Psychological phenomenon of facilitation as a specific type of teacher's activity
The ways of facilitative education at the universities, the place of facilitation in the structure of blocks of cognitive activity of students. Development of reinforcement strategies with the aim of improving the behavior or activities of students.
| Рубрика | Психология |
| Вид | статья |
| Язык | английский |
| Дата добавления | 31.10.2023 |
| Размер файла | 74,4 K |
Отправить свою хорошую работу в базу знаний просто. Используйте форму, расположенную ниже
Студенты, аспиранты, молодые ученые, использующие базу знаний в своей учебе и работе, будут вам очень благодарны.
Fig. 1 The place of facilitation in the structure of Blocks of Cognitive Activity of students
Conclusions
Based on the given regularity, we can unmistakably outline the role of facilitation in these interacting blocks of cognitive activity of students. Facilitation involves changing the teacher's position in the learning process. Updating his/her pedagogical activity in all its directions (blocks), the teacher skillfully facilitates - manages, directs, helps students in their educational activities. As a result of pedagogical activity, a certain new formation appears. So, it is a process of facilitative interaction, where the main figure is the student himself/herself as the subject of his/her own cognitive activity. Meanwhile, the teacher only uses all the possibilities of the educational environment, directing the activity of the student in order to further developing of his/ her personality.
Thus, facilitation is a specific type of a teacher's activity. Even in ancient Greece, scientists (Phani, Arulmozi, Shiva & Mishra, 2020) said, that a longer way of learning was through instructions, a shorter way was through example. It is this “short path” in knowledge that teachers-facilitators are called to show. In facilitative interaction the subject of the activity can be an individual (a group, a collective), who is clearly aware of his/her own motives, goals and methods of performing future cognitive activity and, in such a way, a student is ready to implement it under any conditions.
Improving students' behavior (for example, their self-control), it is an important goal in many universities, facilitative programs at this moment, while this group of components is not sufficiently represented in the various classifications having been mentioned above. In addition, many activities use both preventive and reactive strategies. Therefore, there are the following classification (or “types”) of classroom facilitative interventions, based on their main paradigm:
1) Teachers' behavior-focused interventions. The main focus of the intervention is to improve the management of teachers (for example, the maintenance of order, the introduction of rules and procedures, disciplinary measures), and thus on changing the teachers' behavior.
2) Teacher-Student relationship-focused interventions. The main focus of the intervention is to improve the interaction between teachers and students (teacher-student interaction), and consequently, to develop caring and supportive relationships. Only preventive interventions are included into this category.
3) Students' behavior-focused interventions. The main focus of the intervention is to improve the students' behavior, for example, through group unforeseen events or improving the self-control of all students. Both preventive and reactive interventions are included into this category.
4) Students' social-emotional development-focused interventions. The main focus of the intervention is to improve the social and emotional development of students, such as strengthening the feelings of empathy for other children. Both preventive and reactive interventions are included into this category.
It is also clear that the appropriation of facilitative learning activities has a great impact on learning and achievement. The selection, creation or adaptation of such activities is largely informed not only by the profile of the learner himself/herself, but also by the way in which teachers perceive themselves and their own role in the society. These self-images in turn influence teachers' teaching strategies and behavior in the whole class. In this sense, successful teaching depends on the teacher's:
• the optimal involvement into the learning material;
• personal interest in the learner;
• the development of certain personal traits, such as relaxation, openness, originality and spontaneity.
Literature
1. Гончарук Н., Онуфрієва Л. Психологічний аналіз рівнів побудови комунікативних дій. Психолінгвістика. Психолингвистика. Psycholinguistics. Переяслав, 2018. Вип. 24(1). С. 97-117. URL: https:// doi.org/10.31470/2309-1797-2018-24-1-97-117.
2. Alahmadi A., Foltz A. Effects of Language Skills and Strategy Use on Vocabulary Learning Through Lexical Translation and Inferencing. Journal of Psycholinguist Research. 2020. Vol. 49, No 6. P. 975-991. URL: https://doi.org/10.1007/s10936-020-09720-9.
3. Alahmadi A., Shank C., Foltz A. Vocabulary learning strategies and vocabulary size: Insights from educational level and learner styles. Vocabulary Learning and Instruction. 2018. Vol. 7, No 1. P. 1-21. URL: https:// doi.org/10.7820/vli.v07.1.alahmadi.
4. Alyami M., Mohsen M.A. The use of a reading lexicon to aid contextual vocabulary acquisition by EFL Arab learners. Journal of Psycholinguists Research. 2019. Vol. 48, No 5. P. 1005-1023. URL: https://doi. org/10.1007/s10936-019-09644-z.
5. Arrington C.N., Kulesz P.A., Francis D.J., Fletcher J.M., Barnes M.A. The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading. 2014. Vol. 18, No 5. P. 325-346. URL: https://doi.org/10.1080/10888438.2014. 902461.
6. Astle D., Scerif G. Interactions between attention and visual short-term memory (VSTM): What can be learnt from individual and developmental differences? Neuropsychologia. 2011. Vol. 49. P. 1435-1445. URL: https://doi.org/10.1016/j.neuropsychologia.2010.12.001.
7. Conners F.A. Attentional control and the simple view of reading. Reading and Writing. 2009. Vol. 22. P. 591-613. URL: https://doi.org/10.1007/ s11145-008-9126-x.
8. Dale R. Duran N.D. The cognitive dynamics of negated sentence verification. Cognitive Science. 2011. Vol. 35, No 5. P. 983-996.
9. de la Garza B., Harris R.J. Acquiring foreign language vocabulary through meaningful linguistic context: Where is the limit to vocabulary learning? Journal of Psycholinguistic Research. 2017. Vol. 46, No 2. P. 395-413. URL: https://doi.org/10.1007/s10936-0169444-0.
10. Drigas A., Karyotaki M. Attentional control and other executive functions. International Journal of Emerging Technologies in Learning (iJET). 2017. Vol. 12, No 3. P. 219-233. URL: https://doi.org/10.3991/ijet. v12i03.6587.
11. Ehri L.C., Nunes S.R., Willows D.M., Schuster B.V., Yaghoub-Zadeh Z., Shanahan T. Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly. 2001. Vol. 36. P. 250-287. URL: https://doi. org/10.1598/RRQ.36.3.2.
12. Engle R. W. Working memory capacity as executive function. Current Directions in Psychological Science. 2002. Vol. 11. P. 19-23. URL: https:// doi.org/10.1111/1467-8721.00160.
13. Fale I., Costa A., Luegi P. Reading aloud: Eye movements and prosody. Speech Prosody. 2016. P. 169. URL: https://doi.org/10.21437/SpeechProsody.2016-169.
14. Gathercole S.E., Pickering S.J., Ambridge B., Wearing H. The structure of working memory from 4 to 15 years of age. Developmental Psychology. 2004. Vol. 40, No 2. P. 177-190. URL: https://doi.org/10.1037/00121649.40.2.177.
15. Greco M., Canal P., Bambini V., Moro A. Modulating “Surprise” with Syntax: A Study on Negative Sentences and Eye-Movement Recording. Journal of Psycholinguist Research. 2020. Vol. 49, No 3. P. 415-434. URL: https://doi.org/10.1007/s10936-020-09691-x.
16. Hecht S.A., Torgesen J.K., Wagner R.K., Rashotte C.A. The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: A longitudinal study from second to fifth grades. Journal of Experimental Child Psychology. 2001. Vol. 79, No 2. P. 192-227. URL: https://doi.org/10.1006/ jecp.2000.2586.
17. Heidari K. Willingness to communicate: A predictor of pushing vocabulary knowledge from receptive to productive. Journal of Psycholinguists Research. 2019. Vol. 48, No 4. P. 903-920. URL: https://doi. org/10.1007/s10936-019-09639-w.
18. Ivashkevych Er., Komarnitska L. Psychological aspects of comics as the paraliterary genres. Збірник наукових праць «Проблеми сучасної психології». 2020. Вип. 49. С. 106-130. URL: https://doi. org/10.32626/2227-6246.2020-49.106-130.
19. Learning Preferences and Strengths. 2023. URL: https://opentextbc.ca/ studentsuccess/chapter/learning-preferences-and-strengths/
20. Mykhalchuk N., Bihunova S. The verbalization of the concept of “fear” in English and Ukrainian phraseological units. Cognitive Studies | Etudes cognitives. Warsaw (Poland). 2019. Vol. 19. P. 11. URL: https://doi. org/10.11649/cs.2043.
21. Pimperton H., Nation K. Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders. Journal of Memory and Language. 2010. Vol. 62, No 4. P. 380-391. URL: https://doi.org/10.1016/j.jml.2010.02.005.
22. Phani Krishna P., Arulmozi S., Shiva Ram M., Mishra R. Kumar. Sensory Perception in Blind Bilinguals and Monolinguals. Journal of Psycholinguist Research. 2020. Vol. 49, No 4. P. 631-639. URL: https://doi. org/10.1007/s10936-020-09689-5.
23. Rezaei A., Mousanezhad Jeddi E. The Contributions of Attentional Control Components, Phonological Awareness, and Working Memory to Reading Ability. Journal of Psycholinguist Research. 2020. Vol. 49, No 1. P. 31-40. URL: https://doi.org/10.1007/s10936-019-09669-4.
24. Shiva Ram M., Bhardwaj R., Phani Krishna P. Psychological pleasure in reading and visual cognition under colour luminance: A psycholinguistic approach. Psychology Cognitive Science Open Journal. 2017. Vol. 3, No 4. P. 110-115. URL: https://doi.org/10.17140/PCSOJ-3132.
References
1. Alahmadi, A., & Foltz, A. (2020). Effects of Language Skills and Strategy Use on Vocabulary Learning Through Lexical Translation and Inferencing. Journal of Psycholinguist Research, 49(6), 975-991. Retrieved from https://doi.org/10.1007/s10936-020-09720-9.
2. Alahmadi, A., Shank, C., & Foltz, A. (2018). Vocabulary learning strategies and vocabulary size: Insights from educational level and learner styles.
3. Vocabulary Learning and Instruction, 7(1), 1-21. Retrieved from https://doi.Org/10.7820/vli.v07.1.alahmadi.
4. Alyami, M., & Mohsen, M.A. (2019). The use of a reading lexicon to aid contextual vocabulary acquisition by EFL Arab learners. Journal of Psycholinguistic Research, 48(5), 1005-1023. Retrieved from https://doi. org/10.1007/s10936-019-09644-z.
5. Arrington, C.N., Kulesz, P.A., Francis, D.J., Fletcher, J.M., & Barnes, M.A. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18(5), 325-346. Retrieved from https://doi.org/10.1080/10 888438.2014.902461.
6. Astle, D., & Scerif, G. (2011). Interactions between attention and visual short-term memory (VSTM): What can be learnt from individual and developmental differences? Neuropsychologia, 49, 1435-1445. Retrieved from https://doi.org/10.1016/j.neuropsychologia.2010.12.001.
7. Conners, F.A. (2009). Attentional control and the simple view of reading. Reading and Writing, 22, 591-613. Retrieved from https://doi. org/10.1007/s11145-008-9126-x.
8. Dale, R., & Duran, N.D. (2011). The cognitive dynamics of negated sentence verification. Cognitive Science, 35(5), 983-996.
9. de la Garza, B., & Harris, R.J. (2017). Acquiring foreign language vocabulary through meaningful linguistic context: Where is the limit to vocabulary learning? Journal of Psycholinguistic Research, 46(2), 395-413. Retrieved from https://doi.org/10.1007/s10936-016-9444-0.
10. Drigas, A., & Karyotaki, M. (2017). Attentional control and other executive functions. International Journal of Emerging Technologies in Learning (iJET), 12(3), 219-233. Retrieved from https://doi.org/10.3991/ijet. v12i03.6587.
11. Ehri, L.C., Nunes, S.R., Willows, D.M., Schuster, B.V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36, 250-287. Retrieved from https:// doi.org/10.1598/RRQ.36.3.2.
12. Engle, R. W. (2002). Working memory capacity as executive function. Current Directions in Psychological Science, 11, 19-23. Retrieved from https://doi.org/10.1111/1467-8721.00160.
13. Fale, I., Costa, A., & Luegi, P. (2016). Reading aloud: Eye movements and prosody. Speech Prosody, 169. Retrieved from https://doi. org/10.21437/SpeechProsody.2016-169.
14. Gathercole, S.E., Pickering, S.J., Ambridge, B., & Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Developmental Psychology, 40(2), 177-190. Retrieved from https://doi. org/10.1037/0012-1649.40.2.177.
15. Greco, M., Canal, P., Bambini, V., & Moro, A. (2020). Modulating “Surprise” with Syntax: A Study on Negative Sentences and Eye-Movement Recording. Journal of Psycholinguist Research, 49(3), 415-434. Retrieved from https://doi.org/10.1007/s10936-020-09691-x.
16. Hecht, S.A., Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (2001). The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: A longitudinal study from second to fifth grades. Journal of Experimental Child Psychology, /9(2), 192-227. Retrieved from https://doi.org/10.1006/ jecp.2000.2586.
17. Heidari, K. (2019). Willingness to communicate: A predictor of pushing vocabulary knowledge from receptive to productive. Journal of Psycholinguistic Research, 48(4), 903-920. Retrieved from https://doi. org/10.1007/s10936-019-09639-w.
18. Honcharuk, Nataliia, & Onufriieva, Liana (2018). Psykholohichnyi analiz rivniv pobudovy komunikatyvnykh dii [Psychological analysis of the levels of construction of communicative actions]. Psycholinguistics. Psykholinhvistyka. Psikholingvistika - Psycholinguistics. Psycholinguistics. Psycholinguistics, 24(1), 97-117. Retrieved from https://doi. org/10.31470/2309-1797-2018-24-1-97-117.
19. Ivashkevych, Er., & Komarnitska, L. (2020). Psychological aspects of comics as the paraliterary genres. Zbirnyk naukovykh prats “Problemy suchasnoi psykholohii” - Collection of research papers “Problems of modern Psychology”, 49, 106-130. Retrieved from https://doi. org/10.32626/2227-6246.2020-49.106-130.
20. Learning Preferences and Strengths (2023). https://opentextbc.ca/studentsuccess/chapter/learning-preferences-and-strengths/
21. Mykhalchuk, N., & Bihunova, S. (2019). The verbalization of the concept of “fear” in English and Ukrainian phraseological units. Cognitive Studies | Etudes cognitives, Warsaw (Poland), 19, 11. Retrieved from https:// doi.org/10.11649/cs.2043.
22. Phani Krishna, P., Arulmozi, S., Shiva Ram, M., & Mishra, R. Kumar (2020). Sensory Perception in Blind Bilinguals and Monolinguals. Journal of Psycholinguist Research, 49(4), 631-639. Retrieved from https://doi. org/10.1007/s10936-020-09689-5.
23. Pimperton, H., & Nation, K. (2010). Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders. Journal of Memory and Language, 62(4), 380-391. Retrieved from https://doi.org/10.1016/j.jml.2010.02.005.
24. Rezaei, A., & Mousanezhad Jeddi, E. (2020). The Contributions of Attentional Control Components, Phonological Awareness, and Working Memory to Reading Ability. Journal of Psycholinguist Research, 49(1), 31-40. Retrieved from https://doi.org/10.1007/s10936-019-09669-4. Shiva Ram, M., Bhardwaj, R., & Phani Krishna, P. (2017). Psychological pleasure in reading and visual cognition under colour luminance: A psycholinguistic approach). Psychology Cognitive Science Open Journal, 3(4), 110-115. Retrieved from https://doi.org/10.17140/PCSOJ-3-132.
Размещено на Allbest.ru
Подобные документы
Influence psychology of cognitive activity and cognitive development on student’s learning abilities during study. Cognitive development theory in psychology. Analysis of Jean Piaget's theory. Her place among the other concept of personal development.
презентация [1,3 M], добавлен 13.04.2016This article suggests specific ways in which college teachers can foster relationships with students that promote motivation and satisfaction. Fostering personal relationships with students. Motivating students to work. Handling interpersonal issues.
статья [18,6 K], добавлен 10.05.2014Unhealthy food, lack of sleep, passive lifestyle, related works. Survey, Passive Lifestyle, Lack Of Sleep, Nutrition. How often pupils have negative feelings. Teachers' complaints. Can we do to reduce these negative displays of pupil’s behavior.
курсовая работа [25,5 K], добавлен 18.05.2015Theoretical basis of a role plays as a teaching aid. Historic background of game origin. Psychological value of a role plays. The main function and principles of game organization. Gaming technique. Classification of role plays. Advantages of a game.
курсовая работа [50,7 K], добавлен 26.04.2013The problem of evaluation, self-assessment of personality as a psychological category. Factors of formation evaluation and self-esteem of children of primary school age. An experimental study of characteristics evaluation and self-esteem of junior pupils.
курсовая работа [28,6 K], добавлен 19.05.2011Research of negative influence of computer games with the elements of violence and aggression on psychical development of children and teenagers. Reasons of choice of computer games young people in place of walk and intercourse in the real society.
доклад [15,3 K], добавлен 10.06.2014Джон Броадус Уотсон. Американский психолог, основатель бихевиоризма (от англ. behavior - поведение), одной из распространённых теорий в западной психологии XX века. Со времени бихевиоризма психология стала бурно развиваться, как экспериментальная наука.
биография [22,9 K], добавлен 23.11.2008The definition of conformism as passive acceptance and adaptation to standards of personal conduct, rules and regulations of the cult of absolute power. Study the phenomenon of group pressure. External and internal views of subordination to the group.
реферат [15,3 K], добавлен 14.05.2011Studies by Fischer and his colleagues and Dawson (2006) have investigated development in a wide range of domains, including understanding of social interaction concepts such as "nice" and "mean", skills in mathematics, and understanding "leadership".
реферат [20,2 K], добавлен 22.12.2009The study of harm to children from watching American cartoons. Problem of imitating negative or mindless characters from cartoons. Leading role of American cartoon industry in the animation history. First steps in the progress of a child’s development.
эссе [16,3 K], добавлен 11.04.2013
