Cert prportional thinking
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This certificate confirms that Hafiz Muhammad Arslan completed the Mathnasium Teaching Constructs - Proportional Thinking v01 course as part of the Mathnasium University® Instructor Certification Training Program. The certificate was issued by Nada El Houri, the Center Director of the UAE Center, on November 28, 2016.
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Cert Counting
This certificate confirms that Hafiz Muhammad Arslan completed the Mathnasium Teaching Constructs - Counting v01 course as part of the Mathnasium University® Instructor Certification Training Program. The certificate was issued by Nada El Houri, the Center Director of the UAE Center, on November 23, 2016.
Cert Wholes and Parts
This certificate confirms that Hafiz Muhammad Arslan completed the Mathnasium Teaching Constructs - Wholes and Parts v01 course as part of the Mathnasium University® Instructor Certification Training Program. The certificate was issued by Nada El Houri, the Center Director of the UAE Center, and was signed by Larry Martinek, the Chief Instructional Officer, on November 21, 2016.
Diagnoste students skills gaps_Cert 1
This certificate confirms that Hafiz Muhammad Arslan completed a training program module called "RIGHT MATERIALS: Diagnose Student Skill Gaps (Stage 1)" as part of Mathnasium University's Instructor Certification Training Program. The certificate was issued by the center director of the UAE center on July 04, 2016.
Transfer of Learning
Transfer of learning is the dependency of human conduct, learning, or performance on prior experience
Mastery learning
Mastery learning is an instructional strategy that breaks topics into small chunks and allows students to learn at their own pace until they achieve mastery of the material. It assumes that with systematic instruction, help for learning difficulties, and sufficient time, most students can master what is taught. Key characteristics include breaking topics into small learning segments, presenting clear objectives, individualized attention, self-pacing, criterion-referenced tests, and formative evaluation focused on the mastery process rather than just content coverage. The approach specifies behavioral objectives, uses self-assessment questions, and requires students to demonstrate mastery of one unit before advancing to the next.
Mastery learning IN EDUCATION sunum (1)
Bloom proposed mastery learning as a way to increase student success rates. Under traditional teaching, only 15-20% of students learn to the expected level, but Bloom believed that sensitively meeting student needs could help whole classrooms master topics. He identified three key variables that influence learning outcomes: cognitive and affective entry behaviors, and quality of instruction through cues, participation, reinforcement, and feedback. Using mastery learning strategies, 90-95% of students typically reach 80-95% mastery compared to just the top 15-20% under traditional methods.
Mastery learning
Mastery learning is an educational approach that breaks content into units with clear objectives. Students must demonstrate mastery of content at a high level, typically 80%, before advancing to new material. It is based on the work of Benjamin Bloom, who found that with adequate time and instruction, most students could achieve high levels of learning. Mastery learning contrasts with traditional pacing by regularly assessing students and providing remediation until objectives are met before students advance. Research shows mastery learning leads to 5 months of additional learning per year compared to traditional methods, though effects vary widely by implementation.
My Adult Education Philosophy
Tseliso Ncheke believes in a learner-centered philosophy of adult education that emphasizes self-directed learning and empowerment. Their approach focuses on drawing out the experiences and knowledge that learners already possess, and helping them develop critical thinking skills to analyze issues and make informed decisions. They strive to create a safe, participatory learning environment where learners feel comfortable sharing views and experiences. The goal is for learners to take responsibility for their own learning and development, rather than relying on the educator.
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This certificate confirms that Hafiz Muhammad Arslan completed the Mathnasium Teaching Constructs - Counting v01 course as part of the Mathnasium University® Instructor Certification Training Program. The certificate was issued by Nada El Houri, the Center Director of the UAE Center, on November 23, 2016.
Cert Wholes and Parts
This certificate confirms that Hafiz Muhammad Arslan completed the Mathnasium Teaching Constructs - Wholes and Parts v01 course as part of the Mathnasium University® Instructor Certification Training Program. The certificate was issued by Nada El Houri, the Center Director of the UAE Center, and was signed by Larry Martinek, the Chief Instructional Officer, on November 21, 2016.
Diagnoste students skills gaps_Cert 1
This certificate confirms that Hafiz Muhammad Arslan completed a training program module called "RIGHT MATERIALS: Diagnose Student Skill Gaps (Stage 1)" as part of Mathnasium University's Instructor Certification Training Program. The certificate was issued by the center director of the UAE center on July 04, 2016.
Transfer of Learning
Transfer of learning is the dependency of human conduct, learning, or performance on prior experience
Mastery learning
Mastery learning is an instructional strategy that breaks topics into small chunks and allows students to learn at their own pace until they achieve mastery of the material. It assumes that with systematic instruction, help for learning difficulties, and sufficient time, most students can master what is taught. Key characteristics include breaking topics into small learning segments, presenting clear objectives, individualized attention, self-pacing, criterion-referenced tests, and formative evaluation focused on the mastery process rather than just content coverage. The approach specifies behavioral objectives, uses self-assessment questions, and requires students to demonstrate mastery of one unit before advancing to the next.
Mastery learning IN EDUCATION sunum (1)
Bloom proposed mastery learning as a way to increase student success rates. Under traditional teaching, only 15-20% of students learn to the expected level, but Bloom believed that sensitively meeting student needs could help whole classrooms master topics. He identified three key variables that influence learning outcomes: cognitive and affective entry behaviors, and quality of instruction through cues, participation, reinforcement, and feedback. Using mastery learning strategies, 90-95% of students typically reach 80-95% mastery compared to just the top 15-20% under traditional methods.
Mastery learning
Mastery learning is an educational approach that breaks content into units with clear objectives. Students must demonstrate mastery of content at a high level, typically 80%, before advancing to new material. It is based on the work of Benjamin Bloom, who found that with adequate time and instruction, most students could achieve high levels of learning. Mastery learning contrasts with traditional pacing by regularly assessing students and providing remediation until objectives are met before students advance. Research shows mastery learning leads to 5 months of additional learning per year compared to traditional methods, though effects vary widely by implementation.
My Adult Education Philosophy
Tseliso Ncheke believes in a learner-centered philosophy of adult education that emphasizes self-directed learning and empowerment. Their approach focuses on drawing out the experiences and knowledge that learners already possess, and helping them develop critical thinking skills to analyze issues and make informed decisions. They strive to create a safe, participatory learning environment where learners feel comfortable sharing views and experiences. The goal is for learners to take responsibility for their own learning and development, rather than relying on the educator.
Mastery objectives 2
The document defines the term "mastery objective" and discusses its key attributes. It contrasts mastery objective thinking with other types of thinking like coverage, activity, and involvement thinking. A mastery objective should specify what a student will know and be able to do, use observable and measurable language, and be aligned with curricular standards. It also provides examples of well-written mastery objectives.
Mastery Learning by Reymart Bargamento
Mastery learning is an educational strategy that individualizes instruction to allow students to progress at their own pace until they achieve mastery of the material. It has its roots in programs from the 1920s. The key principles are breaking learning into tasks, sequencing tasks properly, giving formative assessments, and providing correctives. The process involves a preparatory phase where the teacher selects appropriate material and an instructional phase where material is presented and students are assessed diagnostically, formatively, and summatively to guide instruction and determine mastery.
Teaching &learning process
Teaching and learning are interconnected processes that are crucial to curriculum development and implementation. Teaching involves stimulating and guiding learners, while learning is demonstrated through observable changes in behavior. Effective teaching is goal-oriented, considers learners' needs and styles, and involves planning, implementing, and evaluating lessons. It should match learners' cognitive and behavioral processes to facilitate meaningful learning.
Teaching Methods
Teaching methods refer to the general principles, pedagogy, and management strategies used for classroom instruction. Concept mapping is a structured conceptualization technique that allows students to visualize connections between ideas. It can be used by groups to develop conceptual frameworks to guide evaluation or planning. The purpose of concept mapping is to help students develop understanding of a body of knowledge, explore new information and relationships, access prior knowledge, gather and share new knowledge, and design structures or processes.
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Demonstration is a teaching method used to show clear examples through experiments in order to help students connect theories to practice. The teacher acts as a facilitator during demonstrations to help students understand how theories apply. Effective demonstrations involve visualization and verbalization.
The document then discusses a specific planned demonstration by students at Queen of Angels Learning Center on October 9, 2014. In preparation, the students used discussion strategies and a 4A's learning plan focused on discovery learning and student-centered activities to analyze questions under teacher facilitation. Their draft plan was reviewed and revised based on feedback to include more higher-order thinking skills activities.
Mastery learning
Mastery learning is an educational theory developed by Benjamin Bloom which proposes that students must master a topic before moving on. It is assessed through formative tests and students receive corrective activities if they do not master a topic or enrichment activities if they do. The goal is to help all students achieve a level of mastery of the material before moving to new topics.
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Taxonomy
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Angela peterson mastery learning final project
Mastery learning is an instructional strategy that aims for all students to achieve lesson objectives with appropriate instruction and time. It combines tutoring and individualized instruction in a group format. The concept was introduced by John Carroll and fully developed by Benjamin Bloom, who found that nearly all students are capable of learning the same material to the same level of difficulty given sufficient time and quality instruction. Mastery learning involves formative assessments, individualized instruction, and ensuring students master basic material before moving to new topics through a cycle of review, instruction, practice, and feedback.
Mastery learning models ppt
the quality of learning or teaching is examined by degree of learning excellence. style of learning is different at different stages of life. This model deals with how the learer will acheave mastery but in this key role is played by the teacher i.e. the teaching style and the instructions. here the model is explained with different researches conducted.
Teaching and Learning Approaches chart (Bray, 2018)
For details: https://bit.ly/TLapproaches - Barbara Bray worked with focus groups from all over the world on this chart. Teachers had questions about missing Whole Class on the PDI (Personalization vs. Differentiation vs. Individualization) chart. They wanted to know why Personalization was first, what was the difference between personal and personalization, and much more.
Bray is sharing this chart so teachers are able to identify the different teaching and learning approaches that may be used in an activity, lesson, or project. Some teachers use this with a lesson and circle what areas they are addressing or not addressing for their own professional learning.
Please let Barbara know how this is working for you and your learners and leave a comment here or share on social media.
You can reach Barbara at barbara.bray@gmail.com and on her website: https://barbarabray.net and use her Twitter handle @bbray27
Check out the post that provides more details about the chart: https://barbarabray.net/2018/05/22/teaching-and-learning-approaches-chart-v1/
All comments are welcome!!
Buku pembelajaran hots.2018
This document provides the rationale and background for developing a teaching guide focused on higher-order thinking skills (HOTS). It notes the important role of teachers in determining student success and improving education quality. The implementation of the 2013 curriculum is aimed at integrating character education and developing 21st century skills like critical thinking, creativity, collaboration and communication. However, national exam results revealed students had difficulty with higher-order thinking questions. The government aims to cultivate competencies like these through HOTS-oriented learning. This guide is intended to help teachers improve learning quality by designing lessons focused on higher-order skills, in line with curriculum and government policy objectives.
Presentation1 modular approach by Khalid
Modular teaching involves breaking course content into discrete, self-contained units called modules. Modules cover a single or group of related learning objectives and include varied learning activities, self-assessment, and an evaluation component. Modules allow students to learn at their own pace and receive immediate feedback. Some key advantages include flexibility, self-paced learning, and assessing mastery of individual objectives rather than overall grades. While effective for many students, modular teaching requires appropriate resources and may not be suitable for all learners.
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The document appears to be an answer key for a SAT practice test from 2003-2004. It would provide correct answers and explanations for the multiple choice and essay questions included on a sample SAT exam from that year. The answer key allows students to check their work and review explanations for questions they may have answered incorrectly in order to identify areas for improvement.
SAT practice test A
This document is a practice test for the SAT exam, consisting of 18 sections that students can use to prepare for the different parts of the SAT, including the Reading, Writing and Language, and Math sections. It provides sample questions and passages for students to work through as a way to familiarize themselves with the format, timing, and content of the actual SAT.
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This document is a SAT practice test from 2013-2014. It contains sample questions and sections to help students prepare for the SAT exam, including practice versions of the Reading, Writing and Language, and Math sections. The practice test allows students to experience taking an actual SAT under testing conditions.
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This document is a practice test for the SAT from 2007-2008. It contains sample questions across 13 pages to help students prepare for the different sections of the SAT, including critical reading, math, and writing. The practice test provides examples of the types of multiple choice and essay questions students may encounter on the actual SAT exam.
SAT practice test 2004 05 qp
This document is a practice test for the SAT from 2004-2005, containing sample questions across 14 pages to help students prepare for the actual SAT exam. It provides examples of different types of questions in reading, writing, and math to familiarize students with the format and content of the SAT.
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Mastery objectives 2
The document defines the term "mastery objective" and discusses its key attributes. It contrasts mastery objective thinking with other types of thinking like coverage, activity, and involvement thinking. A mastery objective should specify what a student will know and be able to do, use observable and measurable language, and be aligned with curricular standards. It also provides examples of well-written mastery objectives.
Mastery Learning by Reymart Bargamento
Mastery learning is an educational strategy that individualizes instruction to allow students to progress at their own pace until they achieve mastery of the material. It has its roots in programs from the 1920s. The key principles are breaking learning into tasks, sequencing tasks properly, giving formative assessments, and providing correctives. The process involves a preparatory phase where the teacher selects appropriate material and an instructional phase where material is presented and students are assessed diagnostically, formatively, and summatively to guide instruction and determine mastery.
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Teaching and learning are interconnected processes that are crucial to curriculum development and implementation. Teaching involves stimulating and guiding learners, while learning is demonstrated through observable changes in behavior. Effective teaching is goal-oriented, considers learners' needs and styles, and involves planning, implementing, and evaluating lessons. It should match learners' cognitive and behavioral processes to facilitate meaningful learning.
Teaching Methods
Teaching methods refer to the general principles, pedagogy, and management strategies used for classroom instruction. Concept mapping is a structured conceptualization technique that allows students to visualize connections between ideas. It can be used by groups to develop conceptual frameworks to guide evaluation or planning. The purpose of concept mapping is to help students develop understanding of a body of knowledge, explore new information and relationships, access prior knowledge, gather and share new knowledge, and design structures or processes.
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Demonstration is a teaching method used to show clear examples through experiments in order to help students connect theories to practice. The teacher acts as a facilitator during demonstrations to help students understand how theories apply. Effective demonstrations involve visualization and verbalization.
The document then discusses a specific planned demonstration by students at Queen of Angels Learning Center on October 9, 2014. In preparation, the students used discussion strategies and a 4A's learning plan focused on discovery learning and student-centered activities to analyze questions under teacher facilitation. Their draft plan was reviewed and revised based on feedback to include more higher-order thinking skills activities.
Mastery learning
Mastery learning is an educational theory developed by Benjamin Bloom which proposes that students must master a topic before moving on. It is assessed through formative tests and students receive corrective activities if they do not master a topic or enrichment activities if they do. The goal is to help all students achieve a level of mastery of the material before moving to new topics.
Academic coaching
The document reviews the Academic Coach Program at Auburn Girls High School from 2013. It discusses establishing the program with baseline student data collection in reading comprehension and establishing literacy goals. It describes the academic coaching strategies used, which include individual student meetings, learning plans, parental interviews, and preparing students for standardized tests. It provides outcomes of the program including stronger student engagement in literacy and numeracy and improved student outcomes on standardized tests.
Taxonomy
The document discusses Benjamin Bloom's taxonomy of educational objectives. It begins with an introduction to Bloom and his development of the taxonomy in 1956 to describe different levels of learning outcomes. It then defines the taxonomy, which includes six levels of cognition from simple recall to more complex evaluation. The levels progress from knowledge, comprehension, application, analysis, synthesis, to evaluation. The document also discusses learning domains, including cognitive, affective, and psychomotor. It concludes that the taxonomy is useful for guiding student learning and ensuring different levels are achieved.
Angela peterson mastery learning final project
Mastery learning is an instructional strategy that aims for all students to achieve lesson objectives with appropriate instruction and time. It combines tutoring and individualized instruction in a group format. The concept was introduced by John Carroll and fully developed by Benjamin Bloom, who found that nearly all students are capable of learning the same material to the same level of difficulty given sufficient time and quality instruction. Mastery learning involves formative assessments, individualized instruction, and ensuring students master basic material before moving to new topics through a cycle of review, instruction, practice, and feedback.
Mastery learning models ppt
the quality of learning or teaching is examined by degree of learning excellence. style of learning is different at different stages of life. This model deals with how the learer will acheave mastery but in this key role is played by the teacher i.e. the teaching style and the instructions. here the model is explained with different researches conducted.
Teaching and Learning Approaches chart (Bray, 2018)
For details: https://bit.ly/TLapproaches - Barbara Bray worked with focus groups from all over the world on this chart. Teachers had questions about missing Whole Class on the PDI (Personalization vs. Differentiation vs. Individualization) chart. They wanted to know why Personalization was first, what was the difference between personal and personalization, and much more.
Bray is sharing this chart so teachers are able to identify the different teaching and learning approaches that may be used in an activity, lesson, or project. Some teachers use this with a lesson and circle what areas they are addressing or not addressing for their own professional learning.
Please let Barbara know how this is working for you and your learners and leave a comment here or share on social media.
You can reach Barbara at barbara.bray@gmail.com and on her website: https://barbarabray.net and use her Twitter handle @bbray27
Check out the post that provides more details about the chart: https://barbarabray.net/2018/05/22/teaching-and-learning-approaches-chart-v1/
All comments are welcome!!
Buku pembelajaran hots.2018
This document provides the rationale and background for developing a teaching guide focused on higher-order thinking skills (HOTS). It notes the important role of teachers in determining student success and improving education quality. The implementation of the 2013 curriculum is aimed at integrating character education and developing 21st century skills like critical thinking, creativity, collaboration and communication. However, national exam results revealed students had difficulty with higher-order thinking questions. The government aims to cultivate competencies like these through HOTS-oriented learning. This guide is intended to help teachers improve learning quality by designing lessons focused on higher-order skills, in line with curriculum and government policy objectives.
Presentation1 modular approach by Khalid
Modular teaching involves breaking course content into discrete, self-contained units called modules. Modules cover a single or group of related learning objectives and include varied learning activities, self-assessment, and an evaluation component. Modules allow students to learn at their own pace and receive immediate feedback. Some key advantages include flexibility, self-paced learning, and assessing mastery of individual objectives rather than overall grades. While effective for many students, modular teaching requires appropriate resources and may not be suitable for all learners.
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Teaching and Learning Approaches chart (Bray, 2018)
Teaching and Learning Approaches chart (Bray, 2018)
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Cert prportional thinking
- 1. This certifies that Hafiz Muhammad Arslan has completed Mathnasium Teaching Constructs - Proportional Thinking v01 of the Mathnasium University® Instructor Certification Training Program Nada El Houri Center Director UAE Center Name Larry Martinek, Chief Instructional Officer November 28, 2016 Date Awarded