This is a presentation on reflective – reflexive practices in teaching and learning. In this presentation the Driscoll Model is used in a primary school students to reflect on their reading performance Grade 2 learners were selected as this is the present grouping of students I teach. Padlet is the technology that will be used as an e- portfolio for reflective purposes. In using Padlet, students will upload reflections on their reading using either audio recording, written or video recording means.
The document discusses ICT skills for teachers. It begins by introducing some key concepts and organizations that influence ICT training, such as UNESCO, INTEF, and CPR. It then outlines Spain's educational system and the region of Murcia. The rest of the document details the work of CPR Region de Murcia, including the types of courses and training they provide to teachers on various ICT skills based on frameworks from INTEF and others. It also discusses strengths and weaknesses of their current training model and possibilities for improving teacher ICT skills development in the future.
The document discusses e-learning, including its definition, benefits, elements, instructional strategies, challenges, types, industry, and models. Specifically, it defines e-learning as the delivery of learning through electronic means using computers or mobile devices. It outlines benefits like flexibility, accessibility to resources, and cost savings. The document also notes challenges like high initial costs and need for innovative teaching strategies when using technologies.
This document discusses different types of online assessment used in education. It identifies formative assessment as used early in instruction to monitor student learning and provide feedback to improve teaching. Summative assessment measures how well learning outcomes are achieved at the end of instruction. Other assessment types discussed include diagnostic pre-assessment, confirmative assessment to check ongoing success, norm-referenced assessment comparing to averages, and criterion-referenced assessment against predetermined standards. The document also lists some popular online assessment tools for teachers.
Connectivism sees learning as creating connections between nodes of information rather than knowledge residing in individuals. It emphasizes collaboration, creativity, and connectivity as important skills for the future. A connectivist pedagogy facilitates students learning from the world by making collaboration, creativity, and connectivity central to teaching.
Implementing strategies in science teaching, Menelaos SotiriouBrussels, Belgium
The document summarizes a conference that took place in Brussels from October 24-26, 2014 to introduce creativity in science education. The conference aimed to help individual teachers become aware of weaknesses in their practice, be motivated to improve, and learn best practices. Objectives included proposing a methodology for introducing creativity and innovation in schools through teacher training and communities. The conference outlined learning activities like science cafes, science theater, and writing science operas that incorporate creative elements. Near future plans included teacher training workshops and an international conference in 2015.
The document discusses various teaching methods used in nursing education including lecture methods, demonstration methods, group discussion, seminar, panel discussion, role play, and project method. It provides definitions, purposes, advantages and disadvantages of each method. Lecture methods are used to provide knowledge to students but keep them passive. Demonstration methods help students understand concepts and apply knowledge. Group discussion fosters problem solving skills but can be time consuming. Seminars, panel discussions, and role plays promote critical thinking and understanding different perspectives. The project method encourages independent learning through practical projects.
Edutopia is a website created by the George Lucas Educational Foundation to create lifelong learners and empower teachers, students, parents, and administrators to improve education. It offers special reports, blogs, videos, tips for teachers and articles on its core concepts of integrated studies, comprehensive assessment, teacher development, technology integration and social-emotional learning. Edutopia provides a way for educators and learners to find new teaching methods, gain insight into others' perspectives and share effective practices.
The document discusses ICT skills for teachers. It begins by introducing some key concepts and organizations that influence ICT training, such as UNESCO, INTEF, and CPR. It then outlines Spain's educational system and the region of Murcia. The rest of the document details the work of CPR Region de Murcia, including the types of courses and training they provide to teachers on various ICT skills based on frameworks from INTEF and others. It also discusses strengths and weaknesses of their current training model and possibilities for improving teacher ICT skills development in the future.
The document discusses e-learning, including its definition, benefits, elements, instructional strategies, challenges, types, industry, and models. Specifically, it defines e-learning as the delivery of learning through electronic means using computers or mobile devices. It outlines benefits like flexibility, accessibility to resources, and cost savings. The document also notes challenges like high initial costs and need for innovative teaching strategies when using technologies.
This document discusses different types of online assessment used in education. It identifies formative assessment as used early in instruction to monitor student learning and provide feedback to improve teaching. Summative assessment measures how well learning outcomes are achieved at the end of instruction. Other assessment types discussed include diagnostic pre-assessment, confirmative assessment to check ongoing success, norm-referenced assessment comparing to averages, and criterion-referenced assessment against predetermined standards. The document also lists some popular online assessment tools for teachers.
Connectivism sees learning as creating connections between nodes of information rather than knowledge residing in individuals. It emphasizes collaboration, creativity, and connectivity as important skills for the future. A connectivist pedagogy facilitates students learning from the world by making collaboration, creativity, and connectivity central to teaching.
Implementing strategies in science teaching, Menelaos SotiriouBrussels, Belgium
The document summarizes a conference that took place in Brussels from October 24-26, 2014 to introduce creativity in science education. The conference aimed to help individual teachers become aware of weaknesses in their practice, be motivated to improve, and learn best practices. Objectives included proposing a methodology for introducing creativity and innovation in schools through teacher training and communities. The conference outlined learning activities like science cafes, science theater, and writing science operas that incorporate creative elements. Near future plans included teacher training workshops and an international conference in 2015.
The document discusses various teaching methods used in nursing education including lecture methods, demonstration methods, group discussion, seminar, panel discussion, role play, and project method. It provides definitions, purposes, advantages and disadvantages of each method. Lecture methods are used to provide knowledge to students but keep them passive. Demonstration methods help students understand concepts and apply knowledge. Group discussion fosters problem solving skills but can be time consuming. Seminars, panel discussions, and role plays promote critical thinking and understanding different perspectives. The project method encourages independent learning through practical projects.
Edutopia is a website created by the George Lucas Educational Foundation to create lifelong learners and empower teachers, students, parents, and administrators to improve education. It offers special reports, blogs, videos, tips for teachers and articles on its core concepts of integrated studies, comprehensive assessment, teacher development, technology integration and social-emotional learning. Edutopia provides a way for educators and learners to find new teaching methods, gain insight into others' perspectives and share effective practices.
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
Connectivism is a learning theory that focuses on connections within networks. It posits that learning resides in the connections between nodes of information sources, including those found in non-human appliances and online networks. Knowing how to find and utilize information from diverse sources is more important than memorizing facts. Maintaining connections is key to facilitating continual learning, and the ability to see connections between different fields, ideas, and concepts is a core skill.
This slide set provides an overview of reflective practice, geared towards teachers. It describes what it is, how to undertake it, and how it supports teachers' professional development.
Reflective teaching involves critical reflection on one's own teaching practices and styles. It has three levels: reflection-in-action during teaching, reflection-on-action after teaching through analysis of lessons, and reflection-for-action to decide on future actions. Effective reflection requires self-reflection through tools like teaching portfolios and journals. Teachers can also reflect through peer observation, action research, and developing critical friendships with colleagues to discuss practices and seek advice. The goal of reflection is to improve teaching and student outcomes by distinguishing effective methods from less successful ones.
The document discusses virtual learning environments (VLEs), which are computer-based systems that facilitate online learning. VLEs allow for educational interactions and help turn online spaces into places for learning. They have emerged alongside increased student use of social media and can provide interactive learning similar to in-person classes. Examples of popular VLEs mentioned include Moodle, Second Life, and Sloodle. Research suggests that VLEs increase engagement and involvement through collaboration, which can help improve student learning outcomes. However, VLEs also present challenges such as costs, training needs, and technical support requirements.
Cognitive apprenticeship is a model of situated learning that aims to make an expert's internal cognitive processes apparent to the learner. It differs from traditional apprenticeships by including more generally applicable information. Key strategies include modeling, where the expert demonstrates a process; coaching and scaffolding to support learners; articulation to encourage verbalizing thoughts; reflection to evaluate actions; and exploration of self-directed problem solving. Interactive technology can uniquely model processes and use diagrams to conceptualize difficult topics.
Class 4 mezirow's transformative learning theorytjcarter
Mezirow's transformative learning theory posits that learning in childhood is formative, derived from authority figures, while learning in adulthood is transformative as adults can recognize distortions in their own beliefs. Transformative learning involves using prior interpretations to create new understandings to guide future actions. It occurs through instrumental learning of skills and communicative learning of meanings and perspectives. Learning transforms when meaning structures like points of view and habits of mind are revised through critical reflection on assumptions and perspectives, which can result in a perspective transformation - a dramatic shift in worldview. The adult educator's role is to support this process through challenging assumptions and encouraging critical reflection and discourse.
This document defines and discusses virtual learning environments (VLEs). It begins by defining a VLE as a collection of software tools that support online academic administration, teaching, and research. Examples of popular VLE platforms like Moodle, Blackboard, and Google Classroom are provided. The document then discusses key functional components of VLEs, including using them for information distribution, delivering course content, facilitating communication, performing assessments, and managing students and courses. Advantages like flexibility and cost savings are outlined, alongside potential disadvantages like lack of attention or human contact. Suggestions for overcoming limitations, like incorporating more interactive elements, are provided.
Active learning involves instructional activities where learners are engaged in doing tasks and thinking about what they are doing. It is based on the principles that learning is an active process and people learn differently. The document outlines that active learning strategies have been shown to promote deeper learning and development of thinking skills compared to solely lectures. Some examples of active learning strategies provided are think-pair-share, lecture-discussion, questioning, case studies, and demonstrations.
Student-centered learning focuses on the needs of students rather than teachers or administrators. It actively engages students in their own learning by encouraging independent thinking, allowing student interests to guide activities, and giving students choices and authentic problems to solve. Students are assessed on demonstrating their understanding in various ways and receive guided support as they monitor their own learning.
This document discusses e-learning and its evolution. It defines e-learning as using technology for educational purposes (paragraph 1). E-learning can take place fully online, in a classroom with technology aids, or in a blended format (paragraph 2). The web has evolved from static Web 1.0 to more interactive Web 2.0 to the proposed semantic Web 3.0 (paragraph 3). Similarly, e-learning has progressed from the unidirectional E-learning 1.0 to the multidirectional and conversational E-learning 2.0 (paragraph 4). Popular learning management systems that facilitate e-learning include Moodle and Chamilo (paragraph 5). E-learning can be asynchronous, with flexible timing, or synchronous
Type of Instructional Media with explanation.
As an assignment for "Instructional Media".
Sakina Mawardah - 15220053
PB. Inggris 2015 - STKIP Siliwangi Bandung
This document discusses mixed ability grouping and teaching methods. It describes how mixed ability groups contain students with a variety of skills and abilities. The benefits of mixed ability grouping include enhancing leadership skills, improving cognitive skills and academic proficiency, and providing social and academic support for slower learners. It recommends teaching mixed ability groups through group interactive sessions, cooperative learning, and collaborative learning. These methods create an anxiety-free environment that improves socialization, understanding, communication, and thinking skills.
This power point was created by the Office of Special Programs in partnership with RESA (West Virginia Board of Education) based staff developed Support for Personalized Instruction (SPI) as a sub-set of Support for Personalized Learning (SPL) to specifically address the quality of the interactions that have been found through research to most directly move individual learners from where they are to where they need to be.
This document discusses reflection in learning and teaching. It defines reflection as a process of reviewing experiences to describe, analyze, evaluate, and inform future practice. Several frameworks for reflection are presented, including those by Dewey, Kolb, Schon, and Hatton and Smith. The document notes that while reflection is commonly used, definitions vary and it can be a complex process. Effective reflection involves critical thinking, identifying assumptions, and considering alternatives. Reflective frameworks and strategies can help teachers and students learn from experiences and continue developing.
The document discusses blended learning, which combines different modes of delivery including classroom training, web-based training, and mobile learning. Blended learning allows for active learning and customization to individual learners. It has emerged as a natural choice for training companies and higher education due to benefits like cost savings and flexibility. Advancing technologies will continue impacting and expanding blended learning opportunities.
This document discusses the skill of questioning. It identifies different types of questions like relevant/irrelevant, precise/imprecise, clear/unclear, and grammatically correct/incorrect questions. It also discusses higher and lower order questioning. Examples are provided to illustrate relevant vs irrelevant questions, precise vs imprecise questions, clear vs unclear questions, and grammatically correct vs incorrect questions. The document also discusses components of probing questions like prompting, seeking further information, redirecting, refocusing, and increasing critical awareness. Examples are given for each of these components. References for the material are provided at the end.
Organizations nowadays are expanding both regionally and internationally, and have to adopt to new ways of working, especially field-work requires enormous flexibility and mobility from employees. Thus, this has created difficulties for companies to gather employees together in order to train, develop and communicate at the same time. E-learning may be the solution for this problem.
By enhancing knowledge skills and know-how to employees, where in particular the employee has control over and personally customized whether what, when, where and how he/she learns.
Essential requirements of teaching physical sciencesajeena81
The document discusses the essential requirements and competencies needed for teaching physical science. It states that teachers require expertise in a wide range of competencies, including mastery of subject content knowledge, pedagogical content knowledge, and technological pedagogical knowledge. They must integrate professional judgment and apply evidence-based competencies. The document then examines different types of teacher competencies in more depth, including subject competencies, pedagogical competencies, and technological competencies.
The document discusses advanced teaching methods that can improve student learning and engagement. It begins by introducing the transition from traditional to more innovative computer-based presentations. It then outlines 16 innovative teaching methods like using educational videos, interactive learning activities, role playing, puzzles and games, and introducing lessons like stories. The goal of these methods is to motivate student participation and help them retain information more effectively. Advanced technology, spaced learning, real-world examples, and an open mindset can also enhance teaching. Overall, the document promotes collaborative and creative teaching approaches.
Anchored instruction is an educational concept that was introduced by John Bransford and his colleagues in the 1980s. It is an instructional approach that uses realistic and complex problems or "anchor situations" to engage learners in meaningful and authentic learning experiences. The anchor situation serves as a central theme or context around which various learning activities and materials are organized.The idea behind anchored instruction is to immerse learners in a context that reflects real-world problems, making the learning experience more relevant and engaging. The anchor situation typically involves a narrative or scenario that presents a problem or challenge that requires the application of knowledge and skills.
Key features of anchored instruction include:
1. Authenticity: The anchor situation is designed to mirror real-world problems or situations, making the learning experience more meaningful for learners.
2. Integration of Knowledge and Skills: Anchored instruction often requires the integration of various disciplines and skills to solve the problems presented in the anchor situation. This interdisciplinary approach helps learners see the connections between different subjects.
3. Problem-Based Learning (PBL): The anchor situation typically presents a problem or challenge that learner need to solve. This aligns with the principles of problem-based learning, where students actively engage in solving real-world problems.
4. Constructivist Approach: Anchored instruction aligns with constructivist theories of learning, emphasizing the importance of learners actively constructing their own understanding through authentic experiences.
5. Collaborative Learning: Many anchored instruction activities encourage collaboration among learners. Working together on problem-solving tasks promotes social interaction and the sharing of diverse perspectives.
Anchored instruction is often used in technology-rich environments, where multimedia resources, such as videos, simulations, and interactive software, can be integrated to enhance the learning experience. The approach is particularly popular in science and mathematics education, but it can be adapted for various subjects and educational levels.
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
Connectivism is a learning theory that focuses on connections within networks. It posits that learning resides in the connections between nodes of information sources, including those found in non-human appliances and online networks. Knowing how to find and utilize information from diverse sources is more important than memorizing facts. Maintaining connections is key to facilitating continual learning, and the ability to see connections between different fields, ideas, and concepts is a core skill.
This slide set provides an overview of reflective practice, geared towards teachers. It describes what it is, how to undertake it, and how it supports teachers' professional development.
Reflective teaching involves critical reflection on one's own teaching practices and styles. It has three levels: reflection-in-action during teaching, reflection-on-action after teaching through analysis of lessons, and reflection-for-action to decide on future actions. Effective reflection requires self-reflection through tools like teaching portfolios and journals. Teachers can also reflect through peer observation, action research, and developing critical friendships with colleagues to discuss practices and seek advice. The goal of reflection is to improve teaching and student outcomes by distinguishing effective methods from less successful ones.
The document discusses virtual learning environments (VLEs), which are computer-based systems that facilitate online learning. VLEs allow for educational interactions and help turn online spaces into places for learning. They have emerged alongside increased student use of social media and can provide interactive learning similar to in-person classes. Examples of popular VLEs mentioned include Moodle, Second Life, and Sloodle. Research suggests that VLEs increase engagement and involvement through collaboration, which can help improve student learning outcomes. However, VLEs also present challenges such as costs, training needs, and technical support requirements.
Cognitive apprenticeship is a model of situated learning that aims to make an expert's internal cognitive processes apparent to the learner. It differs from traditional apprenticeships by including more generally applicable information. Key strategies include modeling, where the expert demonstrates a process; coaching and scaffolding to support learners; articulation to encourage verbalizing thoughts; reflection to evaluate actions; and exploration of self-directed problem solving. Interactive technology can uniquely model processes and use diagrams to conceptualize difficult topics.
Class 4 mezirow's transformative learning theorytjcarter
Mezirow's transformative learning theory posits that learning in childhood is formative, derived from authority figures, while learning in adulthood is transformative as adults can recognize distortions in their own beliefs. Transformative learning involves using prior interpretations to create new understandings to guide future actions. It occurs through instrumental learning of skills and communicative learning of meanings and perspectives. Learning transforms when meaning structures like points of view and habits of mind are revised through critical reflection on assumptions and perspectives, which can result in a perspective transformation - a dramatic shift in worldview. The adult educator's role is to support this process through challenging assumptions and encouraging critical reflection and discourse.
This document defines and discusses virtual learning environments (VLEs). It begins by defining a VLE as a collection of software tools that support online academic administration, teaching, and research. Examples of popular VLE platforms like Moodle, Blackboard, and Google Classroom are provided. The document then discusses key functional components of VLEs, including using them for information distribution, delivering course content, facilitating communication, performing assessments, and managing students and courses. Advantages like flexibility and cost savings are outlined, alongside potential disadvantages like lack of attention or human contact. Suggestions for overcoming limitations, like incorporating more interactive elements, are provided.
Active learning involves instructional activities where learners are engaged in doing tasks and thinking about what they are doing. It is based on the principles that learning is an active process and people learn differently. The document outlines that active learning strategies have been shown to promote deeper learning and development of thinking skills compared to solely lectures. Some examples of active learning strategies provided are think-pair-share, lecture-discussion, questioning, case studies, and demonstrations.
Student-centered learning focuses on the needs of students rather than teachers or administrators. It actively engages students in their own learning by encouraging independent thinking, allowing student interests to guide activities, and giving students choices and authentic problems to solve. Students are assessed on demonstrating their understanding in various ways and receive guided support as they monitor their own learning.
This document discusses e-learning and its evolution. It defines e-learning as using technology for educational purposes (paragraph 1). E-learning can take place fully online, in a classroom with technology aids, or in a blended format (paragraph 2). The web has evolved from static Web 1.0 to more interactive Web 2.0 to the proposed semantic Web 3.0 (paragraph 3). Similarly, e-learning has progressed from the unidirectional E-learning 1.0 to the multidirectional and conversational E-learning 2.0 (paragraph 4). Popular learning management systems that facilitate e-learning include Moodle and Chamilo (paragraph 5). E-learning can be asynchronous, with flexible timing, or synchronous
Type of Instructional Media with explanation.
As an assignment for "Instructional Media".
Sakina Mawardah - 15220053
PB. Inggris 2015 - STKIP Siliwangi Bandung
This document discusses mixed ability grouping and teaching methods. It describes how mixed ability groups contain students with a variety of skills and abilities. The benefits of mixed ability grouping include enhancing leadership skills, improving cognitive skills and academic proficiency, and providing social and academic support for slower learners. It recommends teaching mixed ability groups through group interactive sessions, cooperative learning, and collaborative learning. These methods create an anxiety-free environment that improves socialization, understanding, communication, and thinking skills.
This power point was created by the Office of Special Programs in partnership with RESA (West Virginia Board of Education) based staff developed Support for Personalized Instruction (SPI) as a sub-set of Support for Personalized Learning (SPL) to specifically address the quality of the interactions that have been found through research to most directly move individual learners from where they are to where they need to be.
This document discusses reflection in learning and teaching. It defines reflection as a process of reviewing experiences to describe, analyze, evaluate, and inform future practice. Several frameworks for reflection are presented, including those by Dewey, Kolb, Schon, and Hatton and Smith. The document notes that while reflection is commonly used, definitions vary and it can be a complex process. Effective reflection involves critical thinking, identifying assumptions, and considering alternatives. Reflective frameworks and strategies can help teachers and students learn from experiences and continue developing.
The document discusses blended learning, which combines different modes of delivery including classroom training, web-based training, and mobile learning. Blended learning allows for active learning and customization to individual learners. It has emerged as a natural choice for training companies and higher education due to benefits like cost savings and flexibility. Advancing technologies will continue impacting and expanding blended learning opportunities.
This document discusses the skill of questioning. It identifies different types of questions like relevant/irrelevant, precise/imprecise, clear/unclear, and grammatically correct/incorrect questions. It also discusses higher and lower order questioning. Examples are provided to illustrate relevant vs irrelevant questions, precise vs imprecise questions, clear vs unclear questions, and grammatically correct vs incorrect questions. The document also discusses components of probing questions like prompting, seeking further information, redirecting, refocusing, and increasing critical awareness. Examples are given for each of these components. References for the material are provided at the end.
Organizations nowadays are expanding both regionally and internationally, and have to adopt to new ways of working, especially field-work requires enormous flexibility and mobility from employees. Thus, this has created difficulties for companies to gather employees together in order to train, develop and communicate at the same time. E-learning may be the solution for this problem.
By enhancing knowledge skills and know-how to employees, where in particular the employee has control over and personally customized whether what, when, where and how he/she learns.
Essential requirements of teaching physical sciencesajeena81
The document discusses the essential requirements and competencies needed for teaching physical science. It states that teachers require expertise in a wide range of competencies, including mastery of subject content knowledge, pedagogical content knowledge, and technological pedagogical knowledge. They must integrate professional judgment and apply evidence-based competencies. The document then examines different types of teacher competencies in more depth, including subject competencies, pedagogical competencies, and technological competencies.
The document discusses advanced teaching methods that can improve student learning and engagement. It begins by introducing the transition from traditional to more innovative computer-based presentations. It then outlines 16 innovative teaching methods like using educational videos, interactive learning activities, role playing, puzzles and games, and introducing lessons like stories. The goal of these methods is to motivate student participation and help them retain information more effectively. Advanced technology, spaced learning, real-world examples, and an open mindset can also enhance teaching. Overall, the document promotes collaborative and creative teaching approaches.
Anchored instruction is an educational concept that was introduced by John Bransford and his colleagues in the 1980s. It is an instructional approach that uses realistic and complex problems or "anchor situations" to engage learners in meaningful and authentic learning experiences. The anchor situation serves as a central theme or context around which various learning activities and materials are organized.The idea behind anchored instruction is to immerse learners in a context that reflects real-world problems, making the learning experience more relevant and engaging. The anchor situation typically involves a narrative or scenario that presents a problem or challenge that requires the application of knowledge and skills.
Key features of anchored instruction include:
1. Authenticity: The anchor situation is designed to mirror real-world problems or situations, making the learning experience more meaningful for learners.
2. Integration of Knowledge and Skills: Anchored instruction often requires the integration of various disciplines and skills to solve the problems presented in the anchor situation. This interdisciplinary approach helps learners see the connections between different subjects.
3. Problem-Based Learning (PBL): The anchor situation typically presents a problem or challenge that learner need to solve. This aligns with the principles of problem-based learning, where students actively engage in solving real-world problems.
4. Constructivist Approach: Anchored instruction aligns with constructivist theories of learning, emphasizing the importance of learners actively constructing their own understanding through authentic experiences.
5. Collaborative Learning: Many anchored instruction activities encourage collaboration among learners. Working together on problem-solving tasks promotes social interaction and the sharing of diverse perspectives.
Anchored instruction is often used in technology-rich environments, where multimedia resources, such as videos, simulations, and interactive software, can be integrated to enhance the learning experience. The approach is particularly popular in science and mathematics education, but it can be adapted for various subjects and educational levels.
The document discusses the use of instructional materials in college teaching. It provides background information on college teaching and defines instructional materials as devices that assist instructors in teaching and learning. It discusses instructional material theory and guidelines for using instructional materials, including reasons to use them, when they are appropriate, and design considerations. It also describes the roles of instructional materials in different teaching methods like mass instruction, individualized learning, and group learning. Finally, it categorizes different types of instructional material presentations.
The document discusses different teaching perspectives - cognitive apprenticeship, nurturing teaching, and social reform teaching. Cognitive apprenticeship focuses on applying skills through modeling, coaching, fading, self-directed learning, and generalizing. Nurturing teaching emphasizes caring, empathy, self-efficacy, and connecting learning to students' experiences. Social reform teaching aims to challenge status quo, encourage critical thinking, and empower social action. The document provides characteristics and instructional strategies for each perspective, and an example of integrating them in an ESL class.
The document discusses pedagogical approaches and strategies for 21st century learners as mandated by the Enhanced Basic Education Act of 2013 in the Philippines. It outlines five main approaches - collaborative, constructivist, integrative, inquiry-based, and reflective learning. Each approach is defined and examples of how they can be implemented in the classroom are provided, including suggested activities and technologies. The approaches aim to make learning more active, cooperative, collaborative, exploratory, contextualized and relevant for students.
Action research presentation posters 280618shaikh1111
The researchers investigated techniques to embed independent learning in students. They experimented with several strategies including setting assignments on Google Classroom with success criteria and timelines. Students had to complete video feedback and attitude tests. In history classes, students were given essay questions that allowed for variety to encourage independent research. The goal was to test if engagement and marks would improve with less teacher input. One approach involved setting a biology assignment on Google Classroom with targets and assessments. Students provided video feedback on their progress weekly. Attitude tests were given before and after. The researchers aimed to determine if their students could work independently and if it promoted success. They also considered what effective independent learning looks like.
The ASSURE model is a systematic plan for instructors to follow when planning classroom use of media and technology. It consists of 6 steps: Analyze Learners, State Objectives, Select Methods/Media/Materials, Utilize Media & Materials, Require Learner Participation, and Evaluate & Revise. The model guides instructors to understand learners, set clear objectives, choose appropriate instructional methods and materials, effectively use selected materials while engaging learners, and assess outcomes to improve future lessons.
Enhancing the Retention of Lectured-Information for Higher Education Students...Dr. Amarjeet Singh
Note-taking is an important skill to be taught to the
learners so that it can be used as a tool for them to perceive
and retrieve the lectured information; especially during
Theory courses dealing with intense information. Keeping this
in mind I tailored my study which could examine whether
Note-Taking, Note-making and Note-reviewing can improve
the retention skills of my learners and whether these retention
skills can be later used by them to recall the retained–
information. I tried to measure these retention skills by using
customized retention tests to observe the resulted pattern. The
research question that guided my study was ―How efficiently
the Notes-Taking, Notes-Making and Notes-Reviewing can
improve the short term retention of lecture-information for
the learners in Higher Education at lower level of academic
program (Interior design) with respect to free recall, accuracy
and comprehension type of questions ?‖. This qualitative
research uses Primary data collected from 22 students.
Harmonious to some of the studies in the past, this study
reaffirmed the importance and vital impact of Notes taking
and reviewing on the short term retention of received
information. In addition a pattern was revealed that Notes
making enhances comprehension skills and notes reviewing
enhances accuracy skills.
The document describes the stages of the Direct Instruction model of teaching. It consists of the following stages: focus activity, stating the objective and providing rationale, content presentation and modeling, checking for understanding, guided practice, independent practice, closure, and mass and distributed practice. Research has found Direct Instruction to be effective at teaching basic skills in reading and math. It is based on behaviorist learning theory and information processing models of learning.
This document discusses four IT-based projects that can be used to develop higher-level thinking skills among students: research-based projects, simple creations, guided hypermedia projects, and web-based projects. Research-based projects involve students finding information to answer a problem posed by the teacher. Simple creations focus on developing creativity through tasks like brainstorming, judging ideas, and adopting flexibility. Guided hypermedia projects can use tools like PowerPoint or multimedia presentations. Web-based projects involve students creating and posting web pages on a given topic, but this may be too sophisticated for most students.
This document provides information and guidance on various assessment tools that can be used for literacy assessment in the classroom. It defines tools such as running records, reading conferences, portfolios, readers' notebooks, language and word study, writing folders. It explains the purpose of each tool and how they can be used, modified, and applied to inform instruction. Templates and examples are provided for each assessment strategy. The document aims to equip teachers with research-based assessment practices to gain insights into students' literacy skills and needs.
This document outlines the steps in designing instructional technology-based materials. It discusses analyzing learners' characteristics, stating clear instructional objectives, analyzing content, selecting appropriate instructional methods, matching pedagogy with technology, implementing the lesson plan, and evaluating the results. The goals are to ensure materials are specifically designed to meet learning objectives and serve both teachers and students as tools to promote learning. Evaluation of materials and student achievement of objectives is important to improve future lesson planning.
This document discusses principles for designing effective instructional materials using information and communications technology (ICT). It outlines steps in the design process, including planning, analyzing learners, stating objectives, analyzing content, selecting methods, matching pedagogy with ICT, applying the integration, and evaluating results. Key principles discussed include ensuring materials are specifically designed for educational purposes and objectives, serve as tools for both teachers and students, and specify content, techniques, and teaching modes.
Competency based instructional strategies.pptx (2).pdfArnaldo Perez
This document provides an overview of a workshop on competency-based teaching strategies. It discusses key concepts like defining competencies, competency-based education and learning. It also covers strategies like inquiry-based learning using the 5E model, problem-based learning, instructional scaffolding, and differentiated instruction. Participants are given examples and activities to apply these strategies and assess their learning through a multiple choice quiz at the end.
1. The document discusses microteaching skills and their components, including pre-instructional, instructional, and post-instructional skills. Pre-instructional skills include lesson planning, while instructional skills cover tasks during teaching like presenting content. Post-instructional skills involve summarizing and assessment.
2. Specific skills discussed in more detail include introducing a lesson by gaining attention and linking to prior knowledge, as well as the skill of blackboard writing which should be legible, utilize space well, and include a summary.
3. Microteaching allows teaching skills to be analyzed and improved upon through practice and feedback in a controlled environment.
The Project Based Learning (PjBL) Toolkit: Integrating digital and social med...Sue Beckingham
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EDLM 6200 - Reflective-Reflexive Practices in Technology Enabled Environments
1. EDLM 6200 - Reflective-
Reflexive Practices in
Technology Enabled
Environments
NATHIFA LENNON
Reflective Practices in Reading for Grade 2
Learners.
2. Overview
This is a presentation on reflective – reflexive practices in teaching
and learning. In this presentation the Driscoll Model is used in a
primary school students to reflect on their reading performance
Grade 2 learners were selected as this is the present grouping of
students I teach. Padlet is the technology that will be used as an e-
portfolio for reflective purposes. In using Padlet, students will upload
reflections on their reading using either audio recording, written or
video recording means.
4. Overview of Lesson
Learners
• These 12 students in a
grade 2 class. Eight
students read at their
normed grade level,
while 4 read above the
grade 2 level.
Lesson Summary
• In this lesson, students
will build on their
fluency skills in reading.
Fluency skills involves
the rate of reading,
prosody of reading as
well as the accuracy of
reading. This lesson
specifically focuses on
their ability to read
with inflection and
expressions caused by
punctuation marks in
texts.
Objectives
• Using a Level Q book,
students will be able to
read aloud with correct
expression of
punctuation marks
making less than 3
errors.
• Using a level M book,
students will be able to
read aloud with
prosody, making less
than 5 errors.
5. Technology Used in Lesson
This lesson will performed in a synchronous and asynchronous setting. The technologies used
included:
6. Students' Activities
1st – students responded to Entrance Ticket in Lumio . They responded to the question " How do we
read fluently?"
2nd – students share their thoughts on the topic of the featured reading book.
3rd - Students look at a video and a graphic organizer on fluent reading. They discussed the content of
the two resources with the teacher and classmates.
4th- Students listen to teacher's modelling of fluent reading.
5th – Students highlight punctuation marks in their reading material and then were split into groups
using Zoom Breakout to practice their fluency skills with peers. They peer assessed each other.
6th - Students read individually to the teacher and recorded their reading. Students assessed their
own reading.
7th – Students will go to Padlet to reflect on their reading performance, self and peer assessment,
teacher feedback.
8th- They are given opportunities to practice fluency on other reading materials.
8. Educator's Role and Strategies
When? What? How?
Pre –
reflection
Create a class roomenvironmentfor reflection Discuss thebenefits of reflection to young learners
Teach students how to reflect (Shea, 2021; Aronson, 2011
as cited in Poole, 2013)
Setting realistic learning goals, giving students list of emotional
vocabulary and performing question demonstrating strategies.
Model reflective practicefor students
Includereflection in lesson plans
(Gerstein, 2020; Pooleet al , 2013; Aronson, 2011 as
cited in Poole, 2013)
Build lessons with components that supports inquiry, curiosity
and reflective thinking.
Create objectives that links reflection in learning, appropriate
time for reflection
Be an effectivefacilitator (Reed & Kolida, 1995) Havean open minded attitude, effectively communicate,
manage class dynamics.
Chooseappropriatemethods and resources ( Reed &
Kolida, 1995)
Choosereflective methods that can be adopted by students
and resources thatare readily available.
Providea variety of experiences (Snider & Hirschy, 2009) Give students many differentways to solveproblems and to
reflect in differentmeans.
Parentalsupport(Snider & Hirschy, 2009) Get parentalsupportfor reflective writing. Discuss its
significance in positive lifelong learning and student
performance.
Supporting parents and students Providetutorials and explanation on how to use the
technology and reflective methods.
9. Educator's Role and Strategies
When? What? How?
During
reflection
Maintain afacilitatorrole (Rogers, 2001 as
cited in Poole et al, 2013; )
Give studentsautonomy, motivatestudents,
provide remindersto foster effective reflection
and maintaina supportive environment
After
reflection
Maintain afacilitatorrole (Rogers, 2001
as cited in Poole et al, 2013; )
Provide feedback on reflection so that students
can find ways to improve.
Assist studentsin setting new goals and
expectations.
Give guidance on following reflective method.
11. What is reflection?
❖Reflection is a persistent, active and precise consideration of your beliefs and the
underpinnings of these beliefs (Dewey, 1910 as cited in Benade,2015).
❖Taggart (2005), solidifies that reflection occurs in modes that are technical ( reflecting on
achieving content, objectives and learning), contextual (focuses on reflecting on underlying
assumptions that affect behavior) and dialectical (looking into moral and ethical concepts that
affect teaching practice
❖ Reflection as cognitive process that brings about awareness of feelings and thoughts,
promoted critical analysis of these feelings and encourages a generation new perspective (Aktins
& Murphy, 1993 as cited in Poole et al, 2013)
12. Reflective- Reflexive Method
Model: Borton(1970)adapted by Driscoll
(2007)
Three simple questions about:
❖ the experience
❖ how one feels about the experience
❖ what is the course of action to create a
different outcome in the future
What
happened?
So what?
Now what?
Cite: Essay Writing Service (n.d)
13. Now What?
What can I do to improve these mistakes to read better next time?
So What?
So, what does that mean about what I
understand?
So, why did I make those reading
mistakes?
So what are my feelings about class?
What happened?
What was my reading goal?
What happened in class
today with my reading?
What grade did I get in the
different assessments?
What did I learn in reading
today?
15. What is an e- portfolio?
An e portfolio is a digital collection of work created by a student. It can contain videos, audio
recordings, pictures, essays etc.
E – portfolios are used to facilitate, document and archive student work. It can also be used to
have students reflection on what they learnt, how they learnt it and create opportunities to
improve learning (Berkeley Centre of Teaching and Learning, n.d)
E – portfolios assistin (Basken, 2008):
Constructing knowledge
Makes learning visible
Fosters student agency
16. Why use Padlet for reflective purposes?
❖ Padlet is an e- portfolio. It is used to post content that can be accessed on multiple
devices, Meletiadou (2021)
❖Meletiadou (2021)postulates that Padlet enhances autonomous learning in learners once
they are carefully scaffolded and supported.
❖E-portfolios help learners develop learning strategies in self - management(Cabau,2017 cited
in Meletiadou, 2021)
❖Padlet allows students to easily post content and also collaborate with other students post.
17. Possible alternatives
Pros: Accessible by parents,
students and teachers. Many
toolsto use.
Cons: Manualentry of different
aspects in the platform
Pros: Customizationof
assignments and the abilityto
share progress with students.
Cons: Does not includesome
creativity tools.
Pros: Allowscollaborationand
design of attractive websites.
Cons: Student has to be
knowledgeableabout web design
Rogowski (2020)
Rogowski (2021) Bristol (2019)
19. Strengths and Weakness: Reflective Model
STRENGTHS
- it is straight forward, three easy steps to
remember
- students are already familiar with answering
these questions
WEAKNESSES
- too simple, terms may be too ambiguous
- may not be adaptable to all real world
experiences. Cannot account for every
situation
- it is a continual process. Single use has
minimal benefits
Driscoll, J. (2007) as cited in Essay Writing Service (n.d)
21. Limitations of Research
❖ There is limited research on the use of Padlet as an E – Portfolio. There is also limited research
on teaching elementary students reflective practice and any prescribed reflective model that
should be used. Additionally, much of the limited research in using Padlet as an E – Portfolio is
done on university age students.
22. Conclusion
Reflection is a component of education that fosters lifelong learning, self-monitoring and self-
regulation skills in students. Its benefits can improve the performance of students. Steps mustbe
taken to first teach students the steps in reflection. Preferably, a simple reflection method should
be used (Driscoll's Model). A teacher has to prepare the students to engage in reflective thinking
before giving reflective tasks. Once this is accomplished, mastery of skills can occur as students
use the method over time. The teacher mustalso select appropriate technology that can
facilitate this reflective process. Padlet is an effective e – portfolio tool, similarly to the reflective
model, it is simple, straightforward to use for young learners.
23. References
Basken, P. (2008, April). Electronic portfolios may answer calls for moreaccountability. The Chronicle of Higher Education.
Berkeley Centre of Teaching and Learning. (n.d.). e-Portfolio | Center for Teaching & Learning.
https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-assessment/e-portfolio
Bristol, J. (2021, January 8). GoogleSites Review for Teachers. Common Sense Education.
https://www.commonsense.org/education/website/google-sites
Essay Writing ServiceUK. (n.d.). DriscollModelof Reflection. https://essaywritingserviceuk.co.uk/advice-and-guidance/driscoll-model-of-
reflection
Gerstein, J. (2020, December 7). Helping Your Students Learn To Reflect On Their Learning. TeachThought.
https://www.teachthought.com/learning/helping-students-learn-reflect-learning/
24. References
Leon, B. (2015) Teachers’ CriticalReflective Practicein the Context of Twenty-firstCentury Learning, Open Review of Educational Research,
2:1, 42-54, DOI: 10.1080/23265507.2014.998159
Meletiadou, E.(2021) Using Padlets as E- Portfolios to Enhance UndergraduateStudents’ Writing Skills and Motivation. International
Academic Forum Journalof Education: UndergraduateEducation.9(5). https://doi.org/10.22492/ije.9.5.04
Poole, G., Jones, L.., & Whitfield, M., (2013) Helping students reflect: Lesson fromcognitivepsychology. Advancesin health sciences
education : theory and practice, 18(4), 817–824. https://doi.org/10.1007/s10459-012-9373-0
Reed, K. & Koliba, C. ( n.d.) Facilitating Reflection: A Manual for Leaders and Educatorshttps://www.uvm.edu/~dewey/reflection_manual/
25. References
Rogowski, M. (2020, November 5). FreshGrade Classic Review for Teachers. Common SenseEducation.
https://www.commonsense.org/education/website/freshgrade-classic
Rogowski, M. (2020, November 5). FreshGrade Classic Review for Teachers. Common SenseEducation.
https://www.commonsense.org/education/website/freshgrade-classic
Shea, A. A. (2021) Teaching Young Students How to Reflect on Their Learning.Edutopia.Retrieved (March 14, 2022)
https://www.edutopia.org/article/teaching-young-students-how-reflect-their-learning
Snider, S. & Hirschy, S. (2009). A self-reflection frameworkfor technology useby classroomteachers of young learners. He Kupu. 2
Taggart, G. L., (2005)TheReflectiveTeacher. Promoting reflective thinking in teachers, 50, 1-10.