Q-1 Define scaffolding:
Scaffolding: “role of teachers and others in supporting the
learner’s development and providing support structures to get to the next stage
or level.”
In an educational
context, however, scaffolding is an instructional structure whereby the teacher
models the desired learning strategy or task then gradually shifts
responsibility to the students.
Scaffolding:
-
Provides
support
-
Extends
the range of what a learner can do
-
Allows
the learner to accomplish tasks otherwise impossible
Used only when
needed
Q-2 How can Robert Gagne’s define theory of learning?
Q-2 How can Robert Gagne’s define theory of learning?
Robert Gagne’s Learning outcomes-1
v Five
learning outcomes (observable and measureable)
- Intellectual skills: “knowing how” to organize and use verbal and mathematical
symbols, concepts and rules to solve a problem.
- Information:
“knowing what” – knowledge and facts
- Cognitive strategies: “learning strategies” needed to process information
- Motor skills:
Ability to coordinate movements.
- Attitudes: feelings
and emotions developed from positive and negative experiences.
Mental operations needed for each outcome differ. Gagne’s
Instructional Events lead into cognitive psychology.
Q-3 Write the application of education using epistemology and Metaphysics under the progressivism and pragmatism?
Role
of the teacher under Idealism and Perennialism:
-
Teacher is expert of content knowledge
-
Passes on to next generation the
accumulated wisdom of the past
The
student:
-
Is there to learn what is taught
Realism-Essentialism
Application to Education:
Metaphysics:
What is real? Does it have meaning?
-
What are relevant are what helps an
individual lives well and what benefits humanity.
Epistemology:
Knowledge and knowing --- What is truth?
-
Truth exists in the classics and modern
science. Students must learn process and content. Knowledge is gained through
the interaction of experiences and rational thought.
Realism/Essentialism: (Topic: 55)
Axiology:
Values, ethics and athletics
Determined by the natural order of things. Values
exist in the best of culture.
Logic:
How we think? Deductive and Inductive.
Rationality is best developed through interplay of
deductive and inductive thinking.
The
teacher: (Topic: 56)
-
Teacher is expert of content knowledge.
-
Teaches essential knowledge
-
Maintains task-oriented focus
The
students:
-
Is there to listen and learn
Pragmatism/Progressivism:
(Topic: 57)
Applications
to Education:
Metaphysics:
What is real? Does it have meaning?
Reality is in flux and ever-changing, so meaning is
in the context of the individual, who is a “problem-solver.”
Epistemology:
-
Knowledge and knowing---- What is truth?
-
Knowledge is gained via individual
experience. Truth is individually defined so that emphasis is on learning how
to learn.
Axiology:
(Topic: 58)
-
Values, ethics and athletics.
-
Determined by each individual in
interaction with his/her culture, based on the shared values of the community
or culture.
Logic:
-
How we think? Deductive and Inductive
-
Emphasis is on inductive thinking and
problem solving
The
teacher’s role: (Topic: 59)
-
Teacher is facilitator of student
learning; provides resources for students’ problem-solving abilities. Develop
students’ problem solving abilities. Helps students to do what they want to do.
The
student:
-
Learns by doing and discovering
5 Marks
Q-5 Define phenomenology with examples?3Marks
Q-5 Define phenomenology with examples?3Marks
-
Phenomenology
examines pattern of subjective experience and consciousness
-
Focus
upon a systematic reflection on and investigation of the structures of
consciousness: Realist concepts can be examined scientifically.
-
Based
solely on consciousness
-
Individuals
will be influenced by others, but not same experience
-
Views
social world as multiform structure
-
Inner
subjectivity
-
Group
understanding/unity
-
For example: the hammer? A common tool – As what do we experience this hammer? It
is many things to many people. Such as to a carpenter it is a tool; to a
retailer it is merchandise; to a killer it is weapon; to a lecturer it is a
prop, to my friend it is a nuisance; to a communist, it is a symbol.
Q-6 Give examples of positive and negative punishment in daily life? 2 Marks
Q-7 Albert Bandura theory? 3 Marks
1.
Write the application of education
using epistemology and Metaphysics under the essentialism and realism? 5 Marks
2.
Explain concrete operational stage
of cognitive development by Paiget’s? And also gives the Examples?
- Sensorimotor: Lasts from birth to 2 years
The child:
-
Uses his
senses and his increasing motor skills to explore the environment
-
Begins
to use language to imitate and represent the environment
Egocentric:
-
The
child is aware only of himself and his own likes, dislikes, and wants
-
He
cannot see other people’s perspectives
Topic: 103 – Jean Piaget Cognitive
Developmental Stages-2
Assimilation:
-
To
incorporate new ideas into an existing schema (or concept) i.e. ball
Accommodation means:
-
To adopt
old schema (concept) and develop new schema for interacting with it.
-
When a
child adapts his/her existing ideas to fit new understandings.
Assimilation
(Filing
information in an existing schema)
+
Accommodation
(Changing
schemata to fit new information)
=
Learning
Examples
of Acquisitions
- Trial-and-error experimentation:
Exploration and manipulation of objects to determine their properties
- Goal-directed behavior: Intentional
behavior to bring about a desired result
- Object permanence: Realization that
objects continue to exist even when removed from view
- Symbolic thought: Representation of
physical objects and events as mental entities (symbols)
Topic: 104 – Jean Piaget Cognitive
Developmental Stages-3
- Preoperational:
-
Lasts
from 2 – 7 years
-
The
child can speak and print words
-
His
memory and imagination develops
-
His
thinking is often not logical
-
Much
egocentric thinking occurs
-
He
learns that symbols represent something else;
Examples of Acquisitions
- Language: Rapid expansion of vocabulary and grammatical
structures
- Extensive pretend play: Enactment of true-to-life or
fanciful scenarios with plots and assigned roles (e.g., mommy, doctor,
Superman)
- Intuitive thought: Some logical thinking based on
"hunches" and "intuition" rather than on conscious
awareness of logical principles (especially after age 4)
Topic: 105 – Jean Piaget Cognitive
Developmental Stages-4
- Concrete Operational:
-
Lasts
from 7 – 11 years
-
The
child has the ability to do simple math and measurement, with manipulatives
-
He
begins to understand cause and effect
-
He can
think about real, concrete things in systematic ways, but cannot understand
abstract concepts
-
He is no
longer egocentric (he can now understand other people’s points of view)
Topic: 106 – Jean Piaget Cognitive
Developmental Stages-5
Concrete Operational: Conservation means
-
The
amount, weight, volume, and number of things stay the same even when the
outward appearance of objects or groups is changed. For example, a short glass
of water is the same amount as a tall glass half full of water.
Topic: 107 – Jean Piaget Cognitive
Developmental Stages-6
Concrete Operational: reversibility means:
-
An
action can be undone or reverted to its previous state
-
A ball
of clay can be made into a clay bowl but it can be reformed into a ball of clay
Examples of Acquisitions
- Distinction between one's own and others' perspectives:
Recognition that one's own thoughts and feelings may be different from those
of others and do not necessarily reflect reality
- Class inclusion: Ability to classify objects as
belonging to two or more categories simultaneously
- Conservation: Realization that amount stays the same if
nothing is added or taken away, regardless of alterations in shape or
arrangement
Topic: 108 – Jean Piaget Cognitive
Developmental Stages-7
- Formal Operational:
-
He is
able to use logic and abstract thinking
-
He
questions previously accepted thoughts, ideas and values
Schema theory explains:
-
Importance
of accessing prior knowledge
-
Why
cognitive dissonance strategies work
Examples of Acquisitions
- Reasoning about abstract, hypothetical, and
contrary-to-fact ideas: Ability to draw logical deductions about
situations that have no basis in physical reality
- Separation and control of variables: Ability to test
hypotheses by manipulating one variable while holding other variables
constant
- Proportional reasoning: Conceptual understanding of
fractions, percentages, decimals, and ratios
- Idealism: Ability to envision alternatives to current
social and political practices (sometimes with little regard for what is
realistically possible in a given time frame)
3.
Law of exercise with examples
4.
James Watson contribution.
Watson
took Pavlov’s findings to another level.
Emphasized
that learning was observable or measureable, not cognitive
Believed
the key to learning was in conditioning a child from an early age based on Pavlov’s methods.
Nurture vs. nature
Watson’s theories strengthened the argument for the influence of
experiences as opposed to genetics
Scaffolding example in classroom setting
EDU 101
Foundation of Education
Current Mid Term Papers
Shared By other Students
Paper 1:
Q. What is psychology?
Current Mid Term Papers
Shared By other Students
Paper 1:
Q. What is psychology?
Psychology is the scientific study of mental
functions and behaviors including:
-
Perception
-
Cognition
-
Behavior
-
Emotion
-
Personality
-
Interpersonal relationships
Q. explain postmodernism in your words
-
Postmodernism means literally ‘after the
modern era’. The modern era was the time of certainty and stretched from the 18th
century to the late 20th century.
-
Post modernists believe that this era
was far more predictable than the times we live in today, e.g. jobs were for
life and class was major source of identity.
-
Since around the 1970’s we have been
living in times characterized by risk and diversity.
-
Consequently, this has had huge
implications for education.
-
Continuation of modernist view
-
Does not mourn loss of history, self,
religion, center
-
A term applied to all human sciences
---anthropology, psychology, architecture, history etc.
-
Reaction to modernism; systematic
skepticism
Anti-foundational
Q. proponents of essentialism?
Q. explain pre-operational stage with example
Q.chracteristics of cognitive psychology
Q. proponents of essentialism?
Q. explain pre-operational stage with example
Q.chracteristics of cognitive psychology
-
Focus on
how individuals process information
Emphasis on memory
(storage, retrieval, types) chunking can aid working memory, which is
limited. Successful learners transfer information to long term memory
--- “infinite” in capacity
diffrntiate the curriculum of Idealism and realism
q:Phenomology Theory
Paper 2:
1. congnitive psychology
diffrntiate the curriculum of Idealism and realism
q:Phenomology Theory
Paper 2:
1. congnitive psychology
Replaced behaviorism
as dominant philosophy in 1960s
- Criticism of behaviorism:
Did
not explain
-
language
and learning
-
why
people respond differently to the same stimulus
-
reinforcement
can reduce motivation
- Popularity of newly discovered theories of Piaget and Vygotsky in
the 50’s and 60’s
2.Under realism and essentialism teacher and student role
5 identify conditioning from example and why apply of these conditioning
Paper 3:
1:thorndike ka law of exercise
2:reward and punishment ke examples in our dailylife
3:maria montessori ke contribution
v Psychiatrist Clinic at the University of Rome
--- taught “difficult” children to read at a normal level.
v 1906 asked to start a progressive school for
slum children of Italy --- Casa dei Bambini (Children’s House)
Why she was important?
v Pioneer of child advocacy --- for exceptional
children, low SES children.
v Discuss Tyler and Taba’s Traditionsl vs.
Progressive study (1920 ---- 30% HS)
Modern Irony ---
Expense of Montessori School
4:idealistic and realistic theory ke curriculum mai difference
5:key proponents of existentialists theory?
6:,robert gagne hierarchy important points of his theory?
7:7th question wo jo assigmnet mai lion wala khai yai classical or operant conditiong select one and explain also why wo aya tha.
paper 4
how can we apply gegne's theory in our classroom/
Write about the role of teachers and students under the pregmatisn and progressivism
Define electisism?
What are the principles of cognitivist?
Explain operant condition with examples of daily life.
4:idealistic and realistic theory ke curriculum mai difference
5:key proponents of existentialists theory?
6:,robert gagne hierarchy important points of his theory?
7:7th question wo jo assigmnet mai lion wala khai yai classical or operant conditiong select one and explain also why wo aya tha.
paper 4
how can we apply gegne's theory in our classroom/
Write about the role of teachers and students under the pregmatisn and progressivism
Define electisism?
What are the principles of cognitivist?
Explain operant condition with examples of daily life.
Topic: 083 – Operant Conditioning-1
v Types of reinforcers (stimuli)
-
Primary – Stimuli fulfilling basic human drives such as food and water.
-
Secondary – personally important such as approval of friends or teachers, winning
money, awards or recognition. Secondary reinforcers can become primary. Due to
the wide range of secondary reinforcers, Skinner referred to them as
generalized.
Topic: 084 – Operant Conditioning-2
v Operant
behavior will “extinguish” without reinforcement.
-
Positive
reinforcement – presenting a reinforcing stimulus.
-
Negative
reinforcement – removing/withdrawing a stimulus or reinforce but it is not
punishment.
Topic: 085 – Operant Conditioning-3
v Operant
behavior will “extinguish” without reinforcement.
-
Punishment
– presenting harmful stimuli (rejected by Skinner because he felt it inferred
with learning)
-
“Reinforcers
often strengthen behavior”
-
“Punishment
is used to suppress behavior”
Topic: 086 – Operant Conditioning-4
v Desired
operant behaviors must be reinforced in a timely manner. Delay of reinforcement
hinders performance.
v By
selecting, which behavior to reinforce, we can direct the learning process in
the classroom.
v Learner’s
can acquire new operant’s.
-
As
behavior is shaped, new and more complex concepts can be introduced and desired
behavior again reinforced.
-
“Education
is what survives when what has been learned as been forgotten”