CBSE Class 11 Psychology - Learning.pdf
•
0 likes•146 views
The document contains an assignment for a psychology class on learning. It includes 16 questions covering topics like defining learning, different types of learning like classical and operant conditioning, their determinants, and related concepts like reinforcement, extinction, generalization, discrimination, spontaneous recovery, observational learning, insight learning, latent learning, verbal learning, skill acquisition, learning styles, learning disabilities, and psychologists associated with various learning theories.
Report
Share
Report
Share
Download to read offline
Recommended
Rwayeh12
The document discusses Benjamin Bloom's taxonomy of educational objectives. It describes Bloom's development of a classification system for levels of thinking, from basic recall of facts to higher-order thinking skills like evaluation. Bloom proposed a hierarchy consisting of six cognitive levels - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The taxonomy provides a structure for writing learning outcomes using specific verbs for each level. It is frequently used by teachers and remains an important framework for curriculum development.
Public speaking chapter 9
This document provides guidelines and examples for different types of informative speeches, including demonstration, definition, description, exposition, and instructional speeches. It offers tips for making these speeches clear and interesting, such as practicing delivery, ensuring the audience can see demonstrations, and using examples, comparisons, sensory aids, and explanations. Sample speech outlines and definitions are also included to illustrate effective informative speaking.
Marzano Summarizing and Note Taking
The document discusses summarizing and note-taking strategies. It describes research showing that teaching students to summarize is an effective instructional strategy, with an average effect size of 1.00. Summarizing requires students to distill information into a concise synthesized form and focus on important points. Effective note-taking moves beyond verbatim transcription to revising and completing notes. The document outlines different frameworks for summarizing, including rule-based, narrative, topic-restriction-illustration, and definition frames. It stresses the importance of practice and feedback for students to master summarizing as a procedural skill.
Human Learning 7th Edition Ormrod Test Bank
The document appears to be the table of contents for a test bank for the 7th edition of the textbook "Human Learning" by Jeanne Ellis Ormrod. It lists 15 chapters that the test bank covers. For each chapter it provides multiple choice questions and essay questions to assess student understanding of the concepts covered in that chapter of the textbook. The introduction explains that the test bank includes revised questions from previous editions as well as new questions to cover new content in the 7th edition of the textbook. It provides guidance for how instructors can utilize the multiple choice and essay questions.
Test Bank for Human Learning 7th Edition by Ormrod
This document appears to be the table of contents for a test bank for the 7th edition of the textbook "Human Learning" by Jeanne Ellis Ormrod. It lists 15 chapters and an integrative essay questions section. For each chapter, it provides multiple choice and essay questions to assess student learning of the material covered in that chapter. It encourages feedback on any problematic questions and provides contact information for the test bank author. The document serves as an overview and listing of the assessment materials available for this textbook.
Explicit Instruction.ppt
Explicit instruction is a systematic approach to teaching that includes clear and direct delivery of content. It breaks down complex skills into smaller instructional units and sequences content logically. Lessons in explicit instruction are organized, focused, and begin with a statement of goals and a review. Teachers model skills, have students practice with support, and check for understanding before independent work. Key aspects of explicit instruction include systematically sequencing content, designing logical lessons, and directly teaching concepts, facts, and skills through modeling and guided practice.
Stad draft 21 april 2014_dr_fam
This document outlines a training curriculum that aims to help participants become better trainers. It covers five units: 1) Understanding adult learners, 2) Playing the role of a trainer, 3) Optimizing diversity among trainees, 4) Providing engaging facilitation, and 5) Assessment. The curriculum maps learning outcomes, topics, activities and assessments. It provides examples and tasks for participants to apply principles like catering to different thinking styles and leveraging trainees' experiences. The goal is for participants to learn how to design effective training that considers characteristics of adult learners and diversity.
Designing and Planning a Teaching Session
This document provides an outline for designing and planning a teaching session. It begins with an overview of the session's agenda and expected learning outcomes. It then discusses theories of student learning approaches and constructivism. The importance of defining learning outcomes is explained. Guidelines are given for writing learning outcomes along with describing thinking skills. A template for designing a technology-rich learning activity is introduced. The document emphasizes aligning learning activities and assessments with intended outcomes.
Recommended
Rwayeh12
The document discusses Benjamin Bloom's taxonomy of educational objectives. It describes Bloom's development of a classification system for levels of thinking, from basic recall of facts to higher-order thinking skills like evaluation. Bloom proposed a hierarchy consisting of six cognitive levels - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The taxonomy provides a structure for writing learning outcomes using specific verbs for each level. It is frequently used by teachers and remains an important framework for curriculum development.
Public speaking chapter 9
This document provides guidelines and examples for different types of informative speeches, including demonstration, definition, description, exposition, and instructional speeches. It offers tips for making these speeches clear and interesting, such as practicing delivery, ensuring the audience can see demonstrations, and using examples, comparisons, sensory aids, and explanations. Sample speech outlines and definitions are also included to illustrate effective informative speaking.
Marzano Summarizing and Note Taking
The document discusses summarizing and note-taking strategies. It describes research showing that teaching students to summarize is an effective instructional strategy, with an average effect size of 1.00. Summarizing requires students to distill information into a concise synthesized form and focus on important points. Effective note-taking moves beyond verbatim transcription to revising and completing notes. The document outlines different frameworks for summarizing, including rule-based, narrative, topic-restriction-illustration, and definition frames. It stresses the importance of practice and feedback for students to master summarizing as a procedural skill.
Human Learning 7th Edition Ormrod Test Bank
The document appears to be the table of contents for a test bank for the 7th edition of the textbook "Human Learning" by Jeanne Ellis Ormrod. It lists 15 chapters that the test bank covers. For each chapter it provides multiple choice questions and essay questions to assess student understanding of the concepts covered in that chapter of the textbook. The introduction explains that the test bank includes revised questions from previous editions as well as new questions to cover new content in the 7th edition of the textbook. It provides guidance for how instructors can utilize the multiple choice and essay questions.
Test Bank for Human Learning 7th Edition by Ormrod
This document appears to be the table of contents for a test bank for the 7th edition of the textbook "Human Learning" by Jeanne Ellis Ormrod. It lists 15 chapters and an integrative essay questions section. For each chapter, it provides multiple choice and essay questions to assess student learning of the material covered in that chapter. It encourages feedback on any problematic questions and provides contact information for the test bank author. The document serves as an overview and listing of the assessment materials available for this textbook.
Explicit Instruction.ppt
Explicit instruction is a systematic approach to teaching that includes clear and direct delivery of content. It breaks down complex skills into smaller instructional units and sequences content logically. Lessons in explicit instruction are organized, focused, and begin with a statement of goals and a review. Teachers model skills, have students practice with support, and check for understanding before independent work. Key aspects of explicit instruction include systematically sequencing content, designing logical lessons, and directly teaching concepts, facts, and skills through modeling and guided practice.
Stad draft 21 april 2014_dr_fam
This document outlines a training curriculum that aims to help participants become better trainers. It covers five units: 1) Understanding adult learners, 2) Playing the role of a trainer, 3) Optimizing diversity among trainees, 4) Providing engaging facilitation, and 5) Assessment. The curriculum maps learning outcomes, topics, activities and assessments. It provides examples and tasks for participants to apply principles like catering to different thinking styles and leveraging trainees' experiences. The goal is for participants to learn how to design effective training that considers characteristics of adult learners and diversity.
Designing and Planning a Teaching Session
This document provides an outline for designing and planning a teaching session. It begins with an overview of the session's agenda and expected learning outcomes. It then discusses theories of student learning approaches and constructivism. The importance of defining learning outcomes is explained. Guidelines are given for writing learning outcomes along with describing thinking skills. A template for designing a technology-rich learning activity is introduced. The document emphasizes aligning learning activities and assessments with intended outcomes.
Theories of learninig Gagne's.pptx
This document summarizes Robert Gagne's conditions of learning theory and its implications for education. Gagne proposed that there are different types of learning outcomes that are best achieved through specific instructional design methods. He also identified nine events of instruction that should be included in every lesson: gaining attention, informing objectives, stimulating recall, presenting content, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention. The document further discusses Gagne's five categories of learning and eight conditions of learning, and outlines how his learning hierarchy can help teachers identify suitable learning types, techniques, content, and skills for their students.
Roleplaying report-131031180457-phpapp01
The document provides details on using role-playing in the classroom. It defines role-playing and discusses its application. It outlines an 8 step process for implementing role-playing that includes defining objectives, choosing roles and context, introducing the exercise, student preparation, conducting the role-play, concluding discussion, assessment, and further recommendations. It then provides an example of a teacher using role-playing to discuss the imprisonment of Japanese Americans during WWII. The teacher defines objectives, chooses roles for president and advisors, and has students volunteer to argue for or against imprisonment in the role-play.
Role playing report
Role-playing has several advantages as an educational tool according to the document. It engages both students and instructors by bringing variation, movement, and simulated real-world experiences into the classroom. This helps enliven dry course content and allows students to explore concepts in a more concrete, applied manner than purely lectures and discussions. When used properly with clear learning objectives, role-playing can effectively develop students' skills, enhance their cognitive understanding of topics, and enrich their emotional awareness by experiencing scenarios from different perspectives. However, role-playing must be tailored to the specific learning goals for a given lesson to be most effective.
ATT00001.txtATT00002.txtATT00003.txtATT00004.t.docx
ATT00001.txt
ATT00002.txt
ATT00003.txt
ATT00004.txt
ATT00005.txt
Sent from my iPhone
photo 1.JPG
photo 2.JPG
photo 3.JPG
photo 4.JPG
photo 5.JPG
6.JPG
7.JPG
8.JPG
9.JPG
10.JPG
ATT00001.txt
ATT00002.txt
ATT00003.txt
ATT00004.txt
ATT00005.txt
Sent from my iPhone
photo 1.JPG
photo 2.JPG
photo 3.JPG
photo 4.JPG
photo 5.JPG
6.JPG
7.JPG
8.JPG
9.JPG
10.JPG
11.JPG
12.JPG
13.JPG
14.JPG
15.JPG
16.JPG
17.JPG
18.JPG
19.JPG
20.JPG
21.JPG
22.JPG
23.JPG
24.JPG
25.JPG
26.JPG
27.JPG
28.JPG
29.JPG
30.JPG
ANALYZING
THE CURRICULUM
George J. Posner
Cornell University
McGraw-Hill, Inc.
New York St. Louis San Francisco Auckland Bogota
Caracas Lisbon London Madrid Mexico Milan
Montreal New Delhi Paris San Juan Singapore
Sydney Tokyo Toronto
44 PART I CURRICULUM DOCUMENTATION AND ORIGINS
an inordinate amount of space to content, then you might infer that the
planners regarded covering content to be the teacher's major responsibility.
Or, if the curriculum documents seem preoccupied with the philosophy
supporting the curriculum, then you might infer that little consensus exists
in the field and that developing a rationale to justify a set of activities was
the primary concern.
Occasionally, some limited aspect of curriculum, such as sequencing
principles, has preoccupied developers., particularly in highly structured
subject matters such as mathematics.4 Some developers have even focused
almost exclusively on non-curriculum elements that, however great their
influence on the curriculum, are not, strictly sneaking,, elements of the cur-
riculum: for example, teacher training;5 school facilities, e.g. a computer
lab; or administrative structures, e.g., team teaching.
You might be able to infer the primary planning foci by searching
through the curriculum documents for evidence that the planners were pre-
occupied with one or more of the twelve questions listed in Table 2.1 - By
noting which of the planning foci received the greatest and least attention,
you might also be able to predict potential problems arising from neglected
planning elements—i.e., neglected questions.
CURRICULUM ANALYSIS QUESTIONS
FOR CHAPTER TWO
1. Who made up the cast of characters for the development of the curricu-
lum? What were their names, with what institution were they affiliated,
and what were their respective roles in the project? Within the project
team, who represented the learners, the teachers, the subject matter, and
the milieu? Was there an obvious blind spot on the team?
2. To what social, economic, political, or educational problem was the cur-
riculum attempting to respond?
3. What planning elements dominated the curriculum development pro-
cess?
NOTES
Chapter Three
Theoretical Perspectives
on Curriculum
What have been the most significant perspectives on curriculum development in
the United States?
What would proponents of each perspective propose for the reform of today's
curriculum?
Eve ...
Special ed
This document outlines the learning outcomes, focus outcome, knowledge and skills, and Bloom's Taxonomy approach for a lesson on classifying living things. The key learning outcomes are to classify living things according to their structural features and identify patterns of similarities and differences. The focus is on describing features of living things. The lesson is broken down into three layers: Layer C involves teaching key concepts and content knowledge; Layer B builds on this through skills like analyzing and applying; Layer A involves higher-order critical thinking tasks like evaluating and creating. Examples of tasks for each layer are provided.
…Multiple intelligences describe an individual’s strengths or c
“…Multiple intelligences describe an individual’s strengths or capacities; learning styles describe an individual’s traits that relate to where and how one best learns” (Tomlinson, 2001).
This week you’ve read about the importance of getting to know your students in order to create relevant and engaging lesson plans that cater to multiple intelligences and are multimodal.
Assignment Instructions:
A. Using
SurveyMonkey (Links to an external site.)
, create a survey that has:
At least five questions based on Gardner’s theory of multiple intelligences
At least five additional questions on individual learning style inventory
A specific targeted student population grade level (elementary/ middle/ high school/adults)
Include the survey link for your peers
B. Post a minimum 150 word introduction to your survey, using at least one research-based article (cited in APA format) explaining how it will:
Evaluate students’ levels of readiness.
Use knowledge of the student's Multiple Intelligences, Learning Style Preferences, and Levels of Readiness to assist in the creation of differentiated lesson plans.
Instructor Guidance
Week 2
This week you will:
Explain the importance of readiness and its relevance to creating a differentiated classroom.
Interpret learning styles and multiple intelligences as a foundation for differentiated instruction.
Analyze classroom behavior management strategies that address diverse student populations.
Congratulations for completing the first week of class! Next, we will move on to Week Two where you will explore how to evaluate readiness prior to starting a new lesson, and its importance for preparing students for success. You will also review how learning styles influence your students’ engagement in your lesson and its impact on information retention. Finally, you will learn how to create a classroom management system that encompasses diverse student populations.
Discussion Board
The ‘Multiple Intelligence’ theory was created by Howard Gardner in 1983. With this theory, he explained that people learn using various behaviors that can be translated into ‘intelligences’; in other words, learning strengths. The behaviors we use to learn new information are not isolated but include a mix of the following: musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic (Gardner, 2011). In addition to having intelligence strengths that influence our learning, we also have preferential learning styles. Although there is no universally accepted ‘learning styles’ method or specific characteristic list, there are commonly held traits that are universally accepted that include: visual, auditory, read/write, and kinesthetic (Fleming & Mills, 1992). By discovering patterns of learning styles and intelligence preferences among your students, you c ...
Ki ds communication ladder individual activity
1. The document outlines steps for improving English communication skills through choosing an article, reading it thoroughly, summarizing it, practicing reading it aloud and getting feedback.
2. The 11 steps include selecting an interesting topic, reading the article silently and seeking help if needed, summarizing key points, recording oneself reading it, revising the summary with others, and documenting the work.
3. Following these steps at least 3 times a week will help improve English communication abilities. The document also outlines 13 steps for self-directed learning projects.
Layered Curriculum - Professional Development for teachers
As we have now fully entered the digital age and students and indeed society are becoming digitally literate and digital native's there is more pressure on teachers to make their modes of presentation "entertaining".
We, the teachers of tomorrow's leaders must approach teaching with enthusiasm, zest and with a wide variety or teaching methodologies.
This presentation will briefly cover what options layered curriculum can offer the everyday classroom teacher.
In addition to what it can offer, various other influencing factors such as Educational Psychology and Bloom's Taxonomy will also be covered.
From all of us at UNSW School of Education.
Keep Teaching & Keep teaching well!
Bloom’s Taxonomy: Texonomical Levels of Learning Objectives.pptx
Texonomical levels of cognitive domain
objectives
The document discusses behavioral objectives and their importance in teaching. It defines objectives as statements that indicate the purpose or goals of an undertaking. There are three domains of objectives: cognitive, affective, and psychomotor. When writing objectives, there are five essential rules to follow: 1) describe the expected student behavior, 2) use an outcome verb, 3) describe criteria for acceptable performance, 4) specify conditions of performance, and 5) measure one outcome verb per objective. Objectives help guide lesson planning, materials selection, and assessment. The cognitive domain involves six levels of learning objectives from simple knowledge to more complex synthesis and evaluation.
Psych 550 week 3 dq 1
This document contains information about the PSYCH 550 course which examines various topics related to learning and memory. It includes discussions of concepts like classical and operant conditioning, different types of memory, and factors that influence learning and memory. Assignments described involve papers and presentations analyzing topics such as habituation, reinforcement, verbal learning, encoding and retrieval processes, and individual differences in learning. Links are provided for additional course tutorials and resources.
Psycology: Learning , memory and forgetting.
The document outlines 13 learning objectives related to learning, memory, and forgetting. It defines learning as a complex and enduring change in behavior resulting from practice or experience. It discusses theories of learning like classical conditioning and principles of reinforcement. It also covers social learning concepts, modeling processes, and factors that facilitate learning. Finally, it defines memory and outlines objectives related to memory stages, long-term memory, forgetting, and ways to improve memory.
1-190529131328.doc
This document is a daily lesson log for an English class focusing on logical connectors. The objectives are for students to demonstrate understanding of African literature and compose an informative speech. The content covers different types of logical connectors like additive, exemplification, and reference. Procedures include reviewing connectors, examples and practice identifying them in sentences. Assessment has students writing paragraphs using the connectors. The reflection notes student performance and ways to improve teaching strategies.
Psych 550 week 5 dq 1
This document contains information about the PSYCH 550 course, including assignments on topics like learning, memory, classical conditioning, and more. It asks about the concepts of working memory, short-term memory, and long-term memory, and requests examples to support explanations of each. It also provides a link to the full course guide.
Outcomes
This document discusses instructional outcomes and how to write them effectively. It provides examples of poor and improved instructional outcomes. There are three key types of learning that can be encompassed by outcomes: knowledge and understanding, skills, and dispositions. Knowledge outcomes focus on recall and terms, skills outcomes involve verbs like compare and contrast, and dispositions are assessed through reflections and portfolios. The document also discusses aligning instructional outcomes to Pennsylvania's Common Core standards.
DIRW 0310READING ANALYSISDue Dates See Course SyllabusO.docx
DIRW 0310
READING ANALYSIS
Due Dates: See Course Syllabus
Objective: The goal of this project is to expose you to a variety of different writing styles and assist you in developing proficient reading and writing skills, while breaking up the monotony that comes from exclusively reading textbooks. By reading articles, you will indirectly be exposed to domestic and foreign events, the world of entertainment and sports, practical how-to articles, and products on the market, among many other interesting things.
Instructions: Throughout the semester, you will be required to critically read and analyze selected readings. You will then write an analysis of the reading selection, which must contain the following information (organize your analysis in this order and use the provided template):
1. First, read and annotate the reading selection. Be sure to note any main ideas and supporting details. Mark any new vocabulary words.
2. Complete the STRAP mnemonic (see template for what STRAP is)
3. Create a graphic organizer
4. Using the Template, type up your assignment using MLA format. The template can be found in the folder with this assignment. The analysis must include the following elements:
a. Create a graphic organizer that matches the organization/structure of the text
b. Type the STRAP information
c. Type a one page, two paragraph (250+ word) summary of the reading written in 3rd person - you must include:
i. The first paragraph is a discussion of the audience, the author's primary purpose, and tone (who or what and which details from the reading support your answers)
ii. The second paragraph is a synopsis of the main idea and key details
d. Type a three quarter page (200+ word) personal response written in 1st person to the reading. Consider the following:
i. Connection to text, self, and/or world
e. Type up Three EASY vocabulary words from new vocabulary terms used in the reading
f. Type an MLA Works Cited entry for the reading
5. Save the document in the following format
a. Last Name-First Name-Class-Assignment Name
b. Example: Doe-John-DIRW 0310 71001-Reading Analysis-LitNar
You must turn in your analyses on time (see course agenda) and format them correctly in MLA style! Type them in Arial 12-point standard font, double-spaced with one-inch margins. Refer to the sample student analysis on Blackboard for exact formatting details. No late work will be accepted.
Assessment: Your work will be evaluated based on completeness of the assignment and quality of the written analyses. You will be graded on the following:
· Annotations, STRAP, and graphic organizer 15 %
· Summary (250+ words) 35 %
· Response (200+ words) 30 %
· Three EASY Vocabulary 15 %
· MLA Works Cited entry 5 %
Your instructor will choose a reading selection for this class assignment.
1) How would you define statistics? How is statistics used in business decision making? Statistics is accurately defined as the study of the analysis, data coll.
Assessment 2......
Instructional objectives are specific statements that describe the expected learner behaviors or outcomes after completing instruction. They guide both teaching and learning by communicating the intended goals and providing assessment guidelines. Objectives should be stated in terms of observable learner performance rather than content, process, or teacher actions. Common frameworks for writing objectives include Bloom's Taxonomy, which categorizes objectives according to cognitive, affective, and psychomotor domains, and methods developed by Mager and Gronlund that specify the expected performance, conditions, and standards of the objective.
DLL for English 9 Q4.docx
This document contains a daily lesson log for an English class in Grade 9. Over the course of a week, the teacher planned lessons on parts of speech, reading comprehension, and modals. On Mondays, the class reviewed sentence parts and structure. Tuesdays included a reading comprehension test to assess students. The rest of the week focused on identifying modals and their functions. For each lesson, the log outlines objectives, learning resources, teaching procedures, and plans for student assessment and enrichment activities.
Specification of objectives by Dr.Shazia Zamir
This document discusses different levels and domains of objectives for learning. It describes three main domains: cognitive, affective, and psychomotor. The cognitive domain involves thinking skills and is divided into six levels according to Bloom's taxonomy - remembering, understanding, applying, analyzing, evaluating, and creating. Similar levels exist for the affective domain involving attitudes or emotional areas, and the psychomotor domain involving physical skills. Specific verbs and examples are provided to distinguish the different levels within each domain.
Testing and Taxonomy of Educational Objective
It is a seminar paper deliverd in 2011 to the members of staff of Esther international Memorial College in Ogus State
Pharmacology of 5-hydroxytryptamine and Antagonist
5-hydroxytryptamine or 5-HT or Serotonin is a neurotransmitter that serves a range of roles in the human body. It is sometimes referred to as the happy chemical since it promotes overall well-being and happiness.
It is mostly found in the brain, intestines, and blood platelets.
5-HT is utilised to transport messages between nerve cells, is known to be involved in smooth muscle contraction, and adds to overall well-being and pleasure, among other benefits. 5-HT regulates the body's sleep-wake cycles and internal clock by acting as a precursor to melatonin.
It is hypothesised to regulate hunger, emotions, motor, cognitive, and autonomic processes.
Cervical Disc Arthroplasty ORSI 2024.pptx
Indication and installation of a mobile cervical disc prosthesis. Benefits of the PRODISC C VIVO mobile disc prosthesis (Centinel Spine)
More Related Content
Similar to CBSE Class 11 Psychology - Learning.pdf
Theories of learninig Gagne's.pptx
This document summarizes Robert Gagne's conditions of learning theory and its implications for education. Gagne proposed that there are different types of learning outcomes that are best achieved through specific instructional design methods. He also identified nine events of instruction that should be included in every lesson: gaining attention, informing objectives, stimulating recall, presenting content, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention. The document further discusses Gagne's five categories of learning and eight conditions of learning, and outlines how his learning hierarchy can help teachers identify suitable learning types, techniques, content, and skills for their students.
Roleplaying report-131031180457-phpapp01
The document provides details on using role-playing in the classroom. It defines role-playing and discusses its application. It outlines an 8 step process for implementing role-playing that includes defining objectives, choosing roles and context, introducing the exercise, student preparation, conducting the role-play, concluding discussion, assessment, and further recommendations. It then provides an example of a teacher using role-playing to discuss the imprisonment of Japanese Americans during WWII. The teacher defines objectives, chooses roles for president and advisors, and has students volunteer to argue for or against imprisonment in the role-play.
Role playing report
Role-playing has several advantages as an educational tool according to the document. It engages both students and instructors by bringing variation, movement, and simulated real-world experiences into the classroom. This helps enliven dry course content and allows students to explore concepts in a more concrete, applied manner than purely lectures and discussions. When used properly with clear learning objectives, role-playing can effectively develop students' skills, enhance their cognitive understanding of topics, and enrich their emotional awareness by experiencing scenarios from different perspectives. However, role-playing must be tailored to the specific learning goals for a given lesson to be most effective.
ATT00001.txtATT00002.txtATT00003.txtATT00004.t.docx
ATT00001.txt
ATT00002.txt
ATT00003.txt
ATT00004.txt
ATT00005.txt
Sent from my iPhone
photo 1.JPG
photo 2.JPG
photo 3.JPG
photo 4.JPG
photo 5.JPG
6.JPG
7.JPG
8.JPG
9.JPG
10.JPG
ATT00001.txt
ATT00002.txt
ATT00003.txt
ATT00004.txt
ATT00005.txt
Sent from my iPhone
photo 1.JPG
photo 2.JPG
photo 3.JPG
photo 4.JPG
photo 5.JPG
6.JPG
7.JPG
8.JPG
9.JPG
10.JPG
11.JPG
12.JPG
13.JPG
14.JPG
15.JPG
16.JPG
17.JPG
18.JPG
19.JPG
20.JPG
21.JPG
22.JPG
23.JPG
24.JPG
25.JPG
26.JPG
27.JPG
28.JPG
29.JPG
30.JPG
ANALYZING
THE CURRICULUM
George J. Posner
Cornell University
McGraw-Hill, Inc.
New York St. Louis San Francisco Auckland Bogota
Caracas Lisbon London Madrid Mexico Milan
Montreal New Delhi Paris San Juan Singapore
Sydney Tokyo Toronto
44 PART I CURRICULUM DOCUMENTATION AND ORIGINS
an inordinate amount of space to content, then you might infer that the
planners regarded covering content to be the teacher's major responsibility.
Or, if the curriculum documents seem preoccupied with the philosophy
supporting the curriculum, then you might infer that little consensus exists
in the field and that developing a rationale to justify a set of activities was
the primary concern.
Occasionally, some limited aspect of curriculum, such as sequencing
principles, has preoccupied developers., particularly in highly structured
subject matters such as mathematics.4 Some developers have even focused
almost exclusively on non-curriculum elements that, however great their
influence on the curriculum, are not, strictly sneaking,, elements of the cur-
riculum: for example, teacher training;5 school facilities, e.g. a computer
lab; or administrative structures, e.g., team teaching.
You might be able to infer the primary planning foci by searching
through the curriculum documents for evidence that the planners were pre-
occupied with one or more of the twelve questions listed in Table 2.1 - By
noting which of the planning foci received the greatest and least attention,
you might also be able to predict potential problems arising from neglected
planning elements—i.e., neglected questions.
CURRICULUM ANALYSIS QUESTIONS
FOR CHAPTER TWO
1. Who made up the cast of characters for the development of the curricu-
lum? What were their names, with what institution were they affiliated,
and what were their respective roles in the project? Within the project
team, who represented the learners, the teachers, the subject matter, and
the milieu? Was there an obvious blind spot on the team?
2. To what social, economic, political, or educational problem was the cur-
riculum attempting to respond?
3. What planning elements dominated the curriculum development pro-
cess?
NOTES
Chapter Three
Theoretical Perspectives
on Curriculum
What have been the most significant perspectives on curriculum development in
the United States?
What would proponents of each perspective propose for the reform of today's
curriculum?
Eve ...
Special ed
This document outlines the learning outcomes, focus outcome, knowledge and skills, and Bloom's Taxonomy approach for a lesson on classifying living things. The key learning outcomes are to classify living things according to their structural features and identify patterns of similarities and differences. The focus is on describing features of living things. The lesson is broken down into three layers: Layer C involves teaching key concepts and content knowledge; Layer B builds on this through skills like analyzing and applying; Layer A involves higher-order critical thinking tasks like evaluating and creating. Examples of tasks for each layer are provided.
…Multiple intelligences describe an individual’s strengths or c
“…Multiple intelligences describe an individual’s strengths or capacities; learning styles describe an individual’s traits that relate to where and how one best learns” (Tomlinson, 2001).
This week you’ve read about the importance of getting to know your students in order to create relevant and engaging lesson plans that cater to multiple intelligences and are multimodal.
Assignment Instructions:
A. Using
SurveyMonkey (Links to an external site.)
, create a survey that has:
At least five questions based on Gardner’s theory of multiple intelligences
At least five additional questions on individual learning style inventory
A specific targeted student population grade level (elementary/ middle/ high school/adults)
Include the survey link for your peers
B. Post a minimum 150 word introduction to your survey, using at least one research-based article (cited in APA format) explaining how it will:
Evaluate students’ levels of readiness.
Use knowledge of the student's Multiple Intelligences, Learning Style Preferences, and Levels of Readiness to assist in the creation of differentiated lesson plans.
Instructor Guidance
Week 2
This week you will:
Explain the importance of readiness and its relevance to creating a differentiated classroom.
Interpret learning styles and multiple intelligences as a foundation for differentiated instruction.
Analyze classroom behavior management strategies that address diverse student populations.
Congratulations for completing the first week of class! Next, we will move on to Week Two where you will explore how to evaluate readiness prior to starting a new lesson, and its importance for preparing students for success. You will also review how learning styles influence your students’ engagement in your lesson and its impact on information retention. Finally, you will learn how to create a classroom management system that encompasses diverse student populations.
Discussion Board
The ‘Multiple Intelligence’ theory was created by Howard Gardner in 1983. With this theory, he explained that people learn using various behaviors that can be translated into ‘intelligences’; in other words, learning strengths. The behaviors we use to learn new information are not isolated but include a mix of the following: musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic (Gardner, 2011). In addition to having intelligence strengths that influence our learning, we also have preferential learning styles. Although there is no universally accepted ‘learning styles’ method or specific characteristic list, there are commonly held traits that are universally accepted that include: visual, auditory, read/write, and kinesthetic (Fleming & Mills, 1992). By discovering patterns of learning styles and intelligence preferences among your students, you c ...
Ki ds communication ladder individual activity
1. The document outlines steps for improving English communication skills through choosing an article, reading it thoroughly, summarizing it, practicing reading it aloud and getting feedback.
2. The 11 steps include selecting an interesting topic, reading the article silently and seeking help if needed, summarizing key points, recording oneself reading it, revising the summary with others, and documenting the work.
3. Following these steps at least 3 times a week will help improve English communication abilities. The document also outlines 13 steps for self-directed learning projects.
Layered Curriculum - Professional Development for teachers
As we have now fully entered the digital age and students and indeed society are becoming digitally literate and digital native's there is more pressure on teachers to make their modes of presentation "entertaining".
We, the teachers of tomorrow's leaders must approach teaching with enthusiasm, zest and with a wide variety or teaching methodologies.
This presentation will briefly cover what options layered curriculum can offer the everyday classroom teacher.
In addition to what it can offer, various other influencing factors such as Educational Psychology and Bloom's Taxonomy will also be covered.
From all of us at UNSW School of Education.
Keep Teaching & Keep teaching well!
Bloom’s Taxonomy: Texonomical Levels of Learning Objectives.pptx
Texonomical levels of cognitive domain
objectives
The document discusses behavioral objectives and their importance in teaching. It defines objectives as statements that indicate the purpose or goals of an undertaking. There are three domains of objectives: cognitive, affective, and psychomotor. When writing objectives, there are five essential rules to follow: 1) describe the expected student behavior, 2) use an outcome verb, 3) describe criteria for acceptable performance, 4) specify conditions of performance, and 5) measure one outcome verb per objective. Objectives help guide lesson planning, materials selection, and assessment. The cognitive domain involves six levels of learning objectives from simple knowledge to more complex synthesis and evaluation.
Psych 550 week 3 dq 1
This document contains information about the PSYCH 550 course which examines various topics related to learning and memory. It includes discussions of concepts like classical and operant conditioning, different types of memory, and factors that influence learning and memory. Assignments described involve papers and presentations analyzing topics such as habituation, reinforcement, verbal learning, encoding and retrieval processes, and individual differences in learning. Links are provided for additional course tutorials and resources.
Psycology: Learning , memory and forgetting.
The document outlines 13 learning objectives related to learning, memory, and forgetting. It defines learning as a complex and enduring change in behavior resulting from practice or experience. It discusses theories of learning like classical conditioning and principles of reinforcement. It also covers social learning concepts, modeling processes, and factors that facilitate learning. Finally, it defines memory and outlines objectives related to memory stages, long-term memory, forgetting, and ways to improve memory.
1-190529131328.doc
This document is a daily lesson log for an English class focusing on logical connectors. The objectives are for students to demonstrate understanding of African literature and compose an informative speech. The content covers different types of logical connectors like additive, exemplification, and reference. Procedures include reviewing connectors, examples and practice identifying them in sentences. Assessment has students writing paragraphs using the connectors. The reflection notes student performance and ways to improve teaching strategies.
Psych 550 week 5 dq 1
This document contains information about the PSYCH 550 course, including assignments on topics like learning, memory, classical conditioning, and more. It asks about the concepts of working memory, short-term memory, and long-term memory, and requests examples to support explanations of each. It also provides a link to the full course guide.
Outcomes
This document discusses instructional outcomes and how to write them effectively. It provides examples of poor and improved instructional outcomes. There are three key types of learning that can be encompassed by outcomes: knowledge and understanding, skills, and dispositions. Knowledge outcomes focus on recall and terms, skills outcomes involve verbs like compare and contrast, and dispositions are assessed through reflections and portfolios. The document also discusses aligning instructional outcomes to Pennsylvania's Common Core standards.
DIRW 0310READING ANALYSISDue Dates See Course SyllabusO.docx
DIRW 0310
READING ANALYSIS
Due Dates: See Course Syllabus
Objective: The goal of this project is to expose you to a variety of different writing styles and assist you in developing proficient reading and writing skills, while breaking up the monotony that comes from exclusively reading textbooks. By reading articles, you will indirectly be exposed to domestic and foreign events, the world of entertainment and sports, practical how-to articles, and products on the market, among many other interesting things.
Instructions: Throughout the semester, you will be required to critically read and analyze selected readings. You will then write an analysis of the reading selection, which must contain the following information (organize your analysis in this order and use the provided template):
1. First, read and annotate the reading selection. Be sure to note any main ideas and supporting details. Mark any new vocabulary words.
2. Complete the STRAP mnemonic (see template for what STRAP is)
3. Create a graphic organizer
4. Using the Template, type up your assignment using MLA format. The template can be found in the folder with this assignment. The analysis must include the following elements:
a. Create a graphic organizer that matches the organization/structure of the text
b. Type the STRAP information
c. Type a one page, two paragraph (250+ word) summary of the reading written in 3rd person - you must include:
i. The first paragraph is a discussion of the audience, the author's primary purpose, and tone (who or what and which details from the reading support your answers)
ii. The second paragraph is a synopsis of the main idea and key details
d. Type a three quarter page (200+ word) personal response written in 1st person to the reading. Consider the following:
i. Connection to text, self, and/or world
e. Type up Three EASY vocabulary words from new vocabulary terms used in the reading
f. Type an MLA Works Cited entry for the reading
5. Save the document in the following format
a. Last Name-First Name-Class-Assignment Name
b. Example: Doe-John-DIRW 0310 71001-Reading Analysis-LitNar
You must turn in your analyses on time (see course agenda) and format them correctly in MLA style! Type them in Arial 12-point standard font, double-spaced with one-inch margins. Refer to the sample student analysis on Blackboard for exact formatting details. No late work will be accepted.
Assessment: Your work will be evaluated based on completeness of the assignment and quality of the written analyses. You will be graded on the following:
· Annotations, STRAP, and graphic organizer 15 %
· Summary (250+ words) 35 %
· Response (200+ words) 30 %
· Three EASY Vocabulary 15 %
· MLA Works Cited entry 5 %
Your instructor will choose a reading selection for this class assignment.
1) How would you define statistics? How is statistics used in business decision making? Statistics is accurately defined as the study of the analysis, data coll.
Assessment 2......
Instructional objectives are specific statements that describe the expected learner behaviors or outcomes after completing instruction. They guide both teaching and learning by communicating the intended goals and providing assessment guidelines. Objectives should be stated in terms of observable learner performance rather than content, process, or teacher actions. Common frameworks for writing objectives include Bloom's Taxonomy, which categorizes objectives according to cognitive, affective, and psychomotor domains, and methods developed by Mager and Gronlund that specify the expected performance, conditions, and standards of the objective.
DLL for English 9 Q4.docx
This document contains a daily lesson log for an English class in Grade 9. Over the course of a week, the teacher planned lessons on parts of speech, reading comprehension, and modals. On Mondays, the class reviewed sentence parts and structure. Tuesdays included a reading comprehension test to assess students. The rest of the week focused on identifying modals and their functions. For each lesson, the log outlines objectives, learning resources, teaching procedures, and plans for student assessment and enrichment activities.
Specification of objectives by Dr.Shazia Zamir
This document discusses different levels and domains of objectives for learning. It describes three main domains: cognitive, affective, and psychomotor. The cognitive domain involves thinking skills and is divided into six levels according to Bloom's taxonomy - remembering, understanding, applying, analyzing, evaluating, and creating. Similar levels exist for the affective domain involving attitudes or emotional areas, and the psychomotor domain involving physical skills. Specific verbs and examples are provided to distinguish the different levels within each domain.
Testing and Taxonomy of Educational Objective
It is a seminar paper deliverd in 2011 to the members of staff of Esther international Memorial College in Ogus State
Similar to CBSE Class 11 Psychology - Learning.pdf (20)
ATT00001.txtATT00002.txtATT00003.txtATT00004.t.docx
ATT00001.txtATT00002.txtATT00003.txtATT00004.t.docx
…Multiple intelligences describe an individual’s strengths or c
…Multiple intelligences describe an individual’s strengths or c
Layered Curriculum - Professional Development for teachers
Layered Curriculum - Professional Development for teachers
Bloom’s Taxonomy: Texonomical Levels of Learning Objectives.pptx
Bloom’s Taxonomy: Texonomical Levels of Learning Objectives.pptx
DIRW 0310READING ANALYSISDue Dates See Course SyllabusO.docx
DIRW 0310READING ANALYSISDue Dates See Course SyllabusO.docx
Recently uploaded
Pharmacology of 5-hydroxytryptamine and Antagonist
5-hydroxytryptamine or 5-HT or Serotonin is a neurotransmitter that serves a range of roles in the human body. It is sometimes referred to as the happy chemical since it promotes overall well-being and happiness.
It is mostly found in the brain, intestines, and blood platelets.
5-HT is utilised to transport messages between nerve cells, is known to be involved in smooth muscle contraction, and adds to overall well-being and pleasure, among other benefits. 5-HT regulates the body's sleep-wake cycles and internal clock by acting as a precursor to melatonin.
It is hypothesised to regulate hunger, emotions, motor, cognitive, and autonomic processes.
Cervical Disc Arthroplasty ORSI 2024.pptx
Indication and installation of a mobile cervical disc prosthesis. Benefits of the PRODISC C VIVO mobile disc prosthesis (Centinel Spine)
Ageing, the Elderly, Gerontology and Public Health
Challenges associated with ageing from a public health perspective
Post-Menstrual Smell- When to Suspect Vaginitis.pptx
Do you have abnormal smell after periods? It may be vaginitis. Do not worry, herbal medicine Fuyan Pill can help you get a cure.
Histololgy of Female Reproductive System.pptx
Dive into an in-depth exploration of the histological structure of female reproductive system with this comprehensive lecture. Presented by Dr. Ayesha Irfan, Assistant Professor of Anatomy, this presentation covers the Gross anatomy and functional histology of the female reproductive organs. Ideal for students, educators, and anyone interested in medical science, this lecture provides clear explanations, detailed diagrams, and valuable insights into female reproductive system. Enhance your knowledge and understanding of this essential aspect of human biology.
Medical Quiz ( Online Quiz for API Meet 2024 ).pdf
This quiz was conducted as a promotional event for the 2024 Annual Meet of Kerala Chapter of API.
More than 20 participants took part everyday !
What are the different types of Dental implants.
Are you looking for a long-lasting solution to your missing tooth?
Dental implants are the most common type of method for replacing the missing tooth. Unlike dentures or bridges, implants are surgically placed in the jawbone. In layman’s terms, a dental implant is similar to the natural root of the tooth. It offers a stable foundation for the artificial tooth giving it the look, feel, and function similar to the natural tooth.
Pollen and Fungal allergy: aeroallergy.pdf
Pollen and Fungal allergy: aeroallergy.pdfChulalongkorn Allergy and Clinical Immunology Research Group
Pollen and Fungal allergy
Presented by Chaloemchai Chumsaengchotsakul, MD.
June 14, 2024Travel Clinic Cardiff: Health Advice for International Travelers
Travel Clinic Cardiff offers comprehensive travel health services, including vaccinations, travel advice, and preventive care for international travelers. Our expert team ensures you are well-prepared and protected for your journey, providing personalized consultations tailored to your destination. Conveniently located in Cardiff, we help you travel with confidence and peace of mind. Visit us: www.nxhealthcare.co.uk
Osvaldo Bernardo Muchanga-GASTROINTESTINAL INFECTIONS AND GASTRITIS-2024.pdf
Osvaldo Bernardo Muchanga-GASTROINTESTINAL INFECTIONS AND GASTRITIS-2024.pdfOsvaldo Bernardo Muchanga
GASTROINTESTINAL INFECTIONS AND GASTRITIS
Osvaldo Bernardo Muchanga
Gastrointestinal Infections
GASTROINTESTINAL INFECTIONS result from the ingestion of pathogens that cause infections at the level of this tract, generally being transmitted by food, water and hands contaminated by microorganisms such as E. coli, Salmonella, Shigella, Vibrio cholerae, Campylobacter, Staphylococcus, Rotavirus among others that are generally contained in feces, thus configuring a FECAL-ORAL type of transmission.
Among the factors that lead to the occurrence of gastrointestinal infections are the hygienic and sanitary deficiencies that characterize our markets and other places where raw or cooked food is sold, poor environmental sanitation in communities, deficiencies in water treatment (or in the process of its plumbing), risky hygienic-sanitary habits (not washing hands after major and/or minor needs), among others.
These are generally consequences (signs and symptoms) resulting from gastrointestinal infections: diarrhea, vomiting, fever and malaise, among others.
The treatment consists of replacing lost liquids and electrolytes (drinking drinking water and other recommended liquids, including consumption of juicy fruits such as papayas, apples, pears, among others that contain water in their composition).
To prevent this, it is necessary to promote health education, improve the hygienic-sanitary conditions of markets and communities in general as a way of promoting, preserving and prolonging PUBLIC HEALTH.
Gastritis and Gastric Health
Gastric Health is one of the most relevant concerns in human health, with gastrointestinal infections being among the main illnesses that affect humans.
Among gastric problems, we have GASTRITIS AND GASTRIC ULCERS as the main public health problems. Gastritis and gastric ulcers normally result from inflammation and corrosion of the walls of the stomach (gastric mucosa) and are generally associated (caused) by the bacterium Helicobacter pylor, which, according to the literature, this bacterium settles on these walls (of the stomach) and starts to release urease that ends up altering the normal pH of the stomach (acid), which leads to inflammation and corrosion of the mucous membranes and consequent gastritis or ulcers, respectively.
In addition to bacterial infections, gastritis and gastric ulcers are associated with several factors, with emphasis on prolonged fasting, chemical substances including drugs, alcohol, foods with strong seasonings including chilli, which ends up causing inflammation of the stomach walls and/or corrosion. of the same, resulting in the appearance of wounds and consequent gastritis or ulcers, respectively.
Among patients with gastritis and/or ulcers, one of the dilemmas is associated with the foods to consume in order to minimize the sensation of pain and discomfort. STUDIES IN SUPPORT OF SPECIAL POPULATIONS: GERIATRICS E7
Unit 4: MRA 103T Regulatory affairs
This guideline is directed principally toward new Molecular Entities that are
likely to have significant use in the elderly, either because the disease intended
to be treated is characteristically a disease of aging ( e.g., Alzheimer's disease) or
because the population to be treated is known to include substantial numbers of
geriatric patients (e.g., hypertension).
Know the difference between Endodontics and Orthodontics.
Your smile is beautiful.
Let’s be honest. Maintaining that beautiful smile is not an easy task. It is more than brushing and flossing. Sometimes, you might encounter dental issues that need special dental care. These issues can range anywhere from misalignment of the jaw to pain in the root of teeth.
Pune Call Girls 7339748667 AVAILABLE HOT GIRLS AUNTY BOOK NOW
Pune Call Girls 7339748667 AVAILABLE HOT GIRLS AUNTY BOOK NOW
Foundation of Yoga, YCB Level-3, Unit-1
Unit -1 of Yoga certification board, level 3, all topics covered. An exam conducted by ministry of Ayush for yoga enthusiastic students.
Breast cancer: Post menopausal endocrine therapy
Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
Diagnosis and Staging
The diagnosis of HR+ breast cancer begins with clinical evaluation, imaging, and biopsy. Imaging modalities such as mammography, ultrasound, and MRI help in assessing the extent of the disease. Histopathological examination and immunohistochemical staining of the biopsy sample confirm the diagnosis and hormone receptor status by identifying the presence of estrogen receptors (ER) and progesterone receptors (PR) on the tumor cells.
Staging involves determining the size of the tumor (T), the involvement of regional lymph nodes (N), and the presence of distant metastasis (M). The American Joint Committee on Cancer (AJCC) staging system is commonly used. Accurate staging is critical as it guides treatment decisions.
Treatment Options
Endocrine Therapy
Endocrine therapy is the cornerstone of treatment for HR+ breast cancer in postmenopausal women. The primary goal is to reduce the levels of estrogen or block its effects on cancer cells. Commonly used agents include:
Selective Estrogen Receptor Modulators (SERMs): Tamoxifen is a SERM that binds to estrogen receptors, blocking estrogen from stimulating breast cancer cells. It is effective but may have side effects such as increased risk of endometrial cancer and thromboembolic events.
Aromatase Inhibitors (AIs): These drugs, including anastrozole, letrozole, and exemestane, lower estrogen levels by inhibiting the aromatase enzyme, which converts androgens to estrogen in peripheral tissues. AIs are generally preferred in postmenopausal women due to their efficacy and safety profile compared to tamoxifen.
Selective Estrogen Receptor Downregulators (SERDs): Fulvestrant is a SERD that degrades estrogen receptors and is used in cases where resistance to other endocrine therapies develops.
Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
Endocrine Therapy with CDK4/6 Inhibitors: Palbociclib, ribociclib, and abemaciclib are CDK4/6 inhibitors that, when combined with endocrine therapy, significantly improve progression-free survival in advanced HR+ breast cancer.
Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
Chemotherapy
Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
Giloy in Ayurveda - Classical Categorization and Synonyms
Giloy, also known as Guduchi or Amrita in classical Ayurvedic texts, is a revered herb renowned for its myriad health benefits. It is categorized as a Rasayana, meaning it has rejuvenating properties that enhance vitality and longevity. Giloy is celebrated for its ability to boost the immune system, detoxify the body, and promote overall wellness. Its anti-inflammatory, antipyretic, and antioxidant properties make it a staple in managing conditions like fever, diabetes, and stress. The versatility and efficacy of Giloy in supporting health naturally highlight its importance in Ayurveda. At Planet Ayurveda, we provide a comprehensive range of health services and 100% herbal supplements that harness the power of natural ingredients like Giloy. Our products are globally available and affordable, ensuring that everyone can benefit from the ancient wisdom of Ayurveda. If you or your loved ones are dealing with health issues, contact Planet Ayurveda at 01725214040 to book an online video consultation with our professional doctors. Let us help you achieve optimal health and wellness naturally.
What is Obesity? How to overcome Obesity?
Obesity is a chronic complex disease defined by excessive fat deposits that can impair health.
Demystifying Fallopian Tube Blockage- Grading the Differences and Implication...
Fallopian tube blockage may cause female infertility. For treatment, herbal medicine Fuyan Pill can be a solution.
NAVIGATING THE HORIZONS OF TIME LAPSE EMBRYO MONITORING.pdf
Time-lapse embryo monitoring is an advanced imaging technique used in IVF to continuously observe embryo development. It captures high-resolution images at regular intervals, allowing embryologists to select the most viable embryos for transfer based on detailed growth patterns. This technology enhances embryo selection, potentially increasing pregnancy success rates.
Recently uploaded (20)
Pharmacology of 5-hydroxytryptamine and Antagonist
Pharmacology of 5-hydroxytryptamine and Antagonist
Ageing, the Elderly, Gerontology and Public Health
Ageing, the Elderly, Gerontology and Public Health
Post-Menstrual Smell- When to Suspect Vaginitis.pptx
Post-Menstrual Smell- When to Suspect Vaginitis.pptx
Medical Quiz ( Online Quiz for API Meet 2024 ).pdf
Medical Quiz ( Online Quiz for API Meet 2024 ).pdf
Travel Clinic Cardiff: Health Advice for International Travelers
Travel Clinic Cardiff: Health Advice for International Travelers
Osvaldo Bernardo Muchanga-GASTROINTESTINAL INFECTIONS AND GASTRITIS-2024.pdf
Osvaldo Bernardo Muchanga-GASTROINTESTINAL INFECTIONS AND GASTRITIS-2024.pdf
STUDIES IN SUPPORT OF SPECIAL POPULATIONS: GERIATRICS E7
STUDIES IN SUPPORT OF SPECIAL POPULATIONS: GERIATRICS E7
Know the difference between Endodontics and Orthodontics.
Know the difference between Endodontics and Orthodontics.
Pune Call Girls 7339748667 AVAILABLE HOT GIRLS AUNTY BOOK NOW
Pune Call Girls 7339748667 AVAILABLE HOT GIRLS AUNTY BOOK NOW
Giloy in Ayurveda - Classical Categorization and Synonyms
Giloy in Ayurveda - Classical Categorization and Synonyms
Demystifying Fallopian Tube Blockage- Grading the Differences and Implication...
Demystifying Fallopian Tube Blockage- Grading the Differences and Implication...
NAVIGATING THE HORIZONS OF TIME LAPSE EMBRYO MONITORING.pdf
NAVIGATING THE HORIZONS OF TIME LAPSE EMBRYO MONITORING.pdf
CBSE Class 11 Psychology - Learning.pdf
- 1. ASSIGNMENT CLASS-XI SUBJECT-PSYCHOLOGY LESSON- LEARNING 1. Define the term ‘learning’. 2. Name different types of learning. 3. Write short note on classical conditioning. 4. What are the determinants of classical conditioning? 5. Write short note on Operant conditioning. 6. What are the determinants of Operant conditioning? 7. Differentiate between classical and operant conditioning. 8. Write short notes on: (a) Reinforcement (b) Extinction (c) Generalization and discrimination (d) Spontaneous recovery (e) Observational learning (f) Insight learning (g) Latent learning 9. Define the term ‘verbal learning’. What are the determinants of verbal learning? 10. Define the term ‘skill’. Explain the phases of skill acquisition. 11. Discuss the factors facilitating learning. 1 Downloaded from www.studiestoday.com Downloaded from www.studiestoday.com w w w . s t u d i e s t o d a y . c o m
- 2. 12. Define the term ‘learning style’. Explain the three approaches to understand learning style. 13. Define the term ‘learning disability’. 14. Explain the symptoms of learning disability. 15. Differentiate between relational style and analytical style. 16. Name the psychologists associated with these: (a) Classical conditioning (b) Operant conditioning (c) Observational learning (d) Insight learning (e) Latent learning (f) Skill acquisition (g) Category clustering 2 Downloaded from www.studiestoday.com Downloaded from www.studiestoday.com w w w . s t u d i e s t o d a y . c o m