Book Review: How Learning Works: Seven Research-Based Principles for Smart Teaching
Authors: Susan A. Ambrose (Author), Michael W. Bridges (Author), Michele DiPietro (Author), Marsha C. Lovett (Author), Marie K. Norman (Author), Richard E. Mayer (Foreword)
301+XVI pages
Copyright 2010 by John Wiley & Sons
Published by Jossey-Bass A Wiley Imprint
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
This presentation is developed by students of A.D.E Batch 2017-18 where they have described Active Learning, Advantages and Disadvantages and Role of Technology in Active Learning.
This presentation is developed and delivered by students of Government Elementary College of Education Badin.
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
This presentation is developed by students of A.D.E Batch 2017-18 where they have described Active Learning, Advantages and Disadvantages and Role of Technology in Active Learning.
This presentation is developed and delivered by students of Government Elementary College of Education Badin.
1. بِسْمِ اللهِ الرَّحْمٰنِ الرَّحِيْمِ
2. Active learning
What is active learning?
Learning:
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences
Active learning:
approach to instruction that involves actively engaging students with course material.
discussions, problem solving, case studies, role plays and other methods.
This is a student center aproach in which the responsibility for learning is placed upon the student.
3. With the goal of teaching mindful learners who actively pursue knowledge, teachers become more actively engaged in how they teach the curriculum and how they develop each student's learning potential. They mix and match a variety of ... tactics to ensure that students not only learn more, better, and faster -- they also learn smarter.
-James Ballencia
4. Teacher’s Role in the Active Learning Classroom
In active learning teachers are facilitators rather than one way providers of information.
Overall," a 2011 study found, "teachers play an influential role in increasing students' situational interest in the active-learning classroom."
teacher's social connection with students and subject matter
expertise "significantly influence the level of students' situational interest in the active learning classroom.”
5. Incorporate Active Learning in Your Course
Get student attention and increase motivation
Assess students' prior knowledge
Promote problem solving
and application, and deepen student understanding
Assess whether students understood the material
Help students review materials for an exam
Prepare students for a major assignment
Explore the relevance of the course material in students professional or everyday lives
6. Advantages
Interactive engagement
Collaborative learning
Problem-based learning develops positive student
Increased student engagement and understanding
Better attention (breaks between lecture segments)
More student ownership of learning process
Greater enjoyment of course material
Greater retention
7. Dis Advantages
Time and topic coverage
Preparation
Student participation
Lack of individual accountability
Misconception generation
Outside perceptions
Any Question?
*Thank you*
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
WHAT IS REFLECTIVE TEACHING?
As a teacher, you will have days when you finish teaching only to find your mind racing with thoughts about lessons completed. We should spend time and energy to develop understandings through reflective teaching.
By: Seyed Mojtaba Jafari
1. بِسْمِ اللهِ الرَّحْمٰنِ الرَّحِيْمِ
2. Active learning
What is active learning?
Learning:
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences
Active learning:
approach to instruction that involves actively engaging students with course material.
discussions, problem solving, case studies, role plays and other methods.
This is a student center aproach in which the responsibility for learning is placed upon the student.
3. With the goal of teaching mindful learners who actively pursue knowledge, teachers become more actively engaged in how they teach the curriculum and how they develop each student's learning potential. They mix and match a variety of ... tactics to ensure that students not only learn more, better, and faster -- they also learn smarter.
-James Ballencia
4. Teacher’s Role in the Active Learning Classroom
In active learning teachers are facilitators rather than one way providers of information.
Overall," a 2011 study found, "teachers play an influential role in increasing students' situational interest in the active-learning classroom."
teacher's social connection with students and subject matter
expertise "significantly influence the level of students' situational interest in the active learning classroom.”
5. Incorporate Active Learning in Your Course
Get student attention and increase motivation
Assess students' prior knowledge
Promote problem solving
and application, and deepen student understanding
Assess whether students understood the material
Help students review materials for an exam
Prepare students for a major assignment
Explore the relevance of the course material in students professional or everyday lives
6. Advantages
Interactive engagement
Collaborative learning
Problem-based learning develops positive student
Increased student engagement and understanding
Better attention (breaks between lecture segments)
More student ownership of learning process
Greater enjoyment of course material
Greater retention
7. Dis Advantages
Time and topic coverage
Preparation
Student participation
Lack of individual accountability
Misconception generation
Outside perceptions
Any Question?
*Thank you*
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
WHAT IS REFLECTIVE TEACHING?
As a teacher, you will have days when you finish teaching only to find your mind racing with thoughts about lessons completed. We should spend time and energy to develop understandings through reflective teaching.
By: Seyed Mojtaba Jafari
The principles are organized into these areas of psychological functioning:. Cognition and learning; Motivation; Social and emotional dimensions;. Context and learning; .& Assessment.
ODLAA launch webinar 15 /16 June 2020
Distance Education 41(2) SI
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Full Issue:
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Critical Questions for Open Educational Practices
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Etkileşimli e-kitap, kullanıcı ve dijital kitabın karşılıklı olarak üst düzey etkileşime geçebildikleri, dijital kitabı oluşturan öğelerin kendi aralarında ve çevresi ile iletişiminin yanı sıra diğer kullanıcılarla etkileşim halinde olabildiği, birçok iletişim kanalının bir arada kullanılabildiği dijital kitaplardır” şeklinde tanımlanmaktadır.
Bozkurt, A., & Bozkaya, M. (2013). Etkileşimli e-kitap: Dünü, bugünü ve yarını. Akademik Bilişim 2013. 23-25 Ocak, Akdeniz Üniversitesi, Antalya. http://www.academia.edu/2536903/Etkilesimli_E-Kitap_Dunu_Bugunu_ve_Yarini
Bozkurt, A. (2013). Açık ve uzaktan öğrenmeye yönelik etkileşimli e-kitap değerlendirme kriterlerinin belirlenmesi. Yüksek Lisans Tezi, Eskişehir: Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü. http://www.academia.edu/3802974/Acik_ve_Uzaktan_Ogrenmeye_Yonelik_Etkilesimli_E-kitap_Degerlendirme_Kriterlerinin_Belirlenmesi
Macroeconomics- Movie Location
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Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. INTRODUCTION
• TITLE:
How Learning Works: Seven Research-Based Principles for
Smart Teaching
• Authors: Susan A. Ambrose (Author), Michael W. Bridges (Author),
Michele DiPietro (Author), Marsha C. Lovett (Author), Marie K. Norman
(Author), Richard E. Mayer (Foreword)
• 301+XVI pages
• Copyright 2010 by John Wiley & Sons
• Published by Jossey-Bass A Wiley Imprint
• Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M.
K. (2010). How learning works: Seven research-based principles for smart
teaching. John Wiley & Sons.
3. INTRODUCTION
Learning results from what the student does and thinks
and only from what the student does and thinks. The
teacher can advance learning only by influencing what
the student does to learn.
HERBERT A. SIMON
4. WHAT IS LEARNING
In this book, learning is defined as a process that leads to change, which
occurs as a result of experience and increases the potential for improved
performance and future learning (adapted from Mayer, 2002 ).
1. Learning is a process , not a product. However, because this process takes
place in the mind, we can only infer that it has occurred from students ’
products or performances.
2. Learning involves change in knowledge, beliefs, behaviors, or attitudes.
This change unfolds over time; it is not fleeting but rather has a lasting impact
on how students think and act.
3. Learning is not something done to students, but rather something
students themselves do. It is the direct result of how students interpret and
respond to their experiences — conscious and unconscious, past and present.
Mayer , R. E. ( 2002 ). The promise of educational psychology, volume 2: Teaching for meaningful
learning . Upper Saddle River, NJ : Merrill PrenticeHall .
5. 7 PRINCIPLES OF LEARNING
7 seven principles of learning come from a perspective that is developmental
and holistic. In other words, we begin with the recognition that
(a) learning is a developmental process that intersects with other
developmental processes in a student ’ s life, and
(b) students enter our classrooms not only with skills, knowledge, and
abilities, but also with social and emotional experiences that influence
what they value, how they perceive themselves and others, and how
they will engage in the learning process.
Consistent with this holistic perspective, readers should understand that,
although we address each principle individually to highlight particular issues
pertaining to student learning, they are all at work in real learning situations
and are functionally inseparable.
6. PRINCIPLE-1
Students’ prior knowledge can help or hinder learning.
Students come into our courses with knowledge, beliefs, and attitudes gained
in other courses and through daily life. As students bring this knowledge to
bear in our classrooms, it influences how they filter and interpret what they
are learning. If students’ prior knowledge is robust and accurate and activated
at the appropriate time, it provides a strong foundation for building new
knowledge. However, when knowledge is inert, insufficient for the
task, activated inappropriately, or inaccurate, it can interfere with or impede
new learning.
7. PRINCIPLE-2
How students organize knowledge influences how they learn
and apply what they know.
Students naturally make connections between pieces of knowledge. When
those connections form knowledge structures that are accurately and
meaningfully organized, students are better able to retrieve and apply their
knowledge effectively and efficiently. In contrast, when knowledge is
connected in inaccurate or random ways, students can fail to retrieve or apply
it appropriately.
8. PRINCIPLE-3
Students ’ motivation determines, directs, and sustains what
they do to learn.
As students enter college and gain greater autonomy over what, when, and
how they study and learn, motivation plays a critical role in guiding the
direction, intensity, persistence, and quality of the learning behaviors in which
they engage. When students find positive value in a learning goal or
activity, expect to successfully achieve a desired learning outcome, and
perceive support from their environment, they are likely to be strongly
motivated to learn.
9. PRINCIPLE-4
To develop mastery, students must acquire component skills,
practice integrating them, and know when to apply what they
have learned.
Students must develop not only the component skills and knowledge
necessary to perform complex tasks, they must also practice combining and
integrating them to develop greater fluency and automaticity.
Finally, students must learn when and how to apply the skills and knowledge
they learn. As instructors, it is important that we develop conscious
awareness of these elements of mastery so as to help our students learn
more effectively.
10. PRINCIPLE-5
Goal - directed practice coupled with targeted feedback enhances
the quality of students ’ learning.
Learning and performance are best fostered when students engage in
practice that focuses on a specific goal or criterion, targets an appropriate
level of challenge, and is of sufficient quantity and frequency to meet the
performance criteria. Practice must be coupled with feedback that explicitly
communicates about some aspect(s) of students ’ performance relative to
specific target criteria, provides information to help students progress in
meeting those criteria, and is given at a time and frequency that allows it
to be useful.
11. PRINCIPLE-6
To become self - directed learners, students must learn to
monitor and adjust their approaches to learning.
Learners may engage in a variety of metacognitive processes to monitor and
control their learning — assessing the task at hand, evaluating their own
strengths and weaknesses, planning their approach, applying and monitoring
various strategies, and reflecting on the degree to which their current
approach is working. Unfortunately, students tend not to engage in these
processes naturally. When students develop the skills to engage these
processes, they gain intellectual habits that not only improve their
performance but also their effectiveness as learners.
12. PRINCIPLE-7
Students’ current level of development interacts with the
social, emotional, and intellectual climate of the course
to impact learning.
Students are not only intellectual but also social and emotional beings, and
they are still developing the full range of intellectual, social, and emotional
skills. While we cannot control the developmental process, we can shape the
intellectual, social, emotional, and physical aspects of the classroom climate
in developmentally appropriate ways. In fact, many studies have shown that
the climate we create has implications for our students. A negative climate
may impede learning and performance, but a positive climate can energize
students’ learning.