Approaches & methods
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Teaching approaches, methods, strategies and a whole bunch of terminologies that most pre-service teachers interchangeably use and mis-use are somehow clarifies in this presentation.
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Approaches About School Curriculum
The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
Integrative approach
Integrated learning incorporates teaching multiple subjects together through interdisciplinary methods to help students remain engaged. The goal is to draw from different skills, experiences, and resources to accelerate learning. An integrated approach enhances learning when studies are actively engaged in meaningful and relevant topics, allowing students to construct knowledge by solving problems and conducting inquiry. Integrated studies help students become lifelong learners by efficiently covering curriculum.
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This document discusses teaching approaches, strategies, methods, techniques and activities. It defines each concept and provides examples. Teaching approach refers to the overall way a subject is taught, such as inductive or deductive approaches. Teaching strategies are plans for implementing methods to achieve objectives, like expository teaching. Teaching methods are systematic actions used to achieve short term goals, for example direct instruction. Simulation and team teaching are also described as examples of teaching methods.
Approaches to teach reading
The document discusses three main approaches to teaching reading:
1. The Language Experience Approach (LEA) uses students' own words and experiences to create reading material. It helps develop language skills.
2. The Phonics Approach teaches the relationship between letters and sounds. It helps students recognize familiar words and decode new words.
3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
Each approach has different activities to practice skills like matching pictures, word/letter hunts, blending sounds, and integrating language skills through poems. Videos and songs can also be used in phonics instruction.
Developmental Reading Program
Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
click
Reading Pyramid
Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
Conceptual Approach
The document discusses the conceptual approach to teaching social studies. It emphasizes using big ideas and concepts to lead students to discover general principles and laws, rather than focusing on isolated topics. The teacher's role is to help students gather data to form their own generalizations, without directly telling them conclusions. Content is organized in a cognitive hierarchy from specific facts to broad conceptual schemes. The goal is for students to integrate information into meaningful conceptual understanding rather than isolated memorization of facts.
Pedagogical Approaches
This document discusses various pedagogical approaches that can be used to teach AP 10, including constructivism, inquiry-based learning, reflective approaches, collaborative approaches, and integrative teaching. Constructivism involves students constructing their own understanding based on experiences. Inquiry-based learning involves students investigating questions. Reflective approaches encourage students and teachers to analyze experiences. Collaborative approaches involve group work and peer teaching. Integrative teaching aims to make connections across subjects. Experiential and problem-based learning are emphasized as they allow students to apply knowledge to real-life issues. The goal is to make the AP 10 classroom a meaningful experience for students.
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The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
Integrative approach
Integrated learning incorporates teaching multiple subjects together through interdisciplinary methods to help students remain engaged. The goal is to draw from different skills, experiences, and resources to accelerate learning. An integrated approach enhances learning when studies are actively engaged in meaningful and relevant topics, allowing students to construct knowledge by solving problems and conducting inquiry. Integrated studies help students become lifelong learners by efficiently covering curriculum.
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This document discusses teaching approaches, strategies, methods, techniques and activities. It defines each concept and provides examples. Teaching approach refers to the overall way a subject is taught, such as inductive or deductive approaches. Teaching strategies are plans for implementing methods to achieve objectives, like expository teaching. Teaching methods are systematic actions used to achieve short term goals, for example direct instruction. Simulation and team teaching are also described as examples of teaching methods.
Approaches to teach reading
The document discusses three main approaches to teaching reading:
1. The Language Experience Approach (LEA) uses students' own words and experiences to create reading material. It helps develop language skills.
2. The Phonics Approach teaches the relationship between letters and sounds. It helps students recognize familiar words and decode new words.
3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
Each approach has different activities to practice skills like matching pictures, word/letter hunts, blending sounds, and integrating language skills through poems. Videos and songs can also be used in phonics instruction.
Developmental Reading Program
Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
click
Reading Pyramid
Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
Conceptual Approach
The document discusses the conceptual approach to teaching social studies. It emphasizes using big ideas and concepts to lead students to discover general principles and laws, rather than focusing on isolated topics. The teacher's role is to help students gather data to form their own generalizations, without directly telling them conclusions. Content is organized in a cognitive hierarchy from specific facts to broad conceptual schemes. The goal is for students to integrate information into meaningful conceptual understanding rather than isolated memorization of facts.
Pedagogical Approaches
This document discusses various pedagogical approaches that can be used to teach AP 10, including constructivism, inquiry-based learning, reflective approaches, collaborative approaches, and integrative teaching. Constructivism involves students constructing their own understanding based on experiences. Inquiry-based learning involves students investigating questions. Reflective approaches encourage students and teachers to analyze experiences. Collaborative approaches involve group work and peer teaching. Integrative teaching aims to make connections across subjects. Experiential and problem-based learning are emphasized as they allow students to apply knowledge to real-life issues. The goal is to make the AP 10 classroom a meaningful experience for students.
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Three Reading Models
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
Conceptual approach
The conceptual approach is choosing and defining content to be taught through big ideas that lead students to discover laws and principles of a subject. It uses a conceptual scheme including terms, concepts, generalizations, and principles to synthesize facts into a simple statement of truth. The conceptual attainment process defines concepts by comparing examples and non-examples until a definition is derived through inductive learning. Conceptual formation helps students think effectively by refining their understanding when approaching new information.
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Connectionism Theory
Edward Thorndike developed the theory of connectionism in the early 1900s. He proposed that learning occurs through the formation of associations between stimuli and responses, and that these connections are strengthened by rewards or positive consequences (the law of effect) and weakened by punishments or negative consequences. Thorndike also put forth the law of exercise, which states that repeatedly practicing a stimulus-response bond makes it stronger, and the law of readiness, where an organism is more likely to respond if it is ready or prepared to do so. Thorndike's connectionism theory formed the basis of early behavioral psychology and its stimulus-response framework for understanding learning.
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The document discusses the Language Experience Approach (LEA), a teaching method that uses students' own words and experiences to help develop reading and writing skills. It involves students dictating a story about a personal experience, which the teacher writes down. Students then read the story repeatedly. This helps reading comprehension as students are reading self-generated material. The LEA supports vocabulary growth and provides opportunities for meaningful reading and writing activities linked to students' own experiences and oral language.
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Behaviorism
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This lesson, along with the succeeding ones, will all be about making / writing effective objective-type tests. In this presentation, the pre-service teacher will equip himself/herself with the needed knowledge to write short-answer and completion type test items.
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Reading theories pp
1. The document discusses four major theories of reading: behaviorism, cognitivism, constructivism, and transactionalism.
2. Behaviorism views reading as a bottom-up process from individual letters and sounds to whole words and meaning. Cognitivism sees it as an interactive process influenced equally by print and the reader's prior knowledge.
3. Constructivism and the transactional model emphasize that reading is a meaning-making process involving using multiple language cues within a social context. The reader constructs their own understanding by transacting with the text.
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Constructivist teaching
This document discusses several principles of constructivist teaching:
- Constructivist teaching is based on the belief that learners actively construct meaning and knowledge rather than passively receiving information.
- Key aspects include authentic and real-world learning activities, multiple perspectives, self-directed learning, and meaningful learning.
- Interactive, collaborative, integrative, inquiry-based, and transdisciplinary teaching are also discussed. Effective constructivist teachers employ a variety of methods to actively engage learners in the knowledge construction process.
Constructivist Teaching Methods
Constructivism is a theory of learning that emphasizes active engagement by students in constructing their own knowledge and understanding. It holds that students learn best when they can connect new ideas to their prior knowledge through hands-on activities and social interactions. The document discusses how constructivist teaching methods provide benefits like considering student interests, encouraging active and engaged learning, and promoting cooperative learning over a traditional, passive approach.
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Remedial instruction in education is intended to make a remedy on an existing learning issue that hinders the progress and development of learner's needed competencies and learning objectives. It tries to improve and remediate the basic skills deemed necessary amongst students.
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The document discusses principles of teaching and instructional strategies. It outlines three principles of teaching according to Donovan and Bransford: addressing prior knowledge, developing conceptual and factual knowledge, and promoting self-awareness of learning. Nine categories of instructional strategies are also described, divided into three groups: creating a positive learning environment, helping students develop understanding, and helping students apply knowledge. Specific strategies discussed include setting objectives, feedback, cooperative learning, cues and questions, non-linguistic representations, note-taking, homework, identifying similarities and differences, and generating hypotheses.
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This document discusses integrative teaching strategies (ITS) for improving student learning. It describes ITS as a well-organized strategy anchored in real-life situations that includes student interests and needs. The document outlines three main modes of teaching strategies that are part of ITS: thematic teaching, content-based instruction, and focusing inquiry. It also discusses principles for planning ITS, benefits and impediments, types of classroom activities, characteristics of meaningful integrative activities, and general steps for developing units and strategies.
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This document discusses three models of authentic assessment: observations, performance samples, and tests. It provides examples of observation-based assessment tools like developmental checklists, group record sheets, observation checklists, and interview sheets. Performance samples can be compiled in a portfolio to assess student growth over time and inform parents and administrators. Performance-based tools include checklists to evaluate specific skills or behaviors, as well as oral questioning to assess knowledge and verbal communication abilities. Observations and self-reports also use tally sheets for recording student actions and remarks.
Three Reading Models
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
Conceptual approach
The conceptual approach is choosing and defining content to be taught through big ideas that lead students to discover laws and principles of a subject. It uses a conceptual scheme including terms, concepts, generalizations, and principles to synthesize facts into a simple statement of truth. The conceptual attainment process defines concepts by comparing examples and non-examples until a definition is derived through inductive learning. Conceptual formation helps students think effectively by refining their understanding when approaching new information.
Performance Assessment of Process and Product
This document discusses performance assessment of process and product. It defines process as a series of steps to achieve an outcome, and product as a tangible output. Performance assessment evaluates how a task is performed and/or the resulting product. Examples of assessable activities include using tools, playing music, dancing, singing, group work, and oral reports. The document outlines steps to prepare performance assessments, such as specifying outcomes, focusing on process and/or product, selecting an appropriate realism level, and choosing an evaluation method. It provides guidelines for assessing processes and products, and discusses standards for judging student performance.
Scaffolding strategies to_use_with_your_students
The document discusses scaffolding strategies for teachers to use when working with students, including modeling, graphic organizers, and connecting to background knowledge. It also provides an overview of Lev Vygotsky's zone of proximal development theory, which argues that students can perform tasks beyond their abilities when assisted by a teacher, and that scaffolding helps students develop skills within this zone. Specific before, during, and after reading strategies are also outlined.
Connectionism Theory
Edward Thorndike developed the theory of connectionism in the early 1900s. He proposed that learning occurs through the formation of associations between stimuli and responses, and that these connections are strengthened by rewards or positive consequences (the law of effect) and weakened by punishments or negative consequences. Thorndike also put forth the law of exercise, which states that repeatedly practicing a stimulus-response bond makes it stronger, and the law of readiness, where an organism is more likely to respond if it is ready or prepared to do so. Thorndike's connectionism theory formed the basis of early behavioral psychology and its stimulus-response framework for understanding learning.
The PRINCIPLES of LEARNING (Principles of Teaching 1)
A Power Point Presentation of the Topic ''The PRINCIPLES of LEARNING'' on the subject '' The Principles of Teaching 1''
Contains the following:
-9 Principles of Learning by Horne and Pine
-Laws of Learning by Thorndike
with Pictures to be easily understand, or for to you ask share their insight about the given principles, Quotation related to the topic and also a special video.
Hope it will help you, thank you~
The Language Experience Approach
The document discusses the Language Experience Approach (LEA), a teaching method that uses students' own words and experiences to help develop reading and writing skills. It involves students dictating a story about a personal experience, which the teacher writes down. Students then read the story repeatedly. This helps reading comprehension as students are reading self-generated material. The LEA supports vocabulary growth and provides opportunities for meaningful reading and writing activities linked to students' own experiences and oral language.
Language Testing: Approaches and Techniques
The document discusses different approaches to language testing including essay-translation, structuralist, integrative, and communicative approaches. It describes the characteristics and types of tests used in each approach, and highlights their strengths and weaknesses. Various language test techniques are also examined such as direct vs indirect testing, discrete point vs integrative testing, and objective vs subjective testing.
Behaviorism
Behaviorism is a learning theory that was dominant in the first half of the 20th century and emphasizes observable and measurable behaviors. Key figures in behaviorism include John B. Watson, who argued that psychology should only study objective behaviors, and B.F. Skinner, who studied how environments shape new learned behaviors through reinforcement. Behaviorism sees learning as changes in performance from adaptations to the environment through processes like shaping behaviors with cues and reinforcement.
Objective Type Tests: Completion and Short - Answer Items
This lesson, along with the succeeding ones, will all be about making / writing effective objective-type tests. In this presentation, the pre-service teacher will equip himself/herself with the needed knowledge to write short-answer and completion type test items.
Representative curriculum designs
This presentation includes the three curriculum designs: subject-centered design, learner-centered design and problem-centered design.
Reading theories pp
1. The document discusses four major theories of reading: behaviorism, cognitivism, constructivism, and transactionalism.
2. Behaviorism views reading as a bottom-up process from individual letters and sounds to whole words and meaning. Cognitivism sees it as an interactive process influenced equally by print and the reader's prior knowledge.
3. Constructivism and the transactional model emphasize that reading is a meaning-making process involving using multiple language cues within a social context. The reader constructs their own understanding by transacting with the text.
Types of Lessons
The document describes three types of lessons: development lessons, review lessons, and drill lessons. Development lessons introduce new material through structured steps. Review lessons revisit past material to reinforce learning. Drill lessons focus on repetition to automate skills and facts. Each type of lesson has distinct purposes, techniques, advantages and disadvantages for supporting student learning.
Unpacking Strands to Learning Competencies
This presentation is one among the lectures I presented during the Division Training-Workshop on K-12 for Untrained Grade 8 Teachers (SY 2013-2014).
Daily Lesson Plan in English 9
This daily lesson plan outlines a 9th grade English lesson on writing a play review. The objectives are for students to describe a play they saw, evaluate a sample play review, and write their own review of a musical called "Hamilton." The plan includes introductory activities to familiarize students with play reviews. Students will then analyze a sample review using a checklist and criteria. They will work in pairs to evaluate another review. As an assignment, students will watch a play on YouTube and write a review. The plan aims to develop students' skills in writing subjective critical analyses of theatrical performances.
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Peer teaching has benefits for both peer teachers and learners. As peers share similar experiences and backgrounds, they can provide relevant information to each other in an honest and meaningful way. Peer teaching improves academic achievement and engagement for students while also encouraging cooperation. It allows for individualized learning and frees up teacher time. Specific peer teaching methods like think-pair-share and reciprocal peer tutoring promote critical thinking as students discuss and explain material to each other. However, effective peer teaching requires support from teachers and administrators to implement properly in classrooms.
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Different Approaches and Methods
1. The document discusses different teaching approaches and methods, categorizing them as either direct/expository or guided/exploratory based on teacher and student involvement.
2. It outlines two main teaching approaches - the direct approach which has the highest level of teacher direction and lowest student participation, and the indirect/guided approach which has the lowest teacher direction and highest student participation.
3. Specific methods are described under each approach, including deductive, inductive, demonstration, and direct instruction methods under the direct approach, and exploratory, inquiry-based, problem-solving and constructivist methods under the guided approach.
R.A. 10533 Enhanced Basic Education Act of 2013
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Teaching and Learning Methods
This document discusses and compares current and new pedagogical methods and models of teaching and learning. It outlines several influential theories on expert teachers, principles of effective instruction, styles of teaching and learning, teaching like an artist, dialogic instruction, and universal design for learning. The models presented provide frameworks for examining teaching techniques, cognitive and motivational factors, classroom environments, and how to design instruction for a diverse range of learners.
Constructivist Teaching
Constructivist teaching involves four key elements: interactive, collaborative, integrative, and inquiry-based learning. Interactive learning involves students doing activities, like answering questions or participating in discussions. Collaborative learning has students work together towards a common goal, beyond just interacting. Integrative learning allows students to explore topics across subjects without barriers. Inquiry-based learning places students' questions at the center and values research skills as much as content knowledge.
Other Approaches (Teaching Approach, Strategy, Method and Technique)
for EDUC 205 (Principles of Teaching 1) class
covers topics such as Blended Learning, Reflective Teaching/Learning, Metacognitive Approach, Constructivist Approach and Integrated Approach.
Methods of teaching...ppt
This document discusses methods of teaching in clinical settings. It outlines various clinical teaching methods including observation, conferences, bedside clinics, ward teaching, case studies, group discussions, and demonstrations. The purpose of clinical teaching is to help students develop nursing skills and provide holistic patient care, maintain high standards, and become independent practitioners. Clinical experience involves laboratory practice, supervised patient care, and internships. The steps in clinical teaching are formulating objectives, assessing student knowledge, planning content, organizing the program, and evaluating sessions.
Constructivism: How to Use It to Improve YOUR Teaching and Learning
This presentation is required work in Walden University's EDUC 8101-3, Spring 2011. The project is designed to educate an non-professional audiences about the learning theory called Constructionism so examples are, of necessity, simplified. Jargon is held to a minimum.
Case study on cholelithiasis
The document discusses a case study of a 24-year-old female patient named Kalpana Pandit who was admitted to the hospital for cholelithiasis (gallstones). It provides details of her medical history, symptoms, physical examination findings, diagnosis, and treatment plan. The causes and risk factors for cholelithiasis are also briefly explained.
Cholelithiasis
This document discusses predisposing factors, pathogenesis, types, clinical features, complications, investigations, differential diagnosis, and management of gallstones. The main types are cholesterol stones, mixed stones, and pigment stones. Risk factors include obesity, female sex hormones, age, pregnancy, certain drugs, and diabetes. Gallstones can cause symptoms like biliary colic or be asymptomatic. Complications involve inflammation of the gallbladder or bile ducts. Treatment options are medical therapy with ursodeoxycholic acid for small cholesterol stones or laparoscopic cholecystectomy.
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This document discusses research as a process for school improvement. It begins by providing context about the author's academy and studio school. It then discusses why teaching should be an evidence-based profession like other professions. The document outlines 5 phases of school and system improvement research and discusses focusing research on areas like school effectiveness, improvement approaches, and learning environments. It shares perspectives from teachers who have conducted research projects and discusses some practical issues and value of research-based practice. It concludes by outlining some principles for effective research.Scientix 9th SPWatFCL Brussels 6-8 November 2015: RRI Tools Workshop
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Here are some web tools that can be used to promote active learning:
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- Wikis - Students can collaboratively create and edit content on a topic. Encourages participation and knowledge building.
- Blogs - Students can reflect on their learning by writing blog posts. Others can comment and continue the discussion.
- Google Docs/Slides - Real-time collaboration on documents and presentations fosters interaction and group work.
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Seizing the Agenda - Raising the ceiling | Moving teaching from good to great...
The document discusses establishing evidence-informed teaching practices in schools. It notes that schools now have more autonomy and responsibility for teacher professional development. Effective professional development requires sustained support over time, opportunities for practice and reflection, a focus on student outcomes, and addressing teachers' starting points. School culture and leadership are important for developing evidence-informed practice through collaborative research and development approaches and continuous professional development.
Teaching approaches
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The document discusses breaking down subject boundaries through interdisciplinary teaching at an international school. It outlines the background of moving from a traditional subject-focused model to a more holistic interdisciplinary approach. Key steps included surveying teachers, defining interdisciplinary learning, collaboratively planning cross-subject units, and addressing staffing and timetabling to better support the new approach. Initial interdisciplinary units integrated subjects like English and performing arts, science and technology, and maths and visual art. The changes aim to improve student understanding through purposeful, integrated learning across disciplines.
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This document provides an overview of pedagogy and various pedagogical models and teaching strategies. It defines pedagogy as the combination of knowledge and skills required for effective teaching. Several pedagogical models are summarized, including Productive Pedagogies, Primary and Middle School Inquiry Based Model, and the Multiliteracies Model. It also summarizes various teaching strategies such as De Bono's Thinking Hats, Bloom's Taxonomy, Gardner's Multiple Intelligences, and others. The document aims to give teachers a reference point for integrating technology into classroom practice by outlining established pedagogical frameworks and strategies.
Teacher Education and Challenges of 21st Century-Unit 09- 8626
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The document discusses different approaches to integrated curriculum, including multidisciplinary, interdisciplinary, and transdisciplinary integration. In a multidisciplinary approach, different subject areas explore the same theme, such as studying pioneers through a math, language, and art lens. An interdisciplinary approach cuts across subjects to focus on broad topics. A transdisciplinary approach organizes learning around student questions through project-based learning or negotiating the curriculum.
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The document discusses pedagogical approaches and strategies for 21st century learners as mandated by the Enhanced Basic Education Act of 2013 in the Philippines. It outlines five main approaches - collaborative, constructivist, integrative, inquiry-based, and reflective learning. Each approach is defined and examples of how they can be implemented in the classroom are provided, including suggested activities and technologies. The approaches aim to make learning more active, cooperative, collaborative, exploratory, contextualized and relevant for students.
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Pedagogy is the study of teaching methods and how to achieve educational goals. There are several key concepts discussed in the document:
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The document discusses different approaches to integrated curriculum, including multidisciplinary, interdisciplinary, and transdisciplinary integration. In a multidisciplinary approach, different subject areas explore the same theme, such as studying pioneers through a math, language, and art lens. An interdisciplinary approach cuts across subjects, bringing them together around broad topics. A transdisciplinary approach organizes learning around student questions through project-based learning.
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The article deals the different type of project-based learning and its pedagogical principles. The importance of project-based learning method and its effectiveness was written here. Saidova M.R and Ergasheva D.K 2020. Differentiated instruction, project-based learning, constructivist pedagogy principles . International Journal on Integrated Education. 2, 6 (Mar. 2020), 209-212. DOI:https://doi.org/10.31149/ijie.v2i6.157. Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/157/153 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/157
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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.
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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.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Approaches & methods
- 1. Approaches & Methods Principles of Teaching II 8 February 2015
- 2. In comparison… APPROACH Set of assumptions that define beliefs & theories about the learners and learning METHOD Overall plan for systematic presentation of a lesson TECHNIQUE Specific activities and tasks
- 3. In the K to 12: Learner-centered, inclusive, & developmentally appropriate Relevant, responsive, & research-based Culture-sensitive Contextualized & global Constructivist, inquiry-based, reflective, collaborative, & integrative Spiral progression Flexible & contextualized Section 5, Enhanced Basic Education Act of 2013
- 4. Deductive & Direct Abstract, rule, definition, generalization, unknown Experience, examples, details, known Inductive & Indirect Abstract, rule, definition, generalization, unknown Experience, examples, details, known
- 5. Constructivist teaching Learners are actively engaged and involved in a process of meaning and knowledge construction
- 6. Constructivist teaching Authentic activities and real-world environments Multiple perspectives Wholistic & integrative Self-directed learners Meaningful learning
- 7. Interactive teaching Interaction of the learners, material, and social environment Learning as both an active and a social process.
- 8. Interactive teaching HOTS questions Clear focus of interaction Favorable climate for genuine interaction “talk less, teach more”
- 9. Collaborative teaching Every student shares in the attainment of goals. Trust & respect Structured tasks Clear goals, guidelines, & grading “reflect together’’
- 10. Integrative teaching Interdisciplinary Transdisciplinary Three-level (KSVs) MI & LS teaching Information Formation Transformation