Edtech2
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This document outlines a systematic approach to teaching students that involves defining objectives, choosing appropriate methods and experiences, selecting materials, and evaluating outcomes. It also discusses student-centered learning (SCL) classrooms, noting that SCL has been advocated since the 20th century as a way to make students the center of the teaching-learning process. SCL classrooms are characterized by students working individually or in groups using information and communication technologies to perform tasks like word processing, presentations, online research, and brainstorming, with teachers providing individualized instruction.
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Lesson 12
This document compares traditional teacher-centered classrooms to student-centered learning (SCL) classrooms. In traditional classrooms, teachers directly instruct students through lectures while students passively receive information. In contrast, SCL classrooms place students at the center of the learning process by allowing them to influence content, activities, materials, and pace of learning through more interactive and individualized activities like group projects, presentations, internet research, and brainstorming while teachers facilitate instruction. The document suggests SCL classrooms that depart from traditional worksheets and drills may be better suited for today's changing world, though direct instruction still has value for certain learning outcomes.
Technology in education.pptx
Educational technology is an abstract field that facilitates learning and improves performance through ethical use of technology. It is guided by objectivism and constructivism, with the former viewing learning as transmitted knowledge through directed teaching and standardized tests, while the latter sees learning as constructed through student-centered, hands-on activities. When used to promote student-centered learning, collaboration, and sharpen intrinsic abilities, educational technology can be effective.
Technology in education2.pptx
Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources. It is driven by many perspectives and viewpoints and is guided by two main theoretical schools of thought on how learning is accomplished: objectivism and constructivism. When technology is used to promote student-centered learning, stimulate student collaboration, and sharpen the intrinsic abilities of students, then educational technology is effective.
STUDENT-CENTERED LEARNER (ED.TECH 2)
The document discusses student-centered learning and how information technology can support it. It notes that educational theorists like John Dewey advocated for student-centered methods in the 20th century. Traditional classrooms are often teacher-centered, with students in rows passively receiving information. By contrast, student-centered classrooms use IT like computers, the internet, and presentation software to facilitate active, individualized learning through activities like research, group work, and project-based assignments. IT allows the teacher to better support each student's individual needs.
The Integrated Approach
The document discusses the integrated approach to teaching and learning, which allows students to explore topics across subject areas without barriers. It emphasizes that students will see connections between different curriculum areas and develop deeper understanding through hands-on activities. An effective approach to ICT integration is constructivist and student-centered, promotes higher-order thinking, and involves learning within a community. The role of educators includes facilitating, co-assessing, designing, and mediating. To successfully integrate technology, schools should conduct a SWOT analysis, create a shared vision, formulate an action plan, implement it, and regularly review and modify the process. In conclusion, integrating ICT enhances instruction and prepares students with 21st century skills.
Integrating Science & Technology
This presentation discusses integrating technology into science education. It is comprised of three main sections. The first focuses on using digital cameras in the classroom to aid in scientific data collection and documentation. The second discusses how technology has become deeply embedded in everyday life and the challenges of defining it. The third section explores how the internet has changed science teaching and learning, enabling virtual experiments and research. The conclusion emphasizes that technology can serve as an integrator across subjects and provide new modes for interdisciplinary, collaborative learning experiences.
The integrated approach
The integrated approach to teaching aims to provide learner-centered education where students learn by doing in contexts they find interesting. It allows students to make connections between different subject areas and build on their own experiences. Some benefits include engaging students in relevant learning, encouraging understanding of interrelationships, and providing opportunities for students to demonstrate competence beyond tests. Effective integration of information and communication technologies (ICTs) can enhance student learning, support curriculum integration across subjects, enable ubiquitous learning, and increase collaboration between teachers, students, and administrators. Key approaches include project-based, task-based, active, collaborative, inquiry-based, cooperative, and problem-based learning. The teacher takes on a facilitator role by setting open-ended, contextualized
integrated teaching
This document discusses integrating teaching across subject areas using literature. It defines integrated teaching as planning curriculum and instruction so subjects are related to each other in a way that matches student development and connects their learning experiences. Integrated teaching can occur across subjects or within a literature lesson. The document provides examples of how to achieve integration, such as using a story as a springboard for lessons in other subjects or presenting different perspectives on a topic within one literature lesson. It recommends choosing a context students can relate to and presenting material repeatedly to improve comprehension and retention. The document concludes by outlining five steps to create an integrated lesson using an explicit instruction framework: choose integration type, content area, topic, objectives, and write the lesson plan.
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Lesson 12
This document compares traditional teacher-centered classrooms to student-centered learning (SCL) classrooms. In traditional classrooms, teachers directly instruct students through lectures while students passively receive information. In contrast, SCL classrooms place students at the center of the learning process by allowing them to influence content, activities, materials, and pace of learning through more interactive and individualized activities like group projects, presentations, internet research, and brainstorming while teachers facilitate instruction. The document suggests SCL classrooms that depart from traditional worksheets and drills may be better suited for today's changing world, though direct instruction still has value for certain learning outcomes.
Technology in education.pptx
Educational technology is an abstract field that facilitates learning and improves performance through ethical use of technology. It is guided by objectivism and constructivism, with the former viewing learning as transmitted knowledge through directed teaching and standardized tests, while the latter sees learning as constructed through student-centered, hands-on activities. When used to promote student-centered learning, collaboration, and sharpen intrinsic abilities, educational technology can be effective.
Technology in education2.pptx
Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources. It is driven by many perspectives and viewpoints and is guided by two main theoretical schools of thought on how learning is accomplished: objectivism and constructivism. When technology is used to promote student-centered learning, stimulate student collaboration, and sharpen the intrinsic abilities of students, then educational technology is effective.
STUDENT-CENTERED LEARNER (ED.TECH 2)
The document discusses student-centered learning and how information technology can support it. It notes that educational theorists like John Dewey advocated for student-centered methods in the 20th century. Traditional classrooms are often teacher-centered, with students in rows passively receiving information. By contrast, student-centered classrooms use IT like computers, the internet, and presentation software to facilitate active, individualized learning through activities like research, group work, and project-based assignments. IT allows the teacher to better support each student's individual needs.
The Integrated Approach
The document discusses the integrated approach to teaching and learning, which allows students to explore topics across subject areas without barriers. It emphasizes that students will see connections between different curriculum areas and develop deeper understanding through hands-on activities. An effective approach to ICT integration is constructivist and student-centered, promotes higher-order thinking, and involves learning within a community. The role of educators includes facilitating, co-assessing, designing, and mediating. To successfully integrate technology, schools should conduct a SWOT analysis, create a shared vision, formulate an action plan, implement it, and regularly review and modify the process. In conclusion, integrating ICT enhances instruction and prepares students with 21st century skills.
Integrating Science & Technology
This presentation discusses integrating technology into science education. It is comprised of three main sections. The first focuses on using digital cameras in the classroom to aid in scientific data collection and documentation. The second discusses how technology has become deeply embedded in everyday life and the challenges of defining it. The third section explores how the internet has changed science teaching and learning, enabling virtual experiments and research. The conclusion emphasizes that technology can serve as an integrator across subjects and provide new modes for interdisciplinary, collaborative learning experiences.
The integrated approach
The integrated approach to teaching aims to provide learner-centered education where students learn by doing in contexts they find interesting. It allows students to make connections between different subject areas and build on their own experiences. Some benefits include engaging students in relevant learning, encouraging understanding of interrelationships, and providing opportunities for students to demonstrate competence beyond tests. Effective integration of information and communication technologies (ICTs) can enhance student learning, support curriculum integration across subjects, enable ubiquitous learning, and increase collaboration between teachers, students, and administrators. Key approaches include project-based, task-based, active, collaborative, inquiry-based, cooperative, and problem-based learning. The teacher takes on a facilitator role by setting open-ended, contextualized
integrated teaching
This document discusses integrating teaching across subject areas using literature. It defines integrated teaching as planning curriculum and instruction so subjects are related to each other in a way that matches student development and connects their learning experiences. Integrated teaching can occur across subjects or within a literature lesson. The document provides examples of how to achieve integration, such as using a story as a springboard for lessons in other subjects or presenting different perspectives on a topic within one literature lesson. It recommends choosing a context students can relate to and presenting material repeatedly to improve comprehension and retention. The document concludes by outlining five steps to create an integrated lesson using an explicit instruction framework: choose integration type, content area, topic, objectives, and write the lesson plan.
Edtech2 d.presentation 2
This document discusses the roles and functions of educational technology in the 21st century. It states that the goal of 21st century education is to prepare students to succeed in a competitive global world. It emphasizes that instruction should be student-centered, collaborative, and provide real-world context. Technology allows for ubiquitous access to information, constant interaction, and easily created digital content, enabling more engaging and personalized learning. Educational technology aims to improve teaching and learning, enhance educational goals, train teachers, develop curriculum and materials, and help identify community needs. Its functions include analyzing the teaching-learning process, facilitating learning, and helping with overall educational improvement.
A4
The document examines how teachers can present information to students through non-lecture methods by discussing several options like games, debates, group projects, and technology. It also addresses aligning teaching methods with learning goals and using developmentally appropriate instructional materials and resources to enhance lessons. Finally, the document suggests teachers can find new ways to present information by exploring options online or through other educators.
Working with special needs students
This document discusses strategies and technologies for teaching special needs students. It begins by explaining that special needs students have a variety of learning disabilities and disorders. Teachers must understand federal laws like IDEA, NCLB, and Section 504 that affect special needs education. The document recommends developing individualized education plans and choosing assistive technologies and teaching methods tailored to students' specific needs. Examples of assistive technologies include touch screens, listening devices, and word processors. Non-technological strategies incorporate modifications like alternative seating, note-taking assistance, and breaking tasks into smaller steps. The goal is to educate each special needs student in the least restrictive environment using customized support.
The Role of Technology in Delivering a Curriculum
This document discusses the role of technology in delivering curriculum. It emphasizes that technology should be identified in the planning phase and chosen based on practicality, suitability for the activity, appropriateness for learners, and matching objectives. A variety of instructional media/technologies are presented, including real objects, printed materials, visuals, audio materials, and computer/multimedia presentations. Factors like lettering style and size, line spacing, and appeal must be considered for visual elements. The document concludes that technology upgrades teaching quality, capability of teachers, broadens education delivery, and revolutionizes paradigm shifts to student-centered learning.
Lesson 12 EdTech
This document outlines guidelines for effectively using media and audiovisual materials in teaching. It recommends that teachers thoroughly plan lessons by considering student needs, material value, and how media can best be utilized. When using media, teachers should prepare the classroom, introduce the material to students, actively present it, summarize key points, and evaluate student understanding through tests, discussions or other follow-up activities. A systematic approach is emphasized to ensure media is smoothly integrated into the learning process across introduction, development, organization, summarization and evaluation phases.
Modular instruction
Modular instruction is an approach that divides course content into independent, self-contained units called modules. Each module focuses on well-defined learning objectives and allows students to work through material at their own pace. This individualized approach aims to address differences in learning styles and rates of learning. Modular courses give students flexibility to choose modules and learning modes. While modular instruction has benefits, implementing it also presents challenges for students, instructors, and administrators. Overall, its emphasis on self-paced, individualized learning makes it a promising alternative for higher education.
A4
The document provides guidance for teachers on selecting developmentally appropriate teaching methods, learning activities, and instructional materials aligned with lesson goals. It suggests several non-lecture ways to present information, such as games, group projects, demonstrations, and technology. Teachers are advised to consider students' developmental levels when choosing methods, select materials that engage learners and address multiple intelligences, and use technology that reinforces lesson objectives. The document stresses the importance of selecting resources based on students, content, time, and available materials.
M6 assistive technology_audrey_hobbs
Inclusion classrooms aim to educate students with disabilities alongside their non-disabled peers. This document provides tips and resources for teachers working with students who have special needs in inclusive classrooms. Research shows inclusion can benefit all students by increasing achievement and fostering relationships. The teacher's role is to utilize assistive technologies and differentiated instructional strategies to help each student learn to the best of their ability. A variety of technologies exist to aid students with disabilities like ADHD, auditory impairments, or mild learning disabilities. The goal is for students to have the most similar educational experience as possible in the least restrictive environment.
Advantages and disadvantages in desing own l2 material
English teachers may choose to design their own teaching materials for several reasons:
1) They can contextualize materials to their specific students and educational environment since published materials are generic.
2) They can tailor materials to individual student needs and learning styles to increase engagement.
3) Home-made materials allow for more personalization, spontaneity, and tapping into student interests.
However, teacher-made materials also risk being disorganized, lacking quality or coherence if not designed carefully while considering student needs, curriculum goals, teaching context, and resources available. Significant time is also required.
Teaching as Inquiry
This document discusses teaching as inquiry, which involves teachers inquiring into their own teaching methods, assessing effectiveness, and learning new practices or making alterations where needed. It encourages establishing a culture of trust and open-mindedness to support this process. Examples are provided of how primary and secondary schools have implemented teaching as inquiry through systems, teacher collaboration, data analysis, and engaging students. Resources and research related to teaching as inquiry are also listed.
Ferran Ruiz. Some issues in e-learning, education and educational management
Ferran Ruiz. Some issues in e-learning, education and educational managementeLearn Center (Universitat Oberta de Catalunya)
Presentation by Ferran Ruiz at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.What are Learning Outcomes? Types, Benefits, and Examples of Learning Outcomes
Learning outcomes are measurable educational aspects that include students’ knowledge, skills, and abilities to face real-life problems and not just the course outcomes & program outcomes.
Innovation in teaching pedagogy
The document discusses the goals and achievements of Dr. K.N. Modi University. It aims to reform its curriculum to be more interdisciplinary and include more practical work. It also wants to help faculty develop effective teaching strategies. Some achievements include implementing smart classrooms, developing industry partnerships, and providing faculty training programs. However, it still faces challenges like improving staff training, infrastructure, and facilitating self-assessment among teachers.
2015 Learning Spaces: Future Campus Development
The document discusses transforming on-campus learning and teaching at Swinburne University through blended learning approaches. It emphasizes designing learning interactions across formal teaching spaces, informal learning areas, and online environments. Key guiding pedagogies discussed include authentic learning, authentic assessment, personalized learning, and peer learning. The document also addresses improving consistency and structure in the online learning platform Blackboard, enhancing blended learning components, and favorited informal study spaces on campus.
Twice exceptional
This work was done as a part of EDET 735 Technological Applications for Diverse Populations at the University of South Carolina.
Sheryl d. delima
Educational technology plays roles in developing 21st century skills like problem solving, using various applications, and discerning information to stay competitive. It also functions to improve learning by analyzing learning theories and facilitating more learning in less time. Additionally, it aids in training teachers on new curriculums and materials, developing suitable curriculums aligned with educational objectives, and enhancing teaching and learning strategies.
Curriculum planning
This document discusses curriculum planning for the IB Diploma Programme (IBDP). It provides learning objectives around unit planning and what makes teaching in the IBDP different through its key hallmarks of being assessment-driven, global and local in context, inquiry-based, conceptual, collaborative, and inclusive. Sources and resources for planning are listed. IB policy around planning using unit planners as a guide not a mandate is covered. A Kahoot quiz on planning is proposed. FAQs around planning detail, textbook use, and unit length are answered with the response that many factors depend on the individual teacher. The power of teachers to help or harm learners is noted in the closing.
Strategy Sessions: Get organised with a lesson plan
In any given semester, course content should be properly communicated to the students in an organised manner to ensure the learning outcomes are met within the limited time. A 'lesson plan' becomes handy in this situation.
A lesson plan is a tool and a model for structuring an individual lesson. It provides strategies for efficiently putting together content needed for teaching; the amount of time spent in each topic and what supporting tools can be used. Other advantages of a lesson plan is that it ensures the consistency of teaching from one semester to another. Also if there are multiple lecturers teaching the same unit, they can use the same patterns and tools for teaching.
In this presentation, Menik Tissera uses an example of her own lesson plan to demonstrate how to effectively create and use one.
Curriculum Big Ideas
This document outlines the key elements of curriculum planning including identifying big ideas and central concepts, acquiring important content knowledge and skills, making meaning of the content, and transferring learning both within and beyond school. It also provides a framework for inquiry planning with questions about what curriculum will be addressed, how student progress will be monitored, understanding big ideas and competencies, formative learning engagements, and formative assessments.
Curriculum Teaching and Technology
This document discusses the importance of technology integration in teaching to promote lifelong learning. It outlines the author's rationale for selecting various online resources to develop inquiry-based social studies lessons that incorporate technology and foster cooperative learning. The resources were chosen based on the course objectives and the author's goals to stimulate teaching and learning in their classroom through best practices. The conclusion emphasizes that under No Child Left Behind, teachers must engage in frequent self-questioning and activities that promote learning in order to adapt to students' needs.
The Computer as the Teacher’s Tool
This document discusses how information technology can support student-centered learning. It describes two learning theories: constructivism where students build their own learning, and social constructivism where knowledge is constructed through social contexts. The document suggests teachers can use computers as information tools, communication tools, and constructive tools to support student-centered learning. It provides examples of how students can use technology for word processing, presentations, internet research, and collaboration. The goal is for teachers to facilitate more active and independent learning by students using information technology.
Insights from international work on innovative learning environments
This document summarizes a presentation given by Marco Kools of the OECD on insights from international work on innovative learning environments. It discusses how learning and innovation are essential in knowledge societies. It describes several OECD projects exploring the nature of learning, innovative learning environment case studies, and strategies for implementing and sustaining educational change. Key findings include the importance of learner-centered principles, innovating the core elements of teaching and learning, and using technology to enhance collaboration and personalization.
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Edtech2 d.presentation 2
This document discusses the roles and functions of educational technology in the 21st century. It states that the goal of 21st century education is to prepare students to succeed in a competitive global world. It emphasizes that instruction should be student-centered, collaborative, and provide real-world context. Technology allows for ubiquitous access to information, constant interaction, and easily created digital content, enabling more engaging and personalized learning. Educational technology aims to improve teaching and learning, enhance educational goals, train teachers, develop curriculum and materials, and help identify community needs. Its functions include analyzing the teaching-learning process, facilitating learning, and helping with overall educational improvement.
A4
The document examines how teachers can present information to students through non-lecture methods by discussing several options like games, debates, group projects, and technology. It also addresses aligning teaching methods with learning goals and using developmentally appropriate instructional materials and resources to enhance lessons. Finally, the document suggests teachers can find new ways to present information by exploring options online or through other educators.
Working with special needs students
This document discusses strategies and technologies for teaching special needs students. It begins by explaining that special needs students have a variety of learning disabilities and disorders. Teachers must understand federal laws like IDEA, NCLB, and Section 504 that affect special needs education. The document recommends developing individualized education plans and choosing assistive technologies and teaching methods tailored to students' specific needs. Examples of assistive technologies include touch screens, listening devices, and word processors. Non-technological strategies incorporate modifications like alternative seating, note-taking assistance, and breaking tasks into smaller steps. The goal is to educate each special needs student in the least restrictive environment using customized support.
The Role of Technology in Delivering a Curriculum
This document discusses the role of technology in delivering curriculum. It emphasizes that technology should be identified in the planning phase and chosen based on practicality, suitability for the activity, appropriateness for learners, and matching objectives. A variety of instructional media/technologies are presented, including real objects, printed materials, visuals, audio materials, and computer/multimedia presentations. Factors like lettering style and size, line spacing, and appeal must be considered for visual elements. The document concludes that technology upgrades teaching quality, capability of teachers, broadens education delivery, and revolutionizes paradigm shifts to student-centered learning.
Lesson 12 EdTech
This document outlines guidelines for effectively using media and audiovisual materials in teaching. It recommends that teachers thoroughly plan lessons by considering student needs, material value, and how media can best be utilized. When using media, teachers should prepare the classroom, introduce the material to students, actively present it, summarize key points, and evaluate student understanding through tests, discussions or other follow-up activities. A systematic approach is emphasized to ensure media is smoothly integrated into the learning process across introduction, development, organization, summarization and evaluation phases.
Modular instruction
Modular instruction is an approach that divides course content into independent, self-contained units called modules. Each module focuses on well-defined learning objectives and allows students to work through material at their own pace. This individualized approach aims to address differences in learning styles and rates of learning. Modular courses give students flexibility to choose modules and learning modes. While modular instruction has benefits, implementing it also presents challenges for students, instructors, and administrators. Overall, its emphasis on self-paced, individualized learning makes it a promising alternative for higher education.
A4
The document provides guidance for teachers on selecting developmentally appropriate teaching methods, learning activities, and instructional materials aligned with lesson goals. It suggests several non-lecture ways to present information, such as games, group projects, demonstrations, and technology. Teachers are advised to consider students' developmental levels when choosing methods, select materials that engage learners and address multiple intelligences, and use technology that reinforces lesson objectives. The document stresses the importance of selecting resources based on students, content, time, and available materials.
M6 assistive technology_audrey_hobbs
Inclusion classrooms aim to educate students with disabilities alongside their non-disabled peers. This document provides tips and resources for teachers working with students who have special needs in inclusive classrooms. Research shows inclusion can benefit all students by increasing achievement and fostering relationships. The teacher's role is to utilize assistive technologies and differentiated instructional strategies to help each student learn to the best of their ability. A variety of technologies exist to aid students with disabilities like ADHD, auditory impairments, or mild learning disabilities. The goal is for students to have the most similar educational experience as possible in the least restrictive environment.
Advantages and disadvantages in desing own l2 material
English teachers may choose to design their own teaching materials for several reasons:
1) They can contextualize materials to their specific students and educational environment since published materials are generic.
2) They can tailor materials to individual student needs and learning styles to increase engagement.
3) Home-made materials allow for more personalization, spontaneity, and tapping into student interests.
However, teacher-made materials also risk being disorganized, lacking quality or coherence if not designed carefully while considering student needs, curriculum goals, teaching context, and resources available. Significant time is also required.
Teaching as Inquiry
This document discusses teaching as inquiry, which involves teachers inquiring into their own teaching methods, assessing effectiveness, and learning new practices or making alterations where needed. It encourages establishing a culture of trust and open-mindedness to support this process. Examples are provided of how primary and secondary schools have implemented teaching as inquiry through systems, teacher collaboration, data analysis, and engaging students. Resources and research related to teaching as inquiry are also listed.
Ferran Ruiz. Some issues in e-learning, education and educational management
Ferran Ruiz. Some issues in e-learning, education and educational managementeLearn Center (Universitat Oberta de Catalunya)
Presentation by Ferran Ruiz at International Seminar e-Learning Around the World: Achievements, Challenges and Broken Promises.
CaixaForum, Barcelona. 7 June 2013.What are Learning Outcomes? Types, Benefits, and Examples of Learning Outcomes
Learning outcomes are measurable educational aspects that include students’ knowledge, skills, and abilities to face real-life problems and not just the course outcomes & program outcomes.
Innovation in teaching pedagogy
The document discusses the goals and achievements of Dr. K.N. Modi University. It aims to reform its curriculum to be more interdisciplinary and include more practical work. It also wants to help faculty develop effective teaching strategies. Some achievements include implementing smart classrooms, developing industry partnerships, and providing faculty training programs. However, it still faces challenges like improving staff training, infrastructure, and facilitating self-assessment among teachers.
2015 Learning Spaces: Future Campus Development
The document discusses transforming on-campus learning and teaching at Swinburne University through blended learning approaches. It emphasizes designing learning interactions across formal teaching spaces, informal learning areas, and online environments. Key guiding pedagogies discussed include authentic learning, authentic assessment, personalized learning, and peer learning. The document also addresses improving consistency and structure in the online learning platform Blackboard, enhancing blended learning components, and favorited informal study spaces on campus.
Twice exceptional
This work was done as a part of EDET 735 Technological Applications for Diverse Populations at the University of South Carolina.
Sheryl d. delima
Educational technology plays roles in developing 21st century skills like problem solving, using various applications, and discerning information to stay competitive. It also functions to improve learning by analyzing learning theories and facilitating more learning in less time. Additionally, it aids in training teachers on new curriculums and materials, developing suitable curriculums aligned with educational objectives, and enhancing teaching and learning strategies.
Curriculum planning
This document discusses curriculum planning for the IB Diploma Programme (IBDP). It provides learning objectives around unit planning and what makes teaching in the IBDP different through its key hallmarks of being assessment-driven, global and local in context, inquiry-based, conceptual, collaborative, and inclusive. Sources and resources for planning are listed. IB policy around planning using unit planners as a guide not a mandate is covered. A Kahoot quiz on planning is proposed. FAQs around planning detail, textbook use, and unit length are answered with the response that many factors depend on the individual teacher. The power of teachers to help or harm learners is noted in the closing.
Strategy Sessions: Get organised with a lesson plan
In any given semester, course content should be properly communicated to the students in an organised manner to ensure the learning outcomes are met within the limited time. A 'lesson plan' becomes handy in this situation.
A lesson plan is a tool and a model for structuring an individual lesson. It provides strategies for efficiently putting together content needed for teaching; the amount of time spent in each topic and what supporting tools can be used. Other advantages of a lesson plan is that it ensures the consistency of teaching from one semester to another. Also if there are multiple lecturers teaching the same unit, they can use the same patterns and tools for teaching.
In this presentation, Menik Tissera uses an example of her own lesson plan to demonstrate how to effectively create and use one.
Curriculum Big Ideas
This document outlines the key elements of curriculum planning including identifying big ideas and central concepts, acquiring important content knowledge and skills, making meaning of the content, and transferring learning both within and beyond school. It also provides a framework for inquiry planning with questions about what curriculum will be addressed, how student progress will be monitored, understanding big ideas and competencies, formative learning engagements, and formative assessments.
Curriculum Teaching and Technology
This document discusses the importance of technology integration in teaching to promote lifelong learning. It outlines the author's rationale for selecting various online resources to develop inquiry-based social studies lessons that incorporate technology and foster cooperative learning. The resources were chosen based on the course objectives and the author's goals to stimulate teaching and learning in their classroom through best practices. The conclusion emphasizes that under No Child Left Behind, teachers must engage in frequent self-questioning and activities that promote learning in order to adapt to students' needs.
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Advantages and disadvantages in desing own l2 material
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What are Learning Outcomes? Types, Benefits, and Examples of Learning Outcomes
Strategy Sessions: Get organised with a lesson plan
Strategy Sessions: Get organised with a lesson plan
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This document discusses how information technology can support student-centered learning. It describes two learning theories: constructivism where students build their own learning, and social constructivism where knowledge is constructed through social contexts. The document suggests teachers can use computers as information tools, communication tools, and constructive tools to support student-centered learning. It provides examples of how students can use technology for word processing, presentations, internet research, and collaboration. The goal is for teachers to facilitate more active and independent learning by students using information technology.
Insights from international work on innovative learning environments
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21stcenturizing Learning 2
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II. The document discusses shifting teaching from individual to collaborative practice, learning from linear to participatory, and the need to unlearn old approaches.
III. It provides examples of technological pedagogical models and findings that effective technology use depends on good teaching approaches, not just the technology alone.
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Here are 12 methods for teaching for modern-day teachers: 1. Embracing Student-Centric Approaches 2. Technology Integration 3. Differentiated Instruction 4. Project-Based Learning (PBL) 5. Collaborative LearningEFFECTIVE LESSON PLANINNG (SIGNIFICANCE AND EXECUTION).pptx
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Educational technology in the 21st century should focus on student-centered learning, collaboration, and contextual learning. It can support this new approach in three key ways: by developing 21st century skills through comprehensive technology use, innovating teaching and learning through technology, and creating robust education support systems. Important functions of educational technology include improving teaching and learning, analyzing the teaching-learning process, enhancing educational goals, training teachers, developing curricula and teaching materials, and identifying ways to improve communication and help disadvantaged students.
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The document outlines the top 10 characteristics of a 21st century classroom: 1) being student-centric with active learning, 2) utilizing computing devices, 3) incorporating active and adaptive learning, 4) providing an invitational learning environment, 5) establishing clear rules and procedures, 6) fostering mutual respect, 7) encouraging student responsibility, 8) using performance-based assessments, and 9) promoting collaborative learning. The characteristics emphasize student-centered and technology-enabled active learning approaches and assessments.
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- 2. Systematic Approach to Teaching STUDENTS 1.Define objectives 2.Choose appropriate methods 3.Choose appropriate experiences
- 3. 4.Select materials, equipment, facilities 5.Assign personnel roles 6.Implement the instruction 7.Evaluate outcomes 8.Refine process
- 4. The Idea of SCL is not a recent idea. In fact, as early as 20th century, educational educators such as John Dewey argued for a highly active ,
- 5. and individualize pedagogical methods which place the student at the center of the Teaching-Learning process.
- 7. Traditional classroom setting is great for expositive instruction approach .
- 8. SCL Classrooms through ICTs Schools in developed economies have desire to gain effectiveness, efficiency and economy in administration and instruction.
- 9. Generally, the new classroom environment is characterized by students individually or in groups. • Performing computer word processing text or graph presentation . • Preparing power point presentation
- 10. • Searching information in the internet • Brainstorming on ideas, problems and project plans as needed the teacher facilitating instruction also gives individualized instructional to serve individual needs.