Bloom’s Revised Taxonomy of Educational ObjectivesEzr Acelar
This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
Bloom’s Revised Taxonomy of Educational ObjectivesEzr Acelar
This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
This was for EDUC 203 (Facilitating Learning).
This was the topic after Constructivism.
Includes Types of Transfer, Reasons Why Transfer Doesn't Work and Conditions and Principles for Transfer.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
This was for EDUC 203 (Facilitating Learning).
This was the topic after Constructivism.
Includes Types of Transfer, Reasons Why Transfer Doesn't Work and Conditions and Principles for Transfer.
Experience the Discovery Learning Approach – Paradigm LearningParadigm Learning
Discovery learning is a powerful instructional approach that guides and motivates learners to explore information and concepts, embrace new knowledge, and apply new behaviors back on the job. Using this methodology, organizations can educate their employees quickly and with higher levels of retention than traditional training methods.
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J. BRUNER’s THEORY OF LEARNING PROCESS.pptxDrHafizKosar
Principles of J. Bruner Theory
1. Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness).
2. Instruction must be structured so that it can be easily grasped by the student (spiral organization).
3. Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).
J. Bruner Theory
(i). Bruner's theoretical framework is based on the theme that learning is an active process and learners construct new ideas or concepts based upon existing knowledge.
(ii). Facets of the process include selection and transformation of information, decision making, generating hypotheses, and making meaning from information and experiences.
(iii). Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given".
(iv). Bruner believed that intuitive and analytical thinking should both be encouraged and rewarded.
(v). He believed the intuitive skills were under-emphasized and he reflected on the ability of experts in every field to make spontaneous bound.
(vi). Bruner believed that intuitive and analytical thinking should both be encouraged and rewarded.
Features of J. Bruner's theory of Instruction
1. Tendency towards learning
2. The ways in which a body of knowledge can be structured so that itcan be most readily grasped by the learner,
3. The most effective sequences in which to present material.
4. The nature and pacing of rewards and punishments.
Cognitive Development
Like Piaget, Bruner believed in stages of instruction based on development.
Enactive (birth to age 3)
Iconic (age 3 to 8)
Symbolic (from age 8)
constructivism - definition
distinction between learning as construction and transmission of knowledge
social constructivism
bruner's concept of constructivism - discovery learning
spiral curriculum, representation of knowledge (enactive,iconic,symbolic)
categorization.
In the realm of educational psychology, Burner's Constructivist Theory stands as a beacon of innovation and enlightenment. This presentation script delves into the depths of this compelling theory, shedding light on its core principles, implications, and significance in the world of education.
*Introduction:*
The opening section provides an overview of Burner's Constructivist Theory and sets the stage for an in-depth exploration. It briefly touches on the historical context and the pivotal role this theory plays in shaping contemporary educational practices.
*Understanding Constructivism:*
To grasp the essence of Burner's theory, we start by elucidating the concept of constructivism. It highlights how learners actively construct knowledge through their experiences, a fundamental premise upon which Burner's theory is built.
*Burner's Contributions:*
This segment is dedicated to unraveling Burner's unique contributions to the constructivist framework. We'll explore how he expanded upon the ideas of renowned theorists like Piaget and Vygotsky, refining and enhancing the constructivist perspective.
*Core Principles:*
The heart of Burner's Constructivist Theory lies in its core principles. We dissect these principles, including the learner's active role, the importance of prior knowledge, and the role of social interaction in learning. Each principle is expounded upon with practical examples.
*Applications in Education:*
One of the most critical aspects of Burner's theory is its real-world applications. This section demonstrates how educators can implement Burner's Constructivist Theory in the classroom. It explores the concept of scaffolding, problem-based learning, and the role of the teacher as a facilitator.
*Implications for Teaching and Learning:*
The presentation script delves into the profound implications of Burner's theory for both teachers and learners. We explore how it shapes pedagogical methods, assessment strategies, and curriculum design, fostering a deeper understanding of the learning process.
*Case Studies:*
To illustrate the theory in action, we examine real-life case studies from educational settings where Burner's Constructivist Theory has been successfully applied. These examples provide a tangible demonstration of its effectiveness.
*Conclusion:*
In the concluding section, we reflect on the significance of Burner's Constructivist Theory in modern education. It emphasizes the need for educators to embrace a learner-centered approach and adapt to the ever-evolving educational landscape.
A Research Papers on the Learning .docxJohnsonFlomo1
In this presentation, we will explore Cognitive Learning Theory, a psychological framework that focuses on how individuals acquire, process, and retain knowledge. We will discuss the theory's historical background, key principles, applications, and limitations. We will also explore future directions for research and practice in cognitive learning theory.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. explain
the individual’s ability and development
to represent knowledge.
differentiate and discuss the kinds of
categories of identity, equivalent and coding.
Explain how spiral curriculum works.
3.
4. Jerome Seymour Bruner
- one of the first proponents of
constructivism.
Constructivism- is an epistemological belief about
what "knowing" is and how one
"come to know."
5. Constructivism reject the notions that:
1. Knowledge is an identifiable entity with
absolute truth value,
2. Meaning can be passed on to
learners via symbols or transmission,
6. 3. Learners can incorporate exact
copies of teacher’s understanding for
their own use.
7. “Learning is an active process in
which learners construct new ideas or
concepts based upon their current/past
knowledge.”
- major theme in the theoretical framework
of Bruner.
8. 1.
Representation
Modes of Presenting Understanding:
a. Enactive representation- children learn about
the world through actions on physical
objects and the outcomes of these actions.
9. - represent objects in terms of immediate
sensations.
- represented in the muscles and involve
responses or ways to manipulate the
environment.
b. Iconic – obtained through using models and
pictures.
10. - the learner can now use mental
images to stand for certain objects
or events.
c. Symbolic representation- the learner has
developed the ability to think abstract
terms.
11. 2. Spiral Curriculum- instruction needs to be
anchored on the learner’s cognitive
capabilities.
Principles of instruction:
1. Readiness
2. Spiral Organization
3. Going beyond the information given
12. 3. Discovering Learning- refers to obtaining
knowledge for oneself.
Major Aspects in the Theory of
Instruction:
a. Predisposition to learn- “ readiness for
learning”.
13. b. Structure of Knowledge- the ways in
which a body of knowledge can
be structured so that it can
be most readily gasped by the
learner.
c. Effective Sequencing- presentation of lessons
in increasing difficulty.
14. d. Reinforcement- rewards and punishment that
should be selected and paced
appropriately.
4. Categorization- Bruner believed that perception,
conceptualization, learning, decision
making, and making inferences all
involved categorization.
15. Kinds of Categories:
1. Identity Categories- include objects based
on their attributes or features.
2. Equivalent Categories- provide rules for
combining categories.
3. Coding Systems- serve to recognize sensory
input.
16. “ People interpret the world mostly in
terms of similarities and differences”.
- valuable contribution to how individuals
construct their own models or view
on the world.
