The document discusses context-based learning (CBL) and how it differs from traditional learning models. CBL focuses on finding, developing, and applying knowledge to real-world problems rather than just transmitting facts. It emphasizes meaningful learning through application of knowledge and higher-order thinking. CBL classrooms connect classroom learning to the outside world through techniques like cooperative learning, integrating academic and vocational concepts, and beginning lessons with real-world examples rather than theory. The goal is for students to master concepts rather than just complete lessons within a set time period.
The Complete List of Teaching Methods and Strategies.pdfChloe Cheney
Here is a complete list of teaching methods are strategies. Knowledge of both is essential to building a career in the teaching field. Learn this all and how to prepare for a lecture.
The Complete List of Teaching Methods and Strategies.pdfChloe Cheney
Here is a complete list of teaching methods are strategies. Knowledge of both is essential to building a career in the teaching field. Learn this all and how to prepare for a lecture.
Children are not things to be modeled but people to be unfolded (Jess Lair). Discuss the process of children learning and tips and strategies for teachers to facilitate children learning.
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The teaching style is that it is the most effective and efficient means of presenting. the material as long as the style is appropriate for the subject and the students. Teaching styles develop understanding, skills, and values relative to the subject.
In 2017, MU Library’s Teaching & Research Development team moved from a subject-based model of library support to a functional model, based around the core functions of our team i.e. Research Support; Academic Engagement; and Teaching & Learning.
Central to this change was the development of a new teaching programme, to be multi-disciplinary and standardised in approach, and considering information literacy provision in its widest context. The teaching programme is mapped to MU Library’s Information Literacy Strategy Framework. Classes under the programme were first delivered in 2018.
Our teaching programme focuses on activity-based classes to achieve the five IL competencies identified in our Framework.
In our presentation, we will explain the context and background to our decision to move to a functional model, with reference to the University’s new undergraduate curriculum, which focuses on critical skills, offers students opportunities to engage in experiential learning, and provides a multi-disciplinary focus for student module choices.
Aine will describe the process of creating a menu of class options with standardised lesson plans and content for our classes, and the pedagogical practice of student learning through active engagement.
She will give examples of this work in practice, showcasing tools used (e.g. Mentimeter software) and activities undertaken, and talk about the successes and areas for learning arising from the classes.
However, a key focus of our paper is to look at the practical aspect of class delivery and the benefits to co-delivery of these classes. How does this work in practice?
Catherine will share her experience of co-delivering the classes, and describe her role, offering recommendations about successful delivery of activity-based classes.
We hope conference attendees will find our session practical, thought-provoking and will be able to take away some ideas for similar classes in their library, in whichever sector.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Impact of Ethnobotany in traditional medicine,
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Context-Based-Learning-_-
1.
2. Allow me to share a random quote
“Learners in the internet age don’t need
more information. They need to know
how to efficiently use the massive
amount of information available at their
fingertips. And that is to determine
what’s relevant and what is useful for
them. And that is where context-based
learning becomes helpful.”
3. because Context-Based Learning
• is not a sage on the stage where
in the teacher monopolizes the
discussion, instead CBL allows us
teachers to be a guide on the
side.
4. 6 KEY ELEMENTS OF CBL
(based on Northwest Regional Education Laboratory)
• Meaningful Learning
The understanding, personal relevance and valuing that a learner attaches to the
content what is to be learned
• Application of Knowledge
The ability to see how what is learned applies to other settings and functions in the
present or future
• Higher Order Thinking
The learner is required to use critical and creative thinking in collecting data,
understanding an issue, or solving a problem
• Standards-related Curricula
The content of the instruction relates to a range and variety of local, state, nation,
association and/or industry standards
• Cultural Responsiveness
Educators must understand and respect the values, beliefs, and customs of our students
• Authentic Assessment
The use of multiple assessment strategies that validity reflect the actual outcomes expected of the
learner.
6. Traditional Model Context-Based Model
PURPOSE Transmission
of factual
information
Finding,
developing and
applying
knowledge to real
world
TEACHING and LEARNING CHARACTERISTICS
7. ORGANIZATION Classroom
isolated from
the world of
work while
teachers and
students work
alone
Classroom
connected and
patterned to the
community and
workplace
TEACHING and LEARNING CHARACTERISTICS
8. Traditional Model Context-Based
Model
ROLE of TEACHER Transmitter of knowledge Facilitator,
coordinator or a
knowledgeable
guide to finding,
developing and
applying
knowledge
ROLE of STUDENT Passive recipient of lectures and
text reading
Active
engagement in
own learning;
student
constructs
learning thrfacts
and information
through ough
actual workplace
activities
TEACHING and LEARNING Characteristics
9. Traditional Model Context-Based Model
ROLE of
TEACHER
Transmitter of
knowledge
Facilitator,
coordinator or a
knowledgeable
guide to finding,
developing and
applying knowledge
TEACHING and LEARNING Characteristics
10. ROLE of STUDENT Passive recipient
of lectures and text
reading
Active
engagemen
t in own
learning;
student
constructs
learning the
facts and
information
through
actual
workplace
activities
TEACHING and LEARNING Characteristics
11. Traditional Model Context-Based Model
CONTENT Subjects tailored for
verbal and
mathematical/logical
intelligences
Subject application tailored
for seven multiple
intelligences
METHOD Lecture; question and
answer; little attention
to variance in learning
styles
Inquiry; discovery,
contextual learning, and
applied methods
EVALUATION Testing of facts
(e.g., paper and pencil
tests)
Assessment of learning
based on performance and
problem solving
(portfolio assessment)
TEACHING and LEARNING Characteristics
12. Traditional Model Context-Based Model
CONTENT Subjects tailored
for verbal and
mathematical/logic
al intelligences
Subject application
tailored for seven
multiple intelligences
TEACHING and LEARNING Characteristics
13. WHAT DOES A CLASSROOM LOOK
LIKE?
Conventional Classroom Context-Based Learning
Classroom
Knowledge and the
presentation of knowledge
are the only important
parts of the teaching-
learning process.
Helping students
understand of knowledge
is as important as
dispensing knowledge.
Thinking is usually done
in theoretical and
academic terms
Thinking involves making
the connecting between
knowing and doing with
“real-life” problem-solving
issues.
14. Explanation for
knowledge and the
presentation…
and teaching is done in
theoretical…
More of dispensing the knowledge based on theory, whereas in CBL,
the amalgamation of theory and practical application are part of the
teaching-learning process. It is easier for the learner to embrace
learning if they know the importance or application of the their daily
life.( Life long learning)
Instead of allowing the learners to memorize the possible substitute for
the ingredients, learners are given the activity to choose a of their
favorite viand and prepare it, letting them to provide substitute to some of
the ingredients in the recipe.
15. Conventional Classroom Context-Based Learning
Classroom
Students routinely work
and study alone
Students routinely work
with teachers and peers in
cooperative learning.
Lessons usually begin
with theory or learning
exercises that emphasize
memorizing.
Lessons usually begin with
examples or problems
from real-world
experiences and then
move out to interactively
combine content with
context
WHAT DOES A CLASSROOM LOOK
LIKE?
16. Conventional Classroom Context-Based Learning
Classroom
Students routinely work
and study alone
Students routinely work
with teachers and peers in
cooperative learning.
WHAT DOES A CLASSROOM LOOK
LIKE?
17. WHAT DOES A CLASSROOM
LOOK LIKE?
Lessons usually begin
with theory or learning
exercises that emphasize
memorizing.
Lessons usually begin with
examples or problems
from real-world
experiences and then
move out to interactively
combine content with
context
18. Conventional Classroom Context-Based Learning
Classroom
Academic and vocational
education are approached
as though in isolation
Academic and vocational
education concepts are
integrated wherever
possible.
Teachers tend to plan
lessons and teach in
isolation from colleagues.
Teacher colleagues plan
lessons together and team
teaching wherever
possible
Time is the constant and
competence is the
variable.
Student mastery is the
constant and time is the
variable.
19. WHAT DOES A CLASSROOM
LOOK LIKE?
Academic and vocational
education are approached
as though in isolation
Academic and vocational
education concepts are
integrated wherever
possible.
20. WHAT DOES A CLASSROOM
LOOK LIKE?
Teachers tend to plan
lessons and teach in
isolation from colleagues.
Teacher colleagues plan
lessons together and team
teaching wherever
possible
21. WHAT DOES A CLASSROOM
LOOK LIKE?
Time is the constant and
competence is the
variable.
Student mastery is the
constant and time is the
variable.
22. SUGGESTED PEDAGOGICAL FLOW OF CONCEPT
DEVELOPMENT IN CONTEXT-BASED LEARNING
Observation
and
Discussion
Related
Activity
Concept
Introduction
Experiment
Concept
Development
Concept
Application.
Problems /
Questions
23. Let us enjoy life. Because life
is too short. Make the most
out of it!
