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This document outlines goals for modern 21st century classrooms, advocating for student-centered learning where students actively build knowledge through doing and using information, while teachers facilitate learning. It argues classrooms need to change to focus on skills like problem-solving instead of passive learning, and technology can help make student-centered active learning a reality.
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- Traditional schools focus too much on information delivery rather than developing skills. The curriculum is overly rigid and does not match students' needs.
- A new conception of education should focus on developing student autonomy and competence. Learning is about gaining abilities, not just absorbing information.
- The curriculum needs to be more flexible and skill-based rather than focusing on rigid subject divisions. It should cater to individual student's interests and life goals.
- Teachers' roles must shift from information delivery to advising, coaching, and facilitating student-directed learning. Their focus
A Conversation with the 2015 iNACOL National Blended & Online Learning Teache...
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In this webinar, Paula shared her perspective on how blended and online teaching improves student engagement, provides for greater personalization of learning, and how a veteran classroom teacher such as herself has adapted to a new teaching and learning environment. Paula shared examples of successes and challenges she experienced in the journey of becoming an outstanding blended learning teacher, and welcomed questions from participants.
Facilitating 21st century learning by leilani c. avila
The document discusses issues related to 21st century learning and learner-centered teaching, including the shift to a more student-centered approach that integrates technology, focuses on developing 21st century skills, and allows for new environments, content, and types of learning. It also examines the role of the teacher as a facilitator who guides students in project-based, collaborative learning and effectively manages the classroom environment.
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Learning & Teaching - All you need to know in half a day!
A presentation delivered by Garry Cameron at the 'Learning & Teaching - All you need to know in half a day' workshop delivered at College Development Network on 25/10/16.
Description of the event:
"This half-day event will focus on the five main learning and teaching approaches and how they translate into practice. The event will revisit and reinforce key features and elements of the learning process – tried and tested methods and some of the things that were not known 10 years ago! Attend this event if you wish to ‘power up' learning and teaching approaches that evidence some of the ‘buzz' concepts in the sector. There will be a very short pre-entry task before attendance at the event that connects to the content. The content will be a mix of input, cooperative learning, and dialogue."
Teaching methods
This document provides an overview of active learning and teaching methods. It contains two main sections. Section 1 discusses how to effectively use the resource, including considering teacher and pupil motivation, classroom dynamics, preparedness, and the teacher's changing role from transmitter to facilitator. Section 2 contains the toolkit of over 40 specific active learning strategies like back-to-back, CAF, card ranking, and more. Each strategy outlines its purpose and how to implement it in the classroom.
Diff learn
The document discusses differentiating instruction to meet the varied needs of students by modifying content, process, and product based on learning styles, interests, and ability levels. It provides examples of differentiation strategies like scaffolding, tiered lessons, interest centers and formative assessment to engage all students. The goal of differentiation is to ensure all students have access to the curriculum by providing what each student needs to succeed.
10_session.pptx
This document outlines a session on reflective teaching. It discusses defining reflective teaching as exploring beliefs, self-observation, and collecting information on one's own teaching and students' behaviors. The purposes of reflective teaching are to expand understanding of teaching/learning, enhance skills, and improve student learning. Teachers are encouraged to use tools like lesson notes, diaries, peer observations, and student feedback to engage in reflection. Specific diary suggestions include reflecting on lesson objectives, materials, student engagement, classroom management, and plans for future lessons. Activities guide teachers in reflection through small group analysis and brainstorming, as well as collecting student feedback. The conclusion emphasizes questions teachers should ask themselves about their lessons and students.
6 features of a curriculum
This document discusses three approaches to curriculum design: learner-centered, subject-centered, and problem-centered. The learner-centered approach places the student's needs, interests, and abilities at the center. The subject-centered approach focuses on teaching academic subjects separately. The problem-centered approach uses real-life problems to engage students in problem-solving. While each approach has distinct characteristics, most schools combine elements of all three in their curriculum design.
Pedagogical leadership handbook
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Chapter 2
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Chapter 3
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classroom
- 1. Goals for the 21st Century Classroom Chris Schultheis
- 2. Do you remember a Classroom like this?
- 3. Has it really changed that much?
- 5. Goals for the Modern Classroom • Student Centered • Learning and Doing • Using Information • Teachers as Facilitators • Technology Rich Environment
- 6. Why Change? • Different skills needed • Different student skills • Smaller world • More competitive world
- 7. Student Centered • What is the focus of school? • Teaching or Learning? • Where does learning take place?
- 8. Teacher focused on students Students focused learning
- 9. Students actively learning Not passively listening
- 10. Students teaching themselves Building their bridges to their own knowledge
- 11. Learning and Doing • What is the best way to learn? • When do we learn the most in our lives? • How do we learn at that time?
- 12. Even the greatest minds
- 13. Can you learn this by listening?
- 14. Learn by doing so we can do it again
- 16. You do it, you are it
- 17. Using Information • Why just know the material? • What is the reason for learning the material? • How does this help the development of the student?
- 19. Teacher as Facilitator • How do we best accomplish the first three goals? • What is a facilitator? • Who must really teach who?
- 20. Facilitation is…
- 22. Technology Rich Environment Without technology, these other goals are either unattainable or made to feel that way.
- 23. But with technology, we can accomplish the other goals. And with that..
- 24. Students will know the material so well, that they’ll say