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.
Integrating New Literacies Across the CurriculumNeviMilanBencomo
This document discusses approaches to integrating curriculum across disciplines. It identifies three main approaches: multidisciplinary, interdisciplinary, and transdisciplinary. The multidisciplinary approach teaches disciplines separately but looks for natural connections. The interdisciplinary approach organizes common learning across disciplines to emphasize interdisciplinary skills and concepts. The transdisciplinary approach designs curriculum around student needs and real-world application rather than distinct subjects. The document also outlines several methods of curriculum integration, including project-based learning, service learning, learning centers, theme-based, and fusion approaches.
K 12 english language arts curriculum conceptual frameworkJeanky Verzo
The document outlines a conceptual framework for education with 4 components: 1) language learning process using techniques like spiral progression and learner-centeredness, 2) effective language use including understanding cultures and language, 3) making meaning through language using oral/written communication macro-skills, and 4) holistic assessment with characteristics like proximity to performance and a holistic view of language.
This document discusses technology integration in education. It defines technology integration as combining hardware, software, and curriculum content to enhance learning. Some key benefits of technology integration include motivating students, providing unique applications, and enabling new approaches to instruction. However, barriers like lack of training, budget constraints, and resistance to change can impede technology integration. The document provides strategies for successful integration, such as identifying learning objectives, selecting appropriate tools, and allowing students opportunities to work with technology. It also gives examples of how specific technologies like productivity software, the internet, and digital cameras can support different subject areas.
21st century skills and project based learningmmcneffnd
This document discusses 21st century skills and project-based learning. It notes that students today need skills like critical thinking, communication, collaboration, and creativity. Project-based learning can help develop these skills by giving students meaningful projects to work on. The document provides resources and guidance for teachers to design projects, including selecting skills to focus on, developing driving questions, planning assessments, integrating technology, and structuring collaboration among students. It emphasizes the importance of finding real-world connections for projects and launching them with engaging entry events.
The document discusses the evolution of instructional materials and teaching methods from traditional to digital. It notes that 30 years ago, cognitive research was separate from education but now researchers work directly with teachers. Traditionally, teaching centered on lectures but now emphasizes active student participation. With the rise of technology, students have changed and think differently, requiring new digital teaching methods that engage digital natives. Teachers must immerse themselves in students' digital world to make learning relevant. While technology is a tool, teachers are still the most important factor for bringing it into the classroom effectively.
The document discusses developing effective instructional materials. It explains that instructional materials should be tailored based on the objectives, students, and purpose of instruction. The designer's role includes assessing needs, determining goals and objectives, analyzing student knowledge, selecting teaching strategies, and conducting evaluations. Effective instructional packages contain instructional materials, assessments, and course management information. Formative evaluation is important to analyze student learning and teacher effectiveness when developing materials. The document emphasizes that students should be active participants in the learning process and work collaboratively using various sources.
Integrating New Literacies Across the CurriculumNeviMilanBencomo
This document discusses approaches to integrating curriculum across disciplines. It identifies three main approaches: multidisciplinary, interdisciplinary, and transdisciplinary. The multidisciplinary approach teaches disciplines separately but looks for natural connections. The interdisciplinary approach organizes common learning across disciplines to emphasize interdisciplinary skills and concepts. The transdisciplinary approach designs curriculum around student needs and real-world application rather than distinct subjects. The document also outlines several methods of curriculum integration, including project-based learning, service learning, learning centers, theme-based, and fusion approaches.
K 12 english language arts curriculum conceptual frameworkJeanky Verzo
The document outlines a conceptual framework for education with 4 components: 1) language learning process using techniques like spiral progression and learner-centeredness, 2) effective language use including understanding cultures and language, 3) making meaning through language using oral/written communication macro-skills, and 4) holistic assessment with characteristics like proximity to performance and a holistic view of language.
This document discusses technology integration in education. It defines technology integration as combining hardware, software, and curriculum content to enhance learning. Some key benefits of technology integration include motivating students, providing unique applications, and enabling new approaches to instruction. However, barriers like lack of training, budget constraints, and resistance to change can impede technology integration. The document provides strategies for successful integration, such as identifying learning objectives, selecting appropriate tools, and allowing students opportunities to work with technology. It also gives examples of how specific technologies like productivity software, the internet, and digital cameras can support different subject areas.
21st century skills and project based learningmmcneffnd
This document discusses 21st century skills and project-based learning. It notes that students today need skills like critical thinking, communication, collaboration, and creativity. Project-based learning can help develop these skills by giving students meaningful projects to work on. The document provides resources and guidance for teachers to design projects, including selecting skills to focus on, developing driving questions, planning assessments, integrating technology, and structuring collaboration among students. It emphasizes the importance of finding real-world connections for projects and launching them with engaging entry events.
The document discusses the evolution of instructional materials and teaching methods from traditional to digital. It notes that 30 years ago, cognitive research was separate from education but now researchers work directly with teachers. Traditionally, teaching centered on lectures but now emphasizes active student participation. With the rise of technology, students have changed and think differently, requiring new digital teaching methods that engage digital natives. Teachers must immerse themselves in students' digital world to make learning relevant. While technology is a tool, teachers are still the most important factor for bringing it into the classroom effectively.
The document discusses developing effective instructional materials. It explains that instructional materials should be tailored based on the objectives, students, and purpose of instruction. The designer's role includes assessing needs, determining goals and objectives, analyzing student knowledge, selecting teaching strategies, and conducting evaluations. Effective instructional packages contain instructional materials, assessments, and course management information. Formative evaluation is important to analyze student learning and teacher effectiveness when developing materials. The document emphasizes that students should be active participants in the learning process and work collaboratively using various sources.
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.
This document summarizes the key points from two chapters of a textbook on educational technology. It discusses observing a mathematics class that used a laptop as an instructional material. The observation focused on the teaching method used and how technology was incorporated.
It then discusses interviewing teachers from different generations about how teaching and learning has changed over time, focusing on methods, materials, strategies, and activities. Traditional methods relied more on books while newer approaches emphasize student-centered learning and use of various technologies.
The document outlines 21st century skills and having students assess their own skills and areas for improvement. It discusses contributing to the community through education and a stronger economy. Standards for effective technology use are presented and the document pledges
This rubric evaluates a lesson plan on several indicators:
1) It assesses whether the lesson plan includes clear achievement targets and objectives that meet the intent of the lesson.
2) It examines the level of special planning and preparation that went into the lesson.
3) It judges how well the lesson plan introduces the content in a organized manner and considers modifications for diverse students.
4) It evaluates how clearly the lesson plan conveys instructions and examples to keep students on task.
5) It determines if the lesson plan adequately addresses the required skills and standards.
6) It assesses whether the lesson plan provides an appropriate closing activity.
7) It examines how well the lesson plan follows the specified
The document discusses different types of instructional materials that can be used to aid in the transfer of information from teachers to students. It describes instructional materials as including power point presentations, books, articles and materials for projects. It then discusses the roles instructional materials can play in mass instruction, individualized learning and group learning. The document goes on to classify instructional materials into four main types: printed and duplicated materials, non-projected display materials, still projected display materials, and technological instructional media. It provides examples for each type of material.
This document discusses different teaching approaches, methods, strategies and techniques. It defines teaching approach as principles or beliefs about learning translated into the classroom. Teaching strategy is a long-term plan to achieve a goal, while method is a systematic way of doing something. Technique refers to specific procedures. Some common approaches discussed are teacher-centered, learner-centered, subject-matter centered, and interactive. Direct teaching and demonstration methods are also explained, with steps for effective use focusing on skills mastery. Performance-based subjects are well-suited to direct instruction techniques.
The document provides guidelines for selecting and evaluating instructional materials. It lists several factors to consider: whether the materials accurately portray ideas, contribute meaningful content, are appropriate for students, are in good physical condition, include a teacher's guide, develop critical thinking skills, and are worth the time and cost. The document also emphasizes that effective use of materials requires preparation of the teacher, students, and follow up activities to meet learning objectives.
This document discusses concepts related to bridging between languages and multilingual education. It defines key terms like mother tongue, second language, early-exit and late-exit transition programs. The document also summarizes research that shows the benefits of mother tongue-based multilingual education (MTBMLE), which includes students developing stronger academic skills when initially taught in their first language before transitioning to additional languages. MTBMLE programs support students' language development, academic achievement, and socio-cultural growth.
The document discusses global education and the characteristics of a global teacher. It defines global education as preparing students to function in a globalized world under internationally prepared teachers. A global teacher is described as someone with skills and values to teach anywhere using modern technologies, who thinks globally and locally. They must understand cultural diversity, believe in sustainable education, facilitate digital learning, and possess the competencies in a country's teaching standards. The document also notes the rising demand for teachers internationally, with over 1 million new teaching positions needed globally by 2015 according to UN data.
This document discusses two ways that technology can be used in learning: traditionally and constructively. Traditionally, technology serves as a teacher delivering instructional lessons to learners. Constructively, technology helps learners build their own understanding by serving as a partner during the learning process, allowing learners to gather, analyze, and make meaning from the information presented. The document provides examples of traditional tech uses like film showings and examples of constructive uses like hands-on computer activities.
This presentation focuses on teaching reading through information and communication technology (ICT). It discusses the nature of reading as either extensive or intensive. Extensive reading focuses on meaning and fluency, while intensive reading focuses on language skills and comprehension. The presentation also provides principles for designing interactive reading activities, such as including specific reading skills instruction and balancing authenticity with readability. It explores using ICT like computers and the internet in teaching reading, noting both advantages like attracting students' attention, and disadvantages like difficulty controlling the class. Guidelines are given for successful computer-assisted reading instruction in the classroom.
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
This document discusses the challenges of multigrade teaching. It begins by explaining that multigrade classes exist due to small student populations in remote areas that do not allow for single grade classes. It then outlines advantages and challenges for both students and teachers in multigrade environments. Key aspects of effective multigrade teaching are also presented, such as systematic instruction, classroom management strategies, and facilitating a cooperative learning environment.
The document discusses direct and indirect experiences in learning. It defines direct experiences as first-hand sensory experiences that form the foundation of learning. Indirect experiences involve observing, reading, or hearing about the experiences of others. The document recommends giving students opportunities for direct experiences, such as conducting experiments in the laboratory, to actively engage their senses and draw meaning from real-world experiences. This helps students learn concepts at a higher level of generalization and abstraction.
The teacher and the school curriculum syllabus outlineSheng Nuesca
This material is a list of the suggested topics for the subject The Teacher and the School Curriculum lifted from the book Designing Curriculum authored by Dr. Dolores G. Garcia
The document provides an introduction to teaching and learning with technology. It defines key terms related to information and communication technology (ICT) such as technology, digital literacy, educational technology, online and offline digital tools. It also discusses concepts like instructional technology, productivity tools, and web-based tools like blogs, wikis and webquests. The document aims to give readers a clear understanding of basic ICT concepts and terms to effectively communicate about technology in education.
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.
Instructional Materials & Technology Used in TeachingJewel Jem
This document discusses different types of instructional materials and aids that can be used to improve teaching and learning. It describes instructional materials as educational resources that deliver content and improve students' knowledge. Some key types of instructional aids covered include printed materials like textbooks and workbooks, sounds and visual resources like films and videos, pictures and pictorial representations like photographs and drawings, symbolic and graphic representations like maps and charts, and microcomputer resources like printers, scanners, and educational software. The document emphasizes that instructional materials can increase teaching effectiveness, stimulate student interest, and help make learning more permanent.
The document discusses ICT policies and issues related to teaching and learning in the Philippines. It defines ICT policy and outlines the Department of Information and Communication Technology's (DICT) roadmap to guide agencies on ICT utilization, regulation, and enhancement. The roadmap includes programs like the ICT in Education Masterplan, PheDNET network, and eSkwela community learning centers. It also discusses issues around internet policy like censorship, privacy, and e-waste. Implications for teaching include helping teachers integrate technology appropriately while maintaining the human element. Learners should be guided to leverage technology's benefits while avoiding hazards with teacher oversight.
Process oriented performance-based assessmentrenarch
Here are scoring rubrics for 5 of the activities:
1. Devise a game
- Creativity of game concept
- Clarity of rules
- Realistic gameplay
- Aesthetic design of materials
2. Participate in a debate
- Logic and evidence used for arguments
- Rebuttals of opposing side's points
- Clarity and organization of ideas
- Engagement with other debaters
3. Write a research paper
- Thoroughness of research
- Organization of information
- Mechanics, grammar, and style
- Depth of analysis
4. Design a museum exhibit
- Engaging presentation of topic
- Aesthetic design and layout
-
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
1. The document discusses 21st century skills training and outlines several key points about effective teaching and learning.
2. It emphasizes the importance of understanding students' varying needs and abilities, and teaching both small groups and individuals.
3. Setting clear learning goals and criteria helps students understand what is expected of them and allows for self-assessment.
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.
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.
This document summarizes the key points from two chapters of a textbook on educational technology. It discusses observing a mathematics class that used a laptop as an instructional material. The observation focused on the teaching method used and how technology was incorporated.
It then discusses interviewing teachers from different generations about how teaching and learning has changed over time, focusing on methods, materials, strategies, and activities. Traditional methods relied more on books while newer approaches emphasize student-centered learning and use of various technologies.
The document outlines 21st century skills and having students assess their own skills and areas for improvement. It discusses contributing to the community through education and a stronger economy. Standards for effective technology use are presented and the document pledges
This rubric evaluates a lesson plan on several indicators:
1) It assesses whether the lesson plan includes clear achievement targets and objectives that meet the intent of the lesson.
2) It examines the level of special planning and preparation that went into the lesson.
3) It judges how well the lesson plan introduces the content in a organized manner and considers modifications for diverse students.
4) It evaluates how clearly the lesson plan conveys instructions and examples to keep students on task.
5) It determines if the lesson plan adequately addresses the required skills and standards.
6) It assesses whether the lesson plan provides an appropriate closing activity.
7) It examines how well the lesson plan follows the specified
The document discusses different types of instructional materials that can be used to aid in the transfer of information from teachers to students. It describes instructional materials as including power point presentations, books, articles and materials for projects. It then discusses the roles instructional materials can play in mass instruction, individualized learning and group learning. The document goes on to classify instructional materials into four main types: printed and duplicated materials, non-projected display materials, still projected display materials, and technological instructional media. It provides examples for each type of material.
This document discusses different teaching approaches, methods, strategies and techniques. It defines teaching approach as principles or beliefs about learning translated into the classroom. Teaching strategy is a long-term plan to achieve a goal, while method is a systematic way of doing something. Technique refers to specific procedures. Some common approaches discussed are teacher-centered, learner-centered, subject-matter centered, and interactive. Direct teaching and demonstration methods are also explained, with steps for effective use focusing on skills mastery. Performance-based subjects are well-suited to direct instruction techniques.
The document provides guidelines for selecting and evaluating instructional materials. It lists several factors to consider: whether the materials accurately portray ideas, contribute meaningful content, are appropriate for students, are in good physical condition, include a teacher's guide, develop critical thinking skills, and are worth the time and cost. The document also emphasizes that effective use of materials requires preparation of the teacher, students, and follow up activities to meet learning objectives.
This document discusses concepts related to bridging between languages and multilingual education. It defines key terms like mother tongue, second language, early-exit and late-exit transition programs. The document also summarizes research that shows the benefits of mother tongue-based multilingual education (MTBMLE), which includes students developing stronger academic skills when initially taught in their first language before transitioning to additional languages. MTBMLE programs support students' language development, academic achievement, and socio-cultural growth.
The document discusses global education and the characteristics of a global teacher. It defines global education as preparing students to function in a globalized world under internationally prepared teachers. A global teacher is described as someone with skills and values to teach anywhere using modern technologies, who thinks globally and locally. They must understand cultural diversity, believe in sustainable education, facilitate digital learning, and possess the competencies in a country's teaching standards. The document also notes the rising demand for teachers internationally, with over 1 million new teaching positions needed globally by 2015 according to UN data.
This document discusses two ways that technology can be used in learning: traditionally and constructively. Traditionally, technology serves as a teacher delivering instructional lessons to learners. Constructively, technology helps learners build their own understanding by serving as a partner during the learning process, allowing learners to gather, analyze, and make meaning from the information presented. The document provides examples of traditional tech uses like film showings and examples of constructive uses like hands-on computer activities.
This presentation focuses on teaching reading through information and communication technology (ICT). It discusses the nature of reading as either extensive or intensive. Extensive reading focuses on meaning and fluency, while intensive reading focuses on language skills and comprehension. The presentation also provides principles for designing interactive reading activities, such as including specific reading skills instruction and balancing authenticity with readability. It explores using ICT like computers and the internet in teaching reading, noting both advantages like attracting students' attention, and disadvantages like difficulty controlling the class. Guidelines are given for successful computer-assisted reading instruction in the classroom.
The document defines learning targets and their components. Learning targets are statements that describe what students should know and be able to do by the end of a unit of instruction. They include educational goals, which are general statements, and educational objectives, which are more specific statements of expected student performance. Highly precise performance objectives have four elements - performance, condition, criterion, and audience. The document also describes different types of learning targets, including knowledge, reasoning, skills, products, and dispositions. Finally, it outlines some common sources used to develop learning targets, such as Bloom's Taxonomy, professional experience, textbooks, and existing objective lists.
This document discusses the challenges of multigrade teaching. It begins by explaining that multigrade classes exist due to small student populations in remote areas that do not allow for single grade classes. It then outlines advantages and challenges for both students and teachers in multigrade environments. Key aspects of effective multigrade teaching are also presented, such as systematic instruction, classroom management strategies, and facilitating a cooperative learning environment.
The document discusses direct and indirect experiences in learning. It defines direct experiences as first-hand sensory experiences that form the foundation of learning. Indirect experiences involve observing, reading, or hearing about the experiences of others. The document recommends giving students opportunities for direct experiences, such as conducting experiments in the laboratory, to actively engage their senses and draw meaning from real-world experiences. This helps students learn concepts at a higher level of generalization and abstraction.
The teacher and the school curriculum syllabus outlineSheng Nuesca
This material is a list of the suggested topics for the subject The Teacher and the School Curriculum lifted from the book Designing Curriculum authored by Dr. Dolores G. Garcia
The document provides an introduction to teaching and learning with technology. It defines key terms related to information and communication technology (ICT) such as technology, digital literacy, educational technology, online and offline digital tools. It also discusses concepts like instructional technology, productivity tools, and web-based tools like blogs, wikis and webquests. The document aims to give readers a clear understanding of basic ICT concepts and terms to effectively communicate about technology in education.
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.
Instructional Materials & Technology Used in TeachingJewel Jem
This document discusses different types of instructional materials and aids that can be used to improve teaching and learning. It describes instructional materials as educational resources that deliver content and improve students' knowledge. Some key types of instructional aids covered include printed materials like textbooks and workbooks, sounds and visual resources like films and videos, pictures and pictorial representations like photographs and drawings, symbolic and graphic representations like maps and charts, and microcomputer resources like printers, scanners, and educational software. The document emphasizes that instructional materials can increase teaching effectiveness, stimulate student interest, and help make learning more permanent.
The document discusses ICT policies and issues related to teaching and learning in the Philippines. It defines ICT policy and outlines the Department of Information and Communication Technology's (DICT) roadmap to guide agencies on ICT utilization, regulation, and enhancement. The roadmap includes programs like the ICT in Education Masterplan, PheDNET network, and eSkwela community learning centers. It also discusses issues around internet policy like censorship, privacy, and e-waste. Implications for teaching include helping teachers integrate technology appropriately while maintaining the human element. Learners should be guided to leverage technology's benefits while avoiding hazards with teacher oversight.
Process oriented performance-based assessmentrenarch
Here are scoring rubrics for 5 of the activities:
1. Devise a game
- Creativity of game concept
- Clarity of rules
- Realistic gameplay
- Aesthetic design of materials
2. Participate in a debate
- Logic and evidence used for arguments
- Rebuttals of opposing side's points
- Clarity and organization of ideas
- Engagement with other debaters
3. Write a research paper
- Thoroughness of research
- Organization of information
- Mechanics, grammar, and style
- Depth of analysis
4. Design a museum exhibit
- Engaging presentation of topic
- Aesthetic design and layout
-
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
1. The document discusses 21st century skills training and outlines several key points about effective teaching and learning.
2. It emphasizes the importance of understanding students' varying needs and abilities, and teaching both small groups and individuals.
3. Setting clear learning goals and criteria helps students understand what is expected of them and allows for self-assessment.
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.
The document discusses the author's philosophy on effective science teaching. The author believes science should be taught using active learning methods like experiments, group work, and problem-solving rather than passive lecturing. This develops students' intellectual abilities and understanding of concepts rather than just memorization. The teacher's role is to engage students and respect diversity, while assessments should provide feedback to improve learning.
New doc roles and functions if educational technologyMarie Aro
The document discusses three key principles for 21st century education:
1. Instruction should be student-centered through open-ended, collaborative and hands-on learning. Student-centered approaches have been shown to be superior to traditional teacher-centered instruction.
2. Education should be collaborative through cooperative learning in small groups where students can share strengths and develop skills through team projects. This improves understanding and interpersonal skills.
3. Learning should have context by focusing not just on factual recall but a deep understanding of ideas. Knowledge is better retained when learning is done through personally meaningful projects and problem-solving rather than just for testing.
Innovative approaches for Teaching and Learningjagannath Dange
This document discusses education and teaching approaches. It begins by outlining the session objectives, which are to discuss the background and status of education, teaching approaches, and the shifting role of teachers. It then discusses how education increases capabilities and economic outcomes. It also examines factors like poverty that lead to disparities in education. The document outlines that schools often struggle due to issues like unprepared learners, ineffective teaching, and poor management. It then discusses characteristics of learners and different teaching approaches like teacher-centered, learner-centered, and constructivist approaches. The document concludes by explaining collaborative and cooperative learning.
English Language Teaching Materials and Media: Instructional Material and Med...Musfera Nara Vadia
This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.
Constructivism and social constructivism are theories of learning that focus on students actively constructing their own knowledge through hands-on problem solving and social interaction. According to constructivist theory, students should be actively engaged in their learning by exploring topics, asking questions, and discovering solutions, rather than passively receiving information from teachers. Social constructivism additionally emphasizes that learning occurs through social interactions and cultural influences. The document outlines key principles of constructivism and social constructivism, including the roles of teachers in facilitating student-led learning and the roles of students in taking responsibility for their own learning through inquiry, collaboration, and reflection.
This document discusses task-based language learning (TBLL) and how it is implemented in the classroom. It notes that TBLL started gaining popularity in 1996 with Jane Willis' book on the topic. Traditionally, language learning followed a present-practice-perform (PPP) model, but TBLL proposes completing tasks as the basis for learning. Tasks can include information gap activities, problem-solving tasks, and jigsaw activities. The document also discusses the different steps in TBLL, including pre-task, task cycle, and language focus.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
1. Collaborative learning involves students working together in groups to actively engage with course material rather than passively receiving information from lectures. It promotes learning through discussion, problem-solving, and diverse perspectives.
2. Key assumptions of collaborative learning are that learning is an active process of constructing meaning, learning depends on rich contexts like problem-solving, and learning is inherently social and occurs through discussion.
3. Collaborative learning approaches can vary in structure from loosely guided discussions to carefully structured activities like cooperative learning, case studies, simulations, and peer teaching models.
Role and functions of educational technology in the 21ST CENTURY EDUCATIONjaneparreno18
Student-centered instruction (SCI) fundamentally changes traditional teaching methods by shifting the focus from the teacher to the learners. SCI involves active learning where students solve problems, ask questions, and discuss ideas. It also uses cooperative learning, where students work in teams on projects, and inductive teaching, where students first address challenges and then learn course material. SCI makes content relevant to students, builds on their knowledge, and leads to deeper and longer-lasting learning as students can relate lessons to their own experiences.
INTRODUCTORY REMARKS ON KNOWLEDGE, LEARNING AND TEACHINGizaherna
This document discusses different perspectives on teaching and learning, including epistemology, constructivism, behaviorism, cognitivism, and learner-centered approaches. It also addresses using technology to accommodate different learning styles and enhancing student engagement through interactive media like animation, graphics, and games.
The document discusses meaningful learning and how technology can facilitate it. Meaningful learning involves active, constructive, intentional, authentic, and cooperative activities. Technologies can support meaningful learning by engaging learners in knowledge construction, providing information for exploration, creating authentic contexts, enabling social interaction and conversation, and acting as intellectual partners that help learners reflect. When used appropriately, technologies can foster different types of thinking like causal reasoning, analogical thinking, expressive thinking, experiential learning, and problem solving.
The document discusses meaningful learning and how technology can facilitate it. Meaningful learning involves active, constructive, intentional, authentic, and cooperative activities. Technologies can support meaningful learning by engaging learners in knowledge construction, providing information for exploration, creating authentic contexts, enabling social interaction and conversation, and acting as intellectual partners that help learners reflect. When used appropriately, technologies can foster different types of thinking like causal reasoning, analogical thinking, expressive thinking, experiential learning, and problem solving.
This document discusses principles and methodologies for integrated learning. It begins by defining principles as fundamental truths that form the basis of a system or belief, and methodologies as systematic methods of study or activity. It then outlines several principles of integrated learning including cognitive, administrative, epistemological, ideological, psychological, practical, and theological principles. It also discusses the Understanding by Design methodology, its three stages of backward design (identifying desired results, determining evidence of understanding, and planning learning experiences), and how it supports integration. Finally, it provides examples of themes suitable for integration and frameworks for structuring integration within a school.
The document discusses the need to reinvent teaching strategies to make them more student-centered in the modern context of globalization. It advocates for equipping students with skills like critical thinking, creativity, and innovation. It proposes several innovative teaching methods like cooperative learning, role-playing, project-based learning, mind mapping and using humor to aid retention. These methods aim to make students active participants in learning and develop skills beyond traditional instruction.
CONSTRUCTIVIST APPROACH TO LEARNING Method- 5E MODEL-PPTMonali Pradhan
The document discusses the constructivist approach to learning, specifically the 5E model. It provides background on constructivism, outlining key principles like knowledge being actively constructed by learners based on their experiences. The 5E model is then explained in detail, with each "E" standing for a phase of instruction: Engage, Explore, Explain, Elaborate, Evaluate. Examples of activities for each phase are given. The document also discusses benefits and criticisms of constructivism, noting it emphasizes collaborative, active learning but may disadvantage some students.
This document discusses the role of technology in education from a constructivist perspective. It explains that from a constructivist view, technology should serve as a partner in the learning process by engaging learners actively and supporting meaningful, authentic, cooperative learning. It then outlines five specific roles for technology: as a tool, information vehicle, context, social medium, and intellectual partner to support knowledge construction, learning by doing and reflecting, and discourse within learning communities.
Similar to Authentic teaching & learning methods (20)
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2. • Authentic Pedagogy was first defined as instruction and assessment
which promoted authentic student achievement.
• Authentic student achievement refers to intellectual
accomplishments that are worthwhile, significant, and meaningful -
such as those produced by successful adults in today's work force.
• Authentic teaching occurs when the teacher utilizes information
about how students learn and designs learning experiences or tasks
based upon this knowledge.
• Construction of knowledge is the active processing of experience,
defined as the consolidation and internalization of information and
procedures by the learner in a way that is both personally meaningful
and conceptually coherent.
(Askew, 2013)
3.
4. • Authentic instructional methods promote the development of
students’ thinking and problem solving skills and give students
a voice in the learning process. Furthermore, when students
are actively engaged in the learning process, they are
motivated to take responsibility for their own learning
(Cornelius-White & Harbaugh, 2010).
• Teachers set the stage for authentic learning by providing
participatory experiences and facilitating, or guiding, the
academic “missions”.
• Teachers’ use multiple teaching strategies and maintain an
environment of ongoing questions and analysis as they learn
with their students.
• Students know what they want to learn, have flexible time
parameters, and are responsible for staying on task.
5. Components of Authentic Teaching
Construction of
knowledge
Organizing, synthesizing,
interpreting, explaining, and
evaluating information to convert
it into knowledge.
Disciplined inquiry 1. Collecting information by
methods of inquiry
2. In-depth understanding by
exploring issues and
relationships
3. Elaborated communication
Value beyond
school
Links learning to real world
issues faced outside the school
6. 1. Higher-Order Thinking: The goal of authentic instruction is
have students participate in high-order thinking. Higher-order
thinking (HOT) requires students to manipulate information and
ideas in ways that transform their meaning and implications, such
as when students combine facts and ideas in order to synthesize,
generalize, explain, hypothesize, or arrive at some conclusion or
interpretation. Manipulating information and ideas through these
processes allows students to solve problems and discover new (for
them) meanings and understandings.
2. Depth of Knowledge: Authentic instruction moves students from
a superficial understanding of ideas to a deeper understanding.
Knowledge is deep or thick when it concerns the central ideas of a
topic or discipline. For students, knowledge is deep when they
make clear distinctions, develop arguments, solve problems,
construct explanations, and otherwise work with relatively complex
understandings. Depth is produced, in part, by covering fewer
topics in systematic and connected ways.
(Gary & Newmann, 1993)
7. 3. Connectedness to the World: Authentic
instruction has value and meaning far beyond the class
context. A lesson gains in authenticity the more there is
a connection to the larger social context within which
students live. Instruction can exhibit some degree of
connectedness when (1) students address real-world
public problems (for example, clarifying a contemporary
issue by applying statistical analysis in a report to the
city council on the homeless); or (2) students use
personal experiences as a context for applying
knowledge (such as using conflict resolution techniques
in their own school).
(Gary & Newmann, 1993)
8. 4. Substantive Conversation: Authentic instruction is aimed at
having high levels of substantive conversations in which
discussions are geared to learning and understanding the
substance of a subject.
High levels of substantive conversation are indicated by three features:
i. There is considerable interaction about the ideas of a topic (the
talk is about disciplined subject matter and includes indicators of
higher-order thinking such as making distinctions, applying ideas,
forming generalizations, raising questions, and not just reporting
experiences, facts, definitions, or procedures).
ii. Sharing of ideas is evident in exchanges that are not completely
scripted or controlled (as in a teacher-led recitation). Sharing is
best illustrated when participants explain themselves or ask
questions in complete sentences and when they respond directly
to comments of previous speakers.
iii. The dialogue builds coherently on participants' ideas to promote
improved collective understanding of a theme or topic.
(Gary & Newmann, 1993)
9. 5. Social Support for Student Achievement: In
authentic instruction social support must be given.
Social support is high in classes when the teacher
conveys high expectations for all students, including
that it is necessary to take risks and try hard to master
challenging academic work, that all members of the
class can learn important knowledge and skills, and that
a climate of mutual respect among all members of the
class contributes to achievement by all. “Mutual
respect” means that students with less skill or
proficiency in a subject are treated in ways that
encourage their efforts and value their contributions.
(Gary & Newmann, 1993)
11. • The authentic teacher is an academic as well as a life
skilled, co-creator. A real, "life" long learner with skill sets
and experiences that can facilitate a creative, diverse,
well structured, team-based, open-ended, criteria based
and globally directed education program. (Revington,
2015)
12. The teacher is the critical ingredient in the whole process of
authentic learning, teaching, and assessment. The
successful "authentic teacher" must:
know how to assess students' strengths and weaknesses
and design lessons accordingly.
know how to guide students to build upon their prior
knowledge in a reasonably organized fashion by asking
rich questions and providing rich resources for students
to utilize in their acquisition of knowledge.
be the nurturer of the process as students view new
information and assimilate their understanding.
be creative about how student learning experiences can
be broadened through sharing with the world outside the
school walls. (Askew, 2013)
13.
14. • In education, the term authentic learning refers to a wide
variety of educational and instructional techniques
focused on connecting what students are taught in school
to real-world issues, problems, and applications. The
basic idea is that students are more likely to be interested
in what they are learning, more motivated to learn new
concepts and skills, and better prepared to succeed in
college, careers, and adulthood if what they are learning
mirrors real-life contexts, equips them with practical and
useful skills, and addresses topics that are relevant and
applicable to their lives outside of school.
15. • Authentic learning is real life learning. It is a style of learning that
encourages students to create a tangible, useful product to be
shared with their world. Once an educator provides a motivational
challenge, they nurture and provide the necessary criteria, planning,
timelines, resources and support to accommodate student success.
The teacher becomes a guide on the side or an event manager, a
facilitator not a dictator. Processes become the predominant force
and the content collected is organized appropriately into portfolios.
• Authentic learning engages all the senses allowing students to
create a meaningful, useful, shared outcome. They are real life tasks,
or simulated tasks that provide the learner with opportunities to
connect directly with the real world.
• Instead of vicariously discussing topics and regurgitating information
in a traditional industrial age modality, authentic learning provides a
learner with support to achieve a tangible, useful product worth
sharing with their community and their world.
(Revington, 2015)
16. • Authentic learning is not project-based learning nor is it
constructivism. These models of education were
designed within the classroom context. Although at times
they stepped successfully into the world of authentic, and
are extremely useful tools in moving closer to an
authentic learning approach they are not authentic
learning models.
• In true authentic learning an outcome designed to
interact successfully with a community is the goal. When
this happens a whole new layer of emotional, academic
and skill set developments take place.
(Revington, 2015)
17.
18.
19. Authentic learning is the research,
processes, resources, networking and
culminating skills a learner needs to
attain a genuine, successful outcome.
The outcome must have relevance and
be tangible. It also must reach out to
the community in some way.
(Revington, 2015)
20.
21. 1. A tangible product. The goal is to produce a tangible
product that can be shared with the world.
2. Clearly defined audience. It is very important to identify
what the product and event are targeted for. To grasp the
intended audience's interest provides vital information to plan
effectively.
3. Design-back planning. Once the product, purpose and
audience have been clearly established, a list of specific skill
sets, support information, curriculum connections, learning
processes, human and material resources need to be
outlined by the instructor(s) and students to create a working
map for success. They also will require a reasonable,
successful timeline. The more the students have input, the
more ownership they'll have. That's a good thing!
22. 4. A well defined criteria: The criteria must include
quality expectations and be specifically aligned to the
audience it is intended for. When it's relevant learning,
with a tangible product to be shared, then quality
research, consultation must be sought to achieve your
successful criteria. Some educators call it scaffolding
but in my experience real skill development resembles
spirals rather than rigid steps. The more researched,
authentically based, clear and precise the criteria is, the
better the outcome will be.
5. Role Playing: Young children love role playing as we
see them engaged in roles as soon as they can walk
and talk.
23. 6. Integrated Learning: As in real life situations, most
undertakings are not subject specific. Addressing subject
specific skills is important, like rehearsing and arranging, but
integrating other skills is paramount. When planning for
authentic learning events your subject timetable goes out the
window. Extract and deliver curriculum expectations from
your board's curriculum that strategically align with attaining
the skills needed by your students to achieve success in your
authentic event. Reading, maths, social studies, technology,
art, music, drama, health, physical education, science and
even the languages will be present in your authentic learning
(AL) event. The curriculum is really full of subject integrating
opportunities.
(Revington, 2015)
24. 7. Blended Scheduling: Once you've established your
curriculum connections and have all subject areas
represented, trust it. Trust your planning! This maybe the
hardest thing a teacher has to get used to when their
authentic learning unit is in full swing. Consult with your
administration and colleagues to create large blocks of time
that will allow for creativity and deeper focus to flourish.
8. Cooperative Learning - Team Based Approach: No
great thing was ever accomplished without a team. Let your
students know this. Authentic learning events are excellent
opportunities to develop team skills. Partnerships, small and
large group activities can flourish in authentic learning
environments. The real work is preparing them for the
challenge ahead with lots of opportunities to participate in
team-based simulation games. Implementing team building
activities are extremely helpful in developing social
interaction skills and introducing cooperative concepts that
will be required.
25. 9. Personalized Experience: The more input the students have,
the more ownership they'll have. Give them regular chances to do
that. I call them pow wows, planning meetings. briefings, and even
quality control sessions. Educators need to provide open ended
opportunities to allow students to explore their personal interests
and creativity. Even though the student may be part of the bigger
team, it is important that their uniqueness be honored. Even if their
partner(s) are working on the same product their experiences and
perceptions may be quite different. Give the students opportunities
to share what they may have done differently if they were working
on a project on their own. Maintaining student portfolios that include
curriculum based work sheets, self reflections, team assessments,
individual research, sketches, photos, creative writings, collected
articles and personal notes all support the personalized
experience. Portfolios.
10. Portfolios: are a collection of papers that support student
research, record ideas, drafts, contacts, consultation notes, lists,
diagrams, work sheets, reflection notes, articles, dimensions and
even budgets. It is here that integrated subject work sheets are
26. 11.Community Involvement: It's not authentic unless
your students are directly interacting with the real world.
(Revington, 2015)
12. Professional Development: You may feel that you're
out of your comfort zone when planning an authentic learning
event. Many professional development sessions (PD
sessions) provide ways to deliver more content, provide
classroom based activities and interpret statistical data on
large groupings of students. It's the meaningful adventures,
however, of learning a new skills, a craft, a useful software or
hardware outside the system that will have a lasting
professional impact. We have to integrate with our
communities to maintain our genuine understanding of
what's going on in the real world to properly prepare students
for the real world. (Revington, 2015)
27. • Askew, J. (2013). Authentic
Learning/Teaching/Assessment. Retrieved 01 July, 2016,
from
http://crescentok.com/staff/jaskew/isr/education/authentic
.htm
• Gary, W.G & Newmann, F.M. (1993). Authentic Learning.
Five Standards of Authentic Instruction, 50(7), 8-12.
Retrieved 01 July, 2016, from
http://www.ascd.org/publications/educational-
leadership/apr93/vol50/num07/Five-Standards-of-
Authentic-Instruction.aspx
• Moore, K.D. (2012). Effective instructional strategies:
From theory to practice. (4th ed). Thousands Oaks, CA:
Sage Publications, Inc.
• Revington, S. (2015). Authentic Learning. Retrieved 01
July, 2016, from http://authenticlearning.weebly.com/