Apprenticeship
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The document discusses cognitive apprenticeship as an educational framework that involves learning skills and knowledge through immersive experiences similar to how apprentices learn from experts in their field. It argues traditional education separates knowing from doing, but cognitive apprenticeship integrates them by teaching in the context of authentic activities. Examples show how this approach can improve learning vocabulary, math concepts, and other subjects by connecting them to real-world applications instead of abstract definitions.
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METHODS OF TEACHING MATHEMATICS
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السلام عليكم و رحمة الله تعالى و بركاته
تحية تربوية أخوية أزفها لكم - وبعد -
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1. The document discusses various cooperative learning strategies that can be used in the classroom to help students learn from each other in groups.
2. Some of the strategies described include think-pair-share, numbered heads together, and jigsaw problem solving where students work in teams to combine information.
3. Cooperative learning is said to develop skills like cooperation, increase idea generation, and exhibit less competitive behavior compared to traditional whole-class teaching. Using groups allows the teacher to work with other students simultaneously.
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Similar to Apprenticeship
CMC3 Fall 2012 Give It All You Got V3
Reform the teaching of collegiate mathematics in your classroom immediately with these hot tips, guidlines and resources!
activities
The document discusses insights gained about information literacy. It summarizes how information literacy is changing views on learning, teachers, students, and assessment in education. Specifically, it notes that learning is now seen as a process rather than product. Students are viewed as information seekers and teachers must prepare students to learn how to learn. Authentic assessments that measure application of skills and knowledge are emphasized over traditional testing. Overall, the document argues that integrating information literacy skills across all subjects from an early age is important for producing lifelong learners.
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This document discusses strategies for actively engaging students in the learning process, including pair learning. It describes pair learning as a strategy where students work in pairs to practice and reinforce skills taught by the teacher. Some benefits of pair learning are that it involves all students, increases opportunities for practice, motivates students, and helps teachers accommodate diverse learners. Effective pair learning activities are planned to align with learning objectives, ensure all students participate, and provide structured interaction and feedback. A variety of teaching strategies can be used at different stages of a lesson, including pair activities, to improve learning outcomes.
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Four families-of-teaching
Bruce Joyce and Marsha Weil researched teaching methods and grouped them into four families of teaching models: behavioral, information processing, social, and personal. The behavioral family focuses on conditioning and allows learning in small increments. The information processing family emphasizes helping students process information and become powerful learners. The social family incorporates interdependent learning and social interaction. Finally, the personal family guides students toward self-understanding and awareness.
Blended Learning
This document discusses blended learning and what should be blended in blended learning approaches. It defines blended learning as a combination of experiential, peer-based learning and e-learning. The author argues that both elements should be integrated and mutually supportive. Effective blended learning blends classroom experiences to develop skills and attitudes with electronic learning outside the classroom to gain new knowledge. This allows skills and attitudes developed in class to facilitate new learning independently, and knowledge gained independently to enhance skills developed in collaboration with peers. The goal is a balanced, skill-driven approach that combines the benefits of both experiential and electronic elements.
Ritchhart (2007) Education Quarterly Australia 1 The.docx
Ritchhart (2007) Education Quarterly Australia
1
The Seven Rʼs of a Quality Curriculum
Ron Ritchhart
Project Zero, Harvard Graduate School of Education
To teach for understanding, teachers must be able to identify the big
ideas of their subject and know what it is they truly want students to
understand. They also must engage students in understanding
performances, that is, opportunities for actively building personal
understanding, and provide meaningful feedback on learning as it
unfolds. It is at this intersection of big ideas, understanding goals,
performances, and assessment feedback that curriculum lives, in what I
call the enacted curriculum.
Over the past fifteen years I have worked with teachers exploring the
enacted curriculum of understanding. During that time I’ve had the
opportunity to reflect on the qualities that make an activity, a unit, a
curriculum something that effectively engages students in developing a
deeper understanding. Seven common criteria emerge: rigorous,
rewarding, real, requires independence, rich in thinking, revealing, and
reflective. I present these here as guidelines for the planning, enacting,
and evaluating of a curriculum focused on understanding.
Ritchhart (2007) Education Quarterly Australia
2
Rigorous
What does it mean for a curriculum itself to be rigorous? For a task or a
lesson? Rather than think of difficulty, I think in terms of affordances. A
rigorous curriculum embodies and affords students opportunities to
develop a deeper understanding and not just show what they already
know. Too often curricula state carefully defined objectives that put an
unintentional cap on students’ understanding and obscure the big ideas of
the discipline, leading to superficial coverage. A rigorous curriculum
must point the direction for learning but be open enough to extend
students’ understanding beyond a minimal outcome.
When I look at an activity a class is to do, I ask myself, “How can
students further their learning of big disciplinary ideas through this task?
How does this task launch the learning but avoid truncating it?” I also
ask myself if students can do a particular task without understanding, by
merely walking through the steps or repeating back information. If so,
that performance doesn’t offer the rigor of understanding.
Real
Disciplinary learning can be thought of as a process by which individuals
gradually increase their participation in communities of practice. As
such, a curriculum that builds understanding must look to engage
students in authentic disciplinary activities so that students’ classroom
activities mirror the real work of adults in the field. Rather than learning
about math, science, writing, history, and so on, students must become
mathematicians, scientists, authors, and historians to build true
disciplinary understanding. When a topic is assigned to a curriculum, we
need to ask: When, where, and ho.
Teaching and instruction
This document provides advice and best practices for teachers. It suggests that teachers should focus on imparting wisdom to students and using techniques to excel at teaching. It emphasizes that teachers will make mistakes but should acknowledge errors and move on. The document also stresses the importance of understanding students' levels, using age-appropriate vocabulary, collaborating with other teachers, modeling good behavior, focusing on student strengths, incorporating hands-on learning, finding real-life applications, and assessing student understanding authentically. Overall, the advice is aimed at helping teachers improve and provide rewarding learning experiences for students.
Being a Teacher: Section Seven – Making a difference
Being a Teacher: Professional Challenges and Choices. Section Seven | Making a difference. What essential qualities do teachers (and schools) need in order to ‘make a difference’? This section provides a platform for teacher agency and reflective practice.
When you have completed this section, you should be able to:
demonstrate a significantly richer understanding of the term professionalism in relation to teaching;
recognize the value of adopting a reflective approach to your teaching in collaboration with colleagues;
practise systematic reflective practice in your teaching; and
appreciate the significance of agency and the scope that it creates for teachers in education.
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TEACHING MATH IN INTERMEDIATE GRADES LESSON 3-6
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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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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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- Professor Gardner argues that students should learn to understand important subjects and decipher unique situations rather than just memorize facts for standardized tests.
- He uses logical reasoning (logos) and references to his expertise and experience (ethos) to make his argument.
- Gardner establishes his credibility by referencing his work at Harvard and previous publications.
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Ismaila mounkoro topic
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Ela look fors
Jennifer Evans is the Assistant Director of ELA at St. Clair County RESA. She provides support for school improvement and instructional quality. Her document outlines a week-long protocol for explicitly teaching academic vocabulary words to students. It includes introducing words, modeling meanings, having students engage with the words through tasks like filling in sentences, acting them out, and identifying them in texts. The protocol aims to effectively incorporate vocabulary instruction into everyday lessons.
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This document discusses teaching strategies for different attributes of the IB learner profile. It provides examples of classroom activities and assessments that teachers can use to promote each attribute among their students. Some of the attributes discussed include setting high expectations, nurturing students' curiosity, encouraging independent and collaborative learning, integrating principles of ethical behavior, and fostering self-reflection.
PIS Day 2 slot 4
This document discusses research on the learning preferences of the "Net Generation" or "Digital Natives" who have grown up with technology. It summarizes key findings from several studies that suggest these students: prefer visual and experiential learning over textual learning; like to multitask and process information from multiple sources simultaneously; expect to be connected online at all times; and prefer collaborative and project-based learning. The document also provides tips and strategies for different learning styles, such as helping visual learners supplement verbal materials with diagrams and helping reflective learners compensate for a lack of thinking time in active learning classes.
10 innovative learning strategies for modern pedagogy of subject at secondary...
This excerpt proposes ten innovative learning strategies for modern pedagogy at the secondary level: 1) Crossover learning links formal and informal learning. 2) Learning through argumentation helps students think like scientists. 3) Incidental learning occurs unintentionally. 4) Context-based learning relates new information to what is already known. 5) Computational thinking breaks problems into smaller parts. 6) Remote labs allow hands-on science experiments. 7) Embodied learning involves mind and body interaction. 8) Adaptive teaching personalizes learning. 9) Analytics of emotions assess cognitive and non-cognitive learning. 10) Stealth assessment measures learning processes without exams. The conclusion is that innovative approaches can create engaging teaching and learning environments.
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