Engaged learning
•Download as PPTX, PDF•
2 likes•784 views
The document discusses engaged learning and its key attributes. Engaged learning involves students losing track of time while learning, asking purposeful questions, directing their own learning, exercising complex thinking, and working harder than the teacher. Research also indicates that engaging emotions after learning makes memories more likely to be recalled accurately. The document asks what percentage of students are engaged during class and whether students can be involved but not engaged in learning. It lists complex thinking strategies and discusses moving from teacher-centered to student-centered instructional practices to promote engaged learning.
Report
Share
Report
Share
Recommended
Engaged Learning
This document provides tips and strategies for promoting engaged learning in the classroom. It discusses the importance of student motivation and active learning techniques. Challenges to student engagement are outlined, such as a lack of intrinsic motivation from grades alone. Effective strategies include role playing, debates, response systems, and authentic assessments. The document emphasizes creating a learning-centered environment where students take an active role in constructing knowledge.
Behaviors of Learning-Centered Organizations
This document discusses behaviors of learning-centered organizations. It outlines how leadership, faculty, and staff can contribute to a learning-centered college mission. Leadership should clearly communicate and model the vision. Faculty should participate in developing high standards for learning and believe in students' educability. They should focus on learning outcomes through well-planned, active learning lessons. Staff should prioritize learners' needs and provide efficient services so learners can focus on learning. The document calls on those at the community college to discuss how to make the vision of a learning-centered college their own through their behaviors and actions.
Active Learning
The document discusses active learning and how it can be facilitated through online tools. It defines active learning as anything other than passive listening, and emphasizes learner-centered and collaborative approaches. It then provides examples of active learning tools like wikis, discussion forums, and the Moodle platform. It encourages shifting away from purely content-focused e-learning towards more social and collaborative models of c-learning.
Active Learning
This document discusses active learning and classroom strategies. It defines active learning as an approach to teaching that engages students via specific activities that involve talking, writing, reflecting and expressing their thinking. Active learning strategies must involve carefully designed activities that go beyond listening and note-taking. They should be explicitly based on learning theories and evaluated through research. Some evidence shows that improving lecture fluency does not necessarily lead to better learning, so identifying effective strategies is important. Active learning has been shown to improve student performance and engagement through problem-solving, eliciting student ideas, collaborative work, and rapid feedback. Common strategies mentioned are think-pair-share and peer instruction.
Creating Effective Peer Learning Environments in Online Courses
This document discusses peer learning in online courses. It defines peer learning as students learning from each other without direct teacher intervention. The document outlines that peer learning has been shown to be effective both offline and online, as it allows for deeper discussions and scaling of online courses. It presents the Community of Inquiry framework and provides examples of how to structure peer learning through setting the online environment, modeling behaviors, assigning collaborative activities, and assessing student participation and engagement. Challenges with peer learning are also acknowledged around students perceiving peer feedback as less valuable and not being well trained in critique.
Learning Centered College
This document discusses creating a learning-centered college based on theories of progressive education, constructivism, and learning organizations. It explores defining roles based on student needs rather than instruction, focusing on learning outcomes, and utilizing technology and peer learning. The document suggests topics like individualizing instruction, active learning methods, professional learning communities, and authentic assessment. The overall goal is to improve learning and increase student success by making students partners in the learning process and responsible for their own choices and growth.
Active learning
It shows the 2 types of learning: active and passive, and the different ways of the active learning. It also discusses that this type supports educational equity and embraces the various types of diversity.
Active Learning In Large Classes
Presentation in the UNC Charlotte Summer Institute 2009, “Rethinking the Large Lecture: Strategies for Engaging Students.” The session description is as follows:
This session will show the active learning techniques and technologies that can be used easily and effectively in large classes.
Recommended
Engaged Learning
This document provides tips and strategies for promoting engaged learning in the classroom. It discusses the importance of student motivation and active learning techniques. Challenges to student engagement are outlined, such as a lack of intrinsic motivation from grades alone. Effective strategies include role playing, debates, response systems, and authentic assessments. The document emphasizes creating a learning-centered environment where students take an active role in constructing knowledge.
Behaviors of Learning-Centered Organizations
This document discusses behaviors of learning-centered organizations. It outlines how leadership, faculty, and staff can contribute to a learning-centered college mission. Leadership should clearly communicate and model the vision. Faculty should participate in developing high standards for learning and believe in students' educability. They should focus on learning outcomes through well-planned, active learning lessons. Staff should prioritize learners' needs and provide efficient services so learners can focus on learning. The document calls on those at the community college to discuss how to make the vision of a learning-centered college their own through their behaviors and actions.
Active Learning
The document discusses active learning and how it can be facilitated through online tools. It defines active learning as anything other than passive listening, and emphasizes learner-centered and collaborative approaches. It then provides examples of active learning tools like wikis, discussion forums, and the Moodle platform. It encourages shifting away from purely content-focused e-learning towards more social and collaborative models of c-learning.
Active Learning
This document discusses active learning and classroom strategies. It defines active learning as an approach to teaching that engages students via specific activities that involve talking, writing, reflecting and expressing their thinking. Active learning strategies must involve carefully designed activities that go beyond listening and note-taking. They should be explicitly based on learning theories and evaluated through research. Some evidence shows that improving lecture fluency does not necessarily lead to better learning, so identifying effective strategies is important. Active learning has been shown to improve student performance and engagement through problem-solving, eliciting student ideas, collaborative work, and rapid feedback. Common strategies mentioned are think-pair-share and peer instruction.
Creating Effective Peer Learning Environments in Online Courses
This document discusses peer learning in online courses. It defines peer learning as students learning from each other without direct teacher intervention. The document outlines that peer learning has been shown to be effective both offline and online, as it allows for deeper discussions and scaling of online courses. It presents the Community of Inquiry framework and provides examples of how to structure peer learning through setting the online environment, modeling behaviors, assigning collaborative activities, and assessing student participation and engagement. Challenges with peer learning are also acknowledged around students perceiving peer feedback as less valuable and not being well trained in critique.
Learning Centered College
This document discusses creating a learning-centered college based on theories of progressive education, constructivism, and learning organizations. It explores defining roles based on student needs rather than instruction, focusing on learning outcomes, and utilizing technology and peer learning. The document suggests topics like individualizing instruction, active learning methods, professional learning communities, and authentic assessment. The overall goal is to improve learning and increase student success by making students partners in the learning process and responsible for their own choices and growth.
Active learning
It shows the 2 types of learning: active and passive, and the different ways of the active learning. It also discusses that this type supports educational equity and embraces the various types of diversity.
Active Learning In Large Classes
Presentation in the UNC Charlotte Summer Institute 2009, “Rethinking the Large Lecture: Strategies for Engaging Students.” The session description is as follows:
This session will show the active learning techniques and technologies that can be used easily and effectively in large classes.
Student centered learning presentation copy
This document discusses student-centered learning and creating a tech-friendly environment in education. It contrasts teacher-centered learning, which focuses on lectures and memorization, with student-centered learning, where students take more responsibility for their own learning through real-world, collaborative projects using technology. The document advocates for a student-centered approach and providing a technology-friendly environment where students can discover, organize, and present information using digital tools while still respecting copyright and fair use guidelines.
Active learning presentation march 2008-act
This document discusses active learning as a systematic approach to teaching. It defines active learning as anything that involves students doing and thinking about what they are doing. The presentation provides rationales for active learning, including that it increases student motivation and improves learning when well-designed. It outlines the teaching process, including context setting, class preparation, delivery, and continuous improvement. Several active learning techniques are described, such as student presentations and role plays. Potential concerns with active learning are addressed, such as how to incorporate it into lectures and large classes. The presentation concludes that active learning benefits outweigh the efforts required.
It Matters! Three Ideas to Move from Projects to PBL
This document discusses key aspects of project-based learning (PBL). It explains that PBL involves students applying what they know to solve real-world problems in order to build deeper understanding and skills. PBL is more student-centered and interactive compared to traditional instruction, with students taking on more collaborative and expert roles. For projects to truly qualify as PBL, they need to focus on ideas that are meaningful, produce authentic work that has value outside the classroom, and make the learning process meaningful through student choice, control, and collaboration.
Active learning and active learning strategies
What is active learning | Active learning strategies | Engage learners in learning process | Learningade
Active learning(jigsaw method)1 merged
state the meaning of active learning
explain the need for active learning
discuss Principles of active learning
define characteristics of active learning
Best Practices for Peer-To-Peer Learning
A quick deck with some best practices for new teachers, peer leaders and anyone looking to share some knowledge!
Active learning methods
This presentation discusses the following topics:
What is Active Learning
Why is Active learning
Active learning Eco System
Passive vs Active Learning
Methods of Active Learning
Active Learning Spectrum
Blooms Taxonomy
Suggestion for Active Learning
Active Learning Strategies
Active Learning Examples
Using%20the%20 Lms%20to%20increase%20student%20engagement%20in1
This is for the presentation Using the LMS to increase student engagement in online courses from VSS at 3:00
Active learning
The document discusses active learning strategies for teaching. It defines active learning as an approach that engages students in the learning process through activities and discussions rather than passive lecture. Some examples of active learning strategies mentioned include debates, project-based activities, group discussions, role plays, case studies, and games/simulations. The benefits of active learning are also highlighted, such as improved student performance in STEM fields. Finally, the presentation recommends readings on the topic of using technology to support active learning approaches in higher education.
Technology for large group teaching
This document provides an overview of technologies being used to support large group teaching at the University of Bath. It introduces audience response systems (ARS) and discusses how they can be used according to the Mazur sequence to engage students in conceptual questions during lectures. Examples are given of ARS being used in different departments, and the document encourages attendees to create their own ARS quiz to experiment with the technology. Aligning both face-to-face and online learning activities is highlighted as the goal in achieving an effective blended learning approach.
Structured vs unstructured teaching and learning - Archan Mehta and Charles A...
Structured vs unstructured teaching and learning - Archan Mehta and Charles A...The Higher Education Academy
The document discusses structured versus unstructured teaching and learning approaches. It argues that the current approach of using the same structured learning for all courses may not be effective. A more effective approach is an evolving methodology that focuses on active and unstructured learning. This new approach emphasizes equipping students to be lifelong learners and creating an active learning environment where the teacher facilitates a variety of interactions, peer learning, group work, and cooperative learning. It aims to develop learners that are proactive, self-motivated, and reflective.Facilitating Learning Online - Festival of Learning
Facilitating Learning Online Workshop - Festival of Learning with Sylvia Riessner, Beth Cougler Blom, and Leonne Beebe
https://festival.bccampus.ca/
Making Digital History: students creating online learning objects at the Univ...
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Peer To Peer Learning 10 7 09f1
The document summarizes research on cooperative learning and its benefits. It discusses key researchers in the field like Johnson, Slavin, and Kagan. Cooperative learning is shown to improve achievement, attitudes, critical thinking, and relationships between racial groups. It defines cooperative learning as students working in heterogeneous groups with emphasis on individual and group accountability. The key components of cooperative lessons are positive interdependence, face-to-face interaction, individual accountability, social skills, and group processing. Various techniques for implementing each component are provided.
JK to PhD: Active Learning in the School and University Classroom
This interactive session will bring together colleagues from school
and university libraries across the region to demonstrate active
learning techniques they are currently using in their classrooms
and to invite session participants to test these techniques and
share their own.
INTERACTIVE TEACHING PPT
Interactive teaching involves actively engaging students in their learning through teacher-student interaction, student-student interaction, audio-visual aids, and hands-on demonstrations. It encourages learner participation and uses questions to stimulate discussion. Teachers give students hands-on experiences and use teaching aids to maintain attention. This style of teaching has been shown to increase retention by allowing students to process information immediately and review it after learning.
#ILTA141 Large and small group teaching with Chrissi Nerantzi and Haleh Moravej
This document discusses strategies for managing large and small group teaching. It provides an overview of three main theories of teaching in higher education: teaching as telling, teaching as organizing student activity, and teaching as making learning possible. The document then discusses benefits and challenges of large and small group teaching. Practical tips are provided for managing the physical environment, grouping students, and creating a short "nano session" teaching demonstration. References on effective teaching practices are also included.
Briarwood Presentation 2
The document provides information about best practices for teaching including:
- More active, experiential, hands-on learning for students.
- Deeper study of fewer topics so students internalize key concepts and principles.
- More choice, cooperative learning, and authentic assessment for students.
- Suggestions for using online resources like Google Docs, wikis, blogs, and portfolios to enhance learning.
- Examples of science lab activities that engage students in experiments and hands-on learning.
Problem Based Learning
Problem based learning is one of the approaches used in presenting the lesson. In this presentation you will know the advantages of using this approach. This also tackles the models needed in implementing this strategy. I have provided an example problem for a more adequate learning.
Designs for Active Learning, Cambridge 2017
The document discusses various topics related to active learning designs and the future of higher education. It begins by predicting that by 2020, higher education will utilize more distance learning and teleconferencing to leverage expert resources. Learning activities will increasingly become individualized and just-in-time. Classes will combine online and in-person components. It then discusses strategies like the flipped classroom model, spaced learning, and conversational learning in small groups. Finally, it discusses how learning analytics can provide insights into how learning design impacts student satisfaction, retention, and performance. Learning designs with assimilative, interactive, and communicative elements saw various benefits for students.
Teaching methods
This document discusses modern teaching methodologies used in early childhood classrooms. It explores a variety of active learning techniques like discussions, group work, storytelling and role playing that encourage student participation and holistic development. Traditional lecturing is compared to these modern methods, which aim to make lessons more engaging and memorable by directly involving students in the learning process. The impact of these student-centered approaches on children's physical, social-emotional and cognitive growth is also addressed.
AHDS Conference November 2014 - Keynote by Alistair Smith
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Keynote by Alistair Smith.
More Related Content
What's hot
Student centered learning presentation copy
This document discusses student-centered learning and creating a tech-friendly environment in education. It contrasts teacher-centered learning, which focuses on lectures and memorization, with student-centered learning, where students take more responsibility for their own learning through real-world, collaborative projects using technology. The document advocates for a student-centered approach and providing a technology-friendly environment where students can discover, organize, and present information using digital tools while still respecting copyright and fair use guidelines.
Active learning presentation march 2008-act
This document discusses active learning as a systematic approach to teaching. It defines active learning as anything that involves students doing and thinking about what they are doing. The presentation provides rationales for active learning, including that it increases student motivation and improves learning when well-designed. It outlines the teaching process, including context setting, class preparation, delivery, and continuous improvement. Several active learning techniques are described, such as student presentations and role plays. Potential concerns with active learning are addressed, such as how to incorporate it into lectures and large classes. The presentation concludes that active learning benefits outweigh the efforts required.
It Matters! Three Ideas to Move from Projects to PBL
This document discusses key aspects of project-based learning (PBL). It explains that PBL involves students applying what they know to solve real-world problems in order to build deeper understanding and skills. PBL is more student-centered and interactive compared to traditional instruction, with students taking on more collaborative and expert roles. For projects to truly qualify as PBL, they need to focus on ideas that are meaningful, produce authentic work that has value outside the classroom, and make the learning process meaningful through student choice, control, and collaboration.
Active learning and active learning strategies
What is active learning | Active learning strategies | Engage learners in learning process | Learningade
Active learning(jigsaw method)1 merged
state the meaning of active learning
explain the need for active learning
discuss Principles of active learning
define characteristics of active learning
Best Practices for Peer-To-Peer Learning
A quick deck with some best practices for new teachers, peer leaders and anyone looking to share some knowledge!
Active learning methods
This presentation discusses the following topics:
What is Active Learning
Why is Active learning
Active learning Eco System
Passive vs Active Learning
Methods of Active Learning
Active Learning Spectrum
Blooms Taxonomy
Suggestion for Active Learning
Active Learning Strategies
Active Learning Examples
Using%20the%20 Lms%20to%20increase%20student%20engagement%20in1
This is for the presentation Using the LMS to increase student engagement in online courses from VSS at 3:00
Active learning
The document discusses active learning strategies for teaching. It defines active learning as an approach that engages students in the learning process through activities and discussions rather than passive lecture. Some examples of active learning strategies mentioned include debates, project-based activities, group discussions, role plays, case studies, and games/simulations. The benefits of active learning are also highlighted, such as improved student performance in STEM fields. Finally, the presentation recommends readings on the topic of using technology to support active learning approaches in higher education.
Technology for large group teaching
This document provides an overview of technologies being used to support large group teaching at the University of Bath. It introduces audience response systems (ARS) and discusses how they can be used according to the Mazur sequence to engage students in conceptual questions during lectures. Examples are given of ARS being used in different departments, and the document encourages attendees to create their own ARS quiz to experiment with the technology. Aligning both face-to-face and online learning activities is highlighted as the goal in achieving an effective blended learning approach.
Structured vs unstructured teaching and learning - Archan Mehta and Charles A...
Structured vs unstructured teaching and learning - Archan Mehta and Charles A...The Higher Education Academy
The document discusses structured versus unstructured teaching and learning approaches. It argues that the current approach of using the same structured learning for all courses may not be effective. A more effective approach is an evolving methodology that focuses on active and unstructured learning. This new approach emphasizes equipping students to be lifelong learners and creating an active learning environment where the teacher facilitates a variety of interactions, peer learning, group work, and cooperative learning. It aims to develop learners that are proactive, self-motivated, and reflective.Facilitating Learning Online - Festival of Learning
Facilitating Learning Online Workshop - Festival of Learning with Sylvia Riessner, Beth Cougler Blom, and Leonne Beebe
https://festival.bccampus.ca/
Making Digital History: students creating online learning objects at the Univ...
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
Peer To Peer Learning 10 7 09f1
The document summarizes research on cooperative learning and its benefits. It discusses key researchers in the field like Johnson, Slavin, and Kagan. Cooperative learning is shown to improve achievement, attitudes, critical thinking, and relationships between racial groups. It defines cooperative learning as students working in heterogeneous groups with emphasis on individual and group accountability. The key components of cooperative lessons are positive interdependence, face-to-face interaction, individual accountability, social skills, and group processing. Various techniques for implementing each component are provided.
JK to PhD: Active Learning in the School and University Classroom
This interactive session will bring together colleagues from school
and university libraries across the region to demonstrate active
learning techniques they are currently using in their classrooms
and to invite session participants to test these techniques and
share their own.
INTERACTIVE TEACHING PPT
Interactive teaching involves actively engaging students in their learning through teacher-student interaction, student-student interaction, audio-visual aids, and hands-on demonstrations. It encourages learner participation and uses questions to stimulate discussion. Teachers give students hands-on experiences and use teaching aids to maintain attention. This style of teaching has been shown to increase retention by allowing students to process information immediately and review it after learning.
#ILTA141 Large and small group teaching with Chrissi Nerantzi and Haleh Moravej
This document discusses strategies for managing large and small group teaching. It provides an overview of three main theories of teaching in higher education: teaching as telling, teaching as organizing student activity, and teaching as making learning possible. The document then discusses benefits and challenges of large and small group teaching. Practical tips are provided for managing the physical environment, grouping students, and creating a short "nano session" teaching demonstration. References on effective teaching practices are also included.
Briarwood Presentation 2
The document provides information about best practices for teaching including:
- More active, experiential, hands-on learning for students.
- Deeper study of fewer topics so students internalize key concepts and principles.
- More choice, cooperative learning, and authentic assessment for students.
- Suggestions for using online resources like Google Docs, wikis, blogs, and portfolios to enhance learning.
- Examples of science lab activities that engage students in experiments and hands-on learning.
Problem Based Learning
Problem based learning is one of the approaches used in presenting the lesson. In this presentation you will know the advantages of using this approach. This also tackles the models needed in implementing this strategy. I have provided an example problem for a more adequate learning.
Designs for Active Learning, Cambridge 2017
The document discusses various topics related to active learning designs and the future of higher education. It begins by predicting that by 2020, higher education will utilize more distance learning and teleconferencing to leverage expert resources. Learning activities will increasingly become individualized and just-in-time. Classes will combine online and in-person components. It then discusses strategies like the flipped classroom model, spaced learning, and conversational learning in small groups. Finally, it discusses how learning analytics can provide insights into how learning design impacts student satisfaction, retention, and performance. Learning designs with assimilative, interactive, and communicative elements saw various benefits for students.
What's hot (20)
It Matters! Three Ideas to Move from Projects to PBL
It Matters! Three Ideas to Move from Projects to PBL
Using%20the%20 Lms%20to%20increase%20student%20engagement%20in1
Using%20the%20 Lms%20to%20increase%20student%20engagement%20in1
Structured vs unstructured teaching and learning - Archan Mehta and Charles A...
Structured vs unstructured teaching and learning - Archan Mehta and Charles A...
Facilitating Learning Online - Festival of Learning
Facilitating Learning Online - Festival of Learning
Making Digital History: students creating online learning objects at the Univ...
Making Digital History: students creating online learning objects at the Univ...
JK to PhD: Active Learning in the School and University Classroom
JK to PhD: Active Learning in the School and University Classroom
#ILTA141 Large and small group teaching with Chrissi Nerantzi and Haleh Moravej
#ILTA141 Large and small group teaching with Chrissi Nerantzi and Haleh Moravej
Similar to Engaged learning
Teaching methods
This document discusses modern teaching methodologies used in early childhood classrooms. It explores a variety of active learning techniques like discussions, group work, storytelling and role playing that encourage student participation and holistic development. Traditional lecturing is compared to these modern methods, which aim to make lessons more engaging and memorable by directly involving students in the learning process. The impact of these student-centered approaches on children's physical, social-emotional and cognitive growth is also addressed.
AHDS Conference November 2014 - Keynote by Alistair Smith
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Keynote by Alistair Smith.
Pedagogical imagination for nurses
This document discusses innovative pedagogical approaches for nursing education. Traditional teaching methods are examination-oriented and focus only on syllabus content, using one-way lecture-based instruction. Innovative pedagogies aim to shift to student-centered, outcome-based education using technologies like simulation, virtual reality, and online learning. Research shows retention rates are highest when students actively participate through activities like teaching others, practice, discussion, and doing. While pedagogy focuses on teaching children, andragogy principles recognize adult learners are self-directed with life experiences to draw from. The pathway for educators is to guide students from teacher-centered instruction to student-centered learning and ultimately self-directed learning.
Helping Students Self-Regulate for Success - Teachers
This document discusses strategies for helping students take responsibility for their own learning through self-regulated learning. It defines self-regulated learning as when students are metacognitively, motivationally, and behaviorally active in their own learning. The document outlines that self-regulated learners set goals, use learning strategies, self-monitor progress, and adapt their efforts. It then discusses specific strategies like helping students set meaningful goals, develop organizational skills, engage in authentic learning experiences, and reflect on their own progress. The overall aim is to give students ownership of their learning so they can achieve their full potential.
Ppt learning strategies
This document discusses strategies for all-inclusive learning. It begins by asking teachers to reflect on students who struggled in school. It then discusses challenges in motivating these at-risk students and implementing new instructional approaches. The rest of the document provides strategies for teachers, including understanding different learning styles, providing feedback, balancing challenges, and establishing a sense of belonging in the classroom. The overall message is that using diverse, supportive teaching strategies can help engage even the most difficult students.
21st Century Innovative Teacher’s Development - PETE&C2014
A small minority become 21st century teachers with learner-centered classrooms. This study examines 7 of those teachers and their perceptions of development, coming from 4 ubiquitous computing schools with SES differences. Using findings, participants better understand innovative teacher needs and envisage further work on teacher development.
Active learning for the adult classroom final naeyc
This document summarizes Donna Greene and Stella Baker's presentation on using a flipped classroom model to enhance critical thinking skills in adult learners. They discuss challenges with traditional lecture-based teaching not developing these skills. Their flipped model has students learn content at home through online resources like a LibGuide created by the college's librarian. This frees up class time for active learning exercises focusing on application, analysis and evaluation. By drawing on adult learning theory emphasizing self-directed learning from experience, the model helps develop the critical thinking needed to apply course lessons.
Surface vs deep questioning
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
Active learning for the adult classroom dg naeyc
This document summarizes Donna Greene's presentation on using a flipped classroom model to enhance critical thinking skills in adult learners. Greene discusses challenges with traditional lecture-based teaching not developing critical thinking. She explored adult learning theory showing adults learn best through self-directed, hands-on experiences. Greene implemented a flipped classroom where students reviewed course content at home and spent class time applying knowledge through activities and discussions. She collaborated with the librarian Stella Baker to create online research guides helping students develop skills to independently find and evaluate scholarly sources. Greene believes this flipped model aligns better with how adults learn compared to traditional lecture-based teaching.
Review on Lesson Planning
Here are some examples of adaptations and accommodations that can be made for teaching students with special needs:
- Provide modified assignments and assessments that are tailored to students' ability levels. This could include altering length or complexity requirements.
- Use multi-sensory teaching methods that engage both visual and auditory learners, such as showing images and diagrams alongside verbal explanations.
- Break down large assignments into smaller, more manageable tasks with clear deadlines. This helps prevent students from feeling overwhelmed.
- Allow extra time for students to complete tests and assignments, both in and out of the classroom.
- Provide copies of notes or allow students to audio record lessons so they can review material afterwards.
- Se
Carte Blanche
In an effort to provide challenging learning opportunities and to foster the development of 21st Century Skills, one class of fifth-grade gifted students were given a singular directive and complete autonomy to achieve self-determined goals.
Flipping with libguides
This document discusses flipping the classroom using Libguides. It begins by noting that traditional lecture-based teaching does not develop critical thinking skills in students. The document then discusses how adults and children learn differently, with adults being self-directed learners who draw on experience. Principles of adult learning are outlined, emphasizing hands-on learning and reflection. The document describes implementing a flipped classroom model using Libguides to develop students' skills in finding and evaluating peer-reviewed literature outside of class, allowing more class time for discussion and activities to enhance critical thinking. Libguides are praised for providing instruction and curated resources to support student learning before, during, and after class.
Webinar: Assessing to Inform Teaching and Learning: A Guide for Leaders
This webinar focused on formative assessment strategies for teachers. It discussed five key formative assessment techniques: observations, interviews, show me activities, hinge questions, and exit tasks. These techniques provide evidence of student learning through activities like observing students, asking them questions, having them demonstrate their understanding, and completing culminating tasks. The webinar emphasized that formative assessment should be used flexibly on a daily basis to inform teaching and help students learn.
Educational theory for Anatomy
This document provides an overview of several educational theories. It introduces theories related to adult learning like andragogy, which focuses on adults being self-directed learners. Social cognitive theory emphasizes learning through observation and modeling behaviors. Deep, surface, and strategic learning styles are covered as well as experiential and situated learning. Reflective practice and transformative learning are also discussed as ways to connect theory to real-world application. The document aims to explain how educational theories can provide frameworks for understanding learning and inform teaching practices.
10 teaching skills
The document discusses the key skills and characteristics of effective teaching. It defines teaching as a process of imparting knowledge to help students learn and develop their abilities. Quality teaching is directly related to classroom instruction, which is influenced by a teacher's qualifications, subject knowledge, teaching skills, and commitment. There are a total of 103 identified teaching skills, including planning lessons, questioning students, exemplifying concepts, and evaluating learning through feedback. Some important skills discussed are establishing rapport with students, using a variety of instructional methods like lectures and activities, checking for understanding, and differentiating instruction to meet diverse student needs and abilities.
Helping Students Self-Regulate for Success - Counselors
This document discusses ways to help students take responsibility for their own learning through developing self-regulated learning behaviors. It defines self-regulated learning as when students are metacognitively, motivationally, and behaviorally active in their learning. Research shows that providing choice, strategy instruction, opportunities for goal-setting and self-evaluation can help students engage in self-regulated behaviors. The document provides examples of strategies like organizing tools, setting specific and meaningful goals, and fostering intrinsic motivation that teachers can use to help students gain control over their learning.
4 Ten Innovative Teaching Ways.pptx
The document provides 10 ways that educators can make classrooms more innovative. They are: 1) have a growth mindset, 2) practice self-reflection, 3) ask open-ended questions, 4) create flexible learning spaces, 5) account for different learning styles, 6) use problem-finding, 7) allow students to fail and try again, 8) consider a flipped classroom model, 9) invite entrepreneurs into the classroom, and 10) use design thinking processes. The overall message is that innovative classrooms require teachers to shift away from traditional lecturing and toward student-centered approaches that encourage creativity, collaboration, real-world problem solving and flexibility.
Improving learning best practices for teaching presentacion octubre 5 -2009
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.
What is Self Regulated Learning?
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Ppt final M-Learning
This document discusses the potential for mobile learning to improve education. It outlines some common problems with mobile learning like lack of access to quality content and trained teachers. It then proposes solutions like collaborative learning through social networks, personalized learning tailored to individual students' needs and goals, and using games and gamification to motivate students. The document also notes the prevalence of mobile devices like phones and tablets that can be leveraged for mobile learning and discusses challenges such as lack of connectivity and training. It advocates for adopting a methodology of reading, re-examining, reflecting on and reinforcing lessons on mobile platforms.
Similar to Engaged learning (20)
AHDS Conference November 2014 - Keynote by Alistair Smith
AHDS Conference November 2014 - Keynote by Alistair Smith
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
21st Century Innovative Teacher’s Development - PETE&C2014
21st Century Innovative Teacher’s Development - PETE&C2014
Active learning for the adult classroom final naeyc
Active learning for the adult classroom final naeyc
Webinar: Assessing to Inform Teaching and Learning: A Guide for Leaders
Webinar: Assessing to Inform Teaching and Learning: A Guide for Leaders
Helping Students Self-Regulate for Success - Counselors
Helping Students Self-Regulate for Success - Counselors
Improving learning best practices for teaching presentacion octubre 5 -2009
Improving learning best practices for teaching presentacion octubre 5 -2009
Recently uploaded
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaThe History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdHow to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Recently uploaded (20)
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Engaged learning
- 1. Engaged learning Engaged learning Engaged learning Engaged learning Engaged learning Engaged Learning Engaged learning
- 2. Engaged Learning What are the key attributes of Engaged Learning?
- 3. Lose Track of Time Ask Purposeful Questions Direct Own Learning Exercise Complex Thinking Work Harder than the Teacher Engaged Learning: Characteristics Challenge Ideas Connect emotionally to content
- 4. Engaged Learning Research indicates when emotions are engaged right after a learning experience, the memories are much more likely to be recalled and accuracy goes up.” From Creating a Digital-rich Classroom Meg Ormiston (2011)
- 6. Engaged Learning What is the percentage of your students who are engaged during class?
- 7. Lose Track of Time Ask Purposeful Questions Direct Own Learning Exercise Complex Thinking Work Harder than the Teacher Engaged Learning: Characteristics Challenge Ideas Connect emotionally to content
- 8. 100% 45% 10% 15% 50% Percent of Student’s Engaged 75% 90%
- 9. Can students be involved, yet not engaged in the learning process? Engaged Learning
- 10. Engaged Learning
- 11. Engaged Learning
- 12. Complex Thinking Strategies Problem-solving Creative Problem-solving Decision-making Experimental Inquiry Investigation Reflective Thinking Inductive/Deductive Reasoning
- 13. Engaged Learning
- 14. Engaged Learning
- 15. Engaged Learning
- 16. Current Instructional Practices: Teacher-centered
- 17. Current Instructional Practices: Teacher-centered
- 18. Current Instructional Practices: Teacher-centered
- 19. Current Instructional Practices: Teacher-centered
- 20. Current Instructional Practices: Student-centered
- 21. Current Instructional Practices: Student-centered
- 22. Current Instructional Practices: Student-centered
- 23. Current Instructional Practices: Student-centered