Develop and Cognition

Lisää tämän kaltaisia

Tree organigram

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PRESENTER: HANIS NATASHA BT NOR AFINDI 29DHF18F2004 MAHYUDDIN BIN ABDULLAH 29DHF18F2002 MUHAMMAD SHAH ASRUL BIN SHAHARUDDIN 29DHF18F2028

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Gender and sex

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Pedagogical Models

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Develop and Cognition

Blooms

This shows the level of understanding that the students have on specific subjects and how advanced they are with using this information, which is shown in the levels.

We also think of this as finding creative ways to teach and use information in the classroom

This is a way to classify learning and or objectives

The levels of Bloom’s Taxonomy are: create, evaluate, analyze, apply, understand, remember

Gender

We all agree that by mixing the boys and girls in a class, they are more well rounded in their learning

Sometimes you have to cater your lessons to different genders

They have their own strengths and weaknesses

Boys and girls learn differently

Kholberg

Stages

Universal principles

Social contract

Authority and social order

Conformity and interpersonal accord

Self-interest

obedience and punishment

Heinz Dilemma

Hypothetical senario

Stages of moral development

Memory

Neuroplasticity

Thought of as a balloon because our brain takes things in like a balloon and when we obtain information, our brain expands just like a balloon does.

The brain compensates when there is injury, to adjust itself so it can continue to grow

The concept of neuroplasticity and that is how the brain reorganizes itself when it sees new things or content.

When people take tests, after the test they need to continue to think about it and study it for it to become long-term

It takes a lot of rehearsal to remember specifics things, especially things that are learned

The memory process

Maslow

We think this one is really important for us as future teachers because we need to realize that all of our students need each of these levels in their lives and if they are not being provided with these things, then we can try to cater to their needs

The levels for this are: self-actualization, esteem, love and belonging, safety needs, and physiological needs

Resiliency

We compared this to when a football player gets injured during the game and he decided whether or not he wants to get back up and continue playing in the game (which would be showing resilience) or if he is going to take a seat.

Whether or not the person can bounce back and become better when something happens that may affect them

Being able to come back from a hard time

The normal stress response, the tolerable stress response, and the toxic stress response

Gardner

Being intelligent goes beyond being “book smart” and this list of intelligences shows how everyone is smart in their own ways

Multiple Intelligences

Realizing which intelligences are your strengths and weaknesses increases your overall intelligence and shows you ways you could grow

Piaget

- Sensorimotor stage (0-2 years): they are very curious and their world revolves around movement - Properational (2-7 years): starting to use their imagination, take things very literally - Concrete operational (7-11 years): they relate concepts to situations, they start to think about events that are happening in their lives - Formal operations (11+): advanced logic and reasoning, are more aware of moral, ethical, social, and political issues.

Stages of mental development

He focused on understanding how children learn

Constructivism

Some of us are not naturally constructivists

Can take up more class time

Lessons are more thought out and student focused

Meaning: How people construct knowledge - general focus of this class

Tends to be more engaging and interests the students more in what they’re learning about

Contrasting method: Traditionalism