John carroll’s model of school learning
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John Carroll proposed a model of school learning where the amount learned is a function of time spent learning, including the time needed, time allocated, perseverance, and engagement; academic aptitude and quality of instruction also impact the time needed to learn; and academic learning time measures the quality and quantity of time students spend successfully learning important content.
John carroll’s model of school learning
- 1. John Carroll’s Model of School Learning in 1963, John Carroll proposed a model to account for school learning. His major premise was that school learning is a function of time. To be more specific, Carroll proposed that school time spent learning = f time needed
- 2. Allocated Perseverance-the TIME ON TASK time Opportunity- extent to which Engagement (amount Amount of time student take rate(percenta of time f available for advantage of the ge of allocated available learning opportunity to learn time students for were paying learning) attention Time = spent School learning f Time needed f Quality of Aptitude instruction the ability methods and to learn techniques Ability to understand academic instruction the preparedness of material the student for understanding (IQ) the specific material to be learned (prerequisite knowledge)
- 3. Learning (output) = f(context, input and classroom processes Academic learning time is a measured of the QUALITY as well as QUANTITY of time. It is the amount of time students are successfully covering content thah will be tested A high level of Academic Learning Time means that 2)Student are covering important (tested/evaluated) content 2) Students are “on task” most of the class period and 3) Students are successful on most the assingments they complete
- 4. Time Needed If “time to learn” is If “time to learn” is held allowed to VARY CONSTANT (all students (students receive as receive the same much time as they need amount of time-to-learn to learn important regardless of aptitude), content), then then academic, aptitude prerequisite knowledge is the most important and quality of variable related to time instruction become needed. more important.
- 5. Time Needed If “time to learn” is If “time to learn” is held allowed to VARY CONSTANT (all students (students receive as receive the same much time as they need amount of time-to-learn to learn important regardless of aptitude), content), then then academic aptitude prerequisite knowledge is the most important and quality of variable related to time instruction become needed. more important. Pelajar berprestasi tinggi kerana Pelajar berprestasi tinggi pelajar itu bagus kerana guru itu bagus
- 6. Self Concept How one views or feels about the self. This concept is learned as you experienced the world through your senses and perception
- 7. Formation of the Self-Concept •Built from information from others • Built from information from ourselves • Once a self-concept is formed, it is difficult to change • How you view yourself and the way others view you can different
- 8. Self-Concept ang Self-Esteem Self-concept is a cognitive appraisal of our social, physical, and academic competence (a measure of such things are our skill in various subject areas, our assessment of our appearance, and the skill we have in peer relationship). Academic skills physical Social skills cognitive Self-Esteem is the affective or emotional reaction to one’s self-concept (reflects a person’s overall confidence and satisfaction with oneself)
- 9. Positive and Negative Self-concept Positive self-concept Negative self-concept You are motivated to do something You lack motivation because, when you because you have often been successful have tried new things before, you often did not do very well You are confident in social situations You lack confidence, especially when because you usually get on well with meeting new people, new people make people you feel anxious as you fear you will have nothing to say You are generally happy with life You are unhappy a lot of the time You have enough self-confidence to cope You often find life difficult and do not with new challenges and to view them enjoy new challenges, as you are afraid of positively failure
- 11. Self-Efficacy • High self-efficacy -believe can deal effectively with life events -confident in abilities -expect to overcome obstacles effectively • Low self-efficacy -feel unable to exercise control over life -low confidence, believe all efforts are futile
- 12. Recap
- 13. Definitions • SELF-CONCEPT -the sum total of the ways in which we think about ourselves • SELF ESTEEM -how highly we think about our abilities and ourself • SELF IMAGE -How we view ourself based on others reaction to us
- 14. Influences to Self-Concept Life experiences age Sexual orientation relationships Self-concept appearance education gender culture Emotional maturity
- 15. Improving Children’s Self-Esteem Encourage and facilitate -competence in area students find important -improvement of academic skills through the use of professional tutors, parent volunteers, and peer tutors -emotional support and social approval by parents, friends, and peers -social skills that positive peer relationship -coping skills to face the day to day problem as they appear
- 16. Meneroka motivasi Motivasi melibatkan proses yang mengekalkan tenaga untuk tingkahlaku berterusan menumpu ke satu hajat tertentu -4 perspektif-
- 17. 1. Perspektif tingkahlaku menekankan ganjaran dan dendaan luaran sebagai kunci menentukan motivasi pelajar
- 18. 2.Perspektif kognitif fokus kepada motivasi dalaman, untuk berjaya pelajar percaya yang mereka boleh mengawal persekitaran mereka.
- 19. 3. Perspektif sosial need for affiliation membina dan mengekalkan perhubungan yang rapat, mesra.
- 20. Perspektif Humanistik Menekankan kemempuan pelajar untuk berkembang dan kebebasan pelajar memilih halatujunya sendiri
- 21. Motivasi dan pembelajaran Motivasi untuk berjaya Motivasi ekstrinsik dan Jangkaan guru interistik Lain-lain Kerisauan dan proses kognitif pencapaian
- 22. Motivasi untuk berjaya Pelajar dengan Pelajar dengan motivasi intrinsik motivasi ekstrinsik •Pamerkan self- • melakukan sesuatu untuk determination dengan mendapatkan sesuatu melakukan sesuatu itu yang lain kerana ianya. • terpengaruh dengan •Motivation meningkat ganjaran dan dendaan bila diberi peluang buat pilihan
- 23. Motivasi untuk berjaya Student’s perceived level of their own skill Student’s Low High perceived Low APATHY BOREDOM level of High ANXIETY FLOW challenge Flow terjadi: •Bila mempunyai masteri dan terpaut kepada aktiviti •Bila pelajar dicabar dan merasakan mereka mempunyai kemahiran yang mencukupi
- 24. Motivasi untuk berjaya Efikasi kendiri Ajar strategi yang spesifik Pastikan pelajar jangan terlalu risau (penting pelajar ada kerisauan yang mencukupi) Bantu pelajar rancang matlamat jangka pendek dan jangka panjang Sediakan sokongan orang dewasa yang positif dan model rakan sebaya
- 25. Motivation to Achieve Attribution Theory Attribution theory: In their effort to make sense of their own behavior of performance, individuals are motivated to discover its underlying causes 1)Locus: students who perceive their success as being due to internel factors (i.e., effort) are more likely to have higher self-esteem 2)stability: If a student attributes positive outcome to a stable cause, there is an expectation of future success 3) Controllability: Failure due to external factors causes anger. Failure due to internal factors may cause guilt
- 26. Motivation to Achieve Attribution Theory (Locus-stability- controlbility) Give For Combination of causal Reason Student Attributions Failure Internal stable uncontrollable Low aptitude Internal stable controllable Never study Internal unstable Slick the day of the rest uncontrollable Internal unstable controllable Did not study for this particular test External stable uncontrollable School has tough requirements External stable controllable The instructor is biased External unstable Bad luck uncontrollable External unstable controllable Friends failed to help
- 27. Motivation to Achieve Mastery Motivation Mastery orientation -Student focus is on the task rather than their ability - Generate solution-oriented strategies.(criteria ref based) Helpless orientation - Students focus on their personal inadequacies Performance - Being concerned with the outcome orientation rather than the process. (norm ref based)
- 28. Motivation, Teaching And Learning Motivation, Relationship, and Sociocultural contexs Social motives Sociocultural Social contexts relationships
- 29. Motivation, relationships, and socioculture contexts social relationships Motivation Parents to Achieve Should provide the right amount of challenge in a Teachers positive environment Optimize achievement and model achievement when they provide behavior challenging tasks in a supportive environment Peers With high achievement standarts will support student achievement in others
- 30. Motivation, Relationships, and Sociocultural Contexts Sociocultural Contexts TEACHERS WHO CARE TEACHERS WHO DO NOT CARE Teaching behaviors Makes an effort to make Teachers in a boring way, class interesting, teachers gets off task, teacheers in a special way while students aren’t paying attention Communication style Talks to me, pays attention, Ignores asks questions, listens interrupts,screams,yells Is honest and fair, keeps Embarrassers, insults promises, trusts me, tells the truth Concern about individuals Asks what’s wrong, talks to Forget name, does nothing me about my problems, when I do something acts as a friend, asks when wrong, doesn’t explain I need help, takes time to things or answer questions, make sure I understand, doesn’t to help me calls on me
- 31. Motivation, Relationships, and Sociocultural Contexts Sociocultural Contexts ethnicity there is DIVERSITY in achievement motivation within ethnic minority groups socioeconomic status when ethnicity and socioeconomics status (SES) are investigated in the same study, SES is often the better predictor of achievement
- 32. Motivation, relationships, and Sociocultural Contexts sociocultural Contexts Males Females •Have higher competence •Have higher competence beliefs in math and sports beliefs in english, reading, and socio activities •Are more rambunctious •Often experience conflicts between gender roles and achievement •Receive more teacher attention •Are more complaint, get less teacher attention, by middle school have lower self-esteem •List more career options
- 33. Motivation, Teaching and Learning Hard-to-reach and Low-Achieving Students Discouraged Uninterested or students Aliented Students
- 34. Hard-to-Reach, Low-Achieving Students Discourage Students Failure Syndrome •Increase Low self-efficacy Protection of Achievers retraining Self-Worth by with Low and Avoiding Expectations altribution Failure •Provide training •Includes non- constant performance, reassurance procrastination as long as and student inappropriate demonstrates goal setting effort
- 35. Hard-to-Reach, Low-Achieving Students uninterested or Alienated Students 3. Develop positive teacher- student relationships. 4. Make school more interesting 5. Teach strategies to make learning enjoyable 6. Consider including a mentor
- 36. Families of Learning/Cognitive Style