Alicia Smith - Visual Strategies in a Montessori Classroom
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This document discusses visual strategies used in a Montessori classroom. It outlines some of the basic Montessori principles like using manipulatives, intrinsic motivation, and structured self-directed learning. It describes how a Montessori classroom is set up to be learner-sized, safe, orderly and inviting with low shelves, tables, rugs, limited decorations and lines/areas clearly delineated. The role of the teacher is to guide students and provide self-correcting materials so students can take responsibility for their own learning in an open and cooperative environment. The document connects these strategies to theories around visual and verbal expression in learning from sources on Montessori methods.
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Social constructivism
This document discusses social constructivism and its key dimensions. Social constructivism is a theory that knowledge is constructed through social interactions and discussions with others. It emphasizes that learning occurs not through transmission from experts but through collaboration. The key dimensions discussed are sociocultural learning theory, the classroom as a community of learners, cognitive apprenticeship, and situated cognition.
TEO-FEMINISM EDUCATION ELEMENTS IN THE EPOS MAHĀBHĀRATA (HINDU RELIGIOUS EDUC...
ABSTRACT : Women are increasingly becoming equal to their male spouses in terms of human
development. Nonetheless, this research reveals a number of gender inequality-related phenomena in women's
everyday lives. In addition to seeking their essence, women must also be able to manage household conditions,
meet the needs of their children, and participate in community activities. Men and women can complement each
other by reflecting on religious teachings, one solution to narrow the gap. The Mahābhārata epic, replete with
instructional elements, is one such source. The Mahābhārata epic contains the following aspects of theofeminism education: (1) Students include the elders of Hastinapura, Karna, and Duryodhana; (2) Teachers
include Draupadī, Kuntī, and Gandarī; (3) Educative interactions occur between Draupadī and Hastinapura
elders; (4) The purpose of education is to increase piety, legal awareness, and awareness about women; (5) The
content includes morality, self-control, and leadership; (6) Instruments and methods are not constructed but
automatically generated using lecture and question-and-answer methods; and (7) The place where the guidance
event took place occurred spontaneously.
KEYWORDS: Education, Mahābhārata Epic, Education Elements
Josie piano
Existentialism is a philosophy that emphasizes individual existence and freedom. Existentialists believe that people are defined by their choices and actions rather than by external forces. An existentialist curriculum allows students extensive individual freedom to ask their own questions, conduct inquiries, and draw their own conclusions. The teacher's role is to provide diversified options and engage students as individuals. Knowledge is seen as personally discovered through lived experiences rather than imparted from an authority.
Managing a primary_school_class_an_empirical_study-1
1. The document discusses managing a primary school class based on an empirical study of 65 Croatian teachers' perceptions of student conduct.
2. The results showed that teachers value collaboration between students, teachers, and parents in positively influencing student behavior. Pre-established rules of conduct also helped create a sense of responsibility in young children.
3. However, teachers sometimes struggled with class management and resorted to outdated disciplinary methods. This was likely due to gaps in teacher training programs regarding practical classroom management skills and changes in family structures that leave teachers as the main authority figures for students.
SocioCultural Dimensions of Learning
The document discusses sociocultural dimensions of learning. It states that learning is influenced by social interactions and relationships with others. When learners can interact and collaborate with others on tasks, their learning can be enhanced. Social learning settings that respect diversity can encourage flexible thinking and social skills. Interactive and collaborative contexts allow individuals to gain new perspectives and reflective thinking, which can boost cognitive, social, and moral development as well as self-esteem. Positive relationships that provide stability and trust can increase learner self-respect and sense of belonging, creating a supportive climate for learning.
Case study in decision making- Akram Jabar Najim
M.A Candidate : Akram Jabar Najim
Supervise by Asst. Prof. Dr. Elaf Riyadh Khalil
Methods Of Teaching English
C thomas foragers gatherers_sharers
The document discusses new ideas in teaching literacy using digital technologies. It summarizes Dr. Sugata Mitra's experiments showing that children can effectively teach themselves using computers. The document also outlines several of Gee's principles of active learning, including incorporating multiple media types. Finally, it argues that digital learning engages students through information foraging, gathering, and sharing in ways that make learning joyful and relevant.
Educational psychology.docx assignment
1. Educational psychology is the study of learners, the learning process, and teaching methods. It examines topics like human development, individual differences, learning, motivation, and instruction.
2. Research in educational psychology carefully examines factors that may contribute to learning, such as different teaching methods and theories. It aims to identify the most effective approaches.
3. Educational psychology helps teachers understand individual learner differences, create positive learning environments, select appropriate teaching strategies, provide student guidance, and evaluate learning outcomes. It also assists with establishing learning objectives, using educational tools, and lesson planning.
Progressivism
Progressivism focuses on individual student needs, interests and abilities. Progressivist teachers center lessons around provoking student curiosity to actively engage them in learning. Students interact with each other to develop social skills while solving real-world problems. Progressivism views education as a lifelong growth process rather than solely preparation for adulthood.
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TEO-FEMINISM EDUCATION ELEMENTS IN THE EPOS MAHĀBHĀRATA (HINDU RELIGIOUS EDUC...
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- 1. Visual Strategies in a Montessori Classroom By: Alicia Smith M333 Spring 2012 Hallie Jones, Tuesdays 8:30-10:30
- 2. Why This Topic?? vs.
- 3. Human Tendencies Activity Work Communication Repetition Orientation Order Exactness
- 4. Basic Montessori Ideas Manipulatives Intrinsic motivation Structured, self- directed Cooperative learning Multi-age Self-correcting materials Peace Ecological studies Student choice education
- 9. Tables for Individuals/Small Groups
- 10. Rugs and Mats
- 12. Lines Taped or Painted – Separate Areas
- 15. Sense of Order
- 17. Materials are “All Access”
- 20. Open Space
- 23. Cooperation and Sense of Community
- 25. Peace
- 26. So, what does the teacher do??
- 27. Putting It All Together
- 28. Connection to M333 O “Reading the Image and Viewing the Words: Languages Intertwined” – Fountas and Olson O Reciprocal relationship between visual and verbal expression and how this affects learning O “Teaching Children to Draw from Observation” – Smith O “The task is to enable children to construct their own individual drawing strategies” (role of the teacher is more of a guide, students responsible for own learning) O “You Can Hide But You Can’t Run” – Bellengee- Morris and Taylor O Integrating cultural studies into the curriculum O The “Family of Images” Handout O Importance of varied visual culture in the classroom
- 29. What Does This Mean for Me??
- 30. Sources O Cohen, D. (1989). Montessori methods in public schools. Education Digest, 56(1), 63-66. O Components of curriculum implementation. (pp. 3-14). Retrieved from http://ptgmedia.pearsoncmg.com/images/9780137034 833/downloads/Hoover_Ch_1_p3_14.pdf O Gordon, C. (2007). Together with Montessori. (third ed.). Minneapolis: Jola Publications. O Sheikhzade, M. (n.d.). Intended, applied, and experienced null curriculum. Unpublished manuscript, Department of Education, Islamic Azad University, Orumieh, Iran. Retrieved from http://www.inter- disciplinary.net/wp- content/uploads/2011/06/sheikhzadecpaper.pdf