English7 Report

8/14/2019 English7 Report

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The Psychologyof

teaching reading


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Teachers need to be aware of a psychology ofteaching in reading and the language Arts.

Behaviorism has its strong advocates in teachingand learning.

So many educators desire objectives to be statedprecisely and some advocate that there is noexpansion in determining what to be taught.

Behaviorism as a psychology of learning has a

difficult time measuring pupil creativity inwriting poetry.


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The teacher may state to pupils what they

are to learn before instruction takesplace.

After instructions, the teacher test pupilsto see if the objective is achieved. Thoseachieving the objective may go to thenext sequential lesson & those not beingsuccessful achievers may need different

teaching strategy so that the objectivesmaybe achieved.


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Examples of objectives for pupil achievementpertaining to vocabulary development in reading.

1. The pupils will orally present five definitions of

the concept animation, as it relates to stories inreading.

2. The pupil will write a setting of a storycontaining at least fifty words.

Behavioral stated objectives should bewritten at different levels of complexityfor pupils to achieve.

Here are examples, starting the lowestlevel of cognition.


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1. The pupil will give the names of eight parts of

speech in English Language. The objective is in

recall/memorization level.

2. The pupil will explain his/her own words consisting

of at least fifty words. The objective is written on

the meaning or understanding level.

3. The pupil will write a poem using the elements that

make up a tanka poem. Here the pupils learned

what he learned previously.


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4.The pupil will analyze an editorial from anewspaper in terms of statements beingfactual versions opinion.

5.The pupil will rewrite the editorial, numberfour above to indicate an explanatory account

of happening.

6.The pupil will indicate the value of what waswritten in an explanatory approach.


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*STANDARDS USED INEVALUATING EXPLANATORY

WRITING*1. The content is based upon current societal thought

as to what is relevant.

2. The content is comprehensive in covering diversefacets of what the public considers relevant.


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Advantage in Behaviorally statedobjectives in Teaching

It made educators more aware about havingobjectives that are more precise objectives inteaching.

It assisted educators in looking at objectives morethoroughly in terms of what is relevant.

The evaluation process is simplified in that aperson has/has not achieved, after instruction,what is written in the behaviorally stated objective.


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Personal objections tobehaviorally stated objectives:

They can make teaching to factual in subjectmatter stressed in that rote learning isemphasized.

We have noticed how difficult it is to write thiskind of objective that stress higher levels ofcognition.

It is very difficult to write attitudinal objectivesin measurable terms.


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THE PSYCHOLOGY

OF LEARNING USINGTASK ANALYSIS


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He was an American educational

psychologist best known for his

"Conditions of Learning".

He also was involved in applying

concepts of instructional theory tothe design of computer based training

and multimedia based learning.

Robert Gagne (1984)


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Gain attention

Inform learner of objectives

Stimulate recall of prior learning

Present stimulus material

Provide learner guidance

A major contribution to the theory of

instruction was the model "NineEvents of Instruction".


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1.)Signal Learning

=> classicalconditioning is involved here inthat pupil learn to respond to a

stimulus that is neutral initially toa response.

8 Sequential Step

Stress the following


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2.) Stimulus-Response Learning => this

concept emphasizes operant conditioning.

3.) Chaining => a series of correctresponses is necessary from the pupil in the

lesson or unit of study.

4.) Verbal Association Learning => thepupil in a creative dramatics presentation

uses words appropriately in a sequence ororder to convey what is in the story beingappropriate.


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5.) Multiple Discrimination => the pupil is

able, during and/ or after lessonpresentation to analyze and separate intocomponent parts.

6.) Concept Learning => the pupil is able tolearn concept such as nouns, verbs,adjectives, and adverbs.

7.) Rule Learning => rules aregeneralization.

8.) Problem Solving => this is the highest

level of Gagnes hierarchy of objectives in


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The

Structure ofKnowledge


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Specialists believed that pupils shouldlearn what is salient and not the trivia.

In reading and the language arts, the

structure of knowledge, consisting ofmain ideas needs to be determined.

Sentence patterns, for example providesstructure or a blue print for how thatEnglish langu4age works or operates.


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Teachers have been looking for majorconcepts and generalizations to teach.

Academicians get together and select whatpupils should learn in terms of concepts andgeneralizations.

I t is very important to choose the bestsubject matter possible to teach pupils.

It suggests that inductive and deductiveprocedures should be used.


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Inductive Method

also referred to as the scientific method

is a process of using observations todevelop general principles about aspecific subject.

the inductive method--whether guided inclassrooms or occurring in non-academic

settings--is one of the most common andnatural forms of making logicalassumptions about what we observe.


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Deductive Method

It progresses from general concept to thespecific use or application.

is the process of reaching a conclusionthat is guaranteed to follow, if the

evidence provided is true and thereasoning used to reach the conclusion iscorrect.


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In situations in life welearn through deductiveand inductive

approaches.


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Deductive Learning

Listening to news broadcasts andweather forecasts.

Obtaining information on how to repair anitem.

Following directions for making

something such as baking a cake.


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Inductive Learning

Finding out what is not functioning wellwith ones car.

Discovering how to attach a doorbell to ahouse.

Determining how to make a picnic table

that is sturdy and beautiful.


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Structural approaches incurriculum development

have always stressedevaluating current

subject matter

thoroughly to see if itsvital for pupils to

achieve.


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Jean Piaget

andReadiness for

Learning


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Jean Piaget

He studied middle class

children for over forty years in

Geneva, Switzerland.

He believes that biological

maturation was a key concept

in findings pertaining to child growth anddevelopment.


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Cognitive Development

1. Psychomotor Intelligenceq Birth to 2 years of age

2. Preoperational Intelligence

q 2 to 7 years of age

q Language development is one of thehallmarks of this period.


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3. Concrete Operation

q 6 to 11 years of age

q Pupils can experience the concretealong with the symbolic or abstractwords.

4. Formal or abstract thought lasts fromeleven years and up pertaining to the

age of the child.


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Piaget and his researchhave made the following

contributions:The teacher must study the maturationlevels of pupils in order to know what andhow to teach these learners.

There can be much wasting of time in

teaching what the maturational level ofthe child is not ready for..


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Hastening the readiness of a pupil forlearning does not work.

There needs to be an adequate amount ofconcrete material available for teaching

through the age of eleven, approximately.

Securing attention for learning is salient

since learners do not achieve unless theymentally operate upon the content beingpresented.


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According to Piaget andImhelder (1969)

Biological maturation,interaction with experiences in

the environment, socialactivities and balance betweenthe self.


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Learning Styles of

Pupils


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Bernice Mc Carthy (1996)

Four types of Learning Styles:

1. The highly creative pupil with a feelingand reflective style of learning.

1. The analytic pupil who is wellorganized in classifying and analyzing

details.


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3. Problem solvers in thinking who aredoers and like concrete situations not

reading activities basically.

4. Learners who like to work

cooperatively as well as independently onopen-ended tasks in which inductivelearning is stressed using

kinesthetic/audio/visual materials.


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Examples harmonizing thefour learning styles

Pupils might brainstorm characteristicspertaining to the major character of thestory.

Analytical pupils might contrastcharacterization.

Pupils who are problem solvers like to

identify stimulating questions.

There are selected pupils who like to workin groups or committees, not by the self.


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We believe we can use thebest of all four strategies in

teaching:1. Clearly stated objectives as advocated

by behaviorists.

2. Quality in sequence in pupil learningas advocated by tasks analysispsychology.

3. Good problem solvers in school and insociety among pupils, as emphasizedby problem solving advocates.


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4. Styles of learning which harmonize

with pupils intrinsic make-up in terms ofhow individual learn.

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