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The document discusses the principles of contextual teaching, which involves making learning material relevant to students' daily lives. It lists five principles: relevance, experiencing, applying, transferring, and cooperating. Contextual teaching aims to make students active, critical, creative learners through experiences like problem-solving, collaboration, and self-regulated learning. The teacher acts as a facilitator rather than solely focusing on results, in order to develop students' thinking and knowledge creation skills.
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Effective-teaching-2013
1) The document reviews research on defining and characterizing effective teaching. It examines challenges in defining effectiveness, perspectives on effectiveness, and characteristics of effective teaching practices.
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Effective-teaching-2013
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2) Effective teachers are clear about instructional goals, knowledgeable about content and teaching strategies, and monitor student understanding through feedback. They address both lower-level and higher-level cognitive objectives.
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- Key influencers being administrators, teachers, counselors, and technology staff.
- Behaviors to change including lesson planning, promoting student voice, and weekly collaborative meetings to review progress.
Teacher training programme (ttp) course outline
The document outlines a teacher training programme (TTP) with the objective of developing teachers who can think critically and adapt teaching materials to create a learning environment that encourages problem solving and decision making. The TTP includes short in-service training modules focused on enabling teachers to understand and teach the new curriculum using prescribed textbooks and supplementary materials. Modules cover classroom methodology, assessment types and strategies, and understanding the curriculum, content and textbooks. The goal is to provide need-based training for teachers to effectively teach using national standards and strategies outlined in the curriculum.
Edld 5305 assignment 1-Williams, T
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1. The document discusses key concepts related to improving effectiveness in teaching and lecturing.
2. It outlines beliefs that can damage teaching effectiveness, such as thinking one is inherently a good teacher or that improving is unnecessary.
3. Effective teaching techniques are suggested, like engaging students in planning, relating material to students' lives, checking progress, and rewarding learning.
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Classroom management is one of the crucial factors that influence teaching and learning. This research has focused on a variety of the best strategies and practices of classroom management in a global approach. The findings of this study showed that good classroom management practices enable teachers and learners to meet on the prescribe desirable behavior of the learners. Further, different indicators have emerged as significant predictor of good classroom management practices. These include modeling appropriate behavior, offering praise to the learners, behavior management and establishing clear goals. These indicators elevate learners positive behavior and engagement in the learning process. It also boosts learners confidence and engagement in their learning. The finding of this study also showed that teachers with a different approach for classroom management will likely promote an effective learning environment that promotes globally competitive individuals. Marjorie A. Nellas | Marita C. Pacaldo | Ma. Gina C. Estorgio | Judith C. Lopez | Julie Ann A. Lauronal "21ST Century Education: Classroom Management beyond Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29755.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29755/21st-century-education-classroom-management-beyond-perspective/marjorie-a-nellas
Wheeler model of curriculum development
D.K. Wheeler was an educator who developed a cyclical curriculum model in 1967 consisting of 5 interdependent stages: 1) setting aims, goals and objectives; 2) selecting learning experiences; 3) selecting content; 4) organizing and integrating learning experiences and content; and 5) evaluation. Wheeler's model emphasizes flexibility, content selection, and integration of content to provide quality learning experiences. It also focuses on situational analysis and illustrates the dynamic nature of curriculum development as needs and interests change over time.
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1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching relies on teacher education and professional development to incorporate research findings and advance teaching skills over time. Research can help improve the quality of teaching.
Skilbeck model of curriculum development
Skilbeck’s curriculum model develop in 1976.
Skill beck suggested an approach for devising curriculum at the school level by which teacher could realistically develop appropriate curriculum. The model claims that for SBCD (School Based Curriculum Development) to work effectively five steps are required in the curriculum process.
Skilbeck model locates curriculum design and development firmly within a cultural framework. It views such design as a means whereby teachers modify and transform pupil experience through providing insights into cultural values, interpretative frameworks and symbolic systems.
It is a more comprehensive framework, which can encompass either the process model or the objective model depending on which aspects of the curriculum are being designed. It is flexible, adaptable and open to interpretation in the light of changing circumstances.
It does not presuppose a linear progression through its components. Teachers can begin at any stage and activities can develop concurrently. .
The model outlined does not presuppose a means-end analysis at all; it simple encourages teams or groups of curriculum developers to take into account different elements and aspects of the curriculum- development process, to see the process as an organic whole, and to work in a moderately systematic way.
Situation Analysis
Objectives
Design (Program building)
Interpretation and Implementation
Evaluation (Monitoring, feedback, assessment, and reconstruction
Tyler’s Model of Curriculum Development
The document discusses Tyler's Model of Curriculum Development. Tyler's model is a prototype for the scientific approach to curriculum development that has influenced curriculum development in the US and beyond. The model involves answering four key questions: 1) What educational purposes should be attained? 2) What experiences can attain these purposes? 3) How can experiences be organized? 4) How can we determine if purposes are attained? The model focuses on determining objectives and designing learning experiences and assessments to meet those objectives.
A classic model
The document discusses the Tyler Curriculum Evaluation Model. Some key points:
1) The Tyler Model from 1949 lays out four principles for curriculum design: defining learning objectives, establishing learning experiences, organizing experiences for maximum effect, and evaluating/revising the curriculum.
2) The model emphasizes consistency between objectives, learning experiences, and outcomes. Objectives indicate the behaviors and content to be taught.
3) While providing a simple linear approach, critics argue the model restricts curriculum and has difficulties with objectives. However, clearly stated objectives are a good starting point.
4) For nursing, outcomes-based education has emerged as a focus on student behaviors and outcomes rather than staff. Accrediting bodies
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Tyler's model of curriculum development involves 4 basic steps: 1) establishing the purpose of education, 2) determining what experiences will achieve that purpose, 3) organizing those experiences effectively, and 4) assessing when the purposes have been met. The first step involves identifying decision-makers and determining societal and student needs to outline broad goals and specific, measurable objectives. The second step is selecting teaching methods and grouping related objectives into courses. The third step is organizing experiences from simple to complex and general to specific. The final step involves follow-up studies, interviews, and reviews to evaluate if the objectives and purposes have been achieved.
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Etc625 module 1
This document discusses the ARCS model of motivation in learning. The ARCS model aims to motivate and engage learners by helping them recognize the relevance and purpose of their learning. It focuses on getting and maintaining attention, relating the content to learners, building confidence, and satisfying learners with the outcome. This is compared to more traditional instructional design approaches that focus on selecting strategies, reinforcement, and evaluation. Applying the ARCS model in web-based instruction could be appropriate because it emphasizes making learning interesting and meaningful to encourage internal motivation and self-discipline needed for online learners.
Curriculum models
There are several common models for curriculum development that differ in their perspectives and approaches. The Tyler model is a linear, technical-scientific model that follows four basic steps: setting objectives, selecting content, organizing learning experiences, and evaluating outcomes. The Taba model is similar but emphasizes grassroots involvement of teachers. The Wheeler model depicts curriculum development as cyclical rather than linear. Walker's deliberative model describes how curriculum is naturally developed through platform-building, deliberation of alternatives, and consensus-based design.
The Integrated Approach
The document discusses the integrated approach to teaching and learning, which allows students to explore topics across subject areas without barriers. It emphasizes that students will see connections between different curriculum areas and develop deeper understanding through hands-on activities. An effective approach to ICT integration is constructivist and student-centered, promotes higher-order thinking, and involves learning within a community. The role of educators includes facilitating, co-assessing, designing, and mediating. To successfully integrate technology, schools should conduct a SWOT analysis, create a shared vision, formulate an action plan, implement it, and regularly review and modify the process. In conclusion, integrating ICT enhances instruction and prepares students with 21st century skills.
Effective teaching
This document discusses effective teaching strategies for developing critical thinking skills in students. It begins by outlining Bloom's Taxonomy of concrete and critical thinking skills. It then provides tips for teachers to encourage thinking skills in students, such as allowing questions and mistakes. The document lists skills needed for critical thinking like rationality and open-mindedness. Principles of effective teaching are presented, including commitment to all students and maintaining high standards. Finally, the document proposes a "recipe" model for effective teaching strategies with layers representing key elements like purpose, practice, engagement, choice and the teacher's personality.
Facilitation based training in the Higher Ed sector
This document discusses facilitation-based teaching and learning in higher education. It defines facilitation as creating positive learning environments that develop independent, self-directed learners and support student progression. Various facilitation activities are outlined to engage students in communication, reinforce content, and develop study skills. These include ice-breakers, small group work, discussions, and hands-on problem solving. Effective facilitation requires considering student groupings, resources, questioning techniques, and incorporating elements like introductions, body activities, and conclusions. A template is provided to plan facilitation activities.
Effective teaching
This document discusses challenges in defining effective teaching. It notes that effective teaching requires criteria related to educational objectives, which can vary over time and place. Common objectives include promoting cognitive development and literacy. Definitions of effective teaching often focus on student outcomes or teacher behaviors that promote outcomes. The review examines perspectives and evidence from inspections, teachers, principals, and students. It also explores characterizing effective practices and measuring teacher impacts considering school and departmental contexts.
Influencer strategy
The document outlines a plan to increase blended learning in classrooms. It discusses:
- Gaining teacher buy-in by focusing on the purpose of blended learning rather than just the activities, and addressing questions and concerns through meetings.
- Measuring success through student assessment data and a goal of 100% blended learning instruction.
- Key influencers being administrators, teachers, counselors, and technology staff.
- Behaviors to change including lesson planning, promoting student voice, and weekly collaborative meetings to review progress.
Teacher training programme (ttp) course outline
The document outlines a teacher training programme (TTP) with the objective of developing teachers who can think critically and adapt teaching materials to create a learning environment that encourages problem solving and decision making. The TTP includes short in-service training modules focused on enabling teachers to understand and teach the new curriculum using prescribed textbooks and supplementary materials. Modules cover classroom methodology, assessment types and strategies, and understanding the curriculum, content and textbooks. The goal is to provide need-based training for teachers to effectively teach using national standards and strategies outlined in the curriculum.
Edld 5305 assignment 1-Williams, T
The document proposes an innovative plan to implement blended learning in elementary school classrooms using a station rotation model. The plan aims to improve student engagement and provide differentiated instruction through various learning modalities, including online and teacher-led instruction. Students would rotate through stations on a fixed schedule, allowing them to learn at their own pace while reinforcing academic skills. By modernizing lessons with technology integrated into the content, delivery, and assessments, the station rotation model could transform education and better prepare students for the future.
Teaching effectiveness
1. The document discusses key concepts related to improving effectiveness in teaching and lecturing.
2. It outlines beliefs that can damage teaching effectiveness, such as thinking one is inherently a good teacher or that improving is unnecessary.
3. Effective teaching techniques are suggested, like engaging students in planning, relating material to students' lives, checking progress, and rewarding learning.
Unified curriculum
EdisonLearning partners with Houghton Mifflin Harcourt to provide a unified K-12 curriculum to schools. A unified curriculum supports consistent, high-quality instruction across grades and subjects. It provides teachers with shared resources and assessments to better identify and address student needs. Implementing a unified curriculum also streamlines program adoption, allows for universal best practices, and facilitates data-driven professional development.
21ST Century Education: Classroom Management beyond Perspective
Classroom management is one of the crucial factors that influence teaching and learning. This research has focused on a variety of the best strategies and practices of classroom management in a global approach. The findings of this study showed that good classroom management practices enable teachers and learners to meet on the prescribe desirable behavior of the learners. Further, different indicators have emerged as significant predictor of good classroom management practices. These include modeling appropriate behavior, offering praise to the learners, behavior management and establishing clear goals. These indicators elevate learners positive behavior and engagement in the learning process. It also boosts learners confidence and engagement in their learning. The finding of this study also showed that teachers with a different approach for classroom management will likely promote an effective learning environment that promotes globally competitive individuals. Marjorie A. Nellas | Marita C. Pacaldo | Ma. Gina C. Estorgio | Judith C. Lopez | Julie Ann A. Lauronal "21ST Century Education: Classroom Management beyond Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29755.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29755/21st-century-education-classroom-management-beyond-perspective/marjorie-a-nellas
Wheeler model of curriculum development
D.K. Wheeler was an educator who developed a cyclical curriculum model in 1967 consisting of 5 interdependent stages: 1) setting aims, goals and objectives; 2) selecting learning experiences; 3) selecting content; 4) organizing and integrating learning experiences and content; and 5) evaluation. Wheeler's model emphasizes flexibility, content selection, and integration of content to provide quality learning experiences. It also focuses on situational analysis and illustrates the dynamic nature of curriculum development as needs and interests change over time.
Shaping the future of CPD: The Importance of Self-Efficacy
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Online assignment need of research
1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching relies on teacher education and professional development to incorporate research findings and advance teaching skills over time. Research can help improve the quality of teaching.
Skilbeck model of curriculum development
Skilbeck’s curriculum model develop in 1976.
Skill beck suggested an approach for devising curriculum at the school level by which teacher could realistically develop appropriate curriculum. The model claims that for SBCD (School Based Curriculum Development) to work effectively five steps are required in the curriculum process.
Skilbeck model locates curriculum design and development firmly within a cultural framework. It views such design as a means whereby teachers modify and transform pupil experience through providing insights into cultural values, interpretative frameworks and symbolic systems.
It is a more comprehensive framework, which can encompass either the process model or the objective model depending on which aspects of the curriculum are being designed. It is flexible, adaptable and open to interpretation in the light of changing circumstances.
It does not presuppose a linear progression through its components. Teachers can begin at any stage and activities can develop concurrently. .
The model outlined does not presuppose a means-end analysis at all; it simple encourages teams or groups of curriculum developers to take into account different elements and aspects of the curriculum- development process, to see the process as an organic whole, and to work in a moderately systematic way.
Situation Analysis
Objectives
Design (Program building)
Interpretation and Implementation
Evaluation (Monitoring, feedback, assessment, and reconstruction
Tyler’s Model of Curriculum Development
The document discusses Tyler's Model of Curriculum Development. Tyler's model is a prototype for the scientific approach to curriculum development that has influenced curriculum development in the US and beyond. The model involves answering four key questions: 1) What educational purposes should be attained? 2) What experiences can attain these purposes? 3) How can experiences be organized? 4) How can we determine if purposes are attained? The model focuses on determining objectives and designing learning experiences and assessments to meet those objectives.
A classic model
The document discusses the Tyler Curriculum Evaluation Model. Some key points:
1) The Tyler Model from 1949 lays out four principles for curriculum design: defining learning objectives, establishing learning experiences, organizing experiences for maximum effect, and evaluating/revising the curriculum.
2) The model emphasizes consistency between objectives, learning experiences, and outcomes. Objectives indicate the behaviors and content to be taught.
3) While providing a simple linear approach, critics argue the model restricts curriculum and has difficulties with objectives. However, clearly stated objectives are a good starting point.
4) For nursing, outcomes-based education has emerged as a focus on student behaviors and outcomes rather than staff. Accrediting bodies
Shaping the future of CPD: How professional learning can support recruitment ...
Tim Matthews, Deputy Head at Oriel High School talks about how and why he believes that professional learning is key to employing and keeping staff in his school.
Tyler's model of curriculum development by SHAN MAHMOOD, WAQAR TIPU & ISHRAT ...
Tyler's model of curriculum development involves 4 basic steps: 1) establishing the purpose of education, 2) determining what experiences will achieve that purpose, 3) organizing those experiences effectively, and 4) assessing when the purposes have been met. The first step involves identifying decision-makers and determining societal and student needs to outline broad goals and specific, measurable objectives. The second step is selecting teaching methods and grouping related objectives into courses. The third step is organizing experiences from simple to complex and general to specific. The final step involves follow-up studies, interviews, and reviews to evaluate if the objectives and purposes have been achieved.
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Shaping the future of CPD: How professional learning can support recruitment ...
Shaping the future of CPD: How professional learning can support recruitment ...
Tyler's model of curriculum development by SHAN MAHMOOD, WAQAR TIPU & ISHRAT ...
Tyler's model of curriculum development by SHAN MAHMOOD, WAQAR TIPU & ISHRAT ...
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Este documento discute los retos de investigar en educación para los docentes de las escuelas normales en México. Presenta tres premisas clave: 1) la investigación requiere un trabajo conceptual y creativo intelectualmente riguroso, 2) debe hacer preguntas básicas al objeto de estudio para guiar el proceso, y 3) la investigación tiene un elemento de incertidumbre. También describe los requisitos para ser considerado investigador y las condiciones necesarias para llevar a cabo investigaciones educativas de calidad.
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This document discusses principles of teaching and instruction. It defines teaching as a process of interacting that engages students in learning activities to acquire knowledge, skills, and values. Teaching involves both science and art, using psychological research and creative implementation. Key factors in the teaching-learning process are the teacher, learner, content/strategies, and their interplay. Principles of learning include that it is experiential, discovery-based, evolutionary, and involves the whole person - intellectually and emotionally. Effective instruction follows principles like context, focus, socialization, individualization, sequence, and evaluation. Instruction can be managed through homogeneous, heterogeneous, or non-graded student groupings.
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The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
Teachinglearningprocess 110316083331-phpapp02
The document discusses teaching, learning, and their relationship to curriculum development. It defines teaching as a process that stimulates and guides learning, while learning is defined as a change in behavior through experience. The teaching-learning process involves planning activities and lessons, implementing them, and evaluating outcomes. Effective teaching creates meaningful learning opportunities and considers learners' needs, available resources, and strategies to achieve objectives. Teaching and learning are interdependent and give life to the curriculum.
OBE Approaches
The document discusses outcome-based education (OBE) and its approaches to assessment, grading, and promotion. OBE focuses on achieving high-level learning and mastery of outcomes rather than accumulating course credits. It also emphasizes changing assessment methods to change student learning. Assessment defines what is important for students and how they will learn. With OBE, teachers act as facilitators by stimulating creativity, self-learning, and critical thinking, with outcomes taking priority over syllabi. OBE uses ongoing, integrated assessment rather than exams to evaluate active, learner-centered learning.
Emergent teacher training
This document discusses teacher professional development (PD) and strategies for effective PD. It notes that effective PD involves teachers in identifying their own learning needs, relates to their daily practice, is collaborative and hands-on, and is sustained over time with follow-up support. PD should focus on both content and pedagogy, relate to standards, and involve collective participation from teachers within a school. Key aspects of effective PD include active learning, application of ideas to the classroom, reflection on student outcomes, facilitator support, and focus on student learning. Professional learning communities and inquiry-based teaching and learning are also addressed.
Responding when kids don't learn
How do you respond when kids don't learn? What should you do to guarantee learning? This is a powerpoint presentation that shows what RtI is and how it can help to guarantee student learning.
Responding when kids don't learn
Teachers can carefully plan lessons and assessments but still find that some students do not learn. Schools have tried various solutions like new curricula, scripted lessons, and schedule changes, but these are not always effective. An alternative is implementing a Response to Intervention (RTI) system which involves monitoring student learning through assessments, providing timely intervention or enrichment based on student needs, and making student learning the collective responsibility of the school. RTI represents a paradigm shift from a focus on compliance and seat time to achieving student proficiency through flexible, fluid intervention.
TEACHER AS AN ADULT LEARNER - ANIE KURIYAN
This presentation discusses the meaning and features of adult learning as well as the significance of teacher as an adult learner.
The Paradigm Shift: Migrating from Teacher-Centered to Student-Centered Instr...
The Paradigm Shift: Migrating from Teacher-Centered to Student-Centered Instr...Milisa Sammaciccia Ismail, MEd.
The paradigmatic shift from a teacher-centered learning environment to a student-centered one is not an easy transition; and, does not occur effortlessly. What is student-centered learning? Necessary areas of change. Strategies for the shift. Positive outcomes. The paradigm shift. What changed? Teacher-centered vs. learning-centered instruction. 8 steps in the change process. Instructor concerns. Measurable objectives. Agent for change. Action plan. Evolving role of teacher
The document discusses the evolving roles of teachers from traditional models to newer models. It describes teachers' roles as instructional experts who motivate and engage students, managers who organize their classrooms and curriculum, and counselors who provide academic and personal guidance to students. It also presents teachers as practitioner-researchers who study their own teaching practices and evaluate methods for improving student learning and outcomes. Overall, the document outlines how teachers' responsibilities have expanded to support students' learning and development in a changing global environment.
principlesofteaching12ndcopy1-140326210512-phpapp01.ppt
This document discusses principles of teaching and learning. It defines teaching as a process of interacting with students to enable them to acquire knowledge, skills, and values through organized activities and instructional strategies. Teaching is both a science and an art. Key factors in the teaching-learning process are the teacher, learner, content/strategies, and their interplay. Principles of learning include that it is learner-activated, discovery-based, experiential, collaborative, evolutionary, and involves both intellect and emotion. Effective instruction follows principles of context, focus, socialization, individualization, sequence, and evaluation. Student grouping and teaching models also impact instruction management. The document differentiates techniques, methods, strategies, approaches, and principles
Teacher Development & Engagement Framework
Teacher Development & Engagement Framework is designed with context to the Indian education system. This is not a research paper this is the compiled version of many research articles and ppts.
MAKING SENSE OF THE TEACHING AND LEARNING PROCESS.pptx
This document discusses the teaching and learning process. It begins by outlining the objectives of understanding concepts of teaching and learning and appreciating the process. It then defines teaching and learning, noting that teaching includes planning, implementation, assessment and revision, while learning is the acquisition of knowledge and skills. It also discusses learning domains and models like experience-reflection learning. The document outlines goals of teaching like helping students become independent and self-regulated learners. It concludes by presenting 10 principles of effective teaching and learning, such as the teacher being a role model, learning being an active process, using prior knowledge, and feedback enhancing learning.
Online assignment need of research
1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching is the most important school-level factor influencing student achievement, and that ongoing professional development is important for helping teachers advance their skills.
Role of educational technologies
Teaching competency refers to an overall assessment of a teacher's classroom performance based on criteria such as subject matter knowledge, teaching methods, questioning skills, use of teaching aids, student participation, personality, classroom management, and clarity of objectives. Key teacher competencies include knowledge of student development, creating an effective learning environment, understanding subject matter, designing learning experiences, ongoing assessment, and professional development. Improving teacher quality and competency is important for achieving excellence in education and helping both students and teachers meet educational goals.
PEDAGOGY APPLICATION IN EDUCATION SYSTEM
Pedagogy refers to the method and practice of teaching. It is shaped by educators' beliefs and understanding of culture and learning styles. An effective pedagogy builds on prior learning through meaningful classroom relationships. It enables students to thoroughly understand subjects and apply learning outside the classroom. Pedagogy demands classroom interactions that impact learners and allows teachers to understand how students learn differently. Implementing pedagogy can improve teaching quality, encourage cooperation, make learning less monotonous, allow different learning styles, support all students including those with special needs, and enhance teacher-student communication.
The Teaching Learning Process: Intro, Phases, Definitions, Theories and Model...
(MST) The Teaching-Learning Process in Educational Practices
First set of report/discussion
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow.
Principles of teaching
The document outlines principles of effective teaching:
1) Teachers must have clear goals and objectives to remain focused; planning helps achieve these goals.
2) Teaching must be flexible and adaptable to students' needs; drawing on prior knowledge helps learning.
3) The interests and experiences of individual students should be considered; teaching works best when linked to real life.
4) Multiple teaching strategies and materials keep students engaged; participation further aids achieving objectives.
Final curri, develop
The document discusses the nursing curriculum. It defines curriculum and outlines the principles, determinants, types (knowledge-centered, competence-based, experience-based), development process, and models of curriculum (linear, cyclic, dynamic, Tyler). It also discusses curriculum revision, the roles of various stakeholders in development/revision, and importance of research for improving nursing curriculum and evidence-based practice.
94413439-Teaching-Learning-Process-Ppt.pptx
The document discusses the teaching and learning process. It describes teaching and learning as an interactive relationship between faculty and students that goes beyond subject matter. The roles of faculty are as facilitators, guides, coaches and mentors who work in partnership with students. Students take on roles as learners, inquirers and seekers of knowledge within an active participatory relationship. The teaching and learning process involves assessment, planning, implementation and evaluation in a circular process where each step interacts with the others. Key principles of teaching discussed include having a definite aim, learning by doing, linking to actual life, planning, motivating students, and creating a kind atmosphere.
Similar to cont (20)
The Paradigm Shift: Migrating from Teacher-Centered to Student-Centered Instr...
The Paradigm Shift: Migrating from Teacher-Centered to Student-Centered Instr...
principlesofteaching12ndcopy1-140326210512-phpapp01.ppt
principlesofteaching12ndcopy1-140326210512-phpapp01.ppt
MAKING SENSE OF THE TEACHING AND LEARNING PROCESS.pptx
MAKING SENSE OF THE TEACHING AND LEARNING PROCESS.pptx
The Teaching Learning Process: Intro, Phases, Definitions, Theories and Model...
The Teaching Learning Process: Intro, Phases, Definitions, Theories and Model...
cont
- 1. Is a teaching strategy that is appropriate for this time because the material being taught by the teacher is always assosiate with the daily life of students Contextual Teaching
- 2. The Principle of Contextual Teaching Contextual learning should be based on the following principle : - Relevansi - Experiencing - Appliying - Transfering - cooperating
- 3. making connection student-student Doing significant work Self-regulated learning Collaborating Critical and creativ
- 4. The rule of teacher and student The rule of student The rule of teacher Student centered Student more activ and critis ang creativ Student trying to solve the problem in the development of more active Teacher to direct student in learning and help us Teacher give motivation to student Teacher are more concerned with the learning atrategis ot the result
- 5. CTL learning model aims to train student to think crittically and skilled in the procces of knowledge in order to find and creat something useful for himself.
- 6. References