Teaching and learning strategies , Memory techniques, Classroom management
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"Train Your Brain- Learn How to Learn" Download the article below http://drlatifee.weebly.com/uploads/4/8/3/2/48322241/train_your_brain-learn_how_to_learn-may_25-2020.pdf
This essay will discuss the Importance of Early Childhood Care and Education (ECCE). Early childhood is the period from birth to eight years old as defined by the UNESCO (United Nations Educational, Scientific, and Cultural Organization). During this period, a child goes through the most rapid and important phase of growth and development. It involves the development of cognitive skills (such as attention, memory, and thinking), motor skills (movements such as drawing pictures and writing neatly), and language development and thus the child grows into a young person who can take care of his or her own. For example, according to the Harvard University researchers, by the first year, the parts of the brain that differentiate sound, becomes specialized to the exposed language (mother language); at the same time, the brain starts to lose the ability to recognize different sounds from other languages. Also, Dr. Shonkoff & Phillips, 2000 reported that the human brain is most receptive to learning, between birth and three years of age. The foundations for the child’s emotional and physical health, self-esteem, social, cognitive, linguistic skills, and moral outlook are established during the early years. Therefore, early childhood care and education are extremely important as the foundation for the future.
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Please read the article on: "Train Your Brain- Learn How to Learn" Download the article below http://drlatifee.weebly.com/uploads/4/8/3/2/48322241/train_your_brain-learn_how_to_learn-may_25-2020.pdf Being a teacher could be rewarding or it could be upsetting. The teacher is the change-maker of the change-makers of the society. Teacher-student interaction has a long lasting (sometimes permanent) impact on the students. Teacher’s behavior towards the students leaves a permanent trace in their minds. The student can remember a teacher who changed his/her life in a positive way, who became a source of inspiration. On the other hand, the student might remember him/her as a source of depression, discouragement. The effective teacher let the student experience the wonderful joy of learning. He/she increases the students’ sense of love of learning, the thrill to study and the will to excel in future. The teacher can mold the student's behavior to the positive and good end and the teacher can witness that the behavior is changing. So, how to become an effective teacher? There are certain “Don’ts” and “must follow approaches”. The effective teacher should not set rules for the class rather set up norms, i.e. ask the students to come up with statements what they should not do during the class-time and have that in written form signed by the students and the teacher as an agreement between the teacher and the students. A teacher “who never listens” to his/her students will ultimately fail. Similarly, a teacher “who always listens” to his/her students will also fail. The effective teacher should know when to listen and when to ignore the students. If a student argues without any reason during the class, the teacher must tell him/her to come right after the class for further discussion to make sure that the class time is not wasted. Teacher-student relationship It must not be too rigid or too loose. In too rigid case, the Professor does not try to build connections with the students. In too loose case, he/she takes student problems too personally, and shares too much personal information. A good rule of thumb is to make sure the teacher can maintain the role of a Professor in every situation. The effective teacher shows kindness and enjoys teaching. He/she knows about students’ interests. He/she is empathetic (showing an ability to understand and share the feelings of another), reflective, compassionate, always positive, a builder of trust, friendly, and builds social capital through sharing and caring. He/she builds a secure, non-threatening learning environment. The effective teacher should never show his/her back during the class rather move forward and backward if needed. A teacher in higher education, should not follow pedagogy/directive, which is teacher centered. Pedagogy is the art and science of helping kids to learn, whereas andragogy is the art and science of helping adults learn. He/she should be learner centered/directed. A great teacher inspires, brings out the hidden qualities of the students and inspires them to go a long way. “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”-William Arthur Ward. Active learning Now, let’s discuss about active learning. Active learning involves students in doing things and thinking about things they are doing. The teacher must activate the brain of the student. Even when asked a simple question “How are you today?” the brain comes into action to answer. The teacher must involve the student into finding the answer to a question. The teacher is co-learner and co-creator of knowledge. If he/she gives the solution at the very beginning, then there is no initiative from the student’s side to find it. Maximize Utilizing the First Ten Minutes of Lecture Researchers found that the amount of information retained by the students declines substantially after ten minutes (Thomas, J., 1972. The variation of memory with time for information appearing during a lecture. Studies in Adult Education, 4, 57-62.) Traditional lecturing without engaging students thus fails here and in most of the cases, students prefer discussing over lecturing. It is not what the teacher covers (e.g. through lecturing), but what the students discover that matters most in learning. The students must discuss about the topic, write about it and relate it, thus they must make it part of themselves. They could be put into pairs as groups. The effective teacher should know about the transactional analysis (TA). TA is a system of popular psychology assuming that one's behavior and social relationships reflect an interchange between parental (critical and nurturing), adult (rational), and childlike (intuitive and dependent) aspects of personality which was established early in his/her life. He/she should be rational (adult) dealing with the students and sometimes may be nurturing parent but should never be a rescuing parent (over helpful to the students). The transactional analysis knowledge will help the teacher to understand the behavior of the student. The effective teacher should also know about Multiple Intelligences (MI) -
Course learning objectives should be turned into learning outcomes. Examples of Course learning objectives - Students will understand, Students will learn, etc. Examples of Course learning outcomes - Students will demonstrate knowledge about, Students will be able to use/apply etc. Bloom’s taxonomy The effective teacher should apply Bloom’s Taxonomy. Bloom's taxonomy is a classification system used to define and distinguish different levels of human cognition (understanding)—i.e., thinking, learning, and understanding. In 1956, Bloom and his committee defined three categories of knowledge or ‘learning domains’ (‘domain’ = ‘category’ and taxonomy = classification):
Similarly, the wording of the questions should be direct, e.g., rather than questioning “What is the difference between….” one should ask “Differentiate between…”. Examples of Bloom’s words- Level Useful Verbs Sample Question Stems
Locate Name State Describe • What happened after...? • How many...? • Who was it that...? • Can you name the...? • Describe what happened at...? 2. Understanding Conclude/ Summarize Define in your own words Illustrate/ Identify
Generalize Infer Show Use • Could this have happened in...? • From the information given, can you develop a set of instructions about...? • Would this information be useful if you had a ...? 4. Analyzing Distinguish Select Arrange • How was this similar to...? • What was the underlying theme of...? • What do you see as other possible outcomes? 5. Evaluating Assess Justify Judge • Is there a better solution to...? • Judge the value of... • Can you defend your position about...? • How would you have handled...? 6. Creating Design Compose Plan Hypothesize Revise • Can you design a ... to ...? • Can you see a possible solution to...? • What would happen if...? • How many ways can you...? • Can you create new and unusual uses for...? Rubrics Rubrics (scoring guides) are useful for grading or scoring. Rubrics can be implemented to give students a better understanding of what is being assessed, what criteria grades are based upon Rubrics are scoring criteria that are:
Rubrics and scoring guides offer several advantages for assessment: • Student performance is improved by clearly showing them how their work is assessed. • Students become better judges of the quality of their own work. • Students have more informative feedback about their strengths and areas in need of improvement. • Students become aware of the criteria to use in providing peer feedback. |