1. الجامعة الأردنية كلية العلوم التربوية أساليب التدريس الجامعي وإدارة الصف إعداد وتنفيذ أ. د. محمد عودة الريماوي أيام السبت من كل اسبوع في شهر آذار / مارس 2009 من الساعة العاشرة الى الساعة الواحدة

2. Teaching Philosophy

3. Teaching is an art as well as a science. It is always full of excitement in creativity and significant challenges in exploring and researching new approaches and new technologies.

4. A good teacher should be highly responsible, open-minded, and well- equipped with new ideas and approaches to teach old topics.

5. A good teacher plays a key role in delivering knowledge and developing young minds as well.

6. Respect students and their capabilities. Meanwhile, always be available when students need help.

7. Be a good listener and an active learner. A good teacher welcomes all kinds of feedbacks and delights in acquiring new knowledge.

8. Always intends to use special technologies that could facilitate both teaching and learning.

9. Teaching Experience

10. الجامعة الأردنية كلية العلوم التربوية قسم علم النفس التربوي الخطة الدراسية لمادة نظريات النمو وتطبيقاتها Developmental Theories and It's Applications (831701) مدرس المادة : أ.د. محمد عودة الريماوي المكتب : قسم علم النفس التربوي – الطابق الرابع مبنى كلية العلوم التربوية تلفون العمل :24402أو 24425 /5355000 تلفون المنزل : 5346780 الخلوي : 0777780393 العنوان الإلكتروني: mrimawi1@yahoo.com

11. تمهيد: قد يتساءل طالب الدراسات العليا تخصص علم نفس تربوي على مستوى الماجستير والدكتوراه عن دواعي دراسة هذه المادة فنجيب إن هذه المادة تشكل لدى الطالب المرجعية النظرية لنمو الفرد طفلاً كان أو مراهقاً أو شاباً أو كهلاً أو مسناً. وسيكون التركيز أكثر على مرحلتي الطفولة والمراهقة اللتين تتم فيهما إعداد الفرد للحياة. بكل ما يحتاجه من تنشئة تحوله من كائن بيولوجي ، إلى كائن نفسي, إلى كان اجتماعي ، إلى كائن إنساني حسن التكيف قادر على حل ما يواجهه من مشكلات. هذا من جهة ومن جهة أخرى، فإن هذه المادة ستكسب دارسها القدرة على تطبيق النظرية بمبادئها واستراتيجياتها سواء على الحالات الفردية أو على المجموعات العمرية، أو على الجوانب التكوينية والتنموية والوقائية والعلاجية. من أجل كل هذا أدرجت هذه المادة في خطةبرنامج الماجستير بقسم علم النفس التربوي.

12. أولاً: وصف المادة. صممت هذه المادة لإكساب الطالب المبادئ والمفاهيم الخاصة بالنمو الإنساني بعامة ونمو الطفل والمراهق بخاصة. لتحقيق هذا الهدف ستدرس النظريات المتعددة والمتنوعة قديمها وحديثها لبيان دور كل منها في فهم وتفسير ظواهر النمو، والاستراتيجيات البحثية المنبثقة عن النظرية، والمنظور الإنساني لكل منها وتطبيقات النظرية في دراسة الحالات المختلفة.

13. ثانياً: الأهداف العامة للمادة. يتوقع من دارس هذه المادة ما يلي : القدرة على تفسير ظاهرة النمو بأبعادها المختلفة ادراك أهمية الإطار النظري في التفسير والتبوء والضبط لظاهرة النمو. استيعاب الاتجاهات أو التيارات المتعددة في فهم الظاهرة النمائية. استخدام الإطار النظري في تحليل السلوك. ادراك العلاقة بين النظرية والتطبيق.

14. ثالثاً: الأهداف الخاصة للمادة. تتكون هذه المادة من سبع وحدات. كل وحدة منها تخدم هدفاً خاصاً من أهداف هذا المساق. هذه الأهداف هي: التعرف على المفاهيم المفتاحية للنمو واستخدامها في البحث عبر مواقع الإنترنت. التعرف على الرؤى النظرية الرئيسية: العضوية، الآلية، والسياق. التعرف على نظريات النمو العضوية وتطبيقاتها، وتقويمها. التعرف على نظريات النمو الآلية وتطبيقاتها وتقويمها. التعرف على نظريات النمو السياقية وتطبيقاتها وتقويمها.

15. رابعاً: نمط المحاضرة. المحاضرة والحوارات التي تتخللها تشكل نموذج التدريس المتبع في محاضرات هذه المادة. إضافة إلى استخدام بعض المواد المصورة ( المرئية والمسموعة )، كلما كان ذلك ممكناً، لتوضيح ما يقدم من مادة. ويضاف إلى كل ذلك النصوص التي تجمع من الإنترنت التي تجعل من المعلومات المقدمة أحدث ما يمكن. يتوقع من كل طالب المشاركة الفاعلة في الحوارات وتحضير المادة محتوى المحاضرة وذلك بطرح الأسئلة وتقديم الأفكار والخبرات والرؤى المستقبلية لما يُدَرَّس في هذه المادة. وعليه يعمل مدرس المادة كموجة ومسهل وميسر، في حين يسود التعلم التعاوني والتعلم الذاتي الطلبة المتعلمين. فالطالب مسؤول عن قراءة ما يتيسر له من معلومات، وطرح ما يمكن لهذه المعلومات أن تفرزه من أسئلة.

16. خامسا: محتوى المادة. يتضمن محتوى هذه المادة سبع وحدات على النحو التالي: الوحدة الأولى: مفاهيم أساسية (1) النظرية، المبدأ، النموذج، الوجهة، المنحى, المرحلية, اللامرحلية (أسبوع واحد ) الوحدة الثانية: مفاهيم أساسية (2) العضوية ( Organismic )، الآلية ( Mechanistic )،السياق ( Contextual ) ( أسبوع واحد )

17. الوحدة الثالثة: نظريات النمو الإنساني (1) العضوية : نظرية النمو النفسي الجنسي( فرويد ) نظرية النمو النفسي الاجتماعي ( اريكسون ) (أسبوعان) الوحدة الرابعة: نظريات النمو الإنساني (1) العضوية : النظرية الاجتماعية البيولوجية ( ولسون ) نظرية هوية المراهق ( مارسيا ) (أسبوعان)

18. الوحدة الخامسة: نظريات النمو الإنساني (1) العضوية : - نظرية ا لنمو المعرفي ( بياجيه وبرونر ) - نظرية نمو الحكم الأخلاقي ( كولبرج ) (أسبوعان) الوحدة السادسة: نظريات النمو الإنساني (2) الآلية نظرية التعلم الإجرائي( سكنر ) نظرية التعلم المعرفي الاجتماعي ( باندورا ) نظرية معالجة المعلومات نظرية التعلم المستند إلى الدماغ (ثلاثة أسابيع )

19. الوحدة السابعة: نظريات النمو الإنساني (3) السياق النظرية الأيثولوجية النظرية الأيكولوجية ( برونفينبرونر ) النظرية الاجتماعية الثقافية ( فيجوتسكي ) الاتجاه الإنساني( ماسلو ) ( ثلاثة أسابيع )

20. سادساً: مراجع المادة. الريماوي، محمد عودة (2003) علم نفس النمو ( الطفولة والمراهقة )، دار المسيره، عمان، الأردن. الريماوي، محمد عودة (1998) علم النفس التطوري، جامعة القدس المفتوحة، مكتب الارتباط، عمان، الأردن. Santrock J.W. (1999) Life-Span Development, fifth. McGraw Hill College, Boston. Shaffer D.R. (2002) Developmental Psychology. Childhood and Adolescence. Australia. المواقع الإلكترونية ذات العلاقة.

21. سابعا: متطلبات المادة: يتوقع من طالب هذه المادة استيفاء الشروط التالية: 1. المشاركة الصفية الفاعلة في الحوارات والمناقشات والبحث عن أحدث المعلومات (10 درجات) 2. إنجاز بحث يتناول موضوعا في النمو (20 درجة) 3. اجتياز الامتحانين المقررين: أ - امتحان منتصف الفصل (30 درجة) ب – امتحان نهاية الفصل (40 درجة)

22. Learning environment

23. Must create a safe environment that is interactive and collaborative and that promotes problem-solving and critical thinking skills.

24. A welcoming environment accommodates a variety of adult learning styles and encourages students to present their opinions while respecting the opinions of others.

25. To create a safe learning environment, I encourage students to ask questions and give their views on the material we are covering.

26. Implement strategies that create a collaborative and safe atmosphere and encourage the application of knowledge to new situations.

27. The constancy of change in contemporary teaching and learning environments behooves one to think critically about a teaching philosophy. In the 21st century, a new literacy has emerged — the ability to use appropriate technological tools in an Information society.

28. Alvin Toffler, futurist, and author of the classic Future Shock, puts it best, when he says: "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn".

29. Faculty must critically examine and re-examine teaching philosophies, as the environments in which teaching and learning become increasingly diverse and varied.

30. Encourages student-faculty contact Encourages cooperation among students Encourages active learning Gives prompt feedback Emphasizes time on task Communicates high expectations Respects diverse talents and ways of learning Seven Principles of Effective Teaching

31. Emphasize office hours Encourage e-mail contact Begin class with Q&A Online: Include a photo of yourself Create an introduction forum Encourages Student Contact Face-to-Face:

32. Set up study groups Connect students doing similar research In-class group work Same as above! 2. Encourages Cooperation Face-to-Face:

33. 3. Encourages Active Learning Face-to-Face: In-class group work Round robin discussions Same as above!

34. 4. Gives Prompt Feedback Face- to-Face: Keep office hours Get tests and assignments back quickly Encourage in-class discussion

35. 5. Emphasizes Time On Task Face-to-Face: Estimate time for each assignment Grade outcomes, not attendance Time expectations for a college class are communicated Time commitment expectations communicated clearly in syllabus

36. 6. Communicates High Expectations Face-to-Face: Give detailed rubric Detailed syllabus Verbal reinforcement of expectations Incorporate time management tips into lessons Online: Adaptive release of syllabus Include online behavior expectations

37. 7. Respects Diverse Talents and Ways of Knowing Face-to-Face: Offer lessons that require visual skills, gaming or multimedia Offer choices for assessments Offer chances for students to take leadership roles in groups Online: Multimedia lessons Articulate Podcasting

38. Teaching And Learning Strategies and Tactics

39. The Nature of Learning Tactics and Strategies A learning strategy is a general plan that a learner formulates for achieving a somewhat distant academic goal (like getting an A on your next exam). Like all strategies, it specifies what will be done to achieve the goal, where it will be done, and when it will be done.

40. A learning tactic is a specific technique (like a memory aid or a form of notetaking) that a learner uses to accomplish an immediate objective (such as to understand the concepts in a textbook chapter and how they relate to one another).

41. Types of Tactics One category, called memory-directed tactics, contains techniques that help produce accurate storage and retrieval of information. The first two, rehearsal and mnemonic devices

42. The second category, called comprehension-directed tactics, contains techniques that aid in understanding the meaning of ideas and their interrelationships (Levin, 1982). The last two, notetaking and self- questioning

43. The Components of a Learning Strategy As noted, a learning strategy is a plan for accomplishing a learning goal. It consists of six components: metacognition, analysis, planning, implementation of the plan, monitoring of progress, and modification

44. Suggestions for Teaching in Your Classroom 1.Demonstrate a variety of learning tactics, and allow students to practice them. a. Teach students how to use various forms of rehearsal and mnemonic devices. b. Teach students how to formulate comprehension questions. c. Teach students how to take notes.

45. 2. Encourage students to think about the various conditions that affect how they learn and remember. 3. Each time you prepare an assignment, think about learning strategies that you and your students might use.

46. Strategies Categorized by Equipped for the Future Standards

47. Teaching Strategies for Actively Engaging Students in the Classroom Exploring teaching strategies Making lectures more interactive Effective discussion Concept sketches Using case studies Just-in-Time Teaching Role playing

48. TEACHING STRATEGIES Lecture. Case Method. Discussion. Active Learning. Cooperative Learning. Integrating Technology. Distance Learning.

49. Student learning

50. Student Learning Research shows clearly that a person must be engaged to learn. People learn by actively participating in observing, speaking, writing, listening, thinking, drawing, and doing.

51. Learning is enhanced when a person sees potential implications, applications, and benefits to others. Learning builds on current understanding (including misconceptions!).

52. If student learning is the goal, effective teaching means creating effective learning environments, and environments where students are actively participating and engaged with the material are crucial to student learning. What messages can we take home for course design?

53. Students are more likely to learn and retain if we ask them to do more than learn information. Including activities where students can explore applications and implications will improve learning.

54. A traditional lecture classroom focused on presentation of content by an instructor does not typically promote active participation and engagement.

55. Most students dutifully write down what the instructor writes on the board or shows on PowerPoint slides but are not actively processing the information. [For others, the statement "the light's on, but nobody's home" would be most appropriate]

56. A few students are engaged in thinking, comparison, analysis and projection during the lecture. They're the ones who raise a hand and say, "But what about X"? or "That must mean that"

57. Because many faculty members were this latter type of student, it is hard for us to recognize that traditional lecture is not an effective learning environment for many of our students because so many students do not participate actively during a traditional lecture. "I don't know why I come to class.

58. Learning Styles Your learning styles will certainly not match those of everyone in your class, What works well for you may not work well for some (or even most!!) of your students.

59. Knowing something about learning styles in general and your own learning styles in particular can help you to plan assignments and activities

60. Teaching methods and tools. Understand the students what they know, what they want, what they need.

61. Practise makes perfect I provide the students with a lot practise questions, which are then answered together in section.

62. Use modern tools. I use a varied combination of media for each class (PowerPoint, document camera, chalk-board, etc)

63. Accomplishments There are two measures of a teacher ’ s success with their students. The first is quantitative, and relates to the students ’ academic improvement and their preparation for future classes. The second is empirical, and relates to the students ’ own satisfaction with the class.

64. BRAIN Based Learning

65. Questions How do people learn? How did life outside of my classroom impact my students? At this time I began to be very curious about the role of emotions in learning.

66. BRAIN-MIND LEARNING PRINCIPLES All learning is physiological. The Brain-Mind is social. The search for meaning is innate. The search for meaning occurs through patterning.

67. Emotions are critical to patterning. The Brain-Mind processes parts and wholes simultaneously. Learning involves both focused attention and peripheral perception. Learning always involves conscious and unconscious processes.

68. There are at least two approaches to memory: archiving individual facts or skills or making sense of experience. Learning is developmental. Complex learning is enhanced by challenge and inhibited by threat associated with helplessness. Each brain is uniquely organized

69. TEACHING WITH THE BRAIN-BASED NATURAL HUMAN LEARNING PROCESS Rita Smilkstein, Ph. D. www.borntolearn.net

71. NATURAL LEARNING PROCESS: CLASSROOM/FIELD RESEARCH Over 7,000 people — from 2nd graders to graduate students to educators — have reported how they learned to be good at something outside school. Every group, without exception, has reported the same sequence of stages by which they learned.

72. THE NATURAL LEARNING STAGES (COMPRESSED IN 4 STAGES OR EXPANDED IN 6 STAGES) STAGE 1: Motivation/watch, have to, shown, interest STAGE 2: Start to Practice/practice, trial & error, ask ? ’ s STAGE 3: Advanced Practice/practice, lessons, read, confidence STAGE 4: Skillfulness/some success, enjoyment, sharing STAGE 5: Refinement/improvement, natural, pleasure, creative STAGE 6: Mastery/teach, recognition, higher challenges

73. THE NATURAL LEARNING PROCESS We learn through those stages because this is how the brain learns-- by constructing knowledge through sequential stages.

74. HOW THE BRAIN LEARNS We have about 100 billion brain nerve cells (neurons). Each neuron has one axon with many tails (terminals). These axon terminals send electrochemical messages to other neurons across tiny spaces called synapses. Learning creates the synaptic connections. The result is knowledge and skill constructed in our brain.

75. EMOTIONS AFFECT LEARNING When learners feel unconfident or anxious, certain chemicals flow into the synapses to shut them down: “ Danger! No time to think! Just run away! ” This is the flight reaction. Students mistakenly think they have a poor memory, but it is their emotions that are sabotaging them. When learners feel confident, different chemicals flow into the synapses that make them work quickly and well: “ I can handle this. ” This is the fight reaction

76. HOW THE BRAIN LEARNS Each neuron has thousands of dendrites (like tree branches and twigs-- “ dendrite ” means “ tree-like ” ) which receive chemical-electrical messages from other neurons ’ axons across the synapses.

78. THE BRAIN’S CONSTRUCTIVE LEARNING PROCESS Like twigs on a tree that can grow only from a twig or branch that is already there, so dendrites can grow only from a dendrite that is already there--from something the learner already knows. Then, like twigs growing on a tree, learning is constructed, higher and higher, skill and understanding increasing.

80. HOW THE BRAIN LEARNS As we learn (as we experience, practice, process), specific dendrites grow so that specific neurons connect at specific synapses to create larger and more-complex specific neural networks. These networks are what we know. The more we grow, the more we know, i.e., our ceiling level rises.

81. HOW THE BRAIN LEARNS Specific neural networks, which might include as many as 10,000 neurons, are what we know and can do.

82. THE BRAIN’S CONSTRUCTIVE LEARNING PROCESS As a learner goes through the stages of this natural learning process, the learner ’ s brain constructs its neural networks from the lowest twig up. Thus, the first lesson must be a no-fail activity to which every student can make a personal connection to a twig already there, to something already known.

83. THE BRAIN’S CONSTRUCTIVE LEARNING PROCESS Here is an example of a first lesson, a no- fail activity to which every student can make a personal connection: You are a college student. You find out that the head of the mafia in your city has killed your father and married your mother. But you have no proof. What will you feel? What will you do?

84. THE BRAIN’S CONSTRUCTIVE LEARNING PROCESS The students now read Hamlet and can personally connect to it. They can think and talk about it with understanding. Here is another example: It is 2055. Your family is jobless and starving, as are many other people in your country. But your government has no concern for any of you. Some people want to revolt. Will you? Why or why not?

85. THE BRAIN’S CONSTRUCTIVE LEARNING PROCESS The students now study the Russian revolution of 1905 and can think and talk about it with understanding.

86. USING THE NATURAL LEARNING PROCESS FOR ACTIVE, STUDENT- CENTERED LEARNING For all lessons, students first do their own thinking and then share and discuss in pairs or small groups. Finally, they participate in a whole-class discussion. After this, the teacher might want to add something — and the students will be eager to hear and discuss it.

87. IMPLICATIONS Students who have had the opportunity to construct a foundation of the specific prerequisite dendrites for a specific skill or subject — or for school learning in general — will be able to catch on in class. They will be the A or B students. Students without this opportunity, even though capable and intelligent, won ’ t be able to catch on as easily and quickly. They will be the F, D, or C students.

88. Learning and Grading

89. IMPLICATIONS If students haven ’ t had the opportunity to grow the foundation dendrites for a new topic or skill, they don ’ t have the basis from which to grow — on which to connect and construct — the dendrites for the higher levels of skill and knowledge. Should we judge them as incapable or of less intelligence or talent and throw them and their potential away because they never had that opportunity?

90. IMPLICATIONS Students from different cultures have different experiences and learn different things, grow different neural networks. However, we all learn by the same brain-based natural-learning process. When students have this metacognitive knowledge, they are curious about what and how other people learn rather than disrespect them for being ignorant or wrong.

91. STUDENTS AS EMPOWERED, ENGAGED, SUCCESSFUL LEARNERS When students self-evaluate how much their dendrites have grown, they see that they are in control of their learning.

92. Learning is all about empowerment. The brain is our survival organ. It is born to learn, is impelled to learn. The brain produces endorphins, the pleasure hormone, when it is learning. What if we had a way to help students, in any class, be the motivated, engaged, natural learners they are born to be? STUDENTS AS EMPOWERED, ENGAGED, SUCCESSFUL LEARNERS

93. ESSENTIAL TRUTHS ABOUT LEARNING AND TEACHING The brain starts all learning from where it is and constructs the new from there. The seven magic words that are the mating call of the brain are, “ See if you can figure this out. ” When these magic words are implicit or explicit in any lesson, the brain says, “ I want to do that! ” and the learner is motivated, engaged, and empowered.

94. When learners have all this invaluable metacognitive knowledge, they are empowered to be self-responsible and to have self-efficacy. When teachers have this knowledge, they can better help their students become the natural, motivated, successful learners they are born to be. ESSENTIAL TRUTHS ABOUT LEARNING AND TEACHING

95. FACES Behind every face is a brain that puts the look in the eye, the expression on the face, the words that come out of the mouth — and has these innate needs: Figure it out (Fairness/Justice) Acceptance (Affirmation/Respect) Community (Connections/Constructivism) Empowerment (Engagement) Safety