Facilitating Learning

BECE1
TOPIC NO.1

EDUCATIVE PROCESS

WEEK 1
 The educative process is a series of inner changes through
which an- individual is transformed from an immature personality to
a mature per- sonality. Examples of such changes are exhibited in
every person who comes into the world.

Elements/components of Educative process:

1. Teacher 7. The Instructional materials
2. The learner 8. The administration
3. The content/teaching strategies
4. The learning environment
5. The curriculum
• The most common role of a teacher plays in the classroom is to
teach knowledge to children. ... This curriculum is followed by the
teacher so that throughout the year, all pertinent knowledge is
dispensed to the students. Teachers teach in many ways including
lectures, small group activities and hands-on learning activities.
Teaching is effective when it is based on the psychology of learning,
making the learner as the center of educative process .
 Teachers play an important role in our life to become
successful in career and business. A good teacher helps us to become
a good human being in society and a good citizen of the
country.Teachers know that students are the future of any nation. So
the future development of any nation is in the hands of teachers.
The Learner

• Learners are responsible for attending class and completing reading

and other assignments as proscribed by the teacher. Although their first
role in the process is as passive listener, listening requires paying
attention during class. Outside the class, their role becomes more
active, requiring reading and completion of assignments selected by
the teacher.
 
• Some traditional teachers felt their responsibility began and ended with
quality presentation of content and later assessment through
examination. The responsibility for paying attention and studying was
left up to the learner. In some university and post graduate
environments, class attendance is left up to the student.
 Effective Teaching Strategies For The Classroom
• The classroom is a dynamic environment, bringing together
students from different backgrounds with various abilities and
personalities. Being an effective teacher therefore requires the
implementation of creative and innovative teaching strategies in
order to meet students’ individual needs.
• 1. Visualization

• Bring dull academic concepts to life with visual and practical

learning experiences, helping your students to understand how their
schooling applies in the real-world.
• Examples include using the interactive whiteboard to display
photos, audio clips and videos, as well as encouraging your
students to get out of their seats with classroom
experiments and local field trips.
2. Cooperative learning
 
• Encourage students of mixed abilities to work together by
promoting small group or whole class activities.
 
• Through verbally expressing their ideas and responding to others
your students will develop their self-confidence, as well as enhance
their communication and critical thinking skills which are vital
throughout life.
• Solving mathematical puzzles, conducting scientific
experiments and acting out short drama sketches are just a few
examples of how cooperative learning can be incorporated into
classroom lessons.

3. Inquiry-based instruction

• Pose thought-provoking questions which inspire your students to

think for themselves and become more independent learners. 
• Encouraging students to ask questions and investigate their own
ideas helps improve their problem-solving skills as well as gain a
deeper understanding of academic concepts. Both of which are
important life skills.
• Inquiries can be science or math-based such as ‘why does my shadow
change size?’ or ‘is the sum of two odd numbers always an even
number?’. However, they can also be subjective and encourage
students to express their unique views, e.g. ‘do poems have to rhyme?’
or ‘should all students wear uniform?’.

4. Differentiation

• Differentiate your teaching by allocating tasks based on students’

abilities, to ensure no one gets left behind.

• Assigning classroom activities according to students’ unique learning

needs means individuals with higher academic capabilities are
stretched and those who are struggling get the appropriate support.
• This can involve handing out worksheets that vary in
complexity to different groups of students, or setting up a range
of work stations around the classroom which contain an
assortment of tasks for students to choose from.

• Moreover, using an educational tool such as Quizalize can save

you hours of time because it automatically groups your students
for you, so you can easily identify individual and whole class
learning gaps (click here to find out more).
5. Technology in the classroom
 
• Incorporating technology into your teaching is a great way to
actively engage your students, especially as digital media surrounds
young people in the 21st century.
• Interactive whiteboards or mobile devices can be used to display
images and videos, which helps students visualize new academic
concepts. Learning can become more interactive when technology is
used as students can physically engage during lessons as well as
instantly research their ideas, which develops autonomy.
• Mobile devices, such as iPads and/or tablets, can be used in the classroom
for students to record results, take photos/videos  or simply as a behaviour
management technique. Plus, incorporating educational programmes such
as Quizalize into your lesson plans is also a great way to make formative
assessments fun and engaging. 
6. Behaviour management
 
• Implementing an effective behaviour management strategy is crucial to
gain your students respect and ensure students have an equal chance of
reaching their full potential.
 
• Noisy, disruptive classrooms do no encourage a productive learning
environment, therefore developing an atmosphere of mutual respect
through a combination of discipline and reward can be beneficial for both
you and your students.
• Examples include fun and interactive reward charts for younger
students, where individuals move up or down based on behaviour
with the top student receiving a prize at the end of the week. ‘Golden
time’ can also work for students of all ages, with a choice of various
activities such as games or no homework in reward for their hard
work.

• 7. Professional development
 
• Engaging in regular professional development programmes is a great
way to enhance teaching and learning in your classroom.
• With educational policies constantly changing it is extremely
useful to attend events where you can gain inspiration from other
teachers and academics. It’s also a great excuse to get out of the
classroom and work alongside other teachers just like you! 
• Sessions can include learning about new educational
technologies, online safety training, advice on how to use your
teaching assistant(s) and much more.
• Being an effective teacher is a challenge because every student is
unique, however, by using a combination of teaching strategies
you can address students’ varying learning styles and academic
capabilities as well as make your classroom a dynamic and
motivational environment for students.
 Being an effective teacher is a challenge because every
student is unique, however, by using a combination of teaching
strategies you can address students’ varying learning styles and
academic capabilities as well as make your classroom a dynamic
and motivational environment for students.
TOPIC NO.1

Learning environment

WEEK 2
Learning environment refers to the diverse physical locations,
contexts, and cultures in which students learn. Since students
may learn in a wide variety of settings, such as outside-of-school
locations and outdoor environments, the term is often used as a
more accurate or preferred alternative to classroom, which has
more limited and traditional connotations—a room with rows of
desks and a chalkboard, for example.

• The term also encompasses the culture of a school or class—its

presiding ethos and characteristics, including how individuals
interact with and treat one another—as well as the ways in which
teachers may organize an educational setting to facilitate
learning…..’
The  term curriculum refers to the lessons and academic content taught
in a school or in a specific course or program. In
dictionaries, curriculum is often defined as the courses offered by a
school, but it is rarely used in such a general sense in
schools. Depending on how broadly educators define or employ the
term, curriculum typically refers to the knowledge and skills students
are expected to learn, which includes the learning standards or learning
objectives they are expected to meet;
• the units and lessons that teachers teach; the assignments and
projects given to students; the books, materials, videos,
presentations, and readings used in a course; and the
tests, assessments, and other methods used to evaluate student
learning. An individual teacher’s curriculum, for example, would
be the specific learning standards, lessons, assignments, and
materials used to organize and teach a particular course.
•  Instructional Materials, also known as Teaching/Learning
Materials (TLM),are any collection of materials
including animate and inanimate objects and human and non-
human resources that a teacher may use in teaching and learning
situations to help achieve desired learning objectives.
• Instructional materials may aid a student in concretizing a learning
experience so as to make learning more exciting, interesting and
interactive. They are tools used in instructional activities, which
include active learning and assessment. The term encompasses all
the materials and physical means an instructor might use to
implement instruction and facilitate students achievement of
instructional objectives.
Instructional materials can be classified by type, including print,
visual, and audiovisual, among others:

• Print-Textbooks, pamphlets, handouts, study guides, manuals

• Audio-Cassettes, microphone, podcast
• Visual Charts,- real objects, photographs, transparencies
• Audiovisual-Slides, tapes, films, filmstrips, television, video,
multimedia
• Electronic -Computers, graphing calculators,
• Interactive -tablets
TOPIC NO.1

Cognitive and Metacognitive Factors

Differences between Novice and
Expert Learners

WEEK3
• Cognitive and Metacognitive Factors.
Use strategic thinking in their approach to learning,
reasoning, problem solving, and concept learning. They
understand and can use a variety of strategies to help
them reach learning and performance goals, and to apply
their knowledge in novel situation.
• There is sometimes confusion about the difference between
cognitive and metacognitive strategies. Cognitive strategies are
based on the need to achieve a particular goal, whilst the purpose of
Metacognitive strategies is to ensure that the cognitive goal has been
reached.
• Metacognitive strategies usually occur either before or after
cognitive strategies and are sometimes referred to as “thinking about
thinking” (Livingston, 1997) The six strategies for reading
comprehension involve both cognitive and metacognitive skills used
to ensure successful comprehension.
• Cognitive factors refer to characteristics of the person that affect
performance and learning. These factors serve to modulate
performance such that it may improve or decline. These factors
involve cognitive functions like attention, memory, and reasoning .
Differences between Novice and Expert Learners
 

ASPECT OF LEARNING NOVICE LEARNERS EXPERT LEARNERS

Have deeper knowledge in different

Knowledge in different subject Have limited knowledge in the subject areas because they look for
areas different subject areas interrelationships in the thing they
learn

Satisfied at just scratching the First try to understand the problem,

Problem Solving surface; hurriedly gives a solution to look for boundaries, and create a
the problem mental picture of the problem
 Employ rigid strategies that may not Design new strategies that would be
Learning/Thinking strategies
be appropriate to the task at hand appropriated to the task at and

Select important information to

Selecting in Processing Attempt to process all information process; able to breakdown
they receive information to manageable chunks

Do not examine the quality of their Check their errors and redirect their
Production of Output
work, nor stop to make revisions efforts to maintain quality output
TOPIC NO.2
Freud’s Components of the Personality

WEEK3
Freud’s Components of the Personality
ID
The id is the primitive and
instinctive component of
personality. It consists of all the
inherited (i.e. biological)
components of personality,
including the sex (life) instinct-
Eros (which contains the libido),
and the aggressive (death)
instinct- Thanatos.
EGO SUPEREGO
The ego develops in order The superego incorporates the
to mediate between the values and morals of society
unrealistic id and the which are learned from one’s
external real world. It is parents and others. It develops
the decision making around the age 3-5 during the
component of personality. phallic stage of psychosexual
Ideally the ego works by development.
reason whereas the id is
chaotic and totally
unreasonable.
 ID
The id is the impulsive (and
unconscious) part of our
psyche which response
directly and immediately to
the instincts. The personality
of the new born child is all id
and only later thus it develop
an ego and super-ego.
EGO
The ego operates according to
the reality principle, working
out realistic ways of satisfying
the id’s demands, often
compromising or postponing
satisfaction to avoid negative
consequences of society.
SUPER EGO
The superego consists of two
systems: the consciences and
ideal self. The conscience can
punish the ego through
causing feeling of guilt. For
example, of the ego gives into
the ids demands, the
superego may make the
person feel bad to guilt.
TOPIC NO.3
Freud’s Psycho-Sexual Stages of
Development

WEEK3
Freud’s Psycho-Sexual Stages of Development
ORAL STAGE
In the first stage of personality development if libido is centered in a
baby’s mouth. It gets much satisfaction from putting all sorts of things
in each mouth to satisfy the libido, and thus its id demands. Which at
this stage in life are oral, or mouth orientated, such as sucking, biting
and breast-feeding.

ANAL STAGE
The libido now comes focused on the anus and the child derives great
pleasure from defecating. The child is now fully aware that they are a
person in their own right and that their wishes can bring them into
conflict which the demands of the outside world (i.e. their ego has
developed)
PHALIC STAGE
Sensitivity now becomes concentrated in the genitals
and masturbation (in both sexes) becomes a new
source of pleasure. The child becomes aware of
anatomical sex differences, which sets in motion the
conflict between erotic attraction, resentment, rivalry,
jealousy and fair which Freud called the Oedipus
complex (in boys) and electa complex (in girls). This
is resolved through the process of identification,
which involves the child adopting the characteristics
of the same sex parent.
 
GENETAL STAGE
This is the last stage of Freud’s psycho-sexual
theory of personality development and begins in
puberty. It is a time of adolescent sexual
experimentation, the successful resolution of
which is settling down in a loving one-to-one
relationship with another person in our 20’s.
Sexual instinct is directed to heterosexual
pleasure, rather than self-pleasure like during the
phallic stage.
TOPIC NO.1

Ecological systems theory

WEEK4
 Ecological systems theory (also called development in context or human
ecology theory) was developed by Urie Bronfenbrenner. It offers a framework
through which community psychologists examine individuals' relationships
within communities and the wider society.B y studying the various ecological
systems, Bronfenbrenner's Ecological Systems Theory is able to demonstrate the
diversity of interrelated influences on children's development. Awareness of the
contexts that children are in can sensitize us to variations in the way children may
act in different settings.
The Five Environmental Systems
 The ecological systems theory holds that we encounter different environments
throughout our lifespan that may influence our behavior in varying degrees. These
systems include the micro system, the mesosystem, the exosystem, the macro
system, and the chronosystem.

1. The Micro System

 -The micro system's setting is the direct environment we have in our lives. Your
family, friends, classmates, teachers, neighbors and other people who have a direct
contact with you are included in your micro system. The micro system is the setting
in which we have direct social interactions with these social agents. The theory
states that we are not mere recipients of the experiences we have when socializing
with these people in the micro system environment, but we are contributing to the
construction of such environment.
2. The Mesosystem
 -The mesosytem involves the relationships between the microsystems in one's life.
This means that your family experience may be related to your school experience.
For example, if a child is neglected by his parents, he may have a low chance of
developing positive attitude towards his teachers. Also, this child may feel
awkward in the presence of peers and may resort to withdrawal from a group of
classmates.
 
3. The Exosystem
- The exosystem is the setting in which there is a link between the context where in
the person does not have any active role, and the context where in is actively
participating. Suppose a child is more attached to his father than his mother. If the
father goes abroad to work for several months, there may be a conflict between the
mother and the child's social relationship, or on the other hand, this event may
result to a tighter bond between the mother and the child.