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Review - Coggle Diagram
Review
Ignatian Pedagogical Paradigm
Context (who) Situated in a specific
Experience (what) Rooted in previous experience and the result of new learning experience
Reflection (why/how) Dependent upon - and deepened by - reflection about those experiences.
Action (what/next) Made meaningful when new knowledge is put into some kind of action.
Evaluation (how well) Reinforced by explicit evaluation (and ultimately, self-evaluation) of those actions and the degree to which learning has occurred.
Process for teaching concepts and vocabulary
Step 1. Selecting concepts and related vocabulary
Step 2. Evaluating instructional materials
Step 3. Assesing Students´ prior knowledge
Step 4. Using prelearning activities
Step 5 & 6. Reinforcing concept learning during and after learning
Bloom´s taxonomy
Low order thinking skills
Apply (Use information in new situations)
Understand (Explain ideas or concepts)
Remember (Recall facts and basic concepts)
High order thinking skills
Create (produce new or original work)
Evaluate (Justify a stand or decision)
Analyze (Draw connections among ideas)
Motivating learning environmnet
Maslow
Self- actualization
Esteem
Love and belonging
Safety needs
Physiological needs
Daci & Ryan
Intrinsic motivation. Is defined as the doing of an activity for its inherent satisfactions rather than for some separable consequence.
Extrinsic motivation. Is a construct that pertains whenever an activity is done in order to attain some separable outcome.