Philosophical, historical & sociological bases of special and inclusive e...Flipped Channel
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Philosophical, historical & sociological bases of special and inclusive e...Flipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
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Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
A presentation about learner diversity in a community college/higher ed. context, and what that means for teaching, peer mentoring and providing learning support.
Classroom or Clashroom? Learners’ Diversity and Construction of LearnersArdian Setiawan
We [teachers] tend to perceive classroom as a homogeneous venue consisting of homogeneous individuals. It's not! The presentation aims to make us [teachers] aware that classroom is a complex discourse which shapes the identity of learners and that teachers have 'power' to manage/direct the discourse.
This Curriculum Design is an example of what a 21st Century Curriculum Design should be. The type of Curriculum (called Lesson Plan in the past) that is a Higher Order Intellectual Quality in nature. An Authentic Task that is also assessed using Authentic Assessment.
This is an example of the 21st century curriculum design. A curriculum that is a higher order intellectual quality tasks, a curriculum that makes use of the social environment as the tool for learning and the learners develop the social regard and concern and develop action and solve problems in the community.
This worksheet will enable teachers to self assess in order to remain relevant and in line with the goal of transforming education into the 21st cenury. This worksheet was developed by the DepEd. I am making it available in my site with the sole goal of spreading information to the farthest corners of the nation.
This is the National Competency Based Teachers Standard or NCBTS developed by the Academic Community, and other concerned government agencies to transform teaching into 21st century standards and the teachers as a globally competent individuals.
Read belowwrite one long paragraph each for each readings response.docxtawnan2hsurra
Read below
write one long paragraph each for each readings response/ feedback
there are 2 readings.
1. What are the uses and limitations of Bloom’s Taxonomy?
Bloom’s Taxonomy’s are used as a means for teachers, schools, and/or districts to classify and evaluate instructional goals in order to create educational objectives. Once created, said educational objectives should progress from lower level cognitive skills, to higher order cognitive skills; therefore, “lower level skills within a domain are generally considered prerequisite to higher levels.” building upon the lower level prerequisite knowledge.”(
Flinders
,
The Curriculum Studies Reader
, 2013, p. 102)
A limitation of Bloom’s Taxonomy is that the desired, theoretical progression through the cognitive skills might not necessarily occur if a teacher, school, and/or district repeatedly target lower level cognitive skills.
What is an instructional goal? What is an objective?
Depending upon whom is being asked, the terms “instructional goals” and “instructional objectives” are often used indiscriminately of each other. Within these situations, both terms simply refer to the “aims, and intents, etc” of the instruction. (
Flinders
,
The Curriculum Studies Reader
, 2013, p.95)
With other people, and in other settings, a “‘goal’ describes a broader descriptions of intent”; whilst an “‘objective’ denotes a more specific spelling out of the goal”.(
Flinders
,
The Curriculum Studies Reader
, 2013, p. 95) The two definitions call to mind the following analogy: The instructional goal is an entire tree. While the objective, is one branch of said tree. In this way, one better understands the difference, yet the intrinsic relationship between the two terms remains apparent.
How do goals and objectives drive instruction?
Goals should function like a large tree, as in the aforementioned analogy. A goal is an overarching big picture of what is to be learned. The objective used to accomplish the learning, should not be overarching. Objectives should be: A. Clear and concise, B. Include a measurable learner behavior, and C. Include a verb delineating how said learner behavior will be accomplished.
A well written objective should never include words such as: know, review, learn, will do. All of those verbs are neither measurable, nor clear. Making them less than ideal to be used as an educational objective.
How does/should a teacher determine goals and objectives?
When determining goals/objectives, a teacher should consider many factors. One should evaluate which cognitive level of Bloom’s Taxonomy is required to complete the objective. Are there any covert skills that need to be taught before the goal? One should also consider the most suitable verb choice to achieve the goal.
How do politics (at the local, state, national and international level) contribute to the setting of classroom goals and objectives?
Internationally, the United States does not fare well in math, science, or reading in compar.
Diverse Learning Styles Essay
Five Types Of Teaching Essay
The Different Types of Plagiarism Essay
Individual Learning Styles Essay
Essay about Teachers and Students
Types Of Slackers Essay
The Different Types of Sports Essay
Different Learning Styles Essay
Best Ways To Study Essay
What Kind Of Student I Am
Diversity in the Classroom Essay
Characteristics Of A Good Student Essay
Classification Essay Students
Essay about Types of Assessment Test
Different types of Bullying Essay
Types of Study Skills Essays
Running head LESSON PLAN 1LESSON PLAN 8Le.docxjeanettehully
Running head: LESSON PLAN 1
LESSON PLAN 8
Lesson Plan
Instructor: Antony Jacob
Cheanel Nolden
September 5, 2019
Lesson Plan
Unit Title: Introduction to Reading and Writing
Lesson (grade) Level: Grade 3
Subject Area: English
Lesson Title: Reading and Pronunciation
Demographics of the Classroom
The classroom environment for which this lesson plan is designed is culturally diverse. The class is comprised of whites, blacks, Hispanics, Asian Americans, and Native Americans. These groups of students total to 50. Out of this number, white students lead in population by 25, followed closely by Hispanics (15), Blacks (5), and Asian Americans (7). Native Americans are the least represented in the class, since they are only 3 students. The classroom is also comprised of 27 males and 23 females from different races and ethnicities. In this classroom environment, only whites and black students are native English speakers. The rest speak English as their second language. Therefore, they need more special attention in order to improve their English writing and reading proficiency. Although two people are persons with disability, their level of disability does not affect their language proficiency. This is particularly true because one student does not have the left ear lobe, while his colleague is crippled. Therefore, all their disability does not affect their five common senses and their ability to read and write.
Like other American classroom environments, the target class is a culturally diverse one. Therefore, the learners’ cultural backgrounds and family ties greatly influence the manner in which they learn. Americans continually live in the future, and this pattern expresses how students are motivated. On the other hand, many immigrants have a better connection with the past, a practice that can significantly motivate some to improve their intellectual competence. In Asian and Hispanic cultural contexts, the teacher is revered as an authority figure. To express respect, the students often look at the floor. For American learning environment, individualism and teacher-student relationships are promoted by the teachers ensuring that they are looked in the eye or for students to disagree with them. Culture plays a critical role in explaining why students act or speak in certain ways. With such knowledge in mind, teachers should understand that in case they are in diverse learning environments, they are taking part of various cultures. When the teacher is not familiar with different cultural and ethnic backgrounds and how they have been socialized, the instructor may begin to question their behaviors. Therefore, understanding each of the learners’ cultural backgrounds is a necessary step in ensuring that the lesson plan is designed in a manner that meets the learning needs of all students.
Lesson Standard
The lesson plan will be guided by the Common Core States Standards (CCSS) for English Language and Arts. The CCSS defines what all le ...
Collaborative learning and cooperative learning.mineNoura Al-Budeiwi
This article describes the differences and similarities of collaborative and cooperative learning. It also discusses their usage for young learners. Please add your own ideas and thoughts in the comment section.
Respond to at least two peersand the instructor35 words or.docxmackulaytoni
Respond to at least two peers
and the instructor
35 words or more per a person
Respond to at least two peers. In your responses, include a question about your peer’s technology-enhanced instructional strategies and offer an additional resource that supports an alternative viewpoint. Additionally, discuss your peer’s point of view and whether it is in direct correlation or contrast to yours about the CCSS. Finally, address your peer’s discussion of the challenges he or she faced in the redesign for the Week One Assignment offering supportive ideas for how your peer could overcome these challenges for future redesigns in this course. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
The first person is
Instructor Kyger
Class, The International Society for Technology in Education (ISTE) website provides a way for educators to connect with peers and share knowledge and ideas. ISTE also offers innovative educational technology resources to support professional learning in the education field.
NETS for students 2007.
What are your thoughts on ISTE? Are you a member, would you consider being a member?
How can ISTE help you as an educator in better utilizing CCSS?
The second person
is Patricia Ogundare
CCSS for Math and English Arts
My view of Common Core, that is, it was designed to protect students’ from receiving an inferior education, so that no matter where they live the educational experience they encounter will be the same as other students who are in the same grade. It basically says all students should have access to the same information, especially in ELA and Math, which outlines “clear goals” (CA CCSS, n.d.) of what all students should “know and be able to do in each subject in each grade”
California
. “Teachers, parents, and education experts designed the standards to prepare students for success in college and the workplace” (CA CCSS, n.d.).
Support the needs of all learners
To ensure that learning occurs in classrooms district leaders must insist on hiring teachers with efficient skills in the subject area they teach. Those who teach math must be proficient for the grade level they are teaching with knowledge of more than one way to teach math concepts. The same is true for ELA. Antiquated methods for teaching must be removed and innovative technology must replace green, non-digital white boards, and black boards. Boards must be technology friendly and capable of moving to the height needed for students or teachers who require wheel chairs.
For those students, who need special reading, audio and visual apparatuses equity for access must be granted. Reso.
To ensure all students are ready for success after high school, the Common Core State Standards establish clear, consistent guidelines for what every student should know and be able to do in math and English Language Arts from Kindergarten through 12th grade.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Facilitating the Learning of Diverse Learners. Description of Learning Issue Factors Learners Learning Theories Learning Environment Application
2. Description of Learning Issue After taking placement exams which help to identify students’ knowledge and skill levels in key areas like math, reading and writing, many students entering community colleges must take remedial classes that help them build their skills before entering college level courses. Although college placement exams assist in identifying students that need developmental classes, these exams are not as effective at distinguishing one student’s current knowledge and skill level from another student’s. For example, at Central New Mexico Community College, placement exam scores determine writing students’ placement into one of three developmental writing courses. ScoresLevel 0-52 Lowest 53-68 Middle 69-84 Highest Instructors must consider ways to help learners beginning at different knowledge and skill levels achieve learning objectives within specified time frames. The lowest level developmental writing course accepts all students no matter how low their scores were on the placement exam, so the knowledge and skills of entering students differs greatly. The scoring system helps to bring into the middle and top level courses students within a similar range of knowledge and skills. However, students with scores at the lower end of the scale, like 69, often have greater gaps in knowledge and ability than students with scores at the upper end of the grading scale, like 84.
3. Questions How can instructors ensure all students meet course objectives despite the fact that entering students begin with significantly different levels of knowledge and skills? How can instructors ensure that students needing more support receive what they need to learn while more advanced students also receive opportunities to continue to progress in their learning?
5. Magdalena is a 56 year-old mother of five and grandmother of four. She completed high school in Mexico and, in her early twenties, moved to the states where she raised her family and learned to speak and write English through exposure to others. Her husband passed away last year, so she has decided to attend college to improve her English and writing skills. At 24 years-old, Lisa is a single mom of three children under the age of five. She has received financial assistance that will help her attend college, but she often has difficulty finding childcare especially when one of the children is sick. The assistance she receives only pays for childcare needed for travel and class time, which means Lisa must be with the children or find other free help if she needs quiet time for homework. Lisa wants to learn but has little time for homework. Who are the Learners?
6. Peter is recently out of jail and on probation. As part of the requirements for his probation, he must enroll in a program at the college in order to develop an employable skill or trade. He has enrolled in the welding program and is not sure why he has to take this writing class. Who are the Learners? Alex just graduated from high school a few months ago. His parents insisted that he attend college. He really dislikes English and writing and would rather be outside shooting hoops or fixing up the car he bought last year.
7. Sarah graduated from high school last year. She is very nervous about attending college because she has a learning disability, which makes it difficult for her to concentrate for long periods of time. She is also very intimidated by the idea of working in groups. Who are the Learners? John took the college entrance exam after working all night at Wal-Mart. His score was two points below the mark that would have placed him in the next level writing class. Early in the semester, his writing demonstrates his ability to clearly organize his ideas in writings that contain just a few writing errors.
9. Learning Theory According to Bruner, the learner must acquire, transform, and evaluate new information in order to fully process and incorporate it within existing knowledge. (Merriam et al, p.286) Cognitive Orientation Cognitive psychologist Jean Piaget highlighted key influences on internal cognitive processes: “the organism’s interacting with the environment and being exposed to an increasing number of experiences” (Merriam et al, p. 285). Ausubel stressed that “learning is meaningful only when it can be related to concepts that already exist in a person’s cognitive structure” (Merriam et al, p. 286). Cognitivists assert that “learning involves the reorganization of experiences in order to make sense of stimuli from the environment,” and therefore, “prior knowledge plays an important role in learning” (Merriam et al, p.285).
10. Learning Theory Constructivist Orientation Constructivists build upon the concept of learning as an internal cognitive activity and suggest that learning occurs when learners are challenged to move beyond current understandings in increments and with guidance from others. Vygotsky termed this cognitive activity the zone of proximal development which he defined as “the intellectual potential of an individual when provided with assistance from a knowledgeable adult . . . ” (Jones and Brader-Araje). Cues and scaffolding from the more knowledgeable individual allow the learner to “move through a series of steps” that lead to intellectual growth” (Jones and Brader-Araje, p 6).
11. Learning Theory Besides prior knowledge and experiences, learners’ cognitive styles and learning styles will also affect the processes involved in acquisition, transformation and evaluation. Cognitive & Learning Styles Cranton defines learning styles as ‘preferences for certain conditions or ways of learning’” (Merriam et al, p 407). According to one cognitive style described as hemispheric dominance, learners may show a preference for the linear processing or examination of concepts from parts to whole (left brain) while others learners may prefer a holistic approach, the examination of ideas from whole to parts (right brain) (Hopper, p. 173). While learners possess many different types of intelligence, some are more developed than others according to Gardner. He lists these types as linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences. Students can process information more efficiently when it is presented in ways that appeal to their intelligence types (Hopper, p. 179). Learners may also have a preference for different kinds of sensory input showing “visual, auditory, and kinesthetic learning preferences” (Merriam et al, p. 408).
12. Learning Theory Cognitive Orientation Constructivist Orientation Differentiated Instruction Cognitive & Learning Styles Differentiated Instruction is an instructional theory that integrates cognitivist and constructivist theories as well as aspects of learners’ cognitive styles and learning styles (Anderson, p. 50).
13. Theory to Application Since each learner in a classroom setting begins at a different level of understanding, the steps or cues and scaffolding will need to be slightly adjusted for each. Cognitive Orientation Constructivist Orientation Differentiated Instruction Cognitive & Learning Styles All learners in a learning situation will come to the learning event with different knowledge and experiences. Instruction should be designed in a way that allows each learner an opportunity to build upon his or her existing knowledge and experiences. Instruction should cater to different cognitive styles and learning styles so learners can utilize their learning strengths when acquiring, transforming, and evaluating new information.
14. The Learning Environment The School of Adult General Education (SAGE) at CNM encourages and supports instruction that accommodates “the different learning styles students bring to the classroom” and further suggests that instructors “design a combination of teacher directed, cooperative, collaborative, and individual learning experiences” (SAGE Developmental Reading Course Outlines) SAGE ensures instructors have access to a variety of materials that promote differentiated instruction: lesson plan ideas for collaborative work, individual work and hands-on activities; supplies that encourage student use and creation of visuals; exercises and handouts that appeal to a variety of learner types; and access to computers to provide additional learning resources and activities. Although instructors have a number of resources to support differentiated learning, they are constrained by college requirements to meet course objectives within the allotted time: 15 weeks.
15. Learner Input Recently, 23 students in a developmental writing class that uses a variety of instructional methods were asked the following question: What kinds of instruction would you want more of in the class? The students’ answers included the following: Group work, lectures, handouts/exercises, visuals/sentences on board, hands-on activities, and writing time in class with one-to-one guidance from instructor.
16. Differentiated Instruction in the Classroom Determine students that show weaknesses in understanding after initial topic consideration and design small group meetings to “re-teach an idea or skill (Tobin, p. 159). Use a variety of instructional methods that appeal to different cognitive styles: reading for main ideas, reading for details, analyzing, questioning, problem solving, cooperative learning, lecturing, and small-group discussion. (Sternberg and Zhang, p. 251). Regularly provide students opportunities to work in groups and adjust these groups according to shared interests and skill levels. (Huebner) During whole group instruction, model thought processes involved in reading and writing strategies. (Tobin, p. 165) Use multiple teaching strategies including modeling, guiding, coaching, and scaffolding to fade instructor involvement and promote independence. (Tobin, p. 163). Seek opportunities to validate students’ successes (Tobin, p. 167).
17. Differentiated Instruction in the Classroom Provide students with a choice of reading materials and assignments that appeal to varying interests and varying levels of reading skill. (Tobin, p. 159) (Manning et al, p. 147) Regularly schedule in-class conferences during which the student can listen as the instructor takes the role of reader and provides immediate feedback. This allows for individualized attention to underprepared students and students with disabilities as well as more advanced students ready to be encouraged to progress further. (Edwards and Pula) Get to know the students’ backgrounds and interests before deciding readings and assignments. (Tobin, p. 162) Build “individual student profiles to plan flexible groups and tiered lessons. (Anderson, p. 51) Allow students’ “choices in working independently, with partners, or as a team.” (Anderson p.50) Provide multiple ways students can demonstrate understandings. (Tobin, p. 160)
18. Bibliography Anderson, K. (2007). Tips for Teaching: Differentiating Instruction to Include All Students. Preventing School Failure, 51(3), 49-54. Retrieved from Academic Search Complete database. Cusumano, C., & Mueller, J. (2007). How differentiated instruction helps struggling students. Leadership, 36(4), 8-10. Retrieved from Academic Search Complete database. Edwards, A., & Pula, J. (2008). In-Class Conferences as Differentiated Writing Instruction: New Uses for Tutorials. Delta Kappa Gamma Bulletin, 74(3), 10-14. Retrieved from Academic Search Complete database. Hopper, C. H. (2010) Practicing College Learning Strategies. (5th ed.). Belmont: Wadsworth. Huebner, T. (2010). Differentiated Instruction. Educational Leadership, 67(5), 79-81. Retrieved from Academic Search Complete database. Jones, M. G. & Brader-Araje, L. (2002). The Impact of Constructivism on Education: Language, Discourse, and Meaning. American communication Journal, 5(3). www/ackpirma;/prgjp;domgsvp;5oss3s[ecoa;kpmes/pdf. Knowles, L. (2009). Differentiated Instruction in Reading: Easier Than It Looks!. School Library Media Activities Monthly, 25(5), 26-28. Retrieved from Academic Search Complete database. Manning, S., Stanford, B., & Reeves, S. (2010). Valuing the Advanced Learner: Differentiating Up. Clearing House, 83(4), 145-149. doi:10.1080/00098651003774851. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007) Learning in Adulthood: A Comprehensive guide. (3rd ed.). San Francisco: Jossey-Bass. Sternberg, R., & Li-fang, Z. (2005). Styles of Thinking as a Basis of Differentiated Instruction. Theory Into Practice, 44(3), 245-253. doi:10.1207/s15430421tip4403_9. Tobin, R. (2008). Conundrums in the Differentiated Literacy Classroom. Reading Improvement, 45(4), 159-169. Retrieved from Academic Search Complete database.