Banduras Social Learning

Television is a positive tool for education and development. It can educate children about other cultures
and ways of life. However, excessive television viewing may be harmful to youth development. According
to the University of Michigan Health System, 71 percent of 8 to 18 year olds have a TV in their bedroom.
Fifty-four percent of youth have a DVD player, and 20 percent have access to premium cable channels.


The sexual content in television programming and commercials has a great impact on youth. Television
can be a tool for educating youth about sexually transmitted diseases and teen pregnancy. However, it
can also stimulate interest in sexual activity at an early age. The Media Awareness Network states that
three out of four prime time shows contain sexual references. In shows that portray teen sex situations,
only 17 percent included a message about responsible sex. Parents-tv.org states that 62 percent of youth
say that sex on TV influences them to have sex when they're too young.


Next, televisions may also affect young people's behaviors. Nowadays there are many kinds of TV shows. Some are
good and worth watching, but some are not. Hence, there are some negative effects of watching TV. There are a lot
of bad shows that may teach young people some bad behaviors, like violent, cruel, or sexual scenes. Although there
is the rating system for the TV shows nowadays, young people can easily get access to those bad programs. Even
though they know the behaviors are bad, they may still imitate them without judgments.

Bloom's Taxonomy of objectives
Is a classification of learning objectives within education proposed in 1956 by a committee of
educators chaired by Benjamin Bloom who also edited the first volume of the standard text,
Taxonomy of educational objectives: the classification of educational goals] (1956) Although
named after Bloom, the publication followed a series of conferences from 1949 to 1953, which
were designed to improve communication between educators on the design of curricula and
examinations. At this meeting, interest was expressed in a theoretical framework which could be
used to facilitate communication among examiners. This group felt that such a framework could
do much to promote the exchange of test materials and ideas about testing. In addition, it could
be helpful in stimulating research on examining and on the relations between examining and
education.
Facilitating Learning: What is to be Learnt
Level of complexity
Clearly there are different sorts of learning. Blooms taxonomy
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identifies, in ascending order, knowledge,
comprehension, application, analysis, synthesis, evaluation
19
(c.f. Chapter 7.4.3). True mastery involves the
grasp of higher-order concepts which go beyond the lower-order skills of acquisition and retention of facts.
This must be clearly kept in mind and clarified with the students, and courses should be designed to achieve
this. Obviously, to develop higher-order skills, courses should require response at this level. Spoon-feeding
and setting tasks which demand merely rote-learning, for instance, would be unhelpful.
Information transfer vs. development of the mind
The curriculum needs to be examined to see if it is encouraging the desired aims and objectives of higher
education. If training of minds has precedence over transmission of information, then quality rather than
quantityteaching how and habituating students to think in terms of how rather than whatshould have
higher priority in curricular decisions. More is not necessarily better; an overload may have an adverse effect
on learning.
In order to cope with overwhelming curricula, the students probably have to abandon their
ambitions to understand what they read about and instead direct efforts towards passing
examinations...
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Bloom's taxonomy is a classification of learning objectiveswithin education proposed in 1956 by a
committee of educators chaired by Benjamin Bloom, who also edited the first volume of the standard
text, Taxonomy of educational objectives: the classification of educational goals
[1]
(1956).
[2][3]
Although
named after Bloom, the publication followed a series of conferences from 1949 to 1953, which were
designed to improve communication between educators on the design of curricula and
examinations.
[4][5]
At this meeting, interest was expressed in a theoretical framework which could be used
to facilitate communication among examiners. This group felt that such a framework could do much to
promote the exchange of test materials and ideas about testing. In addition, it could be helpful in
stimulating research on examining and on the relations between examining and education. After
considerable discussion, there was agreement that such a theoretical framework might best be obtained
through a system of classifying the goals of the educational process, since educational objectives provide
the basis for building curricula and tests and represent the starting point for much of our educational
research."
[6]

It refers to a classification of the different objectives that educators set for students (learning objectives).
Bloom's taxonomy divides educational objectives into three "domains": Cognitive, Affective,
and Psychomotor (sometimes loosely described
asknowing/head, feeling/heart and doing/hands respectively). Within the domains, learning at the higher
levels is dependent on having attained prerequisite knowledge and skills at lower levels.
[7]
A goal of
Bloom's taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of
education.
[1]

A revised version of the taxonomy was created in 2000.
[8][9][10]

Bloom's taxonomy is considered to be a foundational and essential element within the education
community as evidenced in the 1981 survey Significant writings that have influenced the curriculum:
1906-1981, by H.G. Shane and the 1994 yearbook of theNational Society for the Study of Education.


Cultural differences: Filipino versus American
Eric Ariel Salas
Issue date: 4/29/09 Section: Opinion & Editorial
In my over two years of stay in Brookings and in my travels across the
U.S., I learned a few things Filipinos and Americans don't have in common.
In the Philippines, the family is the center of the social structure.
That includes the nuclear family - aunts, uncles, grandparents and
cousins. We have close-knit families where godparents, sponsors and
family friends are called "tito" (uncle) and "tita" (aunt). We have a
high respect for elders and high-ranking officials and we always use
"sir" or "madam" in conversations. We learn more courtesy before we are
old enough to go to school.
Not here in the U.S. A 10-year-old child can call an 80-year-old woman
by her name. Students address their gray-haired professors not by their
academic or honorific titles but by their first names.
Filipinos have a different concept of shame. We believe that we have to
live up to the societal norms of conduct, and if we fail to do so we
bring shame not only to ourselves but also upon our families.
That is why we are willing to squander more than what we can afford on a
party rather than be shamed by the financial conditions. In America,
people only spend what they can pay for. In parties I had been to, a few
drinks and a bowl of finger foods are enough to keep the partygoers
happy. A party is defined not with a food feast but bottles of beer and
tortilla chips.
Filipinos are known to be very hospitable people. We always offer the
best to our guests. If you happen to be in a Filipino house during
dining hours, expect to be invited to the family meal. Regardless of
what food we have and how much, regardless of who you are, we always
invite and share.
It is a far cry from the American culture. Most Americans do not know
the line, "Wanna share with my snacks or food?" or "Do you wanna have a
slice of this?" They just eat. Too seldom you hear an offer.
Filipino Time is the coined phrase for the embarrassing problem of
tardiness among Filipinos. We have developed this culture to arrive at
parties or events an hour or so late. It has been tested. Any American
who has been to the Philippines would say this is true. Try having an
event stating an arrival time of 1 p.m., and invited guests will start
trickling in at 2 or 3 p.m. In the United States, punctuality is so
highly esteemed that the Filipino Time appears like an eye sore.
Americans value time. Filipinos value extra time in almost everything.
(That explains why we are late all the time.) By the way, we are not
proud of it.
Americans do not visit their neighbors often and converse. Filipinos do.
We constantly stop at each other's abode to say hello and just to know
how life has been. It is fair to say that everybody knows everybody in a
town. Americans are satisfied with just mowing their lawns and
(sometimes) exchanging smiles at their neighbors.
Americans love to read during their spare time. Filipinos love to go to
"malling." While Americans bombard themselves with books, Filipinos
delight in watching movies. Promotion of reading in my country is a
problem that stares Filipinos right in the eye. With poverty becoming a
barrier for people to buy and own books, it will take ages for everyone
to see the pleasures of reading.
There are countless differences. The list is long. I will share more
once I learn more about why Americans love fast foods.

As a kindergarten teacher, you can use the morning circle as a time to teach your students
almost any subject as they follow a daily routine. Circle time usually begins with the
Pledge of Allegiance and ends with the class roll call. Morning circle time can be used to
teach concepts and skills such as the days of the week, the months of the year, name
recognition, counting, fact families, language arts and science activities.