Hope these will help clarify Bruner's theory of cognitive development

http://www.infed.org/thinkers/bruner.htm
http://findarticles.com/p/articles/mi_g2699/is_0000/ai_2699000048/
http://en.wikipedia.org/wiki/Jerome_Bruner
http://www.lifecircles-inc.com/Learningtheories/constructivism/bruner.html
http://www.simplypsychology.pwp.blueyonder.co.uk/bruner.html
http://www.informallearning.com/archive/1999-0304-a.htm

This has a lot of material which can be intimidating but a wonderful example

http://nicefun.net/bruneras-model-of-learning-vt2693.html

workshop

CASE STUDY

According to PV Young:

“A case study is a research study to explore, analyse and interpret the
description of a social unit, be it a man, an institution, a body, or even
the entire community.”

• A case study is thus
  a small, intensive, inclusive study
  an in-depth study
  includes emotional aspects
  element of subjectivity might enter therefore avoid biases
  collection of all available information
  includes past history and current status
  based on facts
  confidential
  reliable and valid data
  systematic and scientific interpretation
  with detailed interpretation of data
  includes diagnosis and recommendations
  provision of feedback
  
  METHODS OF COLLECTING DATA
  Observation
  Interview
  Recorded data (e.g. cumulative record)
  Standardized tests
  Non-standardized tests
  etc
  
  STUDY SHOULD INCLUDE
  Objective of study
  General information (age, sex, etc)
  Family history
  Personality information
  Educational history
  Vocational history
  Social history
  etc
  
  OUTLINE OF REPORT
  Contents
  Introduction (theoretical framework of case study;theoretical framework of special need, etc)
  Details of problem (details of special need; identification of problem; diagnosis of problem [formulation of hypothesis], etc)
  Data Collection (tools; methods employed, etc)
  Data analysis and interpretation (scoring; interpretation, etc)
  Conclusions and Suggestions
  Planned follow-up
  Bibliography
  
  
  
  
  

FORMAT FOR CERTIFICATE FOR COMMUNITY SERVICE

The format of the certificate for community service is to be prepared on the letter head of the organization. The format should be on the following lines:

TO WHOMSOEVER IT MAY CONCERN

This is to certify that __________________daughter/son of _________________ has completed 30 hours of community service spread over _______ days during the period from _____ to _____________ at our organization _________________ her/his work at the organization was_______________ she/ he received no remuneration and conducted herself / himself satisfactorily during this period

VARIABLES IN THE TEACHING-LEARNING PROCESS

You can access material and appropriate links for this topic on my Wikieducator page (http://www.wikieducator.org/User:Nimrat)

SKILL OF REINFORCEMENT

I am afraid this is in bits and pieces - you can take a print out if you wish to.

SKILL OF REINFORCEMENT

Learning is a relatively permanent change in behaviour in a given situation brought about by repeated experiences in that situation
How does the teacher ensure the change is brought about?
Threats?
Promises?
Rewards?
Praise?
Punishment?
Embarrassment in front of peers?
Marks?

THE AIM OF THE TEACHER

To ensure that the desired behaviour occurs and keeps occurring
HOW?
Through REINFORCEMENT of the desired behaviour

Reinforcement: Any stimulus that increases the probability that a response will occur

POSITIVE REINFORCEMENT
A stimulus that increases the probability of a response when it is added to a situation
e.g. you get an approving smile if you are on time for assembly
e.g. a chance to work out a problem on the board

NEGATIVE REINFORCEMENT
A stimulus that increases the probability of a response when it is removed from a situation
e.g. you do not pay a fine if you are on time for assembly
e.g. no stay back in break if all problems solved

PUNISHMENT

• A pleasant stimulus is removed; e.g. the comic book is removed from between the covers of the Mathematics textbook
• A noxious or unpleasant stimulus is added; e.g. sent out of the class while the Principal is on rounds

Click on the image at the top of this post to see a comparison of reinforcement and punishment.

PUNISHMENT
Not recommended; results in simply drawing attention to undesirable behaviour and affects emotional well being; studies show that merely suppresses undesirable behaviour

REINFORCEMENT
Encourages desirable behaviour and leads to unlearning of undesirable behaviour; increases students’ involvement in work; has a motivating effect; improves discipline

MAJOR COMPONENTS OF REINFORCEMENT

• Positive verbal reinforcement (PVR)
• Positive non-verbal reinforcement (PVNR)
• Extra-verbal cues (EVC)
• Repeating and rephrasing (R&R)
• Writing pupils answers on the blackboard (WPABB)

DESIRABLE TEACHER BEHAVIOUR
I.Use of positive verbal reinforcers
•Use of praise words (good, well done)
•Use of statements of praise (that is very perceptive of you)
•Accepting pupil’s feelings (yes, you are right; please elaborate; summarizing of responses)
II. Use of positive non-verbal reinforcers
•Use of non-verbal actions (smile, nod, move closer)
III. Use of extra-verbal cues
•Encouraging sounds (Uh-huh, Hmmm, Ah-ha, etc)
IV. Repeating and rephrasing pupils’ responses
V. Writing pupils’ responses on the blackboard

PRECAUTIONS

• Avoid too little or over-frequent use
• Reinforcing/encouraging only responding students
• Use a variety of reinforcers
• Rarely use marks, stars, etc as reinforcement
• Both individual and class reinforcement
• Immediate reinforcement
• Personalized reinforcement
• Meaningful reinforcement
• Avoid negative verbal and non-verbal behaviours (that is not good, humph, sarcastic tone, raised eyebrows, etc)
• Avoid inappropriate use (using when not needed, not using when needed)