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Weblesson is an information inquiry model that involves four levels of inquiry - controlled, guided, modeled, and free. A Web Quest is a lesson format where most or all information students work with comes from the web. This new learning model called Weblesson uses a constructivist approach and involves critical thinking, questioning, understanding, authentic learning environments, scaffolding, cooperative learning, and engaged learning.
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This document provides information on professional learning conversations, blended learning, and an assignment on collaborative inquiry. It discusses teaching challenges and how to handle them. It also addresses features of blended learning such as connecting online and offline work, student collaboration and control, and using learning management systems. Finally, it introduces an assignment to find a literacy learning challenge to pursue in groups.
Flipped classrooms with VLE - Webinar 11th December 2013
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Youtube video of this webinar is here: https://www.youtube.com/watch?v=idnFnEl7vt0
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The document discusses three key learning theories that Think Education uses to build its teaching: constructivism, connectivism, and cognitive behaviorism. Constructivism involves learning with a facilitator through communication and directional content. Connectivism involves learning with peers and a facilitator through problem-solving and social networks while creating original content. Cognitive behaviorism is an individual learning process using guided content. The document emphasizes that Think Education builds its teaching around applying these three learning theories at different degrees and stages of each course.
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The document discusses scaffolding for young learners in online environments, noting that traditional scaffolding in classrooms involves setting goals and providing support within students' zones of development, while online scaffolding could involve sharing screens, messaging students, and using remote desktop tools to guide students and build their skills and confidence with technology. The presentation provides examples of how one teacher implements scaffolding in a blended online and classroom environment for elementary students.
lesson 8:higher thinking skills through it based projects (EDUCtech2).part1
This document discusses four IT-based projects to engage students in higher-level thinking: 1) Resource-based projects require students to research a topic and organize information to answer questions, going beyond textbooks; 2) Simple creations focus on planning, making, and designing using software; 3) Guided hypermedia projects use hypermedia as an instructional or communication tool; 4) Web-based projects involve students creating and posting web pages on a given topic. The key elements are creating a learning environment where students demonstrate skills like searching, organizing, and synthesizing information.
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445 1
The document summarizes the key details of bonds being issued by ABN AMRO Bank N.V., including:
- Two bonds are being listed on the Italian stock exchange beginning January 18, 2010, including a bond maturing in 2020 with a coupon of 8% Euribor and a bond maturing in 2015 with a step-up coupon.
- Key details are provided for each bond such as issue size, coupon rates, minimum trading amounts, and ISIN codes.
- ABN AMRO Bank N.V. has credit ratings between A+ to AA- from major ratings agencies.
- The Italian stock exchange will list the bonds in its electronic bond market segment for euro-den
445 1
The document summarizes the key terms of two bond issuances by ABN AMRO Bank N.V. to begin trading on the Italian stock exchange on January 18, 2010.
Specifically, it provides details on two bonds to be listed:
1) "ABN AMRO BANK N.V. – Obbligazione Royal 8%-Euribor 11/01/2020" - A EUR 100 million bond with a coupon of 8% minus the Euribor rate and maturing on January 11, 2020.
2) "ABN AMRO BANK N.V. – Obbligazione Royal Tasso Crescente 11/01/2015" -
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lesson 8:higher thinking skills through it based projects (EDUCtech2).part1
This document discusses four IT-based projects to engage students in higher-level thinking: 1) Resource-based projects require students to research a topic and organize information to answer questions, going beyond textbooks; 2) Simple creations focus on planning, making, and designing using software; 3) Guided hypermedia projects use hypermedia as an instructional or communication tool; 4) Web-based projects involve students creating and posting web pages on a given topic. The key elements are creating a learning environment where students demonstrate skills like searching, organizing, and synthesizing information.
Inquiry for experts
The document discusses different definitions and approaches to inquiry-based instruction. It defines inquiry as seeking information through questioning according to dictionaries. Inquiry-based instruction can focus on content, the processes used to engage with content, or combine both. Content-focused instruction presents and explains ideas, while content with process actively engages students hands-on with guided activities. Process with content uses content as a context for students to develop investigative skills. Pure process-focused instruction uses non-content specific processes to further knowledge through open-ended inquiry.
2015 The persoanlised learner
The document discusses the concept of the personalized learner in 3 key areas: mobile learners who can learn anywhere using connected mobile devices; connected learners who see knowledge as part of a shared network; and learners who are ready to create by developing skills like digital literacy, self-regulated learning, and lifelong learning in both formal and informal settings.
M7 presentation2
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What is mathematical discourse
A set of slides to explain what is Mathematical Discourse and how to use it to advance learning in the classroom.
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
M7 presentation1
The document discusses the paradigm shift occurring in education from traditional teacher-centered models to new student-centered approaches enabled by technology and personalized learning. It defines blended learning as a formal education program that combines online and in-person learning, with students having some control over time, place, path and pace. Personalized learning tailors instruction to individual student needs, interests and preferences. The document then describes four models for blended and personalized learning: rotation models, flex model, a la carte model, and enriched virtual model.
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Studying at a distance involves preparing a comfortable study space and dedicating regular time for studying, even though the student works alone. Distance learning courses provide materials like textbooks online or through mail. An online learning platform gives students access to course materials, discussion boards, presentations, and assignment submission. The library offers online resources and document delivery. Assessments include essays, exams that can be taken locally, and a final dissertation with tutor feedback. Dedicated staff are available for student support and answering queries.
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2016 Tertiary learning space design
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2) It outlines key concepts in blended learning including formal on-campus teaching, informal learning spaces, and online learning. Guiding pedagogies discussed are authentic learning, authentic assessment, personalized learning, and peer learning.
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This document discusses using the online platform Moodle to engage students in literature discussions. Key points:
- The Spinelli Project has students read Jerry Spinelli's autobiography and novels, looking for parallels between his life and writing.
- Goals are to make the classroom more student-centered, give quick feedback, and document individual work both in and out of school.
- Moodle allows student-led discussions, access to materials anywhere, and engagement in a safe online environment with resources, grades, assignments, and student interaction all in one place.
- Examples of activities included bullying surveys, reflections, author introductions, and online discussions about specific novels. Student responses praised Moodle for allowing
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This document discusses how information technology can support student-centered learning environments. It contrasts traditional classrooms, where teachers are the focus, with student-centered classrooms that place students at the center of the learning process. Student-centered classrooms enabled by technology allow students to perform tasks like word processing, creating presentations, researching online, and brainstorming with teachers serving as facilitators to individual student needs. The document is authored by Reytas, Wellah, Dadios, and Mabalhin and references the educational philosopher John Dewey's views on active and individualized learning approaches.
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This document discusses four IT-based projects that can develop higher-level thinking skills: resource-based projects, simple creations, guided hypermedia projects, and web-based projects. Resource-based projects involve students finding their own information on a topic determined by the teacher. Simple creations aim to develop creativity by having students brainstorm ideas, judge them, act on them with flexibility. Guided hypermedia projects can involve students creating multimedia presentations either as an instructional tool or communication tool. Web-based projects could involve students creating webpages on a topic, but this may be too sophisticated currently for most students.
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445 1
The document summarizes the key details of bonds being issued by ABN AMRO Bank N.V., including:
- Two bonds are being listed on the Italian stock exchange beginning January 18, 2010, including a bond maturing in 2020 with a coupon of 8% Euribor and a bond maturing in 2015 with a step-up coupon.
- Key details are provided for each bond such as issue size, coupon rates, minimum trading amounts, and ISIN codes.
- ABN AMRO Bank N.V. has credit ratings between A+ to AA- from major ratings agencies.
- The Italian stock exchange will list the bonds in its electronic bond market segment for euro-den
445 1
The document summarizes the key terms of two bond issuances by ABN AMRO Bank N.V. to begin trading on the Italian stock exchange on January 18, 2010.
Specifically, it provides details on two bonds to be listed:
1) "ABN AMRO BANK N.V. – Obbligazione Royal 8%-Euribor 11/01/2020" - A EUR 100 million bond with a coupon of 8% minus the Euribor rate and maturing on January 11, 2020.
2) "ABN AMRO BANK N.V. – Obbligazione Royal Tasso Crescente 11/01/2015" -
445 1
The document summarizes the key details of bonds being issued by ABN AMRO Bank N.V., including:
- Two bonds are being listed on the Italian stock exchange beginning January 18, 2010, including a bond maturing in 2020 with a coupon of 8% Euribor and a bond maturing in 2015 with a step-up coupon.
- Key bond details like issue size, coupon rates, maturity dates, and ISIN codes are provided for both bonds.
- ABN AMRO Bank has credit ratings between A+ to AA- from major rating agencies.
- The Italian stock exchange will include the bonds in its official list starting January 18, 2010.
445 1
The document summarizes the key terms of two bond issuances by ABN AMRO Bank N.V. to begin trading on the Italian stock exchange on January 18, 2010.
Specifically, it provides details on two bonds to be listed:
1) "ABN AMRO BANK N.V. – Obbligazione Royal 8%-Euribor 11/01/2020" - A EUR 100 million bond with a coupon of 8% minus the Euribor rate and maturing on January 11, 2020.
2) "ABN AMRO BANK N.V. – Obbligazione Royal Tasso Crescente 11/01/2015" -
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Constructivism
Constructivism is a learning theory where students actively construct new knowledge based on previous learning and experiences. Key contributors include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, learning occurs best when students form hypotheses and conclusions through hands-on projects and problem solving. Teachers should understand each student's development level and encourage assessment of learning. Classrooms using constructivism have students apply prior knowledge to hands-on activities, work collaboratively, and use technology like videos, virtual tours, and online games to construct new understandings.
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Learner centered principles
Students construct knowledge through activities that go beyond simply reproducing or learning information, and instead require generating new ideas or understandings. An effective activity for knowledge construction is interdisciplinary, with clear goals incorporating multiple subjects, and requires students to apply their new knowledge to support further construction in a new context. Strategic thinking and metacognition play important roles in knowledge construction, as strategic thinking allows for planning and assessment, while metacognition involves self-awareness of one's cognitive processes. Different learning contexts, such as orienting, instructional, and transfer contexts, provide different types of environments to support knowledge construction.
Inquiry method of teaching
Inquiry method of teaching
Best slides
Presented by Tayyaba Maher
University of education
Department of Education
A Guided Inquiry Learning Approach In A Web Environment
This document discusses the theory and application of a guided inquiry learning approach in a web-based learning environment. It begins by introducing constructivism as the underlying learning theory, which asserts that meaningful learning occurs through active involvement such as inquiry-based discovery. It then discusses two models of guided inquiry - Lawson's learning cycle and Collins and Stevens' theory of inquiry teaching. The paper provides an example application in a web-based learning environment, adapting Lawson's model and Collins and Stevens' strategies to design inquiry activities. The guided inquiry approach aims to stimulate learners' discovery and understanding through questioning, exploration of information, and application of new concepts.
Vais pbl
The document discusses project-based learning (PBL) and compares traditional teaching methods to PBL. It notes that PBL engages students through hands-on exploration of real-world problems, allows students to investigate issues and topics through projects, and fosters abstract thinking. PBL uses authentic assessment, extends learning over time, and develops 21st century skills like collaboration. The roles of teachers and students shift, with teachers facilitating learning and students taking a more active role. PBL has roots in constructivist learning theories advocated by thinkers like Dewey, Piaget and Vygotsky.
Inquiry based learning
The document discusses inquiry-based learning, which emphasizes students' questions and observations. Instructors encourage students to share ideas and challenge each other respectfully. When done correctly, inquiry-based learning can develop higher-order thinking, information literacy, critical thinking, and lifelong problem-solving skills. The process involves students planning investigations, retrieving and processing information, creating projects, sharing their work, and evaluating their findings and methods. Setting up an inquiry-based classroom requires equipping it with various learning materials to stimulate students' inquiries.
The 5 es
The 5 E's is an instructional model based on constructivism that has 5 phases - Engage, Explore, Explain, Elaborate, and Evaluate. Each phase builds on the last with students first connecting new ideas to past knowledge, then exploring concepts through hands-on activities, explaining their understanding, expanding their knowledge by applying it to new examples, and finally evaluating their own learning. The model is intended to help students actively construct understanding rather than passively receive information from the teacher.
Inquiry based approach learning
Inquiry-based learning is an active learning method where students learn by posing questions and investigating them. It involves developing questions, gathering information, analyzing findings, and reflecting on what was learned. There are four levels of inquiry with levels 1 and 2 having more teacher guidance and levels 3 and 4 giving students more autonomy. Inquiry benefits students by allowing them to direct their own learning in a way that mimics real-world problem solving. Effective implementation requires the teacher to act as a facilitator who guides students through the inquiry process.
Inquiry..fix
Inquiry-based learning is a constructivist approach where students take ownership of their learning through exploration, questioning, and investigation of problems or ideas. It involves asking questions, gathering information, analyzing it, generating solutions, and justifying conclusions. The teacher acts as a guide rather than directly teaching content. When implemented correctly, inquiry-based learning can develop skills like critical thinking, problem-solving, and lifelong learning. It emphasizes building knowledge through a step-wise process and applying different perspectives to topics. The key components of inquiry include activating prior knowledge, providing background information, defining accountable outcomes, modeling examples, and asking questions to guide research.
Can remote teaching lead to deep learning?
Presentation given at the 49th IATEFL Conference in Manchester 12 April 2015. The British Council's Ceibal English project has the potential to develop deep learning by promoting student autonomy, creativityand collaboration, even where the teacher is not physically present in the classroom.
The inquiry process
The document provides an overview of inquiry-based learning and different models that can be used to structure student-directed learning projects. It describes inquiry-based learning as a process where students take ownership of their learning by posing their own questions, researching various sources, processing and sharing their findings, and reflecting on what they learned. Several models are outlined, including the inquiry process with 5 steps, variations of inquiry-based projects, a 4 column planner, an inquiry chart, the "Big Six" model of information problem-solving, and a simplified "Super Three" model.
The inquiry process
The document outlines an inquiry-based learning process where students take ownership of their learning by developing their own questions, researching various sources to find answers, and sharing what they've learned. It provides steps for implementing inquiry projects, including defining the task, planning, retrieving information, processing information, and sharing findings. Teachers can direct topics while allowing student choice, and provide support throughout the process. Various models are presented for structuring inquiry at different grade levels or with different levels of teacher guidance.
Approach methods and techniques in teaching mathematics to intermediate grade
The document discusses several approaches, methods, and techniques for teaching mathematics to intermediate grades, including:
1. The discovery approach is an inquiry-based method where students construct their own knowledge through self-directed learning.
2. The inquiry approach encourages students to ask questions and investigate real-world problems to improve critical thinking and problem-solving skills.
3. Cooperative learning divides students into groups to work together on activities and projects.
Inquiry approach in pedagogy of science
https://youtu.be/9X3oO39qS2k
Inquiry approach, Merits, and Demerits, characteristics, steps involved in the process
Teaching statement
This document provides guidance on how to write an effective teaching statement. It begins by outlining key elements to include such as learning objectives, concrete examples of teaching methods, challenges faced and how they were addressed, and student evaluations. It also recommends connecting teaching to research. The document then provides sample teaching statements from various disciplines like biology, foreign languages, history and psychology that demonstrate these elements. Finally, it discusses recent research on how students learn best through active inquiry, experiential learning, collaboration and dialogue.
Activelearning
This document discusses the history and theory of active learning pedagogy and its implementation in Thai classrooms. It defines active learning as involving students in higher-order thinking tasks like processing, applying, and connecting information to motivate learning. Active learning techniques discussed include individual activities like concept maps and group work like think-pair-share. The document advocates designing cognitive routines and selecting active learning techniques to build lessons that develop students' thinking. It envisions future education relying more on virtual labs, universal libraries, and search engines for personalized learning paths.
Pedagogy
The document discusses several concepts related to pedagogy and learning theories:
- Pedagogy is the study of teaching methods and how the learning process is influenced. It considers interactions during learning and how teaching/learning are shaped by psychological, social, and political factors.
- Participatory learning gives students space to create their own interpretations through participating in activities like creating wikis, blogs, and digital stories.
- Peer and self-assessment methods are used to help students correct their own mistakes and improve work by evaluating others' work.
- Building trust, openness, risk-taking, and relationships are important for classroom success as students must learn to trust and be trusted by others to feel comfortable sharing
Instructional Design Quality Evaluation of Eastern Mediterranean University O...
The document evaluates the instructional design quality of 27 open online courses accessed through the Open Education Europa Networks using Merrill's First Principles of Instruction. The study found that:
1) Most courses were not problem-centered and did not include real-world problems or examples.
2) The courses generally did not help activate, demonstrate, apply, or integrate learners' prior knowledge. Few courses required prerequisites.
3) Collaboration and collective knowledge-building among learners was limited. Most courses did not promote interaction or knowledge-sharing between learners.
In summary, the evaluation found that according to the First Principles of Instruction, the instructional design of the open online courses was not highly successful
Miss Joy-Innovative-Teaching-22-23.pptx
This document discusses innovative teaching strategies that promote student engagement and learning. It defines innovative teaching as introducing new teaching methods to improve outcomes and address problems. Some strategies discussed include flipping the classroom to allow for more collaboration, personalized learning to adapt to each student's strengths, project-based learning for real-world problem solving, and inquiry-based learning through student-led research and presentations. The goal of these strategies is to make students more active in driving their own learning.
Constructivism533
Constructivism is a learning theory where knowledge is constructed by learners through experiences and interactions with teachers and peers. The teacher acts as a facilitator by providing open-ended questions, opportunities for collaboration, and authentic learning experiences that allow students to build upon their existing knowledge through problem-solving. Assessment focuses on higher-order thinking skills rather than factual recall through methods like performance-based assessments and rubrics.
--Using Videos to Actively Engage Students in their Development of Deep Learn...
This document discusses using videos to promote active and deep learning among students. It begins by defining learning as a process of discovery and understanding that comes from reflection. The document then contrasts surface learning strategies, like memorization for tests, with deep learning strategies that involve relating new ideas to prior knowledge and applying ideas in different contexts. It advocates for active learning techniques shown by research to promote skills like critical thinking beyond just lecture formats. Specifically, it proposes using short videos followed by directed questioning and group discussions to engage students and encourage the kind of reflection and analysis that supports deeper learning.
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Entry # 5
- 1. Entry # 5 Comments about the use of weblesson in the teaching of English By Carlos Celis
- 2. Weblesson Weblesson is an Information inquiry model Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning." The process of inquiring begins with gathering information and data through applying the human senses -- seeing, hearing, touching, tasting, and smelling.
- 3. Levels There are four levels of inquiry Controlled. The teacher chooses the topic and identifies materials that students will use to address their questions. Students are often involved with specific exercises and activities to meet particular learning outcomes. Students often have a specific product. Guided. Students have more flexibility in their resources and activities however they are expected to create a prescribed final product such as a report or presen
- 4. Levels Modeled. Students act as apprentice to a coach such as a classroom teacher. The student has flexibility in terms of topic selection, process, and product. Free. In a free inquiry, students work independently. They explore meaningful questions, examine multiple perspectives, draw conclusions, and choose their own approach for information dissemination.
- 5. Weblesson orweb Quest A Web Quest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web.
- 6. Personal Opinion As we can see in the above definitions, this new learning model is being used around the world by most teacher. With this model students can interact in a very active way through the process of learning. By using Web Quest, learners are involved in the learning theories that include the following areas: constructivist philosophy critical and creative thinking, questioning, understanding, and transformational learning authenticity, meaningfulness, and situated learning environments scaffolding cooperative learning motivation, challenge and engaged learning