...Annual Teaching Matters Conference Sharing practice 10th Teaching Matters Annual Conference 22nd-23rd November, Hobart, Tasmania Suggested format for citing papers: Author, I. (2011). Title of paper. In J. Skalicky, A. Adam, D. Abbott, & G. Kregor (Eds.), Proceedings of the 10th Teaching Matters Annual Conference. Sharing practice [online], Hobart: Centre for the Advancement of Learning and Teaching, University of Tasmania. © CALT 2011. The works included in these conference papers are the property of their authors and are used by permission. Readers should apply the same principles of fair use to the works in this electronic journal that they would to a published, printed journal. These works may be read online, downloaded for personal use, or the URL of a document (from this server) included in another electronic document. The text itself may not be published commercially (in print or electronic form), edited, or otherwise altered without the permission of the author. As with printed materials, care should be taken when excerpting or referencing text to ensure that the views, opinions and arguments of the author accurately reflect those contained in the original work. Applying the Bioecological Theory of Human Development to learning: Enhancing student engagement in online learning. Dr Lindsay Smith University of Tasmania, Launceston, Australia L.M.Smith@utas.edu.au Abstract: This paper explores the application of the bioecological theory of human development...
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...EDUCATIONAL PSYCHOLOGY: A DEFINITION AND KEY CONCEPTS It seems too simple to say that educational psychology is the psychology of learning and teaching, and yet a majority of educational psychologists spend their time studying ways to describe and improve learning and teaching. After reviewing the historical literature in educational psychology, Glover and Ronning (1987, p. 14) suggested that educational psychology includes topics that span human development, individual differences, measurement, learning, and motivation and is both a data-driven and a theory-driven discipline. Thus, our definition of educational psychology is the application of psychology and psychological methods to the study of development, learning, motivation, instruction, assessment, and related issues that influence the interaction of teaching and learning. This definition is broad because the potential applications of educational psychology to the learning process are immense! Today educational psychology is a vital discipline that is contributing to the education of teachers and learners. For example, Jerome Bruner, an enduring figure in educational psychology, recently noted the need to rethink our ideas of development, teaching, and learning and the interactions among them. Specifically, Bruner (1996) urged educators and psychologists to see children as thinkers, and stated: No less than the adult, the child is thought of as holding more or less coherent "theories" not only about the world but about...
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...science, writing. Abstract The roots of current disciplines and domains of study reach well back in history. An exploration of their development shows that these areas of knowledge have not only reflected cultural changes but have also influenced societies, especially through formal educational systems. Besides being characterized by their focus on a particular part of the world, disciplines are also distinguished by a specific way of thinking about their respective domains of study. Psychological research has identified several features of these pathways to knowledge (e.g., reading, writing, history, mathematics, and science) that generally define the landscape of academic practice. Although educational psychologists’ interest in how knowledge develops within specific domains has fluctuated across time, formal education throughout the world is organized around particular fields of studies and students soon come to characterize their experience of school in terms of subject matters. Thus, in education, domains seem to make a difference. The term knowledge domain refers to the part of the world investigated by a specific discipline. In other words, the domain can be characterized as the object (e.g., plants, numbers, or the past) of a specific body of knowledge (e.g., botany, mathematics, or history). Herein, we offer a survey of the development of increasingly specialized disciplines and of the corresponding identification of ever narrower knowledge domains. In particular...
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...Preston April 25, 2013 Part A: Issues related to teaching and learning and the larger context As we have studied this semester and prior to, teaching and learning is the foundation of school improvement. In the Jefferson High School case study, it is evident that a focus on the instructional design and development of teachers is essential to the reestablishment of its success. It is important for the leader to recognize and consider the larger context and the effect of the issues related to teaching and learning in order to build a positive and sustainable culture Jefferson High School has had tremendous shifting for approximately seven years, which has affected the school culture and is subsequently shown according to the state assessment data. There are several examples of teaching dysfunctions including (i) low expectations with students being viewed as problems rather than valued learners (ii) professional development and collaboration is nonexistent where teachers and administrators have been slow to change to meet the educational needs of the current students and (iii) new ideas, approaches or suggestions for improvement bring complaints, criticism and distrust. As a result, functions of learning have been affected including (i) low interest in post-secondary education (ii) poor academic performance on all measures and (iii) deteriorated morale as a result of minimized accomplishment. The central issue of teaching and learning at Jefferson is the lack of focus and...
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...Elementary Education Standards (1999 ed-rev. 2003) - Summary DEVELOPMENT, LEARNING AND MOTIVATION 1. Development, Learning and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. CURRICULUM 2.1. English language arts—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas; 2.2. Science—Candidates know, understand, and use fundamental concepts in the subject matter of science—including physical, life, and earth and space sciences—as well as concepts in science and technology, science in personal and social perspectives, the history and nature of science, the unifying concepts of science, and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and technological literacy; 2.3. Mathematics—Candidates know, understand, and use the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement,...
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...the act of obtaining new, or modifying and reinforcing, existing knowledge, behaviors, morals and abilities and involves amalgamating different types of information. The ability to learn is possessed by humans, animals and some machines. Learning is not obligatory, it is circumstantial and it does not happened all at once, but builds upon and is formed by previous knowledge. Bostrom and Lassen (2002) notes, “every child is born with an innate ability to learn and it is a pre requisite for the survival and development. Learners learn in order to know something, which this something is called knowledge.” Driver (1989) learning does not take place in a vacuum, it is an active process in which the learner uses sensory inputs and constructs meaning out of the information being passed across. The knowledge that learners need to have is fundamental to make sense of the world in which he or she lives. Therefore human knowledge is human construct as humans have constructed and amassed knowledge about the world in which they live through. The primary knowledge construct is to secure their survival as far as possible. As we human begin become more sophisticated we are cable of constructing knowledge beyond the purpose of pure survival. According to Bostrom and Lassen (2002) teaching is an activity aimed at guiding learners towards learning and is the foundation for many educational processes. This includes directives, intentions, inter- subjectivity, interactions, interpersonal activities...
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...International Journal of Contemporary Hospitality Management Emerald Article: Teaching human resource management in hospitality and tourism: a critique Tom Baum, Denis Nickson Article information: To cite this document: Tom Baum, Denis Nickson, (1998),"Teaching human resource management in hospitality and tourism: a critique", International Journal of Contemporary Hospitality Management, Vol. 10 Iss: 2 pp. 75 - 79 Permanent link to this document: http://dx.doi.org/10.1108/09596119810207228 Downloaded on: 24-09-2012 References: This document contains references to 19 other documents Citations: This document has been cited by 5 other documents To copy this document: permissions@emeraldinsight.com This document has been downloaded 4078 times since 2005. * Users who downloaded this Article also downloaded: * Tom Baum, Vanessa Amoah, Sheryl Spivack, (1997),"Policy dimensions of human resource management in the tourism and hospitality industries", International Journal of Contemporary Hospitality Management, Vol. 9 Iss: 5 pp. 221 - 229 http://dx.doi.org/10.1108/09596119710172615 Philip Worsfold, (1999),"HRM, performance, commitment and service quality in the hotel industry", International Journal of Contemporary Hospitality Management, Vol. 11 Iss: 7 pp. 340 - 348 http://dx.doi.org/10.1108/09596119910293240 Peter Haynes, Glenda Fryer, (2000),"Human resources, service quality and performance: a case study", International Journal of Contemporary Hospitality Management, Vol. 12...
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...Applications of Piaget and Vygostsky’s cognitive developmental theories in a practical classroom environment Piaget and Vygotsky have antonymous beliefs when dealing with the concepts of cognitive development. Vygotsky believes in development through social behaviour whilst Piaget believes in individuals acquiring knowledge on their own. Both however, believe that the interaction between development and learning hold significant implications for a child’s growth. This essay discusses some of the philosophical beliefs of each theorist in regards to a scenario based in the classroom of a year five teacher named Ann. Ann reinforces classroom lessons through the outdoor environment, exemplifying Piaget’s theories of constructivist based learning as well as teaching methods that cater to the concrete operational stage of cognitive development. Ann also displays Vygotsky’s cognitive theory involving the zone of proximal development and peer to peer or teacher-peer scaffolding within a group environment. The essay will examine Ann’s teaching methods and how they relate to these cognitive developmental theories. Ann’s socially-constructive pedagogical approach as described by Howell (2012) will help children build their knowledge base through collaborative learning as well as independent work, known as scaffolding. Ann would apply the technique of scaffolding by providing assistance and offering feedback relating to new information (Woolfolk, 2004). Vygotsky (1978) put forward a theory...
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...REPUBLIC OF TRINIDAD AND TOBAGO MINISTRY OF EDUCATION SECONDARY EDUCATION MODERNIZATION PROGRAMME DRAFT SECONDARY SCHOOL CURRICULUM Form Three Mathematics Curriculum Development Division October 2003 TABLE OF CONTENTS About this Draft i Foreword – A Note to Teachers iii Acknowledgements v PART ONE Introduction 1- 1 The Curriculum Underpinnings 1- 2 Philosophy of Education 1- 3 The Goals of Education 1- 5 The Essential Learning Outcomes 1- 6 The Curriculum Design and Development Process 1-11 PART TWO - CURRICULUM CONTENT Vision Statement 2- 2 Rationale for the Teaching and Learning of Mathematics 2- 3 Goals of the Mathematics Curriculum 2- 4 General Intended Outcomes For Forms I, II, and III. 2- 5 Connections to Other Core Curriculum Areas 2- 6 Framework for Mathematics for Forms I, II and III 2- 9 A General Curriculum Framework 2-11 Course Outline for Form III 2-12 PART THREE - STRATEGIES/METHODOLOGIES Teaching and Learning Strategies 3- 2 Suggested Activities 3- 6 Suggested Resources 3-15 PART FOUR - EVALUATION Elaboration of Assessment and Evaluation 4- 2 Evaluation Tools and Strategies 4- 5 Cross-referencing to Teachers’ Guide 4- 7 BIBLIOGRAPHY 4- 9 ___________________________________ i ABOUT THIS DRAFT Under the umbrella of the Secondary Education Modernization Programme (SEMP), since the latter...
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...RESEARCH ON HUMAN LEARNING Published by the Department of Education and Training © State of Victoria, 2004 All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical and photocopying, recording or otherwise, without the prior permission of the copyright holder. Address inquiries to: Research and Development Branch Office of Learning and Teaching Department of Education and Training Level 2, 33 St Andrews Place GPO Box 4367 Melbourne 3001 Acknowledgments This resource has been developed by the Office of Learning and Teaching, Department of Education and Training, Victoria, 2004 Authors Sandra Mahar and Maddy Harford Contributions This publication was developed by the Research and Development Branch, Office of Learning & Teaching for the Department of Education and Training. Contents INTRODUCTION: THE IMPORTANCE OF LEARNING IN THE KNOWLEDGE ECONOMY 4 Defining Learning 5 Overview of the paper 6 THEORIES OF LEARNING 7 Cognitive Learning Theories 7 Social Learning Theories 7 Constructivist Theories 8 Experiential Learning 9 Adult Learning, or Andragogy 9 Multiple Intelligences 10 Situated Learning Theory and Communities of Practice 10 FACTORS AFFECTING LEARNING 12 Neurological development and functioning...
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...Theory of Human Caring Dr. Jean Watson, a native of West Virginia, began her career in 1961 where she graduated from the Lewis Gale School of Nursing in Roanoke, Virginia. She then moved to Colorado, where she now lives, to further her education. She attended the University of Colorado and received her Bachelor of Science in Nursing in 1964, then further pursued her Master’s degree in psychiatric-mental health nursing in 1966 and then on to obtain her Ph.D. in educational psychology and counseling in 1973. Today she serves as a legendary Professor of Nursing and holds an endowed Chair in Caring Science at the University of Colorado and is a Fellow in the American Academy of Nursing (Watson,2007). She is the author/co-author of more than 14 books on caring and holds six honorary doctorates. Recently she founded Watson Caring Science Institute, a non-profit organization developed to help spread her nursing theory and ideas. Dr. Jean Watson goal is to have nurses come together, regardless of specialty, and share a common definition that embraces science and philosophical perspective. The common goal has become known as caring-healing consciousness. Watson begins her theory by identifying 10 carative factors of care. Theory Concepts Watson bases her theory of nursing on 10 carative factors: 1. Formation of humanistic-altruistic systems of values: This begins in early development and is molded by life experiences, exposure, learning, and culture. 2. Development of faith...
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...Ethics and ethical theories: a road map for teaching ethics in business schools Joan Fontrodona (IESE Business School, Spain), Manuel Guillén (University of Valencia, Spain), and Alfredo Rodríguez-Sedano (University of Navarre, Spain) Introduction A three-dimensional framework to explain ethical theories Ethical approaches of business firms Teaching ethics experiences using this framework Discussion of the teaching experiences Conclusions References 1 2 6 9 10 12 13 Introduction This paper tries to contribute, in some way, to the urgent need recently warned by Benedict XVI: “the university, for its part, must never lose sight of its particular calling to be a "universitas" in which the various disciplines, each in its own way, are seen as part of a greater unum. How urgent is the need to rediscover the unity of knowledge and to counter the tendency to fragmentation and lack of communicability that is all too often the case in our schools!”1 This seems to be a challenge for both, Catholic and non-Catholic universities. The purpose of this paper is to present a theoretical framework that helps to conceptualize ethics and to clarify the characteristics and limits of the different ethical theories. In other words, students without philosophical background will find here a synthetic “road map” of ethical approaches. This framework has been previously published in a book in Spain2. In this paper, authors will describe the model and discuss how it has been successfully tested...
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...Structure & Development of the New South Wales (NSW) Primary Curriculum The New South Wales Primary Curriculum provides the framework for the outcomes based education currently in use in all Public schools in New South Wales. This essay will present a brief overview of the structure, definition, goals, influences, processes and show how it meets the needs of current and future learners. Drawing from various sources, an examination of the curriculums content and foundation, will provide a snapshot of where the educational direction is headed. Curriculum Structure and Development In 2004 the Board of Studies NSW developed the consultation paper, Defining Mandatory Outcomes in the K–6 Curriculum, which also involved surveys, submissions and state-wide consultation meetings with teachers across NSW. This process helped to bring about the current NSW Primary Curriculum Foundations Statements. Collaborating with teachers and educational professionals the statements developed by the board of studies NSW give clear direction of what must be taught through each of the stages of learning in the K-6 curriculum (The Board of Studies NSW, 2007). The NSW Primary Curriculum is structured into six key learning areas (KLA’s), English; Mathematics; Science and Technology; Human Society and its Environment; Creative Arts; and Personal Development, Health and Physical Education (PDHPE). The KLA’s, along with the syllabus, remain at the core of planning and programming, and are broken...
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...Educational Psychology. This article compares the similarities and differences of Erikson’s psychosocial theory and Vygotsky’s sociocultural theory. Cooper, Patricia. Teaching Young Children Self- Regulation through Children’s Books. Early Childhood Educational Journal. April 2007, Vol. 34 Issue 5. Pg. 315 – 322 This article discusses issues of education and Erikson and Vygotisky Gajdamaschko, Natalia. Theoretical Concerns: Vygotsky on Imagination Development. Educational Perspectives. Vol 39 N. 2 pg. 34 – 40 2006 This article discusses Vygotsky views and theories Douvan, Elizabeth. Erik Erikson: Critical Times, Critical Theory. Child Psychiatry and Human Development. Fall 97, Vol. 28 Issue 1 pg. 15 - 21 This article gives a brief oversight of Erikson’s work and his theories. Rottschefer, William A. Some Philosophical Implications of Bandura’s Social Cognitive Theory of Human Agency. American Psychologist, Vol 46 (2). Feb. 1991 pg. 153 - 155 Analysis social learning and Bandura’s cognitive social theories Filippova, Eve and Astington, Janet. Children’s Understanding of Social Cognitive and Social Communicative Aspects of Discourse Irony. Child Development. May/June 2010, Vol. 81 num. 3 pg. 913 – 928 Analyzes how children of various ages think and reason Refrences Cooper, Patricia. Teaching Young Children Self- Regulation through Children’s Books. Early Childhood Educational Journal. April 2007, Vol. 34 Issue 5. Pg. 315 – 322 Douvan, Elizabeth. Erik Erikson:...
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...ASB-3101 HUMAN RESOURCE MANAGEMENT Credits: 10 Contact hours: 23 Semester: 1 Pre-requisites: ASB-2104 Module organiser: Sally Sambrook Note: This module is available through the medium of Welsh (ACB-3101). Aims: To examine issues and developments in the field of contemporary human resource management (HRM). To develop an understanding of the complex issues facing human resource (HR) specialists and line managers in meeting their responsibilities for selecting, deploying, training, appraising, rewarding, relating to and retaining human resources. Learning Outcomes: On completing the module, students are expected to be able to: • Explain the contribution of the HR function to corporate strategy; • Discuss the processes of recruitment, assessment and selection; • Outline activities involved in developing human resources and facilitating learning; • Explain the link between rewards, motivation and performance; • Critically evaluate the changing employment relationship, assessing the role of trade unions and other forms of employee involvement. Module Content: • History of the HR function, theories and models of HRM; • The roles and responsibilities of stakeholders in HRM; • The changing nature of work, managing diversity, technology and flexibility; • Human resourcing: recruitment and selection, human resource planning; • Reward and performance management; • Employee relations, employment legislation...
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