Authentic learning task (m.p. xaba 200920979)
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This document discusses authentic learning and provides an example of an authentic task related to teaching about HIV/AIDS. Authentic learning allows students to connect concepts to the real world in a meaningful way. An authentic task on HIV/AIDS would have students analyze a photo to identify symptoms, work collaboratively to discuss symptoms, and conduct research in their community on rates of HIV positivity to present their findings in a graph. Students would also reflect on working collaboratively and participate in an online HIV/AIDS discussion forum.
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CHS281Recap and assignment guidanceThis module addressed
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
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In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
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Gina Luttrell gave a presentation on teaching neomillennial students in higher education. She discussed myths about neomillennials and presented research showing they are smarter than previous generations. However, existing education theories do not fully address neomillennial learning styles. Luttrell proposed four pedagogical shifts involving co-design, co-instruction, social constructivist learning, and new forms of assessment. She also discussed the LIGO method and drawbacks to adopting new technologies. Luttrell incorporates many technologies into her own classroom and challenges educators to adapt to neomillennial expectations and learning styles.
Authentic learning presentation1
The document discusses John Dewey's theory of authentic tasks and how it can help students learn effectively. Some key points:
- Dewey believed students learn best through real-world, focused activities rather than isolated instruction.
- Authentic tasks are meaningful activities that allow students to solve problems and answer their own questions like they would in the real world.
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2015 road less travelled handout
This document provides a list of references and several instructional strategies for teaching therapeutic use of self. The instructional strategies include having students: 1) write responses to a film clip portraying a client and discuss their responses in pairs; 2) stand in a circle and describe concepts from a textbook when tossing a ball; and 3) write responses to client cases posted around the room and discuss the responses in groups. The document suggests using these strategies to help students learn and practice therapeutic communication skills.
Intentional Child and Youth Care Life-Space Practice: A Qualitative Course-Ba...
ABSTRACT: This course-based research study explored how child and youth care students both understand
and engage in life-space practice. Data collection strategies included a conversational, open-ended interview and
an arts-based activity. The open-ended interviews were conducted via Zoom and Google Meet.The thematic
analysis resulted in the identification of four themes. The first three themes: a) it is meeting youth where they
are at, b) it is relational, and c) it is intentional practice aredirectly related to the central research question, and
the final theme: d) bureaucratic structures, policies, and procedures was extracted from a sub-question that asked
about what ―gets in the way of‖ effective life-space practice.
KEYWORDS:child and youth care, course-based research, life-space practice, qualitative
online assignment
This document provides an overview of several theoretical bases of English education, including collaborative learning, cooperative learning, interactive learning, and heterogeneous groups. Collaborative learning involves students learning together by sharing skills and experiences. Cooperative learning structures positive interdependence among students working in groups toward academic goals. Interactive learning incorporates social networking and technology into course design. Heterogeneous groups include students with a variety of instructional levels working together to help each other reach learning goals.
Csen april 2010
The document discusses strategies for raising achievement among non-dominant student groups. It recommends moving from a deficit model, which focuses on students' weaknesses, to an asset model that builds on their strengths. Specific strategies include making the classroom learner-centered by activating prior knowledge, community-centered by engaging families, and knowledge-centered through inquiry-based learning and cooperative groups. Formative assessments should focus on understanding and application over quantity. The overall goal is to provide an equitable and culturally-responsive education for all students.
CSEN April 2010
This presentation discusses the future of Colorado, including changes in population and how to meet the needs of all students in education. (there may be errors because it was a Keynote converted to PowerPoint)
Master level report
The document discusses research conducted on perceptions of exemplary teachers. 10 participants from various backgrounds including students, parents, and professionals were interviewed. The research found that exemplary teachers are seen as role models who encourage creativity, continuous learning, and collaboration between teachers, parents, and students. They ensure a supportive learning environment and understand students' individual strengths and weaknesses. However, views differed based on participants' age, education background, and other demographic factors. The research highlighted the importance of understanding different perspectives on quality teaching.
Constructivism
Constructivism is a learning theory based on the idea that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Key contributors to constructivism include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, students learn best when they can explore topics through hands-on activities and social interaction rather than traditional lecturing. In the classroom, this means conducting experiments, field trips, group projects, and discussions to facilitate active, collaborative learning.
A Constructivist's Dream.pdf
This paper reviews the Constructivism theory and explains its utility with in the primary setting, using second grade social studies as an example.
Brucer Learning Space 2
This document discusses different learning spaces, including the classroom, spaces beyond the classroom like excursions, and electronic learning spaces. It notes that learning spaces are vital for education and must be altered to support students' learning. The classroom is discussed in depth, including factors like seating arrangements and lighting. Spaces beyond the classroom include excursions, homes, and communities of practice. The importance of electronic learning spaces is also covered as technology becomes more prevalent.
Culturally responsive classrooms through art integration
This document discusses how integrating art into teaching can create more engaging and culturally responsive classrooms. It argues that art appeals to multiple intelligences and allows students from diverse backgrounds to learn in their preferred styles. The article provides examples of lessons that use drawing, music, drama and other art forms to convey academic content in motivating ways. Research cited found that arts integration improves academic achievement, cultural understanding, self-esteem, and cultural identity. Overall, the document promotes art as a valuable tool for reaching all students and inspiring learning.
PPT INSTRUCTIONAL MEDIA GROUP 1.pptx
The document discusses the roles of media and technology in learning. It explains that media and technology have influenced education throughout history and are affecting the roles of teachers and students. The teacher must consider how media and technology impact learning outcomes. Various learning theories and perspectives are described, including behaviorism, cognitivism, constructivism, and social perspectives. Different instructional methods and the roles media can play in learning are also outlined. The conclusion emphasizes that the teacher must evaluate how media and technology may impact student learning.
Divya (1)
This document discusses various theoretical bases of English education, including collaborative learning, cooperative learning, interactive learning, and heterogeneous groups. Collaborative learning involves students learning together by sharing skills and resources. Cooperative learning structures positive interdependence among students working in groups. Interactive learning incorporates social networking and technology into course design. Heterogeneous groups include students with varied instructional levels who can help each other reach learning goals.
Educ. 4 principles of teaching mara ico report
This document discusses principles of effective teaching and learning. It begins by defining principles and explaining that principles guide a teacher's conduct and behavior. It then discusses various teaching styles, approaches, and methods. Some key points made are that teaching is both an art and a science, and there are authoritarian, permissive, and democratic teaching styles. It also discusses concept teaching, constructivist teaching, and other approaches. The document also covers learning domains, learning styles, and principles of learning such as how prior knowledge and motivation impact learning. Overall, the document provides an overview of foundational principles and concepts related to effective teaching and learning.
Social Presence, Identity and Online Learning
Scholars across many disciplines have grappled with questions of what it means for a person to
be and interact online. Who are we when we go online? How do others know we are there and
how do they perceive us? Within the context of online learning, scholarly questions tend to
reflect more specific concerns focused on how well people can learn in a setting limited to
mediated interactions lacking various communication cues. For example, how can a teacher and
students come to know each other if they cannot see each other? How can they effectively
understand and communicate with each other if they are separated by space and, in many
instances, time? These concerns are related to issues of social presence and identity, both of
which are complex, multi-faceted, closely interrelated constructs.
C0372015025
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
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Authentic learning task (m.p. xaba 200920979)
- 1. Authentic Learning task BY M.P. XABA 200920979
- 2. AUTHENTIC LEARNING Is a teaching method that allows students to explore, discuss, and meaningfully connect concepts and relationships that are relevant to the real-world and are meaningful to the students (Donovan, Bransford, &Pellegrino, 1999).
- 3. CHARACTERISTICS OF AUTHENTIC ACTIVITY In describing the characteristics of authentic activities, different scholars have delineated them in different way (J. Herrington 2004, pp. 3–29.) Have real-world relevance. Are ill-defined, requiring students to define the tasks and subtasks needed to complete the activity.
- 4. ….CONTINUED Learners need to look the task from different perspectives Giving them opportunity to collaborate. Provide the opportunity to reflect. Can be integrated and applied across different subject areas and lead beyond domain-specific outcomes. Educators need to allow competing solutions and diverse outcomes.
- 5. AUTHENTIC TASK LEARNING AREA : LO TOPIC : HIV/AIDS
- 6. AUTHENTIC TASK TO BE REAL WORLD RELEVANCE The teacher can ask learners to explain what they know about HIV or AIDS. Learners will show their understandings about the topic.
- 7. Teacher can show this picture of person with AIDS. Then learners will tell why they think this person is HIV positive.
- 8. COLLABORATIVE LEARNING Learners will discuss the symptoms of AIDS by using the picture displayed above. Learner need to work in groups in order to identify symptoms they see from this person.
- 9. E.g. The teacher can give the learners an investigative project, whereby the learners conduct a research on the number of people in their community who are HIV positive. Therefore learners will be asked to draw a graph using their findings. By doing so learners are taking lesson into the real world.
- 10. The learners will be required to join an HIV/AIDS blog http://www.helpage.org/HIVAidsStatistics, so they may share their views and participate in health discussions. The learners can also use their mobiles when taking down the information from people. E.g. Tablets or iPod's. Other learners can also open their own websites to publish their findings. That information can also be helpful to their families, friends, and the whole community.
- 11. REFLECTION Learners will get a chance to ask questions. Learners will reflect on how did they find working in groups when doing their research.
- 12. REFERENCE LIST Donovan, S., Bransford, J., & Pellegrino, J. (Eds). (1999) How people learn: Bridging research and practice, National Academy of Sciences Herrington, J., Herrington, T., (2006) Authentic learning environments in higher education, United States of America Herrington, J., Oliver, R., Reeves, T.C.,(2003) “Patterns of Engagement in Authentic Online Learning Environments”, Australian Journal of Educational Technology, Vol. 19, No. 1,pp. 59-71