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The Learning Process

The document provides instructions on how to cut paper letters without a pattern using scissors and colored paper. It discusses folding the paper in half twice before cutting it into four pieces and selecting one piece to fold in the middle. It also discusses several concepts relevant to teaching including learning objectives, learning styles, the roles of instructors and learners, and methods of evaluating learning.

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MarissaM.Perez
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63 views

The Learning Process

The document provides instructions on how to cut paper letters without a pattern using scissors and colored paper. It discusses folding the paper in half twice before cutting it into four pieces and selecting one piece to fold in the middle. It also discusses several concepts relevant to teaching including learning objectives, learning styles, the roles of instructors and learners, and methods of evaluating learning.

Uploaded by

MarissaM.Perez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Paper Cutting

Fundamentals:
How to Cut
Letters without
any pattern
Marissa M. Perez
June 18, 2015
Materials Needed:

Scissors

Colored papers

Art papers
Basic Instructions:
 Fold the art paper or colored paper twice

(crosswise/lengthwise)

 Cut into 4 parts

 After cutting, get ¼ part of the said colored paper

 Fold the paper in the middle


Basic Principles of Learning:
 Learning must be stimulating
 Learning must result in the ability to perform
 Learning is affected by emotions
 Learning is affected by the physical and social
environment
What is a process?
proc·ess1
präˌ
ˈ ses,ˈ
prōˌ
ses/
- A series of actions or steps taken
in order to achieve a particular end.
"military operations could
jeopardize the peace process"
Difference between encoding decoding
Teaching/Instructing:
 Success depends upon:
 Objectives for the Course
 Resources Available
 Characteristics of Participants
 Learning Environment
 Instructor(s)

 Who’s Responsible ?
Elements of Instructional Situation
 Learning Objective

 Learner

 Teacher
Objectives -
 Written in behavioral
terms

 Outlined to
participants clearly
and specifically
Types of Objectives – Cognitive
(Knowledge)
 Tellwhat information the learner must know and
describe how the knowledge will be demonstrated.

 Require giving information to the learner.


Types of Objectives – Psychomotor
(skill)
 Tellwhat physical skills the learner will be able to
perform.

 Bestlearned in practice sessions as they require


neuromuscular coordination.

 Whole – Part - Whole


Types of Objectives – Affective
(feelings)
 Clarify feelings and attitudes of the learner

 The most difficult to impart & evaluate


A patient, confident, friendly, empathetic teacher can
help learners feel comfortable and confident.
 Why do you want to know if the objectives are
being met?

 How can you determine if the objectives are being


met?
Evaluation
 USE  MISUSE
 Determine readiness for  Threaten students
new material  Classify students
 Estimate progress
 Misuse results
 Judge effectiveness
 Provide motivation/
 Use for instructional
feedback design
 Provide a record
Learner
 Motivation
 Intrinsic
 Extrinsic
 Past learning experience
 Length away from
 Positive or Negative
 Needs
Learning Styles
Concrete
Experience

Active Reflective
Experimentation Observation

Abstract
Conceptualization
Instructor/Facilitator
 Most important element to the learning experience

 Provides guidance, support, and structure to the


learning experience
Characteristics of a good
Instructor/Facilitator:
 Knowledge of the subject matter
 Facilitator of learner participation
 Ability to serve as a model
 Ability to provide effective feedback
 Ability to perform effective evaluation
 Ability to administer & manage the course
The Good Speaker
 Maintains Student Contact
 Controls Nervousness
 Avoids Distracting Mannerisms
 Shows Enthusiasm
 Develops Good Voice Quality
 Avoids Excuses
 Practices before Presents
Are you maintaining contact?
 Get the attention of the class first
 Look at and talk to your students
 Speak in a conversational tone of voice
 Pay close attention to student response
 Be Alert!! Look Alert!!
Controling Nervousness
 Be thoroughly prepared
 Assume the proper mental attitude
 Have initial remarks will in mind
 Review previous instruction
 Tell a story or anecdote
 Show down – Be deliberate
Advise to Instructors -
DO Don’t
 Take job seriously  Bluff
 Observe others  Use profanity
 Develop relationships  Ridicule students
 Prepare your lesson  Talk down to class
 Practice your delivery  Lose your patients
Methods of Presentation
 Present Material in small, learnable steps
 Require maximum student participation
 Present material in logical sequence
 Design “work” to insure successful response
Methods of Presentation
 Correctstudent errors ‘on-the-spot’
 Maintain control of student learning

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