This document discusses active learning and different types of thought-stimulating activities that can produce meaningful learning, including direct learning, learning by discovery, and problem solving. It also discusses exploratory research, noting that its principal use is to increase understanding of a subject, though not draw definite conclusions. Exploratory research provides flexibility in sources and can help direct subsequent research approaches.
Active Learning: 3 Easy Ways for Higher Education LecturesJanet Corral
This short faculty development session covers 3 easy ways in which faculty may use active learning strategies in their lectures. I present some of the evidence base in support of each strategy, and give tips on how to successfully incorporate these strategies into your teaching.
Are you an EFL/ESL teacher who wants to improve your classroom dynamics? An action research can empower teachers and engage unmotivated students. This PPT highlights the ease and benefits of conducting an action research in an English classroom.
Active Learning: 3 Easy Ways for Higher Education LecturesJanet Corral
This short faculty development session covers 3 easy ways in which faculty may use active learning strategies in their lectures. I present some of the evidence base in support of each strategy, and give tips on how to successfully incorporate these strategies into your teaching.
Are you an EFL/ESL teacher who wants to improve your classroom dynamics? An action research can empower teachers and engage unmotivated students. This PPT highlights the ease and benefits of conducting an action research in an English classroom.
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
Examine experiential learning in a lab based form and then compare it to a lecture based form in a classroom
I hope to prove that lab based hands on learning is more effective than lecture based learning
A common statement made of 1 hour of lecture is equal to 3 hours of lab
I hope to gather data and find what would be the most effective way to educate students in an undergraduate based college program
Active learning for Residency TeachingJanet Corral
Learn 3 times of the day when you can use active learning techniques for short-burst teaching encounters with small groups of residents.
For longer teaching sessions (e.g. 1 hr talk), please see other presentations on the multiple types of active learning for longer teaching sessions.
Teaching methodologies has changed over the years. Now, traditional ways of teaching and learning has been transformed into interaction based learning which is increasing the effectiveness of the whole learning process for the students of primary, as well as higher education.
Interactive Teaching Strategies for Today's Learnerslizel BALLESTEROS
This presentation was originally created to share some interactive strategies to some fourth year students with major in TLE at EARIST last Feb. 17, 2017.
Disclaimer: *Strategies being presented were a product of my thorough research via Internet... so i owned nothing except for the layout i made in my slide presentation and some examples presented based from my teaching experience. The credit also goes to the creator of the video i watched on Youtube about Millenials Vs Generation Z.
Hope it will help you. God bless and thank you.
Cristi Ford- The Backwards Classroom – Using Peer Instruction to Increase Act...Alexandra M. Pickett
Cristi Ford, Assistant Vice Provost for Learning Innovation Initiatives in the Center for Innovation in Learning and Student Success (CILSS) at the University of Maryland University College presented "The Backwards Classroom – Using Peer Instruction to Increase Active Learning"
Open SUNY COTE Summit
Conference Dates: February 24-26, 2016.
Location: SUNY Global Center, New York, New York
http://opensunycotesummit2016.edublogs.org/
Presentation Recording: http://sysadm.mediasite.suny.edu/Mediasite/Play/4919d217bfa94bd6bd0c63bf6aa5acaf1d
Mentorship in the Professional Practicum: Partners‘ Perspectives .................................................................................. 1
Jane P. Preston, Keith D. Walker and Edwin G. Ralph
Experiencing Schooling In Another Nation: Advancing Global Awareness of Teacher Candidates ....................... 17
Bobbi Hansen, Ed.D.
Generalist Designers, Specialist Projects: Forming Multidisciplinary Teams That Work........................................... 26
Katja Fleischmann
Comprehension Skill Differences between Proficient and Less Proficient Reader in Word-to-Text Integration
Processes: Implications for Interventions for Students with Reading Problem............................................................ 41
Stephen Ntim
Learning, Unlearning and Relearning with Cutting Edge Technologies ..................................................................... 62
Minakshi Lahiri and James L. Moseley
Students‟ Perception of the Role of Counsellors in the Choice of a Career: a study of the Mfantseman
Municipality in Ghana ......................................................................................................................................................... 79
Moses Awinsong, Omar Dawson and Belinda Enyonam Gidiglo
Teacher’s Knowledge of Students about Geometry ...................................................................................................... 100
Habila Elisha Zuya and Simon Kevin Kwalat
Evaluation of Role Play as a Teaching Strategy in a Systems Analysis and Design Course..................................... 150
Emre Erturk
Designing PBL Case Studies for Patient-Centered Care ............................................................................................... 160
Robyn Schell and David Kaufman
A Case Study Approach to Secondary Reanalysis of a Quantitative Research Synthesis of Adult Learning
Practices Studies ................................................................................................................................................................. 181
Carl J. Dunst and Deborah W. Hamby
This Presentation is on Effective clinical ,practical skill teaching . When it comes to MBBS Students we rely on our traditional teaching methods. i have tried to include new teaching methodologies to make teaching effective
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
Examine experiential learning in a lab based form and then compare it to a lecture based form in a classroom
I hope to prove that lab based hands on learning is more effective than lecture based learning
A common statement made of 1 hour of lecture is equal to 3 hours of lab
I hope to gather data and find what would be the most effective way to educate students in an undergraduate based college program
Active learning for Residency TeachingJanet Corral
Learn 3 times of the day when you can use active learning techniques for short-burst teaching encounters with small groups of residents.
For longer teaching sessions (e.g. 1 hr talk), please see other presentations on the multiple types of active learning for longer teaching sessions.
Teaching methodologies has changed over the years. Now, traditional ways of teaching and learning has been transformed into interaction based learning which is increasing the effectiveness of the whole learning process for the students of primary, as well as higher education.
Interactive Teaching Strategies for Today's Learnerslizel BALLESTEROS
This presentation was originally created to share some interactive strategies to some fourth year students with major in TLE at EARIST last Feb. 17, 2017.
Disclaimer: *Strategies being presented were a product of my thorough research via Internet... so i owned nothing except for the layout i made in my slide presentation and some examples presented based from my teaching experience. The credit also goes to the creator of the video i watched on Youtube about Millenials Vs Generation Z.
Hope it will help you. God bless and thank you.
Cristi Ford- The Backwards Classroom – Using Peer Instruction to Increase Act...Alexandra M. Pickett
Cristi Ford, Assistant Vice Provost for Learning Innovation Initiatives in the Center for Innovation in Learning and Student Success (CILSS) at the University of Maryland University College presented "The Backwards Classroom – Using Peer Instruction to Increase Active Learning"
Open SUNY COTE Summit
Conference Dates: February 24-26, 2016.
Location: SUNY Global Center, New York, New York
http://opensunycotesummit2016.edublogs.org/
Presentation Recording: http://sysadm.mediasite.suny.edu/Mediasite/Play/4919d217bfa94bd6bd0c63bf6aa5acaf1d
Mentorship in the Professional Practicum: Partners‘ Perspectives .................................................................................. 1
Jane P. Preston, Keith D. Walker and Edwin G. Ralph
Experiencing Schooling In Another Nation: Advancing Global Awareness of Teacher Candidates ....................... 17
Bobbi Hansen, Ed.D.
Generalist Designers, Specialist Projects: Forming Multidisciplinary Teams That Work........................................... 26
Katja Fleischmann
Comprehension Skill Differences between Proficient and Less Proficient Reader in Word-to-Text Integration
Processes: Implications for Interventions for Students with Reading Problem............................................................ 41
Stephen Ntim
Learning, Unlearning and Relearning with Cutting Edge Technologies ..................................................................... 62
Minakshi Lahiri and James L. Moseley
Students‟ Perception of the Role of Counsellors in the Choice of a Career: a study of the Mfantseman
Municipality in Ghana ......................................................................................................................................................... 79
Moses Awinsong, Omar Dawson and Belinda Enyonam Gidiglo
Teacher’s Knowledge of Students about Geometry ...................................................................................................... 100
Habila Elisha Zuya and Simon Kevin Kwalat
Evaluation of Role Play as a Teaching Strategy in a Systems Analysis and Design Course..................................... 150
Emre Erturk
Designing PBL Case Studies for Patient-Centered Care ............................................................................................... 160
Robyn Schell and David Kaufman
A Case Study Approach to Secondary Reanalysis of a Quantitative Research Synthesis of Adult Learning
Practices Studies ................................................................................................................................................................. 181
Carl J. Dunst and Deborah W. Hamby
This Presentation is on Effective clinical ,practical skill teaching . When it comes to MBBS Students we rely on our traditional teaching methods. i have tried to include new teaching methodologies to make teaching effective
10 Practical Strategies for Effective Questioning: 1. Start with the End in Mind 2. Use Open-Ended Questions 3. Sequence Questions Appropriately 4. Encourage Discussion 5. Allow Wait Time
Cognitive development of the preschoolersBSEPhySci14
Early Childhood(Preschooler)
"Childhood is a world of miracle and wonder; as if creation rose,bathed in light, out of darkness, utterly new, fresh and astonishing.the end of childhood is when things cease to astonish us. when the world seems familiar, when one got used to existence, one has become an adult''
2. Whenever experiences stimulate mental
activities that lead to meaningful
learning, this is active learning. Mentally
active learning of ideas-and-skills can
occur in a wide variety of thought-stimulating
activities, ranging from direct
learning (of ideas that are explained in a
web-page, book, lecture, video, tv or radio
show,...) to learning by discovery (as in
doing an experiment and then trying to
discover your own explanations for what
has been observed), or in design projects
and other kinds of problem solving where
the learning cannot be defined as either
direct or discovery.
3. All of these thought-stimulating
activities can produce active
learning, because educationally
productive mental activity can occur
— with or without physical activity in
which you “do” something — during
a wide variety of mentally-active
experiences.
5. Explanatory talks involve the teacher
lecturing the students. The students
either sit passively or take notes.
They are expected to absorb the
information given to them.
6. ADVANTAGES
Increasing Understanding
According to DJS Research Limited, the
principal use of exploratory research is to
increase a researcher's understanding of a
subject. It should not be used to draw
definite conclusions, due to its lack of
statistical strength, but it can help a
researcher begin to determine why and how
things happen.
7. Flexibility of Sources
Secondary sources, such as published literature
or data, are commonly used in exploratory
research. Other sources of information used in
exploratory studies include informal
discussions, formal structured interviews, pilot
studies or case studies. These might involve
customers, colleagues, patients or clients. Care
should be taken to select a range of unbiased
sources to give a broad and well-rounded
understanding of the subject.
8. Better Conclusions
Exploratory research can be very
advantageous in directing subsequent
research approaches. A greater
understanding of a subject helps hone
subsequent research questions and can
greatly increase the usefulness of a
study's conclusions
9. Strategic Planning
Exploratory research in some cases can
save a great deal of time and money by
flagging dead ends early. For example,
in drug development, exploratory Phase
II clinical trials give the expected
treatment effect and adverse reaction
profile of a drug in a small groups of
patients before moving into larger scale
trials.
10. Class Size
Class discussions become less effective
with a class size greater than 20 students.
As the class size grows beyond this point,
individual voices become unheard and the
opportunity for the class to get off topic
increases. Skilled teachers begin to notice
this problem with fewer than 20 students,
but with effective class management you
can hold your class together.
11. Few Dominate
The class discussion environment allows a few
individual students to dominate the class
conversation. This tendency benefits your
strongest students, the individuals already
most familiar with the subject. Other students
are able to relax into the background and
participate less often in the class discussion.
This freedom leads to a relaxation of their
student responsibilities. They are free to
assume that they can avoid studying, reading
assignments or individual contemplation of the
subject. This problem escalates as the class
size increases.
12. Time Consuming
The nature of class discussion makes
the process very time consuming.
The process of exploring a subject,
while keeping students on task in the
discussion, requires far more time
than classic lecture style instruction.
13. Off Track
Classroom discussions naturally open
avenues for discussion between
instructors and students but also
between students and other students.
While these discussions are the focus of
the class, they can turn toward areas
you do not intend and even move
entirely away from the point of the
discussion.
14. STEP
•Using the guide
Is to be used in interactive, ways to
promote in dept conversation and
thinking over a sustained period
about the concepts which build he
framework
15. •BELONGING& BECOMING
Both the framework and he guide are
design to engage educators in
critical thinking
•Think about
Explanatory information about the
section
•Talk and reflect about
Includes reflective question and
suggestion for going deeper
16. • TRY OUT
Possible entry points
• HEAR ABOUT
Stories and models practice
• FIND MORE ABOUT
Link to other resources. Photos are
included to illustrate the link
between the principle practice and
learning outcome
17. Writing Strategies
Objectives
Students will
Learn how descriptive words make stories
clearer and more interesting.
Write stories using descriptive words
18. Procedures
Have your students close their eyes and listen as you
describe a familiar object in the classroom. Ask students
to raise their hands if they think they know what the
object is. Ask students to list the descriptive words that
helped them identify the object.
Evaluation
Use the following three-point rubric to evaluate students'
work during this lesson.Three points: Students were
highly engaged in class discussions and partner readings;
demonstrated a clear understanding of the importance of
using descriptive words in writing; and wrote creative,
unique, and descriptive paragraphs that contained no
grammatical or spelling errors, and clearly identified a
particular item
19. Two points: Students participated in class
discussions and partner readings; demonstrated
a general understanding of the importance of
using descriptive words in writing; and wrote
somewhat creative
One point: Students participated minimally in
class discussions and partner readings; were
unable to demonstrate a basic understanding of
the importance of using descriptive words in
writing; and wrote incomplete or inaccurate
paragraphs that contained multiple grammatical
or spelling errors and did not clearly identify a
particular item or revealed the name of the item.
20. Academic Standards
Mid-continent Research for Education and
Learning (McREL)
McREL's Content Knowledge: A Compendium
of Standards and Benchmarks for K-12
Education addresses 14 content areas