The document discusses the changing landscape of education and how teachers need to adapt their methods to prepare students. It addresses that students now learn best through active, engaging, collaborative and real-world approaches rather than passive lecturing. Specific methods mentioned include problem-based learning, project-based learning and student-centered learning. It also discusses the need for teachers to act as facilitators rather than sages, and the importance of incorporating technology, critical thinking skills and assessment of learning outcomes beyond standardized tests.
TEACHING STRATEGIES IN MATHEMATICS IN AN INCLUSIVE CLASSROOM: A CASE STUDY B...Laika B. Veloso
This presentation focuses on teaching strategies used by general education and special education teachers in an inclusive school setting. Video recordings and teacher interviews were used to observe the instructional methods and how teachers engaged and accommodated students of varying abilities. The administrators were also noted as being supportive of inclusive practices and the trans-disciplinary approach of integrating students in the classroom.
This document discusses definitions and concepts related to teaching. It provides 7 definitions of teaching from various scholars focusing on teaching as influencing students and changing behaviors. It also discusses concepts of effective teaching including monitoring progress, encouraging student responsibility, having content mastery, and building relationships. Additionally, it distinguishes teaching from related concepts like conditioning, instruction, and indoctrination.
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Anuradha MathurEduexcellence
The document discusses effective lesson planning for education. It emphasizes that education should expose students to various subjects and help them learn skills for society. A lesson plan guides classroom instruction and should detail the learning objectives, activities, questions, and assessments for a lesson. Effective lesson planning considers how students learn and their individual differences, motivations, and attitudes. A good lesson plan facilitates students' understanding and allows them to apply their knowledge. The document provides examples of steps teachers can take to create meaningful and well-structured lesson plans, including outlining objectives, using mind maps, collecting resources, and providing feedback.
Teaching is an academic process it concerted with sharing of knowledge, experience and implements the concepts and goes beyond the knowledge level to higher levels of thinking. Teaching consist of getting students involved in the active construction of knowledge and creating the pedagogical, social and ethical conditions so that students take it individually and collectively. Learning activity is gaining knowledge by studying, practicing and experiencing something.
To improve the teaching-learning process, it is mandatory to follow smart ways of approach. Now the approach of education institutes is changing the teaching methods from the conventional teaching to the more advanced ones. The role of education is to empower students with their skills and attitudes that are essential to their success in our knowledge and society future.
Conventional teaching is still a backbone widely used in teaching at higher level of education. Conventional teaching customary chalk and talk technique in classroom teaching. This method is based on to delivers content of particular subject or topic to learners and understanding level of learner can be measured with help of written examination.
Conventional teaching involves instruction and the face to face interaction of teacher and learners to improve knowledge of both teacher and learners and also provides better understanding. Conventional teaching is teacher-centered and can be very effective particularly for sharing information, faster method for presenting information, creating interest and student understand best by lessening.
However conventional teaching is limiting the classroom for more creative thinking and also little considering individual difference.
Advanced methods of teaching include ICT, multimedia tool, smart board, E-classroom, activity-based learning methods. The multimedia tools are best medium to the teaching and provide students life-long learning as it enables the learner to understand the concept by images, audio, videos, web, apps etc. The use of smart board technique gives more content in less time and provides skill and understanding to the learners. This multimedia technique is highly effective and captivates the interest of many learners.
WebQuest: "The World Through a Different Pair of Eyes"caseyrae27
This is a WebQuest that the high school group put together in our Education 214 class. We learned the purpose of a WebQuest, and how it can be useful in the classroom. This powerpoint presentation is also a critique of the WebQuest we reviewed.
This document provides an overview and analysis of a lesson plan titled "The World Through a Different Pair of Eyes" designed to have middle school students establish email connections with students in other countries. The summary is:
1) The lesson plan has students communicate via email with international peers to discuss their home cultures and histories while keeping journals of their discussions and perspectives.
2) The analysis evaluates how the lesson aligns with constructivist educational theories through collaborative work and building on prior knowledge, but notes some areas that could be improved such as providing technology skills assessments.
3) Several criteria are examined for different aspects of instructional design, finding the lesson effectively utilizes roles for both teachers and students but could provide more structured assignment
Whether you are learning to become an educator or you are a longtime teacher getting ready to begin your first job, as an educator, or you are mapping out your life’s dream to have a career in the four walls of a classroom, the topic of teaching methods means something else to everyone. Everyone has a different concept when it comes to their preferred teaching methods and strategies.
10 innovative learning strategies for modern pedagogy of subject at secondary...Dr. Goutam Patra
This excerpt proposes ten innovative learning strategies for modern pedagogy at the secondary level: 1) Crossover learning links formal and informal learning. 2) Learning through argumentation helps students think like scientists. 3) Incidental learning occurs unintentionally. 4) Context-based learning relates new information to what is already known. 5) Computational thinking breaks problems into smaller parts. 6) Remote labs allow hands-on science experiments. 7) Embodied learning involves mind and body interaction. 8) Adaptive teaching personalizes learning. 9) Analytics of emotions assess cognitive and non-cognitive learning. 10) Stealth assessment measures learning processes without exams. The conclusion is that innovative approaches can create engaging teaching and learning environments.
TEACHING STRATEGIES IN MATHEMATICS IN AN INCLUSIVE CLASSROOM: A CASE STUDY B...Laika B. Veloso
This presentation focuses on teaching strategies used by general education and special education teachers in an inclusive school setting. Video recordings and teacher interviews were used to observe the instructional methods and how teachers engaged and accommodated students of varying abilities. The administrators were also noted as being supportive of inclusive practices and the trans-disciplinary approach of integrating students in the classroom.
This document discusses definitions and concepts related to teaching. It provides 7 definitions of teaching from various scholars focusing on teaching as influencing students and changing behaviors. It also discusses concepts of effective teaching including monitoring progress, encouraging student responsibility, having content mastery, and building relationships. Additionally, it distinguishes teaching from related concepts like conditioning, instruction, and indoctrination.
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Anuradha MathurEduexcellence
The document discusses effective lesson planning for education. It emphasizes that education should expose students to various subjects and help them learn skills for society. A lesson plan guides classroom instruction and should detail the learning objectives, activities, questions, and assessments for a lesson. Effective lesson planning considers how students learn and their individual differences, motivations, and attitudes. A good lesson plan facilitates students' understanding and allows them to apply their knowledge. The document provides examples of steps teachers can take to create meaningful and well-structured lesson plans, including outlining objectives, using mind maps, collecting resources, and providing feedback.
Teaching is an academic process it concerted with sharing of knowledge, experience and implements the concepts and goes beyond the knowledge level to higher levels of thinking. Teaching consist of getting students involved in the active construction of knowledge and creating the pedagogical, social and ethical conditions so that students take it individually and collectively. Learning activity is gaining knowledge by studying, practicing and experiencing something.
To improve the teaching-learning process, it is mandatory to follow smart ways of approach. Now the approach of education institutes is changing the teaching methods from the conventional teaching to the more advanced ones. The role of education is to empower students with their skills and attitudes that are essential to their success in our knowledge and society future.
Conventional teaching is still a backbone widely used in teaching at higher level of education. Conventional teaching customary chalk and talk technique in classroom teaching. This method is based on to delivers content of particular subject or topic to learners and understanding level of learner can be measured with help of written examination.
Conventional teaching involves instruction and the face to face interaction of teacher and learners to improve knowledge of both teacher and learners and also provides better understanding. Conventional teaching is teacher-centered and can be very effective particularly for sharing information, faster method for presenting information, creating interest and student understand best by lessening.
However conventional teaching is limiting the classroom for more creative thinking and also little considering individual difference.
Advanced methods of teaching include ICT, multimedia tool, smart board, E-classroom, activity-based learning methods. The multimedia tools are best medium to the teaching and provide students life-long learning as it enables the learner to understand the concept by images, audio, videos, web, apps etc. The use of smart board technique gives more content in less time and provides skill and understanding to the learners. This multimedia technique is highly effective and captivates the interest of many learners.
WebQuest: "The World Through a Different Pair of Eyes"caseyrae27
This is a WebQuest that the high school group put together in our Education 214 class. We learned the purpose of a WebQuest, and how it can be useful in the classroom. This powerpoint presentation is also a critique of the WebQuest we reviewed.
This document provides an overview and analysis of a lesson plan titled "The World Through a Different Pair of Eyes" designed to have middle school students establish email connections with students in other countries. The summary is:
1) The lesson plan has students communicate via email with international peers to discuss their home cultures and histories while keeping journals of their discussions and perspectives.
2) The analysis evaluates how the lesson aligns with constructivist educational theories through collaborative work and building on prior knowledge, but notes some areas that could be improved such as providing technology skills assessments.
3) Several criteria are examined for different aspects of instructional design, finding the lesson effectively utilizes roles for both teachers and students but could provide more structured assignment
Whether you are learning to become an educator or you are a longtime teacher getting ready to begin your first job, as an educator, or you are mapping out your life’s dream to have a career in the four walls of a classroom, the topic of teaching methods means something else to everyone. Everyone has a different concept when it comes to their preferred teaching methods and strategies.
10 innovative learning strategies for modern pedagogy of subject at secondary...Dr. Goutam Patra
This excerpt proposes ten innovative learning strategies for modern pedagogy at the secondary level: 1) Crossover learning links formal and informal learning. 2) Learning through argumentation helps students think like scientists. 3) Incidental learning occurs unintentionally. 4) Context-based learning relates new information to what is already known. 5) Computational thinking breaks problems into smaller parts. 6) Remote labs allow hands-on science experiments. 7) Embodied learning involves mind and body interaction. 8) Adaptive teaching personalizes learning. 9) Analytics of emotions assess cognitive and non-cognitive learning. 10) Stealth assessment measures learning processes without exams. The conclusion is that innovative approaches can create engaging teaching and learning environments.
Innovative methods of teaching Science (Shaharyar Shoukat Bhatti)ShaharyarShoukatShou
This document discusses innovative teaching methods for science. It defines innovative teaching as integrating new strategies and methods into the classroom. Some key innovative teaching methods discussed include: micro-teaching, programmed instruction, individualized instruction, computer-assisted instruction. Specific methods covered in more depth include hands-on learning, storytelling, role-playing, sports-based learning, visual cues, embodied learning, projects, multimedia approaches, ICT-enabled learning, video clips, peer-to-peer teaching, and flipped classrooms. The document provides definitions and examples of how each method can be applied to enhance science education.
This document summarizes Holly Petrich's research on defining teacher quality from the perspectives of administrators, teachers, and students. Surveys were sent to administrators, teachers, and high school students in Minnesota to gather their views. Administrators and teachers ranked challenging students academically and student achievement as top indicators of quality, while students prioritized preparation, patience, and making classes interesting. Interviews found administrators and teachers saw the link between relationships and achievement, while students valued clear explanations and practice time. The research suggests teacher quality is the most important school-based factor for student achievement.
This document discusses best practices in teaching and learning. It presents different learning models and philosophies, including the idea that what students do is more important than what teachers do. It also discusses agile teaching and learning methodology, which aims to cater to different learning needs, ensure students are aligned with material, and get constant feedback. Sources discussing learning styles, the teaching cycle, and agile approaches in education are referenced.
Ms. V teaches a class of 14 students with diverse abilities and challenges. She takes a holistic and learner-centered approach, focusing on each student's strengths rather than weaknesses. To motivate her students and address different learning styles, she uses a variety of technologies and multimedia in the classroom, such as cell phones, instant messaging, and video conferencing. She emphasizes collaboration over independent work, encouraging students to network, share knowledge, and help each other. For a science fair project, Ms. V made the curriculum more relevant and engaging for students by incorporating their technology skills and allowing choices in presentation format. Through her innovative teaching methods, Ms. V helps students feel cared for and succeed by their own abilities.
The document outlines a campaign created by Wowel Agency for RMIT Student Services to promote healthy eating among students. It discusses research finding a lack of nutrition among students due to time pressures and proposes objectives to educate students on health and encourage healthy meal preparation. The agency developed ideas including recipe postcards, a "mug-a-meal" vending machine, and a Facebook page to provide quick, cheap and healthy recipes. They presented these ideas to the client and received feedback, and are now moving forward with executing the approved ideas and evaluating the campaign's success.
Unit V Active Learning Methods - Dr.C.ThanavathiThanavathi C
This document provides information about Dr. C. Thanavathi and outlines an active learning lesson plan on advanced teaching techniques. It introduces several active learning methods including just-in-time teaching, listening teams, and structured sharing. Just-in-time teaching involves students completing preparatory assignments before class that inform the teacher's lesson plan. Listening teams divide students into groups assigned different roles to encourage focused listening and discussion. Structured sharing is a review technique where students identify the most important points from the lesson.
The lecture method is a teacher-centered approach where the teacher provides information to passive students. It is commonly used for large classes in colleges and schools to quickly cover material. While it is economical and allows the teacher to motivate students, the lecture method does not encourage student participation or account for individual learner needs and differences. It is most suitable for upper-level classes where the goal is efficient syllabus coverage to prepare for college lecture-style learning.
Blended learning is the natural evolution of electronic learningAlexander Decker
This document discusses blended learning as the natural evolution of e-learning. It defines blended learning as blending modern techniques like online learning with traditional classroom methods. The key points are:
1. Blended learning offers the benefits of different teaching methods in an organized way to meet the needs of different learning situations.
2. Success requires excellent instructional content, teachers and students skilled in technology, and adequate financial resources.
3. Barriers include the cost of technology and some teachers' and students' lack of experience with instructional technology.
4. Blended learning creates rich interactive environments that engage students and improve learning outcomes.
This document discusses adapting curriculum for students with special needs. It defines adaptive curriculum as modifying instructional strategies, materials, pacing, and content to meet individual student needs based on their IEP goals. Examples provided include changing reading levels, instructional methods, materials format, and assessment types. The document outlines categories of curriculum adaptation including accommodation, adaptation, parallel outcomes, and overlapping curricula. It stresses the importance of curriculum being inclusive and empowering for all students.
The document discusses advanced teaching methods that can improve student learning and engagement. It begins by introducing the transition from traditional to more innovative computer-based presentations. It then outlines 16 innovative teaching methods like using educational videos, interactive learning activities, role playing, puzzles and games, and introducing lessons like stories. The goal of these methods is to motivate student participation and help them retain information more effectively. Advanced technology, spaced learning, real-world examples, and an open mindset can also enhance teaching. Overall, the document promotes collaborative and creative teaching approaches.
Teacher's portfolio on project "GAMES", Erasmus +
A portfolio with the opinions of teachers about their own work on the project KA 2, "GAMES" - Games Always Make Everyone Supportive. Each teacher made a list of the activities he/she has taken a part in, the methods of teaching that he has employed. The teachers shared their experiences as part of the project – their progress in terms of sport achievements, foreign languages, computer skills, team work. They also had to determine their future goals with a plan about its completion.
The document discusses the flipped classroom model of education. It defines flipped classroom as an approach where students learn new content through online videos and lectures at home, then do homework and projects in class with teacher guidance. This reverses the traditional model of lectures at school and homework at home. The document outlines several benefits of flipped classroom for students and teachers, such as allowing students to learn at their own pace and freeing up class time for more personalized instruction. It also describes various flipped classroom models and discusses implications of the approach.
The teacher would teach 50 second grade students in a remote village about the four seasons using educational technology. As a teacher in the digital world, they would utilize technology-based instructional methods and resources for learning, such as computers, online/web-based tools, and mobile/wireless devices. The document then discusses educational technology in terms of its definition, domains of design, development, utilization, management and evaluation, processes and resources used for learning, and its history of emerging alongside developments in audio-visual, computer, internet, and multimedia technologies.
1) The document outlines an instructional framework for teachers consisting of 5 parts: activating prior knowledge, content focus, guided practice, independent practice, and closure.
2) Each part of the framework is described in detail with examples of strategies and activities teachers can use.
3) The goal of the framework is to engage students and help them develop new concepts and skills through structured lessons and practice opportunities with teacher support.
This document presents a study on the effectiveness of audio visual aids in teaching social science. It includes an introduction describing audio visual aids and their benefits. The objectives are to find the effectiveness of audio visual aids in social science. The methodology section describes the survey method used, with a questionnaire tool distributed to 20 9th standard students. Analysis found that 85-100% of students responded positively about how audio visual aids make learning more interesting and help understand concepts. The conclusion is that audio visual aids are very useful teaching tools that help present material attractively to engage students and enhance learning.
The document discusses traditional learning materials and models of teaching. It defines a teaching model as a plan or pattern that can be used to design instructional materials and guide classroom instruction. The purpose of teaching models is to help teachers create engaging learning environments and modify student behavior. Educators have developed various teaching models that provide guidelines for teachers to select teaching methods and strategies.
educational technology and communication in educationBensiB
The document discusses the flipped classroom model of education. In a flipped classroom, students learn new content at home by watching video lectures. Class time is used for applying concepts, group work, discussions, and personalized guidance from the teacher. This reverses the traditional model where content is presented in class and homework is individual practice. The document outlines various flipped classroom models and discusses benefits like flexible learning and increased teacher-student interaction time.
This document discusses moving from traditional teacher-centered learning to student-centered learning using technology. It describes key aspects of student-centered learning like students developing critical thinking skills and applying them to real-world problems by collaborating with each other. The teacher's role shifts to facilitating learning experiences that advance student creativity and innovation. Examples are given of how teachers can model digital learning using programs and websites. Potential barriers to using technology are addressed, and it provides guidance on acquiring skills, starting small, and asking for help from other teachers and tech-savvy students. Copyright issues are also covered.
The document describes a health and nutrition curriculum where students evaluated their own eating habits, completed various projects on healthy eating, and reflected on what they learned. Projects included creating food logs, designing restaurants, and making video commercials. Students worked individually and in groups. The curriculum aimed to make learning active, social, reflective, and contextual using hands-on activities and technology.
The document describes a health and nutrition curriculum where students evaluated their own eating habits, completed various hands-on projects, and used technology. Students tracked their diets using food logs and calculators. They worked individually and in groups to incorporate different subjects into lessons. The curriculum aimed to motivate students through active and collaborative learning using real-world examples.
The document discusses internet research skills, including an overview of how to effectively search for and evaluate information online. It describes various online information sources and search tools, such as search engines, directories, meta search engines, and library databases. The document also provides tips for using Boolean logic in search engines, evaluating sources, organizing research, and citing information found online. The overall aim is to guide readers on how to conduct comprehensive and reliable internet research.
This document discusses motor fitness and its six key components: agility, balance, coordination, power, speed, and reaction time. It defines each component and provides examples of tests used to measure each one. Agility can be tested with shuttle runs or zigzag runs while balance tests include single-leg standing or sit-to-stand repetitions. Coordination is often measured with ball catching tests. Power is assessed through vertical jumps and speed tests involve sprints over various distances. Reaction time is typically gauged using a button pressing task in response to a stimulus. The document emphasizes that developing all six components is important for well-rounded athletic ability.
Innovative methods of teaching Science (Shaharyar Shoukat Bhatti)ShaharyarShoukatShou
This document discusses innovative teaching methods for science. It defines innovative teaching as integrating new strategies and methods into the classroom. Some key innovative teaching methods discussed include: micro-teaching, programmed instruction, individualized instruction, computer-assisted instruction. Specific methods covered in more depth include hands-on learning, storytelling, role-playing, sports-based learning, visual cues, embodied learning, projects, multimedia approaches, ICT-enabled learning, video clips, peer-to-peer teaching, and flipped classrooms. The document provides definitions and examples of how each method can be applied to enhance science education.
This document summarizes Holly Petrich's research on defining teacher quality from the perspectives of administrators, teachers, and students. Surveys were sent to administrators, teachers, and high school students in Minnesota to gather their views. Administrators and teachers ranked challenging students academically and student achievement as top indicators of quality, while students prioritized preparation, patience, and making classes interesting. Interviews found administrators and teachers saw the link between relationships and achievement, while students valued clear explanations and practice time. The research suggests teacher quality is the most important school-based factor for student achievement.
This document discusses best practices in teaching and learning. It presents different learning models and philosophies, including the idea that what students do is more important than what teachers do. It also discusses agile teaching and learning methodology, which aims to cater to different learning needs, ensure students are aligned with material, and get constant feedback. Sources discussing learning styles, the teaching cycle, and agile approaches in education are referenced.
Ms. V teaches a class of 14 students with diverse abilities and challenges. She takes a holistic and learner-centered approach, focusing on each student's strengths rather than weaknesses. To motivate her students and address different learning styles, she uses a variety of technologies and multimedia in the classroom, such as cell phones, instant messaging, and video conferencing. She emphasizes collaboration over independent work, encouraging students to network, share knowledge, and help each other. For a science fair project, Ms. V made the curriculum more relevant and engaging for students by incorporating their technology skills and allowing choices in presentation format. Through her innovative teaching methods, Ms. V helps students feel cared for and succeed by their own abilities.
The document outlines a campaign created by Wowel Agency for RMIT Student Services to promote healthy eating among students. It discusses research finding a lack of nutrition among students due to time pressures and proposes objectives to educate students on health and encourage healthy meal preparation. The agency developed ideas including recipe postcards, a "mug-a-meal" vending machine, and a Facebook page to provide quick, cheap and healthy recipes. They presented these ideas to the client and received feedback, and are now moving forward with executing the approved ideas and evaluating the campaign's success.
Unit V Active Learning Methods - Dr.C.ThanavathiThanavathi C
This document provides information about Dr. C. Thanavathi and outlines an active learning lesson plan on advanced teaching techniques. It introduces several active learning methods including just-in-time teaching, listening teams, and structured sharing. Just-in-time teaching involves students completing preparatory assignments before class that inform the teacher's lesson plan. Listening teams divide students into groups assigned different roles to encourage focused listening and discussion. Structured sharing is a review technique where students identify the most important points from the lesson.
The lecture method is a teacher-centered approach where the teacher provides information to passive students. It is commonly used for large classes in colleges and schools to quickly cover material. While it is economical and allows the teacher to motivate students, the lecture method does not encourage student participation or account for individual learner needs and differences. It is most suitable for upper-level classes where the goal is efficient syllabus coverage to prepare for college lecture-style learning.
Blended learning is the natural evolution of electronic learningAlexander Decker
This document discusses blended learning as the natural evolution of e-learning. It defines blended learning as blending modern techniques like online learning with traditional classroom methods. The key points are:
1. Blended learning offers the benefits of different teaching methods in an organized way to meet the needs of different learning situations.
2. Success requires excellent instructional content, teachers and students skilled in technology, and adequate financial resources.
3. Barriers include the cost of technology and some teachers' and students' lack of experience with instructional technology.
4. Blended learning creates rich interactive environments that engage students and improve learning outcomes.
This document discusses adapting curriculum for students with special needs. It defines adaptive curriculum as modifying instructional strategies, materials, pacing, and content to meet individual student needs based on their IEP goals. Examples provided include changing reading levels, instructional methods, materials format, and assessment types. The document outlines categories of curriculum adaptation including accommodation, adaptation, parallel outcomes, and overlapping curricula. It stresses the importance of curriculum being inclusive and empowering for all students.
The document discusses advanced teaching methods that can improve student learning and engagement. It begins by introducing the transition from traditional to more innovative computer-based presentations. It then outlines 16 innovative teaching methods like using educational videos, interactive learning activities, role playing, puzzles and games, and introducing lessons like stories. The goal of these methods is to motivate student participation and help them retain information more effectively. Advanced technology, spaced learning, real-world examples, and an open mindset can also enhance teaching. Overall, the document promotes collaborative and creative teaching approaches.
Teacher's portfolio on project "GAMES", Erasmus +
A portfolio with the opinions of teachers about their own work on the project KA 2, "GAMES" - Games Always Make Everyone Supportive. Each teacher made a list of the activities he/she has taken a part in, the methods of teaching that he has employed. The teachers shared their experiences as part of the project – their progress in terms of sport achievements, foreign languages, computer skills, team work. They also had to determine their future goals with a plan about its completion.
The document discusses the flipped classroom model of education. It defines flipped classroom as an approach where students learn new content through online videos and lectures at home, then do homework and projects in class with teacher guidance. This reverses the traditional model of lectures at school and homework at home. The document outlines several benefits of flipped classroom for students and teachers, such as allowing students to learn at their own pace and freeing up class time for more personalized instruction. It also describes various flipped classroom models and discusses implications of the approach.
The teacher would teach 50 second grade students in a remote village about the four seasons using educational technology. As a teacher in the digital world, they would utilize technology-based instructional methods and resources for learning, such as computers, online/web-based tools, and mobile/wireless devices. The document then discusses educational technology in terms of its definition, domains of design, development, utilization, management and evaluation, processes and resources used for learning, and its history of emerging alongside developments in audio-visual, computer, internet, and multimedia technologies.
1) The document outlines an instructional framework for teachers consisting of 5 parts: activating prior knowledge, content focus, guided practice, independent practice, and closure.
2) Each part of the framework is described in detail with examples of strategies and activities teachers can use.
3) The goal of the framework is to engage students and help them develop new concepts and skills through structured lessons and practice opportunities with teacher support.
This document presents a study on the effectiveness of audio visual aids in teaching social science. It includes an introduction describing audio visual aids and their benefits. The objectives are to find the effectiveness of audio visual aids in social science. The methodology section describes the survey method used, with a questionnaire tool distributed to 20 9th standard students. Analysis found that 85-100% of students responded positively about how audio visual aids make learning more interesting and help understand concepts. The conclusion is that audio visual aids are very useful teaching tools that help present material attractively to engage students and enhance learning.
The document discusses traditional learning materials and models of teaching. It defines a teaching model as a plan or pattern that can be used to design instructional materials and guide classroom instruction. The purpose of teaching models is to help teachers create engaging learning environments and modify student behavior. Educators have developed various teaching models that provide guidelines for teachers to select teaching methods and strategies.
educational technology and communication in educationBensiB
The document discusses the flipped classroom model of education. In a flipped classroom, students learn new content at home by watching video lectures. Class time is used for applying concepts, group work, discussions, and personalized guidance from the teacher. This reverses the traditional model where content is presented in class and homework is individual practice. The document outlines various flipped classroom models and discusses benefits like flexible learning and increased teacher-student interaction time.
This document discusses moving from traditional teacher-centered learning to student-centered learning using technology. It describes key aspects of student-centered learning like students developing critical thinking skills and applying them to real-world problems by collaborating with each other. The teacher's role shifts to facilitating learning experiences that advance student creativity and innovation. Examples are given of how teachers can model digital learning using programs and websites. Potential barriers to using technology are addressed, and it provides guidance on acquiring skills, starting small, and asking for help from other teachers and tech-savvy students. Copyright issues are also covered.
The document describes a health and nutrition curriculum where students evaluated their own eating habits, completed various projects on healthy eating, and reflected on what they learned. Projects included creating food logs, designing restaurants, and making video commercials. Students worked individually and in groups. The curriculum aimed to make learning active, social, reflective, and contextual using hands-on activities and technology.
The document describes a health and nutrition curriculum where students evaluated their own eating habits, completed various hands-on projects, and used technology. Students tracked their diets using food logs and calculators. They worked individually and in groups to incorporate different subjects into lessons. The curriculum aimed to motivate students through active and collaborative learning using real-world examples.
The document discusses internet research skills, including an overview of how to effectively search for and evaluate information online. It describes various online information sources and search tools, such as search engines, directories, meta search engines, and library databases. The document also provides tips for using Boolean logic in search engines, evaluating sources, organizing research, and citing information found online. The overall aim is to guide readers on how to conduct comprehensive and reliable internet research.
This document discusses motor fitness and its six key components: agility, balance, coordination, power, speed, and reaction time. It defines each component and provides examples of tests used to measure each one. Agility can be tested with shuttle runs or zigzag runs while balance tests include single-leg standing or sit-to-stand repetitions. Coordination is often measured with ball catching tests. Power is assessed through vertical jumps and speed tests involve sprints over various distances. Reaction time is typically gauged using a button pressing task in response to a stimulus. The document emphasizes that developing all six components is important for well-rounded athletic ability.
This document discusses sports medicine in podiatry. It defines sports medicine and describes how podiatrists can specialize in sports medicine. Common overuse and acute injuries seen are listed, along with general considerations for athletes. Opportunities for students in sports medicine and details on podiatric sports medicine fellowships are provided. Work settings for those with a focus in sports podiatry are also outlined.
1. Exercise physiology is the study of how the body converts chemical energy from food into mechanical work during exercise through muscular contraction and metabolic processes.
2. There are three energy systems that provide ATP for muscle contraction - the phosphagen, glycolytic, and aerobic systems, which differ in the substrates used and duration of energy provision.
3. During exercise, the body undergoes various physiological adjustments including increased oxygen consumption, pulmonary ventilation, cardiac output, and blood flow to meet increased energy demands of active muscles.
The document discusses the concepts of sports training. It defines sports training as a planned and controlled process aimed at improving motor performance and abilities through systematic effects on physical and mental performance. The key principles of sports training discussed are continuity, overload, individual differences, general and specific preparation, progression, specificity, active involvement, variety, warm up and cool down, rest and recovery, and ensuring results. Warming up is defined as light physical activity performed before training to prepare the body physically and mentally. It increases body temperature, flexibility, and performance while reducing injury risk. Specific warm up exercises target the muscles used in the upcoming activity.
This document discusses sports nutrition and covers the following key points:
1. It defines macro and micronutrients and their importance for a balanced diet and performance.
2. It describes nutritive and non-nutritive components of the diet including proteins, carbohydrates, fats, vitamins, minerals, fiber and water.
3. It discusses eating disorders like anorexia nervosa and bulimia as well as their causes, symptoms, and treatment.
4. It outlines the effects of diet on performance and how essential nutrients like carbohydrates, proteins, fats, vitamins and minerals impact an athlete's performance.
5. It provides guidance on eating for weight control including calculating
This document discusses the effects of exercise on various body systems. It begins by outlining gender differences in physical parameters like height, weight, and body composition. It then examines the physiological factors that determine components of physical fitness like strength, speed, endurance and flexibility. Specific effects of exercise on the cardiovascular, respiratory and muscular systems are provided, such as increased heart size and capacity, strengthened respiratory muscles, and improved muscle shape and function. The document concludes by looking at age-related physiological changes and how physical activity can help maintain fitness in older populations.
The document summarizes various tests used to measure different components of fitness in sports. It describes the Kraus-Weber test to measure muscular strength, the AAPHER motor fitness test, the Harvard step test and Rockport test to measure cardiovascular fitness, the sit-and-reach test for flexibility, and the Rikli and Jones senior fitness test for older adults. Each test is explained along with the procedures, scoring, and interpretation of results.
This document discusses sports medicine, including the concept, aims, scope, common injuries, and injury management. It defines sports medicine as dealing with prevention, diagnosis, and treatment of sports injuries. The document outlines the various types of sports surfaces and environments and their impact on athletes. It also classifies and describes common soft tissue, bone, and joint injuries in sports. Finally, it provides guidance on injury prevention strategies and first aid treatments for different types of common sports injuries.
The document discusses muscle structure and function, including:
1. Muscles are composed of bundles of fibers containing myofibrils with thick and thin filaments that slide past each other during contraction.
2. Nerve impulses trigger the release of calcium in the sarcoplasmic reticulum, allowing cross bridges to form between actin and myosin filaments, causing muscle contraction.
3. Motor units consist of motor neurons and the muscle fibers they innervate, ranging in size based on movement precision needs.
This document discusses various topics related to sports psychology including stress, anxiety, coping strategies, personality, motivation, self-esteem, body image, and the psychological benefits of exercise. It defines key terms and describes factors that influence stress levels, the dimensions of personality, different types of motivation, and methods for improving self-esteem and body image. The document also outlines positive and negative aspects of stress and explains strategies for managing stress and anxiety in athletes.
This document outlines the chapter headings for textbooks on physical education, yoga, and related topics for grades 11-12 in India. It includes 12 chapters on topics like physical fitness, the Olympic movement, yoga, doping, and training in sports. The document also lists chapters on spiritual topics like Tattva Samasa and Samadhi Pada. Additionally, it provides headings for a school safety plan and information on adventure sports in India.
Lesson 2 Adventure Sports and Leadership TrainingVibha Choudhary
This document discusses digital marketing and adventure sports. It covers the meaning and objectives of adventure sports like camping, rock climbing, trekking, river rafting and mountaineering. It describes the required materials, equipment and safety measures for each activity. It also discusses the identification and use of natural resources, conservation of the environment, and how physical education can help create leaders.
This document provides an overview of planning in sports. It discusses various topics related to planning tournaments including committees and their responsibilities, types of tournaments (knockout, league, combination), procedures for drawing fixtures, seeding methods, and determining winners. It also covers the meaning and significance of intramural and extramural sports programs and competitions.
The document discusses exercise physiology and how the body's systems respond to exercise. It describes exercise physiology as the study of how the human body functions during and after physical activity. Key body systems that are involved in exercise include the muscular, cardiovascular, and respiratory systems. During exercise, the cardiovascular system works to deliver more oxygen to active muscles via increased heart rate and blood flow. The respiratory system increases breathing rate and volume to take in more oxygen. Regular exercise leads to long-term adaptations like increased heart and lung capacity and stronger, more efficient muscles.
This document defines tests and measurements in sports, and describes procedures for several common anthropometric measurements. It defines tests as tools used to measure characteristics, and measurements as the collection of numeric data. Key anthropometric measurements discussed include height, weight, arm length, leg length, body mass index, waist-to-hip ratio, and skin folds. Body types are also categorized based on levels of endomorphy, mesomorphy, and ectomorphy. Detailed procedures are provided for accurately conducting several common skin fold measurements.
Teaching priciples fatima lourdes duran vasquezfatima Duran
1) The document outlines the teaching philosophy and practices of Jorge Elmer Guardado. It discusses developing students' knowledge through vocational training and writing assignments.
2) Guardado believes in creating a friendly learning environment where students are motivated and have good commitment to education. He uses methods like questioning and feedback to help students reflect on concepts.
3) Guardado aims to inspire independent learning through stimulating different learning styles, creative lesson planning, and guiding students in their exploration of topics. He assesses student learning regularly to provide feedback and guide discussions.
Active Learning engages students in problem-solving and critical thinking. Play-Based Learning utilizes playful activities to teach concepts. Hands-On Activities involve practical tasks like experiments. Project-Based Learning encourages applying knowledge to real-world projects. Peer Learning promotes interaction among students. Flipped Classroom involves students studying independently before class. Research-Based Learning enhances interest through research. Interdisciplinary Learning integrates multiple subjects. Holistic Development nurtures intellectual, emotional, and social growth. Critical Thinking fosters deeper understanding. Metacognition develops awareness of the learning process. Creativity encourages self-expression.
This document provides an overview and analysis of a lesson plan titled "The World Through a Different Pair of Eyes" designed to have middle school students establish email connections with students in other countries. The summary is:
1) The lesson plan has students communicate via email with international peers to discuss their home cultures and histories while keeping journals to self-assess their discussions.
2) The analysis finds that the lesson follows constructivist learning principles by having students build on their existing knowledge through collaborative group work and thoughtful questions.
3) Some recommendations are made to strengthen the assessment components by incorporating milestones to monitor progress and allowing more creative options for students to demonstrate their learning.
The document discusses effective teaching strategies and lesson planning. It states that traditional lecture-style teaching limits student learning and engagement. It recommends using interactive activities, discussions, demonstrations, role-plays, cooperative learning, and inquiry-based teaching to enhance student participation and allow them to construct their own knowledge. The document also provides guidance on developing lesson plans, including identifying learning outcomes, allocating time, selecting materials, and incorporating introductory, developmental, concluding, and assessment activities.
The document describes a lesson plan involving Flat Stanley where students create a cardboard friend and send it via email to other places around the world. The hosting family would take photos and keep a journal of activities with the cardboard friend before sending it back. This allows students to learn about other cultures. The lesson incorporates skills like collaboration, hands-on learning, and using technology. Standards around student creativity and understanding are addressed. Considerations for modifying the lesson for students with disabilities are also mentioned.
Role and functions of educational technology in the 21ST CENTURY EDUCATIONjaneparreno18
Student-centered instruction (SCI) fundamentally changes traditional teaching methods by shifting the focus from the teacher to the learners. SCI involves active learning where students solve problems, ask questions, and discuss ideas. It also uses cooperative learning, where students work in teams on projects, and inductive teaching, where students first address challenges and then learn course material. SCI makes content relevant to students, builds on their knowledge, and leads to deeper and longer-lasting learning as students can relate lessons to their own experiences.
This document discusses the concept of "non-discussables" in schools. Non-discussables are important issues that everyone is aware of but avoids openly discussing due to anxiety and fear. Each school has its own non-discussables, such as poor leadership, decision-making processes, or underperforming teachers. By avoiding these issues, schools give problems license to continue. To change school culture, instructional leaders must enable open discussion of non-discussables to address issues impeding learning.
The document discusses several teaching strategies and methods including:
1. Cooperative learning strategies like jigsaw that allow students to work together and learn from different perspectives.
2. Inquiry-based instruction that engages students by asking questions to develop a deeper understanding of content.
3. Differentiated instruction using learning stations to accommodate different learning styles.
4. Use of graphic organizers to help students organize and comprehend information visually.
5. Integrating technology into lessons to keep students engaged.
It also discusses newer teaching methods like spaced learning that combines lessons with physical breaks, flexible Fridays focusing on individual subjects, and engagement through real-world experiences outside the classroom. Simulation, team teaching, and their advantages
The document discusses the flipped classroom model of education. It defines a flipped classroom as one where students gain initial exposure to new material outside of class, often via video lectures, and use class time to do homework and engage in problem-solving with teacher guidance. This model aims to increase interaction and feedback between students and teachers. Potential benefits include allowing self-paced learning, diving deeper into topics, and helping teachers identify areas where students need more support. However, issues like technology problems, lack of student motivation, and difficulty changing teaching styles can limit the model's effectiveness.
The document compares teachers and instruction methods of the early generations to those of the 21st century. In the early generations, teachers disseminated information through lectures and students memorized content passively. Now, teachers facilitate active, student-centered learning through varied methods like interactive lectures, case-based learning, and problem-based learning. Students construct their own understanding and solve real-world problems collaboratively using technology to access information. The challenges for 21st century teachers are to utilize technology to enhance authentic, quality learning opportunities for students.
The document discusses several aspects of effective teaching and learning. It emphasizes the importance of teachers focusing on their craft through sharing best practices and visiting each other's classrooms. Teachers should hold high expectations for all students and assess their knowledge to set appropriate learning goals. For deep learning to occur, students need safe environments to take risks and teachers must engage in focused teaching to help students achieve quality learning. The relationship between the teacher and student, especially for Māori students, is seen as paramount to increasing student achievement.
The document describes an assignment called "Monster Swap" where students create monsters, write descriptive paragraphs about them, and swap paragraphs via email to recreate each other's monsters. An evaluation scores the assignment moderately, noting its strengths include developing writing skills through critique but weaknesses include not directly assessing technology use. The document also discusses how various educational roles like theorists, psychologists, designers, and specialists relate to the assignment and strategies it employs like technology integration, collaborative learning, and differentiated instruction.
The document describes an assignment called "Monster Swap" where students create monsters, write descriptive paragraphs about them, and swap paragraphs via email to recreate each other's monsters. An evaluation scores the assignment moderately, noting its strengths include drawing pictures solely from written descriptions and differentiated instruction, while weaknesses include a lack of assessment on technology use. The document also discusses how various educational roles like theorists, psychologists, designers, and specialists relate to the assignment and strategies it employs like technology integration, collaborative learning, and outcome-based education.
This document discusses the Flat Stanley project, which involves students creating a cardboard cut-out of a person, sending it to other places, and learning about different cultures through photos and journal entries from host families. It addresses how the project meets educational standards through hands-on, cross-curricular learning and highlights the roles of teachers in guiding students as co-learners and the roles of students as engaged, critical thinkers. The document also outlines educational theories that support the project's design and assessments that evaluate student understanding.
The document discusses student-centered learning and the role of teachers in cultivating student interest, curiosity, and lifelong learning skills. It emphasizes that teachers should act as facilitators, connecting new concepts to prior knowledge to help students solve problems. Students are expected to work collaboratively to explore questions, share ideas from different cultures, and recognize each other's strengths. The teacher provides guidance on skills and ensures students understand how to apply their learning. Overall, the document advocates for flexible, student-centered instruction that fosters skills useful for any situation.
The document discusses the roles and functions of educational technology. It notes that both teachers and students recognize the valuable contributions educational technology can provide to the learning process. It then lists nine ways instructional materials aided by technology can improve learning, such as sustaining student interest and making abstract concepts more concrete. The document goes on to describe 12 specific functions of educational technology, such as improving teaching methods, analyzing the teaching and learning process, developing curricula and teaching materials, and identifying classroom and community needs.
The Quest to Learn classroom focuses on digital media and hands-on learning rather than traditional textbooks. Students use digital tools to design video games that teach core subjects. Assessments are integrated throughout the design process rather than standardized tests. While different than a traditional classroom, the Quest to Learn environment allows more active, personalized learning through collaboration, exploration, and tailored assessments.
The Quest to Learn classroom focuses on digital media and hands-on learning rather than traditional textbooks. Students use digital tools to design video games that teach core subjects. Assessments are integrated throughout the design process rather than standardized tests. While different than a traditional classroom, the Quest to Learn environment allows more active, personalized learning through collaboration, trial and error, and tailored assessments.
This document discusses strategies for facilitating learner-centered teaching. It explores equipping pre-service teachers with fundamental principles of learner-centered education and differentiated instruction to meet students' diverse needs and backgrounds. The objectives are to train teachers to implement responsive teaching strategies and demonstrate knowledge of differentiating instruction. Various tactics for learner-centered classrooms are presented, such as asking questions instead of telling, focusing on students' experiences, promoting active learning, and giving students choices in their learning.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
3.
Look around., Things are
dif ferent now
More use of Technology
Expectations of students and
parents increased many fold
Information Over flow
Digital contents and its
Constant updating
- We must adapt and change.
4.
Our world is changing.
Our job markets are changing.
Our technology is changing.
Our way to access information is
changing.
Our ability to contribute is changing.
Our classroom is changing?
5.
To prepare students future ready...
Do we need to focus only on technology
/ teaching methodology / both ?
Transformation from traditional to
modern teaching
Availability of infra-structure in the
schools
Ability to cover all subjects
Capacity Building
6.
Sensitizing teachers and students
Capacity Building w.r.t. teachers
Building infra-structure with minimal
cost and optimum value
Creating digital text books and librar y
Seamless migration from traditional
teaching world to Digital teaching world
7.
8.
9.
Developed by Pranav Mistr y
Por table device that is worn around
neck
Consists of:
Camera
Colored Markers
Projector
An smar t phone
13. Recognizes hand movements
Examples from online demonstrations:
Make frame with hands: camera takes
picture
Google map onto wall
Draw @ symbol: check email for you
Many more capabilities
14. How do we prepare
students to be life-long
learners and to master
the knowledge, skill so
that they can achieve
success in college,
work and life?
18. Learners are the same
as they were always
been.
The same methods that
worked for me when I
was a student will work
for my students now.
What if teachers still
believed this?
This assumption is no
longer valid.
19. 1. Teacher is active
2. Learning is “poured” into the student
by reading or lecturing.
3. Textbook Driven
4. Drill – Rote Memor y
5. Practice - Rote
6. Student is obser ving.
20.
21.
Not to be lectured to
Respect, trust and their opinions mean
something
to follow their own interests and passions
to create and use tools of their time
to work with their peers on group work and
projects (and prevent slackers from getting a free
ride)
to make decisions and share control
connect with peers in class and around the world
22.
students learn best when physically and
mentally engaged in a "hands on" activity.
In the classroom.
students benefit from a lab setting where
they can manipulate materials to learn
new information.
students learn best when you can be
physically active in the learning
environment.
students benefit from instructors who
encourage in-class demonstrations,
23. Traditional approach
Children are
expected to learn
tables etc by rote.
Children learn
efficient algorithms
(methods) to
achieve solutions.
Understanding
good, but not
necessary.
Chalk and talk –
teacher the expert
filling empty heads
with knowledge.
Activity approach
Children must
‘understand’ tables
before learning
them.
Children invent their
own methods,
approaches.
Understanding is
paramount and
essential for
learning.
Teacher a colearner, facilitator,
guide on side not
sage on stage.
24. “In reality, no one can teach
mathematics. Ef fective teachers are
those who can stimulate students to
learn mathematics. Educational
research of fers compelling evidence
that students learn mathematics well
only when they construct their own
mathematical understanding.”
25.
You learn best when information is
presented visually and in a written
language format.
In a classroom setting, you benefit from
instructors who use the blackboard (or
overhead projector) to list the essential
points of a lecture, or who provide you
with an outline to follow along with
during lecture.
26. to be a facilitator
to guide
give cognitive
support
to be open minded
to assess the
learner individually
takes responsibility
for his own learning
learns new ways to
learn
uses technology to
learn
27. The impor tant point to
remember is that if we choose
ways to study that are best for
us, we may improve our study
and learning habits.
30. Type of cooperative learning in which students
become exper ts on one par t of the material
and teach it to other students
Promotes positive interdependence and
individual accountability
Easy to learn and fun to use
Flexible in time requirement and depth of
commitment
Teaching increases understanding and retention
31.
32. Where "the teacher shares control
of the classroom and students are
allowed to explore, experiment, and
discover on their own. The students
are not just memorizing
information, but they are allowed
to work with and use the
information alone or with peers."
33.
34. In problem-based learning, the
traditional teacher and student roles
change. The students assume increasing
responsibility for their learning, giving
them more motivation and more feelings
of accomplishment, setting the pattern
for them to become successful life-long
learners. The faculty in turn become
resources, tutors, and evaluators, guiding
the students in their problem solving
efforts.
35.
36. A systematic teaching method that
engages learners in acquiring
knowledge and skills through an
extended inquir y process
structured around complex,
relevant questions, carefully
designed products, and authentic
tasks.
37. M a jo r P o i n t s t o R e m e m b e r
S tu d e n ts m u s t b e
a c tiv e t o le a r n .
F in d o u t w h a t
t h e s t u d e n t a lr e a d y
kn o w s.
A n c h o rs th e
n e w le a r n i n g
to e x is tin g
d e n d r tie s .
A llo w s t h e
n e w m a te r ia l to
e n te r in to
lo n g - t e r m m e m o r y
U t ili z e g r o u p
le a r n i n g e x p e r ie n c e s
fo r p r a c tic e .
A llo w s t u d e n t s to
le a r n f r o m t h e ir
o w n m is ta k e s .
U s e p e e r- te a c h in g
a n d c o o p e r a tiv e
g ro u p in g
e x p e rie n c e s
G iv e s tu d e n ts
im m e d ia te
fe e d b a c k w h e n
p o s s i b le
38.
Students are expected to listen, take notes, hand in homework
and assignments on time, and pass frequent tests.
Students engage in some activity.
Students spend at least half their time doing par tnering
activities, finding their guiding questions and goals on their
own, and selecting activities from a teacher-provided menu.
Students discuss upcoming lessons with the teacher, help
create guiding questions, suggest activities and tools, and do
their own research. There is still some listening and note
taking.
Students are expected to, and do, find or create guiding
questions, do research, make presentations, self-form into
groups when necessar y, complete self-designed projects, and
lead and par ticipate in critiques and discussions
Students do also help the teacher design classes for maximum
engagement and teach their peers whenever necessar y
39. Students: focus on using new
tools, finding information,
making meaning, and creating
Teachers: focus on
questioning, coaching, and
guiding, providing context,
ensuring rigor and meaning,
and ensuring quality results
40.
Prepare an environment which provides
interesting, relevant and challenging tasks.
Provide for ‘active’ learning.
I hear and I forget, I see and I remember, I do and
I understand
Take multiple intelligences into account when
planning and assessing.
Ask questions, guide thinking, facilitate the
process of building understanding.
Make children/students responsible for their
own learning.
41.
Make content relevant to students lives
Take the students out to the world
Bring the world into the classroom
Creating opportunities for students to
interact with each other, with teachers and
with other knowledgeable adults in
authentic learning experiences
42. We must measure both core subjects and 21st
century skills
Standardized tests must be balanced
appropriately with classroom assessments to
measure the full range of students skills
Classroom assessment must be strengthened
and integrated with instructional process to
reinforce learning
43.
All teaching is done by lecturing and all student practice
is with worksheets
the teacher tries to keep lectures shor t, shows
presentations . Students do a variety of in class
activities.
The teacher lectures while using interactive whiteboards
and showing PowerPoint presentations and videos. In
addition to worksheets, some computer and search-based
student activities are introduced in class.
Par tnering (i.e., guiding questions given, students work on
their own, followed by presentations and discussions) is
done on some days, with some topics. Lectures,
explanations, and worksheets are still used for some
material
All teaching is done through par tnering. The teacher
never lectures, even when giving instructions. Students
always work on their own or in groups, always have clear
goals that they know where to find, and accomplish the
Editor's Notes
In today's’ world kids are using computing tool right from their tender age. Whether we feel it is right or wrong it is a matter of discussion. Technology is in the air. It is clear that whether we like it or not it is not possible for us to ignore the fact that technology plays a dominant role in all walks of our life.
Information is power and internet is an information pool. Gradual seepage in the minds of students will enable them to learn faster better, cheaper with the available tool. As an educationist we must provide the right amount of educational technological inputs right from their tender age to make learning fun. Schools and teachers are required to keep up with this information age so is the course all about to prepare our students for partnering in the educational world. In addition we need to preserve the legacy of traditional educational system.
It is true that in last one decade we all are flooded with technological tools in all walks of our life. The information bombardment, has increased our expectations too, both as student and teacher.
Days are gone, when examination forms are filed on paper, results are seen in the news papers, even the examination are given in the paper copies.
Students has access to the internet, which provide them power in terms of information
Students expect and are equipped with latest happening and future predictions for a given subject and some times challenge it.
The school are supposed to digitalize the subject contents accessible to all, however the real challenge is to update it on a continues basis.
As an educationalist, we must adapt to the changing world and be a part of it as a changing agent and play more proactive role for this change.
- With availability of information ocean, it will be really challenging to prepare students future ready and right use of this information, in right manner, at right place, at right time with right cost.
To ascertain, that will only Technology in place would be suffice or only change in teaching methodology or the right mix of both shall be required
We as teachers who are the main players in education equation need to possess a certain skills to make the transformation from traditional to modern teaching smooth.
Funds shall always be limited, therefore it would be really challenging to build perfect infra-structure so is to support all faculty / discipline on sharing basis.
It is usually presumed that ICT tools are mainly used in the science subjects, however, to meet out and cover all subjects in the 21st century schools, the contents, methodology and involvement of teaching faculty shall again be a big challenge.
With limited knowledge of ICT amongst the teachers and lack of awareness along with less inclination of teachers, it will be again be challenging task for the schools encourage, sensitize and build capacity.
- Creating awareness by conducting seminars, workshop for both teachers and students
- Training the teachers to first start using computers, internet etc.
Building ICT infrastructure, installing digital smart boards, usage of laptops by both teachers and students and making teachers available 24X7 to help the students in the subject. Since it is going to cost a lot, the school should look for other success stories and model and build infra-structure with minimum cost for getting optimal result.
Once ICT is put into place for teaching, it shall be essential to create / share digital text books and library from the contemporary schools / educational institutions.
Migrating from traditional teaching system to digital teaching, shall be difficult for both teachers and the students, however, gradual moving from the traditional to digital teaching with right mix of ICT along with traditional teaching shall enable both teachers and students to head to the digital world seamlessly.
Laptops, PC, Computers are already been used by our students and teachers as well in school. With the arrival of tablets and other wearable electronic gadgets information and Knowledge is available just touch.
On a further advanced scenario technology like Sixth sense wearable “gesture based” device and lets people use hand gestures to interact with digital information.
Sixth sense was developed by Pranav Mistry, a PhD student in the fluid Interfaces Group at the MIT Media Lab. This is an electronic device worn around the neck a mini projector attached with camera and cell phone which acts as a computer connected to the cloud to get access to information stored in the web.
Sixth sense can also obey hand gestures. The camera recognizes objects around a person instantly, with the micro projector overlaying the information on any surface, including the object itself or hand.
Also can access or manipulate the information using fingers. Make a call by extend hand on front of the projector and numbers will appear for to click.
Knowing the time by drawing a circle on the wrist with the index finger and a watch will appear that will give the correct time.
The system will recognize your boarding pass and let you know whether your flight is on time and if the gate has changed.
A newspaper can show live video news or dynamic information can be provided on a regular piece of paper. Thus a piece of paper turns into a video display.
Many more other features are call up a map to find destination ,drawing applications on any surface zooming features etc.
The school curriculum framework is not prepared and implemented well as per the needs of future. With the advancement in technology and telecommunication the seeds of a new educational system started to blossom giving birth to what is now called life long learning. The teachers and students should partner along with college and industry to prepare curriculum for the school as per the needs and absorb students seamlessly in the institution of their choice and in turn to the industries in future.
The way for us to succeed under such conditions is not to focus only on technology, but rather to conceptualize learning in a new way with adults and the young people each taking new and different roles from the past.
We all go to class give lectures and interact with our students while teaching. Although all of us might be good at explaining the subject by lecture method, are all the students in the class concentrating? By lecturing the students are reproducing information they receive. In the past direct instruction methodology was effective because students gained knowledge from their teachers. But now the things have changed . With the arrival of easy to use digital tool kids are digitally connected all over the world socialising and exploring. Traditional method will not help tomorrow’s students who need to be active participant in learning.
A balance between the traditional method and technology works the best in the classroom. The present generation is still fascinated by technology so it can be distracting to follow only a technology based methodology. In lower classes they are not mature enough too and have low meta cognitive level.
Children are different and more sensitive to their learning which we all are experiencing everyday in school. It is very hard to maintain students attention for longer time in direct instruction method.
Inside the classroom although we might present our subject matter in the manner in which the students will understand, students love to do hands on activity . They prefer to take an active role and find things for themselves rather being told by their teacher. They are looking for a change in the learning environment. They are indeed happy even if there is a change in the classroom arrangement.
Every single teacher is concerned about his/her teaching practices and the skills involved in the process. We must think of a better way to teach the same subject which we have delivered to an earlier class. For example…..
The children are often vocal now-a-days. We should not compare them to the students of the past. Many of them act in a matured manner. The students are also more digitally focussed than any time before. They spend more time interacting with their mobile devices than they do with their parents or close relatives. Most of our students are labelled as “digital learners”. Technology has a negative and positive impact on our students. Lack of concentration, short attention span, distraction, lack of real world and many more. Among all the challenges , a challenge as catching students focus and getting them engaged in the learning process is important to bring them back. We need to best configure students’ brain so that they can constantly learn, create, program and relate positively through technology.
Digital students are multi taskers. They see no problem watching TV, browsing internet listening to music and communicating with friends at the same time. Digital students are ambitious and success oriented.
How can this happen?
Students need to think for themselves learn on their own understand and access facts and figures and engage and interact positively .
Communication by means of sharing knowledge, sharing pool of information and continuous monitoring to avoid distortion of information.
Collaboration to ascertain creation of knowledge, database by filtering out non useful, obsolete information and keeping it updated to cater to the present and future needs.
Adoption of methodology creativity ensures that the learning become easy to understand and help in retention.
In Partnering teachers engage the students fully by assigning a certain task based on the curriculum. The increased engagement, in turn, produce a better retention of material. This is achieved because students participate actively. The students learn at their own pace. Both teachers and students must contribute equally in the learning process. Apart from these types of learning mentioned in the slide there is one more type called as game based learning that teach content and are fast becoming utilized in classroom. Game based learning would be a perfect way to engage students who lack interest in maths and subsequently low achievers in the discipline. Well designed games require players to solve a variety of complex problems.
There are few students who prefer to learn from their peers. There are few teachers who give an opportunity to students to teach their peers. Giving students this opportunity is a way of showing respect. It is indeed the best way to find a solution to a problem, putting two or three students together.
The times are changing and so must also change our way of teaching. The teacher can no longer be the same source of knowledge, this role must be passed on to the student.
Students confront a problem.
In groups, students organize prior knowledge and attempt to identify the nature of the problem.
Students pose questions about what they do not understand.
Students design a plan to solve the problem and identify the resources they need.
Students begin to gather information as they work to solve the problem.
Students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they take part in projects that require sustained engagement and collaboration.
Active-learning practices have a more significant impact on student performance than any other variable, including student background and prior achievement.
Students are most successful when they are taught how to learn as well as what to learn.
Difference between knowledge and skills.
Knowledge: What is a doorknob?
Skill: Opening a door.
In traditional method the students generally answer the questions given at the back of each topic. In partnering it is the reverse process. The questions are put in first and the student researches and creates output on the topics suggested by the teacher. The students learns quality and rigor from teachers. They refine their work and improve output adding rigor, context and quality. Technology supports partnering pedagogy and enable each student to personalize his/her learning process. Technology is used by the students to the fullest extent possible.
It is the job of the students to use technology and the teacher ensures quality of that use. Teachers must be creative and always seek knowledge everywhere using technology. Teachers must be willing and able to incorporate technology in order to help each individual within the classroom. Partnering with technology will permit the students not “ just to learn at their own pace” and learn in the way the students prefer to learn. Students must be engaged in finding examples and communicating with their peers.
We can achieve mutual respect by respecting each students individuality.
We know their expectations how are we going to personalize their learning and make them perform better while respecting their mind set.
Obviously one size fits all factory model and one way broadcast approach to learning does not work well for the students. We need to create more authentic learning experiences .