The document discusses how students' learning structures can be influenced by various internal and external factors. It addresses how an external locus of control, where students believe outside forces impact their lives beyond their control, can negatively influence learning habits compared to an internal locus of control. The document also examines how different teaching styles, like the passive "sage on the stage" approach versus the active "guide on the side" method, can differently impact student learning structures. It provides suggestions for students and educators to help improve learning structures, such as creating a supportive learning environment at home and giving formative feedback to students.
Influence of Assessment Process on Students Higher Order Learning in Science ...iosrjce
The study is an attempt to find out the influence of assessment process on students higher order
learning in science subjects in Bangladesh. The main objectives of the study are: (i) to identify the nature of the
question items of science subjects, (ii) to examine what kind of learning is influenced by the question items, and
(iii) to identify the role of science exams on students higher order learning. Findings of the study showed that,
majority of the science question items are mostly knowledge based. The nature of the items mainly demanded
the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills
like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question
items do not play any significant role on students higher order learning. The foregoing discussions suggest that
the nature of the assessment process used at the examinations make a bad or negative impact on students
learning. Therefore, the nature of the question items of the science examination should be changed for
influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of
learning. The items should be designed in such a way that it encourages the students for self-thinking
This document discusses the author's personal learning style as an artistic/intuitive learner and how traditional professional development does not align with his needs. It analyzes adult learning theory and how best practices should consider the intrinsic motivation and life experiences of adult learners. The author argues that professional development needs to be integrated to uphold the goals of learners in order to effectively transfer learning to the classroom. When learners feel valued and that their goals are considered, the learning process will benefit both the attendees and their students.
This document discusses self-efficacy theory, which involves an individual's belief in their own ability to successfully perform a task or behavior. Self-efficacy has two components - outcome expectancy, which is the belief that a specific action will lead to a particular result, and self-efficacy, which is the belief in one's own competence to perform a task. An individual's expectations for success determine their behavioral response, level of effort, and perseverance when facing obstacles. Self-efficacy can be developed through mastery experiences, vicarious experiences, verbal persuasion, and physiological states. The document also discusses how a teacher's sense of self-efficacy is influenced by opportunities for collaboration with colleagues, support from administrators,
Positive Support Approach To Behavior Management In The ClassroomKyle Brophy
1. The document discusses positive behavior support approaches for managing behavior in the classroom. It emphasizes understanding behavior as communication, presuming student intellect and interest in improving, and avoiding reinforcing negative behaviors.
2. Research shows teachers' perceptions and expectations can negatively impact student achievement, especially for African American students. These perceptions are often based on stereotypes rather than reality.
3. Maladaptive student behaviors result from multiple influences, including student-teacher interactions and environmental factors. Positive behavior support addresses the underlying causes through communication and support instead of punishment.
The document summarizes research from Classroom Instruction That Works on 9 instructional strategies that are effective in the classroom. It provides details on each strategy, examples of how they can be applied, and cites research supporting their effectiveness. The strategies are similarities and differences, summarization, note taking, reinforcement, homework and practice, nonlinguistic representations, cooperative learning, setting objectives and providing feedback.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
This document provides an overview of key psychological foundations of learning including behaviorism, cognitive processes, constructivism, learning environments, and motivation. It discusses influential theorists such as Pavlov, Skinner, Gardner, and Vygotsky. It also summarizes concepts like the cognitive information processing model, multiple intelligences theory, constructivist learning environments, Keller's ARCS model of motivation, and intrinsic versus extrinsic motivation.
Improving learning best practices for teaching presentacion octubre 5 -2009altamiraedu
This document summarizes best practices for teaching based on a workshop on improving learning. It discusses defining good teaching as creating circumstances that lead to significant learning for students. It also discusses factors that influence student achievement, such as curriculum, goals, instructional strategies, and classroom management. The document provides examples of instructional design questions, thinking models like Bloom's Taxonomy, and strategies for addressing different learning styles through visual, auditory, and kinesthetic approaches.
Influence of Assessment Process on Students Higher Order Learning in Science ...iosrjce
The study is an attempt to find out the influence of assessment process on students higher order
learning in science subjects in Bangladesh. The main objectives of the study are: (i) to identify the nature of the
question items of science subjects, (ii) to examine what kind of learning is influenced by the question items, and
(iii) to identify the role of science exams on students higher order learning. Findings of the study showed that,
majority of the science question items are mostly knowledge based. The nature of the items mainly demanded
the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills
like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question
items do not play any significant role on students higher order learning. The foregoing discussions suggest that
the nature of the assessment process used at the examinations make a bad or negative impact on students
learning. Therefore, the nature of the question items of the science examination should be changed for
influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of
learning. The items should be designed in such a way that it encourages the students for self-thinking
This document discusses the author's personal learning style as an artistic/intuitive learner and how traditional professional development does not align with his needs. It analyzes adult learning theory and how best practices should consider the intrinsic motivation and life experiences of adult learners. The author argues that professional development needs to be integrated to uphold the goals of learners in order to effectively transfer learning to the classroom. When learners feel valued and that their goals are considered, the learning process will benefit both the attendees and their students.
This document discusses self-efficacy theory, which involves an individual's belief in their own ability to successfully perform a task or behavior. Self-efficacy has two components - outcome expectancy, which is the belief that a specific action will lead to a particular result, and self-efficacy, which is the belief in one's own competence to perform a task. An individual's expectations for success determine their behavioral response, level of effort, and perseverance when facing obstacles. Self-efficacy can be developed through mastery experiences, vicarious experiences, verbal persuasion, and physiological states. The document also discusses how a teacher's sense of self-efficacy is influenced by opportunities for collaboration with colleagues, support from administrators,
Positive Support Approach To Behavior Management In The ClassroomKyle Brophy
1. The document discusses positive behavior support approaches for managing behavior in the classroom. It emphasizes understanding behavior as communication, presuming student intellect and interest in improving, and avoiding reinforcing negative behaviors.
2. Research shows teachers' perceptions and expectations can negatively impact student achievement, especially for African American students. These perceptions are often based on stereotypes rather than reality.
3. Maladaptive student behaviors result from multiple influences, including student-teacher interactions and environmental factors. Positive behavior support addresses the underlying causes through communication and support instead of punishment.
The document summarizes research from Classroom Instruction That Works on 9 instructional strategies that are effective in the classroom. It provides details on each strategy, examples of how they can be applied, and cites research supporting their effectiveness. The strategies are similarities and differences, summarization, note taking, reinforcement, homework and practice, nonlinguistic representations, cooperative learning, setting objectives and providing feedback.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
This document provides an overview of key psychological foundations of learning including behaviorism, cognitive processes, constructivism, learning environments, and motivation. It discusses influential theorists such as Pavlov, Skinner, Gardner, and Vygotsky. It also summarizes concepts like the cognitive information processing model, multiple intelligences theory, constructivist learning environments, Keller's ARCS model of motivation, and intrinsic versus extrinsic motivation.
Improving learning best practices for teaching presentacion octubre 5 -2009altamiraedu
This document summarizes best practices for teaching based on a workshop on improving learning. It discusses defining good teaching as creating circumstances that lead to significant learning for students. It also discusses factors that influence student achievement, such as curriculum, goals, instructional strategies, and classroom management. The document provides examples of instructional design questions, thinking models like Bloom's Taxonomy, and strategies for addressing different learning styles through visual, auditory, and kinesthetic approaches.
This presentation is part of a course on Building a positive behaviour classroom. Teachers are encouraged to review the range of approaches to managing behaviour and develop their own.
The document discusses health education and evaluation in nursing. It defines health education as helping individuals learn health skills and evaluation as assessing the value of something through careful appraisal. Evaluation in nursing involves assessing cognitive and personal outcomes to determine if course objectives and student learning were achieved. Several evaluation tools and devices are described, including essay and objective exams, standardized tests, and rating scales to evaluate students. Techniques for evaluating patient learning are also provided such as interviews, observing changed behaviors, and return demonstrations.
Ch7 Assessment in the EYFS SH AH LH finalSally Howard
This chapter discusses assessment in early years education and care settings. It explains that assessment involves gathering evidence of children's learning and development to make judgments about their progress. Formative assessment, also called assessment for learning, is an ongoing process used to guide instruction and next steps in learning. Summative assessment evaluates what has been learned at a point in time. The statutory requirements for the UK's Early Years Foundation Stage include regular assessment of children's progress toward early learning goals. The chapter aims to help understand the role and challenges of assessment in early years as well as statutory requirements.
This grant proposal outlines a study to examine the relationship between elementary school students' perceived self-competence, intrinsic motivation, and academic achievement. The study would observe 120 first grade students once a week for an academic year and assess their self-efficacy, motivation, and performance over time. It aims to explore whether competence and motivation influence each other bidirectionally and their individual and combined effects on achievement. The study also seeks to examine potential differences related to gender, race, and socioeconomic status.
The document discusses various factors that affect learning, including intellectual factors like prior knowledge and intellectual ability, environmental factors like natural and social surroundings, physical factors like health, nutrition, and physical defects, emotional factors like stress and sleep, media influences from print and non-print media, and relationships with teachers, parents, and peers. A supportive environment from teachers, parents, and other students can positively impact a student's learning.
This document discusses assessment in education. It defines assessment as gathering evidence of student learning to make judgements and improve instruction. Some key purposes of assessment mentioned are to identify student strengths and weaknesses, evaluate progress, drive instruction, and provide feedback. The document also discusses different types of assessments, including selected response, extended written response, performance assessments, and personal communication. It emphasizes that assessment should be ongoing and part of the instructional process to best support student learning.
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
The document discusses three learning theories: behaviorism, constructivism, and cognitivism. Behaviorism focuses on conditioning through reinforcement but does not support higher-level thinking. Constructivism allows students to create their own understandings from experiences. Cognitivism views learning as occurring through mental processes like beliefs and problem-solving. The author finds constructivism and cognitivism most aligned with their philosophy of developing deep, critical thinkers who can apply knowledge broadly. Behaviorism is seen as least effective as it focuses on memorization over long-term understanding.
Effective teaching learning theories presentationBano Gul
The document discusses several learning theories: Skinner's behaviorism focuses on using rewards to positively reinforce desired behaviors; Piaget's constructivism emphasizes letting children control their learning through open-ended tasks to construct their own knowledge; Vygotsky's social constructivism stresses the importance of social interaction and learning from peers, with teachers providing scaffolding support; Maslow's hierarchy of needs proposes that basic physiological and safety needs must be met before higher-level learning can occur.
The document summarizes three major learning theories: behaviorism, cognitivism, and constructivism. Behaviorism views learning as changes in observable behavior caused by environmental stimuli and reinforcement. Cognitivism sees learning as information processing within the mind. Constructivism proposes that learners construct knowledge based on their experiences and interactions with the world.
This document provides a summary of a three-day workshop on assessment practices. The workshop focused on unpacking learning outcomes, formative assessment strategies, and effective grading practices. Key lessons from the workshop included using formative assessment to support student learning, developing learning progressions based on outcomes, and using clear criteria and rubrics to improve the accuracy and consistency of grading. The reflection discusses how the workshop stretched the author's thinking on assessment and areas that deserve further exploration, such as the relationship between grades and student motivation.
Bergeron, julie l, implementing a school based mentoring program schooling v1...William Kritsonis
The study investigated the effects of a school-based mentoring program on at-risk 3rd grade students' social development. 38 students were paired with mentors who met weekly over 6 months, using lessons on character traits. Pre- and post-tests showed students significantly improved their interpersonal skills, hostility/irritability, and antisocial behavior but not academic/self-management skills. The program had a positive impact with minimal resources required and mentors able to easily implement the standardized curriculum. However, the study was limited by a small sample size and lack of long-term follow up.
The document discusses effective classroom behavior management strategies. It recommends that teachers treat students with respect, establish clear rules and expectations, use positive reinforcement, and involve students in creating classroom rules and expectations. This helps build mutual respect between teachers and students and creates a more positive learning environment where students feel empowered and are better able to engage with their education.
Test-Anxiety and Self-Esteem as a Predictor of Secondary School Students’ Aca...inventionjournals
This study investigated test-anxiety and self-esteem as a predictor of secondary school students’ academic self-efficacy in Ekiti State. It also examined the relationship betweenthe twopsycho-social factors (self-esteem and test-anxiety) and students’ academic self - efficacy. The study employed the descriptive research design of the survey type. The population consisted of all students from the public secondary schools in Ekiti central senatorial district of Ekiti State. The sample for this study was 200 students which were selected from four secondary schools using Multistage Sampling technique. A self-structured questionnaire tagged “Psychosocial Factors and Students’ Academic Self-Efficacy Questionnaire (PFSASEQ)” was used to collect relevant data for the study. The face and content validity of the instrument was determined by experts of Test and Measurements and researcher’s supervisor. It was said to have facial relevance and concerned with the subject matter, the instrument claim to measure. The hypotheses postulated were subjected to inferential statistics of Pearson Product Moment Correlation analysis. All the hypotheses were tested at 0.05 level of significance.The findings of the study revealed that there was significant relationship between test-anxiety, self – esteem and students’ academic self – efficacy. Based on the findings of the study, it was recommended among others that students self-esteem can be enhanced and test-anxiety reduced by creating an enabling environment for mentoring where they can practice assertiveness skills which will in turn boost their confidence to perform all academic tasks successfully .
ASSESSING STUDENTS PERFOMANCE PURPOSE AND TECHNIQUE.selman ulfaris
The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.
Learning is defined as a change in behavior caused by experience or self-activity, and can be intentional or unintentional. The learning process involves a continuous series of changes that take place in a definite manner. There are several laws and characteristics of learning, including readiness, effect, exercise, intensity, and recency. Learning involves rote repetition, understanding, application, and correlation of new knowledge with prior learning.
This document provides information about the Department of Information Technology (DOIT) services at Southcentral College. It outlines the various technical support services DOIT provides to faculty and staff, including networks, servers, PCs, helpdesk support, phones, email and classroom technology. It provides links to pages with more information on the faculty/staff portal, technology help resources, and the acceptable use policy. It also describes how to create a help ticket and the hours of operation for the helpdesk. Finally, it lists the various software, tools and training that the eLearning department provides to support online and technology-enhanced instruction.
The document describes the author's opinions on various technologies:
- Quizlet allows creating personalized flashcards for studying terms. Google Maps provides public transit directions and traffic conditions. Wolfram Alpha answers math expressions and searches with examples.
- Yelp allows finding restaurant reviews and hotel ratings. Flickr is used to share photos with family and safely store pictures.
- Twitter contains celebrity promotions and uninteresting information. Google Docs lacks familiar features and the author prefers Microsoft.
- Facebook frequently changes rules and contains too many ads. Blogger blogs have too many experts on uninteresting topics. Wikipedia's formatting and reliability are issues.
This document summarizes key legal issues regarding social media use for schools and employees. It discusses how personal information shared online can have unintended consequences and blur professional boundaries. While off-duty social media use is usually protected, it may still disrupt schools if threatening or interfering with others' education. The document analyzes court rulings on what qualifies as "substantial disruption" of schools to warrant discipline.
This presentation is part of a course on Building a positive behaviour classroom. Teachers are encouraged to review the range of approaches to managing behaviour and develop their own.
The document discusses health education and evaluation in nursing. It defines health education as helping individuals learn health skills and evaluation as assessing the value of something through careful appraisal. Evaluation in nursing involves assessing cognitive and personal outcomes to determine if course objectives and student learning were achieved. Several evaluation tools and devices are described, including essay and objective exams, standardized tests, and rating scales to evaluate students. Techniques for evaluating patient learning are also provided such as interviews, observing changed behaviors, and return demonstrations.
Ch7 Assessment in the EYFS SH AH LH finalSally Howard
This chapter discusses assessment in early years education and care settings. It explains that assessment involves gathering evidence of children's learning and development to make judgments about their progress. Formative assessment, also called assessment for learning, is an ongoing process used to guide instruction and next steps in learning. Summative assessment evaluates what has been learned at a point in time. The statutory requirements for the UK's Early Years Foundation Stage include regular assessment of children's progress toward early learning goals. The chapter aims to help understand the role and challenges of assessment in early years as well as statutory requirements.
This grant proposal outlines a study to examine the relationship between elementary school students' perceived self-competence, intrinsic motivation, and academic achievement. The study would observe 120 first grade students once a week for an academic year and assess their self-efficacy, motivation, and performance over time. It aims to explore whether competence and motivation influence each other bidirectionally and their individual and combined effects on achievement. The study also seeks to examine potential differences related to gender, race, and socioeconomic status.
The document discusses various factors that affect learning, including intellectual factors like prior knowledge and intellectual ability, environmental factors like natural and social surroundings, physical factors like health, nutrition, and physical defects, emotional factors like stress and sleep, media influences from print and non-print media, and relationships with teachers, parents, and peers. A supportive environment from teachers, parents, and other students can positively impact a student's learning.
This document discusses assessment in education. It defines assessment as gathering evidence of student learning to make judgements and improve instruction. Some key purposes of assessment mentioned are to identify student strengths and weaknesses, evaluate progress, drive instruction, and provide feedback. The document also discusses different types of assessments, including selected response, extended written response, performance assessments, and personal communication. It emphasizes that assessment should be ongoing and part of the instructional process to best support student learning.
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
The document discusses three learning theories: behaviorism, constructivism, and cognitivism. Behaviorism focuses on conditioning through reinforcement but does not support higher-level thinking. Constructivism allows students to create their own understandings from experiences. Cognitivism views learning as occurring through mental processes like beliefs and problem-solving. The author finds constructivism and cognitivism most aligned with their philosophy of developing deep, critical thinkers who can apply knowledge broadly. Behaviorism is seen as least effective as it focuses on memorization over long-term understanding.
Effective teaching learning theories presentationBano Gul
The document discusses several learning theories: Skinner's behaviorism focuses on using rewards to positively reinforce desired behaviors; Piaget's constructivism emphasizes letting children control their learning through open-ended tasks to construct their own knowledge; Vygotsky's social constructivism stresses the importance of social interaction and learning from peers, with teachers providing scaffolding support; Maslow's hierarchy of needs proposes that basic physiological and safety needs must be met before higher-level learning can occur.
The document summarizes three major learning theories: behaviorism, cognitivism, and constructivism. Behaviorism views learning as changes in observable behavior caused by environmental stimuli and reinforcement. Cognitivism sees learning as information processing within the mind. Constructivism proposes that learners construct knowledge based on their experiences and interactions with the world.
This document provides a summary of a three-day workshop on assessment practices. The workshop focused on unpacking learning outcomes, formative assessment strategies, and effective grading practices. Key lessons from the workshop included using formative assessment to support student learning, developing learning progressions based on outcomes, and using clear criteria and rubrics to improve the accuracy and consistency of grading. The reflection discusses how the workshop stretched the author's thinking on assessment and areas that deserve further exploration, such as the relationship between grades and student motivation.
Bergeron, julie l, implementing a school based mentoring program schooling v1...William Kritsonis
The study investigated the effects of a school-based mentoring program on at-risk 3rd grade students' social development. 38 students were paired with mentors who met weekly over 6 months, using lessons on character traits. Pre- and post-tests showed students significantly improved their interpersonal skills, hostility/irritability, and antisocial behavior but not academic/self-management skills. The program had a positive impact with minimal resources required and mentors able to easily implement the standardized curriculum. However, the study was limited by a small sample size and lack of long-term follow up.
The document discusses effective classroom behavior management strategies. It recommends that teachers treat students with respect, establish clear rules and expectations, use positive reinforcement, and involve students in creating classroom rules and expectations. This helps build mutual respect between teachers and students and creates a more positive learning environment where students feel empowered and are better able to engage with their education.
Test-Anxiety and Self-Esteem as a Predictor of Secondary School Students’ Aca...inventionjournals
This study investigated test-anxiety and self-esteem as a predictor of secondary school students’ academic self-efficacy in Ekiti State. It also examined the relationship betweenthe twopsycho-social factors (self-esteem and test-anxiety) and students’ academic self - efficacy. The study employed the descriptive research design of the survey type. The population consisted of all students from the public secondary schools in Ekiti central senatorial district of Ekiti State. The sample for this study was 200 students which were selected from four secondary schools using Multistage Sampling technique. A self-structured questionnaire tagged “Psychosocial Factors and Students’ Academic Self-Efficacy Questionnaire (PFSASEQ)” was used to collect relevant data for the study. The face and content validity of the instrument was determined by experts of Test and Measurements and researcher’s supervisor. It was said to have facial relevance and concerned with the subject matter, the instrument claim to measure. The hypotheses postulated were subjected to inferential statistics of Pearson Product Moment Correlation analysis. All the hypotheses were tested at 0.05 level of significance.The findings of the study revealed that there was significant relationship between test-anxiety, self – esteem and students’ academic self – efficacy. Based on the findings of the study, it was recommended among others that students self-esteem can be enhanced and test-anxiety reduced by creating an enabling environment for mentoring where they can practice assertiveness skills which will in turn boost their confidence to perform all academic tasks successfully .
ASSESSING STUDENTS PERFOMANCE PURPOSE AND TECHNIQUE.selman ulfaris
The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.
Learning is defined as a change in behavior caused by experience or self-activity, and can be intentional or unintentional. The learning process involves a continuous series of changes that take place in a definite manner. There are several laws and characteristics of learning, including readiness, effect, exercise, intensity, and recency. Learning involves rote repetition, understanding, application, and correlation of new knowledge with prior learning.
This document provides information about the Department of Information Technology (DOIT) services at Southcentral College. It outlines the various technical support services DOIT provides to faculty and staff, including networks, servers, PCs, helpdesk support, phones, email and classroom technology. It provides links to pages with more information on the faculty/staff portal, technology help resources, and the acceptable use policy. It also describes how to create a help ticket and the hours of operation for the helpdesk. Finally, it lists the various software, tools and training that the eLearning department provides to support online and technology-enhanced instruction.
The document describes the author's opinions on various technologies:
- Quizlet allows creating personalized flashcards for studying terms. Google Maps provides public transit directions and traffic conditions. Wolfram Alpha answers math expressions and searches with examples.
- Yelp allows finding restaurant reviews and hotel ratings. Flickr is used to share photos with family and safely store pictures.
- Twitter contains celebrity promotions and uninteresting information. Google Docs lacks familiar features and the author prefers Microsoft.
- Facebook frequently changes rules and contains too many ads. Blogger blogs have too many experts on uninteresting topics. Wikipedia's formatting and reliability are issues.
This document summarizes key legal issues regarding social media use for schools and employees. It discusses how personal information shared online can have unintended consequences and blur professional boundaries. While off-duty social media use is usually protected, it may still disrupt schools if threatening or interfering with others' education. The document analyzes court rulings on what qualifies as "substantial disruption" of schools to warrant discipline.
Soon and Very Soon: Based on Horizon Report 2013Evan Peterson
The document summarizes the key findings of the Horizon Report 2013 on emerging technologies in education. It identifies technologies that are likely to be adopted in higher education within the next 1, 2-3, and 4-5 years. These include MOOCs and tablet computing (1 year), games/gamification and learning analytics (2-3 years), and 3D printing and wearable technology (4-5 years). Each technology is described in terms of its relevance and potential advantages/disadvantages for teaching and learning.
Utilising the adoption of Cloud Services in the Online and Digital IndustryOyewale Oyepeju
Cloud Adoption in Nigerian Online and Digital Industry. What are the challenges and what are the benefits once risks are overcome in Nigeria. Distinguishing Core IT Functions from Non-Core IT Functions.
The document outlines the plot and key details of the horror film "V/H/F". It will follow a young woman named Mina who moves alone into a new house near a cemetery. She begins to hear strange static and a voice through devices, and realizes it is a ghost named Amelia who does not want her there. The film has a budget of £20 million and aims to attract a young female audience. It will be directed by the same director of the film "The Ring".
500% productivity improvement with the MDC. 生産性向上500%達成 MDC適用のknowhowshigeyasu sakamoto
The MDC, methods design concept is a unique and powerful approach to increasing productivity such as 500%. The MDC is a tool for industrial engineers, is not KAIZEN activity. So many applied examples and got remarkable results so far.
This document summarizes the student's evaluation of their media product, a magazine about metal music.
The student aimed to design the magazine to resemble existing music magazines in order to appeal to the target audience. Key aspects like color scheme and advertising were modeled after similar publications.
The intended audience is described as young men aged 21-26 who listen to metal music. Both men and women were considered in the content and design. Distribution through an existing media company like TeamRock or Bauer Media was considered most effective.
The student learned new software skills like Photoshop through creating the magazine. Overall, the process helped them improve design skills like using complementary colors and readable fonts compared to their preliminary work. Refining publications
The document provides details about the evaluation of Judy Milner's media project. It discusses how her trailer, poster, and magazine cover for her horror film followed conventions of real media products in the genre. It also describes how effective the combination of these pieces was, highlights feedback received from audiences, and reviews the media technologies used at different stages of the project, including Photoshop, iMovie, Blogger, Prezi, and her camera.
an innovative way to increase productivity and profitability with the MDC, methods design concept. The MDC marks more than 300% of productivy in it's clients.
This document discusses the layout and elements of a magazine's contents page. It has a table of contents listing brief explanations of articles, images next to page numbers for navigation, a note from the editor, promotions, and a reviews section. The contents page combines visual and text elements to provide an overview of the magazine's content in a clear and navigable format.
Medical and Chiropractic Physician (integrated practice).The first integrated health care facility in Iran- chiropractic and medicine. The focus is on integrating High-Velocity Low Amplitude (HVLA) manipulation-Gonstead Technique, and exercise rehabilitation, to optimize rapid healing.
The document is a conversation between Adrienne from the United States and Mark from England about their favorite sports. Adrienne enjoys swimming and used to compete, but now enjoys it for exercise. Her favorite sport to watch is soccer. Mark's absolute favorite sport is football, which he loves to both watch and play, though he also enjoys other ball sports like rugby and tennis. He enjoys watching various sports in general.
ASSESSMENT FOR LEARNING IN CLASSROOM .PdfAmber Ford
The document discusses various models of assessment, including behaviorist, constructivist, and evidence-based models. In the behaviorist model, assessment is summative and focuses on knowledge attainment and teaching success, but does not consider students' mental processes. The constructivist model views students as active learners who construct knowledge; assessment is thus formative and qualitative, evaluating students' understanding. Evidence-based assessment evaluates students' achievement of learning outcomes based on evidence like exam scores or research reports. The document also discusses different types of assessments like practice-based, portfolio-based, and performance-based assessments.
This research proposal aims to investigate the impact of outcome-based education on the academic performance of Bachelor of Secondary Education students majoring in Social Studies at City College of Tagaytay. The study will examine how outcome-based education affects students' understanding, learning, and skills. It will also compare academic performance and the effects of outcome-based education across different year levels. The researchers will administer surveys to collect data on students' perceptions. They will then analyze the data both qualitatively by interpreting responses and quantitatively by testing relationships between variables. The study seeks to provide benefits for students, teachers, the institution, and future researchers by exploring how outcome-based approaches influence academic achievement.
Classroom assessment is used to understand students' knowledge and learning needs. It involves gathering and interpreting information about students' attainment of learning goals. In the transmission-reception (behaviorist) model of education, student learning is assessed through observable behaviors that demonstrate the replication of knowledge provided by the teacher. However, constructivism posits that learning is an active process of generating new knowledge from experiences. Therefore, assessment in the constructivist model is qualitative and evaluates how students structure and process knowledge, using methods like concept mapping and continuous, formative assessment.
This document outlines 14 principles for learner-centered education. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experiences. Successful learners are active, goal-directed, and assume responsibility for their own learning. Learning is influenced by a variety of cognitive, motivational, developmental, social, and individual factors. The 14 principles aim to address the holistic needs of all learners.
This paper covers six major learning theories for Academic Advisors. It gives an overview of each theory and notes where students may struggle and strategies to help students succeed.
learning and ,motivation, nature of learning, characteristics, factors affecting learning,
domains of learning, educational implications of theories of learning
A critical Review language educator as Learning Programme developers.docxpatrickwaweru11
This document discusses language educators as learning program developers from various perspectives. It analyzes how learners learn through curriculum interaction using Vygotsky's social learning theory. Different teaching strategies are examined, including critical thinking, cognitively guided instruction, scaffolding, simulation, problem-solving, discussion, and considerations for developing a 21st century curriculum. The document contains 5 questions that systematically analyze these topics from different frameworks to understand language educators' role in developing effective learning programs.
Learning Process, Training Climate, Development and Designing Training ModulesAshish Hande
This document discusses learning theories and domains of learning. It describes two major learning theories - behaviorism and cognitive theory. Behaviorism focuses on reinforcement and stimuli to shape behavior, while cognitive theory examines internal mental processes. It also outlines three domains of learning: the cognitive domain involves knowledge and intellectual skills; the affective domain encompasses attitudes, values and beliefs; and the psychomotor domain deals with physical skills and movements. Combining elements of different learning theories and targeting multiple domains can help create effective training programs.
Teaching with Frequent Tests and its Consequences on Students’ Performance in...AJSSMTJournal
The intricacies of good teaching are known only to experienced teachers. Teaching is assessment
and, learning and retention are functions of regular testing. This study theorises classroom assessments and
links them with implicit theories of learning and retention of knowledge. The subjects of the study were
motivated to maintain the momentum of learning through taking regular tests and subjected to counselling and
regular feedback on the tests they took. The study analysed statistically semester results for five different year
groups of students taught Quantum Mechanics by the same lecturer who adopted weekly testing. The results
show substantial continuous improvements in students’ academic achievement. The results may be indictments
on lecturers who do not use classroom tests to motivate students’ learning.
The document discusses teaching metacognition to improve student learning. Metacognition involves planning, monitoring progress, and adapting learning strategies. There are three steps to teaching metacognition: 1) teaching students that their ability to learn is mutable, 2) teaching goal-setting and planning, and 3) giving students opportunities to practice self-monitoring and adapting. Wrappers, or activities that surround assignments, can be used to teach self-monitoring by having students assess their understanding before and after tasks and receiving feedback to improve accuracy. Teaching metacognition through these steps and techniques has been shown to boost student learning and performance.
Self-directed Learning Readiness Study for Undergraduate Students: A Case Stu...Kru Suthin
The study focused on learning condition and Self-directed Learning Readiness (SDLR) for undergraduate students and comparison of the opinions with different gender.101 random samples of undergraduate students were in the study. The questionnaires and SDLR were in the study instruments of learning condition involving instructors, instruction, media, measurement and evaluation and the suggestion in learning development. The data were analyzed by using frequency, percentage, mean, standard deviation and t-test. The results showed that all aspects were at high level. Results from the data analysis of the students with SDLR were all in eight aspects at the high level. The comparison of difference based on gender was statistical significant difference at level .05.
Self-regulated Learning: An important learning process Jalpa Rajendrakumar Sh...Dr. Jalpa shah
This document discusses self-regulated learning as an important learning process. It defines self-regulated learning as a process where students take responsibility for their own learning by setting goals, monitoring progress, and evaluating their learning. The key characteristics of self-regulated learning are that students take ownership of their learning, evaluate their own progress, adapt their strategies as needed, and monitor their progress toward goals. The document argues that self-regulated learning is important in today's competitive environment as it allows students to independently manage their learning, make decisions, face challenges, and be self-responsible for achieving goals. Developing self-regulated learning skills in students through training can help improve their educational achievement and career outcomes.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
The document discusses several key aspects of instructional theory:
1. Effective instruction requires assessing student readiness through evaluating their existing knowledge and skills.
2. Instructors must clearly define the learning objectives, procedures for achieving the objectives, and criteria for success.
3. Providing feedback through evaluation and remediation is important for students to diagnose their performance and improve.
4. Instructional strategies like repetition, clarity of communication, smaller student-teacher ratios, and reminders can boost academic achievement.
The document discusses several key aspects of instructional theory:
1. Effective instruction requires assessing student readiness through evaluating their existing knowledge, skills, and abilities.
2. Instructors must clearly define the learning objectives, procedures for achieving the objectives, and criteria for success.
3. Providing feedback through evaluation and remediation is important for students to diagnose their performance and improve. Frequent evaluation and quick remediation enhances learning.
4. Instructional strategies like repetition, clarity of communication, smaller student-teacher ratios, and reminders can boost academic achievement.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
https://jst.org.in/index.html
Our Journals has facilitate collaboration among researchers and institutions by providing a common platform for the exchange of ideas. Researchers can connect, share insights, and build upon each other's work, fostering a collaborative environment that accelerates the pace of innovation.
Self-regulated learning involves three stages: forethought and planning, performance monitoring, and reflection on performance. It teaches students strategies like goal setting, self-monitoring, and self-evaluation to take control of their own learning. Research shows self-regulated learning improves student achievement and helps students develop skills for lifelong learning. Teachers can foster self-regulated learning through modeling, practice, feedback, and creating an environment that encourages reflection and motivation. While outside influences may hinder development, self-regulated learning benefits students of all ages.
The document examines factors that influence student motivation and achievement, including motivation, school culture, student self-concept, and goal-setting. It provides strategies for teachers and administrators to improve student motivation. Specifically, it discusses how principals can shape a positive school culture, the importance of developing student self-concept through teacher support, and how goal-setting can empower students and provide purpose. The key is for all stakeholders to work together to challenge and support students towards excellence.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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6. External Locus of Control and Learning Structure
Subjective course conditioning may result in students establishing
patterns for how the course operates to get the best grade.
After two or three online courses have been completed, a student may
assume that the involvement and engagement behavior is the same for all
courses.
Students taking subjective learning courses which require reading a text
and writing an essay become conditioned to approach every course in the
same manner.
Students conditioned in this manner assume the method will work for all
courses.
When the student enrolls in a performance based course that requires
critical thinking and learning a process, they are often frustrated unaware
of the need to change the approach.
@Copyright Dr. Glenn H. Dakin Ed. D. MBA/EB
(Which is your Locus of Control?, n.d.)
20. Can Educators Help Students Benefit
from Improved Learning Structure?
Including formative suggestions on learning structure to students to
enable revision of their understanding is invaluable.
When used effectively, learning structure suggestions motivate
revisions of practical applicable knowledge promoting change and
change is learning.
Communicating to learners suggestions on how, when, and why
establishing a learning structure is an excellent online instructional
design element.
@Copyright Dr. Glenn H. Dakin Ed. D. MBA/EB