the power of helping students find a motivation for learning. When teachers guide students to "learn about" something, teach from the known to the unknown (build on prior knowledge) using pathways to learning things that help bridge the known to the unknown: metaphors, experiences, etc.). It is necessary applying appropriate teaching taxonomy.
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2. Understand it. Most helpful pedagogy: dialog, question and answer, self-assessment, test for misunderstanding. Teachers should share information, provide sources of information or knowledge, test for comprehension, test for misunderstanding using appropriate assessment taxonomy. 3. Manipulate it. For knowledge to become meaningful, learners must be able to manipulate it. Manipulating information helps internalize knowledge by creating pathways for connecting with what is known, and, processing knowledge through multiple intelligences. Manipulating information, concepts, principles, or objects helps the learner acquire understanding and a "sense" of the nature of things. The manipulation of knowledge also satisfies the need for the "experience" of knowledge. Most helpful pedagogy: Interpret it, enhance it, diagram it, depict it, change it, deconstruct it, combine it, illustrate it, interpret it, and model it. Teachers should provide appropriate experiential learning activity. 4. Retain it. Meaningful learning is bringing about change to long-term memory--if the students can't retain it, they haven't learned it. Meaningful learning must be rehearsed in order for it to be retained and to achieve mastery. Most effective pedagogy: rehearsal, memorization and recall, association, application. Teachers should provide for rehearsal. Use transition induction and summaryreview induction. Test for retention and accuracy of retention. 5. Use it. Knowledge becomes meaningful when a learner can use (apply) it. The challenge for classroom learning is that knowledge must be applied in the context it must be used (avoid "pretend learning."). Failure to follow this principle results in the tendency to "teach for the test" as evidence of application. As much as possible, I find ways for students to apply what they are learning in the "real world," outside the classroom. Most helpful classroom pedagogy: simulation, experimentation, application in context, projects. Teachers should provide an application step. Provide feedback on application. LOURDES JANETH CATALĂ N CONTRERAS
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Learning that has persisted overtime information that has been stored and in many cases is recalled.
Recall:
Always remember.
Recognition: Don’t really remember but you see something and you remember it.
Re learning: Something that you need learning again. Refreshing information in your memory.
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CLASS # 10. COMPLEX COGNITIVE PROCESSES. Metacognition: Metacognition is, put simply, thinking about one’s thinking. More precisely, it refers to the processes used to plan, monitor, and assess one’s understanding and performance. Metacognition includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and learner. Metacognitive practices help students become aware of their strengths and weaknesses as learners, writers, readers, test-takers, group members, etc. A key element is recognizing the limit of one’s knowledge or ability and then figuring out how to expand that knowledge or extend the ability.
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Convergent/Divergent Thinking.
CONVERGENT: When we don’t have more options. “Square people.” DIVERGENT: When we have a lot of possibilities.
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CLASS # 11. Learning Sciences and Constructivism. Constructivism:
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TRADITIONAL VS. CONSTRUCTIVIST CLASSROOMS. How does this theory differ from traditional ideas about teaching and learning? As with many of the methods addressed in this series of workshops, in the constructivist classroom, the focus tends to shift from the teacher to the students. The classroom is no longer a place where the teacher ("expert") pours knowledge into passive students, who wait like empty vessels to be filled. In the constructivist model, the students are urged to be actively involved in their own process of learning. The teacher functions more as a facilitator who coaches, mediates, prompts, and helps students develop and assess their understanding, and thereby their learning. One of the teacher's biggest jobs becomes ASKING GOOD QUESTIONS. And, in the constructivist classroom, both teacher and students think of knowledge not as inert factoids to be memorized, but as a dynamic, ever-changing view of the world we live in and the ability to successfully stretch and explore that view.
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TRADITIONAL
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CONSTRUCTIVISM
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CLASS # 12. DIGITAL PEDAGOGY.
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FLIPPED CLASSROOMS Students read and research at home and then at school practice and share their work.
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CLASS # 13. TYPES OF ASSESSMENT. Diagnostic Assessment
Formative Assessment
Summative Assessment
Before Learning
During Learning
After Learning.
Diagnostic assessments Diagnostic assessment is an essential device in a teacher’s “tool kit”. It can be used to diagnose strengths and areas of need in all students. Diagnostic assessment involves the gathering and careful evaluation of detailed data using students’ knowledge and skills in a given learning area. The data assist teachers to plan for appropriate pedagogy and targeted learning to more effectively scaffold the learning needs of their students. Consequently, diagnostic assessment is used ‘for learning’ where taking action to adjust teaching plays a significant role in improving learning outcomes for all students.
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Formative assessment: The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: Help students identify their strengths and weaknesses and target areas that need work help faculty recognize where students are struggling and address problems immediately. Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to: draw a concept map in class to represent their understanding of a topic submit one or two sentences identifying the main point of a lecture turn in a research proposal for early feedback.
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Summative assessment: The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include: a midterm exam a final project a paper a senior recital Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.
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CLASS # 14. MOTIVATION. Types of Motivation. Teachers can often readily identify students who demonstrate high or low motivation in a certain task. Motivated students engage in the task with intensity and feeling, whereas unmotivated students procrastinate and indicate in other ways that they would rather do something else. These differences exemplify the quantitative dimension of motivation, ranging from high to low. Teachers can often also identify highly motivated students who engage in tasks in different ways. Some may attempt to finish the task quickly, while others may seek more information. Some may persist, while others may begin enthusiastically but give-up when they encounter difficulty. These differences reflect the qualitative dimension of motivation. The distinction between intrinsic and extrinsic motivation has been one of the important theoretical conceptualizations of qualitative differences in engagement.
Intrinsic Motivation: Intrinsic motivation refers to engagement in an activity with no reason other than the enjoyment and satisfaction of engagement itself.
Extrinsic Motivation: Extrinsic motivation refers to engagement that provides means to ends that go beyond the engagement itself. The goals of extrinsically motivated engagement might be the attainment of tangible rewards such as money, prizes, or other benefits; intangible rewards such as social approval, a sense of worthiness, or even a sense of conscientiousness; or the avoidance of tangible and intangible punishments such as time-out, scolding, rejection or sense of low self-worth.
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In conclusion, motivation is the psychological quality that leads people to achieve a goal. As teachers it is important to motivate our students to work hard to achieve their goals, especially teach them to work and not be overcome by something in return but for the personal satisfaction of having succeeded in obtaining each of the objectives that have been proposed, as this it will make them capable and competent to develop and function in real-life situations.
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CLASS # 15. Embracing Context in ELT. Language Skills. When we learn a language, there are four skills that we need for complete communication. When we learn our native language, we usually learn to listen first, then to speak, then to read, and finally to write. These are called the four "language skills": Skill #1: Listening Skill #2: Speaking Skill #3: Reading Skill #4: Writing The 4 language skills
The four language skills are related to each other in two ways: The direction of communication (in or out) The method of communication (spoken or written) Input is sometimes called “reception” and output is sometimes called “production”. Spoken is also known as “oral”.
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As a teacher my first and real goal is my students can communicate. The most important thing is students use the language. -Communicative-
The real objective of language is: --To solve situations by interacting with others.--
Speaking Sub-skills:
Inferring attitude, feeling mood. Using interactive strategies Summarizing Paraphrasing Pronunciation Register (context)
Listening Sub-skills:
Listening for detail Deducing meaning from context Skimming Scanning Proofreading Global understanding.
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Writing Sub-skills: Editing Summarizing
Elements of Context: Social environment Teacher resources Cognitive skills Current events Parent’s approach School academic approaches Resources at home English level Media.
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