E jozef colpaert_lyon2010_colpaert[1]
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1. The document discusses the design of a CALL (computer-assisted language learning) course in teacher training with a focus on design research. 2. The author's goal is to turn students into creative, reflective, self-evaluating teachers by integrating research into the course and having students contribute to research projects. 3. Key concepts discussed include using technology as a support system, educational engineering as a research methodology, distributed learning as a design model, and eliciting personal goals as design concepts.
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Hernández-Leo, D., Moreno, V., Peig, E., Learning design twofold strategies for teacher-led inquiry and student active learning. Workshop on Teacher-led Inquiry and Learning Design: The Virtuous Circle, Workshop at the 2013 Alpine Rendez-Vous, January 2013, Villard‐de‐Lans, Vercors, French Alps.
Abstract. This workshop paper states that fostering active student participation both in face-to-face lectures / seminars and outside the classroom (personal and group study at home, the library, etc.) requires a certain level of teacher-led inquiry. The paper presents a set of strategies drawn from real practice in higher education with teacher-led inquiry ingredients that promote active learning. These practices highlight the role of the syllabus, the importance of iterative learning designs, explicit teacher-led inquiry, and the implications of the context, sustainability and practitioners’ creativity. The strategies discussed in this paper can serve as input to the workshop as real cases that need to be represented in design and supported in enactment (with and without technologies).
Helen lynch presentation
The document discusses learning design, which is the process of designing learning activities, units, and environments. It involves establishing pedagogy, developing learning activities and supports, and sequencing resources in a meaningful way. Learning design considers different levels of learning outcomes, guidance, and learner freedom. It provides examples of task-directed, task-guided, and task-autonomous learning designs.
Helen lynch presentation
The document discusses learning design, which is the process of designing learning activities, units, and environments. It involves establishing pedagogy, developing learning activities and supports, and sequencing resources in a meaningful way. Key aspects of learning design include selecting appropriate technologies, qualifications, and levels of learning outcomes. Examples of learning designs and sequences are provided.
Educ 118 lesson5-17 Outline
This document discusses applying technology to support higher-level learning outcomes. It outlines several conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. These models emphasize students taking an active role in building their own understanding. The document then discusses using IT-based projects to engage students in higher-order thinking, including resource-based projects, simple creations, guided hypermedia projects, and web-based projects. It focuses on students acquiring information through inquiry and discovery rather than receiving it from teachers.
Curriculum planning and development
This document discusses considerations for curriculum design and different approaches. It outlines eight common curriculum designs including content-based, skill-based, inquiry-based, and more. It also discusses the technical-scientific approach to curriculum design which views schools as factories producing students, and the non-technical, non-scientific existentialist approach which emphasizes personal freedom and journey. Finally, it synthesizes that curriculum planning requires extensive background and consideration, the Philippine system uses a scientific approach, and planning should be a collective effort.
R2 LOOK, THINK, ACT: Meeting the Research Needs of Teacher Practitioners (Rob...
R2 LOOK, THINK, ACT: Meeting the Research Needs of Teacher Practitioners (Rob...Center for Global Education at Asia Society
LOOK, THINK, ACT: Meeting the Research Needs of Teacher Practitioners (R2)
Speaker: Deborah W. RobinsonEffective lesson2
The document provides guidance on effective lesson planning. It emphasizes the importance of clear objectives, engaging essential questions, appropriate assessments, and reflection. An effective lesson plan considers student needs, incorporates research-based strategies, and allows for practice, evaluation and closure. Key components include objectives, essential questions, pre-assessments, materials, engaging activities and questions, presentations, guided and independent practice, and assessments.
Differentiated Instruction
An overview icluding basic principles and references. It was presented during a workshop on Differentiation for EFL teachers of the Alpha Athens School district. (There are problems with the content in the slides, which is not properly viewed. I don't have a clue why this is happening. Should I upload the file in a different format?). My sincerest apologies, anyway..
Microteaching ppt
The document discusses microteaching and teaching skills. It outlines 10 teaching skills that can be mastered through microteaching, including planning, set induction, presentation, questioning, encouraging student questioning, exemplification, communication, methodology, judging student problems, and ending or summarizing. It then provides details on each of these 10 skills and how to effectively demonstrate them. The document also covers communication theory, knowing learners and individual differences, objectives, and what microteaching is as a technique for improving teaching skills through self-practice and criticism.
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Systematic development of specifications using learning and instructional theory
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This document provides an overview of Cultural-Historical Activity Theory (CHAT) and its application to analyzing teacher training. It discusses CHAT's key concepts, including activity systems, contradictions, expansive cycles, and mediation by tools. The researcher plans to use CHAT to study how 7 student teachers in Spain develop skills through collaboration with peers during their practicum. Data sources will include discussions, presentations, and assignments. Action-relevant episodes will be identified and contradictions analyzed to understand how theoretical and practical knowledge are connected through social interaction.
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This study examined the coherence between pre-service language teachers' stated beliefs about language teaching and their actual productions of websites for language learning. The researchers analyzed student essays, websites, and questionnaires from 17 students in a CALL course. They found that while students' approaches to teaching with CALL aligned with their stated beliefs, the students' beliefs seemed more influenced by their own experiences as language learners rather than by their teacher training. The researchers suggest improving instruction by better integrating knowledge from pedagogy courses into the CALL elements and exposing students to more in-depth examples of CALL.
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