What is a descriptive theory of Education?
Descriptive theories of education provide descriptions or explanations of the processes of education. Descriptive theories of curriculum explain how curricula "benefit or harm all publics it touches".
What is prescriptive theory in teaching?
Prescriptive learning theories are concerned with guidelines that describe what to do in order to achieve specific outcomes. They are often based on descriptive theories; sometimes they are derived from experience. Instructional design is the umbrella which assembles prescriptive theories.
What is a theory of teaching?
Theories of Teaching Introduction Kerlinger (1965) has defined the terms theory of teaching: “ A theory of teaching is a set of interrelated constructs, definitions, propositions which present a systematic view of teaching by specifying relations among variables with the purpose of explaining and predicting”.
What is the descriptive theory of grammar?
He determined that syntax, underlying meanings, sentence structure and word placement affect grammar and language. The descriptive theory says that language is adaptable and rules of grammar aren't set in stone. Descriptive usages are generally understood and don't need to be taught, especially to native speakers.
What is descriptive theory in education?
Descriptive theories of education provide descriptions or explanations of the processes of education. Curriculum theory. Descriptive theories of curriculum explain how curricula "benefit or harm all publics it touches".
What is the descriptive theory?
Descriptive decision theory is concerned with characterising and explaining regularities in the choices that people are disposed to make. It is standardly distinguished from a parallel enterprise, normative decision theory, which seeks to provide an account of the choices that people ought to be disposed to make.
What is descriptive and prescriptive theory?
Descriptive theories are mostly used to describe events that took place in the past. Prescriptive theory is used to guide future action. The paper explores the possibility to use prescriptive theories descriptively as well as the benefits of doing so.
What is meant by descriptive learning?
Descriptive learning theories make statements about how learning occurs and devise models that can be used to explain and predict learning results.
Who developed descriptive theory?
Zoe SebastienA definition of Descriptive Theory that states "A set of propositions that attempts to describe something." This definition of Descriptive Theory was formulated by Zoe Sebastien in 2016.
What is the difference between normative and descriptive theories?
A DESCRIPTIVE claim is a claim that asserts that such-and-such IS the case. A NORMATIVE claim, on the other hand, is a claim that asserts that such-and-such OUGHT to be the case.
What is a prescriptive theory?
The nature of a statement that prescribes how things ought to be. A prescriptive theory is one that says how people or things should function, as opposed to how they actually do. See Descriptive (contrast).
What is the difference between descriptive and prescriptive perspectives?
A descriptive dictionary is one that attempts to describe how a word is used, while a prescriptive dictionary is one that prescribes how a word should be used.
What is a prescriptive approach?
A prescriptive approach to something involves telling people what they should do, rather than simply giving suggestions or describing what is done. [formal] ...prescriptive attitudes to language on the part of teachers.
Which of the following are some of the uses of descriptive learning?
Some examples of how descriptive analytics can be used include the following:Summarising past events such as sales and operations data or marketing campaigns.Social media usage and engagement data such as Instagram or Facebook likes.Reporting general trends.Collating survey results.
What are descriptive tasks?
Descriptive tasks require you to display facts, figures, or knowledge. Descriptive problems, sometimes knows as simple problems, are those that require you to use facts, figures, or knowledge in a simple way. As Brick suggests, they ask you to apply basic concepts and straightforward tools.
Is unsupervised learning descriptive?
In fact, because there is no target to learn, the process of training a descriptive model is called unsupervised learning. Although it can be more difficult to think of applications for descriptive models, what good is a learner that isn't learning anything in particular - they are used quite regularly for data mining.
What is descriptive learning?
Descriptive learning theories make statements about how learning occurs and devise models that can be used to explain and predict learning results. When describing different descriptive theories of learning below, I will follow the common categorization that distinguishes between behaviorist, cognitive, and constructivist learning theories ...
What is learning theory?
Learning theories describe how people learn, often by reference to a particular model of human cognition or development. Depending on the learning theory, different requirements arise regarding the learning process, e.g. how to structure it, what questions to ask the learner, etc. Learning theories can be divided into descriptive ...
What is instructional design?
They are often based on descriptive theories; sometimes they are derived from experience. Instructional design is the umbrella which assembles prescriptive theories. I will describe instructional design in Section 3.4.
What is descriptive theory of teaching?
It implies that ateacher has a model in his mind to use in specific situation and student himself selects the modelfor mutual inquiry.Descriptive theory of teaching Descriptive theory of teaching is based upon certain propositions and certain observations.
What are the three types of teaching theories?
Gage suggests that theories of teaching may be used to increase the understanding, prediction and control of teaching.Types of teaching theories Teaching theories may be broadly classified into three categories: (1) Formal theory (philosophical theory) of teaching. (2) Descriptive theory of teaching and (3) Normative theory of teaching. 2.
What is the formal theory of teaching?
(1) Formal Theory of teaching (Philosophical Theory) of teaching The theory which is based upon certain logic, certain metaphysical, epistemologicalassumptions and propositions is known as formal theory of teaching. The following are the fourphilosophical theories of teaching: (a) Meutic Theory of Teaching ...
What is normative theory?
The normative theory explains therelationship among teaching variables on the basis of observations in normal teaching condition. This category has four theories of teaching: (a) The cognitive theory of teaching (b) Theory of teacher-behaviour (c) Psychological theory of teaching and (d) The general theory of teaching 3. 4.
What is the importance of teaching theory?
2. Need for a theory of teaching A teaching theory has the following advantages: 1. Teaching theory explains the relationship between teaching and learning and indentifies common factors. 2.
How can teaching problems be studied scientifically?
5. The classroom teaching problems may be studied scientifically through the knowledge of teaching theory. 6. The pupil-teachers can develop teaching skills and competency by employing the knowledge given by theory of teaching. 7. Teaching objectives may be successfully achieved by the use of teaching theory.
What is the purpose of relationship in teaching?
The purpose of relationship is to understand, predict and control teaching tasks. Burner (1964) defines the theory of teaching as the explanation of “general methodology ofteaching”.
Why do teachers synthesize theories?
Teachers synthesize multiple theories, some of them decades-old, in order to improve their students' learning outcomes.
What is behaviorism theory?
In the classroom, behaviorism is the theory that students' learning and behavior will improve in response to positive reinforcement like rewards, praise, and bonuses. The behaviorist theory also asserts that negative reinforcement — in other words, punishment — will cause a child to stop undesired behavior. According to Skinner, these repeated reinforcement techniques can shape behavior and produce improves learning outcomes.
What is the ZPD in a classroom?
According to Vygotsky, the Zone of Proximal Development (ZPD) is the conceptual gap between what a student is and is not able to accomplish independently.
How many types of intelligence are there in the world of teaching?
The theory of multiple intelligence transformed the world of learning and pedagogy. Today, many teachers employ curriculums that have been developed around eight types of intelligence. Lessons are designed to include techniques that align with each individual student's learning style. 02. of 06.
What is Piaget's theory of constructivism?
Piaget's theory of constructivism, which states that individuals construct meaning through action and experience, plays a major role in schools today. A constructivist classroom is one in which students learn by doing, rather than by passively absorbing knowledge.
What is the theory of schema?
Jean Piaget's schema theory suggests new knowledge with students' existing knowledge, the students will gain a deeper understanding of the new topic. This theory invites teachers to consider what their students already know before starting a lesson.
What is the theory of negative reinforcement?
The behaviorist theory also asserts that negative reinforcement — in other words, punishment — will cause a child to stop undesired behavior. According to Skinner, these repeated reinforcement techniques can shape behavior and produce improves learning outcomes.
What is the prescriptive theory of teaching?
Prescriptive theory of teaching. 1. Cognitive theory of teaching 2. Theory of teacher behaviour. 3. Psychological Theory of teaching. 4. General theory of teaching. fThe theory which is based upon certain logic, certain metaphysical, epistemological assumptions and propositions is known as formal theory of teaching.
What is teaching theory?
It assumes that teaching is process which is designed and performed to produce change in behavior of students. Teaching theory is prescriptive. Teachers and pupils are the major variables of teaching theory. It is narrow and specific. It is based upon learning theory, learning conditions and learning components.
What are the types of educational objectives?
Types of educational objectives Cognitive, Affective and Psychomotor. Types of learning theories philosophical theories of learning Psychological theories of learning Types of components of learning - drive, cue, response and reward. 2.
What is the theory of teaching based on?
This theory of teaching based upon assumptions that the teacher possesses all knowledge and information which student does not possess. the teacher presents, explains, demonstrates and performs in the classroom.
What is the FA theory of teaching?
fA theory of teaching is a set of interrelated constructs, definitions, propositions which present a systematic view of teaching by specifying relations among variables with the purpose of explaining and predicting.
Who is the advocate of the moulding theory of teaching?
John Dewey is the advocate of this moulding theory of teaching. It has the focus on shape, form and mould of the students behavior. human personality is formed, shaped and moulded by their environment.
What is reinforcement theory?
Reinforcement A theory of instruction should specify the nature. and pacing of rewards, moving from extrinsic rewards of intrinsic one. fE. Stones and Morries have attempted to explain the nature of teaching with the help of three types of related variables:
What is the descriptive theory of language?
The descriptive theory says that language is adaptable and rules of grammar aren't set in stone.
How do descriptive and prescriptive theorists differ?
Prescriptive and descriptive theorists differ on their approach to instruction. Prescriptivists typically abide by traditional elements that strive to preserve long-lasting grammatical rules, word forms, processes or behaviors even if the rules are outdated. Descriptivists allow for change and are willing to forgo some rules to fit current norms.
Why do descriptivists believe language is learned or understood?
Descriptive usages are generally understood and don't need to be taught, especially to native speakers. Because descriptivists more easily accept change due to syntax modifications and cultural influences, they believe language is learned or understood rather than taught. For example, you don't need to teach students that your voice goes down at the end of a statement and up at the end of a question. Similarly, you don't have to teach students that lying is dishonest and stealing is unjust. By contrast, the prescriptive definition states that rules must be taught and often involve value judgments.
What is the difference between descriptive and prescriptive approach?
The prescriptive approach maintains traditional rules of grammar, such as classical rules established by Greek and Latin educators. The descriptive approach asserts that grammar, linguistics, data analysis and even ethics are adaptable and don't follow traditional clear-cut rules.
Why do analysts use descriptive vs prescriptive?
Analysts use the descriptive approach to study real-time data patterns, even if the patterns don't follow normal expectations.
What is descriptive and prescriptive approach?
Educators, scientists and analysts apply descriptive and prescriptive approaches or theo ries to their instructional methods and workplace responsibilities. The two theories are abstract, so there's no definite, infallible answer as to which approach is better.
When was the term "prescriptive" first used?
Use of the linguistic terms "prescriptive and descriptive" first occurred in the early 1900s. Linguist J.C. Nesfield published the "Outline of English Grammar" in 1908 to support his prescriptive, rule-centered theory on grammar and linguistics.
Who wrote the section teaching, pedagogy and didactics?
The section ‘teaching, pedagogy and didactics’ draws heavily on another piece written by Mark K Smith for infed.org ( see Smith 2012 ).
Why do we plan our teaching?
Some of the teaching we do can be planned in advance because the people involved know that they will be attending a session, event or lesson where learning particular skills, topics or feelings is the focus. Some teaching arises as a response to a question, issue or situation. However, both are dependent on us:
What makes an education different from indoctrination?
Indoctrination involves knowingly encouraging people to believe something regardless of the evidence (see Snook 1972; Peterson 2007). It also entails a lack of respect for their human rights. Education can be described as the ‘wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life’ (Smith 2015). The process of education flows from a basic orientation of respect – respect for truth, others and themselves, and the world ( op. cit. ). For teachers to be educators they must, therefore:
What is the process of education?
The process of education flows from a basic orientation of respect – respect for truth, others and themselves, and the world ( op. cit. ). For teachers to be educators they must, therefore: Consider people’s needs and wishes now and in the future. Reflect on what might be good for all (and the world in which we live).
Is teaching a step by step process?
Teaching, however, is not a simple step-by-step process e.g. of attending, getting information and intervening. We may well start with an intervention which then provides us with data. In addition, things rarely go as planned – at least not if we attend to people’s feelings, experiences and needs.
Does teaching have to have a focus?
This may be a bit obvious – but it is probably worth saying – teaching has to have a focus. We should be clear about we are trying to do. One of the findings that shines through research on teaching is that clear learning intentions help learners to see the point of a session or intervention, keep the process on track, and, when challenging, make a difference in what people learn (Hattie 2009: location 4478).
Do teachers follow a curriculum?
Teachers – certainly those in most formal settings like schools – have to follow a curriculum. They have to teach specified areas in a particular sequence. As a result, there are always going to be individuals who are not ready for that learning. As teachers in these situations we need to look out for moments when students may be open to learning about different things; where we can, in the language of Quakers, ‘speak to their condition’. Having a sense of their needs and capacities we can respond with the right things at the right time.
