Un ebook (scritto anche e-book o eBook), in italiano libro elettronico, è un libro in formato digitale a cui si può avere accesso mediante computer e dispositivi. Baseret på erfaring tror vi, at vi kan sælge din bog på under 2 timer, hvis du er villig til at sælge den en smule billigere. Express Helpline- Get answer of your question fast from real experts. International Journal of Engineering Research and Applications (IJERA) is an open access online peer reviewed international journal that publishes research. If you do fewer teacher- directed activities, that means the kids will naturally do more talking, doesn’t it? Not necessarily. I have often found myself talking almost constantly during group work and student- directed projects because I’m trying to push kids’ thinking, provide feedback, and help them stay on task. Even when the learning has been turned over to the students, it’s still tempting to spend too much time giving directions, repeating important information, and telling students how they did instead of asking them to reflect on their work. Here are 8 ways teachers can talk less and get students talking more: 1. Don’t steal the struggle. This paper describes the development, implementation and preliminary evaluation of the Reaching Educators and Children (REACH) program, a training and coaching. It can be uncomfortable to watch kids struggle to figure out an answer, but they need time and silence to work through it. Resist the urge to talk students through every step of a problem and instead just observe. Similarly, learn to love think time. I often worry about keeping the momentum of a lesson going, and it’s uncomfortable for me to allow several moments of silent “wait time”or “think time” before calling on students. However, I try to push against the feeling that I will lose students’ attention because I know providing wait time can actually increase the length and quality of their responses. Letting kids think instead of rushing in to narrate or question builds anticipation around what’s going to be said next and increases participation as more kids are prepared to move into the conversation. Move from the front of the classroom. It’s easy to get in an instructional rut when you stand at the same place near the board all day long. Try occasionally sitting on the side of the classroom or in an absent student’s desk and say, “I need someone to go up and demonstrate ___ for us.” Because students are used to the person at the board facilitating the lesson, they are likely to talk for much longer than if you stay at the front and they’re in their seats answering you. You can even remain sitting among the class once the student is done demonstrating and ask follow up questions from other students instead of commenting on the students’ demo yourself (“What do all think? Is that an effective method–how do you know? Does anyone use a different strategy?”)3. Teach students signals for your often- repeated phrases and for transitions. Cut down on conversations about bathroom/water/pencil sharpening/etc by teaching kids to use sign language to request permission: use sign language to indicate your answer back: yes, no, or wait. I also like to teach kids sign language for please, thank you, and you’re welcome so that I can reinforce their good choices and acknowledge kids without constantly talking. Use music, a chime, or other auditory signal to indicate when it’s time to start an activity, pause, and clean up. The idea here is to give kids a break from hearing your voice: they are far more likely to tune in to a unique sound than to a 2. Use non- verbal reinforcement for behavior whenever possible. A lot of the talking most of us do throughout the day is related to student behavior, and most of the time, we’re wasting our breath. Resist the urge to lecture students every time someone forgets their materials, interrupts your lesson, or makes an inappropriate noise. It’s far more effective (not to mention easier and less disruptive) to give students “the teacher look” and keep the lesson moving. If you need to have a conversation about the behavior with a student or issue a consequence, try to wait for a break in your instruction rather than stop the whole class from learning while you discipline one kid. Turn your statements into questions and prompts. Instead of saying to a group, “Nice work over here, I like the strategy you used for ___”, ask the kids to reflect on their own work: “Tell me how your group has chosen to solve ___.” Instead of telling a child, “Take a look at #3, that answer is incorrect” say, “Would you tell me how you got the answer for #3?” Not only will these questions get kids talking instead of you, kids will also have the chance to reflect on and articulate their learning. Instead of asking, “Does that make sense?” say, “Can you put that in your own words?”If you’ve ever asked kids “Are you getting this?”, you’ve probably noticed you rarely get an insightful response. So, you either move on without kids understanding or you repeat something you’ve already said. Try inviting kids to put what you’ve explained into their own words, either repeating it back to you (if you were helping the child in a one- on- one conversation) or by turning and talking to a partner/doing a quick think/pair/share. Stop repeating yourself. It’s tempting to say important points and instructions a couple of different ways to make sure every child understands, but that strategy can backfire when it’s overused. Kids learn that it’s okay to tune you out because you’ll repeat everything you say. Kagan Cooperative Learning Timer Tools On DesktopInstead, experiment with different strategies for getting kids to follow directions the first time you give them and use call- and- response routines to get kids’ attention right away. Notice moments when you summarize/review for students and instead get their input. If you hear yourself saying once again, remember, as I said, as always, so to sum this up, or don’t forget, that probably means you’re about to drive home an important point for the second or third (or tenth) time. Practice making those moments a chance for kids to share: What’s the rule about this? Who can sum this section up for us? Who remembers the way to determine ___? Some teachers even turn these moments into interactive activities, where the whole class does a hand motion, body movement, sound, or chant to indicate that they’re summarizing an idea or reviewing directions before getting started. Active learning strategies are a powerful way to get kids talking about their learning. Click the image to learn more. Active learning strategies are a powerful way to get kids talking about their learning. Click the image to learn more. Do you have any advice for a new teacher on making the shift from teacher talk to student talk? Please share your ideas (or struggles!) in the comments. The Influence of New and Emerging Theories on Teaching Practices. Don Prickel, Ph. D. Coordinator, Workforce Education Specialist Master Degree Program. School of Education. Oregon State University. ABSTRACT An examination of new and emerging. The emphasis from teacher- directed. A synthesis of theories and approaches. Cognitive- humanistic theory consists of an integration. The emerging theories of constructivism, social. Through a matrix analysis of the roles of teacher and student, the conceptual. A Science of Teaching and Learning: Whether we are conscious of it or not. Each of us possesses an individual. Draper, 1. 99. 4). Our own unique philosophical orientations become translated into daily. Many of these teaching. Just. as today's technicians are constantly being trained and retrained in the. But why the need to learn another. Are not the past theories of learning sufficient. Do not teachers feel overwhelmed. Does not keeping abreast of new and emerging. The unanimous. response to such questions should be an emphatic "No." The need for continued. While frequent discussions in school staff lounges focus on the unworkable. As Brookfield points out, "I believe that this. Like it or not, we are all theorists. Our practice is informed by our implicit and informal. One function of new and emerging theories. Gredler, 1. 99. 7). Past learning theories, such as the theory. Skinner's operant conditioning principles, dominant. During the late 1. Piaget's (1. 96. 3, 1. Bruner's. theory of cognitive growth and systematic instruction (1. Gagne's conditions of learning (1. Weiner's attribution. These combined efforts have provided an adequate explanation. While the cognitive revolution arrived in schools. Even today, we continue. Brown, 1. 99. 4; Resnick and Resnick, 1. Shifts in Theoretical Frameworks: Fortunately, though, a dramatic change. Focus. on the characteristics of the learner, both children and adults, is creating. Brown, 1. 99. 4; Bredo, 1. Brookfield. 1. 99. The emphasis has shifted from teacher- directed activities to a focus. Learners are viewed as active constructors. Phillips, 1. 99. 5; Prawatt &. Floden, 1. 99. 4; Cobb, 1. In addition, there are other important forces. Changes in societal structures, advances. Beder, 1. 99. 1; Adams. Hamm, 1. 99. 4). Upgrading of basic skill competencies and the knowledge. Rose, 1. 99. 5). The continued influx of adults. While the present focus is to urge. Many adults are returning to schools. Beder, 1. 99. 1; Houle, 1. Johnstone & Rivera, 1. This. new influx of adults into the educational system is having a significant. While earlier and more traditional theories. Adams & Hamm, 1. Beder, 1. 99. 1; Merriam, 1. Likewise, the increase. With improved health care, people are living. New and Emerging Teaching Theories The educational improvement of children. It is with dignity and. In educational circles. Adams &. Hamm, 1. This will require educators to strive to be current with insights. Some of the new and emerging educational. These. more recent theories can not be categorized into the more traditional approaches. Rather, these new and emerging. These cognitive- humanistic theories. The emerging theories of cognitive. These new and emerging theories are explained below. Figure 1 (attachedto. Such shifts in thinking can be categorized. Detailed explanations of each theory and some application. Constructivism: One of the new and emerging theories. Gredler, 1. 99. 7). The notion that knowledge and understanding. Bredo, 1. 99. 4; Bruning, Schraw, & Ronning, 1. Greeno. 1. 98. 9). The emergence of constructivism as a theory was a reaction to the. Bredo, 1. 99. 4; Gredler, 1. One of the basic. Geary, 1. 99. 5). Instructional approaches to constructing. Gredler, 1. 99. 7). Radical constructivism, derived from a Piagetian viewpoint, sees knowledge. Glaserfield, 1. 98. Gredler, 1. 99. 7). The teacher's role. Confrey, 1. 98. 5. Piaget, 1. 97. 3; Prawat & Floden, 1. The second perspective, social constructivism. Prawat & Floden, 1. The focus here is on the learning of specific. The teacher's role is to create. Pragmatic or emergent constructivism. Cobb, 1. 99. 5) is a form of constructivism that takes place in the classroom. Two important tenets to constructing knowledge are. They resemble some of the principles. Brookfield (1. 98. In this form, knowledge is actively. Wood, Cobb, and Yackel, 1. Lastly, transactional constructivism. Bredo, 1. 99. 4), posits that knowledge. Certain processes occur, for example, in. The learner may take notes, use a set of meta- cognitive strategies, and. The essential element is that. Lave & Wenger, 1. Such construction of knowledge. Therefore, a constructivist view uses. In the process, students can examine. Teachers. using constructivist approaches tend to challenge students with classroom. Brown, 1. 99. 4) in areas of. Teachers also tend to present. Gardner's multiple intelligence, so that the student's. Closely related to a constructivist. The constructivist. Social Learning Theories: Social learning theories posit that. Schunk, 1. 99. 6). The theory of social learning suggests that the most optimal learning occurs. The social learning. Social Cognitive Theory: Bandura's social cognitive theory (1. Self- efficacy refers to one's perceived beliefs and judgments. Bandura, 1. 97. 7a, 1. Learning consists of developing self- efficacious behaviors through mastery. According. to Bandura (1. While the meta- cognitive skills are essential, the affective factors such. In the social cognitive view, personal. People can effect change in themselves through their own efforts. Change. is dependent on one's perceived belief about their ability to exercise. Evaluations of one's performances, resulting in consequences. Successful consequences tend. Schunk. 1. 99. 6). A social- cognitive perspective views. Poor. adequate, and exceptional performances are the result of social and cognitive. The higher the goals and expectations people set for themselves, the firmer. Zimmerman, 1. 99. Setting challenging and attainable goals by. Schunk, 1. 98. 5; Hom. Murphy, 1. 98. 5). Therefore, social cognitive theory. Students can become more efficacious learners in several ways. The most. effective way of developing a strong sense of self- efficacy is through. Bandura, 1. 98. 8). Learning. is best accomplished when the steps are small, paced, and successfully. Modeling of behavior takes a second. Observational learning through modeling expands. Simply. observing a model, be it a teacher or peer, does not guarantee learning. Observing similar. Schunk, 1. 98. 5; Bandura, 1. Thus. it is essential that learners with lower levels of self- efficacy in specific. Another strategy for efficacy development. Giving verbal and social praises and. Bandura (1. 98. 8). Rather, he suggests assigning tasks that bring. To ensure progress in personal development, success can. Bandura, 1. 98. 8). Competition in grades and tasks has little place in social- cognitive. Social- Cultural Theory: Probably no theorist has influenced. Vygotsky (1. 97. 8). His primary hypothesis is that much learning occurs in social contexts. Vygotsky, 1. 97. 9). One of his main contributions to cognitive and social. Kozulin, 1. 98. 6). He considers the social. With the integration of a person's cognitive. The social environment influences cognition through its "tools,". According to Vygotsky, the signs and symbols of a culture, and especially. Words are the key to knowing oneself (Vygotsky, 1. The social environment and cultural context in which a learner finds him/herself. Stated. in another way, "human mental activity is a particular case of social experience. Gredler, 1. 99. 7, p. While. evidence seems to indicate that Vygotsky's claim that all learning is dependent. Geary, 1. 99. 5) may be too strong, research does support that. Schunk, 1. 99. 6). Vygotsky has become known for a second. ZPD (Vgotsky, 1. 97. The ZPD. defines the distance between a student's current level of learning and. Brown, 1. 99. 4). In the ZPD, the teacher and learner work together. This process captures the idea of collaborative and mentoring. Bruner, 1. 98. 4; Daloz. Applications of teaching strategies. Vygotsky's sociocultural theory are many. A major application involves. Bruning, et. al., 1. This. is a process in which the teacher determines and controls the number of. This. term is analogous to scaffolding used in construction projects and contains. Schunk, 1. 99. 6). A more recognized application of Vgotsky's. It involves an interactive learning process. As the process continues, the students begin to take turns being. Another example of the application of reciprocal teaching. Palincsar and Brown (1. In their research, reciprocal. Up to six students form a group, taking turns being the leader. Such skills as summarizing, asking questions, clarifying the issues, and. Group members cooperate in bringing to consensus. Peers. begin to collaborate and assist others who may not be capable of full participation. This concept of ZPD is a vehicle for pushing learners to heightened levels. Social- Critical Theory: One of the more complicated, intricate. Merriam. 1. 99. 3). The ideas of Habermas and his critical theory have provided many. Habermas, 1. 97. 2; 1. According to Habermas. Within society, each person engages in communicative. Habermas calls this form of learning "hermeneutics", or the. The importance of language and the level of. His third form of knowledge must be. This type of knowledge seeks to achieve emancipation. In Habermas'. view (1. Through critical reflection and thinking. In essence, social- critical theory. Welton, 1. 99. 3). Human beings. learn through an integration of different types of knowledge. When knowledge. acquired through combinations of both scientific and experiential means. Merriam,1. 99. 3). In practical. terms, a social- critical approach to learning purports to empower learners. The role of the student in learning. This level of empowerment is similar to Bandura's theory. In terms of application, social critical.
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