✅ #تست_درک_مطلب شماره یازده


If the child happens to work hard at geography, the geography teacher's concept of him will be "a hard-working student," but if the child happens to dislike mathematics and does not work on this project, the mathematics teacher's concept of him will be "a lazy student." Since each teacher has seen the child only in the situations mentioned, neither has a true concept of him. The more chances we have of seeing how a person behaves in different situations, the more accurate our concept of that person is likely to be.
Whenever we generalize about a thing, or a class of things, on the basis of too little evidence, our concept of that thing or class of things is likely to be inaccurate.

جلسه هشتم - زبان تخصصی (دکتر سپیده دمیرچی)
پارت اول

@psyenglish1402

جلسه هشتم - زبان تخصصی (دکتر سپیده دمیرچی)
پارت دوم

@psyenglish1402

پاورپوینت جلسه هشتم (دکتر سپیده دمیرچی)

✅ داوطلبان گرامی اگر پرسشی از دکتر دمیرچی داشتید می‌تونید از طریق اینستاگرام با ایشون در ارتباط باشید 👈🏻

https://instagram.com/sepideh.damirchi_elt?igshid=MDE2OWE1N2Q=

✅ #تست_درک_مطلب شماره دوازده

The most publicized was an article in 1979 by Arthur Jensen which claimed that most compensatory programs had failed, and therefore children of different intellectual ability should be taught differently. Children with high IQ scores, Jensen argued, should be taught conceptually by problem- solving methods. Children with low IQ scores should be taught through associative methods. Jensen's article was controversial: IQ tests measure intelligence; in a population intelligence is eighty percent explained by genetic factors; and blacks as a population score on the average consistently lower than Whites on both standard IQ tests and culture-fair tests. Jensen concluded that environmental enrichment programs were severely limited in their ability to raise IQ scores, and that educators would better spend their time and resources identifying conceptual and associative learners and teaching them through the methods appropriate to their learning style.

#بازخورد
📝 روانشناسان، مشاوران، متخصصان علوم تربیتی و علوم شناختی آینده؛
همانطور که می‌دونید 8 جلسه اول کلاس که اختصاص به بررسی فصل 1 تا 8 کتاب لیندا داشت به پایان رسید. در این جلسات آقای یاورزاده، آقای شاه‌محمد‌پور، خانم گل‌محمدی، خانم نیک‌فر و خانم دکتر دمیرچی هریک جلساتی همراه با شما بودند. 2 جلسه آینده به تست‌زنی اختصاص خواهد یافت و بعد از آن برنامه جلسات آینده اعلام خواهد شد.
لطفا بازخورد خودتون را درباره جلسات تا به اینجا با ما در میان بگذارید 👈🏻
@zabaan_ravaan
چه مباحثی بیشتر به شما کمک کرد؟ جای چه مباحثی خالی بود؟ نقاط ضعف و نقاط قوت کلاس‌ها از نظر شما چه بود؟ چه مواردی به شخصی‌سازی شدن بیشتر کلاس به شما کمک می‌کند؟ چه ایده‌ای دارید که کیفیت کلاس‌ها برای شما ارتقا یابد؟ چه مواردی از نظر شما ضروری نیست و بهتر است زمان کمتری را به خود اختصاص دهد یا حذف شود؟ چه سبک تدریسی بیشتر به شما کمک می‌کند و چه روشی به‌نظر شما تاثیر کمتری در یادگیری دارد؟

* بچه‌ها لطفا مثل پیامک‌های صداوسیما صرفا نگید زمانش را بیشتر کنید :))) کلاس‌ها را به طور دقیق ارزیابی کنید. برای مثال از نظر شما تدریس فلان گرامر ضروری هست و به شما کمک کرده و بهتره بیشتر روی اون کار بشه یا مثلا به‌نظر شما گفتن مترادف‌های مختلف کمک‌کننده هست یا بالعکس شما را گیج می‌کنه.
مطمئن باشید ترتیب اثر داده میشه و در جلسات بعد روی اون‌ها کار میشه.

دوستان اگر بازخورد و تحلیلتون و پیشنهاداتون بنویسید از قلب بسیار خوشحال‌تر خواهیم شد :)) ممنون 👈
@zabaan_ravaan

✅ #تست_درک_مطلب شماره سیزدهم

Many secondary schools have undergone administrative reorganization to enable the staff to provide greater individualization of instruction. These new procedures and practices include a more flexible type of class scheduling that enables the teaching staff to vary the nature and type of instruction. Provisions are often made for a self-directed and independent study on the part of the students. Basic material may be presented to a large group and supplemented by a seminar of small-group discussions. Grouping, sectioning, and tracking procedures have also been introduced in schools, including experimentation with an ungraded school system. The development of alternate course programs, often designated as "trades," which students can select on the basis of their achievement levels or career plans, and opportunities for selected students to engage in independent research and laboratory activities have led to increased individualization.

✅ #تست_درک_مطلب شماره چهاردهم

An underlying assumption of the psychology of education is the importance of teachers in schools as well as in learning. Many people would agree with Ausubel that it is the teacher's prime task to "ascertain what the learner knows and teach him accordingly." The best way to ascertain what the learner already knows is to feed him and let him spit out what he doesn't want. But teachers acquire from psychologists a lack of trust in the learner's ability to chew and to choose. In general, psychologists of education are beginning to suspect that teaching is neither necessary nor sufficient to produce learning and that it can have many unintended, unacknowledged, conflicting and counterproductive effects.