THE DEVELOPMENT

ANDLEARNING

PROCESS OFCHILDREN

“HOW CHILDREN LEARN”

Research

Is a Learning Process Cognitive Activities Teacher must help the student

In the Classroom

The teacher create interesting and challenging learning environment.

Active Involvement

Avoid Provide students with hands on activities Encourage participation Organise short visit Allow student to take control Assist the children

Suggestion

Social participation Parents should interact According to the psychologist children Social collaboration Social activities

Social Participation

Work in groups Share the resources Modelling and coaching

Suggestion

Many school activities are not meaningful There are cultural differences

Meaningful Activities

Teacher can made classroom activities more meaningful by situating them in an authentic context

An authentic context is one in which the activity is typically used use in real life

Example students can improve their oral language , communication skill and the writing skills .

Teacher must aware of the cultural differences of the children in classroom and respect these differences

Suggestion

 Research   The idea that people’s ability to learn something new follows from

what they already know is not new. Recent research shown that the ability to relate new information

to prior knowledge is critical learning. Some knowledge is necessary to understand the task at hand. People must activate the knowledge in order to be able to use it

for understanding and for learning. Students do not consistently see the relationships between new

material that they read and what they already know. Learning is enhanced when teacher pay close attention to the

prior knowledge of the learner.

Relating New Information to prior knowledge

Teacher can help student Teacher can discuss the content of a lesson before

starting Teacher need to investigate student prior knowledge

in detail so that false belief and misconceptions can be identified.

Teacher Teacher can ask question to the student to see what

they already know. Effective Teacher is the teacher who can help the

student to grasp relationships and make connections.

They can provide a model or scaffold that students can use as support in their efforts to improve their performance.

Suggestion

Research findings: ◦ Children develop strategies to help

themselves solve problems from an early age

◦ Students gain great benefits when teachers make systematic attempts to teach strategies to students

◦ The broader the range of strategies children could use appropriately, the more successful they can be in problem solving, in reading, in text comprehension and in memorizing

◦ Why strategies are important? Help understanding and solve problem

appropriately, improve learning, making learning faster

Real life application:◦ Can be taught directly or indirectly (i.e.

giving students a task and provide a model of inquiry process, asking key questions, etc.)

5. Being Strategic

Real life application:◦ In reading, teachers could:

Show students how to outline the important points in a text, and how to summarize them

Ask students in groups to discuss a text and summarize them Participate in the discussion by asking critical questions

◦ In science, teachers could show students: how to conduct experiments, how to conduct form

hypotheses, how to keep a systematic records of their findings, how to evaluate the records and data

How to make acronyms to help students remember facts Important tips to teachers:

◦ Ensure student learn to use these strategies on their own◦ Ensure students do not always rely on teachers for support◦ Gradually let students to make mistakes and learn

independently◦ Allow students to take greater responsibility for their learning

5. Being Strategic

Research findings on self-regulation: ◦ Is used to indicate students’ ability and

awareness to monitor their own learning, to understand when they are making errors, and to know how to correct them

◦ Requires reflection in the sense of being aware of one’s belief and strategies

Research findings on reflection: ◦ Reflection in the sense of being aware of one’s

belief and strategies◦ Develop through discussion, debates and

essays, where children are encouraged to express opinions and defend them

◦ Being able to distinguish appearance from reality, common beliefs from scientific knowledge, etc.

6. Engaging in self-regulation and being reflective

Real life application: ◦ Teachers should provide opportunities on:

To plan how to solve problems, design experiments and read books

To evaluate statements, arguments, solutions to problems of others and one’s self

To check their thinking and ask questions about their understanding (i.e. Why am I doing what I am doing? How well am I doing? What remains to be done?, etc.)

◦ To develop realistic knowledge of themselves as learners (i.e. I am good in reading, but need to work on my mathematics, etc.)

◦ To set their own learning goals◦ To know what are the most effective strategies to use and

when to use them

6. Engaging in self-regulation and being reflective

Research findings on why misconceptions occur: ◦ Because our current understanding of

the physical and social world is the product of thousands of years of cultural activity that has radically changed intuitive ways of explaining phenomena

Real life application: ◦ Teachers need to be aware that:

Students have prior beliefs and incomplete understandings that can conflict with what is being taught at school

Ignoring prior beliefs can lead to formation of misconceptions

7. Restructuring prior knowledge

7. Restructuring prior knowledge What teachers have to do to facilitate?

◦ To create situations where alternative beliefs and explanation can be externalized and expressed

◦ To built on existing ideas of students and slowly lead them to more mature understanding

◦ To provide students with observations and experiments that have potential to show them that some of their beliefs can be wrong

◦ To present scientific explanations with clarity and exemplified with models

◦ To give enough time for students to restructure their prior misconceptions

◦ To design curricula that deal with fewer topics in greater depth

Research findings: ◦ When information is superficially

memorized, it is easily forgotten◦ When something is understood, it

is forgotten easily and can be transferred to other situations

◦ Students must be given opportunity: To think about what they are

doing To talk about it with other

students/teachers To clarify it To understand how it applies in

many situations

8. Aiming towards understanding rather than memorization

Real life application: ◦ How to teach understanding?

Ask students to explain a phenomenon/concept in their own words

Show students how to provide examples that illustrate how a principle is applied or how a law works

Ask students to solve characteristic problems in the subject matter area

When students understand the material, ask them to give the similarities and differences, to compare and contrast, and generate analogies

Teach students how to abstract general principles from specific cases and generalize from specific examples

8. Aiming towards understanding rather than memorization

HELPING STUDENTS LEARN TO TRANSFERLearning becomes more meaningful

when the lesson are applied to real life situation

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HELPING STUDENTS LEARN TO TRANSFER

Finding:•Students often cannot apply what they have learned at school to solve real-world problems•Thus, transfer is very important.

In the classroom:Teachers must be the helping hand to assist students transfer the learning to real-life situation.• Insist on mastery of subject matter.•Help students to see the importance of transfer and explain to them why.•Teach them for understanding rather than for memorization.

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References: Bruer, 1993; Bransford, Brown & Cocking, 1999; Bereiter, 1997.

Continue….

TAKING TIME TO PRACTICE

Learning is complex cognitive activity that cannot be rushed.

It requires considerable time and periods of practice to start building expertise in an area.

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Look at this pictures..Amanda had been learning to stack blocks for a

month.

TAKING TIME TO PRACTICE

Finding:•Students must carry out a great deal of practice to acquire expertise an area.•Example: a 35-year-old chess master who has spent 50,000 hours playing chess must have spent 4 to 5 hours on chessboard. Everyday.•Similar to reading and writing skill, it requires a lot of hours practicing.

In the classroom:Here are some recommendations for teachers that can help students spend more time on learning tasks.•Put more hours on learning.•Provide learning tasks that are consistent with what they already know.•Do not cover too many topics at once.•Engage in ‘deliberate practice’ that includes active thinking and monitoring of their own learning.

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References: Bransford, 1979; Chase and Simon, 1973; Coles, 1970.

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DEVELOPMENTAL AND INDIVIDUAL DIFFERENCES

Children learn best when their individual differences are taken into

consideration.

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The crying or clingy type. The happy one.

They are an individual...

DEVELOPMENTAL AND INDIVIDUAL DIFFERENCES

Findings:•Children are different individually•Some children a gifted in music, others have exceptional spatial skills, or bodily / kinesthetic abilities, or abilities to relate to other people.•School must create the best environment to cater the children differences.In the classroom:Here are some recommendations for creating the best environment.• Learn how to assess children knowledge, strategies and mode of learning adequately.• Introduce children to a wide range of materials, activities and learning tasks.• Identify students’ area of strength.•Support students area of strength and utilize these areas to improve overall academic performance.•Guide and challenge students thinking and learning.

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References: Case 1978; Chen et al., 1998.

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Now.., they are ready!!

CREATING MOTIVATED LEARNERS

Learning is critically influenced by learner motivation.

Teachers can help students become more motivated learners by their

behaviour and the statement they make.

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CREATING MOTIVATED LEARNERS

Findings:•Motivated learners have a passion for achieving their goals and are ready to expend a great deal of effort.•They show determination and persistence.•Two kinds of motivation: extrinsic motivation – used of positive rewards & intrinsic motivation – do not require rewards.In the classroom:Here are some recommendations for creating the best environment.• Learn how to assess children knowledge, strategies and mode of learning adequately.• Introduce children to a wide range of materials, activities and learning tasks.• Identify students’ area of strength.•Support students area of strength and utilize these areas to improve overall academic performance.•Guide and challenge students thinking and learning.

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References: Deci & Ryan, 1985; Dweck, 1989; Lepper & Hodell, 1989, Spaulding, 1992.

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WE ARE GOING TO BE SUCCESSFUL!

With proper upbringing we turn out OK!!!!

THE END