Workshop session on "How Schools Build Innovative Curriculum" from the Independent Curriculum Group conference, "Re-Imagining High School," October 27, 2009 at Beaver Country Day School in Chestnut Hill, Massachusetts.
Teaching and learning theories from EDLE 5010jistudents
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Workshop session on "How Schools Build Innovative Curriculum" from the Independent Curriculum Group conference, "Re-Imagining High School," October 27, 2009 at Beaver Country Day School in Chestnut Hill, Massachusetts.
Teaching and learning theories from EDLE 5010jistudents
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
What was your best learning experience? Our story about using stories to solv...Patrick Lowenthal
“Theory? What does this have to do with anything we’re doing?” Sound familiar? Students may not always verbalize this, but they often think it, especially in courses where the emphasis is on the development of technical skills and the application of those skills to the building of products. Presenting theory in a way that is relevant and engaging can be challenging under these circumstances. This article describes how we addressed this challenge by involving students in an analysis of their “best learning experiences” stories, and then helped them apply their discoveries to the products they built.
What is peer tutoring and how you will develop peer tutoring in your own classroom?
My masterals presentation will present you a simple but educated presentation of Peer Tutoring.
Keys to Student-Centered Learning (Creating a Student-Centered Learning Climate)Simple ABbieC
Keys to Student-Centered Learning
(Creating a Student-Centered Learning Climate)
- Setting high social and academic expectations
- Creating school environments focused on the needs of the learner
A gentle introduction to student centered approaches for Cambodian science teacher trainers during the opening day of a 5-day workshop on student-centered learning.
Investigating Self-Directed Learning Dimensions: adapting the Bouchard FrameworkInge de Waard
This presentation was given at the EC-TEL conference in September 2015. The presentation shares the background, methods and analysis used to gain insight in the learning experiences, and learning actions that experienced learners take while being enrolled in FutureLearn courses (a brand of MOOC courses).
Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/informationliteracywhatwhyandhow.asp
This presentation identifies the features of different learning styles and explores how parents and teachers can harness a child’s learning style to help him/her achieve success.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Learning in and out of school : A Psychological PerspectiveHathib KK
Learning-School-Out of School- Common Sense-Situational learning-symbolic learning- Learning in school-learning out of school-difference between learning in and out of school
Spice up your lecture with Inquiry-based LearningICPSR
This presentation is a part of ICPSR's monthly Webinar series. It describes inquiry-based learning and how using data in the college classroom can help foster deeper learning. TeachingWithData.org, a repository of social science materials, was introduced.
What was your best learning experience? Our story about using stories to solv...Patrick Lowenthal
“Theory? What does this have to do with anything we’re doing?” Sound familiar? Students may not always verbalize this, but they often think it, especially in courses where the emphasis is on the development of technical skills and the application of those skills to the building of products. Presenting theory in a way that is relevant and engaging can be challenging under these circumstances. This article describes how we addressed this challenge by involving students in an analysis of their “best learning experiences” stories, and then helped them apply their discoveries to the products they built.
What is peer tutoring and how you will develop peer tutoring in your own classroom?
My masterals presentation will present you a simple but educated presentation of Peer Tutoring.
Keys to Student-Centered Learning (Creating a Student-Centered Learning Climate)Simple ABbieC
Keys to Student-Centered Learning
(Creating a Student-Centered Learning Climate)
- Setting high social and academic expectations
- Creating school environments focused on the needs of the learner
A gentle introduction to student centered approaches for Cambodian science teacher trainers during the opening day of a 5-day workshop on student-centered learning.
Investigating Self-Directed Learning Dimensions: adapting the Bouchard FrameworkInge de Waard
This presentation was given at the EC-TEL conference in September 2015. The presentation shares the background, methods and analysis used to gain insight in the learning experiences, and learning actions that experienced learners take while being enrolled in FutureLearn courses (a brand of MOOC courses).
Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/informationliteracywhatwhyandhow.asp
This presentation identifies the features of different learning styles and explores how parents and teachers can harness a child’s learning style to help him/her achieve success.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Learning in and out of school : A Psychological PerspectiveHathib KK
Learning-School-Out of School- Common Sense-Situational learning-symbolic learning- Learning in school-learning out of school-difference between learning in and out of school
Spice up your lecture with Inquiry-based LearningICPSR
This presentation is a part of ICPSR's monthly Webinar series. It describes inquiry-based learning and how using data in the college classroom can help foster deeper learning. TeachingWithData.org, a repository of social science materials, was introduced.
In Depth Workshop: Academy Development - Day 1 of 2 Day WorkshopNAFCareerAcads
Participants will have the opportunity to explore current best practices for establishing classroom culture and craft a plan for the coming years that will help academy students produce successful projects.
Implementing classroom management strategies require technique which may only developed over time. This session was presented to inservice teachers as a review to the roles for a school to function as high performing centers of learning.
Using 4-square organizational pattern to show students how to create the body of a 5-paragraph essay. Prompt: Which region of the
United States would
you rather live in?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
3. Goals & Objectives State standards, accrediting bodies, NETS*Students How can the course objectives be broken down into units, modules, lessons? Varied levels of Bloom’s Taxonomy Outcomes/performances expected upon completion Criteria for success to ensure mastery
4. Acquiring 21st century skills such as higher level thinking, stronger communication abilities, and collaborative learning will encourage student engagement and increase academic achievement (Department of Education, 2002)
5. Learning Environment Andragogical considerations How can learning be made active? How can the environment promote peer interaction? How can students develop responsibility for their own learning?
9. No application to life after schoolWhere did this thinking come from?
10. Traditional Classroom Prescribed Curriculum Chalkboards Desks in rows Books and worksheets Paper & pencil Focus on the front (teacher) Read, take notes Study as an individual Take tests to measure learning
11. 21st Century Classroom Constant, ubiquitous connectivity Moving beyond 4-walls Flexible, blended learning Collaborative environments Allowing global connections Studio-based learning Connections to communities and access to tools Space for reflection and creativity Bringing the real world into the classroom, and the classroom into the real world
12. Know Your Learners Personal demographics (ethnicity, socio-economic level, cultural background) that might impact learning Developmental stage of the student relative to the content Cognitive/Learning style of each student Generational learning styles Student’s entry skills with reference to the content and technology
13. Digital Immigrant or Digital Native Do you turn to the Internet first or second for information? Do you use a manual to learn a program, or is it intuitive? Do you print out your E-mail or have your secretary print it out for you? Do you need to print out a document in order to edit it? Do you call people into your office to see an interesting website rather than sending the link via E-mail? Do you make the “Did you get my E-mail?” phone call?
14. Digital Natives Ctrl + Alt + Del is as basic as ABC They have never been able to find the “return” key Computers have always fit in their backpacks They have always had a personal identification number Photographs have always been processed in an hour or less Bert and Ernie are old enough to be their parents Gas has always been unleaded Rogaine has always been available for the follicularly challenged --Beloit College, 2003, 2004
15. Net Gen Learners Digital Connected Experiential Visual & Kinesthetic Immediate Social
16. Adaptation It is not about whether you are a digital native but whether you can adapt to those whose style does not match your own. – Dede, 2005
17. Teaching & Learning Strategies Connect to prior knowledge Scaffold learning Motivation Engagement Relevance Rigor Relationships Student-Centered vs. Teacher-centered
18.
19. What can you do? Make learning interactive & experiential Consider peer-to-peer approaches Utilize real-world applications Emphasize information literacy in courses Encourage reflection Incorporate collaborative learning Use informal learning opportunities Create opportunities for synthesis
20. Decide what’s important Technology does not drive choices Learning outcomes drive choices Knowledge construction Interactivity Relevance Authentic contexts
22. Horizon Report 2007 Key trends affecting higher education—next 5 years One year or less Social Networking User-Created Content Two-Three Years Mobile Phones Virtual Worlds Four-Five Years New Scholarship and Emerging Forms of Publication Massively Multiplayer Educational Gaming