Posted by earredondo on Feb 20, 2012 in
Learning Principles of learning (didactic principles) are the main (General guidelines) regulations governing content, organizational forms and methods of teaching process in accordance with its objectives and patterns.
Principles of learning described how to use the laws and regulations in accordance with the planned objectives.
Principles of learning in origin are theoretical generalization of pedagogic practices. They are objective, arise from the experience. Therefore, the principles are guidelines that govern the process of educating people. They cover all aspects of the learning process.
At the same time, guidelines are subjective, as reflected in the consciousness of the teacher in different ways, with varying degrees of completeness and accuracy.
The principle of scientific character education implies that the content of education to the level of development of modern science and technology, the experience of the world civilization. This principle requires that the assimilation of the trainees were genuine, firmly established the science of knowledge (objective scientific facts, concepts, doctrine, teachings, laws, patterns, the newest discoveries in various fields work/knowledge) and teaching methods were used, the nature of science studied methods of approaching.
The principle of scientific character is based on a number of patterns: peace is cognizable, and objectively correct picture of the development of the world give knowledge, proven practice; Science of human life is playing an increasingly important role; scientific quality education is ensured primarily through education.
The principle of availability. The principle of accessibility requires that the content, the amount of and methods of study are consistent with the level of intellectual, moral, and aesthetic development of students, their opportunities to learn the material.
However, the availability principle does not mean that the content of education should be a lightweight, very basic. Research and practice shows that when simplified maintenance reduces the interest in teaching, are not generated the necessary willed effort does the desired development training. The learning process is poorly implemented his developing a function.
Principle of conscious and active. Principle of conscious and active learning requires informed learning in the process of active cognitive and practical activities. Consciousness in teaching–this positive attitude of trainees to learn, their understanding of the essence of the problems studied in the significance of knowledge belief. Conscious learning of the students depends on a number of conditions and factors of learning, the level and nature of cognitive activity, organization of the educational process, the methods and means of training and so on Activity of trainees is their intense intellectual and practical work in the learning process. Activity acts as a precondition, condition and the result of conscious learning and skills.
Posted by earredondo on Dec 21, 2011 in
Learning In the cube are constantly wandering thoughts in the form tells balls. Usually balls thoughts roam itself-there-here, here, there and no confusing from this to anyone. The person simply performs routine reproductive activities. But suddenly everything is changing; thought balloons suddenly are type of charged particles in the neon lamp and erupt. Human visit insight! Insight is the idea, which allows you to grab the idea entirely. The result of illumination is usually the solution to the problem or problems. And that’s the problem? Make a small digression…
Life is a river which was, is and will be. We have one of two things: a swim and enjoy life, or because of a problem, from the stream of life, until the problem is solved. The solution is a return to the thread of life. Because if there is a shortage of money, if you are not healthy, etc., about what life is it? Therefore, illumination, Oh how are man! With the insights that once and for all solve the more minor problems. For example, insight, how to become rich, and not an employee! After all, monetary and material resource shoots in our material world is a lot of problems. Not all, but very much …
Memory is not always an effective tool when working with information in learning, work … When you work with challenge often was to compare, contrast, and choose. And to do that as much information as possible should be in the field of view. The ability to compare, contrast and to choose is an important and indispensable insights to come back often! This is an important and indispensable to man begun to do!
People are born to creativity, rather than blunt and dull work! And what is its own productivity? Improving the performance of your labor is split on the steps (elements) and link elements in technology. Try the link in the technology information, because we are talking about it. If you have technology that boosts your productivity with information, it is a surefire way to ensure that the insights you more often visited and worked you less!
Tags: compare contrast, contrast choose, Illumination, important indispensable, life problem, Technology Information
Posted by earredondo on Dec 15, 2011 in
Learning There is a set of methods that together represent technology training. This set is called a personal Learning Environment (PLE). Even a year and a half after serious discussion, achieved only conditional understanding of what constitutes a PLE and how it can be used for training. Also has not yet reached the understanding that, for whom and in what cases it need. So far not reached even agreement, should the application be PLE, or simply a set of tools for user’s convenience.
Here is an attempt to explain why the idea of using PLE is attractive, and what kind of social and educational ideas are arguments in favor of the concept feasibility of its use. Here are some of the principles underlying the further development and implementation of PLE. Learning technologies should rather adapt themselves to the needs of learning, rather than vice versa. However, even this raises questions. Whether PLE what itself calls? Whether a student or surrendering only PLE educational systems should also influence its formation?
Why PLE and why now? A long training is hardly a new idea. It can be argued that the idea of a long education originates in retraining. Thus, in England by the Institute of mechanics, Trade Union and the Association of Training courses were organized for workers to improve their skills and access to training resources, and social activities. Although these activities were aimed at improving professional skills and knowledge, the main incentive was confident in the strength of education for the development of emancipation. Over the past 30 years the discussion lasting learning reduced to discuss narrower concerns.
Reduction of time life products, increase the speed of development and introduction of new technologies in the workplace and increasing instability staff necessitate the introduction of continuous learning of staff throughout the work to acquire new skills. And this begs the question – which will be responsible for doing it. While earlier vocational education was totally area of responsibility of the employer, now the main responsibility for training and maintaining compliance skills rests with the staff members themselves, sometimes with the support of the employer and with additional training courses and programs.
The idea of PLE implies constant learning and requires appropriate tools for this process. In addition, PLE also requires the active involvement of staff in their own learning. Moreover, the driving force behind the PLE is a multilateral education in different contexts, and not within a learning course. And this is directly related to the knowledge and understanding of the importance of informal learning.
Tags: Personal Learning Environment, PLE, Training Resources, Understanding, Vocational Education
Posted by earredondo on Nov 21, 2011 in
Learning Stupid thought about taxonomy behavior has become an important reference in the study, especially with regard to the purpose and student learning outcomes. One form of learning outcomes in the cognitive domain is acquired the ability to be able to understand something. Understand or may also be termed understand mental abilities for the intellectual content that has been known to organize. The findings obtained from knowing such a definition, information, events, facts compiled back in cognitive structures that exist.
These findings was accommodated and then assimilated with existing cognitive structures, thus forming a new cognitive structure. Suppose the symbols in the form of words converted into pictures, charts or graphs; a person can be said to have been able to interpret on a concept or certain principles if he has been able to tell the difference, comparing it with something else.
In terms of content, the application of the concept of contextual learning seems to be a viable alternative. Students learn the subject matter that is meaningful and problematic, linked to real life everyday. While the strategy, the application of the concept of active learning seems to be made an option.
Tags: Cognitive Domain, Cognitive Structure, Cognitive Structures, Student Learning Outcomes, Stupid Thought, Understand
Posted by earredondo on Nov 19, 2011 in
Learning Problem Based Learning has several advantages, including: (1) students better understand the concepts being taught because they own that find the concept; (2) engage actively solving problems and thinking skills students demanding higher; (3) the embedded knowledge based on the student’s schemata so learning more meaningful; (4) students can feel the benefits of learning because the problems were resolved directly linked to real life, this can increase the motivation and interest of students towards study materials; (5) makes the students more independent and mature, capable of giving an aspiration and accept other people’s opinion, inculcate a positive attitude among students; and (6) students in the learning group conditioning mutually interact with learners and his friend so that the achievement of student learning can be expected.
In addition, Problem Based Learning is believed to also be able to develop the ability to grow-creativity students, both individually and in groups because almost every step demands an active student.
The success of the learning model based on a problem depends greatly on the availability of learning resources for students, the tools to test answers or guesses. Demanding of fittings, Practicum instructors require quite much less data to be retrieved from the field, as well as the ability of teachers in lifting and formulating problems.
In this Problem Based Learning model, more teacher acts as a facilitator, mentor and motivator. Teachers submit problems/Orient students to authentic problems real (real world), facilitating/Guide in the investigation process, facilitating dialogue between students, providing learning materials students as well as providing support in an attempt to improve the findings and intellectual development of students.
Tags: Addition Problem, Authentic Problems, Investigation Process, Positive Attitude, Problem Based Learning, Teacher Acts