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Managing learner participation in the classroom
Transcript of Managing learner participation in the classroom
-school needs to be inviting and lure learners
inclusion-(learners feel part of a group,
developing attitutde-(learners not afraid to fail),
enhancing meaning-(learners see importance, feel experience to their own lives,
engendering competence-(understanding that learners are effective at learning something they value)
Theories of Human Motivation
reinforcement theory-individuals respond to environmental events and extrinsic reiforcement
needs theory-maslow, individuals strive to satify needs such as self sullfillment,self determination, achievement, sense of belonging
cognitive theory-individuals influenced by beleifs and attributions
social learning theory-expectations of success
Extrinsic and Intrinsic Motivation
Extrinsic-motivated from something external
Intrinsic-motivation from internal desire
-OBE aims for intrinsic motivation
-2 concepts that have to happen simultaneously=personal competence, personal control
Dimensions of Learner Motivation-help educs find strategies
-interest, relevance, expectancy, satisfaction
Learning in OBE
-learning is achieved if learner achieved outcome
-learners achieve an outcome when they prepare for an outcome, perform according to preparation, conclude outcome, while interact and asses knowledge skills in relation to final outcome
What is it?
-Knowledge seen as being constructed by using prior knowledge to build on to aqquire new knowledge
-process is as important as end product
-participatory, shared knowledge, everyone contributes
-focus on learner/learners allowed to make mistakes
-need involvement active participation, and reflection
-teacher is mere facilitator
-cycle-experiencing, sharing, interpreting, generalizing, applying
What is it?
-Team approach to learning where each member of the group is dependent on the other members to accomplish a specific learning task or assignment
Why use it?
-occasions for changing defective thinking strategies
-feedback on performance
-motivational effects/social support
-effective learning in general
1.preparation for cooperative learning-teaching necessary skills for team building
2.positive interdependence-group sinks or swim together, they need each other, allocate roles, one goal/product/ each person seen as important
3.individual and group accountability-no leechers, each one needs to be on top of everything, give random and oral tests, small groups
4.face to face interaction-time for groups to meet and work together
5.interpersonal and small group skills-learners need team skills, trust, communication, accept/support, conflict resolution skills
Models for cooperative Learning
-peer tutoring models-work together to come with individual products
group investigations-work together to produce group product
Making Groups work
Supportive group atmostphere-sensitive to feelings,
brainstorm on how they feel bout working with each other, ground rules, group strengths
Create effective group environment-clear agendas/tasks. Progress checked.
Roles and allocations done clearly
Being an effective group member-encouraging.listening skills, help flow
6Types of Groups
Fishbowl, buzz, tasks, basket, brainstorming, classroom meeting
What is it?
Educators should be aware of learners’ differences, performance levelvs, learning rates, styles, ethnicity, culture, social class, home language, gender.
-educators should have knowledge of the philosophy, theory, practice of how to manage diversity in classrooms
-educators should be aware of lerners differences, impact on how they learn, place for differences
What is culture? a.definition
-relationship between culture as a diversity issue and how it ompacts classroom management
-has different aspects, social and human interactions, embrace body of knowledge, dynamic, created by people, modified over time,own system of values,
-sumtotal-how we live an what differentiates us from others in what we see as important(values) what we believe in(religion) how we do things(norms)
b.culture and education-education is shaped by culture and shapes culture c.classroom culture-educators need to know how to handle diff cultures, ask right questions, know how and where answers can be found, use answers to bridge differences d.cultural aspects that impact on teaching learning process-if educators are not senstitive enough they can isolate, erode, learning/behavioural problems, cause conflicts miscoomunication e.learning environments that supports positive intercultural contact-educator needs to know how to walk the talk, and avoid labeling, stereotyping, be open reward systems, use diff learning styles, and just be OPEN MINDED minded, closer interaction, culturally friendly What is it?
-8 different types, linguistic, logical-mathematical, spatial-visual, bodily kinesthetic, musical, interpersonal, intrapersonal, naturalist
-2 ways of using multiple intellegigence
a.similar intelligence grouped together
b.all multiple intelligence present in a specific groups
-educators have to see learners holistically, social, emotional, thinking, cultural beings, develop strategies that facilitate all of these
Teaching Methods and learnng Styles
-diff learning styles thus educators should also have diff teaching styles
-educators have to accommodate diff learning styles
-be awar of own learning/teaching style
flexible of choice of approaches
-global and analytical approaches when opening up a topic
-multisensory approach to teaching\cooperative and competitive teaching strategies
What are learning styles
-learnig style-consistent pattern of behaviour that a learner uses to approach and master learning content
-there are different factors that effect the learner’s style and learning environment
-2gategories of learning styles-field dependent-right brain, and field independent-left brain
Relationship between teaching and learning styles
-educators who understand their own teaching style and are aware of different learning styles will be more effective ub the classroom