📚 PART III: LEARNING AND PEDAGOGY
CHAPTER 11: HOW CHILDREN LEARN: PROCESSES AND STRATEGIES
📖 CHAPTER OVERVIEW
| Section | Topic | PSTET Weightage | Page No. |
|---|---|---|---|
| 11.1 | How Children Think and Learn: Learning Styles and Information Processing | High | 1 |
| 11.2 | Children's Strategies of Learning: Observation, Imitation, Exploration, Questioning | Very High | 10 |
| 11.3 | Why Children 'Fail' to Achieve Success in School Performance | Very High | 18 |
| 11.4 | Child as a Problem Solver and 'Scientific Investigator': Inquiry-Based Learning | High | 28 |
🎯 LEARNING OBJECTIVES
After completing this chapter, you will be able to:
✅ Explain different learning styles and how children process information
✅ Describe the natural learning strategies children use—observation, imitation, exploration, and questioning
✅ Analyze the multiple factors contributing to school underachievement beyond the individual child
✅ Apply inquiry-based learning approaches that position children as problem-solvers and scientific investigators
✅ Create classroom environments that nurture curiosity and scientific temper
✅ Answer PSTET questions on learning processes and pedagogy with confidence
🔑 KEY TERMS TO REMEMBER
11.1 HOW CHILDREN THINK AND LEARN: EXPLORING DIFFERENT LEARNING STYLES AND INFORMATION PROCESSING
🧠 UNDERSTANDING LEARNING STYLES
What Are Learning Styles?
The concept of learning style is used to describe individual differences in the way people learn. Individual learners do not use exactly the same process of learning . The physiological processes and life experiences that shape learning allow for the emergence of unique individual adaptive processes that tend to emphasize some adaptive orientation over others .
Definition: "Learning styles" are the composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment .
Why Learning Styles Matter in Teaching
🧅 CURRY'S "ONION MODEL" OF LEARNING STYLES
In 1987, Lynn Curry developed a three-layer typology of learning style measures resembling the shape of an onion . This model helps us understand the different levels at which learning styles operate.
Visual Representation: Curry's Onion Model
┌─────────────────────────────────────────────────────┐ │ │ │ ┌─────────────────────────────────────────────┐ │ │ │ │ │ │ │ Layer 4: INSTRUCTIONAL PREFERENCE │ │ │ │ (Most observable, least stable) │ │ │ │ ┌─────────────────────────────────────┐ │ │ │ │ │ │ │ │ │ │ │ Layer 3: SOCIAL INTERACTION │ │ │ │ │ │ (How students interact) │ │ │ │ │ │ ┌─────────────────────────────┐ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ Layer 2: INFORMATION │ │ │ │ │ │ │ │ PROCESSING │ │ │ │ │ │ │ │ (Intellectual approach) │ │ │ │ │ │ │ │ ┌─────────────────────┐ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ Layer 1: │ │ │ │ │ │ │ │ │ │ PERSONALITY │ │ │ │ │ │ │ │ │ │ (Core, most stable) │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ └─────────────────────┘ │ │ │ │ │ │ │ │ │ │ │ │ │ │ │ └─────────────────────────────┘ │ │ │ │ │ │ │ │ │ │ │ └─────────────────────────────────────┘ │ │ │ │ │ │ │ └─────────────────────────────────────────────┘ │ │ │ └─────────────────────────────────────────────────────┘
Layer 1: Personality Dimensions
The innermost layer represents learning style as measured by an individual's personality types . These are the most stable and fundamental influences on how we learn.
Layer 2: Information-Processing Styles
The second layer centers around information-processing styles of learning—the individual's preferred intellectual approach to assimilating information .
Layer 3: Social Interaction
This layer addresses how students interact in the classroom .
Layer 4: Instructional Preference
The outermost layer deals with learner's instructional preferences based on interaction with the educational teaching environment . These are the most observable and least stable aspects of learning style.
🔍 CLASSIFICATION OF LEARNING STYLES
A useful approach for understanding and describing different learning styles is to classify them into different groups based on what the model measures or describes .
Categories of Learning Styles
⚠️ IMPORTANT NOTE FOR PSTET
While learning styles are a valuable concept for understanding individual differences, researchers note that there is no single, universally accepted definition of learning styles . The proliferation of diverse conceptualizations and instrumentation has posed challenges for achieving a coherent understanding .
For PSTET purposes, focus on:
Recognizing that children learn differently
Understanding major dimensions of learning styles
Applying this knowledge to create varied learning experiences
Avoiding rigid labeling of students
📝 PSTET EXAM FOCUS: SECTION 11.1
11.2 CHILDREN'S STRATEGIES OF LEARNING: OBSERVATION, IMITATION, EXPLORATION, AND ASKING QUESTIONS
🌱 NATURAL LEARNING STRATEGIES
Children are born learners. Long before formal schooling begins, they are actively acquiring knowledge and skills through natural strategies. Understanding these strategies helps teachers build on children's innate capabilities.
The Four Core Learning Strategies
| Strategy | Definition | Age of Emergence |
|---|---|---|
| 👀 Observation | Watching others and the environment to gather information | Birth onward |
| 🔄 Imitation | Copying behaviors, actions, or words of others | Early infancy |
| 🔍 Exploration | Actively investigating the environment through senses and actions | Infancy onward |
| ❓ Questioning | Asking others for information, explanations, or clarifications | Toddlerhood onward |
👀 OBSERVATION: LEARNING THROUGH WATCHING
The Power of Observation
Observation is one of the most fundamental learning strategies. Children constantly watch the world around them—people, animals, objects, and events—and derive meaning from what they see.
What Children Learn Through Observation
| Domain | Examples |
|---|---|
| Social Behavior | How people interact, greet each other, express emotions |
| Language | How words are pronounced, sentence structure, conversational patterns |
| Skills | How to use tools, tie shoes, pour water, draw shapes |
| Rules and Norms | What is acceptable behavior in different settings |
| Cause and Effect | What happens when certain actions occur |
The Teacher's Role in Supporting Observation
| Strategy | Implementation |
|---|---|
| Model observation | Demonstrate curiosity by wondering aloud and noticing details |
| Provide rich environments | Create classrooms with interesting things to observe |
| Guide attention | "Look closely at... What do you notice?" |
| Give time | Allow unhurried time for observation |
| Discuss observations | Talk about what children notice and wonder |
🔄 IMITATION: LEARNING THROUGH COPYING
The Role of Modeling
Research has examined the effects of adult models on children's learning strategies . Two types of modeling have been identified:
Research Findings on Modeling
Studies with children ages 6-11 analyzed two key issues :
Comparative effectiveness of various modeling procedures for changing rule-governed behaviors
Interaction between observational learning and the developmental level of the observing child
| Finding | Implication for Teaching |
|---|---|
| Cognitive models are more effective than exemplary models | Demonstrate your thinking process, not just the correct answer |
| Exemplary models can elicit constraint-seeking questions from children who already possess the skill | Use demonstration for students ready to refine existing skills |
| Cognitive modeling is effective in bringing about constraint-seeking in children who don't yet possess component skills | Model step-by-step thinking for new learning |
| Cognitive models increase both constraint-seeking and problem-solving efficiency | Think-aloud strategies improve learning outcomes |
Constraint-Seeking Questions
Constraint-seeking questions help in "narrowing in" on a correct answer by systematically eliminating possibilities . For example, in a guessing game, a constraint-seeking question would be "Is it an animal?" rather than "Is it a dog?"
The Teacher as Cognitive Model
| Strategy | Example |
|---|---|
| Think-alouds | "I'm wondering... First I'll try... Now I see that... So I think..." |
| Demonstrate problem-solving steps | "When I solve this type of problem, I always start by..." |
| Show multiple strategies | "There are different ways to figure this out. One way is... Another way is..." |
| Make mistakes visible | "Oops, that didn't work. Let me think about why and try something else." |
🔍 EXPLORATION: LEARNING THROUGH ACTIVE INVESTIGATION
The Exploratory Drive
Children are natural explorers. From the moment they can move, they investigate their environment through touch, taste, manipulation, and experimentation.
The REAL Learning Framework
A practical approach to exploratory learning involves five stages :
Example: Learning About Ants
| Stage | Activity |
|---|---|
| Explore | Watch ants on the sidewalk. Ask questions: How many? Where are they going? What do they eat? |
| Expand | Go to library, read about ants, find interesting facts |
| Draw | Draw ants—three body segments; experiment with shapes |
| Write | Learn and practice writing words: insect, ant hill, nest, colony |
| Create | Make an ant farm; create a model; write about ant colonies |
Key Insight: "The secret is to make connections at every step. Connect new information to existing knowledge. Connections equal retention. Retention equals learning."
❓ QUESTIONING: LEARNING THROUGH INQUIRY
The Power of Questions
Children's questions are windows into their thinking. They reveal curiosity, confusion, and the active construction of understanding.
Types of Questions Children Ask
| Question Type | Purpose | Example |
|---|---|---|
| Factual | Seek specific information | "What do ants eat?" |
| Explanatory | Seek understanding of causes/reasons | "Why is the sky blue?" |
| Hypothetical | Explore possibilities | "What would happen if it never rained?" |
| Clarifying | Resolve confusion | "Do you mean like this?" |
| Procedural | Understand how to do something | "How do I make the paint stick?" |
Encouraging Questioning in the Classroom
🤝 SUPPORTING COLLABORATIVE RESEARCH
Young children can engage in research when given appropriate support .
Seven Practical Ways to Support Young Researchers
| Strategy | Description |
|---|---|
| 1. Expand entry points | Use videos, images, expert visitors, podcasts, and hands-on materials—not just text |
| 2. Multiple modalities for demonstrating understanding | Drawing, building, dictation, dramatization, storytelling |
| 3. Model the inquiry process | Engage in co-research alongside students; wonder aloud |
| 4. Make thinking visible | Shared journals, anchor charts, photo documentation, thinking routines |
| 5. Bring in experts and plan fieldwork | Meet experts; visit workplaces beyond classroom |
| 6. Make space for child-led inquiry | Wonder Wall; flexible curriculum to pursue questions |
| 7. Support collaborative research | Children learn alongside each other, asking questions and figuring things out together |
Key Insight: "When we expand our understanding of research, we begin to see how young children already engage in research every day—through their questions, observations, play, and investigations."
📝 PSTET EXAM FOCUS: SECTION 11.2
11.3 WHY CHILDREN 'FAIL' TO ACHIEVE SUCCESS IN SCHOOL PERFORMANCE
🌍 MOVING BEYOND THE INDIVIDUAL CHILD
When children struggle in school, the immediate tendency is often to focus on the individual child—their effort, ability, or motivation. However, research demonstrates that underachievement is rarely the result of a single factor. It emerges from the cumulative and intersecting effects of multiple determinants that shape children's educational pathways .
Key Insight: Early school leaving and underachievement are outcomes of a complex interplay between structural, individual, and relational determinants .
📊 A SCOPING REVIEW: FOUR MAJOR FACTORS
A comprehensive scoping review of factors contributing to learner under-performance identified four major categories of influence .
Visual Framework: Factors Influencing Learner Under-Performance
┌─────────────────────────────────────────────────────────────────┐ │ LEARNER UNDER-PERFORMANCE │ │ ║ │ │ ╔═══════════════╦═══════════════╦═══════════════╦══════════╗ │ │ ║ ║ ║ ║ ║ │ │ ╔══════╗ ╔══════╗ ╔══════╗ ╔══════╗ ╔══════╗ │ ║ 1. ║ ║ 2. ║ ║ 3. ║ ║ 4. ║ ║ 5. ║ │ ║Subject║ ║Personal║ ║School║ ║Systemic║ ║Intersect-║ │ ║Content║ ║& Social║ ║Leader-║ ║Barriers║ ║ing ║ │ ║& ║ ║Challenges║ ║ship ║ ║ ║ ║Determin-║ │ ║Teacher║ ║ ║ ║& ║ ║ ║ ║ants ║ │ ║Pedagogy║ ║ ║ ║Manage-║ ║ ║ ║ ║ │ ║ ║ ║ ║ ║ment ║ ║ ║ ║ ║ │ ╚══════╝ ╚══════╝ ╚══════╝ ╚══════╝ ╚══════╝ │ ║ ║ ║ ║ ║ │ │ ╚═══════════════╩═══════════════╩═══════════════╩══════════╝ │ │ ║ │ │ All factors interact and compound │ └─────────────────────────────────────────────────────────────────┘
FACTOR 1: SUBJECT CONTENT AND TEACHER PEDAGOGY
Difficult Subjects and Ineffective Teaching Methods
The first major factor influencing learner under-performance relates to subject content and teacher pedagogy .
Examples from Research
The review found that previous research and interventions have predominantly focused on specific subjects, such as mathematics, natural sciences, and languages, which are critical areas linked to learners' under-performance .
Teacher Development vs. Learner-Centered Strategies
An important finding was that under-performance can be attributed, in part, to a disproportionate focus on teacher development at the expense of learner-centred strategies . While teacher development is important, it must be balanced with approaches that directly address how students learn.
FACTOR 2: LEARNERS' PERSONAL AND SOCIAL CHALLENGES
Personal and Social Factors Affecting Learning
The review identified learners' personal and social challenges as a major category of influence . These include:
The Impact of Psychosocial Well-Being
Key Finding: "Stress, trauma, bullying, and low self-esteem make it hard for students to focus and persist. Safe, supportive environments and access to mental health support are essential for learning."
FACTOR 3: SCHOOL LEADERSHIP AND MANAGEMENT ISSUES
The Role of School Leadership
School leadership and management issues significantly impact learner outcomes .
| Issue | Impact |
|---|---|
| Weak school leadership | Lack of vision, poor instructional guidance |
| Ineffective management | Disorganization, poor resource allocation |
| School climate | Unwelcoming environment, low expectations |
| Limited support services | Inadequate counseling, learning support |
Institutional Environment
Key Finding: "Rigid curricula, limited support services, and exclusionary policies can unintentionally push vulnerable students out. School expectations and teacher attitudes strongly shape whether students feel school is relevant and achievable."
FACTOR 4: SYSTEMIC BARRIERS
Broader System-Wide Problems
Systemic barriers represent the fourth major factor . These are structural issues beyond individual schools or teachers.
| Systemic Barrier | Description |
|---|---|
| Policy-practice gaps | Policies exist but implementation is weak |
| Resource inequities | Unequal distribution of resources across schools |
| Curriculum issues | National curriculum that may not meet diverse needs |
| Assessment systems | Standardized testing that may not reflect true learning |
🌐 THE COMPLEX INTERPLAY OF SOCIAL DETERMINANTS
The SCIREARLY project provides a comprehensive framework for understanding the multiple factors influencing educational outcomes .
Key Determinants of Educational Outcomes
🔍 IMPORTANT INSIGHTS FOR TEACHERS
1. Under-Performance is Multifactorial
Failure is rarely due to a single cause. Multiple factors interact and compound .
2. Prevention is Better Than Remediation
Investing in early intervention yields disproportionate returns in terms of retention, achievement, and future employability .
3. Look Beyond the Child
When a child struggles, examine:
Pedagogical approaches (Is teaching effective?)
Institutional factors (Is the school environment supportive?)
Systemic issues (Are there broader barriers?)
Personal/social challenges (What else is happening in the child's life?)
4. All Students Benefit from Inclusive Practices
Strategies designed to support marginalized students often benefit all students. By recognizing patterns, we can support our marginalised students as well as our wider community of students.
📝 PSTET EXAM FOCUS: SECTION 11.3
11.4 CHILD AS A PROBLEM SOLVER AND 'SCIENTIFIC INVESTIGATOR': ENCOURAGING INQUIRY-BASED LEARNING
🔬 THE CHILD AS NATURAL SCIENTIST
Children are born with an innate drive to understand their world. They observe, question, experiment, and draw conclusions—the very essence of scientific investigation.
Key Insight: At five, science is exploratory. The goal is to get children curious about the world around them .
🧪 WHAT IS INQUIRY-BASED LEARNING?
Definition
Inquiry-Based Learning (IBL) is an educational approach where learners actively investigate questions, problems, or scenarios . Rather than passively receiving information, students construct understanding through active exploration.
Types of Inquiry
📚 RESEARCH EVIDENCE: IBL IN PRIMARY GRADES
A study of Inquiry-Based Learning activities with third graders (8-9-year-old pupils) investigated whether project-based teaching using IBL activities was significantly more efficient than traditional (instructivist) teaching .
The Study Design
Key Findings
Research Conclusion
"The study has shown that complex IBL activities can be successfully applied at primary school 3rd grade level already."
🏗️ THE INQUIRY-BASED LEARNING FRAMEWORK
Components of Effective IBL
The study used an Integrated e-Learning (INTe-L) strategy built on :
| Component | Description |
|---|---|
| On-site and remote experiments | Hands-on and technology-facilitated experimentation |
| Interactive simulations | Computer-based models of scientific phenomena |
| Electronic study materials | Digital resources supporting investigation |
Forms of Research for Young Children
For children in pre-K through second grade, research can take three forms :
🛠️ PRACTICAL STRATEGIES FOR IBL IN THE CLASSROOM
Strategy 1: Use Multiple Modalities
Young children learn deeply when they have the chance to explore ideas through a variety of formats—not just text .
| Modality | Examples |
|---|---|
| Expert visitors | Guest speakers with relevant expertise |
| Podcasts | Child-friendly audio content |
| Videos | Short, engaging visual content |
| Images | Photographs, gallery walks |
| Hands-on materials | Authentic objects for exploration |
Strategy 2: Support Multiple Ways of Demonstrating Understanding
Given young children's emergent literacy skills, consider having them represent and express their learning through :
Drawing
Building
Dictation
Dramatization
Storytelling
Key Insight: "Literacy involves more than reading and writing—it's also about speaking, listening, asking questions, and making sense of the world."
Strategy 3: Model the Inquiry Process
Although young children are naturally curious, they may need support in seeing what curiosity looks like. Model this often by engaging in co-research alongside your students .
Example: In a unit where children were designing accessible playground equipment, the teacher brought them to the playground and wondered aloud:
"How could a child who uses a wheelchair enjoy this swing? What features might make this play structure welcoming for everyone?"
Strategy 4: Make Thinking Visible
Use tools to help children revisit and build on their ideas :
Strategy 5: Create a Wonder-Filled Environment
Strategy 6: Support Collaborative Research
Give children chances to learn alongside each other—asking questions, sharing ideas, and figuring things out together .
| Approach | Benefit |
|---|---|
| Small group work | Deeper learning through collaboration |
| Shared goals | Joyful collective investigation |
| Peer learning | Children learn from each other's questions and ideas |
🌟 FOSTERING SCIENTIFIC TEMPER
What is Scientific Temper?
Scientific temper refers to an attitude of:
Curiosity and wonder
Critical thinking
Evidence-based reasoning
Openness to new ideas
Willingness to revise beliefs based on evidence
How Teachers Can Foster Scientific Temper
| Strategy | Implementation |
|---|---|
| Encourage questions | Value all questions; help children pursue them |
| Model curiosity | Wonder aloud; show excitement about discovery |
| Celebrate mistakes | Treat errors as learning opportunities |
| Require evidence | "How do you know? What evidence do you have?" |
| Teach thinking skills | Observation, comparison, classification, prediction |
| Provide time for exploration | Unhurried investigation and discovery |
📝 PSTET EXAM FOCUS: SECTION 11.4
✅ CHAPTER SUMMARY: KEY TAKEAWAYS
📝 PRACTICE QUESTIONS FOR PSTET
Multiple Choice Questions
1. According to Curry's onion model, which layer represents the most stable and fundamental influence on learning?
a) Instructional preference
b) Social interaction
c) Information processing
d) Personality dimensions
Answer: d) Personality dimensions
2. Research on modeling found that which type of model is more effective for teaching new problem-solving strategies?
a) Exemplary models
b) Cognitive models
c) Peer models
d) Reward-based models
3. According to the REAL learning framework, after exploring and expanding, what is the next stage?
a) Write
b) Create
c) Draw
d) Reflect
4. A scoping review of learner under-performance identified how many major factors?
a) Two
b) Three
c) Four
d) Five
5. Research on Inquiry-Based Learning with third graders found that IBL increased knowledge acquisition by:
a) 10%
b) 15%
c) 20%
d) 24%
6. Which of the following is NOT one of the four factors influencing learner under-performance identified in the scoping review?
a) Subject content and teacher pedagogy
b) Learners' personal and social challenges
c) Parental education level
d) Systemic barriers
Answer: c) Parental education level
7. According to the SCIREARLY project, which determinant affects educational outcomes through early gaps in language, social, and thinking skills?
a) Cognitive factors
b) Early childhood education and care
c) Socio-economic conditions
d) Linguistic factors
Answer: b) Early childhood education and care
8. For young children in pre-K through second grade, which is NOT identified as a form of research?
a) Investigation
b) Experimentation
c) Memorization
d) Exploration
9. The Integrated e-Learning (INTe-L) strategy used in IBL research included all of the following EXCEPT:
a) On-site experiments
b) Interactive simulations
c) Standardized tests
d) Electronic study materials
10. What percentage of Grade 8 learners failed mathematics in some South African provinces according to the 2024 report?
a) 55.5%
b) 65.5%
c) 75.5%
d) 85.5%
Short Answer Questions
11. Describe Curry's onion model of learning styles and explain its four layers.
Answer: Curry's onion model (1987) organizes learning style measures into four layers resembling an onion :
Layer 1 (Innermost - Personality): The most stable layer, representing basic personality influences on learning. Includes Myers-Briggs Type Indicator and Witkin's field dependence/independence.
Layer 2 (Information-Processing): Individual's preferred intellectual approach to assimilating information. Includes Kolb's Learning Style Inventory and Schmeck's Inventory of Learning Processes.
Layer 3 (Social Interaction): How students interact in the classroom. Includes Grasha and Riechmann's learning styles scales.
Layer 4 (Outermost - Instructional Preference): The most observable, least stable layer, representing preferences for specific learning environments and methods. Includes Dunn and Dunn Learning Style Inventory.
12. Explain the difference between exemplary models and cognitive models, and describe which is more effective for teaching new problem-solving strategies.
Answer: Research on modeling identified two types :
Exemplary models: Demonstrate correct behaviors or answers. Effective for children who already possess basic skills, as they can elicit constraint-seeking questions from children who already have the generalized format within their repertoires.
Cognitive models: Demonstrate thinking processes, strategies, and reasoning. More effective for teaching new problem-solving strategies because they bring about constraint-seeking in children who don't yet possess component skills. Cognitive models also increase both constraint-seeking and problem-solving efficiency.
Cognitive models are more effective for teaching new strategies because they make the thinking process visible, allowing children to internalize problem-solving approaches.
13. What four major factors influence learner under-performance according to the scoping review? Provide examples of each.
Answer: The scoping review identified four major factors :
Subject content and teacher pedagogy: Difficult subjects, ineffective teaching methods, lack of learner-centered strategies, inadequate scaffolding. Example: Mathematics instruction that fails to engage students or connect to their experiences.
Learners' personal and social challenges: Health issues, emotional difficulties, family problems, peer relationships. Example: A child experiencing bullying who cannot focus on learning.
School leadership and management issues: Weak leadership, ineffective management, poor school climate, limited support services. Example: A school with no counseling services for struggling students.
Systemic barriers: Policy-practice gaps, resource inequities, curriculum issues, assessment systems. Example: Unequal distribution of resources between urban and rural schools.
14. What did research on Inquiry-Based Learning with third graders reveal about its effectiveness? Describe the key findings.
Answer: Research on IBL with third graders (8-9 years old) investigating temperature measurement revealed :
24% increase in knowledge acquisition compared to traditional (instructivist) teaching
Deeper conceptual understanding of temperature
Development of key competencies including discussion and presentation of results
Increased pupils' interest in Science in general
Helped students understand links between different subjects
The study concluded that complex IBL activities can be successfully applied at primary school 3rd grade level already. The Integrated e-Learning (INTe-L) strategy used on-site experiments, remote experiments, interactive simulations, and electronic study materials to support inquiry.
🎯 FINAL EXAM TIPS
🔍 Know Curry's onion model—personality (innermost), information-processing, social interaction, instructional preference (outermost)
📖 Understand modeling types—exemplary vs. cognitive; cognitive models more effective for new strategies
📊 Remember the four factors of under-performance—subject/pedagogy, personal/social, leadership, systemic
🌍 Understand social determinants—multiple interacting factors
👧 Support young researchers—multiple modalities, varied expression, modeling, visible thinking, collaboration
📖 MNEMONICS TO REMEMBER
For Curry's Onion Layers (inner to outer): People Inform Social Instruction - Personality, Information-processing, Social interaction, Instructional preference
For REAL Framework: REAL = Really Engaging Active Learning
Explore
Expand
Draw
Write
Create
For Four Factors of Under-performance: Subject, Personal, Leadership, Systemic - Students Progress Less Sometimes
For IBL Benefits: Deeper understanding, Interest, Skills, Connections - Discover Interesting Scientific Connections
📝 NOTES SECTION
________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
🔜 COMING UP IN CHAPTER 12
In the next chapter, we will explore The Teaching-Learning Process—understanding the dynamic interaction between teacher, student, and content, learning as a social activity, alternative conceptions, and the importance of children's errors in the learning process.
Happy Learning! Best Wishes for Your PSTET Preparation! 📚✨
