Learning and Teaching: Revising Course-5: Learning & Teaching

Tuesday, 18 April 2017

Revising Course-5: Learning & Teaching

Dear FYBEd Students of 2016-17,

Please mention the form of point-wise outline, of what do you think would be the content & form of the answer for the following questions:

Q.1. "Gardner's theory of MI contributes to achieve the ultimate goal of education." Elaborate.
(10 marks - 2016 UoM Paper) - (Unit -1)

Q.2. "Motivation is inevitable for learning." Justify with reference to the techniques, a teacher will use to enhance student's motivation. (10 marks - 2016 UoM Paper) - (Unit - 1)

Q.3. Elaborate Bruce Tuckman's Revised Model for group development. Explain the role of the teacher in group formation. (10 marks - 2016 UoM Paper) - (Unit - 3)

Q.4. Define reflective thinking. Explain the strategies to develop reflective thinking among students. (10 marks - 2016 UoM Paper) - (Unit - 5)

Q.5. Explain Bruner's Theory of Discovery Learning. State its educational implications. (10 marks - 2016 UoM Paper) - (Unit - 2)

Q.6. Elucidate the professional competencies of a teacher for classroom with respect prevention and intervention. (10 marks - 2016 UoM Paper) - (Unit-6)

Q.7. Explain the types of learning for transfer and ways to promote learning for transfer. (10 marks - 2016 UoM Paper) - (Unit-3)

Q.8. "Educating the learner with dysgraphia is a challenging task". explain with reference to the characteristics and educational strategies for dysgraphic children. (10 marks - 2016 UoM Paper) - (Unit-4)

Thanks.

54 comments:

Unknown18 April 2017 at 23:39
Roll no.-41 i am working on Q1
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Professor (Dr.) R. I. Jha18 April 2017 at 23:46
Please mention ur name....
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Jyoti Bhatia18 April 2017 at 23:50
comment for question 1
outline for the answer to the question
No one single test can measure the intelligence of individual. The theory was developed in 1983. According to Gardner, an intelligence is "a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.
the types of intelligence are
spatial
naturalist
linguistic
musical
logical mathematical
Interpersonal
Intrapersonal
Bodily Kinesthetic
theses points will be explained
Gardner contends that IQ tests focus mostly on logical and linguistic intelligence. Upon doing well on these tests, the chances of attending a prestigious college or university increase, which in turn creates contributing members of society.[45] While many students function well in this environment, there are those who do not. Gardner's theory argues that students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical intelligence. It challenges educators to find "ways that will work for this student learning this topic".

Jyoti
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Pooja Shah18 April 2017 at 23:50
Pooja Shah
Roll No. 37

Q5 : Explain Bruner's Theory of Discovery Learning. State its educational implications.

Introduction - his theory describes learning and perception as information processing activities that involve the formation of concepts (categories).
Meaning of discovery learning
Conditions that facilitate discovery learning:
Set
Need State
Mastery of specifics
Diversity of Training
Three Modes of representation
Enactive: Young childrens representation of their world
Iconic: Developmental stage in child’s representation of their world
Symbolic: The final stage in the development of childrens representation of their world
Educational Implication
Learner centred approach
Discovery learning in classrooms

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Unknown18 April 2017 at 23:51
Q.2- Nilofer Sarang-R.No-33
Concept & definition of motivation-
Types of motivation (Internal & External)-Flow chart
Educational Implication ( Strategies)- Min 8 points with examples
Conclusion

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Unknown18 April 2017 at 23:52
Q.2. Taiba Jummal (13)

Concept of Motivation:
The term ‘motivation’ has been derived from the word ‘motive’. Motive may be defined as an inner state of our mind that activates and directs our behavior. It makes us move to act. It is always internal to us and is externalized via our behavior.

There are two types of motivation viz:-
External motivation
Internal motivation(with e.g.)

The teacher must take into consideration the following:
(Educational implications)(strategies used by teachers)

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Unknown18 April 2017 at 23:52
Low Road and High Road Transfer of Learning Theory

In recent years, the Low Road and High Road Transfer of Learning Theory, developed by David Perkins and Gavriel Salomon, has proven to be a more fruitful theory than that of Near and Far Transfer. Quoting from this reference:

Low road transfer happens when stimulus conditions in the transfer context are sufficiently similar to those in a prior context of learning to trigger well-developed semi-automatic responses.These responses need not be mediated by external or mental representations. A relatively reflexive process, low road transfer figures most often in near transfer. For example, when a person moving a household rents a small truck for the first time, the person finds that the familiar steering wheel, shift, and other features evoke useful car-driving responses. Driving the truck is almost automatic, although in small ways a different task.

High road transfer, in contrast, depends on mindful abstraction from the context of learning or application and a deliberate search for connections: What is the general pattern? What is needed? What principles might apply? What is known that might help? Such transfer is not in general reflexive. It demands time for exploration and the investment of mental effort. It can easily accomplish far transfer, bridging between contexts as remote as arteries and electrical networks or strategies of chess play and politics. For instance, a person new to politics but familiar with chess might carry over the chess principle of control of the center, pondering what it would mean to control the political center.
sent by Jyotsna, Kishore,Yashika & Alifya K :)
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Unknown18 April 2017 at 23:53
Q4. the question is to define reflective thinking and also explain the strategies to develop reflective thinking among students.
my strategy:
i would start with the meaning of reflective thinking and then write the definition given by an of the ducationist, eg. by john dewey.
this should fetch 2 marks as it consists the introduction and the definition.
the 2nd part of the answer will consist the main body in which i would explain the strategies that can be adopted to develop reflective thinking among the students. this would consist of pointers like providing time, providing emotionally supportive environmets, classroom activities and other strategies, all elaborated for 3 to 4 lines.
the last part of the answer would consist of the conclusion in which i would surely meantion that" if the teacher adopt to the above mentioned strategies, the teacher would be able to effectively develop reflective thinking among the students."
by: riyan malkani.
rol no: 17.
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Unknown18 April 2017 at 23:57
SHAIKH FARHEEN
ROLL NO.-41

Q1- "Gardner's theory of MI contributes to achieve the ultimate goal of education." Elaborate.
(10 marks - 2016 UoM Paper) - (Unit -1)

ANSWER:-

Introduction:
Starting with the question and 2-3 lines about multiple intellingence
Small flow chart about 8 kinds of intelligence in short

Body:
Implications of gardner's theory (8 points)

Conclusion:
conclusion according to the question
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Unknown18 April 2017 at 23:58
1) Defination and meaning of Motivation
2)Relation between Motivation and learning
3)How Motivation helps in learning?
4) How is Motivation important in learning?
5) How Motivation can not be avoided or how it is inevitable?
6) Teachers role in Motivating students in learning
7) Different techniques used by the teacher to enhance the Motivation of the students
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Meryl Shaun19 April 2017 at 00:00
Intro on Reflective Thinking ?
Meaning on Reflective Thinking ?
How can a Teacher use her strategy in teaching Reflective thing to her students?
What are steps and goal in reflective thinking or what are the nature of it?
How can one make use of reflective thinking in their teaching method or what questions will you reflect on ?
Do you think Reflective language will be useful in analyzing oneself ?
How can you develop reflective thinking as a Teacher or as a Student in day to day life ?

Conclusion : As follow the question mention.
Meryl Roll No : 48
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Unknown19 April 2017 at 00:00
Komal bhojwani
roll no.- 04
Q2. "Motivation is inevitable for learning." Justify with reference to the techniques, a teacher will use to enhance student's motivation.

intro- Meaning of motivation and learning
relation between motivation with learning
Intro- teachers motivating students till Present scenario(supporting the body matter)
body- roles of teacher in enhancing student's motivation
aids used to enhance motivation in learners by teachers
applications and merits of enhancing learner towards inevitable motivation(support to conclusion part)
Conclusion- explaining the "Motivation is inevitable for learning" statement with supportive examples and implications
and overall conclusion of the whole question
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Unknown19 April 2017 at 00:00
comment for question 1
outline for the answer to the question
According to Gardner, an intelligence is "a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture.
the types of intelligence are
linguistic
musical
logical mathematical
Interpersonal
Intrapersonal
Bodily Kinesthetic
spatial
naturalist

Educational pedagogies, have begun to tap into multiple intelligence as a way to better understand the uniqueness and specific abilities of each individual. These draw from the idea that each student is capable, and has a purpose.

Savita - 35
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Unknown19 April 2017 at 00:01
Comments for question 3 -

Group development refers to the understanding of the behavior of people in groups where an expert that is a trained facilitator having a strong influence on the group due to his or her role of shaping the group outcomes in accomplishing its objectives.the group should be able to problem solve or do the decision making entity and operating behavior. (Deepika -31)

This is the forming, storming, norming, performing model by Bruce Tuckman who maintained all these phrases for the team to grow to face challenges, to find solution and to deliver results. He later added a fifth stage called adjourning. (Arsheen -39)
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Unknown19 April 2017 at 00:02
With the evolving role of teachers, the responsibility also extends in teaching the students with learning disabilities one of which is Dysgraphia.
Dysgraphia is a deficiency in the ability to write, primarily handwriting, but also coherence. Dysgraphia is a specific learning disability that affects written expression. It can appear as difficulties with spelling, poor handwriting and trouble putting thoughts on paper. Dysgraphia can be a language based, and/or non-language based disorder.
For many children with dysgraphia, just holding a pencil and organizing letters on a line is difficult. Their handwriting tends to be messy. Many struggle with spelling and putting thoughts on paper.These and other writing tasks like putting ideas into language that is organized, stored and then retrieved from memory may all add to struggles with written expression.
Alifya Pardawala
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Unknown19 April 2017 at 00:05
Akshita Panchal(23)

Q5 : Explain Bruner's Theory of Discovery Learning. State its educational implications.

Introduction:
- Small information about Bruner
- meanuing of discovery learning

MAIN BODY:
-Theory of Bruner
-Educational implications of it

Conclusion :
Advantages of applying this theory in classroom situation.
Role of teacher in promoting discovery learning and its advantages .

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Unknown19 April 2017 at 00:06
Jerome Bruner, a cognitive psychologist, created a theory of development based upon the idea that the goal of education should be intellectual development. In this theory
Jerome Bruner identified three stages of cognitive representation.
Enactive, which is the representation of knowledge through actions.
This stage involves the encoding and storage of information. There is a direct manipulation of objects without any internal representation of the objects.
For example, a baby shakes a rattle and hears a noise. The baby has directly manipulated the rattle and the outcome was a pleasurable sound.
Iconic, which is the visual summarization of images. The iconic stage appears from one to six years old. This stage involves an internal representation of external objects visually in the form of a mental image or icon. For example, a child drawing an image of a tree or thinking of an image of a tree would be representative of this stage.
Symbolic representation, which is the use of words and other symbols to describe experiences. The symbolic stage, from seven years and up, is when information is stored in the form of a code or symbol such as language. Each symbol has a fixed relation to something it represents. For example, the word 'dog' is a symbolic representation for a single class of animal.
The concept of discovery learning implies that a learner constructs his or her own knowledge for themselves by discovering as opposed to being told about something.
Educational Implication of Bruners’s theory
1. Children should be provided with study materials, activities, and tools that are matched to and capitalise on their developing cognitive capabilities. For example, a teacher wanting to help children learn about dinosaurs could use all three modes. Students could be asked to construct models of dinosaurs (enactive); they might watch a film about, or involving, dinosaurs (iconic); or they could consult reference texts and then discuss their findings (symbolic).
2. According to Bruner, the teacher should facilitate the learning process by developing lessons that provide the learner with information they need without organizing it for them.
This idea of discovery learning is often referred to as constructivism, which emphasizes the active role of the learner in building understanding and making sense of information.
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Unknown19 April 2017 at 00:06
Q.8 Characteristics:
•Generally illegible writing
•Inconsistencies in writing, e.g. mixtures of printing and cursive writing, upper and lower case, or irregular sizes, shapes, or slant of letters
•Unfinished words or letters, omitted words
•Inconsistent position of letters on the page with respect to lines and margins
•Inconsistent spaces between words and letters
•Cramped or unusual grip of the writing instrument, especially
holding the writing instrument very close to the paper, or
holding thumb over two fingers and writing from the wrist
•Strange wrist, body, or paper position
•Talking to self whilst writing, or carefully watching the hand that is writing
•Slow or laboured copying or writing
•Large gap between written ideas and understanding demonstrated through speech.
•Difficulty organising thoughts on paper
Khadeeja Bhanpurwala
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Unknown19 April 2017 at 00:07
When group of individual connected to each other by social relationships they interact and influence this model have forming storming norning performing This all stages is used to help people who work in group and come up with challenges and have better results A teacher should adtop this method for better result a good group will look to all this step to come out in better result his help us to identify problems and relevant soulution. (Misha - 32)
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Unknown19 April 2017 at 00:08
Sarita Kumari (roll no.34)
Q.4. The answer can be stated with writing the introduction of reflection and reflective thinking
introduction:
Reflection is:
Self awareness: thinking of yourself, your experiences and your view of the world
Self improvement: learning from experiences and wanting to improve some area of your life
Empowerment: putting you in control of making changes and behaving in a different way
then the definition of reflective thinking can be quoted given by various philosophers
some examples can be given to support the definition of reflective thinking
key components of reflective thinking: 5 major key components
3-4 characteristics of reflective
more emphasis should be given on the strategies to develop reflective thinking among students with examples.
A well written conclusion should follow the elaborated strategies.
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Unknown19 April 2017 at 00:10
Q.8 Educational Strategies
There are many ways to help a student with dysgraphia achieve success. Generally strategies fall into three categories:
Each type of strategy should be considered when planning instruction and support. A person with dysgraphia will benefit from help from both specialists and those who are closest to the person, including the teacher.

• Accommodations are changes to how your child learns. Accommodations include typing on a keyboard or other electronic device instead of writing by hand. Apps can help some children stay organized through voice-recorded notes.
• Modifications are changes to what your child learns. Examples of modifications include allowing a student to write shorter papers or answer fewer or different test questions than his classmates.
• Remediation is an approach that targets foundational skills your child needs to master. Some children may practice copying letters, using paper with raised lines to help them write in straight lines. An occupational therapist may provide exercises to build muscle strength and dexterity and increase hand-eye coordination.
There is no medication for treating dysgraphia. However, children who also have ADHD sometimes find that medication for ADHD alleviates symptoms of dysgraphia.
Though, educating children with dysgraphia is a challenging task the teacher can overcome it by considering it as an opportunity to help the student learn and grow in the education setup.
Fatema Contractor

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Pooja Shah19 April 2017 at 00:11
Sandra Frederick
Roll No.9
Sir i am unable to sign in my gmail account.

Q5 : Explain Bruner's Theory of Discovery Learning. State its educational implications.

Introduction – In his theory he asserts that a child can acquire useful knowledge only when he is provided with opportunities of constructing or discovering it by himself through his independent interaction with the environment.

Meaning of discovery learning
Conditions that facilitate discovery learning:
Set
Need State
Mastery of specifics
Diversity of Training

Three Modes of representation
•Enactive: Young childrens representation of their world
•Iconic: Developmental stage in child’s representation of their world
•Symbolic: The final stage in the development of childrens representation of their world

Educational Implication
•Socio- Cultural Influences on children
•Acquisition of new learning, solving difficulties and complex problems

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Unknown19 April 2017 at 00:16
Simmi Mehta
Roll No.:20

Q5 : Explain Bruner's Theory of Discovery Learning. State its educational implications.

Introduction – Cognitive psychologist Jerome Bruner felt the goal of education should be intellectual development, as opposed to rote memorization of facts.
This lesson will discuss Bruner's theory of development and his three modes of representation. We will also explore his beliefs on learning, language, and discovery and differentiate his views from those of Jean Piaget.

Meaning of discovery learning

Conditions that facilitate discovery learning:
Set
Need State
Mastery of specifics
Diversity of Training

Three Modes of representation
•Enactive: Young childrens representation of their world
•Iconic: Developmental stage in child’s representation of their world
•Symbolic: The final stage in the development of childrens representation of their world

Educational Implication
•To teach on the basis of the previous knowledge and to construct new knowledge on previous knowledge.
•Try to inspire and motivate them for playing their role in this direction as an active and independent enquirer or discoverer of the knowledge.
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Unknown19 April 2017 at 00:19
SHAIKH ERAM 40
INTRODUCTION
theory of multiple intelligences was developed in 1983 by Dr.Howard gardener he defined multiple intelligence as a set of abilities talents or mental skills that all individual posses to a greater or lesser extent
he identified 8 different kinds of intelligence

spatial
naturalist
linguistic
musical
logical mathematical
Interpersonal
Intrapersonal
Bodily Kinesthetic

educational implications
use stronger intelligence to understand the concept
teachers should structure the presentation
teachers must seek to assess their students

In spite of its lack of general acceptance in the psychological community, Gardner's theory has been adopted by many schools, where it is often conflated with learning styles,and hundreds of books have been written about its applications in education.
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Unknown19 April 2017 at 00:31
In the first stage the team meets and learns about the opportunities and challenges which are goal directed and begins to tackle the task. the members behave independent and are accepted by others and very focused. people monitor their behavior.this is a stage of transition from individual to member status. activities include abstract discussions of concepts and issues. therefore teachers need to be directive during this phase. shweta shringi-43
storming.
team members open up to each other and confront each others ideas and perspectives. this stage is necessary to the growth of the team, it can be unpleasant and painful to the members of the team who are averse to conflict. without tolerance and conflict the team will fail. sanjana -05
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Unknown19 April 2017 at 03:36
Priya Shah
Roll no.38
Q5 :Explain Bruner's Theory of Discovery Learning. State its educational implications.

1)Introduction:
-Information about Jerome Bruner
2)Meaniing of discovery learning.
3)Theory of Bruner
-Three Stages of intellectual development
4)Educational implications.
5)Role of teacher in promoting discovery learning.
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sheetal12 January 2018 at 23:54
Submitted by :- Sheetal Vasta - 49
Aayushi Seth - 38
Self esteem
We all know that self-esteem sometimes referred to as self-worth or self-respect, can be an important part of success. Too little self-esteem can leave people feeling defeated or depressed. It can also lead people to make bad choices, fall into destructive relationships, or fail to live up to their full potential. Too much self-esteem, as exhibited in narcissistic personality disorder, can certainly be off-putting to others and can even damage personal relationships.
Self-esteem levels at the extreme high and low ends of the spectrum can be harmful, so ideally, it's best to strike a balance somewhere in the middle. A realistic yet positive view of yourself is generally considered the ideal. But what exactly is self-esteem? Where does it come from and what influence does it really have on our lives?
What Is Self-Esteem?
In psychology, the term self-esteem is used to describe a person's overall sense of self-worth or personal value. In other words, how much you appreciate and like yourself.
• Self-esteem is often seen as a personality trait, which means that it tends to be stable and enduring.
• Self-esteem can involve a variety of beliefs about yourself, such as the appraisal of your own appearance, beliefs, emotions, and behaviors.
Why Self-Esteem Is Important
Self-esteem can play a significant role in your motivation and success throughout your life. Low self-esteem may hold you back from succeeding at school or work because you don't believe yourself to be capable of success.
By contrast, having a healthy self-esteem can help you achieve because you navigate life with a positive, assertive attitude and believe you can accomplish your goals.
Self-Esteem Theories
The need for self-esteem plays an important role in psychologist Abraham Maslow'shierarchy of needs, which depicts self-esteem as one of the basic human motivations.
Maslow suggested that people need both esteem from other people as well as inner self-respect. Both of these needs must be fulfilled in order for an individual to grow as a person and achieve self-actualization.
It is important to note that self-esteem is a concept distinct from self-efficacy, which involves how well you believe you'll handle future actions, performance, or abilities.
Factors That Can Influence Self-Esteem
As you might imagine, there are different factors that can influence self-esteem. Genetic factors that help shape overall personality can play a role, but it is often our experiences that form the basis for overall self-esteem. Those who consistently receive overly critical or negative assessments from caregivers, family members, and friends, for example, will likely experience problems with low self-esteem.
Additionally, your inner thinking, age, any potential illnesses, disabilities, or physical limitations, and your job can affect your self-esteem.
Signs of Healthy Self-Esteem
You probably have a good sense of who you are if you exhibit the following signs:
• Confidence
• Ability to say no
• Positive outlook
• Ability to see overall strengths and weaknesses and accept them
• Negative experiences don't impact overall perspective
• Ability to express your needs

Signs of Low Self-Esteem
You may need to work on how you perceive yourself if you exhibit any of these signs of poor self-esteem:
• Negative outlook
• Lack of confidence
• Inability to express your needs
• Focus on your weaknesses
• Feelings of shame, depression, or anxiety
• Belief that others are better than you
• Trouble accepting positive feedback
• Fear of failure

WHAT WE CAN DO AS INDIVIDUALS TO BUILD OUR SELF ESTEEM
1. Think about what is affecting your self-esteem.
2. Avoid negative self-talk.
3. Connect with people who love you.
4. Learn to be assertive.
5. Set yourself a challenge.
6. Focus on your positives.
7. Take care of yourself.

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