A learning activity design plan
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This document outlines a learning activity design plan that compares two options for saving money for a child's post-secondary education. The plan is based on behaviorist and activist learning theories, with a teacher-centered pedagogical approach involving presentation of tasks for individual and group work to develop deductive and emergent thinking skills.
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This document discusses different models of curriculum design, including subject-centered, learner-centered, and problem-centered designs. Subject-centered designs focus on specific academic subjects and follow a textbook format. Learner-centered designs emphasize the needs and interests of students, with examples including child-centered and experience-centered approaches. Problem-centered designs draw on life problems and situations, using themes like core curriculum or life skills to organize content around addressing issues.
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- Papert's constructionism and cognitive apprenticeship models
Lesson 8. higher order thinking skills through it based projects mirabueno
This document discusses different types of IT-based projects that can be used to develop higher-order thinking skills: 1) Resource-based projects where students find their own information on a topic rather than relying on the teacher; 2) Simple creation projects where students create their own software or materials; 3) Guided hypermedia projects where students create multimedia presentations that can serve as instructional tools or communication tools; 4) Web-based projects where students create web pages on a topic. The document provides examples and explanations of each type of project.
EDUC 5 REPORTING.pptx
1) Outcomes-based education focuses on what students learn rather than what teachers teach. It is student-centered and assessment-driven.
2) There are four levels of outcomes: institutional outcomes define what graduates will be able to do after graduating; program outcomes define expectations for specific degrees; course outcomes define expectations for individual courses; and learning outcomes define expectations for individual lessons.
3) Immediate outcomes refer to competencies gained in a course or program, while deferred outcomes refer to abilities gained that can be applied years later, such as career success. Outcomes-based education aims to align intentions with accomplishments.
Lesson 8 Higher Order Thinking Skills Through IT-based Projects
This document outlines four IT-based project types for developing higher-order thinking skills: 1) Resource-based projects where students research topics independently, 2) Simple creations where students design software or multimedia materials, 3) Guided hypermedia projects where students create presentations or multimedia reports, and 4) Web-based projects where students design webpages. The document also discusses constructivist teaching approaches and compares traditional versus resource-based learning models.
Demonstrate an Understanding of Learner Centered Principles.pptx
This document discusses principles of learner-centered teaching and learning. It covers cognitive and metacognitive factors like the nature of learning processes, goals of learning, and knowledge construction. It also discusses motivational and affective factors such as intrinsic motivation and the effects of motivation on effort. Additionally, it outlines individual differences factors, developmental and social influences on learning, and how the context of learning can impact the learning process. Research studies highlighted found that learner-centered teaching had a significant positive impact on students' learning outcomes and development of learning skills and strategies.
-MY PPT - LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES for upload.pptx
The document discusses 14 learner-centered psychological principles divided into four categories: cognitive/metacognitive, motivational/affective, developmental/social, and individual differences. The principles focus on factors under the learner's control rather than external factors. They state that learning is most effective when the learner can construct their own meaningful knowledge through linking new and existing information, using thinking strategies, reflecting on their own learning, and in a context that considers individual, cultural and instructional influences.
SCL
Student-centered learning (SCL) focuses on developing students' autonomy and active participation in the learning process. It emphasizes deep understanding over superficial knowledge and encourages collaboration. SCL develops skills like time management, self-directed learning, and addressing diverse needs. Philosophies like progressivism, social reconstructionism, and existentialism influence SCL approaches. SCL shifts the teacher to a facilitator role and gives students control over their learning.
Principles of Teaching
This document discusses principles of teaching and instruction. It defines teaching as a process of interacting that engages students in learning activities to acquire knowledge, skills, and values. Teaching involves both science and art, using psychological research and creative implementation. Key factors in the teaching-learning process are the teacher, learner, content/strategies, and their interplay. Principles of learning include that it is experiential, discovery-based, evolutionary, and involves the whole person - intellectually and emotionally. Effective instruction follows principles like context, focus, socialization, individualization, sequence, and evaluation. Instruction can be managed through homogeneous, heterogeneous, or non-graded student groupings.
Principle of teaching made easy by Boyet b. aluan
This document discusses various teaching and learning strategies. It begins by outlining Kurt Lewin's three-step model of change: unfreezing, moving, and refreezing. It then discusses several classroom application strategies like modeling, practice, and feedback. The rest of the document outlines and provides steps for different teaching methods including lecture, demonstration, discovery, inquiry, and problem-solving. It also discusses principles of learning like learning styles and the role of emotions.
Design And Evaluation Of A Development Portfolio How To Improve Students Se...
This document describes the design and evaluation of a digital development portfolio called STEPP (Structured Task Evaluation and Planning Portfolio) to help students develop self-directed learning skills. A case study with 10 hairdressing students evaluated STEPP's use, usability, and perceived effectiveness. Results showed that students with lower prior skills, a personal approach to self-directed learning, and frequent STEPP updates found it more useful. Both students and supervisors who frequently used STEPP perceived it as positively contributing to self-directed learning skill development. The study provides guidelines for designing development portfolios in vocational education to support self-directed learning.
Teaching in Higher Education
This document discusses effective teaching practices in higher education, focusing on constructing meaningful learning outcomes, aligning teaching methods and assessments to learning outcomes, and designing engaging learning activities to help students actively build knowledge through experience. Key aspects covered include defining intended learning outcomes, choosing teaching activities likely to achieve the outcomes, assessing actual student learning, and arriving at final grades through constructive alignment of these elements.
Differentiation
1) Differentiation is a teaching approach that responds to learner needs by providing different avenues for content, process, and product based on students' readiness, interests, and learning profiles.
2) Differentiation involves using flexible grouping, tiered assignments, and varied activities to engage students in content at their level. Teachers assess students and provide appropriately challenging material, pacing, and support for each student.
3) When differentiating, teachers consider essential learning goals and design instruction, such as tiered assignments, to help students develop understanding in ways that consider their unique abilities and styles. Assessment guides teachers to adapt and provide students multiple paths to demonstrate their knowledge.
Differentiation.PPT
1) Differentiation is a teaching approach that responds to learner needs by providing different avenues for content, process, and product based on students' readiness, interests, and learning profiles.
2) Differentiation involves using flexible grouping, tiered assignments, and varied activities to engage students in content at their level. Teachers assess students and provide appropriately challenging material for each.
3) When differentiating, teachers consider content (what students learn), process (how students make sense of content), and product (how students demonstrate learning). They vary lessons based on individual student characteristics like readiness, interests, and learning styles.
Differentiation.PPT
1) Differentiation is a teaching approach that responds to learner needs by providing different avenues for content, process, and product based on students' readiness, interests, and learning profiles.
2) Differentiation involves using flexible grouping, tiered assignments, and varied activities to engage students in content at their level. Teachers assess students and provide appropriately challenging material for each.
3) When differentiating, teachers consider content (what students learn), process (how students make sense of content), and product (how students demonstrate learning). They vary lessons based on individual student characteristics like readiness, interests, and learning styles.
Integrating educational technology into teaching
This chapter discusses key ingredients for effective technology integration models in education. It covers the importance of foundations in learning theories like constructivism and objectivism (Ingredient 1). It also discusses Technological Pedagogical Content Knowledge (TPAK), which recognizes the interaction between teachers' technology, pedagogy and content knowledge (Ingredient 2). The Technology Integration Planning (TIP) model provides a framework for teachers to plan technology integration, including assessing needs, objectives, strategies and environment (Ingredient 3). Essential conditions like shared vision, leadership, access and skills are also needed to support sustainable technology integration (Ingredient 4).
Curriculum development.pptx
CURRCULUM DEVELOPMENT
This respect powerpoint presentation contain all the summarize necessary details reagard the topic ( its defination elements , catagories , startagies , importance , planning methodology , of curriclum development
GERSHOME FINAL- THAILAND.pptx
This document discusses curriculum improvement for slow learners. It defines slow learners as children with below average intelligence who learn at a slower pace than their peers. The document outlines the curriculum development process, including analyzing problems, designing content and objectives, selecting relevant material, and reviewing progress. It also describes instructional strategies for slow learners, such as incorporating their interests, using audio/visual aids, and providing peer tutoring. The conclusion states curriculum for slow learners must consider their traits and backgrounds while differing from typical students, in order to support both academic and overall development.
The integrated approach
The document discusses the integrated approach to education, which creates a learner-centered curriculum based on students' interests that allows flexible and engaging learning. It values enhancing learning through learner-centered activities in real-life contexts that encourage critical thinking and problem-solving. An effective integrated approach requires reassessing the learning process with open-ended questions and information skills to promote active, collaborative, and creative learning that breaks down barriers between subjects. Educators take the role of facilitating student-driven constructive and resource-based learning. The document outlines steps to integrate information and communication technology into the curriculum through research, staff training, piloting, and ongoing evaluation for continuous improvement.
Similar to A learning activity design plan (20)
Lesson 8.higher order thinking skills through it based projects mirabueno
Lesson 8.higher order thinking skills through it based projects mirabueno
Lesson 8. higher order thinking skills through it based projects mirabueno
Lesson 8. higher order thinking skills through it based projects mirabueno
Lesson 8 Higher Order Thinking Skills Through IT-based Projects
Lesson 8 Higher Order Thinking Skills Through IT-based Projects
Demonstrate an Understanding of Learner Centered Principles.pptx
Demonstrate an Understanding of Learner Centered Principles.pptx
-MY PPT - LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES for upload.pptx
-MY PPT - LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES for upload.pptx
Design And Evaluation Of A Development Portfolio How To Improve Students Se...
Design And Evaluation Of A Development Portfolio How To Improve Students Se...
A learning activity design plan
- 1. A LEARNING ACTIVITY DESIGN PLAN: EXAMINING TWO OPTIONS TO SAVE FOR A CHILD’S POST-SECONDARY EDUCATION INGRID BECKFORD-CLAYTON YORKVILLE UNIVERSITY
- 2. SAVING FOR A CHILD’S POST-SECONDARY EDUCATION
- 3. SAVING FOR A CHILD’S POST-SECONDARY Theory of knowledge/ learning/ pedagogy underpinning the design EDUCATION Behaviourist Theory - Finite nature of knowledge - Goals prescribed - Learning by imitation, acquisition, reproduction, and modelling Activist Theory - Goals determined by tasks - External Stimulus required (task/problem) - Extrinsic and intrinsic motivation Pedagogical Approach -Teacher and Practice Centred -Learner is dependent on team and facilitator Learning Approach - Presentation/ Task driven - Individual and cooperative learning - Opportunities/affordance for learning - deductive /emergent thinking