This document discusses transformative education, which involves experiencing a deep shift in one's basic premises of thought, feelings, and actions. It describes Mezirow's theory of transformative learning, which involves two kinds of learning: instrumental learning focused on problem-solving and communicative learning regarding relationships. The process of perspective transformation involves critically reflecting on one's assumptions and implementing new ways of defining the world. Reasons to consider transformative learning for students include helping with life transitions, challenging beliefs and assumptions, and aiding personal or social transformation.
This document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through subjects, syllabi and course guides. Curriculum change is described as an ongoing process that can lead to improvements if done incrementally with time, energy and resources. The document categorizes types of curriculum change and analyzes the driving and restraining forces that impact curriculum changes through a force field analysis model.
The document outlines 10 axioms of curriculum change:
1. Change is inevitable as societies and institutions must adapt to changing conditions.
2. The curriculum reflects and is a product of its time, influenced by social, philosophical, psychological and knowledge-based factors of the period.
3. Curriculum changes can exist concurrently as new changes are adopted while older changes still remain.
4. Curriculum change results from changes in people as their desires, beliefs and skills evolve.
5. Significant curriculum changes are most effective when brought about through cooperative group efforts rather than individually.
This document discusses curriculum development in the Philippine context. It defines curriculum as the sum of all learning experiences organized by the school. It also discusses different approaches to curriculum such as technical, behavioral, systems-based, and humanistic approaches. It outlines factors that influence curriculum development like society, learners' needs, and educational principles. The document also compares essentialist and progressive philosophies of curriculum, which see it as rigid vs flexible respectively. It examines elements of curriculum like intent, content, learning experiences, and evaluation.
This document discusses the roles of various stakeholders in curriculum implementation. It identifies the main stakeholders as learners, teachers, administrators, parents, community members, and other government agencies. Learners are the primary beneficiaries and reason for developing the curriculum. Teachers are responsible for directly implementing the curriculum through lesson planning, activities, and guiding learners. Administrators oversee curriculum implementation and provide resources and support to teachers. Parents financially support the curriculum and are involved in school activities. The community provides local knowledge and speakers. Government agencies regulate education standards and curriculum. All of these stakeholders work together to help learners achieve curriculum goals.
Constructivism: Knowledge Construction / Concept LearningChoc Nat
Constructivism is a theory of learning that argues humans generate knowledge through interactions between their experiences and ideas. There are two views: individual constructivism focuses on internal knowledge construction, while social constructivism sees knowledge as socially constructed initially and shared. Key characteristics are that learners actively construct understanding, new learning builds on prior knowledge, social interaction facilitates learning, and meaningful learning occurs through authentic tasks. Concepts are organized as feature lists, prototypes, or exemplars, and are best taught with examples, definitions, and opportunities to identify instances. Facilitating constructivist learning involves focusing on key ideas in-depth, providing varied examples and hands-on activities, and relating topics to real-life.
The document discusses metacognition, which refers to higher-order thinking involving awareness and control over one's cognitive processes during learning. Metacognition includes metacognitive knowledge about cognitive processes and strategies, as well as metacognitive regulation. It discusses key aspects of metacognitive knowledge like person, task, and strategy variables. While metacognition develops early in children, explicit teaching of metacognitive strategies is important. Expert learners are distinguished from novices by their deeper content knowledge and use of flexible, task-appropriate learning strategies as well as selective processing, monitoring, and control over their learning.
This document discusses transformative education, which involves experiencing a deep shift in one's basic premises of thought, feelings, and actions. It describes Mezirow's theory of transformative learning, which involves two kinds of learning: instrumental learning focused on problem-solving and communicative learning regarding relationships. The process of perspective transformation involves critically reflecting on one's assumptions and implementing new ways of defining the world. Reasons to consider transformative learning for students include helping with life transitions, challenging beliefs and assumptions, and aiding personal or social transformation.
This document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through subjects, syllabi and course guides. Curriculum change is described as an ongoing process that can lead to improvements if done incrementally with time, energy and resources. The document categorizes types of curriculum change and analyzes the driving and restraining forces that impact curriculum changes through a force field analysis model.
The document outlines 10 axioms of curriculum change:
1. Change is inevitable as societies and institutions must adapt to changing conditions.
2. The curriculum reflects and is a product of its time, influenced by social, philosophical, psychological and knowledge-based factors of the period.
3. Curriculum changes can exist concurrently as new changes are adopted while older changes still remain.
4. Curriculum change results from changes in people as their desires, beliefs and skills evolve.
5. Significant curriculum changes are most effective when brought about through cooperative group efforts rather than individually.
This document discusses curriculum development in the Philippine context. It defines curriculum as the sum of all learning experiences organized by the school. It also discusses different approaches to curriculum such as technical, behavioral, systems-based, and humanistic approaches. It outlines factors that influence curriculum development like society, learners' needs, and educational principles. The document also compares essentialist and progressive philosophies of curriculum, which see it as rigid vs flexible respectively. It examines elements of curriculum like intent, content, learning experiences, and evaluation.
This document discusses the roles of various stakeholders in curriculum implementation. It identifies the main stakeholders as learners, teachers, administrators, parents, community members, and other government agencies. Learners are the primary beneficiaries and reason for developing the curriculum. Teachers are responsible for directly implementing the curriculum through lesson planning, activities, and guiding learners. Administrators oversee curriculum implementation and provide resources and support to teachers. Parents financially support the curriculum and are involved in school activities. The community provides local knowledge and speakers. Government agencies regulate education standards and curriculum. All of these stakeholders work together to help learners achieve curriculum goals.
Constructivism: Knowledge Construction / Concept LearningChoc Nat
Constructivism is a theory of learning that argues humans generate knowledge through interactions between their experiences and ideas. There are two views: individual constructivism focuses on internal knowledge construction, while social constructivism sees knowledge as socially constructed initially and shared. Key characteristics are that learners actively construct understanding, new learning builds on prior knowledge, social interaction facilitates learning, and meaningful learning occurs through authentic tasks. Concepts are organized as feature lists, prototypes, or exemplars, and are best taught with examples, definitions, and opportunities to identify instances. Facilitating constructivist learning involves focusing on key ideas in-depth, providing varied examples and hands-on activities, and relating topics to real-life.
The document discusses metacognition, which refers to higher-order thinking involving awareness and control over one's cognitive processes during learning. Metacognition includes metacognitive knowledge about cognitive processes and strategies, as well as metacognitive regulation. It discusses key aspects of metacognitive knowledge like person, task, and strategy variables. While metacognition develops early in children, explicit teaching of metacognitive strategies is important. Expert learners are distinguished from novices by their deeper content knowledge and use of flexible, task-appropriate learning strategies as well as selective processing, monitoring, and control over their learning.
This document discusses considerations for curriculum design and different approaches. It outlines eight common curriculum designs including content-based, skill-based, inquiry-based, and more. It also discusses the technical-scientific approach to curriculum design which views schools as factories producing students, and the non-technical, non-scientific existentialist approach which emphasizes personal freedom and journey. Finally, it synthesizes that curriculum planning requires extensive background and consideration, the Philippine system uses a scientific approach, and planning should be a collective effort.
(1) The document discusses assessment competencies for teachers, including choosing appropriate assessment methods, administering and interpreting various assessments, using results for instructional decisions, developing valid grading procedures, and communicating results.
(2) It also outlines several standards for teachers related to choosing, developing, interpreting and using assessment results for decision making, grading, and communicating.
(3) The document discusses the concepts of assessment literacy and alternative forms of assessment like performance and portfolio assessments. It provides definitions and characteristics of these approaches.
Curriculum Development Module 2 lesson 1-3alkhaizar
The document discusses curriculum design models and approaches. It describes several curriculum design models including the subject-centered, learner-centered, and problem-centered models. Each model focuses on different aspects of curriculum such as content or the learner. It also outlines dimensions of curriculum design like scope, sequence, continuity, integration, and articulation. Principles for effective sequencing are provided. Finally, the document discusses common approaches to curriculum design including identifying who teaches, who is taught, what is taught, how it is taught, assessing learning outcomes, and the role of community partners.
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
Transformative education aims to develop students holistically through physical, moral, creative, emotional, intellectual, and spiritual growth. It views learning as using prior knowledge to develop new understandings to guide future actions. Implementing transformative education requires support from school administrators, teachers, curriculum, mission and vision, and library resources. Teachers must be committed, creative, and continuously improve lessons to achieve the goal of educating students to be liberal, pro-Filipino, and pro-poor citizens.
This document discusses learning communities and professional learning communities (PLCs) in educational settings. It provides definitions and explanations of learning communities as groups that share interests and goals of learning. PLCs are described as groups of educators united in their commitment to student learning, who collaborate and make decisions together. Steps for schools to become effective PLCs include determining readiness, using external facilitators, identifying barriers and boosters, and starting with a focus on learning. The role of the school librarian in supporting PLCs includes developing relationships with teachers, communicating expectations, and empowering collaboration.
This document discusses several theories of experiential learning including those proposed by Kolb, Knowles, Mezirow, Tough, Dewey, Lewin, Piaget, Jung, Freire and others. It outlines Kolb's model of experiential learning and the four stages of his learning cycle. It also notes that critics argue Kolb's theory is too rigid and lacks evidence from other tools. The document aims to explain experiential learning theories to participants.
This document discusses Mezirow's theory of transformative learning. It involves a deep shift in perspective through critical reflection on assumptions after a disorienting dilemma. Transformative learning can result in changes to understanding of self, beliefs, and lifestyle. It occurs through elaborating, learning new frames of reference, transforming points of view, or habits of mind. Educators can foster transformative learning by promoting a safe, learner-centered environment where students critically reflect on the nature of knowledge and assumptions.
Categories of curriculum change(report in curr d ev)Aivy Claire Vios
This document discusses different types of curriculum changes and how to support teachers through the change process. It identifies four types of changes: replacement, alteration, major modification, and disruptive changes. It emphasizes that curriculum implementation should be participatory, involving teachers and other stakeholders. It also stresses the need for a supportive process that provides both material and human support for teachers as they adjust to changes within a short period of time. The goal is to create an open and trusting climate that appreciates teachers' strengths through a developmental change process.
This document discusses scoring rubrics and portfolio assessments. It provides definitions of scoring rubrics and discusses their significance and advantages, such as increasing objectivity and consistency in student evaluations. The document also outlines the two main types of rubrics: holistic rubrics, which use a single scale to evaluate all criteria together, and analytic rubrics, which evaluate different criteria separately. Finally, the advantages and disadvantages of each rubric type are presented.
Robert Gagné developed the theory of cumulative learning, which outlines five types of learning and nine events of instruction. The theory proposes a hierarchy of learning outcomes from simple to complex. Lower orders focus on behavioral aspects like conditioning, while higher orders involve more cognitive skills like problem-solving. Gagné's nine events of instruction are designed to support the internal processes of learning and include gaining attention, presenting material, eliciting performance, and enhancing retention and transfer.
The student teacher reflects on their experience, noting they gained confidence and strengthened their belief in nurturing the whole child. Their classroom management style evolved to match their cooperating teacher's approach. They appreciated the support of a team of teachers and mentors. The experience reinforced the importance of implementing new standards thoughtfully and providing real-world applications. While more responsibilities await as a full teacher, the student feels prepared to take on tasks like student placement. Overall, the student is grateful for the learning experience and support at their school.
This document discusses digital citizenship and its importance. It defines global digital citizenship as using technology responsibly and for the benefit of oneself and others. The document outlines five tenets of global digital citizenship: personal responsibility, global citizenship, digital citizenship, altruistic service, and environmental stewardship. It also identifies nine elements of digital citizenship such as digital access, commerce, security, etc. The document emphasizes that as the world becomes more interconnected through technology, people need to act responsibly and help others both online and offline as global digital citizens.
This document discusses different philosophies of education and their implications for teaching and learning. It begins by explaining that teachers influence society and their role is important. It then describes seven major philosophies: essentialism values basic skills and discipline; progressivism focuses on experience and problem-solving; perennialism emphasizes classical knowledge; existentialism supports self-definition; behaviorism modifies behavior through environment; linguistic philosophy develops communication; and constructivism supports independent knowledge construction. The document provides details on each philosophy's view of why we teach, what to teach, and how to teach.
The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers as curriculum developers, implementers, and facilitators of learning. School administrators are identified as managers responsible for overseeing curriculum implementation. Other stakeholders mentioned include parents, community members, professional organizations, and government agencies that influence or regulate education curricula.
3 topic 1 & 2 (the teaching profession).pptjhunecleo
This document discusses the philosophical foundations of education and the characteristics of socially responsible teachers. It begins by defining philosophy and describing the main branches. It then defines the philosophy of education and discusses five major philosophical perspectives that have influenced education: idealism, realism, pragmatism, essentialism, and progressivism. For each perspective, it provides the key beliefs of teachers who adhere to that philosophy. The document emphasizes that successful teachers have a philosophical foundation for their work and are active members of social institutions.
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
This document discusses the important skills and values needed for students in the 21st century, including collaboration, critical thinking, creativity, communication skills, social and cultural awareness, responsibility, initiative, productivity and accountability. It emphasizes that both schools and communities play a role in developing these skills and instilling strong values in students from a young age. Parents are described as a child's first teacher and schools continue enriching the experiences and lessons begun at home. The document advocates for cooperation between schools, parents, and local organizations to strengthen students.
Conflict Resolution: Contextualized Approach to LearningTeresa Mae Garcia
This document discusses approaches to conflict resolution. It defines conflict as a natural human phenomenon that occurs through interaction and differences in preferences. The outcome of conflict can be either positive or negative depending on how it is handled. The document then outlines five strategies for resolving conflict based on the Thomas-Kilmann model: competing, collaborating, compromising, accommodating, and avoiding. It also describes the interest-based relational approach and a five-step conflict resolution process involving setting the scene, gathering information, agreeing on the problem, brainstorming solutions, and negotiating an agreement.
This document discusses considerations for curriculum design and different approaches. It outlines eight common curriculum designs including content-based, skill-based, inquiry-based, and more. It also discusses the technical-scientific approach to curriculum design which views schools as factories producing students, and the non-technical, non-scientific existentialist approach which emphasizes personal freedom and journey. Finally, it synthesizes that curriculum planning requires extensive background and consideration, the Philippine system uses a scientific approach, and planning should be a collective effort.
(1) The document discusses assessment competencies for teachers, including choosing appropriate assessment methods, administering and interpreting various assessments, using results for instructional decisions, developing valid grading procedures, and communicating results.
(2) It also outlines several standards for teachers related to choosing, developing, interpreting and using assessment results for decision making, grading, and communicating.
(3) The document discusses the concepts of assessment literacy and alternative forms of assessment like performance and portfolio assessments. It provides definitions and characteristics of these approaches.
Curriculum Development Module 2 lesson 1-3alkhaizar
The document discusses curriculum design models and approaches. It describes several curriculum design models including the subject-centered, learner-centered, and problem-centered models. Each model focuses on different aspects of curriculum such as content or the learner. It also outlines dimensions of curriculum design like scope, sequence, continuity, integration, and articulation. Principles for effective sequencing are provided. Finally, the document discusses common approaches to curriculum design including identifying who teaches, who is taught, what is taught, how it is taught, assessing learning outcomes, and the role of community partners.
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
Transformative education aims to develop students holistically through physical, moral, creative, emotional, intellectual, and spiritual growth. It views learning as using prior knowledge to develop new understandings to guide future actions. Implementing transformative education requires support from school administrators, teachers, curriculum, mission and vision, and library resources. Teachers must be committed, creative, and continuously improve lessons to achieve the goal of educating students to be liberal, pro-Filipino, and pro-poor citizens.
This document discusses learning communities and professional learning communities (PLCs) in educational settings. It provides definitions and explanations of learning communities as groups that share interests and goals of learning. PLCs are described as groups of educators united in their commitment to student learning, who collaborate and make decisions together. Steps for schools to become effective PLCs include determining readiness, using external facilitators, identifying barriers and boosters, and starting with a focus on learning. The role of the school librarian in supporting PLCs includes developing relationships with teachers, communicating expectations, and empowering collaboration.
This document discusses several theories of experiential learning including those proposed by Kolb, Knowles, Mezirow, Tough, Dewey, Lewin, Piaget, Jung, Freire and others. It outlines Kolb's model of experiential learning and the four stages of his learning cycle. It also notes that critics argue Kolb's theory is too rigid and lacks evidence from other tools. The document aims to explain experiential learning theories to participants.
This document discusses Mezirow's theory of transformative learning. It involves a deep shift in perspective through critical reflection on assumptions after a disorienting dilemma. Transformative learning can result in changes to understanding of self, beliefs, and lifestyle. It occurs through elaborating, learning new frames of reference, transforming points of view, or habits of mind. Educators can foster transformative learning by promoting a safe, learner-centered environment where students critically reflect on the nature of knowledge and assumptions.
Categories of curriculum change(report in curr d ev)Aivy Claire Vios
This document discusses different types of curriculum changes and how to support teachers through the change process. It identifies four types of changes: replacement, alteration, major modification, and disruptive changes. It emphasizes that curriculum implementation should be participatory, involving teachers and other stakeholders. It also stresses the need for a supportive process that provides both material and human support for teachers as they adjust to changes within a short period of time. The goal is to create an open and trusting climate that appreciates teachers' strengths through a developmental change process.
This document discusses scoring rubrics and portfolio assessments. It provides definitions of scoring rubrics and discusses their significance and advantages, such as increasing objectivity and consistency in student evaluations. The document also outlines the two main types of rubrics: holistic rubrics, which use a single scale to evaluate all criteria together, and analytic rubrics, which evaluate different criteria separately. Finally, the advantages and disadvantages of each rubric type are presented.
Robert Gagné developed the theory of cumulative learning, which outlines five types of learning and nine events of instruction. The theory proposes a hierarchy of learning outcomes from simple to complex. Lower orders focus on behavioral aspects like conditioning, while higher orders involve more cognitive skills like problem-solving. Gagné's nine events of instruction are designed to support the internal processes of learning and include gaining attention, presenting material, eliciting performance, and enhancing retention and transfer.
The student teacher reflects on their experience, noting they gained confidence and strengthened their belief in nurturing the whole child. Their classroom management style evolved to match their cooperating teacher's approach. They appreciated the support of a team of teachers and mentors. The experience reinforced the importance of implementing new standards thoughtfully and providing real-world applications. While more responsibilities await as a full teacher, the student feels prepared to take on tasks like student placement. Overall, the student is grateful for the learning experience and support at their school.
This document discusses digital citizenship and its importance. It defines global digital citizenship as using technology responsibly and for the benefit of oneself and others. The document outlines five tenets of global digital citizenship: personal responsibility, global citizenship, digital citizenship, altruistic service, and environmental stewardship. It also identifies nine elements of digital citizenship such as digital access, commerce, security, etc. The document emphasizes that as the world becomes more interconnected through technology, people need to act responsibly and help others both online and offline as global digital citizens.
This document discusses different philosophies of education and their implications for teaching and learning. It begins by explaining that teachers influence society and their role is important. It then describes seven major philosophies: essentialism values basic skills and discipline; progressivism focuses on experience and problem-solving; perennialism emphasizes classical knowledge; existentialism supports self-definition; behaviorism modifies behavior through environment; linguistic philosophy develops communication; and constructivism supports independent knowledge construction. The document provides details on each philosophy's view of why we teach, what to teach, and how to teach.
The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers as curriculum developers, implementers, and facilitators of learning. School administrators are identified as managers responsible for overseeing curriculum implementation. Other stakeholders mentioned include parents, community members, professional organizations, and government agencies that influence or regulate education curricula.
3 topic 1 & 2 (the teaching profession).pptjhunecleo
This document discusses the philosophical foundations of education and the characteristics of socially responsible teachers. It begins by defining philosophy and describing the main branches. It then defines the philosophy of education and discusses five major philosophical perspectives that have influenced education: idealism, realism, pragmatism, essentialism, and progressivism. For each perspective, it provides the key beliefs of teachers who adhere to that philosophy. The document emphasizes that successful teachers have a philosophical foundation for their work and are active members of social institutions.
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
This document discusses the important skills and values needed for students in the 21st century, including collaboration, critical thinking, creativity, communication skills, social and cultural awareness, responsibility, initiative, productivity and accountability. It emphasizes that both schools and communities play a role in developing these skills and instilling strong values in students from a young age. Parents are described as a child's first teacher and schools continue enriching the experiences and lessons begun at home. The document advocates for cooperation between schools, parents, and local organizations to strengthen students.
Conflict Resolution: Contextualized Approach to LearningTeresa Mae Garcia
This document discusses approaches to conflict resolution. It defines conflict as a natural human phenomenon that occurs through interaction and differences in preferences. The outcome of conflict can be either positive or negative depending on how it is handled. The document then outlines five strategies for resolving conflict based on the Thomas-Kilmann model: competing, collaborating, compromising, accommodating, and avoiding. It also describes the interest-based relational approach and a five-step conflict resolution process involving setting the scene, gathering information, agreeing on the problem, brainstorming solutions, and negotiating an agreement.
1. Authentic assessment is a holistic approach to evaluation that considers a student's knowledge, skills, and attitudes through engaging tasks that demonstrate real-world application. It differs from traditional assessment by measuring meaningful tasks instead of just testing memorization.
2. Authentic assessment allows students to perform tasks that genuinely engage them and are valid measures of learning. Some common forms of authentic assessment include portfolios, rubrics, observations, interviews, and projects.
3. When developing rubrics to guide authentic assessment, teachers should clearly define purposes and criteria based on standards, describe different performance levels, and ensure the rubrics can provide observable and meaningful feedback.
1. The author participated in a study trip to London from July 13-26, 2014 organized by the Chinese University of Hong Kong. The trip's theme was "London As Global City".
2. During the trip, the author received lectures from SOAS professors covering various aspects of London such as regeneration, urban governance, and immigration. They also toured various neighborhoods and sites in London.
3. Through a group project, the author interviewed local youth and found they learned about World War 2 history generally through education but also through unique sources like company culture and individual interest in sites, books and documents.
Transformational Learning: theory, practice and policy in the construction of...Alan Bruce
This document discusses transformational learning theory and its application to policy, innovation, and creativity. It addresses the contexts and drivers of change in education systems, including globalization, and the need for flexibility and inclusion. Innovation is defined, and the link between learning, knowledge, and innovation is explored. Creativity and its relationship to innovation is also examined. The document advocates for transformational learning approaches that disrupt traditional education systems and support innovative learning communities.
This document is a final reflection paper discussing the author's views on leadership ethics and styles. The author argues that ethical leadership is important in society to avoid harm caused by unethical leaders. The author feels their leadership style should incorporate servant leadership, which prioritizes others' well-being, and transformational leadership, which helps people reach their full potential. As a professor, the author believes they should practice scholarship, guide students, and serve as a role model through an ethical leadership approach.
Transformative Learning Slides Revised For October 15 Classtjcarter
Mezirow's transformative learning theory describes two domains of learning: instrumental learning which manipulates the environment, and communicative learning which involves understanding others' feelings and values. Transformative learning leads to emancipatory knowledge through critical reflection and helps adults change their assumptions, beliefs, and perspectives to be more open-minded and justifiable. The role of adult educators is to facilitate this perspective transformation through critically reflective discourse.
Many people appear to object to the approximation of a 'culture of learning.'
Every formal education institution has a culture of its own, which imitates a system of implicit and explicit beliefs about learning.
Learning also has a cultural dimension that is the manner we see and perceive education which may shift depending on situations and environment.
A culture of teaching and learning is collaboratively constructed by students and teachers. It is about their expectations of 'what should be known' and 'who should experience it.'
Transformational learning theory involves a deep shift in how learners see themselves and the world. It can occur through a disorienting dilemma or accumulation of changes over time. There are two types of learning - instrumental which focuses on problem solving, and communicative which involves understanding others' perspectives. The goal is to change frames of reference by elaborating, learning new frames, transforming points of view, or habits of mind. Educators can foster transformative learning by promoting reflection, a safe learning environment, and learner-centered practices.
The document discusses authentic assessment and compares it to traditional assessment. Authentic assessment involves asking students to perform real-world tasks that demonstrate knowledge and skills application, unlike traditional assessments that involve selecting answers. Authentic assessment designs engaging tasks aligned to standards and evaluates student performance using rubrics. It aims to replicate challenges students may face as citizens.
Key questions for mathematics teachers - and how PISA can answer themEduSkills OECD
Ten Questions for Mathematics Teachers… and how PISA can help answer them aims to change that.
This report delves into topics such as, “How much should I encourage my students to be responsible for their own learning in mathematics?” or “As a mathematics teacher, how important is the relationship I have with my students?”. It gives teachers timely and relevant data and analyses that can help them
reflect on their teaching strategies and how students learn.
Contents
Introduction: A teacher’s guide to mathematics teaching and learning
Question 1: How much should I direct student learning in my mathematics classes?
Question 2: Are some mathematics teaching methods more effective than others?
Question 3: As a mathematics teacher, how important is the relationship I have with my students?
Question 4: What do we know about memorisation and learning mathematics?
Question 5: Can I help my students learn how to learn mathematics?
Question 6: Should I encourage students to use their creativity in mathematics?
Question 7: Do students’ backgrounds influence how they learn mathematics?
Question 8: Should my teaching emphasise mathematical concepts or how those concepts are applied in the real world?
Question 9: Should I be concerned about my students’ attitudes towards mathematics?
Question 10: What can teachers learn from PISA?
The document discusses the concept of "transformative learning" which involves experiencing a deep shift in one's basic premises, thoughts, feelings, and actions that changes one's perspective and way of being in the world. It provides definitions and perspectives from scholars including that transformative learning involves critically reflecting on prior learning and assumptions to determine if they are still valid. It also outlines Mezirow's stages of perspective transformation and different forms and levels of reflection that can lead to transformative learning experiences.
Information Literacy: the Defining Paradigm of Modern Educationbsemathematics2014
The document discusses the changing views of education that have led to changes in teaching practices to support the development of information literacy skills. Specifically, it notes that education is now viewed as a lifelong process rather than something that ends after formal schooling. It also discusses how classrooms have become more student-centered, with teachers taking on facilitating roles. Additionally, the document emphasizes the need for schools to integrate information literacy instruction across all subjects and grade levels in order to prepare students for lifelong learning.
This document discusses information literacy and its importance in modern education. It defines information literacy as knowing how to find, evaluate, and use information effectively. The objectives are to understand what information literacy is, how to apply it in teaching, why teachers and students should care about it, and its implications. The document explains how information literacy helps develop critical thinking, problem solving, and lifelong learning skills. It also compares traditional and modern views of education, emphasizing information literacy integration across subjects.
The document discusses the history of critical thinking from Socrates in ancient Greece to modern thinkers like Dewey and Ennis. It traces how critical thinking developed over centuries through ancient Greek philosophers, the Enlightenment period, and modern education reformers. The document also defines critical thinking as logical, reflective thinking focused on deciding what to believe or do.
This document discusses the art of questioning in education. It provides objectives, an introduction, discussion, principles of questioning, purposes of questioning, Bloom's taxonomy of cognitive levels of questioning, types of questions, questioning strategies, and educational implications. The key points are that questioning is an important teaching tool, teachers should use a variety of higher and lower-order questions, and creating a classroom culture where students feel comfortable asking their own questions is important for developing critical thinking.
The document summarizes different language teaching methods:
1. The Grammar Translation Method focuses on grammar rules and translation between languages. Students have little interaction and the teacher is the authority.
2. The Direct Method avoids the students' native language and focuses on oral communication through real-world examples.
3. The Audio-Lingual Method emphasizes imitation, repetition and habit formation to achieve communicative competence.
4. The Communicative Language Teaching approach aims for students to take responsibility for their own learning through communication and interaction between students and teacher.
Research Exposure: A Teacher’s Edge in the 21st CenturyKedamien Riley
This document outlines the objectives and content of a module on research for teachers. The objectives are to identify teacher characteristics as researchers, discuss research concepts and methods, and conduct a simple research activity. It defines research and discusses teacher qualities as researchers. It also covers research concepts such as types of research, the research process, and typical chapters in a research paper.
Understanding Conflict Styles - using the Thomas Kilmann Conflict Model ktpworks
A recent presentation on Conflict Management given by Eleanor Yearwood of Key Talent Partners. The presentation reflects on the use of the Thoman Kilmann Conflict Model to help people be more aware of their - and others' - style of conflict handling, and how better awareness might help us adapt our style in order to have more influence. Adapting our style may also make us more effective negotiators, enhance interpersonal group dynamics and is applicable at every level of an organisation. The model also promotes the idea that different strategies work better in different situations, and by being more aware of our 'default' approach, we can learn to choose the most appropriate approach to give us the results we want in a particular context.
Student perception of collaborative small group projects using synchronous an...David Wicks
This session will report on findings from a three-year study that explored how different communication tools may impact small group collaborative learning projects in an online course. The primary goal of this session is to share successful techniques for organizing and facilitating small group collaborative projects in online and blended courses.
These are thought-provoking questions about how to build teachers up as role models through discussion, sharing of vision and practice, exposure to a range of techniques, reflection, and framing a vision of excellence. Regular opportunities for teachers to learn from and support each other seem key.
The document discusses the constructivist theory of learning. It defines constructivism as a philosophy that individuals construct their own understanding through experiences and reflection. Key aspects of constructivism include: (1) knowledge is actively constructed rather than passed on, (2) learning requires meaningful engagement and interaction, (3) prior knowledge influences new learning. The document contrasts traditional and constructivist classrooms, noting constructivism emphasizes interactive, student-centered learning over repetition. It provides examples of applying constructivism such as encouraging student questions and critical thinking.
Differentiation is a proactive decision-making process that considers critical student learning differences and the curriculum. Teachers use formative assessment data, research-based strategies, and a positive learning environment to make differentiation decisions. This may involve modifying aspects of the curriculum like content, process, product, or the learning environment. Common differentiation strategies include tiering instruction, choice/alternatives, and flexible grouping.
The document discusses the changing landscape of teaching and learning. Research shows learning is most effective when it is active, learner-centered, collaborative, and involves metacognition and community engagement. New students have different learning preferences than past generations. Technology and globalization require new skills. The goal should be developing intentional, self-directed learners who can adapt and learn throughout their lives. Explicitly teaching students how to learn can help achieve this.
The document discusses 10 TED Talks that could transform teaching practices by addressing topics like the changing nature of knowledge, evaluating curriculum, developing transferable skills in students, making interdisciplinary connections, engaging in creative problem solving, and transforming one's teaching approach. It provides guidelines for utilizing TED Talks in the classroom and examples of projects students could complete in response to the talks.
This document provides definitions and guidelines for training of trainers. It defines key terms like facilitation skills, learning styles, and training methods. It discusses the differences between pedagogy (teaching children) and andragogy (teaching adults). Principles of adult learning emphasize real-world problems, application of learning, and respecting learners' experiences. The experiential learning cycle and roles of a trainer are outlined. Facilitation skills like attending, observing, listening and questioning are important. Preparation, setting, engagement and respect are tips for effective training.
This document discusses habits of mind (HoM) as a framework for understanding successful learning. It proposes that HoM comprise intelligent thinking behaviors used by top performers to solve problems and organize learning. The document reviews research on HoM and their link to theories of self-regulated learning and skills needed in a knowledge economy. It summarizes Costa and Kallick's model of 16 HoM including persisting, thinking flexibly, metacognition, questioning, and thinking interdependently. The document argues HoM focus attention on the cognitive processes important for effective learning.
Developing Effective Dialogue to Support Learning Across and Beyond the Curri...phillipson7
This document outlines a session on developing effective dialogue to support learning. It discusses what effective dialogue is and why teaching dialogue skills is important. Various frameworks that support dialogue are presented, including the Thinking Together project and its focus on establishing ground rules. The session will explore dialogue in different curriculum contexts through different classroom activities and applying the ground rules. It emphasizes that dialogue skills are applicable beyond academics to gaining understanding of different perspectives.
Nsr 21st c learning pedagogical approachesCathie Howe
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2. New learning environments are emerging that blend physical and virtual spaces, and students will need fluencies in areas like digital literacy, visual literacy, and collaboration to succeed.
3. Teachers are being urged to rethink concepts like access, transparency, ownership and how they can leverage new technologies to enable new forms of possible learning rather than just improving existing practices.
This document discusses adapting the Japanese lesson study model of professional development for use in different cultures. It outlines some potential obstacles to translating lesson study between cultures, such as differences in educational systems, teacher views and experience levels. The document emphasizes that lesson study is a collaborative, reflective process focused on student learning. It provides an example of how key elements of lesson study could be incorporated into a university course for pre-service teachers in Germany. Finally, it discusses how the reflective principles of lesson study align with Dewey and Schon's views of reflection as developing and testing hypotheses through action in a collective, iterative process.
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Through quests in a virtual environment, learners practiced conversational Chinese with a tutor's guidance. Kate and Kyle helped each other learn, correcting pronunciation and providing alternative phrases. Their discussion showed how learners can shape each other's identities and goals through caring interaction. Embodied learning environments allow values like collaboration to be realized through good prospective acts between learners.
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2. THEORETICAL FRAMEWORK
Jack Mezirow (1994)
Transformative Learning Theory
Learning is the social process of construing and appropriating a new
or revised interpretation of the meaning of one’s experience as a
guide to action. Mezirow postulates that learners experience
personal and intellectual growth when they
Grapple with
Examine their
disorienting
assumptions
dilemmas
Learning
Seek out
Acquire new
additional
knowledge
perspectives
3. SIGNIFICANCE OF USING SOCIAL ISSUES IN
CLASSROOM DISCUSSIONS
Author Significance
Bomer (2004) Teaches active participation in a democracy.
Johannessen (2003) Promotes reflection and high levels of critical thinking.
Clark (2000) Requires making sense of the complex world.
Cummins (2000) Encourages the transformation of social realities.
Harwood & Han (2000) Prepares for authentic dialogues.
Angell & Avery (1992) Refines cognitive abilities to deal with complex issues.
Hurlbert & Toten (1992) Explores the conditions affecting this time.
Johnson, et al (1992) Deepens involvement and understanding of course content.
Toten (1992) Assists in the development of citizenry that is knowledgeable.
4. INTRODUCTION
CONTEXT
UNIVERSITY OF PUERTO RICO AT BAYAMON
Outreach Professional Development
Conference
Classroom
Discussion
• Communicative
• In the context of competence
• Multifacete social issues • Perceptions of the
d activity
Workshops Reflect
5. PURPOSE
To explore the teachers’ learning
experiences which in turn, would
provoke ideas to enhance
classroom educational practices.
9. Grapple with disorienting dilemma.
Mezirow (1994)
RESULTS
Deepened Perspectives
means involves
•Headline
talking •Determine Importance
•Top-story
•Assign presentations
Forms
•Grading system
10. Examine their assumptions.
RESULTS
Mezirow (1994)
•Become aware of issues.
•Learn about the
Discussed learners
consequences.
ways •Engage in becoming part of
the solution.
•Bounced off each other
Worked Referred •Exchanged & compared.
Collaboratively to ideas
•Reviewed & valued.
resources
•Willingly shared.
•Lined up on paper.
Reached •Know what students have to
sudden means say
realization something •Learn about students’ real-life
more problems .
•Discover feelings & fears.
•Put together all ideas.
•Do something different for our
students.
11. Seek out additional perspectives.
RESULTS
Mezirow (1994)
Develop Understanding
reflect retain
“Right topics” discussing “Right moment”
Writing process
12. Seek out additional perspectives.
RESULTS
Mezirow (1994)
Transformative
Broadened Perspectives
pedagogy
Lesson
Devised a new way plan
Goal Technique Approach Procedure
•To practice •Address •Emotionally •Whole & small
speaking issues students involve students to group
skills might be express their discussions:
experiencing. feelings & fears. feelings & fears.
•Use these •Guide them to see •Analyze
discussions as the consequences.
a pre-writing consequences, crit
•Think deep
phase. ically think about a
about a solution.
solution, &
contribute to help •Contribute to
solve the issue. society.
13. Seek out additional perspectives.
RESULTS
Mezirow (1994)
Broadened Perspectives:
Needs
Devised a new way
awareness
Become changed by
Ongoing support what they learned
•More training
on how to
address social •Change the •Discuss with
issues. way of seeing others to agree
life. on something.
•Materials &
equipment. •View life in a •Solve problems
better way. without fighting.
•Learn to •Become better
confront real- human beings; a
life issues. better person.
14. A Reflection on Transformative Learning in a
Professional Development Context
Previous Knowledge
knowledge TL acquired
Become changed
by what they
learned
Jack Mezirow (1994) provides a theoretical foundation for the learning that occurs in a professional development context. He defines learning as the social process of construing and appropriating a new or revised interpretation of the meaning of one’s experience as a guide to action (p.222). This theory of adult learning postulates that learners experience personal and intellectual growth when they grapple with disorienting dilemmas, examine their assumptions related to the contradictory information, seek out additional perspectives, and ultimately acquire new knowledge, attitudes, and skills in light of these reflections.
The purpose was to explore teachers’ learning experiences which in turn, would provoke ideas to enhance classroom educational practices.
This research is qualitative in nature in the form of an action-research. Both the ESL teachers and the researchers became the participants of the study. The development of knowledge involved cycles of reflection, awareness, and taking action. As part of the workshop we offered, the teachers defined the concept of social issues and their experiences of using these topics in the classroom. This exchange of ideas led to our presentation of how we integrate discussions of social issues. For example, we discussed ways to create awareness of world wide issues, learn more about the consequences, and how students can be part of the solution. The participants worked in small groups, determined topics, and a procedure to discuss issues with their students, and then presented the ideas to the rest of the group. In doing so, each of us would have an opportunity to further expand our ideas. As the teachers shared their views, we took notes of their comments, topics and techniques in an observation journal to later on recapitulate the ideas behind their efforts. Once concluded the workshop, the participants completed an evaluation form and placed it on the desk. As we analyzed these anonymous documents and the literature on adult learning, the information implied that participants transformed their previous knowledge with the one acquired and suggested a link between discussions of social issues and participation in a democracy.
Because of the valuable data we observed throughout the participants’ reflections, our observation journal and the evaluation forms, we organized the information using paper and pencil, categorized the emerging themes on a tabulation sheet, and analyzed the data following Wolcott’s (1994) ideas of description, analysis and interpretation. Through an interpretive analysis, we found answers to our inquiries that ESL teachers were constructing a new meaning for using social issues as part of classroom discussions. Thus, we decided to investigate What does it actually mean for teachers to discuss social issues in their classrooms?
In this research, the culture of the professional development activity provided the space to reflect on their previous knowledge with the one acquired to become changed by what they learned. Thus, the more they critically analyzed their teaching practices, the more transformed their learning experiences.