Complex Cognitive Problems
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The document discusses two models for teaching character education: Bruner's discovery learning model and Ausubel's ideas of exposition model. Bruner's model involves students actively researching character traits and coming to their own discoveries about relationships between traits. Ausubel's model begins with activating prior knowledge using organizers and directly teaching students definitions and examples of character traits. Both models emphasize role-playing real-life social situations to practice problem-solving strategies.
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Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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The document outlines 10 characteristics of a highly effective learning environment:
1. Students ask the questions that drive learning, rather than teachers dictating questions.
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3. Ideas come from diverse sources beyond just teachers, including students, community members, and content experts.
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Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Mini project 2 --teaching and learning theories
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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This slide discusses the principles of affective assessment, a method of assessment used in measuring learning, as well as the approaches and tools used in assessing learning.
(c) 2014 Gerard Joseph Atienza. All rights reserved.
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A report on Facilitating Learning 1
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1. The document discusses assessing affective learning outcomes, which relate to non-cognitive variables like attitudes, interests, and values.
2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
3. The importance of assessing the affective domain is explained, such as its ability to predict future behavior and help teachers teach more effectively.
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This document discusses how motivation and desire are the foundation of learning. It measures learners' inclinations, attitudes about content importance, content-related ethics, and beliefs about their own ability to learn. Affective variables like motivation and desire are often more significant than cognitive variables in learning.
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This document discusses different methods for measuring affective outcomes in learning assessments, including close-ended, open-ended, and projective techniques. Close-ended assessments use pre-determined response categories while open-ended assessments analyze free responses. Projective techniques are used to explore covert student attitudes and include word association, sentence completion, and story completion activities.
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The document presents the MI Domain Wheel which outlines three domains - the Introspective, Visual, and Existential domains. Each domain focuses on a different type of intelligence and includes examples of activities and technologies that engage that intelligence. The wheel is intended to help visualize the fluid relationships between different multiple intelligences.
COMPARATIVE REVIEW OF BLOOM AND SOLO TAXONOMY (https://youtu.be/r8Qj5D38GQU)
(https://youtu.be/r8Qj5D38GQU)
A comprehensive assignment on "COMPARATIVE REVIEW OF BLOOM AND SOLO TAXONOMY"
Mini project 2-- teaching and learning theories spring 2015
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Domains of learning
This document discusses educational objectives and instructional objectives. It defines educational objectives as broad goals that provide direction for an educational program, while instructional objectives are more specific and measurable outcomes for classroom learning. The document also describes Benjamin Bloom's taxonomy, which classifies objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain, Bloom's taxonomy arranges learning objectives from simple to complex, including knowledge, comprehension, application, analysis, synthesis, and evaluation. The document provides examples of objectives for each of Bloom's levels.
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The document describes the Cognitive Process Profile (CPP), an assessment that measures an individual's ability to think strategically and deal with complexity. The CPP evaluates a person's fluid intelligence through simulation exercises and provides insights into their thinking styles, processes, learning potential, and ability to work in different levels of complexity. It is used for leadership development, succession planning, recruitment, and matching the right people to roles. Over 180,000 professionals have completed the CPP worldwide.
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This document discusses complex cognitive processes such as conceptual understanding, thinking, and problem solving. It describes how concepts are formed and ways to prompt concept formation, including learning features, defining concepts with examples, building concept maps, and hypothesis testing. It also discusses different types of thinking like reasoning, critical thinking, decision making, and creative thinking. Strategies are provided to encourage critical and creative thinking in students.
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Mini project 2 --teaching and learning theories
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Learning theories in mathematics
The document summarizes several learning theories that can be applied to mathematics teaching, including:
- Behaviorism, which emphasizes stimulus-response and uses rewards/punishments; lessons focus on skills development.
- Cognitive constructivism, based on Piaget's stages of development and how learners build on prior knowledge.
- Social constructivism, based on Vygotsky's social learning theory and the zone of proximal development.
- Perceptual learning styles, which categorize learners as visual, auditory, kinesthetic, or tactile and have implications for lesson design.
The document demonstrates how understanding learning theories can help teachers adapt their instruction to meet learners' developmental levels.
Affective Assessment
learning can be assessed using the Affective domain, and this is an example of doing Affective Assessment in the Classroom.
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This document discusses affective assessment, which assesses students' attitudes in various perspectives, such as their attitudes and behaviors toward lessons. It emphasizes that students' attitudes toward learning play a major role in how much they learn. The document outlines three student learning objectives related to defining affective assessment, describing the importance of affective variables, and demonstrating good and bad attitudes toward learning. It provides examples of how affective variables like interests and values can influence students' learning and future behavior. The document also discusses tools for affective assessment, such as scenarios and role plays, as well as multifocus affective inventories.
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The document summarizes Krathwohl's Affective Domain taxonomy which describes the affective or attitudinal aspects of learning. The taxonomy includes 5 major levels - Receiving, Responding, Valuing, Organization, and Characterization. Each level builds upon the previous one as students progress from simply being aware of phenomena to having value systems and consistent behaviors characterized by internalized values. The levels provide a framework for formulating instructional objectives focused on attitudes, appreciation, values, adjustment, and responsible behaviors.
Edle 5010---- teaching and learning theories
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Affective Assessment
This slide discusses the principles of affective assessment, a method of assessment used in measuring learning, as well as the approaches and tools used in assessing learning.
(c) 2014 Gerard Joseph Atienza. All rights reserved.
Teaching Strategies for Accessing the Development Dimensions in Learning
"Teaching Strategies for Accessing the Development Dimensions in Learning"
A report on Facilitating Learning 1
Affective Learning Competencies
1. The document discusses assessing affective learning outcomes, which relate to non-cognitive variables like attitudes, interests, and values.
2. It defines key affective concepts like the affective domain, levels of affective learning, and methods of assessing affective outcomes.
3. The importance of assessing the affective domain is explained, such as its ability to predict future behavior and help teachers teach more effectively.
Behaviorism, constructivism, cognitivism
This document discusses different views of learners, learning, teachers, and classrooms from behavioral, cognitive, and constructivist perspectives.
The behavioral view sees the learner as passive and shaped by environmental stimuli without internal reflection. The teacher controls learning through reinforcement. The cognitive view sees the active learner integrating new and existing knowledge through mental processing. The teacher provides tools for organizing information.
The constructivist view is learner-centered, with students constructing their own understanding through hands-on experiences. The teacher acts as a guide, using modeling, coaching and scaffolding to facilitate student-led discussion and interactive, project-based activities.
Purpose of affective assessment
This document discusses how motivation and desire are the foundation of learning. It measures learners' inclinations, attitudes about content importance, content-related ethics, and beliefs about their own ability to learn. Affective variables like motivation and desire are often more significant than cognitive variables in learning.
Chapter 17
This document discusses different methods for measuring affective outcomes in learning assessments, including close-ended, open-ended, and projective techniques. Close-ended assessments use pre-determined response categories while open-ended assessments analyze free responses. Projective techniques are used to explore covert student attitudes and include word association, sentence completion, and story completion activities.
Meaningful learning
The document discusses meaningful learning and how it can be facilitated through various approaches. Meaningful learning refers to fully understanding knowledge and how it relates to other information. It requires active engagement and constructing or reconstructing meanings by integrating new knowledge with prior knowledge. Characteristics of meaningful learning include it being synergetic, interrelated, interactive, and interdependent. Approaches that can foster meaningful learning discussed in the document include active, constructive, intentional, authentic, and cooperative learning. Technology can also facilitate meaningful learning by allowing students to represent their own knowledge and providing rich flexible media for learning.
5. understanding the developmental dimensions of learning jojo l. dela cruz
The document discusses the five developmental dimensions of learning: 1) Confidence and independence, 2) Strategies and skills, 3) Knowledge and understanding, 4) Use of prior and emerging experience, and 5) Reflection. It provides a brief description of each dimension, noting that confidence and independence involve congruence with abilities, skills, and content knowledge. Strategies and skills represent the know-how aspect of learning and performance mastery. Knowledge and understanding focus on content gained in subject areas. Prior and emerging experience involves connecting experience to work. Reflection is developing awareness of one's own learning process and analytical approaches to subjects. The document closes with a biblical quote.
Experiential Learning Presentation
This document discusses experiential learning and its application in the 21st century classroom. It outlines Carl Rogers' distinction between cognitive and experiential learning, with experiential learning involving applying knowledge through doing. The principles of experiential learning are described, including that learning occurs through relevance, self-organization, and being non-threatening. An experiential learning cycle is presented involving planning, doing, and reviewing. The role of the teacher as a facilitator is explored, and considerations for a student-centered, experiential curriculum are provided.
Experiential presentation
Experiential learning involves acquiring skills and expertise through doing and experiencing things. The process involves having an experience, reflecting on it, concluding what was learned, and planning how to apply what was learned. Experiential learning principles emphasize reflection, analysis, and actively engaging students in posing questions and problem-solving. The teacher acts as a facilitator, while students take initiative and responsibility for their learning through hands-on experiences. Experiential learning helps develop leadership skills, makes knowledge easier to transfer, and increases student motivation to learn.
Educ 522 Week 2 Obseravable Actions
The document presents the MI Domain Wheel which outlines three domains - the Introspective, Visual, and Existential domains. Each domain focuses on a different type of intelligence and includes examples of activities and technologies that engage that intelligence. The wheel is intended to help visualize the fluid relationships between different multiple intelligences.
COMPARATIVE REVIEW OF BLOOM AND SOLO TAXONOMY (https://youtu.be/r8Qj5D38GQU)
(https://youtu.be/r8Qj5D38GQU)
A comprehensive assignment on "COMPARATIVE REVIEW OF BLOOM AND SOLO TAXONOMY"
Mini project 2-- teaching and learning theories spring 2015
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Domains of learning
This document discusses educational objectives and instructional objectives. It defines educational objectives as broad goals that provide direction for an educational program, while instructional objectives are more specific and measurable outcomes for classroom learning. The document also describes Benjamin Bloom's taxonomy, which classifies objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain, Bloom's taxonomy arranges learning objectives from simple to complex, including knowledge, comprehension, application, analysis, synthesis, and evaluation. The document provides examples of objectives for each of Bloom's levels.
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Teaching Strategies for Accessing the Development Dimensions in Learning
Teaching Strategies for Accessing the Development Dimensions in Learning
5. understanding the developmental dimensions of learning jojo l. dela cruz
5. understanding the developmental dimensions of learning jojo l. dela cruz
COMPARATIVE REVIEW OF BLOOM AND SOLO TAXONOMY (https://youtu.be/r8Qj5D38GQU)
COMPARATIVE REVIEW OF BLOOM AND SOLO TAXONOMY (https://youtu.be/r8Qj5D38GQU)
Mini project 2-- teaching and learning theories spring 2015
Mini project 2-- teaching and learning theories spring 2015
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The metacognitive process
Metacognition refers to thinking about one's own thinking. It involves awareness and understanding of one's own thought processes. There are two main components - knowledge about cognition and regulation of cognition. Knowledge of cognition includes knowledge about strategies that can be used for different learning situations. Regulation of cognition refers to skills such as planning, monitoring, and evaluating one's comprehension. Metacognitive skills are essential for effective learning as they allow students to consciously monitor and manage their learning.
Developing Metacognitive Skills In Your Students
The document provides strategies for teachers to develop metacognitive skills in students. It recommends that teachers model their thinking process, verbalize what they are thinking, and help students connect new ideas to prior knowledge. Teachers should explain learning goals and have students self-assess their understanding. The document also suggests providing students with learning tools and techniques to help them organize and regulate their own learning.
Metacognitive strategies
Metacognition refers to thinking about one's own thinking and learning processes. It involves planning, monitoring, and evaluating one's comprehension and learning strategies. Teachers can help students with learning disabilities by teaching metacognitive strategies, which allow students to deliberately select thinking strategies appropriate for the task and regulate their cognitive activities. Some key metacognitive strategies include connecting new information to prior knowledge, planning before a task, monitoring comprehension while working, and evaluating performance after completing a task. The goal of metacognition is to develop lifelong learning skills and self-awareness of one's problem-solving abilities.
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The document discusses how the role of testers has evolved over time as business and technology changes accelerated. It describes how testing jobs now require strong programming skills. It also presents a model that positions testing as a team activity that provides empirical evidence across many dimensions to support product quality. The document advocates for testers to think analytically, be curious and critical, and apply their skills broadly to contribute in various roles on a team.
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The future of psychometric testing in industry: Views from above and below
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This document discusses reflective practice in early childhood education teacher training. It proposes increasing the use of reflective practice at the Ruth Staples Child Development Lab teacher training site. Specifically, it suggests having student teachers complete self-reflection forms three times more often (five times total) during the semester to increase awareness of how their teaching behaviors and beliefs change over time. It also proposes administering a Teacher's Sense of Efficacy Scale at the beginning and end of training to measure changes in teachers' sense of self-efficacy. Video recordings of feedback sessions would also be analyzed to measure critical thinking skills developed through reflective practice. The goal is to help student teachers become more self-regulated, self-aware, and effective early childhood educators
The interview final2
The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:
The interview final
The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:
There are many benefits to having additional support in the classr
This document outlines an assignment to examine co-teaching models between general and special education teachers and paraeducators. Students are asked to define six co-teaching models, discuss their advantages and instructional strategies. They also create an action plan for collaboration between a teacher and paraeducator in an inclusive 7th grade classroom serving students with learning and emotional disabilities. The plan includes establishing rules, roles, and regular collaboration meetings to support student learning and well-being.
Learning log of Arcel Marie Emeliano
This document discusses strategies for effective teaching. It addresses how to get students actively engaged in learning through techniques like well-structured questions and think-pair-share activities. The document also discusses maintaining smooth lesson flow by avoiding unrelated tangents and keeping student attention focused. Additionally, it provides tips for communicating clear expectations to students and building personal relationships. These include using achievement contracts, treating students respectfully, and sharing personal anecdotes. The document also offers advice for dealing with resistant students, such as avoiding arguments and not holding grudges. Overall, the document emphasizes preparing engaging lessons, maintaining focus, setting clear expectations, and building rapport to improve teaching effectiveness.
Capstone Project
This document outlines a capstone project for a geometry class that uses differentiated instruction to help students better retain foundational concepts. The teacher plans to group students based on their needs and have each group teach a topic to their peers using multiple methods. The goals are to engage students, promote collaboration and higher-order thinking, and determine if differentiated instruction improves retention based on assessments. Students will be provided various resources and technology to research and present their topics.
Lost in transition - Helping students to adapt to new learning situations
This document discusses using a Hybrid Learning Model (HLM) to help first-year students adapt to new learning situations. The HLM captures 8 learning events and interactions between teachers and learners. A pilot study showed modeling an activity using the HLM helped over 90% of students adapt to portfolio requirements. Both teachers and learners found the model simplified expectations and broke activities into understandable parts. The HLM supports learners in new scenarios and helps teachers better introduce learning activities.
Personal plan for effective student centered instruction final draft pdf
The document outlines a personal plan for effective student-centered language arts instruction. It discusses using differentiated instructional strategies and cooperative learning. The goals are for students to be actively involved in meaningful learning experiences that build lifelong critical thinking skills. Technology will be used to connect students within the classroom, school, community, and globally to make learning more personal and meaningful.
BANKING CONCEPT OF EDUCATION EFFECT CREATIVE THINKING BY Muhammad imran
This document discusses a research study on the impact of the "banking concept" of education on students' creative thinking. The banking concept refers to a teacher-centered approach where the teacher deposits knowledge into the students' minds without considering whether the information is important or worthwhile.
The study aims to investigate how Pakistan studies is taught at the 9th grade level, the purpose of teaching Pakistan Studies, and how it could be taught more efficiently. It also seeks to identify the impact of the banking concept on students' creative thinking. The research methodology involves qualitative action research through participant observation and class tests on a sample of 27 students. The findings are expected to provide insights on how the teaching methods can enhance critical thinking in Pakistan studies.
Bruner’s Concept Attainment Model
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Megha
The document summarizes Jerome Bruner's Concept Attainment Model, which is a teaching strategy used to teach concepts. It discusses the key elements of the model, including examples and attributes that define a concept. The model involves students forming hypotheses about a concept and receiving feedback on positive or negative examples provided by the teacher. The concept attainment model has benefits like improving critical thinking skills but also limitations such as potential for miscommunication. In conclusion, the model is still considered useful for helping students learn new concepts.
Teaching Philosophy
Brittany Wilson's teaching philosophy focuses on integration. She integrates concepts to make connections for students and bring real-world examples into the classroom. For example, she taught plot elements and introductory paragraphs together by relating them both to movie previews. Students then wrote a short story applying these concepts. Wilson believes integrating concepts from different subject areas and the outside world gives students more purpose in learning.
An outstanding teacher designs assessments first to clearly outline expectations and guide lesson planning. This ensures students are prepared and not set up to fail. Multiple layers of instruction, like applying concepts from different perspectives, provide different lenses for students to understand ideas beyond their own views. An engaging classroom environment fuels excitement while also preparing students for
Integrating Differentiate2
This document provides an overview and summary of key chapters from the book "Integrating Differentiated Instruction & Understanding by Design" which argues that the two frameworks of Understanding by Design and Differentiated Instruction complement each other. It discusses how the frameworks can be combined to address student needs and design effective lessons. Key points covered include understanding student barriers to learning, using essential questions and flexible grouping to meet diverse student needs, integrating assessment into instruction, and providing guidance on the steps to plan differentiated lessons backwards using the UBD framework.
Social Models Unit-1_MTA.ppt
This document discusses models of teaching and their importance. It defines models of teaching as sets of interrelated components arranged in a sequence to achieve learning outcomes. Models provide structure for teachers and represent teaching strategies for accomplishing goals. The document outlines the need for models to understand learners, components of models like syntax and principles of reactions, and characteristics like creating learning environments and using student interests. It also describes two main families of models - social models focused on relationships and personal models aimed at individual development. Overall, the document provides an overview of what constitutes teaching models and their significance.
Assignments that matter
The document describes an assignment called "Monster Swap" where students create monsters, write descriptive paragraphs about them, and swap paragraphs via email to recreate each other's monsters. An evaluation scores the assignment moderately, noting its strengths include developing writing skills through critique but weaknesses include not directly assessing technology use. The document also discusses how various educational roles like theorists, psychologists, designers, and specialists relate to the assignment and strategies it employs like technology integration, collaborative learning, and differentiated instruction.
Assignments that matter
The document describes an assignment called "Monster Swap" where students create monsters, write descriptive paragraphs about them, and swap paragraphs via email to recreate each other's monsters. An evaluation scores the assignment moderately, noting its strengths include drawing pictures solely from written descriptions and differentiated instruction, while weaknesses include a lack of assessment on technology use. The document also discusses how various educational roles like theorists, psychologists, designers, and specialists relate to the assignment and strategies it employs like technology integration, collaborative learning, and outcome-based education.
Concept attainment model
This document provides an overview of the concept attainment model, a learning model developed by Jerome Bruner, Goodnow and George Austin in 1956. The concept attainment model is based on their research on thinking and aims to develop conceptual learning in students. It introduces students to the nature of concepts and provides training for concept attainment and clarification of known concepts. The model involves three phases - presenting examples to identify a concept, testing students' attainment of the concept, and analyzing student thinking strategies. The teacher's role is to support student hypotheses and focus attention on conceptual analysis. The model uses positive and negative examples to help students acquire new concepts through inductive reasoning.
Passion based elpaso
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
Modelling cl2
1. Effective modeling in the classroom involves showing students small parts of tasks with an emphasis on quality, not just completion. This brings students' attention to excellence.
2. Models make explicit the qualities of excellent work and help link work to success criteria. Teachers can use differentiated models to show a range of quality levels.
3. Technology allows teachers to easily capture and share student models to promote assessment and learning. Scanning work creates resources like screencasts that can be widely viewed.
School Social Work and Learning Disability Newsletter - Bridge the Gap
Bridge the Gap - Official Newsletter of School Social Work and Research Department of Helikx Open School for Children with Learning Disability. Newsletter includes articles on Visible thinking, Yoga, Functional Skills, School Sanitation and Responsible Chart.
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