Education 100315125353-phpapp02
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The document discusses how education has changed from the past to now. In the past, education focused on memorization of facts in a time-based, textbook driven system with passive learning and a teacher-centered classroom. Now, education focuses on what students know and can do through outcome-based, research-driven active learning in a global classroom where teachers facilitate rather than being the center of attention. This leads to greater student motivation and mutual respect between teachers and students.
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Education
Education systems have changed significantly from the past to now. In the past, education focused on memorization and was textbook-driven with passive learning and a teacher-centered classroom. Now, education is outcome-based and research-driven with active global learning and teachers acting as facilitators. Additionally, schools now emphasize mutual respect and motivation over discipline problems and view knowledge as important for the global economy rather than just industrial jobs.
Knowing how children learn: Learning together
Small group learning is important for allowing teachers to focus on individual students and build relationships. When students work in small groups, they learn to interact, discuss ideas, clarify misunderstandings, and work as a team. Forming cooperative groups requires limiting resources so students depend on each other, assigning essential roles, and teaching social skills to function as a team. Small group work is ideal for learning at different developmental stages and allows every student to participate, discuss opinions, and learn from each other.
Choice book emergent curriculum
This document provides an overview and endorsement of the book "Emergent Curriculum in the Primary Classroom". It summarizes the key concepts discussed in the book, including how emergent curriculum allows students to pursue their own inquiries and take ownership of their learning. It also discusses how the book shows teachers how to implement student-led, organic learning experiences and create curriculum from the interactions between students and teachers. The document recommends the book for teachers looking to inspire interactive, innovative lessons where students explore topics and find their own understandings.
Heritage v67 The Emergence of Emergent Curriculum
Ini tulisan yang menarik dari Professor Elizabeth Jones. Di dalamnya ada definisi yang keren tentang kurikulum.
"Curriculum is what happens in an educational environment. It may be prescribed, emergent, or accidental and unidentified..."
di bagian lain tertulis begini : "Emergent curriculum focuses on the process of learning. The more standardized the curriculum, the less
children’s individual needs are met and the more likely it is that many children will fall behind."
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This document provides an overview of a professional development course for teachers. It includes quotes about teaching, information on learning theories from psychologists like Piaget and Vygotsky, profiles of linguists who have studied language learning, and reflections on creating a positive classroom environment and being an effective English teacher. The document emphasizes the importance of inspiring students, facilitating autonomous learning, and engaging in self-reflection to improve one's teaching skills.
Alhazova adult learning_teaching
This document discusses adult learning and teaching. It begins by explaining why adult learning has become topical due to economic and career changes that require new knowledge and skills. It then contrasts andragogy, the study of adult learning, with pedagogy. Key aspects of adult learning are outlined, including that adults are self-directed, draw on life experiences, are problem-centered and motivated by internal factors. Challenges of adult learning like lack of time and balancing work/family are addressed. The conclusion emphasizes that adult teaching should be student-centered, interactive, skill-focused and provide a safe learning environment.
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This document discusses the adult learning environment and provides information on several related topics:
- It outlines dimensions of competency including task skills, task management skills, and contingency management skills.
- It discusses that adult learners are self-directed and bring life experiences to learning. Facilitators should recognize various learning theories and styles.
- Barriers to learning for adult learners are discussed such as time constraints, language/literacy issues, and fear of failure.
- The importance of establishing a safe and inclusive learning environment is emphasized, including considerations for venue safety and inclusivity.
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Recommended
Education
Education systems have changed significantly from the past to now. In the past, education focused on memorization and was textbook-driven with passive learning and a teacher-centered classroom. Now, education is outcome-based and research-driven with active global learning and teachers acting as facilitators. Additionally, schools now emphasize mutual respect and motivation over discipline problems and view knowledge as important for the global economy rather than just industrial jobs.
Knowing how children learn: Learning together
Small group learning is important for allowing teachers to focus on individual students and build relationships. When students work in small groups, they learn to interact, discuss ideas, clarify misunderstandings, and work as a team. Forming cooperative groups requires limiting resources so students depend on each other, assigning essential roles, and teaching social skills to function as a team. Small group work is ideal for learning at different developmental stages and allows every student to participate, discuss opinions, and learn from each other.
Choice book emergent curriculum
This document provides an overview and endorsement of the book "Emergent Curriculum in the Primary Classroom". It summarizes the key concepts discussed in the book, including how emergent curriculum allows students to pursue their own inquiries and take ownership of their learning. It also discusses how the book shows teachers how to implement student-led, organic learning experiences and create curriculum from the interactions between students and teachers. The document recommends the book for teachers looking to inspire interactive, innovative lessons where students explore topics and find their own understandings.
Heritage v67 The Emergence of Emergent Curriculum
Ini tulisan yang menarik dari Professor Elizabeth Jones. Di dalamnya ada definisi yang keren tentang kurikulum.
"Curriculum is what happens in an educational environment. It may be prescribed, emergent, or accidental and unidentified..."
di bagian lain tertulis begini : "Emergent curriculum focuses on the process of learning. The more standardized the curriculum, the less
children’s individual needs are met and the more likely it is that many children will fall behind."
Welcoming words
This document provides an overview of a professional development course for teachers. It includes quotes about teaching, information on learning theories from psychologists like Piaget and Vygotsky, profiles of linguists who have studied language learning, and reflections on creating a positive classroom environment and being an effective English teacher. The document emphasizes the importance of inspiring students, facilitating autonomous learning, and engaging in self-reflection to improve one's teaching skills.
Alhazova adult learning_teaching
This document discusses adult learning and teaching. It begins by explaining why adult learning has become topical due to economic and career changes that require new knowledge and skills. It then contrasts andragogy, the study of adult learning, with pedagogy. Key aspects of adult learning are outlined, including that adults are self-directed, draw on life experiences, are problem-centered and motivated by internal factors. Challenges of adult learning like lack of time and balancing work/family are addressed. The conclusion emphasizes that adult teaching should be student-centered, interactive, skill-focused and provide a safe learning environment.
Adult learning environment april 15
This document discusses the adult learning environment and provides information on several related topics:
- It outlines dimensions of competency including task skills, task management skills, and contingency management skills.
- It discusses that adult learners are self-directed and bring life experiences to learning. Facilitators should recognize various learning theories and styles.
- Barriers to learning for adult learners are discussed such as time constraints, language/literacy issues, and fear of failure.
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This document provides information on adult learning principles and learning styles. It discusses key concepts in adult learning theory including andragogy, the differences between pedagogy and andragogy, adult learning principles put forth by Knowles, and learning style theories and assessments like Kolb's LSI and the Myers-Briggs Type Indicator (MBTI). The document also analyzes how to apply adult learning principles and understanding of learning styles to facilitate student learning, including considerations for extraverts vs introverts, sensing vs intuitive learners, thinking vs feeling learners, and judging vs perceiving learners.
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This document discusses key principles of adult learning known as andragogy. Andragogy focuses on self-directed learning and views the teacher as a facilitator rather than presenter. Adults are motivated internally and learn best when new information is relevant, participatory, builds on experience, and allows for self-directed learning. Adults retain information best through active, hands-on participation including hearing, seeing, and doing new skills.
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The presentation discusses creativity in education. It defines creativity as using imagination and original ideas to create something new. The presentation notes that creativity develops important life skills like problem solving and that engaging learners in creative activities gives them a sense of achievement and intrinsic motivation. However, the presentation states that creativity scores have declined since the 1990s due to factors like fast-paced curriculums and lack of focus on arts in schools. The presentation provides suggestions for teachers to foster creativity in the classroom such as designing creative spaces, using creative teaching methods, and stimulating divergent thinking through activities like role playing scenarios.
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Constructivism is a theory of learning that argues humans construct new knowledge from their experiences. Key people associated with constructivism include Piaget, Dewey, Vygotsky, and Bruner. Piaget identified four stages of cognitive development. Vygotsky believed learning occurs through social interaction and defined the zone of proximal development. Bruner emphasized instruction should relate to students' experiences and allow them to build on prior knowledge. According to constructivism, students learn by actively participating in experiments and discussions rather than passive learning.
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Assignment 1 fdp
FDP ASSIGNMENT 1 DATED 12-08-2020
POWERPOINT PRESENTATION ABOUTTHE MAIN POINTS OF EDUCATION CONTENTS
Eme2040 constructivism
Constructivism is a learning theory that states students learn by actively constructing knowledge based on experiences. Key aspects are that learning is student-centered rather than curriculum-centered, and that students learn by doing and forming their own understandings. Major contributors include Piaget, who developed theories of cognitive development, Bruner, who emphasized active learning, and Vygotsky, who explored social influences on learning. In the classroom, teachers act as guides rather than instructors, create learning experiences that build on student knowledge, and encourage collaboration, allowing students to take responsibility for and direct their own learning.
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The constructivist theory believes that children learn by actively participating in experiences and reflecting on them to construct their own understanding. Key figures in constructivism include Piaget, who developed cognitive stages of development, Bruner, who advocated a spiral curriculum, Vygotsky and his theory of social cognition and zone of proximal development, and Dewey who believed education should be child-centered and relevant to students' lives. Constructivist teaching involves understanding students' cognitive levels, providing hands-on learning experiences, and encouraging student exploration, inquiry and self-directed learning.
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Constructivism is a learning theory that posits that people actively construct their own understanding and knowledge through experiences and reflecting on those experiences. Key figures in constructivism include Piaget, who defined cognitive development stages; Bruner, who emphasized participatory learning; Vygotsky, who explored social learning and scaffolding; and Dewey, who believed learning should expand on experiences. Constructivism focuses on interactive, student-centered learning rather than traditional teacher-centered instruction. Under this theory, students construct knowledge through problem-solving, inquiry-based activities, and social learning experiences while teachers take on the role of facilitating understanding.
Constructivism
Constructivism is a theory that posits that people actively construct their own knowledge and understanding of the world through experiences and reflecting on those experiences. The document discusses how constructivism influences education, with key theorists like John Dewey advocating for experience-based learning where students learn by doing hands-on activities and group work. The document argues that using constructivist teaching methods that engage students in real-world problem solving and collaborative work will create a more effective classroom than traditional lecturing.
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International holidays.world teachers' day
This document discusses World Teachers' Day, which is celebrated internationally on October 5th. It provides background on the origin and history of the holiday, including its recognition by UNESCO in 1994. The document also discusses how different countries and organizations celebrate and honor teachers. It provides quotes about the important role of teachers in society and shaping students. The document aims to inform others about World Teachers' Day and the vital work of teachers.
It's not about teaching
The document discusses changing the focus of education from teaching to learning. It argues that the traditional method of teachers lecturing to passive students needs to be transformed so that students take a more active role. To do so, lessons need to consider students' perspectives and interests, use resources that help students learn independently, and guide students' growth academically, emotionally, and socially. The goal is to facilitate student learning through appropriate practices and help each student develop to their full potential.
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This document discusses key principles of adult learning known as andragogy. Andragogy focuses on self-directed learning and views the teacher as a facilitator rather than presenter. Adults are motivated internally and learn best when new information is relevant, participatory, builds on experience, and allows for self-directed learning. Adults retain information best through active, hands-on participation including hearing, seeing, and doing new skills.
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This document discusses taking an interdisciplinary approach to education. It emphasizes incorporating students' passions and interests into coursework by using assignments related to subjects they enjoy. The document also stresses the importance of praise, autonomy, tolerance, and critical thinking in the classroom. It provides tips for dividing students into groups, setting standards, and acting as a facilitator rather than sole instructor. Key quotes discuss the meanings of education, passion, control versus autonomy, and tolerance.
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This document summarizes a presentation about engaging students in math classes through interactive learning. It discusses moving away from traditional lecturing toward having students do more work during class like collaborating, explaining concepts, and receiving immediate feedback. The presentation provides tips for facilitating student-led work and coaching students rather than direct teaching. It addresses common concerns from instructors about implementing these strategies and emphasizes that the teacher's role is to create an environment where students can learn on their own with appropriate resources and support.
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The document provides guidance on developing a teaching and philosophy (T&P) narrative for tenure and promotion applications. It discusses the key elements of the narrative, including describing one's philosophy of teaching and how their teaching is aligned with this philosophy. It also provides suggestions for structuring the narrative and highlights some important considerations like showcasing best work and having others review the narrative. The document then gives examples of teaching philosophies and provides discussion questions and activities to help participants develop their own teaching philosophies.Learning theory
Constructivism is a theory of learning that argues humans construct new knowledge from their experiences. Key people associated with constructivism include Piaget, Dewey, Vygotsky, and Bruner. Piaget identified four stages of cognitive development. Vygotsky believed learning occurs through social interaction and defined the zone of proximal development. Bruner emphasized instruction should relate to students' experiences and allow them to build on prior knowledge. According to constructivism, students learn by actively participating in experiments and discussions rather than passive learning.
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The document discusses principles of andragogy, or adult learning theory, including key assumptions put forth by Malcolm Knowles. It outlines six assumptions of andragogy: that adults need to know why they are learning something; see themselves as self-directed learners; draw on prior life experiences; are ready to learn things that help them cope with real-life situations; are problem-centered in their orientation; and are internally, rather than externally, motivated to learn. It also discusses how these assumptions differ from traditional pedagogy and should influence the facilitator's role and design of learning activities for adult students.
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FDP ASSIGNMENT 1 DATED 12-08-2020
POWERPOINT PRESENTATION ABOUTTHE MAIN POINTS OF EDUCATION CONTENTS
Eme2040 constructivism
Constructivism is a learning theory that states students learn by actively constructing knowledge based on experiences. Key aspects are that learning is student-centered rather than curriculum-centered, and that students learn by doing and forming their own understandings. Major contributors include Piaget, who developed theories of cognitive development, Bruner, who emphasized active learning, and Vygotsky, who explored social influences on learning. In the classroom, teachers act as guides rather than instructors, create learning experiences that build on student knowledge, and encourage collaboration, allowing students to take responsibility for and direct their own learning.
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This document discusses motivation for adult learners. It begins by outlining the learning objectives which are to explain the differences between andragogy and pedagogy, identify characteristics of adult learners, discuss the six factors that motivate adult learners, and discuss three critical learning strategies for instructors. It then provides background on Malcolm Knowles and his development of the concept of andragogy. It outlines the key differences between pedagogy and andragogy, characteristics of adult learners, the six factors that motivate adult learning, tips for effective instructors, and implementing adult learning principles in distance education.
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The constructivist theory believes that children learn by actively participating in experiences and reflecting on them to construct their own understanding. Key figures in constructivism include Piaget, who developed cognitive stages of development, Bruner, who advocated a spiral curriculum, Vygotsky and his theory of social cognition and zone of proximal development, and Dewey who believed education should be child-centered and relevant to students' lives. Constructivist teaching involves understanding students' cognitive levels, providing hands-on learning experiences, and encouraging student exploration, inquiry and self-directed learning.
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The document discusses adult learning theory and instructional design for training adult learners. It defines andragogy as the art and science of adult learning, which focuses on self-directed, experience-based, problem-centered, and socially motivated learning. Malcolm Knowles' assumptions about adult learners and his theory of andragogy are explained. Heutagogy, a more self-determined form of learning, is also introduced. The document then provides Thomson Reuters' 10-step model for instructional design when training adult learners.
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Constructivism is a learning theory that posits that people actively construct their own understanding and knowledge through experiences and reflecting on those experiences. Key figures in constructivism include Piaget, who defined cognitive development stages; Bruner, who emphasized participatory learning; Vygotsky, who explored social learning and scaffolding; and Dewey, who believed learning should expand on experiences. Constructivism focuses on interactive, student-centered learning rather than traditional teacher-centered instruction. Under this theory, students construct knowledge through problem-solving, inquiry-based activities, and social learning experiences while teachers take on the role of facilitating understanding.
Constructivism
Constructivism is a theory that posits that people actively construct their own knowledge and understanding of the world through experiences and reflecting on those experiences. The document discusses how constructivism influences education, with key theorists like John Dewey advocating for experience-based learning where students learn by doing hands-on activities and group work. The document argues that using constructivist teaching methods that engage students in real-world problem solving and collaborative work will create a more effective classroom than traditional lecturing.
Constructive approach in teaching of english
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To celebrate and uplift these everyday heroes, let’s explore a collection of inspirational quotes for teachers that encapsulate the spirit and impact of their invaluable work.Computational Thinking in Teaching and Learning
In a nutshell, computational thinking is a way of solving problems, designing systems, and understanding human behavior. Drawing on concepts fundamental to computer science, computational thinking is a way to reimagine education, learning, and teaching. It is still at a developing stage, and starting to gain popularity in STEM education.
TEACHER'S DAY PPT [FINALIZED].pptx
The document discusses Teachers' Day, which is celebrated in India on September 5th in honor of former President Sarvepalli Radhakrishnan, a well-known teacher. It notes that Radhakrishnan was born in 1882 and had a distinguished career as a teacher and scholar. The first Teachers' Day was celebrated in 1962 on Radhakrishnan's birthday to honor him and recognize teachers for their contributions. The document outlines some of the rewards of being a teacher and highlights statistics on how teachers spend their time, popular teaching subjects, and the total number of teachers worldwide.
Reflections
The document discusses four theoretical perspectives on learning - experiential perspective, constructivism, traditionalism, and concludes that the best approach is to use multiple perspectives appropriately for different lessons. The experiential perspective emphasizes applying knowledge from activities to real life. Constructivism views learning as constructed by learners through understanding their experiences. Traditionalism focuses on memorization and recall with little student involvement.
Teaching dialogues 2006 pt 2
This document discusses creating an environment for faculty to reflect on and improve their teaching practices. It introduces concepts like "reflection-in-action" and examining one's teaching philosophy. Faculty are encouraged to inventory what they are proud of and need to improve in their teaching. Quotes from Stephen Brookfield emphasize the importance of critically reflective teaching and making one's thinking public to stimulate discussion and challenge students. A reading schedule and discussion questions are provided to facilitate reflection among faculty.
Similar to Education 100315125353-phpapp02 (20)
Flip that classroom moving toward student centred learning 2013 (no names)
Flip that classroom moving toward student centred learning 2013 (no names)
believing i what you teach and teaching what you believe
believing i what you teach and teaching what you believe
Views of great thinkers and philosophers on teaching
Views of great thinkers and philosophers on teaching
Top 20 Inspirational Quotes for Teachers: Igniting the Flame of Education | F...
Top 20 Inspirational Quotes for Teachers: Igniting the Flame of Education | F...
Education 100315125353-phpapp02
- 1. EDUCATION THEN N NOW
- 2. THE HISTORY OF EDUCATION Then Howdidtheeducationprocess in thepast? Now Howdoes it
- 4. now
- 5. then Time based LEARNING
- 6. now OUTCOME BASED LEARNING
- 7. then Focus memorization of discretefacts
- 8. now whatstudentsKnow, Can Doand Likeafter understanding all the basics.
- 9. then Text book driven
- 15. then TEACHER-centre of ATTRACTION
- 16. NOW TEACHER- a facilitator
- 17. then Disciplineproblems / no motivation
- 18. NOW Mutual respect/ high motivation
- 19. then School work = home work
- 20. NOW Home sweet home
- 21. then = job
- 22. NOW Knowledge = job
- 23. then for industrial economy
- 24. NOW for global economy
- 26. By: VishalTatti Email: vishuhospet@gmail.com