1) The document proposes instructional strategies to increase student engagement in a primary school History class and move towards 21st century learning.
2) It identifies problems with current teaching materials and lack of interaction. The proposed strategies include adding narration to slides, flipped classroom, and using social media tools like Facebook, blogs, and polling to enhance collaboration and interaction.
3) The design would rework presentation materials using instructional design principles and record lectures to make them interactive. Flipped classroom and collaborative online activities would promote active, engaged learning.
The document discusses the Talladega County School's 21st Century Initiative to integrate technology across K-5 curriculums. It outlines the initiative's goals of increasing student engagement and training teachers. It details steps taken like reading relevant books, participating in training sessions, developing exemplary technology-integrated lessons, and establishing teacher leaders. Various technologies used in classrooms are also described, like interactive whiteboards, document cameras, and one-to-one laptop programs for project-based learning.
The document outlines an agenda for a reading workshop professional development plan that includes introducing reading workshops, modeling components like mini-lessons and conferring, observing teachers implementing workshops in their classrooms, and discussing how to establish clear routines, group students based on data, and prepare relevant activities.
This presentation discusses facilitating online participation and learning. It emphasizes encouraging participation through introductions, varied communication methods, active facilitation with questions and feedback, and technical and task support. It also stresses sustaining motivation with tutor and peer support, including one-on-one tutorials and study buddies. The document considers tutor skills for synchronous and asynchronous work, such as planning, listening, questioning, giving feedback, and reformulating. It emphasizes matching content and format and knowing when to use synchronous versus asynchronous media. Finally, it provides a decision tool to help design online courses by considering factors such as staff, students, content, learning outcomes, and evaluation.
Field study 3 nov. presentation public copymmmckay
This document summarizes Martha McKay's field study exploring how technology can be used to create a motivating language learning environment and ease student anxiety. She set up her classroom with a document camera, blog, and Wallwisher for student presentations and class materials. Students completed podcast and TypeWith.Me activities. Survey results found students learned most from partner work. Evidence showed student engagement and learning from technology use. Research supported how technology provides feedback, promotes motivation and collaboration, and lowers anxiety when the teacher creates a supportive environment. The teacher's motivation and use of students' online experiences outside class is key to success.
This document summarizes a presentation on the flipped classroom model of instruction. It describes the flipped classroom approach, discusses research on its effectiveness, and provides design strategies for implementation. The presentation objectives are to help participants understand the flipped model, justify its use, and develop strategies for flipping their own classes. Some key benefits shown in research include improved learning, test scores, and student engagement. Design advice includes reimagining the syllabus, requiring pre-class activities, using discussion boards, developing in-class activities, and addressing potential challenges to implementation.
The document summarizes an internship project to digitize teaching materials for the Colorado Chinese Language School (CCLS). The intern proposed using Moodle to create online lessons, quizzes, grades and forums. However, issues arose. The principal wanted the website integrated with Moodle for a unified user experience. The intern then suggested ways to combine features from both platforms. However, the project was not fully implemented within the time frame due to technical constraints of integrating the systems and a lack of support staff. The intern reflected on lessons learned about thorough analysis and contingency planning for unexpected challenges in future projects.
This lesson plan is for a 5-day unit teaching students how to write an opinion essay. The unit focuses on the standard of writing opinion pieces supported with reasons and information. Students will learn the components of an opinion essay using the "OREO" structure of Opinion, Reasons, Elaboration/Evidence, and Restate Opinion. Each day focuses on a different step of the planning and writing process, such as identifying opinions in texts, completing an E-Frame planning sheet, and using the E-Frame to draft the introduction, body paragraphs, and conclusion of an essay. Formative and summative assessments are included to monitor student learning.
The document discusses the Talladega County School's 21st Century Initiative to integrate technology across K-5 curriculums. It outlines the initiative's goals of increasing student engagement and training teachers. It details steps taken like reading relevant books, participating in training sessions, developing exemplary technology-integrated lessons, and establishing teacher leaders. Various technologies used in classrooms are also described, like interactive whiteboards, document cameras, and one-to-one laptop programs for project-based learning.
The document outlines an agenda for a reading workshop professional development plan that includes introducing reading workshops, modeling components like mini-lessons and conferring, observing teachers implementing workshops in their classrooms, and discussing how to establish clear routines, group students based on data, and prepare relevant activities.
This presentation discusses facilitating online participation and learning. It emphasizes encouraging participation through introductions, varied communication methods, active facilitation with questions and feedback, and technical and task support. It also stresses sustaining motivation with tutor and peer support, including one-on-one tutorials and study buddies. The document considers tutor skills for synchronous and asynchronous work, such as planning, listening, questioning, giving feedback, and reformulating. It emphasizes matching content and format and knowing when to use synchronous versus asynchronous media. Finally, it provides a decision tool to help design online courses by considering factors such as staff, students, content, learning outcomes, and evaluation.
Field study 3 nov. presentation public copymmmckay
This document summarizes Martha McKay's field study exploring how technology can be used to create a motivating language learning environment and ease student anxiety. She set up her classroom with a document camera, blog, and Wallwisher for student presentations and class materials. Students completed podcast and TypeWith.Me activities. Survey results found students learned most from partner work. Evidence showed student engagement and learning from technology use. Research supported how technology provides feedback, promotes motivation and collaboration, and lowers anxiety when the teacher creates a supportive environment. The teacher's motivation and use of students' online experiences outside class is key to success.
This document summarizes a presentation on the flipped classroom model of instruction. It describes the flipped classroom approach, discusses research on its effectiveness, and provides design strategies for implementation. The presentation objectives are to help participants understand the flipped model, justify its use, and develop strategies for flipping their own classes. Some key benefits shown in research include improved learning, test scores, and student engagement. Design advice includes reimagining the syllabus, requiring pre-class activities, using discussion boards, developing in-class activities, and addressing potential challenges to implementation.
The document summarizes an internship project to digitize teaching materials for the Colorado Chinese Language School (CCLS). The intern proposed using Moodle to create online lessons, quizzes, grades and forums. However, issues arose. The principal wanted the website integrated with Moodle for a unified user experience. The intern then suggested ways to combine features from both platforms. However, the project was not fully implemented within the time frame due to technical constraints of integrating the systems and a lack of support staff. The intern reflected on lessons learned about thorough analysis and contingency planning for unexpected challenges in future projects.
This lesson plan is for a 5-day unit teaching students how to write an opinion essay. The unit focuses on the standard of writing opinion pieces supported with reasons and information. Students will learn the components of an opinion essay using the "OREO" structure of Opinion, Reasons, Elaboration/Evidence, and Restate Opinion. Each day focuses on a different step of the planning and writing process, such as identifying opinions in texts, completing an E-Frame planning sheet, and using the E-Frame to draft the introduction, body paragraphs, and conclusion of an essay. Formative and summative assessments are included to monitor student learning.
Pleanary- Blending Learning Efficiently: The Role of the Flipped ClassroomRussell Stannard
This is the plenary I gave in Vilnius in 2017.It is about the Flipped Classroom. It focuses on the key tools to produce Flipped Classroom content and talks about why the Flipped Classroom can be a efficient form of blended learning. The tool focus is on the use of screen cast technologies.
The document discusses instructional design and materials for the 21st century teacher. It provides an overview of key concepts like the student-centered approach, instructional methods, and basic principles of preparing instructional materials. It also covers different types of traditional and modern instructional media like videos, social media, and their advantages for distance learning. The document emphasizes selecting the right instructional methods and media based on educational goals, learner needs, and evaluating the effectiveness of the materials.
This document is Michael Kelly's electronic portfolio for his EDUC 537 course on designing web-based learning. The portfolio contains Michael's reflections on the four units of the course: theories of learning and multiple intelligences, project-based learning and web design tools, designing web-based learning projects, and online teaching and e-moderating. Michael discusses applying what he learned to his own teaching practices, including using concept maps, webquests, and constructivist approaches. He also reflects on a career-focused webquest project he created with classmates.
Guiding Principles in the Selection and Use of Instructional MaterialsIrvin Ecalnir
Chapter 6 Instructional Methodology
MaEd Science Class 2016 - 2017
Ramon Magsaysay Technological University
Topic: Instructional Materials
Presented by Irvin N. Ecalnir
Instructional materials can enhance learning in several key ways. They help students learn more effectively by improving their abilities, providing meaningful experiences, and giving clearer understanding of lessons. The materials also make lessons more interesting and engaging for students. Using instructional aids can improve the overall quality of teaching and learning by helping teachers identify student strengths and weaknesses while leading to better learning outcomes.
This document outlines Ms. Kimone Campbell's lesson plan for a Grade 10c class on marketing and marketing activities. The class has 15 students who are mostly male and visual learners. The lesson objectives are for students to define marketing, list marketing activities, explain different activities, and provide examples after viewing materials from various educational websites. Students will engage with content on sites like Toonlet, Popplet, and Animoto. They will then participate in a discussion on Slideshare and take a quiz on Quizlet to assess their learning.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Euline Cutrim SchmidThe Open University
The document discusses a study that used video-stimulated reflective dialogues to examine the professional development of English as a foreign language teachers integrating interactive whiteboard technology into their teaching. The study was informed by a socio-cognitive approach to computer-assisted language learning. Seven teachers participated in longitudinal case studies involving classroom observations, interviews, and video-stimulated reflective dialogues. The dialogues helped teachers reflect on and evaluate their pedagogical development and beliefs. The study provides insights into the competencies teachers need to effectively use new technologies and the role of video reflection in teacher professional learning.
This is Andile's Reflective E-Portfolio. It consist of Artefacts and collection of all assessments I have engaged with and completed in the Methodology and Practicum FET and SP Mathematics 4 Module. This is my professional developments drawn from different experiences such lesson observations, WIL teaching practice and lectures that were conducted via Blackboard with the lecturer and peers.
This document provides instructional strategies for summarizing and note taking. It discusses the importance of these skills and offers generalizations and classroom applications. For summarizing, it recommends teaching a rule-based strategy and using summary frames. For note taking, it emphasizes that notes should be a work in progress and used as study guides. The document also provides examples of different note taking formats and strategies teachers can use to help students improve their summarizing and note taking abilities.
Lesson plan: Ethics and its role in physical therapy Janine Rose
This lesson plan aims to teach third year physical therapy students about ethics and its role in the profession. The lesson will focus on how ethics governs physical therapists' interactions with clients and influences clinical judgement through reflective practice. Students will learn about ethical concepts and frameworks, analyze ethical scenarios, and reflect on how the lesson will impact their practice through various online activities and multimedia presentations. The goal is for students to understand how to apply ethics in physical therapy.
Delivered by Cleo Jones of Edinburgh City Council at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.
Can-do statements: how do teachers really work with them? eaquals
I agree with the concern that can-do statements can overgeneralize language skills. As one teacher noted, it's difficult to address
more nuanced skills like entering unprepared conversations or achieving
clear pronunciation through a single lesson. However, others saw value in
can-do statements as a roadmap or reflection tool. Different views
depending on how they're applied.
Talis Insight Europe 2017 - Reading Lists and course design - Oxford Brookes ...Talis
This document discusses a project to align reading lists with learning outcomes based on the theory of constructive alignment. The project team worked with module leaders to redesign two test case modules so that reading lists were activities rather than passive situations. For one business module, a survey found that less than half of students did the assigned reading and many struggled to explain how they would apply what they learned. A built environment module that paired readings with online forums saw low participation barriers. Future aims are to identify more test case modules, evaluate if new practices are embedded, create guidance for module leaders, and publish findings. Challenges include students' surface learning approaches and resources for large-scale redesign.
Interactive Ways of Teaching Language SkillsYogeshIJTSRD
This work is aimed at developing all the skills of students in teaching foreign languages through interactive methods. Thus, the research topic is called “Interactive Methods of Teaching Language Skillsâ€. The study discusses the importance of perfectly organizing all skills in foreign language teaching. Modern methods and interactive methods will be carefully studied and applied. It is also important to increase the effectiveness of foreign language learning using modern methods, away from traditional teaching methods, and to use it as an effective teaching tool in the formation of language learning skills. The aim of the research is to provide foreign language teachers with a brief overview of the interactive methods used at different stages of language skills development, especially the various tools aimed at developing students ’cognitive skills. Xaydarova Nigina Ganiyevna "Interactive Ways of Teaching Language Skills" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | International Research Development and Scientific Excellence in Academic Life , March 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38743.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38743/interactive-ways-of-teaching-language-skills/xaydarova-nigina-ganiyevna
The document provides recommendations for creating online courses, including:
1) Consider student convenience, extending the classroom, and giving preservice teachers experience with educational technology as reasons for developing an online course.
2) Moodle is recommended as a free and effective learning management system that allows engaging students online.
3) Instructors should review other online courses, take some themselves, and outline their course goals before developing content.
The document discusses project based learning (PBL). It defines PBL as a teaching method where students gain knowledge and skills by investigating and responding to engaging questions or challenges over an extended period of time. PBL is grounded in elements like role playing, real-world scenarios, and authentic assessments. It helps develop skills like research, collaboration, and communication. The document also outlines types of projects, components of PBL, benefits and drawbacks, and includes an example lesson plan on teaching layers of the Earth through a project.
Reading and Technology: Make the Connectionsqoolmaster
Discover Internet resources and technology applications that address the National Reading Panel recommendations in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.
This document provides guidance for instructors on transitioning a course from seated to online. It discusses why online learning is beneficial for both students and instructors, highlighting increased flexibility and accessibility. It then offers tips for promoting interaction and presence online through introductions, organization, instruction, and feedback. The document emphasizes careful course design and integration of technologies like videos and discussion boards. It stresses the importance of building community through clear expectations, online office hours, and soliciting feedback.
This document provides best practices for teaching online courses. It covers course planning, design, and delivery. For planning, it discusses initial planning phases and student communication. For design, it discusses accessibility, simplicity, consistency, and quality assurance models. It also covers learning objectives, syllabus development, rubrics, and discussion boards. For delivery, it discusses flipped classrooms, assessments, and providing feedback. Examples are given for structuring hybrid courses using a blended approach.
Blended Learning: Kiosk Based Poster presentationDilip Barad
The document describes an experiment conducted by the Department of English at Bhavnagar University in Gujarat, India to incorporate blended learning techniques using web tools alongside traditional classroom teaching. Students used blogs to submit assignments, a web platform to create and share presentations, and Google Groups for online discussion. The methodology awarded points for student participation and comments on blogs and presentations. Both teachers and students found benefits like increased student attention, interest, and motivation compared to solely traditional learning methods.
Pleanary- Blending Learning Efficiently: The Role of the Flipped ClassroomRussell Stannard
This is the plenary I gave in Vilnius in 2017.It is about the Flipped Classroom. It focuses on the key tools to produce Flipped Classroom content and talks about why the Flipped Classroom can be a efficient form of blended learning. The tool focus is on the use of screen cast technologies.
The document discusses instructional design and materials for the 21st century teacher. It provides an overview of key concepts like the student-centered approach, instructional methods, and basic principles of preparing instructional materials. It also covers different types of traditional and modern instructional media like videos, social media, and their advantages for distance learning. The document emphasizes selecting the right instructional methods and media based on educational goals, learner needs, and evaluating the effectiveness of the materials.
This document is Michael Kelly's electronic portfolio for his EDUC 537 course on designing web-based learning. The portfolio contains Michael's reflections on the four units of the course: theories of learning and multiple intelligences, project-based learning and web design tools, designing web-based learning projects, and online teaching and e-moderating. Michael discusses applying what he learned to his own teaching practices, including using concept maps, webquests, and constructivist approaches. He also reflects on a career-focused webquest project he created with classmates.
Guiding Principles in the Selection and Use of Instructional MaterialsIrvin Ecalnir
Chapter 6 Instructional Methodology
MaEd Science Class 2016 - 2017
Ramon Magsaysay Technological University
Topic: Instructional Materials
Presented by Irvin N. Ecalnir
Instructional materials can enhance learning in several key ways. They help students learn more effectively by improving their abilities, providing meaningful experiences, and giving clearer understanding of lessons. The materials also make lessons more interesting and engaging for students. Using instructional aids can improve the overall quality of teaching and learning by helping teachers identify student strengths and weaknesses while leading to better learning outcomes.
This document outlines Ms. Kimone Campbell's lesson plan for a Grade 10c class on marketing and marketing activities. The class has 15 students who are mostly male and visual learners. The lesson objectives are for students to define marketing, list marketing activities, explain different activities, and provide examples after viewing materials from various educational websites. Students will engage with content on sites like Toonlet, Popplet, and Animoto. They will then participate in a discussion on Slideshare and take a quiz on Quizlet to assess their learning.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Euline Cutrim SchmidThe Open University
The document discusses a study that used video-stimulated reflective dialogues to examine the professional development of English as a foreign language teachers integrating interactive whiteboard technology into their teaching. The study was informed by a socio-cognitive approach to computer-assisted language learning. Seven teachers participated in longitudinal case studies involving classroom observations, interviews, and video-stimulated reflective dialogues. The dialogues helped teachers reflect on and evaluate their pedagogical development and beliefs. The study provides insights into the competencies teachers need to effectively use new technologies and the role of video reflection in teacher professional learning.
This is Andile's Reflective E-Portfolio. It consist of Artefacts and collection of all assessments I have engaged with and completed in the Methodology and Practicum FET and SP Mathematics 4 Module. This is my professional developments drawn from different experiences such lesson observations, WIL teaching practice and lectures that were conducted via Blackboard with the lecturer and peers.
This document provides instructional strategies for summarizing and note taking. It discusses the importance of these skills and offers generalizations and classroom applications. For summarizing, it recommends teaching a rule-based strategy and using summary frames. For note taking, it emphasizes that notes should be a work in progress and used as study guides. The document also provides examples of different note taking formats and strategies teachers can use to help students improve their summarizing and note taking abilities.
Lesson plan: Ethics and its role in physical therapy Janine Rose
This lesson plan aims to teach third year physical therapy students about ethics and its role in the profession. The lesson will focus on how ethics governs physical therapists' interactions with clients and influences clinical judgement through reflective practice. Students will learn about ethical concepts and frameworks, analyze ethical scenarios, and reflect on how the lesson will impact their practice through various online activities and multimedia presentations. The goal is for students to understand how to apply ethics in physical therapy.
Delivered by Cleo Jones of Edinburgh City Council at the Annual Conference of the Chartered Institute of Library and Information Professionals in Scotland (CILIPS), which took place 1-3 June 2009.
Can-do statements: how do teachers really work with them? eaquals
I agree with the concern that can-do statements can overgeneralize language skills. As one teacher noted, it's difficult to address
more nuanced skills like entering unprepared conversations or achieving
clear pronunciation through a single lesson. However, others saw value in
can-do statements as a roadmap or reflection tool. Different views
depending on how they're applied.
Talis Insight Europe 2017 - Reading Lists and course design - Oxford Brookes ...Talis
This document discusses a project to align reading lists with learning outcomes based on the theory of constructive alignment. The project team worked with module leaders to redesign two test case modules so that reading lists were activities rather than passive situations. For one business module, a survey found that less than half of students did the assigned reading and many struggled to explain how they would apply what they learned. A built environment module that paired readings with online forums saw low participation barriers. Future aims are to identify more test case modules, evaluate if new practices are embedded, create guidance for module leaders, and publish findings. Challenges include students' surface learning approaches and resources for large-scale redesign.
Interactive Ways of Teaching Language SkillsYogeshIJTSRD
This work is aimed at developing all the skills of students in teaching foreign languages through interactive methods. Thus, the research topic is called “Interactive Methods of Teaching Language Skillsâ€. The study discusses the importance of perfectly organizing all skills in foreign language teaching. Modern methods and interactive methods will be carefully studied and applied. It is also important to increase the effectiveness of foreign language learning using modern methods, away from traditional teaching methods, and to use it as an effective teaching tool in the formation of language learning skills. The aim of the research is to provide foreign language teachers with a brief overview of the interactive methods used at different stages of language skills development, especially the various tools aimed at developing students ’cognitive skills. Xaydarova Nigina Ganiyevna "Interactive Ways of Teaching Language Skills" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | International Research Development and Scientific Excellence in Academic Life , March 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38743.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38743/interactive-ways-of-teaching-language-skills/xaydarova-nigina-ganiyevna
The document provides recommendations for creating online courses, including:
1) Consider student convenience, extending the classroom, and giving preservice teachers experience with educational technology as reasons for developing an online course.
2) Moodle is recommended as a free and effective learning management system that allows engaging students online.
3) Instructors should review other online courses, take some themselves, and outline their course goals before developing content.
The document discusses project based learning (PBL). It defines PBL as a teaching method where students gain knowledge and skills by investigating and responding to engaging questions or challenges over an extended period of time. PBL is grounded in elements like role playing, real-world scenarios, and authentic assessments. It helps develop skills like research, collaboration, and communication. The document also outlines types of projects, components of PBL, benefits and drawbacks, and includes an example lesson plan on teaching layers of the Earth through a project.
Reading and Technology: Make the Connectionsqoolmaster
Discover Internet resources and technology applications that address the National Reading Panel recommendations in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.
This document provides guidance for instructors on transitioning a course from seated to online. It discusses why online learning is beneficial for both students and instructors, highlighting increased flexibility and accessibility. It then offers tips for promoting interaction and presence online through introductions, organization, instruction, and feedback. The document emphasizes careful course design and integration of technologies like videos and discussion boards. It stresses the importance of building community through clear expectations, online office hours, and soliciting feedback.
This document provides best practices for teaching online courses. It covers course planning, design, and delivery. For planning, it discusses initial planning phases and student communication. For design, it discusses accessibility, simplicity, consistency, and quality assurance models. It also covers learning objectives, syllabus development, rubrics, and discussion boards. For delivery, it discusses flipped classrooms, assessments, and providing feedback. Examples are given for structuring hybrid courses using a blended approach.
Blended Learning: Kiosk Based Poster presentationDilip Barad
The document describes an experiment conducted by the Department of English at Bhavnagar University in Gujarat, India to incorporate blended learning techniques using web tools alongside traditional classroom teaching. Students used blogs to submit assignments, a web platform to create and share presentations, and Google Groups for online discussion. The methodology awarded points for student participation and comments on blogs and presentations. Both teachers and students found benefits like increased student attention, interest, and motivation compared to solely traditional learning methods.
Storybird is an online literacy tool that allows students to create and share short stories inspired by images. It encourages reading, writing, collaboration, and helps students engage with concepts. Teachers report that Storybird helps reluctant readers, supports project-based learning and meets common core standards. It also develops creativity, communication skills, and allows students to work at their own pace. Resources and tutorials are available to help teachers incorporate Storybird into their classrooms.
This document provides guidance on effective elements of online instruction. It discusses initial course planning, including checklists and student contact information. It also covers course design considerations like accessibility, simplicity, consistency, and instructional models. Factors affecting online course quality like design, content, and learner readiness are addressed. The document then discusses learning objectives, feedback rubrics, flipped classroom approaches, student engagement ideas, and available media services for faculty.
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
The document discusses project based learning (PBL), an instructional approach where students gain knowledge and skills by working to investigate and respond to an engaging problem or challenge. It defines PBL and explains its key elements, structures, and advantages. PBL shifts the classroom from teacher-centered to student-centered, with the teacher taking a facilitating role and students determining the project, collaborating, and taking responsibility for their own learning and success. The document provides examples of challenging PBL projects and their flexible nature to embed other learning methods.
The implementation of i2 Flex methodology in a language class and the use of ...ACS Athens
The document discusses using the i2 Flex methodology and Community of Inquiry (CoI) framework in a language class. i2 Flex incorporates blended learning using technology to enhance content. It involves independent student learning, inquiry-based learning with faculty feedback, and face-to-face meetings. The CoI framework focuses on teaching, social, and cognitive presence. The author applies this framework to evaluate their language class involving an online cultural diversity topic, Moodle resources, and student discussions. A CoI survey was modified to evaluate the i2Flex learning experience holistically and provide benefits like evaluating student and teacher work.
This presentation contains part of my book entitled "Reading and Writing Skils in the 21st Century Learners" which I shared in one of ISTAR's International Conference and DepEd National Reading Month in 2021.
The document summarizes proposed renovations to the IT7130 online learning course based on observations by Group 3. Key areas in need of improvement include reducing emphasis on group work, providing timely feedback, improving communication from the professor, using more explicit instructions, and organizing course materials and layout. The group proposes modified activities like assessing special topic participation and clearly defining assignments. New activities like videostreamed conferences, digital storytelling, summarizing discussions, and relating skills to work are also recommended.
Project based learning - teaching methodologyPun Yanut
Project-based learning (PBL) is a student-centered pedagogical approach that involves students working in groups to solve an open-ended problem. This study examined the effects of PBL on 28 seventh-grade students' English speaking and writing skills in Indonesia. Quantitative data showed a significant improvement in students' speaking and writing abilities after PBL instruction. Qualitatively, PBL enhanced students' enthusiasm, confidence, creativity, collaboration skills, and self-directed learning. It also increased the teacher's motivation and satisfaction in teaching. The findings provide evidence that PBL has positive impacts on students' language skills and the overall teaching and learning process.
This document discusses digital teaching and the shift from traditional to modern pedagogical approaches. It outlines key differences between traditional and digital teaching such as a focus on complete learning over syllabus completion and experiential versus rote learning. The changing role of teachers as facilitators rather than only information providers is also covered. Features of digital teaching like enhanced interaction and flexibility are presented. Learning management systems and tools like Moodle that support online learning are also summarized.
Re-inventing Project Based Learning in the 21st centuryAmmar A. ElMerhbi
This is a presentation of PBL workshop for k12 teachers. The sessions starts with teachers's views of PBL, the backgroudn experience of PBL, shows them the difference between project based learnign and project oreinted learning, engages teachers in analyzing the success factors of a good pbl lesson via video, then they are presented with elements of pbl that need to be in place. Teachers then were engaged in activity to plan an interdisciplinary pbl lesson.
Integrate is a multi-level reading and writing series for beginner to intermediate learners of English. The series features reading passages in a variety of formats on high-interest topics linked to common academic standards. Throughout the series, learners gain familiarity with reading skills, reinforced through writing tasks. Reading comprehension is progressively developed in tandem with fluency. Throughout the series, students gradually expand their vocabulary through exposure to high-frequency focus words related to the unit topics. Engaging videos and augmented reality (AR) content enrich the learning experience and provide opportunities for developing digital literacy and 21st-century skills.
Project-based learning is a teaching method where students investigate and respond to engaging questions or problems over an extended period of time. It addresses real-life issues, has the teacher serve as a facilitator, motivates students, encourages advanced thinking skills, and promotes collaboration. Project-based learning helps students develop skills for a technological society, brings relevance to learning, lends itself to authentic assessment, and promotes lifelong learning for students with varying styles. It incorporates comparing information, drawing conclusions, solving complex problems, giving feedback, and conveying ideas through various media.
Project-based learning is a teaching method where students investigate and respond to engaging questions or challenges over an extended period of time. It addresses real-life issues, has the teacher serve as a facilitator, motivates students, encourages advanced thinking skills, and promotes collaboration. Project-based learning helps students develop skills for a technological society, brings relevance to learning, lends itself to authentic assessment, promotes lifelong learning, and accommodates different learning styles. In project-based learning, students use technology like creating posters, videos, blended presentations, and wikis to demonstrate their learning. For example, students may create robots that reenact stories to incorporate critical thinking skills.
An App a Day Keeps Teacher Burn-out AwayAlycia Schoof
Introduction of several apps and programs to assist teachers with streamlining the classroom and saving valuable teacher planning and instructional time.
- The document discusses a blended learning project that provided teachers training and support to implement blended learning courses using a learning management system and pre-developed online content. 10 teachers participated initially with 4 continuing actively.
- The project found that blended learning provided students flexibility over time, location, and pace of learning. However, challenges included the time needed for teachers to learn new technologies and develop courses, as well as ensuring students had adequate access to technology and internet.
- Students reported appreciating increased access to course content online, while some struggled without textbooks or reliable technology access. Overall, the project demonstrated benefits of blended learning but also highlighted infrastructure and training needs.
IPA involves students taking responsibility for their own learning by sharing experiences and motivating each other through communication. It uses backward design with 3 steps: 1) identify learning goals aligned to standards and assessments, 2) design formative and summative assessments, and 3) plan engaging learning activities to prepare students for assessments. Assessments evaluate students' interpersonal, interpretive, and presentational communication skills through tasks like conversations, reading comprehension, and presentations. The goal is to help students become independent lifelong learners who can apply their language skills in real-world settings.
This thesis examines the influence of flipped classroom learning strategies on student learning results at SMAN 1 Jepara high school. The flipped classroom model delivers instruction at home through videos while classroom time is used for homework and collaboration. This allows teachers to spend more one-on-one time with students. The study uses descriptive analysis to evaluate the effectiveness of flipped classroom learning on student outcomes. It is expected that flipped classroom strategies will help teachers provide more engaging content, give students instant feedback, and better cater to different learning styles.
This training program teaches facilitators the skills needed for distance learning. It is divided into 4 parts covering vital information, facilitator skills, technology tools, and issues. The audience are current adult educators without online experience. Goals are for trainees to master distance learning facilitation skills. Objectives are to teach courses successfully online. Skills taught include being visible, analytical, and a leader. Theories covered include transactional distance and multimodality. Technology tools like Facebook, YouTube, and Google Drive are discussed for student engagement and collaboration. Managing different learner types and synchronous vs asynchronous facilitation are also covered.
Similar to 21st century learning haniffa beevi (20)
2. INTRODUCTION
• One of the important factors that affect the students’ learning is the students’
engagement with the academically purposeful activities (Kuh, 2001).
• In 21st century learning, students and educators must be prepared with
technological knowledge, understanding, and skills.
• This paper is a proposal on designing 21st century learning for face-to-face
learning for primary school students for subject History.
3. The image below shows the key element of 21st century learning that represent both
student outcomes and support systems to achieve 21st century skills
Source: Partnership for 21st century skills, 2009
4. In order to find the current teaching and learning method, the observation has been
done according to these four aspects:
•The instructional design of the teaching material
•The teaching and learning methods that has been applied in the learning
environment (e.g., taking notes, referring to book, etc).
•Interaction between students and teacher in the classroom
5. Based on the observation, following result has been obtained.
Observation Result
Design of teaching materials • Power point presentation that has been used was full of
text and less images.
• Related short video showed for better understanding.
• Teacher using white board to describe more about topic.
• Text book was used as a reference.
Teaching and Learning Methods • Student has been provided with hard copy of power point
presentation slides.
• Student writing the extra points which has been write on
the white board.
• Referring to text book for more detailed explanation.
• Home-works is given together with the printed notes and
also from the text book.
Interaction between students and • Student not asking any question in between the class
teacher session.
• Teacher offer question and answer session at the end of
each class.
• Very less student asking question at the end of class.
• Student’s less gives response and comment when asking
by teacher.
6. INSTRUCTIONAL LEARNING PROBLEMS
Based on the observation result that has been shown in the Table 2.0, following
instructional problems were identified:
•The design of the Power Point slides very clustered with text and information
overload.
•There is less participation of the student in the classroom activity.
•There was less interaction between students and teacher and between students
itself.
7. INSTRUCTIONAL SETTING
Following are the instructional strategies that applied in this instructional setting.
• Adding narration in lecture notes
• Design the presentation material interactive and effective
• Using Web 2.0 or social software tools for 21st century learning
8. INSTRUCTIONAL STRATEGIES
The initial concern of current study is to propose 21st century learning to increase the students’
engagement in the classroom learning.
The instructional strategies that guide to reach the objectives are:
•Adding narration in the PowerPoint presentation slides
Designing the PowerPoint slides with the explanation will allowed the students to learn the
subject at home and also revise it whenever they needed.
•Flipped Classroom
Flipped classroom means a reversed of traditional teaching modes whereby the learning
session is delivered at home through interactive and moves “homework” to the classroom.
This will creates collaborative learning environment in the classroom thus increase student’s
engagement in the learning‘.
•Using social software tools for learning activities.
Using social media tools to enhance students’ engagement in the learning activity and thus
moved to 21st century learning.
9. INSTRUCTIONAL OBJECTIVES
The purpose of this proposal is to enhance students’ engagement and moved toward
the 21st century learning by utilizing Web 2.0 tools.
INSTRUCTIONAL DESIGN
For designing the course, the following point is taking into consideration:
• Presentation Material
• Interaction between students and teacher
• Active learning
10. PRESENTATION MATERIAL
• The content of the material was collected from subject matter expert and re-
design it applying Robert Gagne Learning Theory instructional design.
• Since the subject matter expert was the best person who can give the explanation
for their learning material, we require him/her to record their lecture using e-
learning software.
• The Articulate Presenter software is used to add narration and interactivity in the
PowerPoint Presentation Slides
11. INTERACTION BETWEEN STUDENTS
AND TEACHER
Here the proposed Web 2.0 tools to enhance students’ engagement in the learning.
• Facebook
• Blog
• Social Bookmarking
• Poll Everywhere
12. FACEBOOK
• Social network tool such as a Facebook is a most powerful application tool
nowadays to connect the people all over the world.
• The feature as a ‘Group Application’ in the Facebook is widely used for educational
purposes.
• Teacher and students can connected with the Facebook and form an informal
learning system outside the classroom. This informal setting allowed them easily
voice out their question and interacts between peers and teacher. Thus, it’s
improved the communication and relationship between peers and teacher and
form an active learning.
13. BLOG
• Blog can be used to create a group portfolio.
• Students will participate collaboratively in the group activities which is encouraged
active learning and reflective practice among the students.
14. SOCIAL BOOKMARKING
• Social bookmarking tool is a very useful in a collaborative learning.
• As describe by Alexander (2006) (as cited in Minocha, S., 2009), this tool
providing a location to store links that might be lost, finding people with related
interest, thus learning from others and forming new collaborations.
• User-created tagging offers new perspectives and this ability to create multi-
authored bookmark pages can be useful for team projects.
15. POLL EVERYWHERE
• Poll Everywhere is the world’s is the world’s largest real time web, SMS, and
Twitter polling service that allowed user to votes and/comments to a PowerPoint
or Keynote slide.
• Teacher can utilized this tool with large number of students for them interactively
respond to the lecture and give feedback to teacher’s teaching methods.
16. ACTIVE LEARNING
• Using a Flipped Classroom strategy can change the traditional classroom learning
method.
• The PowerPoint presentation which is design with the narration will be email to all
the students and notification can be send through the Facebook. This PowerPoint
presentation which is called i-lecture is design to replace the classroom session.
Therefore student need to study at home and group activities regarding the topic
will be given in the class. Students will work together and share ideas for group
activity using blog.
• Teacher has more times to help each student and answer their questions and
assists them to complete their task. Student will learn actively and more engage in
this collaborative learning strategy.
• In order to make the learning environment more interactively, poll everywhere can
be used to share comments and ideas within the classroom.
17. PROTOTYPE POWERPOINT
PRESENTATION SLIDE
The following criteria are taken into consideration
when creating the PowerPoint slide presentation.
•Very less point has been organize in each
PowerPoint slides.
•Using a bigger font size.
•Using a background colour and text colour which
is contrast.
•Using a clean background so that the text can
easily read.
18. The purpose of this quiz was to
stimulating recall of prior knowledge
which is one of the events in Robert
Gagne’s Learning Theory.
20. CONCLUSION
Finally, we can conclude that by applying Web 2.0 tool in the learning environment will
enhance the students’ engagement in the learning. Moreover, it meet 21st century
learning by achieving 4Cs of 21st century learning and innovation skills which are
critical thinking, communication, collaboration, and creativity.