1. Experience

2. Peer learning

3. Facilitators

4. Demonstrations

5. Learning by doing

6. Real life experience

7. Observation

8. Read from resources available

Facilitator focuses on conditioning the learners. It is mostly drill and practice.

Advantages

1. Get the attention of the learners

2. Self discipline

3. Learns the basics

   Disadvantages

   1. Learners are passive.

   2. Conditioning is not learner centric

   3. Facilitators driven

   4. Do no focus on learner's ability

      
      

3 important contents of Behaviourism theory

Stimulus

Response

Reinforcement

Cognitivism focuses on brain to store information, memory, process it, retrieve and problem solving when required to make a meaningful connections.

Cognitivism looks beyond observable behaviour, viewing learning as an internal mental process. Learners are involved in the process of knowledge, memory, thinking and problem solving areas for development.

An example from my classroom:-

Introduction to letter Gg and its sound,

Learners 1st observe and learn.

Memories the sound of the letter.

When we ask them to give words that begins with G sound, they give us the words from their memory.

When we ask them to make sentence with the same word, they think , process and frame a sentence.

I immediately start singing my instructions, this always worked for me. So they immediately become alert. Sometimes they even sing and answer to my instructions.

Classical conditioning - once its end of day, and its time for dispersal, children expect star stickers from facilitator. They know they will be getting it everyday during dispersal.

Operant conditioning - They understand that their action will earn them a star sticker. When facilitator asks question, learners know if they answer quickly they get a star. This makes them grab the opportunity and answer the question.

1. Knowledge is constructed on pre existing knowledge

2. Learning should be active

3. Knowledge is personal and socially constructed.

4. Learners needs to be motivated for active learning.

Too easy zone - Children can perform this activity without help

Proximal zone- Children need some help to do this activity

Too hard zone - These are activities beyond children ability

Here facilitators help children by scaffolding or hand holding, motivating, asking questions.

When it comes to constructivism classroom, it is very interactive. This theory is student centric. It is practical learning where students are exposed to real life learning. We take children out to garden or nursery explain them different stages or plant life cycle, rather than just text book knowledge. Take them to sun and show them how shadows formed, what are shadow puppets. Outdoor experience matter a lot compared to traditional classroom experience.

The most important principle of Humanism is self evaluation. This theory helps us to develop a healthy human being in the child.

Abraham Maslow's theory says that humans are driven to fulfil certain needs. When one need is fulfilled, we think to satisfy the next need. This theory also called motivational theory. His theory talks about five stages of needs called Hierarchy of needs to be fulfilled for an effective learning. It includes

1. Physiological needs of the child( food , shelter, sleep)

2. safety and security of the child ( health, family members)

3. Love and belonging (here we focus on friendship, relationship with family, enough attention for the child, care)

4. Self esteem - Here child will develop confidence and respect for self to be unique. Learns to respect others.

5. Self Actualization - Once all the above needs are met, then child will start realizing what is the purpose of him learning. He or she will start choosing the right things on their own.

Panchakosha also talks about the child's needs that should be met to achieve effective learning.

1. Annamaya kosha - physical needs

2. Pranamaya kosha - Life energy

3. Manamaya kosha - Emotional and mental health

4. Vijnanamaya kosha - Intellectual wisdom.

5. Anandamaya kosha- self actualization.

As the name says, learning is achieved through experience.

The four stages are

• Concrete Learning - Learning a new experience

• Reflective learning - Learner reflects on the new experience and understands better

• Abstract Conceptualisation - Learner constructs new ideas based on new experience and reflection.

• 
  

Active Learning​ -

•  Constructivsm, builds or constructs their understanding​

•  Knowledge moves from short to long term ​

•  Social constructivism, learning from social interactions from teachers and peers.​

•  Scaffolding, support provided to students to achieve their learning goals, which will be slowly withdrawn to make them independent.​

•  Bloom's taxanomy,  engage students in more complex thinking , evaluate and create, build a knowledge base.​

Humanism - emotions and feelings play a role in motivating.

Differentiated learning. Whole child development. Individual attention- overcome limitation

Self motivation.

Behaviourism - Extrinsic rewards- children are motivated with rewards.

Intrinsic - self motivation, self reflection.

Behaviourism - Extrinsic- rewards

Intrinsic - self motivation, self reflections.

Understand the child psychology better. (in terms of their needs)

Plan better

Formulating action plan - What do you plan to do?

Implementing the plans - Where and how are you going to implement?

Evaluating the practice - Rate your implementation success.

Oral response - recall and review

Feedback of the practice

Reflection questionnaire for the learners or facilitators

Self evaluation questionnaire

Summarising learning - Questioning

Observations - feedbacks - what went well, what can be worked upon

Building on the experiences to better ourselves

Blooms' taxonomy talks about the journey of learning happens from unknow to known.

_{LEARNING IS ACTIVE}

_{KNOWLEDGE IS PERSONAL AND IS SOCIALLY CONSTRUCTED}

_{LEARNING EXISTS IN THE MIND}

_{Here learners are proactive and involve in activities and discussion.}

_{We have Cognitive constructivism and social constructivism.}

It tells about how we can look, listen, and learn to achieve excellence in what we do, including our ability to continually improve and innovate.

To refer - https://www.cambridge-community.org.uk/professional-development/gswrp/index.html

Having the experience - Children were introduced to shadows. They enjoyed watching their own shadows.

Observing or reflecting on experience - Later they understood about how shadow's positions are based on Sun's position. If sun is in the front, then shadows are behind and sun is behind us, then shadows are in front of us.

Learning from experience - Later they used their fingers to make puppets and experimented.

Active experimenting- Later children used other things like papers, paper rocket, ID cards and did shadow puppets and understood how shadow puppets work.

The same topic is revisited every year in every grade, but the knowledge is widening with deeper complexity. Every we keep building on same topic elaborately.

This spiral of professional learning, talks about teacher's Reflection, observation and learning from an experienced colleague

My experience as a learner about assessment

1. scary and since no clarity in concept/ anxious , nervous dependent on preparation

2. no variety in assessment strategies, Result announcement day was very anxious. No differentiation in assessment

3. There was no immediate feedbacks/ that too not a clear feedback. Only marks based feedback.

4. Qualitative assessments were considered for making reports.

5. Pressure as a topper/ getting a rank/ cannot make mistakes

6. Qualitative assessment

AFL - ongoing , formative assessment, continuous process.

AOL is to grade the child, it is formal and to report the child's performance. Analyse, reflect and evaluate the child's performance and work for betterment of the child. AOL also helps teachers to predict the performance of students in board exams.

AFL - To take ongoing feedback, change the teaching strategies for better objective achievement. To fill the gaps in teaching. Support the learning, reinforcement learning. The teaching is still not completed, its is still on going.

However for topics, we have assessments like show and tell.

But not continuous. It will be wonderful if we have continuous assessment for topics every week , and more strategies.

Along with show and tell, like a drawing or reflection of what they learnt in this topic. Teacher can anecdote what the child drew. Also a worksheet with emojis to understand which part of the topic the child enjoyed.

When in comes to topics, we have show and tells but not every week.

If we have more strategies to assess the topics covered it will be great for teachers to plan for next year.

1. Draw pictures of what you learnt in topic this week, like a reflection and assessment.

2. Color the picture that you enjoyed learning.(printed worksheet)

3. Color the emoji, if you understood that part, if you did not understand color the sad emoji. (printed worksheet)

When in comes to topics, we have show and tells but not every week.

If we have more strategies to assess the topics covered it will be great for teachers to plan for next year.

1. Draw pictures of what you learnt in topic this week, like a reflection and assessment.

2. Color the picture that you enjoyed learning.(printed worksheet)

3. Color the emoji, if you understood that part, if you did not understand color the sad emoji. (printed worksheet)

AFL - Ongoing, formative assessment, worksheets, for better teaching strategies, plan the session better, revisit and reinforce the topic.

Evaluation - Its an end process. Feedback for the facilitator, evaluation is for the facilitator to know whether that technique worked for the learning process. Evaluate facilitators own programe.

My communication, it was very clear, and I introduced the topic step by step, connecting to previous class. children were able to understand the topic clearly. I repeated as much as possible, as children of that age learn to repetition.

One thing that could have been improved in my lesson, and how?

Use of videos to reiterate on the topic of bundling, however due to time constrain, I could not use videos.

How best I should plan my next lesson including videos? as per Klob's learning cycle.

I would like to include 1 min video which can help children connect better. Try not to spend much time counting but to quickly move to bundling introduction, which will help me save a min time.

Reflective practice encourages innovation.

Reflective practice encourages engagement.

Reflective practice helps create confident teachers.

Reflective practice makes sure you are responsible for yourself and your students.

Reflective practice benefits all.

Being reflective will also make sure you have a wider range of skills as you find new ways to teach.

By reflecting, you will develop abilities to solve problems.

https://www.cambridge-community.org.uk/professional-development/gswrp/index.html

Where as Klobs learning cycle is a progressive. It lets us upskill or go deeper every time we learn the same topic.

What is the Difference Between Kolb and Gibbs Reflective Cycle | Compare the Difference Between Similar Terms

1. Instrumental Learning - Instrumental learning is the process of acquiring specific skills and knowledge to meet practical needs and goals. It is focused on the acquisition of tangible and immediately applicable abilities. Example :Cooking skills , carpentry, skills that are applied immediately.

2. Communicative : Communicative learning involves the development of interpersonal and communication skills. This lens emphasizes the importance of social interaction and collaboration in the learning process. Adults learn through dialogue and shared experiences. Example Speech, language, good mannerisms

3. Navigational :Navigational learning is about developing a sense of identity, purpose, and direction in life. It involves exploring one's values, beliefs, and personal meaning. This lens is concerned with the individual's journey toward self-discovery and life purpose. `

4. Transformative learning- It involves change in one's belief and perception, when they undergo significant personal and cognitive changes.

Learners will understand how tea is made

Prior knowledge question:

What do you drink in the morning, what does your parents drink in the morning?

Introduce the word tea and explain what is it to learners.

Show a video of how the tea is made.

Activity, teacher to show the ingredients and the utensil used for making tea and children to feel it. Now teacher to make the children stand in circle to show how the tea is made with the above. If permitted with fire or without fire just pretending.

Now give them the worksheet and ask them to number the ingredients in sequence as to what goes in making tea.

Gets the best out the learners

always address the learners style of learning

learners are engaged and they love it.

learners connect better and enjoy a better learning experience

cons

one assessment for all learners

not fair enough for all learners

Time is a constrain

not possible for all learning outcomes

plannin is a challenge

Mongolian wheel - small wheel, spokes, outer circle

socratic debate - answering the question, here facilitator can be the one who is answering the questions or the peers can be answering also

Quiz - question and answer.

Think, pair, share-

three way summaries -

one minute papers -

role play -

collage - mindmap

Panel discussion-

Hot seat -

JAM -

or make sure u are mentioning it in the EOR and EOL

format to rename the artefacts

GL_Guided learning

ICL_ individual collaborative learning

Work based learning WBL_