Friday, 10 November 2017
Tuesday, 7 November 2017
Sunday, 5 November 2017
Dr.B. R. Ambedkar
B. R. Ambedkar
| Bhimrao Ramji Ambedkar | |
|---|---|
 |
|
| 1st Minister of Law and Justice | |
| In office 15 August 1947 – September 1951 |
|
| Prime Minister | Jawaharlal Nehru |
| Preceded by | Position established |
| Succeeded by | Charu Chandra Biswas |
| Chairman of the Constitution Drafting Committee | |
| In office 29 August 1947 – 24 January 1950 |
|
| Labour Member, Viceroy's Executive Council | |
| In office 1942–1946 |
|
| Preceded by | Feroz Khan Noon |
| Personal details | |
| Born | 14 April 1891 Mhow, Central Provinces, British India (now in Madhya Pradesh, India) |
| Died | 6 December 1956 (aged 65) Delhi, India |
| Political party | Scheduled Castes Federation |
| Other political affiliations |
Independent Labour Party, Republican Party of India |
| Spouse(s) | |
| Alma mater | |
| Profession | Jurist, economist, politician, social reformer |
| Awards | Bharat Ratna (posthumously in 1990) |
| Signature |  |
Ambedkar was a prolific student, earning doctorates in economics from both Columbia University and the London School of Economics, and gained a reputation as a scholar for his research in law, economics and political science.[10] In his early career he was an economist, professor, and lawyer. His later life was marked by his political activities; he became involved in campaigning and negotiations for India's independence, publishing journals, advocating political rights and social freedom for Dalits, and contributing significantly to the establishment of the state of India. In 1956 he converted to Buddhism, initiating mass conversions of Dalits.[11]
In 1990, the Bharat Ratna, India's highest civilian award, was posthumously conferred upon Ambedkar. Ambedkar's legacy includes numerous memorials and depictions in popular culture.
Contents
- 1 Early life
- 2 Education
- 3 Opposition to Aryan invasion theory
- 4 Opposition to untouchability
- 5 Poona Pact
- 6 Political career
- 7 Drafting India's Constitution
- 8 Economic planning
- 9 Second marriage
- 10 Conversion to Buddhism
- 11 Death
- 12 Legacy
- 13 In popular culture
- 14 Works
- 15 See also
- 16 References
- 17 Further reading
Early life
Ambedkar was born on 14 April 1891 in the town and military cantonment of Mhow in the Central Provinces (now in Madhya Pradesh).[12] He was the 14th and last child of Ramji Maloji Sakpal, an army officer who held the rank of Subedar, and Bhimabai Sakpal, daughter of Laxman Murbadkar.[13] His family was of Marathi background from the town of Ambadawe (Mandangad taluka) in Ratnagiri district of modern-day Maharashtra. Ambedkar was born into a poor low Mahar (dalit) caste, who were treated as untouchables and subjected to socio-economic discrimination.[14] Ambedkar's ancestors had long worked for the army of the British East India Company, and his father served in the British Indian Army at the Mhow cantonment.[15] Although they attended school, Ambedkar and other untouchable children were segregated and given little attention or help by teachers. They were not allowed to sit inside the class. When they needed to drink water, someone from a higher caste had to pour that water from a height as they were not allowed to touch either the water or the vessel that contained it. This task was usually performed for the young Ambedkar by the school peon, and if the peon was not available then he had to go without water; he described the situation later in his writings as "No peon, No Water".[16] He was required to sit on a gunny sack which he had to take home with him.[17]Ramji Sakpal retired in 1894 and the family moved to Satara two years later. Shortly after their move, Ambedkar's mother died. The children were cared for by their paternal aunt and lived in difficult circumstances. Three sons – Balaram, Anandrao and Bhimrao – and two daughters – Manjula and Tulasa – of the Ambedkars survived them. Of his brothers and sisters, only Ambedkar passed his examinations and went to high school. His original surname was Sakpal but his father registered his name to school in Ambadawekar, meaning he comes from his native village 'Ambadawe' in Ratnagiri district.[18][19][20][21][22] His Devrukhe Brahmin teacher, Krishna Keshav Ambedkar, changed his surname from 'Ambadawekar' to his own surname 'Ambedkar' in school records.[23]
Education
Post-secondary education
In 1897, Ambedkar's family moved to Mumbai where Ambedkar became the only untouchable enrolled at Elphinstone High School. In 1906, when he was about 15 years old, his marriage to a nine-year-old girl, Ramabai, was arranged.[1]Undergraduate studies at the University of Bombay
Ambedkar as a student
By 1912, he obtained his degree in economics and political science from Bombay University, and prepared to take up employment with the Baroda state government. His wife had just moved his young family and started work when he had to quickly return to Mumbai to see his ailing father, who died on 2 February 1913.[24]
Postgraduate studies at Columbia University
In 1913, Ambedkar moved to the United States at the age of 22. He had been awarded a Baroda State Scholarship of £11.50 (Sterling) per month for three years under a scheme established by Sayajirao Gaekwad III (Gaekwad of Baroda) that was designed to provide opportunities for postgraduate education at Columbia University in New York City. Soon after arriving there he settled in rooms at Livingston Hall with Naval Bhathena, a Parsi who was to be a lifelong friend. He passed his M.A. exam in June 1915, majoring in Economics, and other subjects of Sociology, History, Philosophy and Anthropology. He presented a thesis, Ancient Indian Commerce. Ambedkar was influenced by John Dewey and his work on democracy.[25]In 1916 he completed his second thesis, National Dividend of India-A Historic and Analytical Study for another M.A., and finally he received his PhD in Economics in 1927[26] for his third thesis, after he left for London. On 9 May, he presented the paper Castes in India: Their Mechanism, Genesis and Development before a seminar conducted by the anthropologist Alexander Goldenweiser.
Postgraduate studies at the London School of Economics
Ambedkar (In center line, first from right) with his professors and friends from the London School of Economics (1916-17)
Opposition to Aryan invasion theory
Ambedkar viewed the Shudras as Aryan and adamantly rejected the Aryan invasion theory, describing it as "so absurd that it ought to have been dead long ago" in his 1946 book Who Were the Shudras?.[4]Ambedkar viewed Shudras as originally being "part of the Kshatriya Varna in the Indo-Aryan society", but became socially degraded after they inflicted many tyrannies on Brahmins.[28]
According to Arvind Sharma, Ambedkar noticed certain flaws in the Aryan invasion theory that were later acknowledged by western scholarship. For example, scholars now acknowledge anās in Rig Veda 5.29.10 refers to speech rather than the shape of the nose.[29] Ambedkar anticipated this modern view by stating:
The term Anasa occurs in Rig Veda V.29.10. What does the word mean? There are two interpretations. One is by Prof. Max Muller. The other is by Sayanacharya. According to Prof. Max Muller, it means 'one without nose' or 'one with a flat nose' and has as such been relied upon as a piece of evidence in support of the view that the Aryans were a separate race from the Dasyus. Sayanacharya says that it means 'mouthless,' i.e., devoid of good speech. This difference of meaning is due to difference in the correct reading of the word Anasa. Sayanacharya reads it as an-asa while Prof. Max Muller reads it as a-nasa. As read by Prof. Max Muller, it means 'without nose.' Question is : which of the two readings is the correct one? There is no reason to hold that Sayana's reading is wrong. On the other hand there is everything to suggest that it is right. In the first place, it does not make non-sense of the word. Secondly, as there is no other place where the Dasyus are described as noseless, there is no reason why the word should be read in such a manner as to give it an altogether new sense. It is only fair to read it as a synonym of Mridhravak. There is therefore no evidence in support of the conclusion that the Dasyus belonged to a different race.[29]Ambedkar disputed various hypotheses of the Aryan homeland being outside India, and concluded the Aryan homeland was India itself.[30] According to Ambedkar, the Rig Veda says Aryans, Dāsa and Dasyus were competing religious groups, not different peoples.[31]
Saturday, 4 November 2017
In the movie _Taare Zameen Par.
In the movie _Taare Zameen Par_
The art teacher tells the rude and cursing father of the dyslexic kid about Solomon Islands..
In those islands, the tribal don’t cut down a tree. They surround the tree and curse it for hours every day..
Within a few weeks, the tree
dries up and becomes dead..
Many of us might find that example too difficult to believe. How can intangible and invisible thoughts and words kill a tree.!
Well,
if you get to read Bruce H. Lipton’s THE BIOLOGY OF BELIEF, you won’t
only believe in the Solomon Islands story, but would also think a dozen
times before saying something demoralizing to yourself and the people
you love..
In this book, Mr. Lipton tells in detail about the power of conscious and subconscious mind..
The
subconscious mind is million times more powerful than the conscious
mind, and decides most of the things in our lives according to the
beliefs it has..
Many times we fail to change an unpleasant habit despite our will-power and consistent efforts..
It’s
because the habit has been so strongly programmed in our subconscious
mind that the efforts made by our conscious mind hardly make any
difference.
Conscious Mind is just a shadow of our Unconscious Mind..
So,
when the tribals of Solomon Islands curse a tree, they are actually
installing negative and harmful beliefs in the tree’s emotion (yes,
trees do have emotions too).
Within
few days, those negative emotions becomes a belief & eventually
changes the molecular architecture of the tree and kill it from inside..
2500 years ago, when the Buddha said that 'You are what you think', he was not articulating a random philosophical theory.
Actually he was telling a scientific fact which is now proved correct by Quantum Physics and Molecular Biology.
The
book has a special chapter on Conscious Parenting where it talks about
the beneficial and harmful effects of what parents say to their
children..
If you are a
parent and you keep cursing your child in the name of constructive
criticism, you are installing beliefs in their mind which will keep
harming them forever..
But if you keep appreciating them in a sincere way, you are installing beliefs in their mind which will help them entire life..!
And also be careful of what
you keep saying to yourself.
Repetition of words and thoughts is the best way to install a belief in your subconscious mind..
If you keep saying you are a loser,
don’t be surprised if you become one within a few months or years..
And if you have friends who keep saying such things to you, there is no harm in saying a quick goodbye to them..
May be you value the friendship a lot. But you must value yourself a little more..
So accept all as they are..
Love all unconditionally
And ...Always keep saying to urself..
I am healthy, wealthy, happy, successful & prosperous!
And
if somebody asks you. How are you ?
Say, I am fantastic. The best time of
my life is going on...
It's a long message but please read at least the gist of it and most importantly share.
Friday, 3 November 2017
*Difference between Resume, C.V. and Bio Data*
*Difference between Resume, C.V. and Bio Data*
=***************************=
*RESUME*
Resume
is a French word meaning "summary". A resume is ideally a summary of
one's education, skills and employment when applying for a new job. A
resume does not list out all details of a profile, but only some
specific skills customized to the target job profile. It thus, is
usually 1 or at the max 2 pages long. A resume is usually written in the
third person to give it an objective and formal tone.
=***************************=
*C.V. - CURRICULUM VITAE*
Curriculum
Vitae is a Latin word meaning "course of life". It is more detailed
than a resume, generally 2 to 3 pages, or even longer as per the
requirement. A C.V. lists out every skill, all the jobs and positions
held, degrees, professional affiliations the applicant has acquired, and
in chronological order. A C.V. is used to highlight the general talent
of the candidate rather than specific skills for a specific position.
=***************************=
*BIO-DATA*
Bio
Data is the short form for Biographical Data and is an archaic
terminology for Resume or C.V. In a bio data, the focus is on personal
particulars like date of birth, gender, religion, race, nationality,
residence, marital status, and the like. A chronological listing of
education and experience comes after that.
Thursday, 2 November 2017
Help Your Students Learn More Effectively
Help Your Students Learn More Effectively
TOPICS:Student LearningTop 20 Principles
POSTED BY: NANCY FENTON, MA SEPTEMBER 28, 2015
TwitterGoogle+
Teachers
are exposed to a constant barrage of methodologies that promise to
improve both instructional strategies and student learning through
institute days, team meetings, seminars and the media. While some of
this information is helpful, some of the suggestions have little or no
empirical data to support their effectiveness. The Coalition for
Psychology in Schools and Education (CPSE), a group of psychologists and
psychology teachers within APA, recently announced the publication of
the “Top 20 Principles from Psychology for pre-K to 12 Teaching and
Learning.” The Top 20 document was created by psychologists representing
a wide range of divisions, including those focused on education,
school, developmental, social, cognitive, psychometrics, media,
counseling and clinical psychology. Each of the contributors has some
expertise in the application of psychological science to early
childhood, elementary, secondary, gifted or special education;
social/emotional learning; or school climate.
The
principles are organized into five areas of psychological functioning:
cognition and learning; motivation; social and emotional dimensions;
context and learning; and assessment. Each of the individual principles
listed in the document includes an explanation of the concept, its
relevance for instruction, specific tips for teachers and a
comprehensive list of related references.
Although
the Top 20 principles are designed to apply psychological science
broadly to pre-K to 12 teaching, they can also be utilized specifically
to enhance the curriculum of introduction to psychology courses and help
students develop skills that will help them learn more effectively in
all of their classes. Below is a review of the principles and potential
applications for their use in teaching high school psychology.
Cognition and learning: How do students think and learn?
A
great deal of research from cognitive and educational psychology has
discovered how thinking and learning can be improved in the classroom.
The first eight principles highlight some of the most important findings
on teacher practices that impact student growth.
1. Growth mindset
Students’ beliefs or perceptions about intelligence and ability affect their cognitive functioning and learning.
Research
shows that learners who hold the growth mindset that intelligence is
malleable, and success is related to effort level are more likely to
remain focused on goals and persist despite setbacks. A great way to
start off the year in a psychology class is with a discussion of growth
versus fixed mindsets because it helps students understand how their
beliefs about intelligence can influence their own academic success. For
more information about fixed and growth mindsets and how they impact
student performance, see the TED talk by psychologist Carol Dweck. A TED
talk by Angela Lee Duckworth discusses how student learning can be
examined in the context of motivation and illustrates how the
personality trait of grit, which is correlated with success, can be
developed through teaching of a growth mindset. In addition to the
numerous specific ideas in the Top 20 document for how instructors can
encourage students to develop a growth mindset, there is also an APA
online module on praisethat offers excellent examples of how instructors
can best frame communication with students to foster a growth mindset.
2. Prior knowledge
What students already know affects their learning.
Research
shows that prior knowledge influences both conceptual growth and
conceptual change in students. With conceptual growth, students add to
their existing knowledge, and with conceptual change, students correct
misconceptions or errors in existing knowledge. Facilitating conceptual
growth or change requires first obtaining a baseline level of student
knowledge prior to the start of each unit through formative assessment.
One way to assess prior knowledge involves starting the unit with a
short list of five to ten true/false statements and having a class
discussion about the results. The results of this discussion can guide
the selection of assignments and activities that will be appropriate for
facilitating either conceptual growth or conceptual change. Prior
knowledge can be used to help students incorporate background knowledge
and draw connections between units during the course.
3. Limits of stage theories
Students’ cognitive development and learning are not limited by general stages of development.
Research
indicates that cognitive development and learning are not limited by
general stages of development. It is important for instructors teaching
Piaget’s cognitive stage theory to also reference the limitations of
this approach. Psychology curricula should highlight the significance of
Lev Vygotsky’s theory of zone of proximal development and the critical
role that interactions with those who are more capable can have on
learning and growth. Instructors can use this research to facilitate
learning by designing instruction that utilizes scaffolding,
differentiation and mixed ability grouping. It is also critical that the
most advanced students have the opportunity to work with others who
will challenge them, including other students or the instructor.
4. Facilitating context
Learning is based on context, so generalizing learning to new contexts is not spontaneous, but rather needs to be facilitated.
Student
growth and deeper learning are developed when instructors help students
transfer learning from one context to another. Students will also be
better able to generalize learning to new contexts if instructors invest
time in focusing on deeper learning. One method of developing this
skill is to have students use their understanding of a particular unit
to generate potential solutions for real-world problems. APA Teachers of
Psychology in Secondary Schools (TOPSS) offers an excellent example of
this type of assignment with the problem-focused unit on childhood
obesity (PDF, 260KB).
5. Practice
Acquiring long-term knowledge and skill is largely dependent on practice.
This
principle details empirically based strategies that will help students
more effectively encode learned materials into long-term memory. In
addition to those in the memory unit, examples from this principle can
help inform instruction throughout the course. By issuing formative
assessment frequently through practice problems, activities and sample
tests, instructors can help students increase their knowledge, skills
and confidence. Additionally, instructors conducting practice activities
at spaced intervals (distributed practice) will help students achieve
greater increases in long-term retrieval ability. Practice tests should
include open-ended questions that require both the retrieval of existing
knowledge and the challenge of applying that information to new
situations or contexts, thus also incorporating principle four. See also
the APA teaching module on practice for knowledge acquisition.
6. Feedback
Clear, explanatory and timely feedback to students is important for learning.
This
principle highlights the importance of instructor responses and
indicates the best manner in which to deliver feedback to students in
order to maintain or increase motivation to learn. Providing students
with clear, explanatory and timely feedback is important for learning.
The CPSE publication titled “Using Classroom Data to Give Systematic
Feedback to Students to Improve Learning” provides additional
information about feedback methods including five key strategies.
7. Self-regulation
Students’ self-regulation assists in learning and self-regulatory skills can be taught.
Self-regulation
skills, including attention, organization, self-control, planning and
memory strategies, improve learning and engagement and can be taught
through direct instruction, modeling and classroom organization.
Teachers can model organizational methods and assist students by
highlighting learning targets at the start and conclusion of lessons,
using classroom calendars, highlighting difficult concepts that will
require more practice, breaking large projects into manageable
components, using well designed rubrics and allowing sufficient
processing time through questioning, summarizing and practice.
Psychology students can apply this research to their own study habits
such as learning to practice self-control by limiting the distractions
presented by cell phones and social media. Students can also be
encouraged to design experiments related to the limits of attention and
discuss the practical implications of their results.
8. Creativity
Student creativity can be fostered.
Creativity
is considered a critical skill for the technology driven world of the
21st century and because it is not a stable trait, it can be taught,
nurtured and increased. This principle describes specific methods of
structuring assignments to increase creativity and ideas for how to
model creative problem solving. Creativity in the psychology classroom
can include opportunities for student-designed research projects, video
projects, demonstrations and model building. The TOPSS unit lesson plans
include a variety of ideas for creatively engaging students.
Motivation: What motivates students?
Students
who are motivated and interested in learning are more successful. CPSE
has outlined the most important ways to help increase student motivation
and engagement.
9. Intrinsic motivation
Students
tend to enjoy learning and to do better when they are more
intrinsically rather than extrinsically motivated to achieve.
This
principle is directed at how instructors can increase intrinsic
motivation through classroom practices and activities that support the
fundamental need of students to feel autonomous. It is important to note
that not everything of importance is intrinsically motivating to all
students and that there is a place for extrinsic motivation in
education. During the unit on motivation, when intrinsic and extrinsic
motivations are typically discussed, students can examine their personal
motivations and how they influence their success. Lastly, students can
examine the research related to the overjustification effect, also
discussed in this principle.
For
more information about motivation and the over-justification effect and
how they impact student performance, see the TED talk by psychologist
Dan Pink.
10. Mastery goals
Students
persist in the face of challenging tasks and process information more
deeply when they adopt mastery goals rather than performance goals.
Students
who form mastery goals are focused on attaining new skills or
increasing existing ability, but students who develop performance goals
typically are focused simply on showing adequate ability. When students
set performance goals, they have a tendency to avoid tasks that might
expose weaknesses and end up missing opportunities that would foster the
development of new skills. Those with mastery goals are more likely to
be motivated to learn new skills and achieve higher levels of
competence. Principle 10 provides specific methods for organizing
instruction that can be used to help students choose mastery over
performance goals although under certain circumstances such as
competitions, performance goals may be more appropriate.
11. Teacher expectations
Teachers’
expectations about their students affect students’ opportunities to
learn, their motivation and their learning outcomes.
The
beliefs that teachers have about their students affect students’
opportunities to learn, their motivation and their learning outcomes.
Psychological research has uncovered ways for teachers to communicate
high expectations for all students and avoid creating negative
self-fulfilling prophecies. When discussing self-fulfilling prophecies
and the Rosenthal and Jacobson study during the social psychology unit,
Principle 11 can be used by teachers to show students how they can
prevent negative self-fulfilling prophecies.
12. Goal setting
Setting
goals that are short term (proximal), specific and moderately
challenging enhances motivation more than establishing goals that are
long term (distal), general and overly challenging.
This
principle explains how students can use short-term (proximal), specific
and moderately challenging goals to increase self-efficacy and build
toward larger goals. Students should maintain a record of progress
toward their goals which is monitored by both the student and the
instructor. After students experience success with moderately
challenging proximal goals, they will be more likely to become
intermediate risk takers, which is one of the most significant
attributes present in achievement-oriented individuals. As a result,
they will be capable of achieving larger distal goals. Tips based on
this principle can easily be used to create engaging class assignments
for the motivation unit in the introduction to psychology curriculum
Social
and emotional dimensions: Why are social context, interpersonal
relationships and emotional well-being important to student learning?
These
principles reflect the importance of relationships, culture, community
and well-being on learning. They focus on how instructors can help
students by fostering healthy relationships with them and an interest in
their lives outside the classroom.
13. Social contexts
Learning is situated within multiple social contexts.
Principle
13 emphasizes how the various communities students belong to (e.g.
families, peer groups, schools, neighborhoods) and their culture (e.g.
shared language, beliefs, values and behavioral norms) influence
learning. This principle is related specifically to many concepts from
social psychology (e.g., norms, attribution theory, individualistic
versus collectivist cultures) and provides suggestions for incorporating
culture into every unit to increase student engagement and build
stronger relationships. Introductory psychology classes can incorporate
opportunities for students to engage with the larger community through
service-learning projects, guest speakers and psychology clubs. TOPSS
has developed a teaching module that includes background information and
activities for expanding student understanding regarding culture and
social contexts titled “An Introduction to Cross-Cultural Psychology .”
14. Interpersonal relationships
Interpersonal
relationships and communication are critical to both the
teaching-learning process and the social development of students.
This
principle provides detailed and specific guidelines for improving both
teacher-student and student-peer relationships in the classroom. See
also the APA teaching module on improving students’ relationships with
teachers for essential supports for learning based on this principle.
15. Well-being
Emotional well-being influences educational performance, learning, and development.
Various
components of emotional well-being can be included across many
psychology units, such as self-concept and self-esteem (social
psychology), self-efficacy and locus of control (motivation and
personality) and happiness and coping skills (emotion and stress). TOPSS
has developed a teaching module that includes background information
and activities related topositive psychology (PDF, 164KB) and the
science of improving emotional well-being.
Context and learning: How can the classroom best be managed?
The two principles related to classroom management emphasize how to develop a classroom climate that enhances learning.
16. Classroom conduct
Expectations
for classroom conduct and social interaction are learned and can be
taught using proven principles of behavior and effective classroom
instruction.
Numerous
research-based ideas are presented for both correcting inappropriate
student behaviors and for establishing appropriate replacement behaviors
at both the classroom and school-wide levels. See also the APA teaching
module on classroom management and the APA video modules on classroom
management.
17. Expectations and support
Effective
classroom management is based on (a) setting and communicating high
expectations, (b) consistently nurturing positive relationships, and (c)
providing a high level of student support.
This
principle highlights practical techniques to create a culture of high
academic achievement and positive classroom behavior at both the
classroom and school levels. The Top 20 document references information
about restorative practices and social and emotional learning that
includes a variety of specific and practical strategies for building
teacher-student relationships.
Assessment: How is student progress assessed?
The
three principles devoted to the process of student evaluation discuss
methods for creating and implementing valid and fair assessments that
contribute to student learning.
18. Formative and summative assessment
Formative and summative assessments are both important and useful, but they require different approaches and interpretations.
Formative
assessments are typically used as a part of everyday practice and are
given either prior to or during instruction. Such tools are designed to
collect evidence regarding the progress of student learning in order to
provide effective guidance. Summative assessments, on the other hand,
result in an overall evaluation of student learning or program
effectiveness and are typically utilized at the end of a unit or course
thus having more limited impact on current instruction. Frequent use of
formative assessment accompanied by immediate and specific instruction
helps students achieve learning goals and assume a greater
responsibility of their own learning process. The analysis of data
collected through formative assessment allows the instructor to
differentiate instruction and provide appropriate individualized
support. See also theAPA teaching module on formative assessment.
19. Assessment development
Student
skill, knowledge, and ability are best measured with assessment
processes grounded in psychological science with well-defined standards
for quality and fairness.
Formative
and summative assessments need to be evaluated for both reliability and
validity. The Top 20 document provides instructors with four essential
questions that can be used to evaluate the overall validity of a
particular assessment for measuring student learning and tips for
measuring reliability. Instructors can improve the reliability and
validity of formative and summative assessments by aligning them to
learning targets, utilizing item analysis, discussing the results with
other educators, and monitoring outcomes for discrepancies across groups
or subgroups of students. During the unit on intelligence and
individual differences, it can be helpful to demonstrate to students how
the exams they are taking can be evaluated for content validity by
illustrating how the assessments are aligned with learning targets or
the National Standards for High School Psychology Curricula.
20. Assessment evaluation
Making sense of assessment data depends on clear, appropriate and fair interpretation.
Effective
teaching requires that instructors be able to accurately interpret test
results and clearly communicate the results to students and parents.
Students can use what they learn about testing and statistics to
evaluate the various assessments given in class for reliability and
validity. Discussions of descriptive statistics are more meaningful when
students examine their own assessments.
Conclusion
Certainly
there will be debate about the Top 20 principles, and many
research-based educational practices are not included in the document.
Although this is not an exhaustive list of educational psychological
research, it does provide an important starting point for improving
teaching and learning outcomes. The Top 20 principles were vetted over
many years based on major documents related to the science of teaching
and learning, and the purpose of the project was not to provide a
comprehensive list, but a prioritized one. These principles are helpful
for the instructor but can also be incorporated into the psychology
curriculum as examples of how applied psychology can be used to solve
real-world problems. At the same time, these principles will help
students develop skills to learn more effectively in all of their
classes.
Subscribe to:
Posts (Atom)