Information literacy: the new "pedagogy of the question?" Paper presented at Information Literacy: recognising the need- May 17 2006, Staffordshire University.
Interactive teaching involves actively engaging students in their learning through teacher-student interaction, student-student interaction, audio-visual aids, and hands-on demonstrations. It encourages learner participation and uses questions to stimulate discussion. Teachers give students hands-on experiences and use teaching aids to maintain attention. This style of teaching has been shown to increase retention by allowing students to process information immediately and review it after learning.
Strategy Sessions: Innovative strategies for increasing online student engage...LearningandTeaching
Online learning often tries to recreate elements of real world teaching. As digital learning is still a fairly new field, teachers often face difficulties engaging students in this environment. The future of online learning looks promising. Perhaps the biggest beneficial aim for online learning is that it is able to not only recreate the real world classroom, but also be extremely versatile in how and where we teach students.
In these slides, Maxine Rosenfield and Simon Daly give us an insight into learners’ and educators’ expectations of digital learning and the benefits and challenges faced on the platform. Maxine and Simon share a range of strategies that can be used to overcome these challenges based on their experience and feedback, to work towards achieving better learning outcomes.
Peer Tutoring - Advanced Techniques of Instruction Unit IVThanavathi C
Peer tutoring involves students teaching other students and can take place both in person and online. It allows students to better understand information when explaining it to peers and reduces the power dynamic between students and teachers. While peer tutoring has benefits like building rapport between students and affordable academic support, it also has disadvantages like students going off task when working with friends and tutors lacking the experience of teachers. Overall, peer tutoring is most effective when used to complement regular classroom instruction rather than replacing it.
International Higher Education Teaching & Learning Association - Scholarship of Teaching and Engagement, Utah Valley University, Orem, UT, January 20-22, 2015.
Guided discovery is an instructional approach where the teacher presents examples of a topic and guides students to understand it through questioning. It has four phases: introduction, open exploration of examples, teacher-directed questions, and closure/application. Guided discovery requires critical thinking from students as they practice finding patterns between concepts rather than passively receiving a lecture. While direct instruction focuses on modeling skills and independent practice, guided discovery moves students away from dependence on the teacher by giving them an experience to associate with new concepts.
Goldsmiths inclusive teaching and learning lecturesDeborah Custance
This document provides guidance on inclusive teaching methods for lectures. It recommends warming up students by reviewing material and outcomes before diving into new content. Lecturers should avoid just reading notes and instead engage students through interactive activities like think-pair-share exercises and online polling systems. The document also discusses "lecture flipping", which involves students reviewing lecture content online before class and doing activities to apply it in class. More details on questions, activities, and preparing digital presentations are available in additional resources. The overall guidance is to make lectures more interactive and student-focused to increase engagement and learning for all students.
The document is Muhammad Adil Raja's teaching portfolio. It summarizes his teaching philosophy and experience. His philosophy was influenced by his experience as a student in Pakistan, where the system focused on rote memorization rather than understanding. He believes students should not be treated as vessels to dump knowledge into, but rather helped to understand the world. An effective teacher makes the subject fun and engaging for students by encouraging questions rather than just lecturing. His portfolio goes on to outline the courses he has taught in the past and intends to teach in the future.
Constructivism argues that humans generate knowledge through the interaction between their experiences and ideas. It views learning as individuals constructing meaning based on prior knowledge and experience. Constructivism emphasizes that students learn by actively participating in learning experiences and applying what they already know to build new understandings, rather than through passive reception of information. Teachers act as facilitators, not directors, creating an environment where students learn how to learn through collaboration and problem solving.
Interactive teaching involves actively engaging students in their learning through teacher-student interaction, student-student interaction, audio-visual aids, and hands-on demonstrations. It encourages learner participation and uses questions to stimulate discussion. Teachers give students hands-on experiences and use teaching aids to maintain attention. This style of teaching has been shown to increase retention by allowing students to process information immediately and review it after learning.
Strategy Sessions: Innovative strategies for increasing online student engage...LearningandTeaching
Online learning often tries to recreate elements of real world teaching. As digital learning is still a fairly new field, teachers often face difficulties engaging students in this environment. The future of online learning looks promising. Perhaps the biggest beneficial aim for online learning is that it is able to not only recreate the real world classroom, but also be extremely versatile in how and where we teach students.
In these slides, Maxine Rosenfield and Simon Daly give us an insight into learners’ and educators’ expectations of digital learning and the benefits and challenges faced on the platform. Maxine and Simon share a range of strategies that can be used to overcome these challenges based on their experience and feedback, to work towards achieving better learning outcomes.
Peer Tutoring - Advanced Techniques of Instruction Unit IVThanavathi C
Peer tutoring involves students teaching other students and can take place both in person and online. It allows students to better understand information when explaining it to peers and reduces the power dynamic between students and teachers. While peer tutoring has benefits like building rapport between students and affordable academic support, it also has disadvantages like students going off task when working with friends and tutors lacking the experience of teachers. Overall, peer tutoring is most effective when used to complement regular classroom instruction rather than replacing it.
International Higher Education Teaching & Learning Association - Scholarship of Teaching and Engagement, Utah Valley University, Orem, UT, January 20-22, 2015.
Guided discovery is an instructional approach where the teacher presents examples of a topic and guides students to understand it through questioning. It has four phases: introduction, open exploration of examples, teacher-directed questions, and closure/application. Guided discovery requires critical thinking from students as they practice finding patterns between concepts rather than passively receiving a lecture. While direct instruction focuses on modeling skills and independent practice, guided discovery moves students away from dependence on the teacher by giving them an experience to associate with new concepts.
Goldsmiths inclusive teaching and learning lecturesDeborah Custance
This document provides guidance on inclusive teaching methods for lectures. It recommends warming up students by reviewing material and outcomes before diving into new content. Lecturers should avoid just reading notes and instead engage students through interactive activities like think-pair-share exercises and online polling systems. The document also discusses "lecture flipping", which involves students reviewing lecture content online before class and doing activities to apply it in class. More details on questions, activities, and preparing digital presentations are available in additional resources. The overall guidance is to make lectures more interactive and student-focused to increase engagement and learning for all students.
The document is Muhammad Adil Raja's teaching portfolio. It summarizes his teaching philosophy and experience. His philosophy was influenced by his experience as a student in Pakistan, where the system focused on rote memorization rather than understanding. He believes students should not be treated as vessels to dump knowledge into, but rather helped to understand the world. An effective teacher makes the subject fun and engaging for students by encouraging questions rather than just lecturing. His portfolio goes on to outline the courses he has taught in the past and intends to teach in the future.
Constructivism argues that humans generate knowledge through the interaction between their experiences and ideas. It views learning as individuals constructing meaning based on prior knowledge and experience. Constructivism emphasizes that students learn by actively participating in learning experiences and applying what they already know to build new understandings, rather than through passive reception of information. Teachers act as facilitators, not directors, creating an environment where students learn how to learn through collaboration and problem solving.
Krystle Johnson obtained dual credentials in special education and general education teaching. She is currently interning as a case manager and differentiation specialist. Next year, she will be a full-time case manager. She discusses how she is making subject matter comprehensible, assessing student learning, engaging students, planning instruction, creating effective environments, and developing professionally. She highlights strategies like differentiation, various assessments, interest-based centers, and attending trainings. Her goals are to continue interning and case managing, develop her skills, and utilize available resources.
Accounting 1 students used the one minute paper at the end of each tutorial over one semester. there was a significant improvement in final results compared to the same cohort in the previous years. Students recognised that the revision component of the one minute paper assisted their learning but did not recognise the benefits in the reflection process implicit in writing the one-minute paper. Students may need assistance with reflection.
The document discusses the role of technology in developing student-centered learning and higher-order thinking skills. It explains that technology can support constructivist and social constructivist learning frameworks by allowing students to discover and construct knowledge both individually and collaboratively. Examples of how technology facilitates student-centered learning include word processing, creating presentations, conducting online research, and enabling individualized and interactive instruction.
John Dewey was an educational psychologist and philosopher who advocated for progressive education. He established the Dewey School in 1896 to incorporate student interests and hands-on learning. Dewey believed education should be a social process led by students, with teachers acting as guides. In the classroom, aspects of Dewey's theories can be seen through student exploration of curriculum, science experimentation, and computer research. Teachers following Dewey's model act as facilitators for student-led learning focused on their interests through hands-on activities.
Active learning is an approach to instruction that engages students in the learning process through activities and discussions. It places responsibility on students to take ownership of their education. Teachers act as facilitators rather than just providers of information. Research shows active learning increases student engagement, understanding, enjoyment, and retention of material compared to traditional lecturing. However, it may take more time and preparation from teachers and requires student participation.
CMC3-South Fall Conference Rules of Engagement Oct 2014Fred Feldon
This document summarizes a presentation about engaging students in math classes through interactive learning. It discusses moving away from traditional lecturing toward having students do more work during class like collaborating, explaining concepts, and receiving immediate feedback. The presentation provides tips for facilitating student-led work and coaching students rather than direct teaching. It addresses common concerns from instructors about implementing these strategies and emphasizes that the teacher's role is to create an environment where students can learn on their own with appropriate resources and support.
This is a talk for primary school teacher education students in Guangzhou, China. It begins with an analysis of the question about motivation and then considers to theoretical approaches to answering the question.
This document outlines key principles of constructivism in education. It discusses theorists such as Piaget, Bruner, and Vygotsky and their contributions to constructivist learning theory. Constructivism emphasizes that students construct knowledge based on their experiences and prior learning. It focuses on active, hands-on, collaborative learning experiences where students solve problems and teachers facilitate rather than provide direct instruction. The document also provides examples of lesson plans that apply constructivist teaching methods.
The document discusses key theorists and principles of constructivism. It outlines constructivism's focus on student-centered learning through problem solving, research, and critical thinking. Key theorists who contributed to constructivism include John Dewey, Lev Vygotsky, Jean Piaget, and Jerome Bruner. According to constructivism, teachers should facilitate student learning and ask open-ended questions, while students construct knowledge through hands-on activities and interaction with peers.
Constructivism is a learning theory where students actively construct new knowledge based on previous learning and experiences. Key contributors include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, learning occurs best when students form hypotheses and conclusions through hands-on projects and problem solving. Teachers should understand each student's development level and encourage assessment of learning. Classrooms using constructivism have students apply prior knowledge to hands-on activities, work collaboratively, and use technology like videos, virtual tours, and online games to construct new understandings.
these are slides on how to accommodate learners who are struggling in the classroom. As an educator, it is imperative to know how to scaffold learners who are intellectually impaired in our classrooms
This document discusses the roles and responsibilities of teachers in second language education. It addresses creating a classroom atmosphere that encourages student participation over strict adherence to course topics. The document also outlines student goals of thinking independently and developing skills. It emphasizes motivating students through focusing on their potential and self-determined goals rather than immediate rewards. A sample class schedule is provided that incorporates in-class and out-of-class participation activities like listening, speaking, writing, and research.
The three-tiered Response to Intervention model helps identify students struggling academically before they are referred for special education services. In tier one, all students receive core instruction, while struggling students receive additional targeted support in tier two. Students still facing difficulties in tier three receive even more individualized instruction. Through ongoing progress monitoring at each tier, student response to interventions helps determine appropriate supports and identifies potential learning disabilities. This process aims to provide students with necessary assistance without unnecessary special education labeling, while also strengthening collaboration between teachers, parents, and other professionals.
This document summarizes a presentation on removing barriers to the adoption of technology-enabled learning (TEL) in higher education institutions. The project aims to break down barriers between academics and TEL, enhance institutional TEL policies, and address both individual and institutional challenges. It identifies key barriers such as cost, time constraints, issues with technology tools, and attitudes towards online learning. It also discusses enablers like institutional support and professional development. The presentation encourages academics to reflect on incorporating more TEL in their teaching and to participate in the ongoing discussion.
This document provides notes on student-centered teaching and learning. It discusses that student-centered learning aims to increase student activity, choice, and power in the learning process. While there is a continuum between teacher-centered and student-centered approaches, effective teachers incorporate elements of both as appropriate. The document also reviews various teaching methods and where they fall on the continuum, influential theorists in student-centered learning like Dewey, Piaget, Bruner, Freire, Vygotsky, and challenges like defining student-centered learning and evaluating its effectiveness.
Michael Hooks presented on teaching MLIS classes online. He discussed the teaching environment including synchronous vs asynchronous classes and course management software. Some challenges were encouraging student participation and showing value of archives without paper. However, opportunities exist such as using social media and collaborative tools. His approach involves preparation, perspective, and philosophy to engage students online.
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.
The document summarizes a talk on information literacy from the perspective of a learner. It discusses four key findings from the speaker's research: 1) Experience of information literacy is situational and depends on context, 2) There are four contexts and categories of information relationships, 3) Binary relationships involve personal/academic contexts and functional literacy or lifelong learning, 4) Tertiary relationships involve professional contexts and information provision or education. The talk concludes by emphasizing the importance of information literacy for learners.
Web 3.0, also known as the Semantic Web, is focused on making data on the internet more structured and linked through databases rather than just documents. This will allow for more intelligent searches where a computer can understand concepts like a red stamp rather than just searching for keywords. Web 3.0 aims to connect different databases together so data about stamps, countries, colors, etc. can be linked to provide more detailed and customized responses to user queries about attributes like a specific type of stamp used in another country during a certain period. The key aspect of Web 3.0 is agreeing on standardized structures for describing data that can then be linked across databases.
Krystle Johnson obtained dual credentials in special education and general education teaching. She is currently interning as a case manager and differentiation specialist. Next year, she will be a full-time case manager. She discusses how she is making subject matter comprehensible, assessing student learning, engaging students, planning instruction, creating effective environments, and developing professionally. She highlights strategies like differentiation, various assessments, interest-based centers, and attending trainings. Her goals are to continue interning and case managing, develop her skills, and utilize available resources.
Accounting 1 students used the one minute paper at the end of each tutorial over one semester. there was a significant improvement in final results compared to the same cohort in the previous years. Students recognised that the revision component of the one minute paper assisted their learning but did not recognise the benefits in the reflection process implicit in writing the one-minute paper. Students may need assistance with reflection.
The document discusses the role of technology in developing student-centered learning and higher-order thinking skills. It explains that technology can support constructivist and social constructivist learning frameworks by allowing students to discover and construct knowledge both individually and collaboratively. Examples of how technology facilitates student-centered learning include word processing, creating presentations, conducting online research, and enabling individualized and interactive instruction.
John Dewey was an educational psychologist and philosopher who advocated for progressive education. He established the Dewey School in 1896 to incorporate student interests and hands-on learning. Dewey believed education should be a social process led by students, with teachers acting as guides. In the classroom, aspects of Dewey's theories can be seen through student exploration of curriculum, science experimentation, and computer research. Teachers following Dewey's model act as facilitators for student-led learning focused on their interests through hands-on activities.
Active learning is an approach to instruction that engages students in the learning process through activities and discussions. It places responsibility on students to take ownership of their education. Teachers act as facilitators rather than just providers of information. Research shows active learning increases student engagement, understanding, enjoyment, and retention of material compared to traditional lecturing. However, it may take more time and preparation from teachers and requires student participation.
CMC3-South Fall Conference Rules of Engagement Oct 2014Fred Feldon
This document summarizes a presentation about engaging students in math classes through interactive learning. It discusses moving away from traditional lecturing toward having students do more work during class like collaborating, explaining concepts, and receiving immediate feedback. The presentation provides tips for facilitating student-led work and coaching students rather than direct teaching. It addresses common concerns from instructors about implementing these strategies and emphasizes that the teacher's role is to create an environment where students can learn on their own with appropriate resources and support.
This is a talk for primary school teacher education students in Guangzhou, China. It begins with an analysis of the question about motivation and then considers to theoretical approaches to answering the question.
This document outlines key principles of constructivism in education. It discusses theorists such as Piaget, Bruner, and Vygotsky and their contributions to constructivist learning theory. Constructivism emphasizes that students construct knowledge based on their experiences and prior learning. It focuses on active, hands-on, collaborative learning experiences where students solve problems and teachers facilitate rather than provide direct instruction. The document also provides examples of lesson plans that apply constructivist teaching methods.
The document discusses key theorists and principles of constructivism. It outlines constructivism's focus on student-centered learning through problem solving, research, and critical thinking. Key theorists who contributed to constructivism include John Dewey, Lev Vygotsky, Jean Piaget, and Jerome Bruner. According to constructivism, teachers should facilitate student learning and ask open-ended questions, while students construct knowledge through hands-on activities and interaction with peers.
Constructivism is a learning theory where students actively construct new knowledge based on previous learning and experiences. Key contributors include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, learning occurs best when students form hypotheses and conclusions through hands-on projects and problem solving. Teachers should understand each student's development level and encourage assessment of learning. Classrooms using constructivism have students apply prior knowledge to hands-on activities, work collaboratively, and use technology like videos, virtual tours, and online games to construct new understandings.
these are slides on how to accommodate learners who are struggling in the classroom. As an educator, it is imperative to know how to scaffold learners who are intellectually impaired in our classrooms
This document discusses the roles and responsibilities of teachers in second language education. It addresses creating a classroom atmosphere that encourages student participation over strict adherence to course topics. The document also outlines student goals of thinking independently and developing skills. It emphasizes motivating students through focusing on their potential and self-determined goals rather than immediate rewards. A sample class schedule is provided that incorporates in-class and out-of-class participation activities like listening, speaking, writing, and research.
The three-tiered Response to Intervention model helps identify students struggling academically before they are referred for special education services. In tier one, all students receive core instruction, while struggling students receive additional targeted support in tier two. Students still facing difficulties in tier three receive even more individualized instruction. Through ongoing progress monitoring at each tier, student response to interventions helps determine appropriate supports and identifies potential learning disabilities. This process aims to provide students with necessary assistance without unnecessary special education labeling, while also strengthening collaboration between teachers, parents, and other professionals.
This document summarizes a presentation on removing barriers to the adoption of technology-enabled learning (TEL) in higher education institutions. The project aims to break down barriers between academics and TEL, enhance institutional TEL policies, and address both individual and institutional challenges. It identifies key barriers such as cost, time constraints, issues with technology tools, and attitudes towards online learning. It also discusses enablers like institutional support and professional development. The presentation encourages academics to reflect on incorporating more TEL in their teaching and to participate in the ongoing discussion.
This document provides notes on student-centered teaching and learning. It discusses that student-centered learning aims to increase student activity, choice, and power in the learning process. While there is a continuum between teacher-centered and student-centered approaches, effective teachers incorporate elements of both as appropriate. The document also reviews various teaching methods and where they fall on the continuum, influential theorists in student-centered learning like Dewey, Piaget, Bruner, Freire, Vygotsky, and challenges like defining student-centered learning and evaluating its effectiveness.
Michael Hooks presented on teaching MLIS classes online. He discussed the teaching environment including synchronous vs asynchronous classes and course management software. Some challenges were encouraging student participation and showing value of archives without paper. However, opportunities exist such as using social media and collaborative tools. His approach involves preparation, perspective, and philosophy to engage students online.
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.
The document summarizes a talk on information literacy from the perspective of a learner. It discusses four key findings from the speaker's research: 1) Experience of information literacy is situational and depends on context, 2) There are four contexts and categories of information relationships, 3) Binary relationships involve personal/academic contexts and functional literacy or lifelong learning, 4) Tertiary relationships involve professional contexts and information provision or education. The talk concludes by emphasizing the importance of information literacy for learners.
Web 3.0, also known as the Semantic Web, is focused on making data on the internet more structured and linked through databases rather than just documents. This will allow for more intelligent searches where a computer can understand concepts like a red stamp rather than just searching for keywords. Web 3.0 aims to connect different databases together so data about stamps, countries, colors, etc. can be linked to provide more detailed and customized responses to user queries about attributes like a specific type of stamp used in another country during a certain period. The key aspect of Web 3.0 is agreeing on standardized structures for describing data that can then be linked across databases.
Aik mohabbat aur sahi by hashim nadeem (complete)Kashif Nadeem
The document discusses the history and development of a new technology called blockchain. Blockchain first emerged with bitcoin as a way to record transactions in a secure distributed manner without a central authority. It has since expanded beyond cryptocurrencies and is now being applied in areas like finance, government records, and supply chain management due to its transparency and security.
The document discusses the history and development of artificial intelligence over several decades. Early research focused on symbolic approaches using rules and logic but progress was slow. More recently, machine learning techniques such as deep learning have seen increasing success by learning from large amounts of data without being explicitly programmed. These new approaches are being applied to many areas and fueling a new wave of innovation and development in AI.
The document discusses the history and development of chocolate over centuries. It details how cocoa beans were first used as currency by the Maya and Aztecs before being transformed into a sweet confection by the Spanish in Europe. The text also notes that chocolate became increasingly popular worldwide from the 18th century onward as production methods improved.
This document discusses strategies for developing advanced information literacy skills in learners. It presents a relational model of information literacy where a learner's skills expand as they internalize unfamiliar information and shift it into their familiar horizon of knowledge. Three strategies are described: 1) Create a customized information literacy profile for each learner, 2) Develop learning outcomes that encourage learners to create rather than just find information, and 3) Implement formative and summative assessments to facilitate reflection on information literacy practices. The document argues that anyone can become an advanced learner by engaging with information through these strategies, regardless of their starting knowledge or skill level.
Information literacy: developing the reflective practitioner
Paper presented at the 5th Annual Conference of the LTSN Centre for Information and Computer Sciences, August 31 - September 2 2004, Belfast, Ireland.
Empowering the learner "against all odds" Paper presented at LILAC 2005: Librarians' Information Literacy Annual Conference. April 4-6 2005, Imperial College, London.
The document discusses teaching philosophy and the role of academic librarians as educators in the information age. It emphasizes that academic librarians should focus on teaching students lifelong learning skills like finding, accessing, evaluating, and using information. The author sees their role as a student-centered educator who respects students and fosters critical thinking. They aim to make students information literate and prepared to independently access information after graduation. The author advocates for innovative teaching methods like embedding library services into course management systems to better integrate the library into the educational process. They also discuss improving instruction through gathering student and faculty feedback.
1. Constructivist learning theory holds that learning is an active process where learners construct meaning based on their experiences and prior knowledge.
2. Effective teaching utilizes multiple methods to accommodate different learning styles and keeps students actively engaged in constructing their own understanding with guidance from the teacher.
3. Students learn best when they are actively involved in making sense of information themselves, such as by applying knowledge or preparing to teach others, rather than passively receiving information from lectures or readings.
Mr. Rhoadio Rabuya views teaching as a vocation, mission, and profession. As a vocation, he feels called to teach and impart knowledge to students. Teaching fulfills him. As a mission, he wants to help, motivate, and inform learners of the importance of education. He aims to shape lives and promote rational thinking. As a profession, teaching requires mastery of content, effective communication skills, problem solving, and patience. It is challenging but rewarding work.
Mr. Rhoadio Rabuya views teaching as a vocation, mission, and profession. As a vocation, he feels called to teach and impart knowledge to students. Teaching fulfills him. As a mission, he wants to help, motivate, and inform learners of the importance of education. He aims to shape lives and promote rational thinking. As a profession, teaching requires mastery of content, effective communication skills, problem solving, and patience. It is challenging but rewarding work.
At Sun High School, 70% of students are English Learners (EL) who are consistently underperforming on achievement tests. In response, the English department discussed how to teach Shakespeare's "Romeo and Juliet" to EL students. The document discusses strategies for creating a learning environment that values students' home cultures and language to give them confidence and legitimacy in the classroom. It emphasizes the social and cultural aspects of learning based on Vygotsky's theories.
The document summarizes discussions with students about what constitutes excellent teaching. Several students provided their perspectives, emphasizing qualities like enthusiasm, approachability, providing feedback, and inspiring critical thinking. The discussions also covered evaluating teaching through student surveys and awards. The aim was to better understand student views on teaching excellence beyond just metrics like the Teaching Excellence Framework.
A guide-to-school-reform-booklet-build-the-future-education-humanistic-educat...Steve McCrea
Mario Llorente, Steve McCrea, Francois Savain, Nicholas Boucher, Milena Toro, Matt Blazek, Dennis Yuzenas, Jeff Hutt and other have combined their readings and experience to share this information about how to bring USEFUL TECHNIQUES into classrooms. Introducing these procedures can change attitudes and lives, even in an oppressive, 1950s, top-down authoritarian environment. Call me for more tips +1 954 646 8246 EDDSteve@gmail.com VisualAndActive.com GuideontheSide.com
This document presents the author's teaching philosophy, which is influenced by various learning theories. The author believes that:
1) Behaviorism can be used to establish classroom behaviors but a more student-centered approach is needed. Social cognitive theory and constructivism should be the dominant approaches as students' skills progress.
2) Constructivism and social learning theories emphasize that students learn best when they can explore topics autonomously and collaboratively construct knowledge, with teachers as guides.
3) Situated cognition moves students toward mastery by anchoring concepts through practice, modeling, and social interaction with experts, continuing the emphasis on learning as a social activity.
Constructivism and social constructivism are theories of learning that focus on students actively constructing their own knowledge through hands-on problem solving and social interaction. According to constructivist theory, students should be actively engaged in their learning by exploring topics, asking questions, and discovering solutions, rather than passively receiving information from teachers. Social constructivism additionally emphasizes that learning occurs through social interactions and cultural influences. The document outlines key principles of constructivism and social constructivism, including the roles of teachers in facilitating student-led learning and the roles of students in taking responsibility for their own learning through inquiry, collaboration, and reflection.
Implications of the student learning journey for teachingTansy Jessop
This document outlines implications for teaching based on student learning theories. It discusses three key issues that can hinder the student learning journey: 1) disconnected curriculum design, 2) overemphasis on content knowledge over concepts, and 3) lack of authentic student engagement. To address these, the document recommends curriculum design that connects learning across courses, focusing more on teaching concepts than content, and increasing formative assessment and student-led intellectual activities. It argues this shifts learning from a transmission model to a social constructivist model that better facilitates students' intellectual development.
John Dewey believed that teachers are responsible for shaping proper social life, not just educating individuals. The author sees teaching as an essential profession on par with doctors and scientists. Their personal philosophy of education involves creating an environment that facilitates learning through academic debate and showing students that learning is exciting, not boring. As a facilitator, the author aims to influence students positively and give each one a fair chance to succeed. They hope to utilize technologies like smartphones, computers and social media to make learning accessible and fun for students in today's digital world. The author views their philosophy as constantly evolving based on their teaching experiences.
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My Portfolio In Educational Technology IIJw Keziah
The document discusses educational technology and its role in teaching and learning. It defines educational technology as the study and practice of facilitating learning through appropriate technological processes and resources. It also discusses how technology can be both a boon and bane, providing benefits like easier work and improved teaching, but also potential drawbacks like laziness and overdependence on technology. The document then covers topics like the Bloom's taxonomy, Dale's cone of experience, flipped learning, teamwork, and search literacy in educational contexts. It concludes by discussing how taking an educational technology course helped the author learn to use social media wisely and understand benefits and limitations of technologies.
INTRODUCTION TO CONSTRUCTIVE LEARNING &TEACHING THEORIES.pptxMwangaPrayGod
The document introduces constructivist learning theories, which posit that learners construct knowledge through experiences rather than passively receiving information. Key principles of constructivism are that learning is social and embedded within contexts, and the goal of teaching is to design experiences that facilitate student-led knowledge construction. Examples of constructivist classroom activities provided are inquiry-based learning, problem-based learning, cooperative learning, and reciprocal teaching. Vygotsky's social cultural theory and Piaget's theory of cognitive development are also summarized in relation to their influences on constructivist perspectives.
This document provides an overview of seven philosophies of education: constructivism, essentialism, progressivism, perennialism, existentialism, behaviorism, and linguistic philosophy. For each philosophy, it summarizes why teachers teach, what they teach, and how they teach. The philosophies differ in their views of the nature of the learner, the purpose of education, and appropriate teaching methods.
Here are two potential launching activity questions from the KWL chart and a discussion of how they could be used:
Question 1: How do plants get their food?
This is a fundamental question about photosynthesis that students likely have. An engaging launching activity could have students observe and compare plants that are with and without sunlight to start forming hypotheses about how plants get their food.
Question 2: What are the parts of a plant and what is their function?
Providing students with pictures or physical examples of plant parts and having them work to correctly identify and describe the function of roots, stems, leaves, flowers etc. This gets students interacting with examples to build their base knowledge before exploring these concepts in more depth. Disc
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
Tepi 331: Reflection 4: Theories Of LearningAli Roberts
The document discusses the social constructivist theory of learning. Social constructivism posits that learning occurs through social interactions and collaboration. It emphasizes that learners construct new understandings based on interactions with peers and teachers within their social environment and culture. The author believes this theory will impact their teaching in the following ways: (1) Students will construct knowledge actively rather than passively receive information, (2) Learning will be inquiry-based through discussion, problem-solving in groups, (3) Students will learn collaboratively by sharing ideas and building on each other's knowledge. In the classroom, students will work in mixed-ability groups to solve problems and help each other learn.
The document discusses the author's philosophy of teaching. It begins by describing how becoming a parent changed the author's view of teachers and sparked a desire to improve children's lives through education. The author believes all teaching methods should be utilized, including essentialism, social reconstructionism, and progressivism. The goal is to provide students with strong problem-solving skills to succeed in education and society. Hands-on, experiential learning is emphasized to engage students and help them develop questions.
This document discusses four major learning theories: behaviorism, cognitivism, constructivism, and humanism. Behaviorism views learning as changes in observable behavior and believes behaviors are shaped by environmental influences and reinforcement or punishment. Cognitivism focuses on mental processes and how information is received, organized, and stored in the mind. Constructivism holds that learners construct knowledge based on their own experiences. Humanism considers learning to be a personal act and emphasizes developing self-actualized individuals in a supportive environment. The document then provides examples of how each theory is applied in language learning approaches and classroom practices.
This document outlines how to be a constructive reviewer for journal articles and conference papers. It discusses assessing papers based on criteria like title/abstract, audience, arguments, evidence, and references. Reviewers should produce a review presenting whether a paper needs minor revisions, substantial changes, or is inappropriate. The workshop aims to explore the reviewer's role through critical reading questions and a group review activity. Participants reflect on reviewing skills gained from hands-on experience and workshop targets achieved.
This document outlines how to be a constructive reviewer for journal articles and conference papers. It discusses assessing papers based on criteria like title/abstract, audience, arguments, evidence, citations, and referencing. Reviewers should produce a review presenting if a paper needs no changes, minor revisions, or substantial changes. The document provides critical reading questions and discusses learning outcomes from workshops on reviewing papers.
Social media platforms are changing how people access and share information, requiring information literacy skills to adapt. A seminar discussed how the rise of social media necessitates rethinking how information literacy is conceptualized and taught. The seminar explored social media's impact on information behaviors and what new literacy skills are needed to evaluate and engage with information online.
The document lists 25 perceived barriers to implementing Web 2.0 technologies in organizations. It argues that these barriers often stem from unfounded fears and a reluctance to change. It encourages readers to change their mindset from asking "who will let me?" to "who will stop me?" when considering using new technologies.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses information literacy and its role as a catalyst for educational change. It begins by defining information literacy and outlining some of its key aspects. It then examines some of the challenges of implementing information literacy in higher education, such as supporting lifelong learning skills, developing a learning culture, and addressing diverse student needs through flexible teaching approaches. The document argues that information literacy can empower both learners and librarians when implemented through a clear collaborative strategy between faculty, libraries, and administrators. When adopted as a pedagogical framework, information literacy can support lifelong learning and increase institutional and national competitiveness.
Susie Andretta discusses the changing information environment and implications for information literacy educators. She notes that younger generations have unprecedented access to computers and the internet from a young age. However, just because people are "digital natives" does not mean they are necessarily proficient or discerning users of online information. Andretta advocates establishing learners' existing knowledge and skills through diagnostic assessments to customize information literacy training. She also stresses the importance of designing real-world learning outcomes and assessments to help learners develop information literacy skills applicable in both familiar and unfamiliar contexts.
Transliteracy: take a walk on the wild sideSusie Andretta
Keynote presented at the World Library and Information Congress: 75th IFLA General Conference and Assembly "Libraries create futures: Building on cultural heritage", 23-27 August 2009, Milan, Italy.
Transliteracy the latest stage of the literacy continuum. Susie Andretta
Transliteracy is the latest stage of literacy that involves consumers of information becoming producers of information across various media. It combines traditional literacy skills with skills using new technologies like Web 2.0. Transliteracy allows information to be communicated innovatively in new forms like six word stories. Some challenges in practicing transliteracy include technological barriers, lack of staff engagement, and beliefs that social media is not appropriate for libraries.
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
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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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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
andretta_staffordmay06
1. Information literacy:
the new “pedagogy of the question”?
Susie Andretta,
London Metropolitan University
s.andretta@londonmet.ac.uk
http://www.ilit.org
2. Essential aspect of learning
Fully integrated in the investigation of disciplines
Underpinned by collaboration
(faculty, library and administrative staff)
Information literacy in Higher Education
3. “a practice that challenges the learners to think critically and to adopt
a critical attitude toward the world […] Unlike the pedagogy of the
answer, which reduces learners to mere receptacles for pre-
spackaged knowledge, the pedagogy of the question gives learners
the ‘language of possibility’ to challenge the every constraints which
relegate them to mere objects.”
“Quite often a teacher or text book is seen as a font of knowledge
that is fundamentally true. Students often don’t question or criticise
the source of knowledge and so do not learn how to evaluate
knowledge in the ‘real’ post-education world.”
Does education empower or domesticate?
4. Pedagogy of the question - finding a voice?
“The question for me as a teacher is not just to become silent now
and say bureaucratically to the students that it is time for you to
speak (because it is written in the curriculum). What I have to do
is learn how to challenge students to [..] find their voices, to get [..]
into speech [..] into concreteness, and little by little I also have to
go into silence.”
Information literacy module & independent learning
5. Empowering the learner through Information literacy
1. Making students responsible for their learning
“non-compulsory attendance increases the trust between the pupil
and the tutor. I feel that tutors often think you do little or no work
because you have not attended the lectures, but this module proves
otherwise.”
6. Empowering the learner through Information Literacy
2. Making learning relevant & at students’ own pace
“I felt control over my learning. I learnt what I needed to at my own
pace, rather than learning something new each week at the lectures
and not fully understanding what was taught, then having to catch up
with those more experienced.. This method also ensured that I kept
interested as well as challenged”
7. Challenges faced by information literacy as the
pedagogy of the question
Power and control
Conflicting relations
Spoon-feeding expectations from learners
Does education empower or domesticate?
And who should be in charge of the answer?