Bahria Universi Ty

BAHRIA UNIVERSI TY

Management This document sheds light on how teachers should handle students with different intellectual capacities. What are the relevant psychological models, and how should the courses be devised so that maximum number of students can benefit from them.

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Introduction Students have different levels of motivation, different attitudes about teaching and learning, and different responses to specific classroom environments and instructional

practices.

The

more

thoroughly

instructors

understand

the

differences, the better chance they have of meeting the diverse learning needs of all of their students. Three categories of diversity that have been shown to have important implications for teaching and learning are differences in students’ learning styles (characteristic ways of taking in and processing information), approaches

to

learning

(surface,

deep,

and

strategic),

and

intellectual

development levels (attitudes about the nature of knowledge and how it should be acquired and evaluated).

A learning Theory: In psychology and education, a learning theory is an attempt to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts.

nts:

es and shapes. Sometimes kids come from borderline Special Education, other children have learning disabilities

humor

program. h student. Make them feel good and tell them! s possible. performance. s even on their smallest achievements.

Self Actualization

Shaping the Environment Maslow’s Needs Theory •

Reserve a classroom that will accommodate the kind of participation you

have in can mind. on explain the first day class, arrange room in a and way Maslow need theory beStarting used to the of different types the of behavior thatlearning encourages active engagement. attitudes towards exhibited by students. •

Make clear from the beginning your expectation that students will participate.

•

Learn and use students’ names. Students will be more engaged if they believe that you perceive them as individuals, rather than as anonymous members of a group.

Planning

•

In a discussion course, assign to your students some of the responsibility for increasing participation by all.

•

Use a variety of teaching methods, including lectures, discussions, and small-group work.

•

Organize each class session to include opportunities throughout to ask and answer questions; prepare initial and follow-up questions ahead of time.

•

If grading student participation, plan to give students a preliminary participation grade, as well as a brief written evaluation of their performance.

Listening and Responding

•

Use verbal and non-verbal cues to encourage participation.

•

Give students time to think before they respond to your questions.

•

Listen fully to your students’ questions and answers; avoid interrupting.

•

Place the emphasis on student ideas. Encourage students to share their ideas and use those ideas (with attribution) whenever you can. Referring back to a comment made by a student in an earlier class demonstrates that you have thought about and appreciated what your students have to say.