Essentials of pedagogical profession. Учебное пособие
.pdf6)What is a typical structure of a lesson built according to apperception theories?
3.Read the definitions given below and find the words in the text. Translate the definitions and the words into Russian.
1)c _____ the material, logical or other environmental conditions of an act or event; the time , place, manner, cause, etc. of an act or event
2)a _____ to fully understand an idea or some information so that you are able to use it yourself
3)a _____ a place to live, work or stay in
4)e _____ to set up business, an organization or institution
5)p _____ the act or process of getting ready for something or making something ready
6)p _____ the act of showing something or of giving something to somebody
7)a _____ an idea or a memory that is suggested by somebody/ something; a mental connection between ideas
8)g _____ a general statement that is based on only a few facts or examples; the act of making such statements
9)i_____ a particular example or case of something
10)a _____ a formal (often written) request for something, such as a job, permission to do something or a place at a college or university
11)r _____ belonging to the same time
12)c _____ the process of learning work for an exam
4.Complete the sentences using the words from the exercise 3.
1)You want the child to form an _____ between good behaviour and rewards.
2)I am pleased to tell you that your _____ for the post of a History teacher has been successful.
3)In normal _____ I would let you use my car, but today I need
it.
4)Moscow State University was _____ by Empress Elizabeth in 1755.
5)The family is staying in temporary _____ until their house is rebuilt.
6)There are many documented _____ of mass hysteria.
7)He’s done a lot of _____ for this meeting.
8)I’ve got to do some history revision tonight.
9)The _____ of prizes began after the speeches.
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10)The committee will need time to _____ this report.
11)He made a speech full of broad _____.
12)He was _____ with the playwright Bernard Show.
5.Complete the following phrases with an appropriate preposition, and then translate them into Russian.
to (3) |
of |
with (2) |
out |
upon |
at |
consist _____
call _____
associate _____
assimilate _____
compare _____
apply _____
carry _____
lead _____
aim _____
6.Work with a partner to answer the questions. Use complete sentences.
1)What contribution did the USSR make in World War II?
2)What parts does the Harry Potter story consist of?
3)What historical events preceded the Great October Revolution?
4)What features of character are required to be a good teacher?
5)What is a sequence of steps to become a specialist in any profession?
6)What activities do you usually do at your English classes?
7.Discussion. Discuss the following questions in small groups. You may need to use different sources to find the information necessary for argumentative discussion.
1)What kinds of apperception do you know?
2)How do you understand the terms “conscious” and “subconscious”?
3)Plan and carry out a lesson according to apperception theories?
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Unit 4.
Conditioning and behaviourist theories
1. Study the following words and phrases:
conditioning |
формирование условных рефлексов |
behaviourist |
специалист по поведению |
«In the act of classical conditioning, the learner comes to respond to stimuli other than the one originally calling for the response. That is, learning to recognize the name of an object or a foreign word constitutes a simple instance of stimulus learning. Such an event is called sign learning, because, in knowing the sign for something, people to some extent make a response to the sign similar to that which they would make to the object itself. Learning new vocabularies, new terms and conventions, or algebraic and chemical symbols all involve some degree of classical conditioning. It is thought probable that one trains the emotions in the same way, for people may learn to feel pleasure not only when they meet the original situation causing the pleasure but also when they see some wider context associated with it. That idea is important in school teaching and helps in a general way to explain children’s positive and negative feelings toward school.
Operant, or instrumental, conditioning is so called because, in making their responses, learners provide the instrument by which a problem is solved. Such learning is more important to schoolwork, for teachers are concerned ultimately with drawing forth new responses from their students. Learning is active, and, after the early acquisition of vocabulary, terminology, and rules (by stimulus learning), the learner must use this material in problem-solving responses. By reinforcement (e.g., a reward), both sorts of learning can be combined.»
(Abridged from and provided by https://www.britannica.com/)
2.Read the questions and give detailed answers:
1)Can you give an example of stimulus learning?
2)Why is stimulus learning called sign learning?
3)What types of learning involve classical conditioning?
4)When can people learn to feel pleasure?
5)Why is this idea important in school teaching?
6)Why operant conditioning is called so?
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7)Why is instrumental learning important to schoolwork?
8)What material does the learner use in problem-solving responses?
3.Match the words on the left with their definitions on the right.
1) sign |
a) the amount or level of something |
2) degree |
b) the way in which something is done that most people |
|
in a society expect and consider to be polite or the |
|
right way to do it |
3) respond (v) |
c) to make somebody take part in something |
4) recognize (v) |
d) a particular example or case of something |
5) convention |
e) an event, an action, a fact, etc. that shows that |
|
something exists, is happening or may happen in the |
|
future |
6) original |
f) to give a spoken or written answer to somebody/ |
|
something |
7) acquisition |
g) the act of making something stronger, especially a |
|
feeling or an idea |
8) reinforce- |
h) the act of getting something, especially knowledge, |
ment |
a skill, etc. |
9) instance |
i) new and interesting in a way that is different from |
|
anything that has existed before; able to produce new |
|
and interesting ideas |
10) involve (v) |
j) to know what something is when you see or hear it, |
|
because you have seen or heard it before |
4. Match the words in column A with their synonyms in column B. Translate them into Russian. Choose five of the words and make your own sentences with them.
A |
B |
respond |
plain, easy |
instance |
significant |
foreign |
reply |
simple |
authority |
similar |
example |
important |
universal |
pleasure |
alien |
ultimately |
indulgence |
general |
resembling |
rule |
extremely |
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5.Work with a partner to answer the questions. Use complete sentences.
1)How many responses can be given to a question “Are you sleeping?”
2)What colour is the symbol of purity in many Western cultures?
3)How long do you need to train to become a good teacher?
4)What do you usually do for pleasure?
5)What can be done to solve the problem of child obesity?
6)What types of schools do you know?
6.Discussion. Discuss the following questions in small groups. You may need to use different sources to find the information necessary for argumentative discussion.
1)Why do you think children can have negative feelings toward school?
2)What problems do children face in their life?
3)What prohibition signs do you know?
Unit 5.
Cognitive theories
«Cognitive theories are concerned with knowing and thinking. They assume that perceiving and doing, shown in manipulation and play, precede the capacity to symbolize, which in turn prepares for comprehensive understanding. Piaget offered the first penetrating account of that kind of intellectual growth. His views have exercised great influence on education.
Cognitive theories of learning also assume that the complete act of thought follows a fairly common sequence, as follows: arousal of intellectual interest; preliminary exploration of the problem; formulation of ideas, explanations, or hypotheses; selection of appropriate ideas; and verification of their suitability.
Teaching based on cognitive theories of learning recognizes, first, the growth in quality of intellectual activity and capitalizes on that knowledge by organizing instruction to anticipate the next stage in development but not await it; otherwise there would be no instruction. That is, instruction should pace development but not outstrip it. Second, it seeks to tune the learning situation to the sequences of the complete act of thought and to arrange, simplify, and organize the subject matter accordingly.
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Maturation and readiness theories
Readiness theories of learning lean heavily on the concept of maturation in stages of biological and mental development. It is assumed that a child passes through all stages of development in reaching maturity. The teacher finds out what a child is ready for and then devises appropriate materials and methods. Much of the work on reading skills, for instance, makes use of the readiness concept. The Italian educator Maria Montessori (1870–1952) claimed that “periods of sensitivity,” corresponding to certain ages, exist when a child’s interest and mental capacity are best suited to acquiring knowledge of such things as textures and colours, tidiness, and language.
Insofar as Piaget offered a learning theory, it was based on the idea of readiness. But his approach to development does not overemphasize maturation and readiness, for he pointed out that, after the first few months of life, maturation is marginal in its effects, whereas experience is essential. Development through different intellectual phases, he believed, is necessarily coincident with relevant active experience; readiness is actively promoted, not passively entered, and the teacher must endeavour to be a step ahead of any particular level of readiness.»
(Abridged from the original text provided by https://www.britannica. com/)
1.Answer the following questions:
1)What processes are cognitive theories connected with?
2)What prepares students for comprehensive understanding?
3)What sequence does the act of thought usually follow?
4)What are the two characteristic features of teaching based on cognitive theories?
5)What concept is the basis of readiness theories of learning?
6)What do maturation theories assume?
7)What are “the periods of sensitivity”?
8)What was Piaget`s approach to development?
9)What is the development through different intellectual phases according to Piaget?
2.Match the words on the left with their definitions on the right.
1) perceive |
a) to be faster, better or more successful than some- |
|
body you are competing against |
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2) penetrate |
b) to look at something attentively, examine; to plan |
|
or invent |
3) exercise |
c) to know what something is when you see or hear it, |
|
because you have seen or heard it before |
4) recognize |
d) to understand or discover something that is diffi- |
|
cult to understand or is hidden |
5) capitalize on |
e) to prepare or change something so that it is suit- |
|
able for a particular situation |
6) anticipate |
f) to do sports or other physical activities in order |
|
to stay healthy or become stronger |
7) pace |
g) to expect something |
8) outstrip |
h) to gain a further advantage for yourself from a |
|
situation |
9) tune |
i) to understand or think of somebody/something in a |
|
particular way |
10) devise |
j) to set the speed at which something happens or de- |
|
velops |
3.Give the English equivalents to the following words and phrases:
1)познавательный, осознанный
2)стимуляция, активация
3)осуществление контроля, проверка
4)соответствие, пригодность
5)исследование, опрос
6)исследование, освоение
7)отбор, выбор
8)порядок следования
9)созревание
10)подготовленность, готовность
11)относящийся к делу, значимый
12)стараться, прилагать усилия
13)несущественный, маловажный
14)совпадающий
4.Work with a partner to answer the questions. Use complete sentences.
1)What are your views on the online learning?
2)What is the most famous theory in history of mankind?
3)What soft skills do you need to become a teacher?
4)Can you remember any films which have the word “method” in their titles? What are they about?
5)What are the signs of maturation?
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5. Discussion. Discuss the following questions in small groups. You may need to use different sources to find the information necessary for argumentative discussion.
1)What are the stages of development in reaching maturity?
2)Why do you think people need knowledge?
3)What is more important – intellect or experience?
Unit 6.
Structural theories
1. Study the following words and phrases:
exposition |
толкование, объяснение |
properties |
характеристики, свойства |
wholeness |
целостность, полнота |
homeostasis |
поддержание баланса в организме или системе |
«The second half of the 20th century saw a revival of the concept of the structured wholeness of experience, which Gestalt psychologists had first introduced early in the century. The whole of experience, in that view, is more than the sum of its parts. In educational terms, a new experience – such as a new historical text, an exposition in science, or a problem rider in geometry – begins by seeming relatively formless and unstructured. Learners, who do not yet know their way about the material, begin by seizing upon what appears to them to be important features or figures. They then reformulate the experience in those new terms. The insight gradually becomes more and more structured until finally they reach an understanding or a solution to the problem.
Piaget improved upon Gestalt notions by suggesting a thought structure of a more adaptable nature – one that becomes more differentiated and intuitive with experience. He listed three psychological properties of a structure: wholeness, relationship between parts, and the principle of homeostasis, whereby a mental structure adjusts itself to new experience by assimilation and accommodation.
A belief in the structural nature of experience would conceive of the teacher as an encourager, example provider, co-analyzer, and co-builder of mental structures that originate in the learner in a relatively undifferentiated state. Learners are assumed to be active in forming structures and to be making the best they can of the
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situation they are experiencing. The teacher’s task is to help and moderate this process of the learners’ active construction. That notion works easily and well with able children but entails careful selection with less able students.
Others have also stressed the structural nature of advanced cognitive learning. Each area of human knowledge, in that view, is said to have its own unique structure composed of its concepts and their relationships and its own basic modes of progress.»
(Abridged from the original text provided by https://www.britannica.com/)
2.Read the following questions and give full answers:
1)When did the concept of the structured wholeness of experience first appear and then revive?
2)How does the revived structural theory differ from the first one?
3)What did learners do with their experience within structural theories?
4)How did Piaget improve upon Gestalt notions?
5)What psychological properties of a structure did Piaget list?
6)What roles did the teacher have under the structural nature of experience?
7)What role do the learners play in learning process?
8)What`s the teacher`s task?
9)What types of students are structural theories effective for?
10)What does each area of human knowledge have due to structural theories?
3.Match the words on the left with their definitions on the right.
1) revival |
a) a way of dealing with a difficult situation |
|
or a problem |
2) experience |
b) a personal opinion about something; an atti- |
|
tude towards something |
3) view |
c) a piece of work that somebody has to do, |
|
especially a hard or unpleasant one |
4) solution |
d) an idea for something new |
5) notion |
e) actual observation of or practical acquain- |
|
tance with facts or events, considered as a |
|
source of knowledge |
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6) task |
f) the information, understanding and skills |
|
that you gain through education or experience |
7) construction |
g) the process of improving or developing, or of |
|
getting nearer to achieving or completing some- |
|
thing |
8) knowledge |
h) an idea, a belief or an understanding |
|
of something |
9) concept |
i) the process of something becoming or being |
|
made popular or fashionable again |
10) progress |
j) the process or method of building or making |
|
something, especially roads, buildings, bridges, |
|
etc. |
4.Work with a partner to answer the questions. Use complete sentences.
1)What do you do to improve your English?
2)What are your relationships with your parents like?
3)What is the task of learning?
4)What is a typical structure of a lesson?
5)What cognitive disorders do you know?
6)Do you know anybody who has strong religious beliefs?
5.Discussion. Discuss the following questions in small groups. You may need to use different sources to find the information necessary for argumentative discussion.
1)What is an ideal teacher? What is an ideal pupil?
2)What can make an ideal lesson? What do you need to carry out an ideal lesson?
3)What are the advantages and disadvantages of online learning?
4)What can make learning a pleasure?
5)What will education be in the future?
6)Why is pelican the symbol of teaching in Russia?
EXERCISES FOR SELF-CHECK AND ADDITIONAL STUDY
1.Answer the following questions.
1)How many teaching theories can you remember?
2)What is trained according to the earliest mental-discipline theories?
3)What was the ideal product of education in Greco-Roman antiquity?
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