Incidental to these, Gurney (2007) identified five (5) qualities of good teaching which are: a) Teacher knowledge, enthusiasm and responsibility for learning; b) Classroom activities that encourage learning; c) Assessment activities that encourage learning through experience; d) Effective feedback that establishes the learning processes in the classroom; and e) Effective interaction between the teacher and the students, creating an environment that respects, encourages and stimulates learning through experience.
Parallel to these, Coe, Aloisi, Higgins and Major (2014) identified the following six (6) components of great teaching that would positively impact learning:
1. (Pedagogical) Content Knowledge. The most effective teachers have deep …show more content…
The Concrete Operational Stage (7–11 years) in which understanding is tied to experience but some internal symbolism begins to be used.
4. The Formal Operations Stage (12 years and on) in which learning is highly internal, symbolic, and relatively free of direct experience, such that hypothetical reasoning becomes possible, including generalization, idealism, and ethical reasoning.
Jean Piaget’s Theory of Cognitive Development is important in this study in that it describes how a child’s cognitive prowess is developed. It explains in detail that intellectual development is a direct continuation of inborn biological development, where the child is born biologically equipped to make a variety of motor responses that provide them with the framework for the thought processes that follow. Vygotzky’s Zone of Proxymal Development
Acording to Thompson (2013), the most powerful forms of learning take place when students are working within a Zone of Proximal Development (ZPD), which Vygotsky defined as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable …show more content…
It likewise underscores the need for teaching as a means of acquiring knowledge which an effective teacher can easily provide.
Carl Roger’s Non-directive Teaching Model
According to Chauhan (2009), the nondirective teaching is based on the philosophy that positive relationships allows a person to grow, and that instruction should be based on concepts of human relations. He added that this approach changes the role of the teacher to facilitator where the teacher guides their growth and development thereby resulting to a in learning. In this capacity, both teacher and student communicate more effectively and increase learning.
Parallel to this, Adadi & Harris (2015), stated that the nondirective teaching model was developed by Carl Rogers with the learner at the center. He added that nondirective teaching focuses on self-awareness, understanding, autonomy, and self-concept, where the advisor is a facilitator who has counseling relationship with student in order to guide their growth and
Parallel to these, Coe, Aloisi, Higgins and Major (2014) identified the following six (6) components of great teaching that would positively impact learning:
1. (Pedagogical) Content Knowledge. The most effective teachers have deep …show more content…
The Concrete Operational Stage (7–11 years) in which understanding is tied to experience but some internal symbolism begins to be used.
4. The Formal Operations Stage (12 years and on) in which learning is highly internal, symbolic, and relatively free of direct experience, such that hypothetical reasoning becomes possible, including generalization, idealism, and ethical reasoning.
Jean Piaget’s Theory of Cognitive Development is important in this study in that it describes how a child’s cognitive prowess is developed. It explains in detail that intellectual development is a direct continuation of inborn biological development, where the child is born biologically equipped to make a variety of motor responses that provide them with the framework for the thought processes that follow. Vygotzky’s Zone of Proxymal Development
Acording to Thompson (2013), the most powerful forms of learning take place when students are working within a Zone of Proximal Development (ZPD), which Vygotsky defined as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable …show more content…
It likewise underscores the need for teaching as a means of acquiring knowledge which an effective teacher can easily provide.
Carl Roger’s Non-directive Teaching Model
According to Chauhan (2009), the nondirective teaching is based on the philosophy that positive relationships allows a person to grow, and that instruction should be based on concepts of human relations. He added that this approach changes the role of the teacher to facilitator where the teacher guides their growth and development thereby resulting to a in learning. In this capacity, both teacher and student communicate more effectively and increase learning.
Parallel to this, Adadi & Harris (2015), stated that the nondirective teaching model was developed by Carl Rogers with the learner at the center. He added that nondirective teaching focuses on self-awareness, understanding, autonomy, and self-concept, where the advisor is a facilitator who has counseling relationship with student in order to guide their growth and