Cognitive Flexibility Theory-Kohler
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Cognitive Flexibility Theory proposes that effective learning is context-dependent and requires constructed knowledge from multiple perspectives. It stresses that instruction should not oversimplify content and should support case-based, interconnected learning rather than compartmentalized information. The theory is being used to develop video-based learning environments for teacher education and recommends portfolios and projects to assess more flexible teaching of complex content areas like science and history.
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La Cognitive Flexibility ed i Cognitive Flexibilty Hypertexts
Teaching and Learning Theories for Instructional Development
Teaching and Learning Theories for Instructional Development
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Tpack e learning
This article proposes a framework called technological pedagogical content knowledge (TPCK) for understanding the knowledge teachers need to effectively integrate technology into their teaching. The framework builds on Shulman's idea of pedagogical content knowledge by adding an additional component of how content, pedagogy, and technology interrelate and influence each other. The authors argue that developing TPCK is important for transforming teacher education, training, and professional development related to educational technology integration. Over five years of research, the authors have studied how teachers develop TPCK and how this framework can guide research on technology integration.
Il modello TPCK
This article proposes a framework called technological pedagogical content knowledge (TPCK) for understanding the knowledge teachers need to effectively integrate technology into their teaching. The framework builds on Shulman's idea of pedagogical content knowledge by adding an additional component of how content, pedagogy, and technology interrelate and influence each other. The authors argue that developing TPCK is important for teacher training programs, professional development, and educational research on technology integration. They have studied the development of TPCK through a design-based research project working with teachers.
Selected reading workshop by viv rowan
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
International Journal of Humanities and Social Science Invention (IJHSSI)
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
The Importance Of Language Barrier And Cultural...
The document discusses language barriers and cultural differences that can impact students' academic learning. Teachers need to be aware of these differences and address them to provide an environment where students can explore learning. Constructivist theories state that learning involves adding new knowledge to existing knowledge through experiences. For students to achieve academic success in a diverse society, teachers must respect differences and incorporate cognitive and social constructivist theories to meet students' developmental needs.
Buku teks
The document describes characteristics of 21st century learners and learning theories. It discusses three key characteristics of 21st century learners: they prefer active, hands-on learning; they learn content in a networked, multitasking way across disciplines; and they use technology and social media as part of their learning. The document then compares three learning theories: behaviorism focuses on environmental stimuli and consequences; cognitivism emphasizes mental processes like memory and knowledge organization; and constructivism views learning as individual meaning-making within authentic contexts.
Buku teks
The document discusses characteristics of 21st century learners and learning theories. It provides three key characteristics of 21st century learners: 1) They prefer active, hands-on learning and see teachers as coaches; 2) They learn content in a networked, multitasking way and through interdisciplinary projects; 3) They use and share information from multiple technology-based formats. The document then compares learning theories of behaviorism, cognitivism, and constructivism and discusses their principles, instructional processes, roles of teachers and students. Finally, it outlines eight principles of effective instruction including assessing prior knowledge, considering individual differences, stating objectives, developing metacognitive skills, providing social interaction, incorporating realistic contexts, engaging relevant
THESIS PRESENTATION of "Literature: Uncovering Teacher's Teaching Strategies....
This is unpublished Thesis Research conducted by Amirsam S. Usman and Meralyn S. Roa of Illana Bay Integrated Computer College Inc. Parang Maguindanao, Philippines. Conducted on 2020 at Parang Maguindanao Philippines, with the title "Literature: Uncovering Teacher's Teaching Strategies". This research paper is to know the best of the best teacher's teaching style and strategies in teaching Literature for the next generation teachers.
Active Learning Framework and Process of Classroom Engagement A Literature Re...
This literature review shows different types of Active Learning Frameworks ALFs . It includes behaviorism, constructivism, connectivism as a learning theory, universal learning design, deductive and inductive teaching techniques, debates, discussions, microlearning, and digital storytelling techniques, improving student engagement and participation, enhancing the learning environment, and building knowledge structure. The literature shows that the classroom environment of the 21st century differs from the traditional teaching environment. The Internet and modern research based teaching models have created fundamental, long term changes in the classroom teaching environment, technologically, socially, and psychologically. As the norm of traditional teaching models has slowly eroded, ALFs have taken their place across junior colleges, 4 year colleges, and graduate level universities. This replacement represents significant changes in educational pedagogy. Although using a new teaching framework is generally difficult in the classroom, a blended teaching method will facilitate active learning. This studys findings suggest future research possibilities for an ALF that can benefit the classroom. Ultimately, using an ALF can lead to a more comprehensive active learning process, thereby helping students and institutions of higher education. There is a need to explore educators who have experienced ALFs regarding how different ALFs have affected student engagement and participation in the structure of building knowledge. Quantitative survey data may then help generalize the research results. Hasan Ahmed | Latifa Rahman "Active Learning Framework and Process of Classroom Engagement: A Literature Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-5 , August 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50583.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/50583/active-learning-framework-and-process-of-classroom-engagement-a-literature-review/hasan-ahmed
I2126267
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
Synthesis
This document discusses a constructivist approach to inquiry-based learning. It describes constructivism as a learning theory where students build new knowledge based on their prior experiences. It outlines how WebQuest is an example of inquiry-based learning that allows students to ask questions and explore information to increase their understanding. The document argues that a constructivist approach using inquiry-based learning like WebQuest can help develop college freshman's critical thinking skills as they engage with course content.
Technology Integration in Strategies/Approaches
A presentation I made for our subject Educational Technology. Topic: Integration of technology to different teaching strategies and approaches.
Towards aligning pedagogy, space and technology inside a large-scale learning...
This is a presentation that was given at the Society for Research into Higher Education (SRHE) Newer Researchers’ Conference 2011: New communities, spaces and places: inspiring futures for higher education, 6-7 December 2011, Celtic Manor Resort, Newport, Wales.
The presentation outlines some of the findings from my year long master’s research project. The study revealed that both tutors and students experienced ‘troublesome space’, but in very different ways. For tutors, the learning spaces, if not fully understood or appropriately planned for, presented risks and challenges to their teaching practices. For students, it was not always clear what they could or could not do within a particular space.
Furthermore, evidence suggests that influencing students’ attitudes could engage them in using the learning environment more. However, students placed a high premium on ‘silent spaces’ (Beard, 2009) suggesting that policy makers and planners may need to consider the right balance between social and private spaces.
Finally, it proposes a conceptual model which illustrates the alignment of pedagogy, space and technology with the learner situated at its heart.
Learning Leaders 21st Century
Teacher Leaders need to look at teaching and learning differently: from the students perspective, and the teachers perspective, and work from there.
Assignment 1
This document provides summaries of 10 articles on changes to literacy teaching and learning with the rise of new technologies. Traditionally, literacy was taught through explicit skills-based approaches using printed texts, but digital technologies have expanded the definition of "text" and transformed literacy practices. Teachers now need pedagogies of multiliteracies that embed new technologies and allow students to make meaning across different modes of communication. Frameworks like multiliteracies pedagogy can guide teachers in developing students' cognitive and social literacy skills for a globalized, digital world.
Romeo and Juliet Lesson Plan
The unit uses a process model curriculum and constructivist learning theory. It focuses on how 9th grade students will learn about Shakespeare's Romeo and Juliet through collaborative activities, games, and formative assessments. Students will analyze themes, characters, language, and develop their understanding of the play through group work, technology use, and connecting with peers. The goals are to expose students to Shakespeare in an engaging way and help them make sense of the complex text.
Markus annotated bib
Constructivist learning theory suggests that people learn by attaching new knowledge to existing ideas through interactions and experiences rather than repetition. The annotated bibliography examines how constructivism applies to digital learning. Several sources discuss how constructivist principles promote active learning, inquiry, problem-solving and collaboration using technologies like computer-mediated communication. Constructivism sees the teacher as a guide helping students make their own connections, rather than a presenter of information.
Strategic Intervention Material SIM for Grade 11 Science
This research assessed the effectiveness of Strategic Intervention Material for Grade 11 Science at Don Andres Soriano National High School, Toledo City Division. Twenty one students from Grade 11 STEM Academic Strand were the respondents of the study. Quasi experimental method of research particularly the one group pre and post test design with purposive sampling was used in the study. To determine the significant mean difference, a t test was used. The study was designed to assess the status of strategic intervention material as an instructional tool for learning acquisition. The topics of the experiment were the layers of the earth and the continental drift theory. Findings revealed that SIM aided students to obtain higher academic performance in Earth Science. Post data rejected the null hypothesis. Thus, there was a significant difference between the pre test and post test results. Strategic intervention materials were made which can be utilized as a medium of instruction for students’ new way of learning acquisition. Gica M. Tugbong "Strategic Intervention Material (SIM) for Grade 11 Science" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-2 , April 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd53996.pdf Paper URL: https://www.ijtsrd.com.com/other-scientific-research-area/other/53996/strategic-intervention-material-sim-for-grade-11-science/gica-m-tugbong
OERs in research methods teaching
Tutors considered several key factors when deciding whether to reuse open educational resources for research methods teaching, including interactivity, media richness, feedback, and academic credibility. Both smaller and larger resources had advantages, with smaller resources supporting more autonomous learning but less credibility, and larger resources requiring more work to introduce but being more credible. While context-free resources may be more reusable, tutors would need to do more work setting them in a subject-specific context. The size and level/context specificity of resources influenced how autonomous learners could be as well as the tutor workload.
Similar to Cognitive Flexibility Theory-Kohler (20)
International Journal of Humanities and Social Science Invention (IJHSSI)
International Journal of Humanities and Social Science Invention (IJHSSI)
The Importance Of Language Barrier And Cultural...
The Importance Of Language Barrier And Cultural...
THESIS PRESENTATION of "Literature: Uncovering Teacher's Teaching Strategies....
THESIS PRESENTATION of "Literature: Uncovering Teacher's Teaching Strategies....
Active Learning Framework and Process of Classroom Engagement A Literature Re...
Active Learning Framework and Process of Classroom Engagement A Literature Re...
Towards aligning pedagogy, space and technology inside a large-scale learning...
Towards aligning pedagogy, space and technology inside a large-scale learning...
Strategic Intervention Material SIM for Grade 11 Science
Strategic Intervention Material SIM for Grade 11 Science
Cognitive Flexibility Theory-Kohler
- 1. Cognitive Flexibility Theory Dr. Rand J. Spiro, Paul J. Feltovitch, & Richard L. Coulson Jessica Kohler