The document discusses implementing differentiated instruction in schools. It emphasizes using data to inform instruction and flexibly grouping students based on their needs. Teachers should use both formal and informal assessments to understand each student's learning needs and provide appropriately challenging instruction. Effective differentiated instruction also requires clear learning goals, high quality curriculum, and ongoing professional development for teachers.
The Four Tier Intervention Pyramid provides a framework for schools to ensure collaborative responses to student needs beyond classroom instruction. It establishes four tiers of intervention with Tier 1 being foundational classroom instruction, Tier 2 being interventions provided by the classroom teacher, Tier 3 being supports from other professionals, and Tier 4 being individualized intensive interventions that may include outside resources and diagnostic testing. The pyramid is intended to articulate differentiated strategies across classrooms and support inclusive practices.
Community of Inquiry Model: Three Presences of TeachingSeth Allen
The community of inquiry model is a framework for online learning that consists of three interdependent elements: cognitive presence, social presence, and teaching presence. Cognitive presence refers to how students construct meaning through communication and critical thinking. Social presence involves connecting with others on a personal level. Teaching presence includes course design, facilitation of discourse, and direct instruction. Together these three elements support critical inquiry and promote a deep understanding of complex ideas in an online community.
Team-based learning is a student-centered pedagogical approach that involves assigning students to permanent teams to work on applied problems. It consists of three phases: preparation before class, a readiness assurance process in class, and application exercises. The readiness assurance process involves short individual and team tests to ensure students are prepared. Application exercises are complex problems for teams to work through together. Research shows team-based learning improves student engagement, develops skills like collaboration, and has been effectively used in medical, nursing, and other professional programs. While it requires an initial faculty time investment, team-based learning has benefits for both students and faculty.
Constructivism is a learning theory based on the idea that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Key contributors to constructivism include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, students learn best when they can explore topics through hands-on activities and social interaction rather than traditional lecturing. In the classroom, this means conducting experiments, field trips, group projects, and discussions to facilitate active, collaborative learning.
Criterion and Norm - Referenced Interpretations and the Four Frames of ReferenceMr. Ronald Quileste, PhD
This presentation is all about knowing Criterion and Norm-referenced interpretations. This presentation will give you an idea when are tests considered needing criterion or norm-referenced descriptions. The four frames of reference are also discussed here. Assessment of Learning 1 Lesson
This is a slide presentation intended to orient pre-service teachers about the basics of assessment of learning. Included in the presentation are the following: definition and comparison and contrasting of terms, purpose of assessment, and classroom assessments.
The document discusses implementing differentiated instruction in schools. It emphasizes using data to inform instruction and flexibly grouping students based on their needs. Teachers should use both formal and informal assessments to understand each student's learning needs and provide appropriately challenging instruction. Effective differentiated instruction also requires clear learning goals, high quality curriculum, and ongoing professional development for teachers.
The Four Tier Intervention Pyramid provides a framework for schools to ensure collaborative responses to student needs beyond classroom instruction. It establishes four tiers of intervention with Tier 1 being foundational classroom instruction, Tier 2 being interventions provided by the classroom teacher, Tier 3 being supports from other professionals, and Tier 4 being individualized intensive interventions that may include outside resources and diagnostic testing. The pyramid is intended to articulate differentiated strategies across classrooms and support inclusive practices.
Community of Inquiry Model: Three Presences of TeachingSeth Allen
The community of inquiry model is a framework for online learning that consists of three interdependent elements: cognitive presence, social presence, and teaching presence. Cognitive presence refers to how students construct meaning through communication and critical thinking. Social presence involves connecting with others on a personal level. Teaching presence includes course design, facilitation of discourse, and direct instruction. Together these three elements support critical inquiry and promote a deep understanding of complex ideas in an online community.
Team-based learning is a student-centered pedagogical approach that involves assigning students to permanent teams to work on applied problems. It consists of three phases: preparation before class, a readiness assurance process in class, and application exercises. The readiness assurance process involves short individual and team tests to ensure students are prepared. Application exercises are complex problems for teams to work through together. Research shows team-based learning improves student engagement, develops skills like collaboration, and has been effectively used in medical, nursing, and other professional programs. While it requires an initial faculty time investment, team-based learning has benefits for both students and faculty.
Constructivism is a learning theory based on the idea that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Key contributors to constructivism include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, students learn best when they can explore topics through hands-on activities and social interaction rather than traditional lecturing. In the classroom, this means conducting experiments, field trips, group projects, and discussions to facilitate active, collaborative learning.
Criterion and Norm - Referenced Interpretations and the Four Frames of ReferenceMr. Ronald Quileste, PhD
This presentation is all about knowing Criterion and Norm-referenced interpretations. This presentation will give you an idea when are tests considered needing criterion or norm-referenced descriptions. The four frames of reference are also discussed here. Assessment of Learning 1 Lesson
This is a slide presentation intended to orient pre-service teachers about the basics of assessment of learning. Included in the presentation are the following: definition and comparison and contrasting of terms, purpose of assessment, and classroom assessments.
A lesson plan (LP) outlines the objectives, materials, procedures, and assessments for a classroom lesson. It provides guidance for teachers on how to structure class time to effectively teach the intended concepts. A good LP has clear progression between steps, balances different skills, connects to previous/future lessons, and allows teachers to check student learning. The LP guides the teacher and helps students understand the structured lesson.
Perthes disease is a childhood condition that affects the hip. It results from a temporary loss of blood supply to the femoral head. The key points are:
- It typically affects children between the ages of 4-10 years old and is more common in boys.
- The exact cause is unknown but theories involve vascular compromise to the femoral head.
- Presentation includes limping, groin or thigh pain that increases with activity. Imaging shows changes to the femoral head over different stages.
- Treatment depends on the stage and age of the child, ranging from non-operative bracing and casting to surgical procedures like osteotomies if containment is needed to prevent further deformity and damage.
Constructivism argues that humans generate knowledge through the interaction between their experiences and ideas. It views learning as individuals constructing meaning based on prior knowledge and experience. Constructivism emphasizes that students learn by actively participating in learning experiences and applying what they already know to build new understandings, rather than through passive reception of information. Teachers act as facilitators, not directors, creating an environment where students learn how to learn through collaboration and problem solving.
The document discusses different theories of learning including behaviorism, constructivism, and definitions of learning. Behaviorism views learning as changes in observable behavior due to stimuli and reinforcement. Constructivism sees learning as an active process where learners construct knowledge based on their experiences. The document contrasts traditional classrooms with constructivist classrooms, noting differences in how students and teachers approach learning.
1. Learning objectives describe what a learner is expected to achieve through instruction using measurable verbs, while learning goals are broader statements of what a learner will gain from a course.
2. The ideal learning objective has three parts: a measurable verb, any important conditions for the performance, and the criteria for acceptable performance.
3. Writing clear learning objectives with measurable verbs and no vague terms helps learners understand what is expected and how a lesson relates to assessments. It also allows instructors to design effective lesson plans and assessments.
Jerome Bruner was a psychologist and educator who developed the concept attainment model of instruction. Concept attainment uses structured examples and non-examples to help students develop concepts through categorization and decision-making. It aims to minimize guessing and maximize efficient learning. The model involves selecting attributes of a concept and presenting students with positive and negative examples to derive a concept definition through inquiry.
CTL (Contextual Teaching and Learning) is an approach that relates subject matter content to real world situations and applications. It emerged in response to the limitations of conventional teacher-centered techniques. CTL incorporates constructivism and inquiry-based learning. It emphasizes making meaningful connections, doing significant work, self-regulated learning, collaboration, critical thinking, and authentic assessment. The REACT strategy involves relating concepts to context, experiencing them, applying knowledge, cooperating with others, and transferring skills to new situations. CTL motivates students and makes learning more meaningful and memorable compared to traditional teaching methods.
This document defines Legg-Calvé-Perthes disease as a condition that disrupts the blood supply to the femoral head, causing bone death. It progresses through stages of bone resorption and remodeling. Treatment aims to restore mobility and prevent deformity through symptomatic care, bracing, or surgery depending on the child's age and stage of disease. Surgical options include osteotomies and shelf procedures to contain the femoral head within the acetabulum.
The document discusses several theories of learning, including:
1) Behaviorist theories proposed by Pavlov, Watson, and Skinner which view learning as stimulus-response associations that are reinforced through repetition.
2) Constructivist theories which see learning as an active process where learners construct new understanding based on their existing knowledge and experiences.
3) Social constructivism and theorists like Vygotsky who emphasized that learning occurs through social interaction and collaboration with others.
4) Evidence from cognitive development and neuroscience that supports constructivist and social constructivist views of learning from an early age.
This document discusses slipped capital femoral epiphysis (SCFE), a condition where the femoral head slips posteriorly and inferiorly through the growth plate. Key points:
- It typically affects obese adolescents age 10-14 and is more common in males.
- Risk factors include obesity, hormonal issues, and genetic factors.
- Radiographs can detect the slip and grade its severity.
- Treatment involves immediate non-weight bearing, and may include screw fixation, osteotomies, or epiphysiodesis with bone grafting to prevent further slippage.
- Complications can include avascular necrosis, chondrolysis, and residual deformity/osteoarthritis if
This document provides guidance on giving effective feedback and feedforward to graduate teaching assistants. It begins by defining the aims of the workshop as helping participants define feedback, recognize feedback principles, and develop skills in giving and receiving feedback through activities. It then covers identifying examples of feedback, attempting definitions of feedback, and discussing feedback purposes such as improvement and building confidence. The document outlines strategies for good feedback and challenges with providing useful feedback. It includes activities where participants practice different forms of feedback and discuss feedback experiences. In closing, it recommends feedback be a dialogue to support future learning.
This document outlines a study that aims to develop, implement, and evaluate a blended learning approach within an undergraduate physiotherapy curriculum. The study will assess appropriate teaching strategies and stakeholder attitudes, analyze curriculum alignment and module appropriateness, develop a blended learning module, and implement and evaluate the module. The methodology will include a literature review, surveys, document analysis, and process evaluation. The goal is to promote student-centered, inquiry-based, and self-directed learning through a blended approach.
This document discusses differentiated instruction, which is an approach to teaching that recognizes students learn in different ways and at different paces. It defines differentiated instruction as proactively planning varied approaches to content, learning processes, and products based on student needs. The document provides examples of differentiation strategies like modifying content based on student interests and readiness levels, using flexible grouping, and assessing student growth over time rather than comparing students. It emphasizes differentiation is a philosophy, not just a set of techniques, and should be implemented along a continuum from minimal to extensive based on student needs.
MCI - Worchester State University Singapore Math Institute Plenary Lecture 2Jimmy Keng
The document outlines the day 2 program for a pedagogy conference. It includes an opening, sessions on the CPA approach in mathematics learning and the four basic operations, classroom sessions on problem solving and fractions, and a plenary lecture on the CPA approach in mathematics learning. The lecture provides a consolidation of the CPA approach and notes that slides are available online.
E-Learning in Maths - Research, practical tips and discussionStephen McConnachie
Plenary presentation from conference on 23rd October 2014. Overview of relevant research, practical frameworks for designing and evaluating learning activities (TPACK and the Activity Types taxonomy), and a quick look at the SAMR model.
Presentation for researchED maths and science on June 11th 2016. References at the end (might be some extra references from slides that were removed later on, this interesting :-)
Interested in discussing, contact me at C.Bokhove@soton.ac.uk or on Twitter @cbokhove
I of course tried to reference all I could. If you have objections to the inclusion of materials, please let me know.
Conceptual teaching involves organizing new knowledge around concepts and schema rather than focusing on discrete facts. It relates new information to students' prior knowledge and experiences. Conceptual teaching differs from traditional methods by focusing on enduring understandings and essential questions rather than standalone topics or standards. Teachers should identify common themes across standards to teach conceptually and help students make connections. The key aspects are engaging students' prior knowledge, teaching facts within conceptual frameworks, and encouraging self-monitoring of learning.
Lynn Erikson is an expert in concept-based curriculum and instruction. She has written books and presentations on the topic. A concept-based curriculum focuses on essential conceptual understandings rather than just facts. It aims to foster deeper understanding and increased retention by helping students see patterns and connections in knowledge. Concepts are organizing ideas that are timeless, universal, and abstract. Effective concept-based units center on focus concepts and promote integrated thinking within and across disciplines.
The document discusses the conceptual approach to teaching social studies. It emphasizes using big ideas and concepts to lead students to discover general principles and laws, rather than focusing on isolated topics. The teacher's role is to help students gather data to form their own generalizations, without directly telling them conclusions. Content is organized in a cognitive hierarchy from specific facts to broad conceptual schemes. The goal is for students to integrate information into meaningful conceptual understanding rather than isolated memorization of facts.
This document discusses teaching concepts and provides information and examples. It defines a concept as a set of objects, symbols, or events grouped based on shared characteristics. Concepts can be concrete or abstract. When learning concepts, learners must generalize but can overgeneralize or undergeneralize. The document outlines inquiry and expository approaches to teaching concepts and emphasizes using examples, non-examples, attribute isolation, feedback, and applying knowledge. It provides the specific example of teaching the concept of a "pass" in sports and strategies for doing so interactively and engagingly.
A lesson plan (LP) outlines the objectives, materials, procedures, and assessments for a classroom lesson. It provides guidance for teachers on how to structure class time to effectively teach the intended concepts. A good LP has clear progression between steps, balances different skills, connects to previous/future lessons, and allows teachers to check student learning. The LP guides the teacher and helps students understand the structured lesson.
Perthes disease is a childhood condition that affects the hip. It results from a temporary loss of blood supply to the femoral head. The key points are:
- It typically affects children between the ages of 4-10 years old and is more common in boys.
- The exact cause is unknown but theories involve vascular compromise to the femoral head.
- Presentation includes limping, groin or thigh pain that increases with activity. Imaging shows changes to the femoral head over different stages.
- Treatment depends on the stage and age of the child, ranging from non-operative bracing and casting to surgical procedures like osteotomies if containment is needed to prevent further deformity and damage.
Constructivism argues that humans generate knowledge through the interaction between their experiences and ideas. It views learning as individuals constructing meaning based on prior knowledge and experience. Constructivism emphasizes that students learn by actively participating in learning experiences and applying what they already know to build new understandings, rather than through passive reception of information. Teachers act as facilitators, not directors, creating an environment where students learn how to learn through collaboration and problem solving.
The document discusses different theories of learning including behaviorism, constructivism, and definitions of learning. Behaviorism views learning as changes in observable behavior due to stimuli and reinforcement. Constructivism sees learning as an active process where learners construct knowledge based on their experiences. The document contrasts traditional classrooms with constructivist classrooms, noting differences in how students and teachers approach learning.
1. Learning objectives describe what a learner is expected to achieve through instruction using measurable verbs, while learning goals are broader statements of what a learner will gain from a course.
2. The ideal learning objective has three parts: a measurable verb, any important conditions for the performance, and the criteria for acceptable performance.
3. Writing clear learning objectives with measurable verbs and no vague terms helps learners understand what is expected and how a lesson relates to assessments. It also allows instructors to design effective lesson plans and assessments.
Jerome Bruner was a psychologist and educator who developed the concept attainment model of instruction. Concept attainment uses structured examples and non-examples to help students develop concepts through categorization and decision-making. It aims to minimize guessing and maximize efficient learning. The model involves selecting attributes of a concept and presenting students with positive and negative examples to derive a concept definition through inquiry.
CTL (Contextual Teaching and Learning) is an approach that relates subject matter content to real world situations and applications. It emerged in response to the limitations of conventional teacher-centered techniques. CTL incorporates constructivism and inquiry-based learning. It emphasizes making meaningful connections, doing significant work, self-regulated learning, collaboration, critical thinking, and authentic assessment. The REACT strategy involves relating concepts to context, experiencing them, applying knowledge, cooperating with others, and transferring skills to new situations. CTL motivates students and makes learning more meaningful and memorable compared to traditional teaching methods.
This document defines Legg-Calvé-Perthes disease as a condition that disrupts the blood supply to the femoral head, causing bone death. It progresses through stages of bone resorption and remodeling. Treatment aims to restore mobility and prevent deformity through symptomatic care, bracing, or surgery depending on the child's age and stage of disease. Surgical options include osteotomies and shelf procedures to contain the femoral head within the acetabulum.
The document discusses several theories of learning, including:
1) Behaviorist theories proposed by Pavlov, Watson, and Skinner which view learning as stimulus-response associations that are reinforced through repetition.
2) Constructivist theories which see learning as an active process where learners construct new understanding based on their existing knowledge and experiences.
3) Social constructivism and theorists like Vygotsky who emphasized that learning occurs through social interaction and collaboration with others.
4) Evidence from cognitive development and neuroscience that supports constructivist and social constructivist views of learning from an early age.
This document discusses slipped capital femoral epiphysis (SCFE), a condition where the femoral head slips posteriorly and inferiorly through the growth plate. Key points:
- It typically affects obese adolescents age 10-14 and is more common in males.
- Risk factors include obesity, hormonal issues, and genetic factors.
- Radiographs can detect the slip and grade its severity.
- Treatment involves immediate non-weight bearing, and may include screw fixation, osteotomies, or epiphysiodesis with bone grafting to prevent further slippage.
- Complications can include avascular necrosis, chondrolysis, and residual deformity/osteoarthritis if
This document provides guidance on giving effective feedback and feedforward to graduate teaching assistants. It begins by defining the aims of the workshop as helping participants define feedback, recognize feedback principles, and develop skills in giving and receiving feedback through activities. It then covers identifying examples of feedback, attempting definitions of feedback, and discussing feedback purposes such as improvement and building confidence. The document outlines strategies for good feedback and challenges with providing useful feedback. It includes activities where participants practice different forms of feedback and discuss feedback experiences. In closing, it recommends feedback be a dialogue to support future learning.
This document outlines a study that aims to develop, implement, and evaluate a blended learning approach within an undergraduate physiotherapy curriculum. The study will assess appropriate teaching strategies and stakeholder attitudes, analyze curriculum alignment and module appropriateness, develop a blended learning module, and implement and evaluate the module. The methodology will include a literature review, surveys, document analysis, and process evaluation. The goal is to promote student-centered, inquiry-based, and self-directed learning through a blended approach.
This document discusses differentiated instruction, which is an approach to teaching that recognizes students learn in different ways and at different paces. It defines differentiated instruction as proactively planning varied approaches to content, learning processes, and products based on student needs. The document provides examples of differentiation strategies like modifying content based on student interests and readiness levels, using flexible grouping, and assessing student growth over time rather than comparing students. It emphasizes differentiation is a philosophy, not just a set of techniques, and should be implemented along a continuum from minimal to extensive based on student needs.
MCI - Worchester State University Singapore Math Institute Plenary Lecture 2Jimmy Keng
The document outlines the day 2 program for a pedagogy conference. It includes an opening, sessions on the CPA approach in mathematics learning and the four basic operations, classroom sessions on problem solving and fractions, and a plenary lecture on the CPA approach in mathematics learning. The lecture provides a consolidation of the CPA approach and notes that slides are available online.
E-Learning in Maths - Research, practical tips and discussionStephen McConnachie
Plenary presentation from conference on 23rd October 2014. Overview of relevant research, practical frameworks for designing and evaluating learning activities (TPACK and the Activity Types taxonomy), and a quick look at the SAMR model.
Presentation for researchED maths and science on June 11th 2016. References at the end (might be some extra references from slides that were removed later on, this interesting :-)
Interested in discussing, contact me at C.Bokhove@soton.ac.uk or on Twitter @cbokhove
I of course tried to reference all I could. If you have objections to the inclusion of materials, please let me know.
Conceptual teaching involves organizing new knowledge around concepts and schema rather than focusing on discrete facts. It relates new information to students' prior knowledge and experiences. Conceptual teaching differs from traditional methods by focusing on enduring understandings and essential questions rather than standalone topics or standards. Teachers should identify common themes across standards to teach conceptually and help students make connections. The key aspects are engaging students' prior knowledge, teaching facts within conceptual frameworks, and encouraging self-monitoring of learning.
Lynn Erikson is an expert in concept-based curriculum and instruction. She has written books and presentations on the topic. A concept-based curriculum focuses on essential conceptual understandings rather than just facts. It aims to foster deeper understanding and increased retention by helping students see patterns and connections in knowledge. Concepts are organizing ideas that are timeless, universal, and abstract. Effective concept-based units center on focus concepts and promote integrated thinking within and across disciplines.
The document discusses the conceptual approach to teaching social studies. It emphasizes using big ideas and concepts to lead students to discover general principles and laws, rather than focusing on isolated topics. The teacher's role is to help students gather data to form their own generalizations, without directly telling them conclusions. Content is organized in a cognitive hierarchy from specific facts to broad conceptual schemes. The goal is for students to integrate information into meaningful conceptual understanding rather than isolated memorization of facts.
This document discusses teaching concepts and provides information and examples. It defines a concept as a set of objects, symbols, or events grouped based on shared characteristics. Concepts can be concrete or abstract. When learning concepts, learners must generalize but can overgeneralize or undergeneralize. The document outlines inquiry and expository approaches to teaching concepts and emphasizes using examples, non-examples, attribute isolation, feedback, and applying knowledge. It provides the specific example of teaching the concept of a "pass" in sports and strategies for doing so interactively and engagingly.
The conceptual approach is choosing and defining content to be taught through big ideas that lead students to discover laws and principles of a subject. It uses a conceptual scheme including terms, concepts, generalizations, and principles to synthesize facts into a simple statement of truth. The conceptual attainment process defines concepts by comparing examples and non-examples until a definition is derived through inductive learning. Conceptual formation helps students think effectively by refining their understanding when approaching new information.
This document discusses teaching and learning. It defines teaching as imparting knowledge, developing understanding and skills through communication and interaction between teachers and learners. Teaching aims to motivate learning and is planned systematically to achieve goals. It involves providing information, diagnosing problems, and evaluating learning. Principles of teaching include using previous knowledge, accommodating individual differences, and proceeding from simple to complex. Learning is defined as a change in behavior through practice and training. It involves organizing experiences in new ways to meet environmental demands. The relationship between teaching and learning is explored, with teaching creating situations to facilitate the learning process.
Nature, characteristics and definition of mathsAngel Rathnabai
This document discusses various views of mathematics, including student, parent, and teacher views. It also covers the nature, characteristics, development, and applications of mathematics. Some key points include:
- Mathematics involves finding and studying patterns, and can be seen as a language, way of thinking, and problem solving approach.
- It has developed over time from ancient subjects like geometry to a more modern field incorporating diverse areas.
- Major subfields include algebra, analysis, applied math, with connections to many other domains. Real-world applications span fields like imaging, cryptography, simulation, and bioinformatics.
The document discusses the teaching and learning process. It defines key terms, outlines seven principles of effective teaching and learning, and describes the four aspects and educational spiral model. It also compares the education process to the nursing process, noting they both involve assessment, planning, implementation, and evaluation to achieve behavioral outcomes and monitor quality.
El documento describe los fundamentos teóricos del método Singapur para la enseñanza de las matemáticas. Se basa principalmente en los aportes de Jerome Bruner, Zoltan Dienes y Richard Skemp, enfocándose en el desarrollo del pensamiento, la comprensión de conceptos y la resolución de problemas. También describe modelos didácticos como la progresión en tipos de representación y el currículum en espiral de Bruner, así como la variación sistemática y perceptual de Dienes y las nociones de comprensión instrumental y relacional de Skemp
This document discusses integrative teaching strategies (ITS) for improving student learning. It describes ITS as a well-organized strategy anchored in real-life situations that includes student interests and needs. The document outlines three main modes of teaching strategies that are part of ITS: thematic teaching, content-based instruction, and focusing inquiry. It also discusses principles for planning ITS, benefits and impediments, types of classroom activities, characteristics of meaningful integrative activities, and general steps for developing units and strategies.
Authentic Tasks And Mathematical Problem SolvingJim Webb
This document discusses authentic tasks in mathematical problem solving and their role in developing mathematical literacy. It describes four key dimensions of authentic tasks: thinking and reasoning, discourse, mathematical tools, and attitudes and dispositions. Each of these dimensions supports meaningful learning and prepares students to solve everyday problems. The document provides examples of lessons and programs that incorporate these dimensions through real-world, problem-based activities.
The document discusses George Polya's four-step process for mathematical problem solving - understanding the problem, devising a plan, implementing the plan, and reflecting on the solution. It provides examples of strategies teachers can use to help students with each step, such as paraphrasing problems, estimating solutions, using logical reasoning and Venn diagrams, and discussing different problem-solving approaches.
Outcomes based teaching learning plan (obtl) - Problem Solving, mathematical ...Elton John Embodo
This document provides the outcomes-based teaching and learning plan for a mathematics course called Problem Solving, Mathematical Investigation and Modeling (Math115) at Gov. Alfonsos D. Tan College. The summary includes:
1) The course aims to deepen students' understanding of real-life mathematics applications through investigating patterns, testing conjectures, and making generalizations.
2) Learning outcomes for the course include understanding problem solving strategies, conducting investigations, and solving real-world problems.
3) The plan outlines 15 weeks of content covering problem solving strategies, investigations, applications of probability, and mathematical games. Assessment includes quizzes, group outputs, and a final exam.
Bower Computer Science Education Literature Review Cstambower
This document summarizes theories and research on teaching and learning computing. It covers cognitive processes and models, attributes of novice and expert programmers, identifying student difficulties, and elements of instructional design such as scaffolding, teaching problem solving, developing critical thinking, and promoting deep learning. Key findings include the importance of logical reasoning ability for success in computing, sources of difficulty for novices, and instructional approaches like expert modeling, scaffolding, and cognitive flexibility theory.
An ICT Environment To Assess And Support Students Mathematical Problem-Solvi...Vicki Cristol
1) The study used an ICT environment to assess and support 24 fourth-grade students' problem-solving performance on non-routine word problems.
2) The ICT environment allowed students to work in pairs, producing and experimenting with solutions while their dialogues and actions were analyzed.
3) The study aimed to better understand students' problem-solving processes and how the ICT environment could improve their problem-solving skills, though pre- and post-tests did not conclusively show its impact on performance.
Nordforsk - meso-pedagogy and tools.pptThomas Ryberg
The document discusses problem-based learning (PBL) as a meso-pedagogy and the Collaborative E-learning Design (CoED) method as a tool to empower teachers in designing technology-enhanced learning. PBL sits between macro-level policies and micro-level classroom practices, providing structure while allowing flexibility. CoED is a participatory design process involving experts, users and facilitators to rapidly prototype early e-learning designs based on negotiated teaching and learning values. The methodology, principles and phases of CoED are outlined.
Planning Digital Learning for K-12 ClassroomMagic Software
Digital learning for K-12 is effective as it aims at meeting learning objectives and the learning skills are designed around skills such as cognitive skills, interpersonal skills and psychomotor skills. The following presentation will help you understand the learning objectives and instructional methods of e-learning programs in more details.
This document outlines a study on applying creative problem solving skills to solve open-ended mathematical problems among engineering undergraduates. The study aims to show how engineering students can use divergent and convergent thinking skills through creative problem solving to generate multiple solutions for open-ended math problems. The researcher plans to determine the mathematical creativity and strategies used by students, and develop a framework for solving open-ended math problems creatively. Engineering students from a local university will participate by solving open-ended math problems using creative problem solving.
These slides are from a webinar on why reading mathematics is challenging for many students and what teachers can do. We will examine how mathematics symbols, vocabulary, and content presentation can create roadblocks to students’ mathematics understanding. Learn how to address students’ difficulties by approaching mathematics as a language and to use specific strategies to improve mathematics learning.
This document discusses the importance of teaching reading skills in mathematics. It defines reading mathematics as making sense of mathematical texts, symbols, and representations. Several strategies are presented to help students read and understand mathematics, including teaching vocabulary, using literacy strategies before, during and after reading, and having students communicate about mathematics. Problem solving approaches like KNW, KWC, and SQRQCQ are also described to help students comprehend and solve mathematical problems.
1. The document discusses four main topics regarding AI in education: the general scope of the field, the role of education in research, the role of AI in research, and recent AI developments.
2. It proposes three scenarios for teaching and learning: transmission, studio, and negotiation. Transmission focuses on facts and skills, studio on problem-solving, and negotiation on meta-cognition and knowledge creation.
3. AI can play different roles in modeling aspects of the scenarios at varying levels of granularity, from fine-grained student modeling to broader interaction modeling. This helps relate AI research to different educational objectives.
The document discusses various topics related to the scholarship of teaching and learning (SoTL). It begins with an overview of key areas in SoTL research, including research designs, threats to validity, and variables in the study of learning. Different models of teaching are presented, ranging from traditional lecturing to active and collaborative learning techniques. The document then discusses frameworks for conceptualizing teaching and learning, including dimensions of teaching excellence and components that influence learning outcomes. It emphasizes the importance of reflection and assessment in the scholarship of teaching and emphasizes applying evidence-based approaches to improve teaching and maximize student learning.
The document summarizes Doni Dorak's lesson on learning theories for other teachers. It introduces three major learning theories: behaviorism, cognitivism, and constructivism. Doni explains that the goal is for teachers to understand the theories, identify them in lesson plans, and adapt lessons to best meet instructional goals and settings. Doni provides examples of how a lesson was designed according to cognitivism and also adapts it for behaviorism and constructivism.
Task-based learning (TBL) is an approach where students learn by completing meaningful tasks using target knowledge. It originates from language education where tasks allow natural and meaningful learning of structures. A task is an activity with a goal that requires using target knowledge like IT. There are six types of tasks including listing, ordering, comparing, problem-solving, sharing experiences, and creative tasks. The TBL framework involves four stages: pre-task where teachers choose materials; task preparation where teachers introduce topics and students prepare; task realization where students complete tasks; and post-task knowledge focus and reflection.
Dit is de researchED presentatie die ik gaf op 30 Januari 2016 in Amsterdam. Enkele Engelstalige woorden zijn er in gelaten. Literatuur is aan het einde toegevoegd.
The document discusses the components and challenges of intelligent tutoring systems (ITS). It describes the key components of ITS as including expert models, learner models, diagnosis models, tutor models, and pedagogical models. It notes that ITS aim to minimize the gap between expert and learner knowledge, but face difficulties in modeling complex human learning and individual differences. Adaptivity is also difficult as student models cannot fully capture the richness of the learning process.
The document discusses using an "open design" approach to make better use of open educational resources (OERs) and technologies in learning design. It involves representing learning designs visually using tools like CompendiumLD to make the designs more explicit and shareable. Pedagogical patterns are also proposed as a way to structure designs and distill best practices. The approach was explored in workshops and aimed to help educators more effectively design pedagogically informed learning activities that leverage OERs and technologies.
The document provides an overview of the definitions, history, and components of instructional design. It discusses how instructional design has been defined in various ways that focus on systematic application of strategies, needs analysis, and use of technology. The history outlines how instructional design has evolved from early uses of lantern projectors and films to incorporate computers, learning theories, and models. It notes key influences like Dewey, Skinner, Gagne and how the field has shifted from behaviorism to constructivism. The document concludes by noting current areas like performance technologies, digital literacies and how instructional designers now work across various domains.
Learning Theories Group Project: Cognitive TheoryStephanie Conway
This is a group project from Team 7 in the course EME2040; fall semester, 2011. It was created to explore Cognitive Theory in an educational setting ,and stimulate thought about ways of applying this theory in the classroom.
Similar to Conceptual learning through learning objects: application in Mathematics classrooms in secondary schools (20)
Keynote 1: Teaching and Learning Computational Thinking at ScaleCITE
Computational thinking involves problem formulation, pattern recognition, abstraction, and algorithm design. It is an important 21st century skill and countries are incorporating it into curricula. MOOCs can effectively deliver computational thinking education at scale. HKUST offers MOOCs on Java programming, app development, and engineering design that teach computational thinking concepts. Learning analytics provide insights into how students learn from MOOCs.
Keynote 2: Social Epistemic Cognition in Engineering Learning: Theory, Pedago...CITE
Title: Social Epistemic Cognition in Engineering Learning: Theory, Pedagogy, and Analytics
Speaker:
Prof. Rosanna Yuen-Yan Chan, Member-at-Large, Board of Governors, IEEE Education Society
Department of Information Engineering, The Chinese University of Hong Kong
Time:
14:15-15:15, 9 June 2018 (Saturday)
Venue:
Rayson Huang Theatre, The University of Hong Kong
Sub-theme:
Learning design and learning analytics
Chair:
Dr. Gary Wong, Faculty of Education, The University of Hong Kong
http://citers2018.cite.hku.hk/program-highlights/keynote-chan/
Prof. Gerald KNEZEK: Implications of Digital Generations for a Learning Society CITE
Keynote:
Implications of Digital Generations for a Learning Society: New Technologies, Pedagogies, and Assessments
Speaker: Prof. Gerald Knezek, University of North Texas
Time: 14:30 – 15:30, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
citers2015.cite.hku.hk/keynote-knezek/
Invited Talk: Open Access: Promises and Reality
Speakers: Mr. Peter E SIDORKO, University Librarian, HKU; Mr. Fred CHAN, Research and Data Services Librarian, HKU
Time: 10:00-10:30, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
http://citers2015.cite.hku.hk/program-highlights/talk-sidorko/
Invited Talk:
Challenge-Based Learning: Creating engagement by learning from games and gamification
Speaker: Dr. David Gibson, Curtin University
Time: 9:15 – 10:00, 29 May 2015 (Friday)
Venue: Room 408A, 409A & 410, 4/F, Meng Wah Complex, The University of Hong Kong
http://citers2015.cite.hku.hk/program-highlights/talk-gibson/
Analogy, Causality, and Discovery in Science: The engines of human thoughtCITE
13 January 2015, Tuesday
12:45 pm – 2:00 pm
has been changed to RMS 101, Runme Shaw Bldg., HKU
By Professor Kevin Niall DUNBAR,
College of Education, University of Maryland, College Park, US
http://sol.edu.hku.hk/analogy-causality-discovery-science-engines-human-thought/
Educating the Scientific Brain and Mind: Insights from The Science of Learnin...CITE
9 January 2015, Friday
12:45 pm – 2:00 pm
RMS 101, 1/F., Runme Shaw Bldg., HKU
by Professor Kevin Niall DUNBAR,
College of Education, University of Maryland, College Park, US
http://sol.edu.hku.hk/educating-scientific-brain-mind-insights-science-learning-educational-neuroscience/
Science of Learning — Why it matters to schools and families?CITE
This document summarizes a presentation by Professor Laura-Ann Petitto on the science of learning and its importance for schools and families. The presentation discusses how the science of learning uses multidisciplinary approaches to study how, when, and what people learn across their lifespan. It highlights key findings from educational neuroscience on early childhood learning and dispels common myths about bilingual education by presenting behavioral and brain imaging evidence. The presentation emphasizes that early and simultaneous exposure to multiple languages is best for optimal bilingual development and that bilingualism provides cognitive advantages. It calls for policies and practices to encourage multilingualism informed by the science of learning.
12 January 2015, Monday
6:30 pm – 7:30 pm
Theater T4, Meng Wah Complex, HKU
By Prof. Glyn HUMPHREYS,
Department of Experimental Psychology, Oxford University, UK
Distinguished Visiting Scholar, The University of Hong Kong
http://sol.edu.hku.hk/understanding-self-self-bias/
The implementation of "Reading Battle" in Lam Tin Methodist Primary SchoolCITE
1. The document describes a project at Lam Tin Methodist Primary School to strengthen students' Chinese and English reading comprehension through developing an online children's literature quiz bank on the cloud.
2. The project involved teachers, the librarian, and an external research team collaborating to provide reading materials, pre/post-tests, and an online quiz component to stimulate reading interest among 130 P3 and P4 students.
3. Preliminary findings showed the online quizzes excited students and improved reading engagement, teachers' understanding of students' needs, and collaboration among staff. Ongoing data collection and dialogue with stakeholders would help refine the program.
Strengthening students' reading comprehension ability (both Chinese and Engli...CITE
This document describes a project that developed an e-quiz bank of children's literature to strengthen Chinese and English reading comprehension for primary students in Hong Kong. The project team created quizzes linked to books, and an online system for students to access the quizzes. The system provided instant feedback and explanations to support students. An evaluation found the system improved reading ability and interest. The e-quiz bank and motivation elements, like badges and leaderboards, aimed to enhance reading habits.
Gobert, Dede, Martin, Rose "Panel: Learning Analytics and Learning Sciences"CITE
This panel discussed learning analytics and learning sciences. Janice Gobert discussed problems with standardized tests and how interactive labs have assessment potential but challenges. Chris Dede discussed his research on immersive learning using virtual reality and challenges assessing open-ended environments. Taylor Martin discussed how microgenetic research and learning analytics can improve data collection and analysis. Carolyn Rose discussed using conversational data and a new theoretical framework analyzing social processes and distances. The panel addressed if these methods lead to improved standardized test scores, with Janice and Chris noting validity issues with standardized tests and that these methods improve deeper learning over rote memorization.
The document discusses several open learning analytics initiatives:
1) Open Learning Analytics (OLA) which aims to create an open ecosystem around LA software, standards, models, content and transparency.
2) The LAMP program which seeks to develop open educational resources and curriculum around learning analytics through MOOCs and collaboration between universities.
3) Open learning about open learning analytics through the creation of MOOCs and graduate programs focused on LA.
4) The LACE project which works to develop an online community for sharing LA knowledge and connecting professionals.
5) Two open access journals focused on publishing LA research - the Journal of Learning Analytics and the Journal of Educational Data Mining.
Tiffany Barnes "Making a meaningful difference: Leveraging data to improve le...CITE
The document discusses the future of learning and how data can be leveraged to improve learning for most people. It outlines using data to recognize excellence in teaching and learning, provide real-time support, and identify effective collaborations. A case study is described that used an intelligent tutoring system to construct student models and provide feedback based on past student data. Guiding principles of respect, beneficence, and justice are presented for developing learning systems.
Phil Winne "Learning Analytics for Learning Science When N = me"CITE
Phil Winne argues that traditional learning science offers limited support for individual learners due to its reliance on randomized controlled trials. However, learning analytics that leverage large datasets can better support learners by clustering data about similar individuals and providing personalized feedback and recommendations. Winne presents nStudy, an online tool that traces self-regulated learning behaviors to gather data and provide analytics to guide learners' monitoring, assembling, rehearsing, and generating of information.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Conceptual learning through learning objects: application in Mathematics classrooms in secondary schools
1. Conceptual learning through learning objects: application in mathematics classrooms in secondary schools Thomas Chiu Kin Fung Acknowledgements to Dr. Daniel Churchill Faculty of Education (HKU) SKH Holy Trinity Church Secondary School
2. Overview Background and problems Research question Principles of design for conceptual learning Examples of other IT educational tools Our proposed learning objects. Students’ responses My observations Final words Way forward
3. Background Secondary school mathematics focuses on developing algorithmic skills, rather than mathematical understanding. (Attorps, 2006; Sierpinska, 1994) Teachers spend less time and attention on conceptual knowledge. (Attorps, 2006; Menzel and Clarke, 1999)
4.
5.
6.
7. they have seen beforeNot be able to understand the relationships between concepts and know ledges Examples: a) x2+2x+1=0 b) x2+2x = –1 c) x(x+2)+1=0
8. What conceptual-model design characteristics optimize problem-solving skill transferof key algebra concepts in the secondary school mathematics curriculum in Hong Kong?
26. Design of the proposed learning objects Learning objects Design of multimedia learning Suggestions for design of learning objects Design of subject matter (theory of variation)
32. Words: equations, expression, numbers and symbols, theorems, notation, symbolic expressions, formula and figures(Mayer, 2009; NTCM)
33.
34. Layout should provide a direction for learning key concepts from some related concepts(Mayer, 2009)
35. Some other IT tools Quadratic Equation Calculator GeoGebra Publisher’s Resource(New ways) Students only know what the solutions are/what the graphs look like with those IT tools.
36. The proposed learning objects Version 1 Decimal, no signaling and large range (-100 to 100) of the control value Version 2 Decimal, signaling, smaller ranges (-5 to 5) of control value
37. The proposed learning objects Version 3 More information – cognitive overload Version 4 Fraction, signaling, suitable amount of conceptand suitable range of control value
56. Final words Ineffective learning Knowledge Procedural knowledge Conceptual knowledge Concept Conceptual knowledge Concept
57. Final words Learn with learning objects (effective conceptual learning) Knowledge Conceptual knowledge Concept Concept
58.
59. Other topic with basic concepts are recommended to develop first.
60. Apply conceptual models with other types of learning objects.
61. More “cognitive resources” should be provided.
62. Situated learning may be required.
63. Conceptual models become more effective and “real”.
64. They may be suggestions for teacher to choose educational tools.Developed by Dr Churchill
Editor's Notes
There are three principles for designThe first one multimedia learning it is the core for my designMayer defined multimedia learning as leaning with audio and visual. And conducted many tests to develop 12 ways for design a good multimedia learning. He suggest the graphics and word should be placed to each other, no decoration.On the other hand, Churchill suggests that when we design conceptual model, the color should be comfortable and interactive control is necessary.These two suggestions can help optimize student learning outcome.How about subject matter?
The final one is about pedagogical knowledge. I use theory of variation in my design. It Is one of the good teaching method to teach algebra. It allows students to see a problem from different perspectives. They also can experience them .It may help students to get the mathematical concept easily.
Now we know that what this studies based. On This diagram shows my idea on how to the proposed learning objects. I believe that these three element s does contribute to the design of conceptual models. Based on that, I identify five characteristics.
In mathematical domain , we have many notation and terms.I classified them into two categories: pictures and words to implement multimedia learning
The final two characteristics are multi-interactive and sequence of the conceptsThe model should allow student to control, to get them involved in the lesson, let them experience, observe and think to have their own understanding. They should learn it on their own pace. Weak students can get motivated . Smart students could learn more.The final characteristics suggest students should have prerequisite knowledge and guideline should be given to them
Before I show you my design, I would like to talk about some other It tools.Calculator only helps students to verify their answer.This one only show students how the graph look slikeGeogebra is too complicated. It is too much.Students may find difficulty to learn with them, espeically the one with lower learning ability
I adopt a development cycle to construct the conceptual model. I design it and trial and re-design and re-design. It is number, graph, description, algebrabic form. I used the theory of variationThis one the range is too big. Students got confused. The color is too much.They don’t like it at all, I remembered. The first time female students saw it and said it is so disgusting.So I change to this. I even made signals for them. The delta will change color when its value is positive , zero and neagtive
Version 3, I tried to put more information. Finally, it didn’t work very well.Students got confused again. And the decimal number means nothing to students.So I change it to this version. I mean them with the coefficient .
Finally, I made the final change , I let student to control the curve. Students found it very exciting. It is my final design.I tried them in classroom in three different ways. I teach the concept with it.I also asked students to manipulate them with my instructions.I also asked a smart students to teach the concept he got with this.
Here are the students responses. Based on their responses, I made changes .You can see how I change the version.
Generally, I found that they become noisy and active, more excited to learn. The classroom become more interactive . They actually talked about the model – subject knowledge on their own will. Even if when I didn’t use them in classroom , they would still ask question based on their experience on the model. I believe that the model let them actually think , they can have longer memory., motivation and better understandingAnd also the model can cater different student with different learning ability.They also helped me to develop a good model.
I would like to use two cases to conclude my idea. With ineffective learning, no of learning “income” is equal to no of learning outcome. You provide knowledge, students get procedural knowledge.When you provide concept, students get conceptual knowledge
Learning with the models may have an effective conceptual model learningStudents may mixed the knowledge and concept become one big one
My design still have some limitations.I think the quadratic equation involved too many concepts. So I should develop other smaller topics with less concepts, like factorization, graph, function. And also it is better to work with other types of learning objects.This is another conceptual model for factorization. It is developed by dr. ChurchillIn hk, teachers may have to buy e-learning material. My idea could be a suggestion for mathematics teacher to choose the educational tools.