Engage CBIs children in self-management, which involve; self-control, self-instruction, self-evaluating, self-monitoring, and self-reinforcement. (Yell et al., 2009) Procedures of CBI In Cognitive Behavioral Intervention programs, children are encouraged to manage their behaviors by using reinforcement to help promote acceptable behavior. Through the CBI procedures children are engaged in observation, keeping records, and reinforcement. In many behavioral management strategies, the teacher controls the procedures of observation, record keeping, and reinforcement. Through the implementation of CBI, the target student, thus promoting self-management, accountability for actions, and independence, completes three procedures.
That meant the instructor should select learning tasks that are worth learning and develop this content in ways that help students to appreciate their significance and application potential to analyze the students and identify learning styles, such as active or reflective students. These learning styles can be categorized with the relevance portion of Keller's ARCS model because they assist in matching a student's motives. The first subcategory in relevance strategies is goal orientation. Relevance strategies highlight how the students' previous experiences and skills can be used to help them understand, learn new concepts, and link to students' needs, interests, and motives. This strategy can help teach the concept of writing academic summaries, which are essential to incorporating sources in argument essays.
Rubrics are a great tool to help students understand expectations for an assignment. By providing students with a rubric that clearly states expectations; they are able to see what is needed to receive the grade they desire. Rubrics can be used for all grades and ages. A rubric for second grade would be simpler than one for a college student but both give the student a clear understanding of expectations. They also can provide feedback for students on their strengths, allowing them to see for themselves where they need to make improvements.
It represents a cluster of personality and mental characteristics that influence how a pupil perceives, remembers, thinks, and solves problems,” (Morrison, 2006:186). ELT practitioners must realize that there are many different learning styles, as well as personality types within the classroom and being assertive on identifying our students’ needs and developmental areas according to their learning preferences will lead them to acquire knowledge in a more natural way. For this assignment, I will describe and evaluate the differences in learners response to the activities developed in a regular grammar lesson based on their motivation, age and learning styles. I will also talk about the strategies that I will use to evaluate that learner’s progress has taken place and consider ways in which the quality of learning can be improved. II.
Through observation, we can learn what the child can do, what the child likes or dislikes, how the child behaves under various circumstances and how the child interacts with people. Collecting data and measuring student behavior in a formal manner is an especially important aspect of effective teaching for the following reasons: Identifying Current Level of Performance Observing behavior helps to pinpoint where the child currently is on instructional objectives. Teachers often measure children's behavior before they provide instruction. This is called baseline data. Baseline data helps the teacher decide how far the child is from where he or she should be.
Piaget and Vigotsky: Theory and Practical Applications Educational psychology investigates ways in which psychological principles can be applied to educational contexts, with an aim at enhancing learning and teaching quality (Duchesne, McMaugh, Bochner and Krause 2013 p xviii). While it is important for teachers to understand how to order subject matter and convey it to students, it is equally important that they understand how their students process information, and how students’ minds develop over time. This essay will give an overview of the theories of two of the most influential thinkers in educational psychology: Jean Piaget and Lev Vygotsky. It will go on to discuss some practical applications of these theories by looking at the work done by Michael Shayer in schools in Great Britain. It will be shown that educational psychology has helped create a much greater understanding of how children’s minds develop and that this greater understanding has led to tangible, ‘real world’ strategies for improving the way children are educated.
Students with challenging behavior require specialized care and monitoring to identify and determine the functions of their behavior. An accurate documentation and analysis of data helps to ensure that an effective Functional behavior assessment (FBA) and behavior intervention plan (BIP) are put in place to combat the adverse behavior. When the function of the inappropriate behavior is ascertained, alternative acceptable behavior are used to replace them. It is important to make sure that the alternative replacement behavior will serve the student the same purpose or function to prevent the student from developing other unacceptable exhibitions and habits. The antecedents and setting events, the behavior and consequences should be critically considered to ensure that the function of the behavior is met.
Principles of assessment in lifelong learning Assessment is key to the learning process, whether it be to assess if a learner is capable of entering onto a course to assessing their development on the course. There are different types of assessments that teachers can use to gauge the progress of their learners. Here we will study the varying types and methods of assessment whilst analysing how to involve the learner in the assessment process and the importance of keeping records of assessments. When judging assessment types and methods it is important to establish if the evidence produced is valid and sufficient to meet the criteria, if it is authentic and if the assessment would produce the same results when assessed by numerous assessors. One way of dividing assessments into two different types is through the use of formative and summative classifications.
By receiving various forms of encouragement and praise, students will be able to develope an interactive, educational way to communicate. Not only will their communication improve, but also many other ways of thinking, such as ideological, psychological and cognition thinking. We need to master the art of using praise and criticism to better foster younger generations during their learning years. First, the feedback of praise should focus on a student’s specific action instead of praising the student directly. In Anya Kamenetz’s article The Difference Between Praise and Feedback, Dweck, from Stanford University claims that praise should based on student’s effort and process (Anya “The Difference”).
If a person is motivated to learn then they will, and also the person teaching must have a positive attitude as well. The behavioral approach will control the affective process of cognitive application. As a college student, an individual is required all three of these processes of self-efficacy to gain a strong sense of self. A strong sense of self-efficacy can allow a person to solve their personal and professional problems easily. It will aid them to react affectively while keeping their emotions in check to think rationally.