Authentic learning
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Authentic Learning focuses on real-world situations to foster high-order thinking skills in learners.
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Authentic learning
Authentic learning involves using real-world tasks to engage students and motivate learning. It allows students to direct their own learning through projects, collaborate socially, and develop thinking skills. Examples of authentic tasks include research projects, experiments, case studies, and demonstrations. Authentic assessments are designed to evaluate skills used in real life, unlike traditional assessments which extract knowledge out of context. Authentic learning about reducing water pollution could involve students collaborating online to research the causes of pollution and ways to reduce it by sharing information on a class page or via email.
Authentic teaching & learning methods
Authentic learning involves students creating tangible products or solutions to real-world problems that are presented to an external audience. It requires higher-order thinking, depth of knowledge, social support for learning, and substantive conversations. An authentic teacher acts as a facilitator, providing guidance and feedback as students work collaboratively through an inquiry process to build knowledge and skills applicable outside the classroom. Authentic instruction integrates multiple subjects and incorporates community involvement.
Authentic Learning
Performance assessment involves students performing real-world tasks that demonstrate meaningful application of knowledge and skills. It uses authentic, real-life situations that integrate prior knowledge and higher-order thinking skills. Students explain, justify and defend their reasoning on sustained work over days or weeks. Performance is directly observable. Formative assessment collects, interprets, and uses information to help teachers improve student learning. It should measure clearly defined learning objectives, use appropriate test items for the outcomes, and improve student learning.
Teaching And Learning In The 21st Century
The document discusses the changing role of teachers in the 21st century. It contrasts traditional teaching, which focused on memorization and was teacher-centered, with modern teaching which emphasizes student-centered learning, higher-order thinking skills, collaboration, and the use of technology. The document outlines eight key challenges modern teachers face: teaching in a multicultural society, teaching to standards, teaching for construction of meaning, teaching for active learning, teaching with varied abilities in mind, teaching with student choice, teaching with accountability, and teaching with technology.
Project based learning
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
project based teaching strategies were shared by the group of teachers of Ram Ratna International School.
It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
Education for 21st Century
The document discusses visions and frameworks for education in the 21st century. It covers several key points:
1. Education systems need to shift from a focus on content delivery to building students' capacities and skills for a changing world. This includes emphasizing skills like collaboration, critical thinking, and technology use.
2. Schools must move beyond standalone institutions and form networks to enrich curriculum and connect with communities. Data should also be used to drive decision-making.
3. A 21st century education emphasizes flexibility, creativity, and addressing real-world problems through project-based learning. It prepares students with skills beyond the classroom like citizenship and careers.
4. Effective technology-enhanced learning environments support, facilitate
The Art of Questioning : Teacher’s Role
The document discusses the art of questioning in teaching and learning. It provides information on different types of questions, levels of questioning based on Bloom's taxonomy, principles of effective questioning, and purposes of asking questions. Good questioning is presented as an excellent teaching tool that challenges higher-order thinking but is often underutilized. The key points are that the quality of a teacher's questions affects the quality of thinking in the classroom, and questioning should target a variety of cognitive levels from basic recall to evaluation and synthesis.
Project based learning
This document discusses project-based learning (PBL), a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It defines PBL, outlines its key elements and structure, and discusses the roles of students and teachers. Some advantages are that it engages students in real-world issues, develops skills like problem-solving, and increases student independence and self-esteem. Potential shortcomings include projects becoming unfocused, difficulty measuring success, and some students not contributing equally.
Recommended
Authentic learning
Authentic learning involves using real-world tasks to engage students and motivate learning. It allows students to direct their own learning through projects, collaborate socially, and develop thinking skills. Examples of authentic tasks include research projects, experiments, case studies, and demonstrations. Authentic assessments are designed to evaluate skills used in real life, unlike traditional assessments which extract knowledge out of context. Authentic learning about reducing water pollution could involve students collaborating online to research the causes of pollution and ways to reduce it by sharing information on a class page or via email.
Authentic teaching & learning methods
Authentic learning involves students creating tangible products or solutions to real-world problems that are presented to an external audience. It requires higher-order thinking, depth of knowledge, social support for learning, and substantive conversations. An authentic teacher acts as a facilitator, providing guidance and feedback as students work collaboratively through an inquiry process to build knowledge and skills applicable outside the classroom. Authentic instruction integrates multiple subjects and incorporates community involvement.
Authentic Learning
Performance assessment involves students performing real-world tasks that demonstrate meaningful application of knowledge and skills. It uses authentic, real-life situations that integrate prior knowledge and higher-order thinking skills. Students explain, justify and defend their reasoning on sustained work over days or weeks. Performance is directly observable. Formative assessment collects, interprets, and uses information to help teachers improve student learning. It should measure clearly defined learning objectives, use appropriate test items for the outcomes, and improve student learning.
Teaching And Learning In The 21st Century
The document discusses the changing role of teachers in the 21st century. It contrasts traditional teaching, which focused on memorization and was teacher-centered, with modern teaching which emphasizes student-centered learning, higher-order thinking skills, collaboration, and the use of technology. The document outlines eight key challenges modern teachers face: teaching in a multicultural society, teaching to standards, teaching for construction of meaning, teaching for active learning, teaching with varied abilities in mind, teaching with student choice, teaching with accountability, and teaching with technology.
Project based learning
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
project based teaching strategies were shared by the group of teachers of Ram Ratna International School.
It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
Education for 21st Century
The document discusses visions and frameworks for education in the 21st century. It covers several key points:
1. Education systems need to shift from a focus on content delivery to building students' capacities and skills for a changing world. This includes emphasizing skills like collaboration, critical thinking, and technology use.
2. Schools must move beyond standalone institutions and form networks to enrich curriculum and connect with communities. Data should also be used to drive decision-making.
3. A 21st century education emphasizes flexibility, creativity, and addressing real-world problems through project-based learning. It prepares students with skills beyond the classroom like citizenship and careers.
4. Effective technology-enhanced learning environments support, facilitate
The Art of Questioning : Teacher’s Role
The document discusses the art of questioning in teaching and learning. It provides information on different types of questions, levels of questioning based on Bloom's taxonomy, principles of effective questioning, and purposes of asking questions. Good questioning is presented as an excellent teaching tool that challenges higher-order thinking but is often underutilized. The key points are that the quality of a teacher's questions affects the quality of thinking in the classroom, and questioning should target a variety of cognitive levels from basic recall to evaluation and synthesis.
Project based learning
This document discusses project-based learning (PBL), a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It defines PBL, outlines its key elements and structure, and discusses the roles of students and teachers. Some advantages are that it engages students in real-world issues, develops skills like problem-solving, and increases student independence and self-esteem. Potential shortcomings include projects becoming unfocused, difficulty measuring success, and some students not contributing equally.
Classroom management
Classroom management involves addressing issues related to student discipline, teaching techniques, supplies, classroom environment, and student relationships. There are several approaches to classroom management, including assertive, business academic, behavior modification, group managerial, group guidance, acceptance, and success approaches. The assertive approach involves clearly communicating rules and consequences. The behavior modification approach uses reinforcement to modify behavior. The group managerial approach aims to quickly address inappropriate group behavior. Effective classroom management also requires preventing problems through planned activities, rules, routines, and monitoring of students.
The Ideal Classroom Environment
The document outlines the ideal classroom environment to maximize student learning. It discusses the following key points in 3 or less sentences:
1. The classroom will have desks facing forward, a table for exceptional students, and detention desks. Signs and pictures will be on the walls explaining curricula.
2. The teacher will encourage participation, answer questions, and help with homework. Lessons will directly pertain to tests and assignments while embracing diversity.
3. Both cooperative and competitive learning will be used to appeal to different students. Activities will include creating flow-maps, finding words, and combining cooperation with competition between groups.
Project based learning
The document discusses project based learning (PBL). It defines PBL as a teaching method where students gain knowledge and skills by investigating and responding to engaging questions or challenges over an extended period of time. PBL is grounded in elements like role playing, real-world scenarios, and authentic assessments. It helps develop skills like research, collaboration, and communication. The document also outlines types of projects, components of PBL, benefits and drawbacks, and includes an example lesson plan on teaching layers of the Earth through a project.
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The Paradigm Shift: Migrating from Teacher-Centered to Student-Centered Instr...
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The paradigmatic shift from a teacher-centered learning environment to a student-centered one is not an easy transition; and, does not occur effortlessly. What is student-centered learning? Necessary areas of change. Strategies for the shift. Positive outcomes. The paradigm shift. What changed? Teacher-centered vs. learning-centered instruction. 8 steps in the change process. Instructor concerns. Measurable objectives. Agent for change. Action plan. The classroom climate
The document discusses classroom climate and how to ensure a positive one. It states that the classroom climate is influenced by the physical environment and psychological climate. Some ways to ensure a positive climate include establishing clear rules and procedures, involving students in rule-making, reinforcing positive behavior, and respecting diversity. An effective climate encourages active learning, self-evaluation, openness, and makes all students feel respected and accepted.
Personal philosophy of teaching
The document discusses developing a personal teaching philosophy. It explains that a teaching philosophy outlines one's beliefs about education, teaching methods, the role of teachers, and approaches to student learning and assessment. It then provides examples of common teaching philosophy types like perennialist, essentialist, progressive, and reconstructionist and describes their key characteristics regarding the focus and role of teachers, curriculum, and classroom approach. The document stresses that articulating a clear teaching philosophy can guide classroom practices and decision making.
Creating a positive learning environment
This document discusses creating a positive learning environment through structuring the physical and emotional climate of the classroom. It addresses desk arrangements, student placement, classroom decoration, and the role of music. It also covers five basic emotional needs for students: psychological safety, positive self-image, a sense of belonging, purposeful behavior, and personal competence. Specific strategies are provided for creating a positive emotional climate, managing teacher expectations, and characteristics of effective teachers.
Challenges in Teaching
1. Teachers face many challenges in today's classrooms including teaching students from diverse cultural and linguistic backgrounds, students with special needs, and multigrade classrooms.
2. Effectively teaching in these environments requires the use of culturally responsive pedagogy, modifying curriculum for special needs, and innovative strategies for multigrade settings.
3. The document also discusses challenges like integrating multiple intelligences and implementing learner-centered constructivist approaches. Addressing these diverse challenges requires flexibility, creativity, and commitment from teachers.
Classroom management
This document provides information and guidance on effective classroom management. It discusses that good classroom management is key to maintaining a positive learning environment and setting consistent rules and procedures. It outlines different classroom management styles like authoritarian, authoritative, laissez-faire, and indifferent. It emphasizes the importance of establishing clear rules, procedures and consequences. It also stresses the importance of building positive teacher-student relationships through modeling, clear instruction, being attentive to student needs, and high levels of cooperation. The document provides various strategies and case studies to improve classroom management.
Inquiry based learning
The document provides information about inquiry-based learning from the Department of Education. It defines inquiry-based learning as a student-centered pedagogy where students' questions and observations are central to the learning experience. The key aspects are learning stimulated by inquiry, student-centered approach, self-directed learning, and an active learning process. The document also discusses different levels of inquiry from limited confirmation to open inquiry. It introduces the 5E learning model for inquiry-based teaching comprising engage, explore, explain, elaborate, and evaluate stages.
Learner-centered approach
This document discusses active learning and learner-centered instructional strategies. It describes how learner-centered approaches involve students directly in their learning through activities like group work, projects, and discussion. Several specific active learning strategies are outlined, including jigsaw activities, name tags interviews, commonalities exercises, Saturday night planning, KWL charts, and more. These strategies are meant to make students active participants in their education and encourage collaboration, participation, and accountability. The document emphasizes that learner-centered approaches are most effective when students work in pairs and small groups.
Effective teachers ppt
The document provides information on how to be an effective teacher through various strategies and skills. It discusses the three characteristics of effective teachers as being good classroom managers, knowing how to teach for student learning and mastery, and having positive expectations for student success. It also outlines important communication skills for teachers, such as using positive motivation, body language, humor, understanding students, teamwork, and technical skills. Overall, the document emphasizes the importance of ongoing learning and growth in the teaching profession to continually improve instruction and impact student outcomes.
Learner centered teaching
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Teachers assumptions
This document discusses teacher assumptions about schools, classrooms, students, learning, and knowledge. It defines the key differences between assumptions and beliefs. Assumptions about schools include that they should be joyful communities that teach good values and promote extracurricular activities. Assumptions about classrooms include engaging students, establishing rules and routines, assessing abilities, and creating an open environment. Assumptions about students range from their learning abilities to how they participate and are judged. Assumptions about learning posit that all ages can learn and that active participation aids the process. Assumptions about knowledge frame it as an interactive, ongoing process rather than just information.
Selection of content
This document discusses different aspects of curriculum content selection including definitions, elements, purposes, analysis, and procedures. It defines curriculum as all planned learning inside and outside of school. Content is the information to be learned and includes cognitive, skill, and affective components. Several procedures are described for selecting content including judgmental, experimental, analytical, and consensual. The analytical procedure involves job or activity analysis to determine useful knowledge. The goal of content selection is to choose material that meets objectives and learner needs.
Project Based Learning Webinar
This document discusses project-based learning (PBL) and provides an overview of PBL as well as summaries of research studies that have found benefits of PBL. Some key points include:
- PBL engages students in exploring real-world problems and creating presentations to share what they have learned, which can lead to deeper knowledge and increased motivation compared to textbook learning.
- Several studies found improved test scores, engagement, and skills among students learning through PBL compared to traditional instruction.
- Effective PBL requires teachers to facilitate learning as a coach rather than solely relying on direct instruction, with the role shifting from manager to leader.
philosophy of education, progressivism
Progressivism is an educational theory that believes students learn best through experiences that they find relevant to their own lives. Students pursue their interests and learn through social interaction. John Dewey was a key proponent, believing learning happens best through real-world experiences rather than just books. The goals of progressivism are for students to become intelligent problem solvers and socially aware citizens. Teachers focus on group work, projects, and relating lessons to students' future needs rather than standardized tests.
Effective Learning Environment & Impact of Time on Learning
The document discusses what makes an effective learning environment, including structuring the physical space with optimal desk and student arrangements, as well as lighting and decorations. It also discusses structuring the emotional, behavioral, and instructional environment through building community, establishing clear rules and routines, and partnering with parents. An effective learning environment maximizes instruction time and engages students through interesting lessons and smooth transitions between activities.
Performance based Assessment
Performance-based assessment involves students demonstrating their knowledge and skills through tasks and projects that are meaningful. It provides teachers insight into how students understand and apply their learning. There are various types of performance-based assessment, including individual/group projects, portfolios, performances, and journals. Projects require creativity, critical thinking and collaboration. Portfolios document learning over time through curated work samples. Performances allow students to demonstrate skills through acts like routines. Journals record reflections. Advantages include promoting collaboration, student-centered learning, and knowledge retention. Disadvantages can include potential cheating and high time/cost requirements.
Authentic learning
Authentic Learning is an approach that focuses on real-world situations to gain knowledge and skills in context.
What Is Powerful Learning Pbl
The document discusses powerful, personalized, project-based learning. It defines project-based learning and discusses its key elements and benefits. Project-based learning focuses on central concepts through problem-solving investigations and meaningful tasks. It allows students to construct their own knowledge and fosters skills like critical thinking, problem solving, finding and evaluating information, and communication. Teachers take more of a facilitator role in project-based learning.
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Classroom management
Classroom management involves addressing issues related to student discipline, teaching techniques, supplies, classroom environment, and student relationships. There are several approaches to classroom management, including assertive, business academic, behavior modification, group managerial, group guidance, acceptance, and success approaches. The assertive approach involves clearly communicating rules and consequences. The behavior modification approach uses reinforcement to modify behavior. The group managerial approach aims to quickly address inappropriate group behavior. Effective classroom management also requires preventing problems through planned activities, rules, routines, and monitoring of students.
The Ideal Classroom Environment
The document outlines the ideal classroom environment to maximize student learning. It discusses the following key points in 3 or less sentences:
1. The classroom will have desks facing forward, a table for exceptional students, and detention desks. Signs and pictures will be on the walls explaining curricula.
2. The teacher will encourage participation, answer questions, and help with homework. Lessons will directly pertain to tests and assignments while embracing diversity.
3. Both cooperative and competitive learning will be used to appeal to different students. Activities will include creating flow-maps, finding words, and combining cooperation with competition between groups.
Project based learning
The document discusses project based learning (PBL). It defines PBL as a teaching method where students gain knowledge and skills by investigating and responding to engaging questions or challenges over an extended period of time. PBL is grounded in elements like role playing, real-world scenarios, and authentic assessments. It helps develop skills like research, collaboration, and communication. The document also outlines types of projects, components of PBL, benefits and drawbacks, and includes an example lesson plan on teaching layers of the Earth through a project.
Action Research in Education- PPT
This document provides an overview of action research in education. It defines action research as a systematic inquiry conducted by educators to gather information and improve their own educational practices and student learning. The document discusses key characteristics of action research such as having a practical focus on the educator's own practices, involving collaboration, following a dynamic and cyclical process, developing a plan of action, and sharing research findings. It also outlines common steps to conducting action research and lists different techniques for collecting data, such as observation, questioning, and examining records.
The Paradigm Shift: Migrating from Teacher-Centered to Student-Centered Instr...
The Paradigm Shift: Migrating from Teacher-Centered to Student-Centered Instr...Milisa Sammaciccia Ismail, MEd.
The paradigmatic shift from a teacher-centered learning environment to a student-centered one is not an easy transition; and, does not occur effortlessly. What is student-centered learning? Necessary areas of change. Strategies for the shift. Positive outcomes. The paradigm shift. What changed? Teacher-centered vs. learning-centered instruction. 8 steps in the change process. Instructor concerns. Measurable objectives. Agent for change. Action plan. The classroom climate
The document discusses classroom climate and how to ensure a positive one. It states that the classroom climate is influenced by the physical environment and psychological climate. Some ways to ensure a positive climate include establishing clear rules and procedures, involving students in rule-making, reinforcing positive behavior, and respecting diversity. An effective climate encourages active learning, self-evaluation, openness, and makes all students feel respected and accepted.
Personal philosophy of teaching
The document discusses developing a personal teaching philosophy. It explains that a teaching philosophy outlines one's beliefs about education, teaching methods, the role of teachers, and approaches to student learning and assessment. It then provides examples of common teaching philosophy types like perennialist, essentialist, progressive, and reconstructionist and describes their key characteristics regarding the focus and role of teachers, curriculum, and classroom approach. The document stresses that articulating a clear teaching philosophy can guide classroom practices and decision making.
Creating a positive learning environment
This document discusses creating a positive learning environment through structuring the physical and emotional climate of the classroom. It addresses desk arrangements, student placement, classroom decoration, and the role of music. It also covers five basic emotional needs for students: psychological safety, positive self-image, a sense of belonging, purposeful behavior, and personal competence. Specific strategies are provided for creating a positive emotional climate, managing teacher expectations, and characteristics of effective teachers.
Challenges in Teaching
1. Teachers face many challenges in today's classrooms including teaching students from diverse cultural and linguistic backgrounds, students with special needs, and multigrade classrooms.
2. Effectively teaching in these environments requires the use of culturally responsive pedagogy, modifying curriculum for special needs, and innovative strategies for multigrade settings.
3. The document also discusses challenges like integrating multiple intelligences and implementing learner-centered constructivist approaches. Addressing these diverse challenges requires flexibility, creativity, and commitment from teachers.
Classroom management
This document provides information and guidance on effective classroom management. It discusses that good classroom management is key to maintaining a positive learning environment and setting consistent rules and procedures. It outlines different classroom management styles like authoritarian, authoritative, laissez-faire, and indifferent. It emphasizes the importance of establishing clear rules, procedures and consequences. It also stresses the importance of building positive teacher-student relationships through modeling, clear instruction, being attentive to student needs, and high levels of cooperation. The document provides various strategies and case studies to improve classroom management.
Inquiry based learning
The document provides information about inquiry-based learning from the Department of Education. It defines inquiry-based learning as a student-centered pedagogy where students' questions and observations are central to the learning experience. The key aspects are learning stimulated by inquiry, student-centered approach, self-directed learning, and an active learning process. The document also discusses different levels of inquiry from limited confirmation to open inquiry. It introduces the 5E learning model for inquiry-based teaching comprising engage, explore, explain, elaborate, and evaluate stages.
Learner-centered approach
This document discusses active learning and learner-centered instructional strategies. It describes how learner-centered approaches involve students directly in their learning through activities like group work, projects, and discussion. Several specific active learning strategies are outlined, including jigsaw activities, name tags interviews, commonalities exercises, Saturday night planning, KWL charts, and more. These strategies are meant to make students active participants in their education and encourage collaboration, participation, and accountability. The document emphasizes that learner-centered approaches are most effective when students work in pairs and small groups.
Effective teachers ppt
The document provides information on how to be an effective teacher through various strategies and skills. It discusses the three characteristics of effective teachers as being good classroom managers, knowing how to teach for student learning and mastery, and having positive expectations for student success. It also outlines important communication skills for teachers, such as using positive motivation, body language, humor, understanding students, teamwork, and technical skills. Overall, the document emphasizes the importance of ongoing learning and growth in the teaching profession to continually improve instruction and impact student outcomes.
Learner centered teaching
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Teachers assumptions
This document discusses teacher assumptions about schools, classrooms, students, learning, and knowledge. It defines the key differences between assumptions and beliefs. Assumptions about schools include that they should be joyful communities that teach good values and promote extracurricular activities. Assumptions about classrooms include engaging students, establishing rules and routines, assessing abilities, and creating an open environment. Assumptions about students range from their learning abilities to how they participate and are judged. Assumptions about learning posit that all ages can learn and that active participation aids the process. Assumptions about knowledge frame it as an interactive, ongoing process rather than just information.
Selection of content
This document discusses different aspects of curriculum content selection including definitions, elements, purposes, analysis, and procedures. It defines curriculum as all planned learning inside and outside of school. Content is the information to be learned and includes cognitive, skill, and affective components. Several procedures are described for selecting content including judgmental, experimental, analytical, and consensual. The analytical procedure involves job or activity analysis to determine useful knowledge. The goal of content selection is to choose material that meets objectives and learner needs.
Project Based Learning Webinar
This document discusses project-based learning (PBL) and provides an overview of PBL as well as summaries of research studies that have found benefits of PBL. Some key points include:
- PBL engages students in exploring real-world problems and creating presentations to share what they have learned, which can lead to deeper knowledge and increased motivation compared to textbook learning.
- Several studies found improved test scores, engagement, and skills among students learning through PBL compared to traditional instruction.
- Effective PBL requires teachers to facilitate learning as a coach rather than solely relying on direct instruction, with the role shifting from manager to leader.
philosophy of education, progressivism
Progressivism is an educational theory that believes students learn best through experiences that they find relevant to their own lives. Students pursue their interests and learn through social interaction. John Dewey was a key proponent, believing learning happens best through real-world experiences rather than just books. The goals of progressivism are for students to become intelligent problem solvers and socially aware citizens. Teachers focus on group work, projects, and relating lessons to students' future needs rather than standardized tests.
Effective Learning Environment & Impact of Time on Learning
The document discusses what makes an effective learning environment, including structuring the physical space with optimal desk and student arrangements, as well as lighting and decorations. It also discusses structuring the emotional, behavioral, and instructional environment through building community, establishing clear rules and routines, and partnering with parents. An effective learning environment maximizes instruction time and engages students through interesting lessons and smooth transitions between activities.
Performance based Assessment
Performance-based assessment involves students demonstrating their knowledge and skills through tasks and projects that are meaningful. It provides teachers insight into how students understand and apply their learning. There are various types of performance-based assessment, including individual/group projects, portfolios, performances, and journals. Projects require creativity, critical thinking and collaboration. Portfolios document learning over time through curated work samples. Performances allow students to demonstrate skills through acts like routines. Journals record reflections. Advantages include promoting collaboration, student-centered learning, and knowledge retention. Disadvantages can include potential cheating and high time/cost requirements.
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The document discusses powerful, personalized, project-based learning. It defines project-based learning and discusses its key elements and benefits. Project-based learning focuses on central concepts through problem-solving investigations and meaningful tasks. It allows students to construct their own knowledge and fosters skills like critical thinking, problem solving, finding and evaluating information, and communication. Teachers take more of a facilitator role in project-based learning.
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All images used are under CC licences and these, plus references, are in the presenters' notes.
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Most ideas have their origins elsewhere but sometimes they can lay forgotten and not be ‘main stream’ or in current practice. Sometimes they have been given little exposure in the past or be used in one discipline and not in another. Whatever their status they take on the mantle of ‘fresh’ when they are new to an audience and I hope that you will find something here that is fresh to you.
2009 Portfolio
Talecia Stephens shares her journey to becoming an effective educator through her experiences teaching pre-K and 3-year-olds. She gained knowledge of subject matter and effective teaching strategies through her academic studies and field experiences. She utilized technology, multiple assessments, and a multicultural perspective in her lessons. She also gained experience teaching special populations. Her reflective practice and positive relationships with students, parents, and colleagues helped strengthen her skills. Her future plans are to continue her education and teaching career.
Transitioning from Seated to Online
This document provides guidance for instructors on transitioning a course from seated to online. It discusses why online learning is beneficial for both students and instructors, highlighting increased flexibility and accessibility. It then offers tips for promoting interaction and presence online through introductions, organization, instruction, and feedback. The document emphasizes careful course design and integration of technologies like videos and discussion boards. It stresses the importance of building community through clear expectations, online office hours, and soliciting feedback.
2 2010 Wemta Presentation
This document discusses leadership challenges in the 21st century and outlines the career and educational philosophy of Chris Lindholm, a school principal. It advocates for establishing a culture of rigorous debate in schools where decisions are based on research and what is right rather than past practice. It also emphasizes the need for schools to adopt a 21st century "covert curriculum" and restructure themselves to meet modern realities and demands.
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This document discusses a longitudinal study conducted to improve students' information literacy skills. Over 10 weeks, students were given various activities and interactions to develop exploratory, analytical, evaluative, and writing skills. These included free writing, peer support, reflective quizzes, and developing research platforms. Pre- and post-study surveys showed that students became more confident in their research abilities and were more likely to use academic databases and books rather than solely relying on Google. The study aims to continue developing an incremental curriculum and evaluating information literacy interventions to better prepare students for university-level work.In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop
Participants will have the opportunity to explore current best practices for establishing classroom culture and craft a plan for the coming years that will help academy students produce successful projects.
Netgeneration
The document discusses learning theories and how they relate to the "Net Generation" of students. It outlines theories of behaviorism, cognitivism, and constructivism, and how a connectivist approach may be more relevant given today's digital landscape. The key ideas are that students are more engaged by interactive, experiential, visual, and socially-connected learning that uses real-world applications and allows them to construct their own knowledge.
21st Century Schools and Technology Integration
The document discusses the changing nature of education in the 21st century. It notes that our world, job market, technology, access to information, and ability to contribute are all changing rapidly. It advocates for teaching and learning that is rigorous, relevant, collaborative, problem-solving, and authentic. The document promotes using technology as a tool to support teaching the 21st century skills of writing, visual and oral literacy, collaboration, networking, data analysis, research, assessment, and more. It emphasizes starting with educational goals and using technology purposefully within the curriculum.
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The document provides activities to practice learning and innovation skills like communication, leadership, creative thinking, problem solving, and critical thinking. For communication, students get into pairs and discuss topics like religion, taxes, jobs, abuse, recycling, and loans. For leadership, students choose a leader for a group stranded on a deserted island. For creative thinking, the leader plans the next two days. For problem solving, students suggest what to do if locked out of the house. For critical thinking, students review a mystery link about architecture.
Habilidades siglo xxi 2
El documento describe tres competencias clave en el manejo de información y tecnologías de la información y la comunicación (TIC): 1) competencias en manejo de información, que incluyen acceder, evaluar y usar información de manera crítica y creativa; 2) alfabetismo en medios, que implica entender cómo se construyen los mensajes mediáticos y cómo pueden influir; y 3) competencia en TIC, que involucra utilizar adecuadamente herramientas digitales para acceder, manejar e integrar información. Todas las competencias
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El documento describe las asignaturas curriculares básicas y temas interdisciplinarios del Siglo XXI que son esenciales para los estudiantes, incluyendo competencias en diferentes áreas como tecnología, habilidades de vida, y sistemas de apoyo para desarrollar estas habilidades a través de estándares, evaluaciones, currículo e instrucción, y ambientes de aprendizaje del Siglo XXI.
Apps for iPads
This document lists several apps and provides a brief description of each app's purpose. Audible and iMovie are for listening to audiobooks and creating videos respectively. Idea Sketch and Canva allow users to create graphic organizers and infographics. Puppet Pals HD is for making digital stories. Evernote allows taking and storing notes and data that can also be shared. Sway creates interactive reports and presentations. Print Friendly formats web pages for printing. WeVideo simplifies video editing.
E creation tools oct 2015
E-tools allow students to be creative with language and publish their ideas in various ways. Presentation software like PowerPoint can be used to create educational games for vocabulary practice. Movie Maker and podcasting tools enable students to create and share videos and audio files. Various websites provide exercises and quizzes that can be used for assessment. Teachers should plan how to integrate technology and choose tools to meet pedagogical goals. The role of English is for students to practice and improve language skills through project creation, editing, and social interaction.
Gafe for tablets
This document lists several apps that can be used for education including Google Slides, Tellagami, Kahoot, Evernote, Blogs, Edmodo, TeamViewer, Google Drive, AudioBoo, and Mindomo. Google Slides allows students to create and share presentations. Tellagami enables students to create characters and record voiceovers on assigned topics. Kahoot allows students to create quizzes and for other students to take them. Evernote supports collaborative document editing. Blogs facilitate group work through posts, files and videos. Edmodo creates virtual classrooms for sharing experiences. TeamViewer permits file sharing and remote device control. Google Drive synchronizes and shares files. AudioBoo incorporates audio content within
Digital competencies emerging technologies_call
This chapter explores how information and communication technologies (ICT) can support English language learning for young learners. It discusses innovative approaches using technology in primary and middle schools. Case studies of exemplary uses of technology are analyzed. The role of technology in teaching English as a foreign language is discussed. Technologies like the internet can provide authentic materials and opportunities for practice. Technologies that support oral skills include online songs, videos and recordings that help with pronunciation and vocabulary. Both synchronous tools like videoconferencing and asynchronous tools like email and blogs can facilitate language practice. Case studies from different countries illustrate how technologies increase access, participation and language skills.
Case studies - competencies
This document discusses various technologies that can be used to support oral language skills for English language learners. It describes how the internet, audio recorders, and video cameras can provide opportunities for pronunciation practice and vocabulary reinforcement. Examples of synchronous tools like videoconferencing and asynchronous tools like email and blogs are given. Three case studies are summarized that used computer-mediated communication between students in different countries to collaborate on art projects and create digital books and animations to develop reading, writing, and storytelling skills.
Eating on a budget
Eating healthy and staying on a budget is a difficult thing to do, here are some tips to solve that little problem.
Situated learning
Situated learning is an instructional approach where learning occurs through authentic experiences such as field trips, internships, labs, and other activities that reflect real-world situations. It focuses on active participation over passive learning and involves students in collaborative activities that challenge them to solve complex problems. Traditional learning occurs through abstract lessons, while situated learning connects prior knowledge to contextual learning experiences.
Augmented reality
Augmented reality superimposes digitally rendered images onto the real world, giving the illusion of virtual objects existing in physical space. AR has progressed since the 1950s but has seen significant advances since the mid-1990s. It is used in fields like aviation, architecture, simulation, navigation, and medicine. There are two main types of AR - marker-based which recognizes specific patterns, and location-based which provides data based on an object's geographic location. AR can enhance education by allowing teachers to add digital content and information to physical objects and locations, deepening student learning through interactive experiences. Examples of educational AR applications include helping with homework, faculty profiles, book reviews, interactive yearbooks, and lab safety instructions.
Digital gaming ppt
The document discusses using gamification in education. It lists strategies like using points, badges, leaderboards, and narrative to motivate and engage students. Gamification provides learning opportunities that connect educational content to games. It can be used across subjects and skill levels to engage students and prepare them for the technological world. However, games may distract from learning goals or affect students if not properly implemented. The document provides examples of how gamification could benefit a child with autism or students with ADD. It also includes several links to educational games.
Differentiated Instruction
The document discusses differentiating instruction to meet the individual needs of students. It notes that students differ in cultural background, socioeconomic status, language, gender, motivation, and personal interests. Differentiated instruction is described as responding to these different needs through flexible content, processes, products, and learning environments. The document provides examples of ways to differentiate content, process, product, and learning environment based on students' readiness levels, interests, and learning profiles. It emphasizes that the goal of differentiation is to help each student achieve maximum growth.
Professional Development by Kerym_Escobar
This document outlines an individual's action steps for professional development, including working better as part of a team, setting a task schedule, and signing up for online educational resources. Their long-term goals are to improve job performance and satisfaction. They also want to expand their technical knowledge by returning to university. Past accomplishments include various promotions and degrees earned. The document evaluates their strengths and weaknesses and explores how to prepare for changes in their field.
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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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Authentic learning
- 1. AUTHENTIC LEARNING Kerym Escobar ID 6076-07-2394 Karen Coque ID 6976-07-14670
- 3. For you, what is authentic?
- 4. Students acquire high-order thinking skills easily and faster when they build their own learning Learning-by-doing has become the most effective way to learn “Doing rather than listening”
- 6. Authentic learning is an approach that focuses on real-world situations to gain new knowledge and skills in context rather than listening to lectures and memorizing information.
- 7. Characteristics O Based on realistic problems O Knowledge and skills are taught in context O High-order thinking skills O Student self-evaluation O Many correct answers O Online sources to gain data
- 8. Elements of authentic learning O Authentic context O Authentic activity O Expert performances O Multiple perspectives O Collaboration O Reflection O Coaching and scaffolding O Authentic assessment
- 10. Teacher Role O Assign meaningful projects O Encourage online contact O Have Ss make use of technology O Guide Ss to foster high-order thinking skills O Design problem-based activities to replace boring lectures
- 11. Traditional vs. Authentic Learning O Teacher-centered O Encourages memorization O Promotes “what” knowledge O Provides a one-time snapshot of student understanding O Emphasizes competition O Targets on simple or basic skills O Goal is to measure acquisition of knowledge O Student-centered O Encourages divergent thinking O Promotes “how” knowledge O Provides an examination of learning over time O Emphasizes cooperation and collaboration O Prepares students for real- life situations O Goal is to enhance development of meaningful skills