Effective teachers in 2010 and beyond will focus on understanding learners through cognitive development theories, technology integration, behaviorism, and social cognitive approaches. They will assess learning, maintain a positive classroom environment, and find ways to motivate and engage students. Key elements of being a professional teacher include lifelong learning, content knowledge, ethics, communication, and reflection.
The document discusses the author's philosophy on effective science teaching. The author believes science should be taught using active learning methods like experiments, group work, and problem-solving rather than passive lecturing. This develops students' intellectual abilities and understanding of concepts rather than just memorization. The teacher's role is to engage students and respect diversity, while assessments should provide feedback to improve learning.
The document discusses educational data mining and a proposed Student-Staff-Tutor (SSTT) framework. It summarizes the following:
1) Educational data mining uses techniques like machine learning, statistics and data mining to analyze educational data to better understand the learning process and student performance.
2) The SSTT framework models relationships between students, staff, and tutors and how these interactions impact student learning and outcomes.
3) An experiment applies clustering and social network analysis to educational data to analyze student knowledge distribution and interactions under the SSTT framework. The results found tutors play an important role in strengthening student-staff relationships and improving student performance.
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
This document discusses three hypotheses related to improving student learning:
1. Teachers who create a positive learning environment will positively impact student learning. A positive environment includes both physical (seating arrangements) and social elements.
2. Students who are more motivated will learn better. Intrinsic motivation leads to better outcomes than extrinsic motivation. Teachers can help develop student intrinsic motivation.
3. Learners learn best when teaching and learning styles are congruent. However, research findings are mixed and it is better for teachers to address a variety of styles through active learning.
The document analyzes each hypothesis, provides relevant research, and suggests recommendations for the teacher in the scenario to improve student learning based on the hypotheses
Group 3 presentation on Effective TeachingWenHabibahalif
This document discusses effective teaching. It begins by defining effective teaching and listing some of its key features. It then discusses early research on effective teaching which focused on teacher attributes. More recent research examines classroom processes and interactions between teachers and students. Key elements of effective teaching practice include having high expectations, acknowledging individual differences, using a range of pedagogies, encouraging student responsibility, having content mastery, providing a safe environment, monitoring progress and feedback, and building positive relationships. The document also discusses effective classroom management strategies and the role of technology in education.
Unit3 a1 organization and management of learner-centered classroomsEuniceRiveraBuencami
This document discusses organization and management in a learner-centered classroom. It explains that learner-centered classrooms require students to develop new skills such as independent learning, collaboration, teaching others, and metacognition. It also discusses forms of classroom organization including management, procedures, physical structure, and structuring. Effective classroom management uses rules and routines to actively engage students in learning, while organization focuses on optimizing the physical environment. The document provides guidelines for properly structuring classrooms and checklists for ensuring classrooms are conducive to learning.
Final copy assignment two rebekah rae edp3333rmrae
The document outlines Rebekah Rae's personal pedagogical framework for her classroom. Her top priorities are differentiation, social and emotional wellbeing, high expectations, and personal responsibility for learning. She has been influenced by constructivist theorists like Vygotsky and cognitivist Jean Piaget. In her classroom, she implements mixed ability groups, individual work spaces, goal setting, and aims to create a safe environment for social and emotional learning. She believes her framework enables high expectations and more focused learning while limiting interruptions.
THE EFFECTS OF AUTHENTIC PEDAGOGICAL PRACTICES ON STUDENTS’ EDUCATIONAL PERFO...Dr.Nasir Ahmad
In-practice traditional lecture, discussion and assignments based pedagogical practices play its role in students’ learning and retention power. The current study intends to investigate whether authentic pedagogical practices are more effective in terms of enhancing students’ educational performances and retention power or the traditional pedagogical practices. Therefore, this study focused on investigating the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power at secondary level. The objective was to measure the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power. A pre-test post-test comparative group design was adopted to conduct the study. The students of experimental group were exposed to authentic pedagogical practices while the control group was treated on traditional routine pedagogical practices. Data from the experimental and control group were collected through a self-developed test. Thrice was the test administered to both groups, the collected data were analyzed through Mean, Standard Deviation and independent sample t-test. Results of the study concludes that students of experimental group performed higher on the post-test than the students of control group, the performance of experimental group was also better as
The document discusses the author's philosophy on effective science teaching. The author believes science should be taught using active learning methods like experiments, group work, and problem-solving rather than passive lecturing. This develops students' intellectual abilities and understanding of concepts rather than just memorization. The teacher's role is to engage students and respect diversity, while assessments should provide feedback to improve learning.
The document discusses educational data mining and a proposed Student-Staff-Tutor (SSTT) framework. It summarizes the following:
1) Educational data mining uses techniques like machine learning, statistics and data mining to analyze educational data to better understand the learning process and student performance.
2) The SSTT framework models relationships between students, staff, and tutors and how these interactions impact student learning and outcomes.
3) An experiment applies clustering and social network analysis to educational data to analyze student knowledge distribution and interactions under the SSTT framework. The results found tutors play an important role in strengthening student-staff relationships and improving student performance.
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
This document discusses three hypotheses related to improving student learning:
1. Teachers who create a positive learning environment will positively impact student learning. A positive environment includes both physical (seating arrangements) and social elements.
2. Students who are more motivated will learn better. Intrinsic motivation leads to better outcomes than extrinsic motivation. Teachers can help develop student intrinsic motivation.
3. Learners learn best when teaching and learning styles are congruent. However, research findings are mixed and it is better for teachers to address a variety of styles through active learning.
The document analyzes each hypothesis, provides relevant research, and suggests recommendations for the teacher in the scenario to improve student learning based on the hypotheses
Group 3 presentation on Effective TeachingWenHabibahalif
This document discusses effective teaching. It begins by defining effective teaching and listing some of its key features. It then discusses early research on effective teaching which focused on teacher attributes. More recent research examines classroom processes and interactions between teachers and students. Key elements of effective teaching practice include having high expectations, acknowledging individual differences, using a range of pedagogies, encouraging student responsibility, having content mastery, providing a safe environment, monitoring progress and feedback, and building positive relationships. The document also discusses effective classroom management strategies and the role of technology in education.
Unit3 a1 organization and management of learner-centered classroomsEuniceRiveraBuencami
This document discusses organization and management in a learner-centered classroom. It explains that learner-centered classrooms require students to develop new skills such as independent learning, collaboration, teaching others, and metacognition. It also discusses forms of classroom organization including management, procedures, physical structure, and structuring. Effective classroom management uses rules and routines to actively engage students in learning, while organization focuses on optimizing the physical environment. The document provides guidelines for properly structuring classrooms and checklists for ensuring classrooms are conducive to learning.
Final copy assignment two rebekah rae edp3333rmrae
The document outlines Rebekah Rae's personal pedagogical framework for her classroom. Her top priorities are differentiation, social and emotional wellbeing, high expectations, and personal responsibility for learning. She has been influenced by constructivist theorists like Vygotsky and cognitivist Jean Piaget. In her classroom, she implements mixed ability groups, individual work spaces, goal setting, and aims to create a safe environment for social and emotional learning. She believes her framework enables high expectations and more focused learning while limiting interruptions.
THE EFFECTS OF AUTHENTIC PEDAGOGICAL PRACTICES ON STUDENTS’ EDUCATIONAL PERFO...Dr.Nasir Ahmad
In-practice traditional lecture, discussion and assignments based pedagogical practices play its role in students’ learning and retention power. The current study intends to investigate whether authentic pedagogical practices are more effective in terms of enhancing students’ educational performances and retention power or the traditional pedagogical practices. Therefore, this study focused on investigating the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power at secondary level. The objective was to measure the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power. A pre-test post-test comparative group design was adopted to conduct the study. The students of experimental group were exposed to authentic pedagogical practices while the control group was treated on traditional routine pedagogical practices. Data from the experimental and control group were collected through a self-developed test. Thrice was the test administered to both groups, the collected data were analyzed through Mean, Standard Deviation and independent sample t-test. Results of the study concludes that students of experimental group performed higher on the post-test than the students of control group, the performance of experimental group was also better as
This document discusses strategies to help a student named Jeremy learn effectively despite challenges at home and school. It examines how classroom management, parental support, and learning styles affect learning. Poor classroom management and authoritarian parenting have negatively impacted Jeremy, while improving teacher-student relationships, recognizing effort, and identifying Jeremy's visual learning style may help him learn better. The document also references several learning theories to support improving Jeremy's situation.
Effective teaching learning theories presentationBano Gul
The document discusses several learning theories: Skinner's behaviorism focuses on using rewards to positively reinforce desired behaviors; Piaget's constructivism emphasizes letting children control their learning through open-ended tasks to construct their own knowledge; Vygotsky's social constructivism stresses the importance of social interaction and learning from peers, with teachers providing scaffolding support; Maslow's hierarchy of needs proposes that basic physiological and safety needs must be met before higher-level learning can occur.
The document discusses using motion probes to help students better understand position vs. time graphs. It describes how students often struggle to interpret graphs due to lack of exposure and experience graphing. Using motion probes that allow real-time data collection and graphing can help students make connections between physical events and their graphical representations. The document reviews theories of constructivism and inquiry-based learning to support using hands-on experimentation to help students develop understanding.
This document provides an overview of key psychological foundations of learning including behaviorism, cognitive processes, constructivism, learning environments, and motivation. It discusses influential theorists such as Pavlov, Skinner, Gardner, and Vygotsky. It also summarizes concepts like the cognitive information processing model, multiple intelligences theory, constructivist learning environments, Keller's ARCS model of motivation, and intrinsic versus extrinsic motivation.
1. The document discusses the role of action research in education. Action research is a systematic process that allows teachers to study their own practices and environments to improve instruction.
2. Action research benefits education by providing professional development for teachers, increasing teacher empowerment, and bridging the gap between research and practice. It also helps teachers uncover strategies to improve teaching and resolve issues in the classroom or school.
3. The basic steps of action research include identifying a problem, planning research, collecting and analyzing data, reflecting on results, sharing findings, and repeating the cycle. Action research leads to positive changes and offers opportunities for collaboration between teachers.
This document discusses the concept of anchored instruction, which is a teaching approach that situates learning within an authentic problem-solving context presented through a video or story. Anchored instruction aims to engage students and help them transfer knowledge to new situations. It emphasizes collaborative problem-solving and using rich multimedia resources to immerse students. The document provides examples of how anchored instruction has been used, including with anchoring activities for students to work on independently.
DISCUSSION ISSUES ON TEACHING APPROACHESFatin Amira
This document discusses issues related to teaching approaches for mathematics science. It begins with an introduction on the importance of mathematics education and constructivist learning. It then describes several different teaching approaches: constructivism, cooperative learning, contextual learning, and mastery learning. For each approach, it provides the definition, principles or elements, example classroom activities, and an example question. The document is intended as a reference for discussing different teaching methods in mathematics.
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACHBeulahJayarani
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
Positive Support Approach To Behavior Management In The ClassroomKyle Brophy
1. The document discusses positive behavior support approaches for managing behavior in the classroom. It emphasizes understanding behavior as communication, presuming student intellect and interest in improving, and avoiding reinforcing negative behaviors.
2. Research shows teachers' perceptions and expectations can negatively impact student achievement, especially for African American students. These perceptions are often based on stereotypes rather than reality.
3. Maladaptive student behaviors result from multiple influences, including student-teacher interactions and environmental factors. Positive behavior support addresses the underlying causes through communication and support instead of punishment.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
This presentation is part of a course on Building a positive behaviour classroom. Teachers are encouraged to review the range of approaches to managing behaviour and develop their own.
This document discusses teaching models, including definitions, types, characteristics, and elements. It defines teaching models as plans or patterns that can be used to design instruction and guide teachers. Four modern teaching models are described: information processing, social interaction, personal, and behavior modification. The key elements of teaching models are also outlined, including focus, syntax, principles of reaction, social system, supportive system, and application context. Overall, the document provides an overview of the concept of teaching models and their purpose in education.
The document outlines four learning theories - instructivism, constructivism, social constructivism, and connectivism. It describes the key theorists, principles, and mindsets associated with each approach. It recommends that teachers incorporate aspects of each theory by using both passive and active learning experiences to accommodate different student needs and abilities. The goal is for students to experience diverse learning opportunities to help them achieve personal and academic goals.
The Predictive Influence Of Teaching Anxiety And Occupational Stress On Teach...iosrjce
This study investigated the predictive influence of teaching anxiety and occupational stress on
teaching efficacy of secondary school teachers in Owerri Municipal of Imo State Nigeria. Using a descriptive
survey research design. Simple random sampling technique was used to select four hundred secondary school
teachers from twenty secondary schools in Owerri Municipal Imo State Nigeria. Instruments used were:
Teachers’ Sense of Efficacy Scale (long form) (0.90); Teachers Teaching Anxiety Scale (0.84) and Teachers
Occupation Job Stress Scale (0.72). Two research questions were answered at 0.05 level of significance. Data
were analysed using Multiple Regression statistical tool. The independent variables accounted for 72.3% of the
total variance on teaching efficacy of secondary school teachers. In order of magnitude, of the contribution:
Occupational stress has more predictive influence on teaching efficacy of secondary school teachers (β = 0.
382, t = 5.214, P < 0.05) followed by teaching anxiety (β = 0. 164, t = 3.428, P < 0.05) on teaching efficacy of
secondary school teachers. Therefore, School administrator should ensure teachers are given tasks that
commiserate with their ability to avoid the experience of work-overload, burnout and stress. Also, teachers
should take time to update themselves academically as to overcome the challenge of intellectual deficiency that
could generate anxiety while teaching.
The document discusses learning both in and out of school. It notes that learning inside school gives students pleasure and links learning to their lives, while using various teaching methods. Out of school learning involves experiences arranged outside the classroom, such as with community partners, and has benefits like fun, personal development and motivation. Observational learning, where students learn by watching others, is also important for out of school learning experiences and extending the curriculum into the local area. Approaches to out of school learning include field teaching and field research.
Improving learning best practices for teaching presentacion octubre 5 -2009altamiraedu
This document summarizes best practices for teaching based on a workshop on improving learning. It discusses defining good teaching as creating circumstances that lead to significant learning for students. It also discusses factors that influence student achievement, such as curriculum, goals, instructional strategies, and classroom management. The document provides examples of instructional design questions, thinking models like Bloom's Taxonomy, and strategies for addressing different learning styles through visual, auditory, and kinesthetic approaches.
10 innovative learning strategies for modern pedagogy of subject at secondary...Dr. Goutam Patra
This excerpt proposes ten innovative learning strategies for modern pedagogy at the secondary level: 1) Crossover learning links formal and informal learning. 2) Learning through argumentation helps students think like scientists. 3) Incidental learning occurs unintentionally. 4) Context-based learning relates new information to what is already known. 5) Computational thinking breaks problems into smaller parts. 6) Remote labs allow hands-on science experiments. 7) Embodied learning involves mind and body interaction. 8) Adaptive teaching personalizes learning. 9) Analytics of emotions assess cognitive and non-cognitive learning. 10) Stealth assessment measures learning processes without exams. The conclusion is that innovative approaches can create engaging teaching and learning environments.
What was your best learning experience? Our story about using stories to solv...Patrick Lowenthal
This document describes a study examining an instructional strategy used by two university professors to help students in an online instructional design program understand and apply learning theory. The strategy involved having students share and analyze "best learning experience" stories from their own educational backgrounds. Through this process, students discovered that engaging learning experiences tend to be learner-centered, contextual, active, social, and supportive. They then used this framework to evaluate their own instructional designs. The professors found this strategy helped students see the relevance of learning theory to their technical work and increased student engagement with theoretical concepts.
This document is from the Doctoral Forum National Journal and discusses a mixed methods assessment of a strategic e-mentoring program for alternatively certified novice teachers in an inner city school district. The assessment aimed to improve teacher self-efficacy and retention through online mentoring support. The study was conducted by Taiwanna D. Anthony, a PhD student at Prairie View A&M University, and was overseen by her professor William Allan Kritsonis, who is also a lecturer at Oxford Round Table.
The document appears to be a list of terms related to a person named Tran including their birthday, locations associated with them, activities and interests, social media, food preferences, and photos. There are multiple references to cheer, friends, food, and pictures. The document also lists various cities, languages, religions, hobbies and websites but does not provide additional context or connection between the terms.
This document discusses strategies to help a student named Jeremy learn effectively despite challenges at home and school. It examines how classroom management, parental support, and learning styles affect learning. Poor classroom management and authoritarian parenting have negatively impacted Jeremy, while improving teacher-student relationships, recognizing effort, and identifying Jeremy's visual learning style may help him learn better. The document also references several learning theories to support improving Jeremy's situation.
Effective teaching learning theories presentationBano Gul
The document discusses several learning theories: Skinner's behaviorism focuses on using rewards to positively reinforce desired behaviors; Piaget's constructivism emphasizes letting children control their learning through open-ended tasks to construct their own knowledge; Vygotsky's social constructivism stresses the importance of social interaction and learning from peers, with teachers providing scaffolding support; Maslow's hierarchy of needs proposes that basic physiological and safety needs must be met before higher-level learning can occur.
The document discusses using motion probes to help students better understand position vs. time graphs. It describes how students often struggle to interpret graphs due to lack of exposure and experience graphing. Using motion probes that allow real-time data collection and graphing can help students make connections between physical events and their graphical representations. The document reviews theories of constructivism and inquiry-based learning to support using hands-on experimentation to help students develop understanding.
This document provides an overview of key psychological foundations of learning including behaviorism, cognitive processes, constructivism, learning environments, and motivation. It discusses influential theorists such as Pavlov, Skinner, Gardner, and Vygotsky. It also summarizes concepts like the cognitive information processing model, multiple intelligences theory, constructivist learning environments, Keller's ARCS model of motivation, and intrinsic versus extrinsic motivation.
1. The document discusses the role of action research in education. Action research is a systematic process that allows teachers to study their own practices and environments to improve instruction.
2. Action research benefits education by providing professional development for teachers, increasing teacher empowerment, and bridging the gap between research and practice. It also helps teachers uncover strategies to improve teaching and resolve issues in the classroom or school.
3. The basic steps of action research include identifying a problem, planning research, collecting and analyzing data, reflecting on results, sharing findings, and repeating the cycle. Action research leads to positive changes and offers opportunities for collaboration between teachers.
This document discusses the concept of anchored instruction, which is a teaching approach that situates learning within an authentic problem-solving context presented through a video or story. Anchored instruction aims to engage students and help them transfer knowledge to new situations. It emphasizes collaborative problem-solving and using rich multimedia resources to immerse students. The document provides examples of how anchored instruction has been used, including with anchoring activities for students to work on independently.
DISCUSSION ISSUES ON TEACHING APPROACHESFatin Amira
This document discusses issues related to teaching approaches for mathematics science. It begins with an introduction on the importance of mathematics education and constructivist learning. It then describes several different teaching approaches: constructivism, cooperative learning, contextual learning, and mastery learning. For each approach, it provides the definition, principles or elements, example classroom activities, and an example question. The document is intended as a reference for discussing different teaching methods in mathematics.
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACHBeulahJayarani
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
Positive Support Approach To Behavior Management In The ClassroomKyle Brophy
1. The document discusses positive behavior support approaches for managing behavior in the classroom. It emphasizes understanding behavior as communication, presuming student intellect and interest in improving, and avoiding reinforcing negative behaviors.
2. Research shows teachers' perceptions and expectations can negatively impact student achievement, especially for African American students. These perceptions are often based on stereotypes rather than reality.
3. Maladaptive student behaviors result from multiple influences, including student-teacher interactions and environmental factors. Positive behavior support addresses the underlying causes through communication and support instead of punishment.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
This presentation is part of a course on Building a positive behaviour classroom. Teachers are encouraged to review the range of approaches to managing behaviour and develop their own.
This document discusses teaching models, including definitions, types, characteristics, and elements. It defines teaching models as plans or patterns that can be used to design instruction and guide teachers. Four modern teaching models are described: information processing, social interaction, personal, and behavior modification. The key elements of teaching models are also outlined, including focus, syntax, principles of reaction, social system, supportive system, and application context. Overall, the document provides an overview of the concept of teaching models and their purpose in education.
The document outlines four learning theories - instructivism, constructivism, social constructivism, and connectivism. It describes the key theorists, principles, and mindsets associated with each approach. It recommends that teachers incorporate aspects of each theory by using both passive and active learning experiences to accommodate different student needs and abilities. The goal is for students to experience diverse learning opportunities to help them achieve personal and academic goals.
The Predictive Influence Of Teaching Anxiety And Occupational Stress On Teach...iosrjce
This study investigated the predictive influence of teaching anxiety and occupational stress on
teaching efficacy of secondary school teachers in Owerri Municipal of Imo State Nigeria. Using a descriptive
survey research design. Simple random sampling technique was used to select four hundred secondary school
teachers from twenty secondary schools in Owerri Municipal Imo State Nigeria. Instruments used were:
Teachers’ Sense of Efficacy Scale (long form) (0.90); Teachers Teaching Anxiety Scale (0.84) and Teachers
Occupation Job Stress Scale (0.72). Two research questions were answered at 0.05 level of significance. Data
were analysed using Multiple Regression statistical tool. The independent variables accounted for 72.3% of the
total variance on teaching efficacy of secondary school teachers. In order of magnitude, of the contribution:
Occupational stress has more predictive influence on teaching efficacy of secondary school teachers (β = 0.
382, t = 5.214, P < 0.05) followed by teaching anxiety (β = 0. 164, t = 3.428, P < 0.05) on teaching efficacy of
secondary school teachers. Therefore, School administrator should ensure teachers are given tasks that
commiserate with their ability to avoid the experience of work-overload, burnout and stress. Also, teachers
should take time to update themselves academically as to overcome the challenge of intellectual deficiency that
could generate anxiety while teaching.
The document discusses learning both in and out of school. It notes that learning inside school gives students pleasure and links learning to their lives, while using various teaching methods. Out of school learning involves experiences arranged outside the classroom, such as with community partners, and has benefits like fun, personal development and motivation. Observational learning, where students learn by watching others, is also important for out of school learning experiences and extending the curriculum into the local area. Approaches to out of school learning include field teaching and field research.
Improving learning best practices for teaching presentacion octubre 5 -2009altamiraedu
This document summarizes best practices for teaching based on a workshop on improving learning. It discusses defining good teaching as creating circumstances that lead to significant learning for students. It also discusses factors that influence student achievement, such as curriculum, goals, instructional strategies, and classroom management. The document provides examples of instructional design questions, thinking models like Bloom's Taxonomy, and strategies for addressing different learning styles through visual, auditory, and kinesthetic approaches.
10 innovative learning strategies for modern pedagogy of subject at secondary...Dr. Goutam Patra
This excerpt proposes ten innovative learning strategies for modern pedagogy at the secondary level: 1) Crossover learning links formal and informal learning. 2) Learning through argumentation helps students think like scientists. 3) Incidental learning occurs unintentionally. 4) Context-based learning relates new information to what is already known. 5) Computational thinking breaks problems into smaller parts. 6) Remote labs allow hands-on science experiments. 7) Embodied learning involves mind and body interaction. 8) Adaptive teaching personalizes learning. 9) Analytics of emotions assess cognitive and non-cognitive learning. 10) Stealth assessment measures learning processes without exams. The conclusion is that innovative approaches can create engaging teaching and learning environments.
What was your best learning experience? Our story about using stories to solv...Patrick Lowenthal
This document describes a study examining an instructional strategy used by two university professors to help students in an online instructional design program understand and apply learning theory. The strategy involved having students share and analyze "best learning experience" stories from their own educational backgrounds. Through this process, students discovered that engaging learning experiences tend to be learner-centered, contextual, active, social, and supportive. They then used this framework to evaluate their own instructional designs. The professors found this strategy helped students see the relevance of learning theory to their technical work and increased student engagement with theoretical concepts.
This document is from the Doctoral Forum National Journal and discusses a mixed methods assessment of a strategic e-mentoring program for alternatively certified novice teachers in an inner city school district. The assessment aimed to improve teacher self-efficacy and retention through online mentoring support. The study was conducted by Taiwanna D. Anthony, a PhD student at Prairie View A&M University, and was overseen by her professor William Allan Kritsonis, who is also a lecturer at Oxford Round Table.
The document appears to be a list of terms related to a person named Tran including their birthday, locations associated with them, activities and interests, social media, food preferences, and photos. There are multiple references to cheer, friends, food, and pictures. The document also lists various cities, languages, religions, hobbies and websites but does not provide additional context or connection between the terms.
The document discusses various ways to manage and control stress. It describes the body's stress response and different types of stress like eustress, distress, and optimal stress. Prolonged stress can lead to a high allostatic load and negative health consequences. Personality types also influence stress levels, with Type A personalities generally experiencing more stress than Type B's. The document recommends mental control techniques for managing stress, like problem solving and maintaining a positive outlook. It emphasizes that regular exercise is important for stress control as it can help people feel less anxious, relaxed, better about themselves, and eat more nutritiously. Controlling stress requires making time for exercise.
The document summarizes important symbols in the story of Orpheus and Eurydice, including the snake representing evils that stole Eurydice and the steep hill Orpheus had to climb representing his attempt to escape death. It also discusses key characters like the impatient Orpheus who looked back on his wife against instructions, dooming her to remain in the underworld, and Hades who was initially lenient but took Eurydice back when Orpheus erred. The plot and symbols are recapped along with brief mentions of character traits before concluding with the moral that humans cannot undo what has been done.
The document discusses the roles of media and technology in learning. It explains that media and technology have influenced education throughout history and are affecting the roles of teachers and students. The teacher must consider how media and technology impact learning outcomes. Various learning theories and perspectives are described, including behaviorism, cognitivism, constructivism, and social perspectives. Different instructional methods and the roles media can play in learning are also outlined. The conclusion emphasizes that the teacher must evaluate how media and technology may impact student learning.
This document discusses characteristics of good teachers and effective teaching practices. It asserts that good teachers are leaders in their classrooms who create productive learning environments. They effectively manage human relations to build caring classroom communities. Good teachers engage learners by putting them in direct contact with content and having students take ownership of their learning. They strive to make their teaching engaging, give learners opportunities to practice, and teach both content knowledge and how to learn.
This study aims to detect the impact of the modified learning cycle strategy on the development of habits of mind and skills of critical thinking in the ‘Islamic Education’ subject for 10th grade students in Jordan. To achieve this goal, the researcher used the semi-experimental approach, hence dividing the students into two groups: a control group and an experimental group. Each grouped consisted of (31) students. The modified learning cycle was applied to teach the experimental group, and the regular traditional strategy to the control group. The researcher prepared two studying tools: a measure of the habits of mind which consisted of (25) paragraph, and a critical thinking skills test which included (28) paragraph. Both tools were applied after assuring their validity and reliability. The results indicated a statistically significant difference for using the modified learning cycle strategy in the development of habits of mind and skills of critical thinking for the experimental group students compared to the control group students. The study, thus, stresses the need to apply the modified learning cycle in teaching the ‘Islamic Education’ subject due to its effectiveness in developing habits of mind and skills of critical thinking. The researcher also recommends conducting more research on the effectiveness of the modified learning cycle that concentrates on different variables.
Creating and Maintaining Student EngagementStacyKirsch
This document discusses strategies for creating and maintaining student engagement. It notes that student engagement is correlated with academic achievement. The teacher's role is to plan engaging lessons that consider students' interests and make the content relevant. Suggested strategies include incorporating student interests, hands-on activities, technology, movement, games, and exit tickets to check understanding. Student engagement can be demonstrated in various ways depending on the classroom. The purpose is to share research-based, effective engagement strategies.
The document discusses pedagogical approaches and strategies for 21st century learners as mandated by the Enhanced Basic Education Act of 2013 in the Philippines. It outlines five main approaches - collaborative, constructivist, integrative, inquiry-based, and reflective learning. Each approach is defined and examples of how they can be implemented in the classroom are provided, including suggested activities and technologies. The approaches aim to make learning more active, cooperative, collaborative, exploratory, contextualized and relevant for students.
The document summarizes a literature review on teaching and learning processes to enhance teaching effectiveness. It discusses three key findings from the review:
1) Providing positive and developmental feedback as well as introducing role-playing activities have a profound positive impact on student confidence and self-esteem.
2) An active learning environment that promotes inclusivity can improve faculty and student academic performance.
3) Different learning styles must be accommodated, including visual, auditory, and kinesthetic learners, through a variety of teaching methods like lectures, group work, and hands-on activities.
Researching and Developing Engaging Pedagogies2018 2HAction r.docxgertrudebellgrove
Researching and Developing Engaging Pedagogies
2018 2H
Action research – guidance notes
1 Capstone unit
Researching and Developing Engaging Pedagogies is the capstone unit for the Master of Teaching (Primary). The core aim is to enhance and measure students’ readiness for the teaching profession.
· The unit develops students’ skills and expertise in researching their own practice, and facilitates their ‘researcherly’ disposition. (become a teacher-researcher)
· The unit supports students’ in refining their pedagogy throughsuch reflective practice. (progress as a teacher)
· The unit challenges students to inquire into, reflect upon and subsequently develop classroom pedagogies and assessment practices that facilitate substantive engagement in learning. (become an engaging teacher)
The unit extends students’ students’ research skills by drawing on participatory action research (e.g. through the use of peer planning, focus groups and peer assessment).
We focus on pedagogies that encourage learners of all social and cultural backgrounds to have engaging and productive relationships with education, schools and classrooms. We review theories which apply to the study of engaging practices in diverse professional contexts. In particular, we look at research into student engagement undertaken in the UWS Fair Go Project. Key readings have been selected to give students theoretical and practical understandings of what engaging teaching looks like, especially for students from disadvantaged backgrounds. We link the discussion on engagement to contemporary approaches to pedagogical innovation, which foreground motivation, creativity, technology integration and dialogic space in classrooms. Students are encouraged to implement and evaluate these teaching approaches in their professional experiences.
2 Researching engagement
Educational research on student engagement centres on understanding and developing engaging practices. Our focus is on innovative pedagogies that facilitate deep learning through substantive engagement. In this sense, we encourage you to shift your focus from behaviour management (controlling behaviour) to the management of learning (enabling and facilitating quality learning experiences). Concerns about the behaviour of students are valid concerns. We however encourage a pedagogic response to problem behaviour which recognises the links between the quality of the teaching and student behaviour. So engaging pedagogies do not simply ‘fix’ behaviour by exerting control (e.g. a reward systems or external incentive). Instead, we ask you to look deeply into your teaching and see where it is lacking in engagement.
It is imperative that you become familiar with the content of our core text (available online through the UWS library):
Munns, G., Sawyer, W. & Cole, B. (Eds) (2013) Exemplary teachers of students in poverty. Abingdon, UK: Routledge.
Another key resource for engagement (also available online) is:
Fair Go Project. (20.
The document discusses several studies and perspectives on effective teaching strategies and factors that influence student achievement and performance. Specifically, it discusses:
1) The importance of providing adequate instructional resources and materials to support effective mathematics teaching.
2) The need for teachers to practice effective study skills and receive training on using instructional materials.
3) Factors found to influence student performance including gender, interest in mathematics, teaching competencies, strategies, library setting, and classroom setting.
4) The role of teachers in classroom management, facilitating learning, and evaluating students, and ensuring a conducive learning environment.
Jennifer James presented on constructivist learning theory on September 12, 2010. She discussed how education has shifted from an instructor-focused approach to a student-centered one. Constructivist theory holds that learning is based on experiences and applying new information to prior knowledge and experiences. It involves assimilation of new ideas and accommodation by integrating them into existing understanding. Group settings can facilitate constructivist learning as students build on one another's experiences through discussion and problem-solving. Case studies allow students to apply existing knowledge to new situations. Educators should consider innovative teaching strategies that meet student needs as individuals rather than relying solely on traditional methods.
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
This document proposes methods for creating supportive learning environments that encourage creativity in the classroom. It discusses establishing teacher-student relationships, communication, and peer learning activities. It recommends developing clear lesson plans focused on higher-order thinking, utilizing e-learning platforms for ongoing activities, and implementing formative assessment and self-regulated learning to empower students. While large class sizes and a focus on exams can hinder these efforts, the presenter responds that even small changes can promote creativity if modeled effectively for students.
Teachers today must prepare students for an uncertain future with challenges like climate change, terrorism, and advanced technology. Effective 21st century teachers employ constructivist and social constructivist techniques that engage students in hands-on, collaborative learning using real-world problems. They also model desired behaviors and guide students to find answers themselves rather than just receiving information. Above all, modern teachers must be flexible, adaptive, and ready to facilitate learning environments that evolve with changing technologies and student needs.
This document provides an overview and analysis of a lesson plan titled "The World Through a Different Pair of Eyes" designed to have middle school students establish email connections with students in other countries. The summary is:
1) The lesson plan has students communicate via email with international peers to discuss their home cultures and histories while keeping journals to self-assess their discussions.
2) The analysis finds that the lesson follows constructivist learning principles by having students build on their existing knowledge through collaborative group work and thoughtful questions.
3) Some recommendations are made to strengthen the assessment components by incorporating milestones to monitor progress and allowing more creative options for students to demonstrate their learning.
WebQuest: "The World Through a Different Pair of Eyes"caseyrae27
This is a WebQuest that the high school group put together in our Education 214 class. We learned the purpose of a WebQuest, and how it can be useful in the classroom. This powerpoint presentation is also a critique of the WebQuest we reviewed.
This document provides an overview and analysis of a lesson plan titled "The World Through a Different Pair of Eyes" designed to have middle school students establish email connections with students in other countries. The summary is:
1) The lesson plan has students communicate via email with international peers to discuss their home cultures and histories while keeping journals of their discussions and perspectives.
2) The analysis evaluates how the lesson aligns with constructivist educational theories through collaborative work and building on prior knowledge, but notes some areas that could be improved such as providing technology skills assessments.
3) Several criteria are examined for different aspects of instructional design, finding the lesson effectively utilizes roles for both teachers and students but could provide more structured assignment
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
This document discusses different teaching approaches used in mathematics education, including cooperative learning, problem-based learning, and case studies. Cooperative learning involves students working in small groups to achieve common goals, emphasizing positive interdependence, interaction, individual accountability, collaborative skills, and group processing. Problem-based learning frames instruction around non-routine problems that require students to discover new knowledge to solve. Case studies present real-world situations for students to analyze and resolve, applying theoretical concepts. These active learning strategies encourage students to directly engage with course content.
Background: Students cannot be successful in terms of their behavior, or
academic learning, without an environment that has been intentionally
created for this purpose. Classroom design is a critical element in creating an
effective learning environment. Classroom design should be intentional and
purposeful, incorporating elements such as natural light, flexible spaces,
comfortable furniture, strategic use of color, and technology that supports
learning. The objective of this project is to discover how to enhance the
learning environment for students in Cameroon by reviewing related work on
how classroom design affect learning outcomes of students.
Method: This is a narrative review study in which peer-reviewed published
research articles were reviewed. The articles were screened based on the title,
abstract and full-text articles. 40 citations were screened of which 31 were
excluded after the title and abstract were screened. 25 articles were then
retrieved for reading and after reading through, 12 articles were found to be
relevant to the critical review process of this study.
Result: Of all the design elements that make up the classroom, the
environmental variables (temperature, acoustics, and lighting) have been the
most studied individually. The SIN principles using the EB model; gives
more indepth analysis and robust outcomes of the impact classroom design
have on students' learning.
Conclusion: From literatures, it is anticipated that the built environment of
the classrooms will have a great impact on students' academic performance,
health and wellbeing. Therefore, imbibing these approaches before designing
classrooms in Cameroon and understanding factors that influence student
learning comfort; may go a long way to impact students learning outcomes.
The document describes characteristics of 21st century learners and learning theories. It discusses three key characteristics of 21st century learners: they prefer active, hands-on learning; they learn content in a networked, multitasking way across disciplines; and they use technology and social media as part of their learning. The document then compares three learning theories: behaviorism focuses on environmental stimuli and consequences; cognitivism emphasizes mental processes like memory and knowledge organization; and constructivism views learning as individual meaning-making within authentic contexts.
The document discusses characteristics of 21st century learners and learning theories. It provides three key characteristics of 21st century learners: 1) They prefer active, hands-on learning and see teachers as coaches; 2) They learn content in a networked, multitasking way and through interdisciplinary projects; 3) They use and share information from multiple technology-based formats. The document then compares learning theories of behaviorism, cognitivism, and constructivism and discusses their principles, instructional processes, roles of teachers and students. Finally, it outlines eight principles of effective instruction including assessing prior knowledge, considering individual differences, stating objectives, developing metacognitive skills, providing social interaction, incorporating realistic contexts, engaging relevant
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.
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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.
Digital Artefact 1 - Tiny Home Environmental Design
Group pp music
1. Group 2 – Research Report “What it takes to be an effective teacher in the year 2010 and beyond?” Group 2 - Research Report 1 Members: Tori ROBINSON, Bernadette ROGERS, Danielle SMITH, Brooke SWAIN & Susan TAYLOR
2. Introduction Group 2 - Research Report 2 Understand learners COGNITIVE development Promote the use of TECHNOLOGY Apply BEHAVIOURISM and SOCIAL COGNITIVE theories Focus on ASSESSMENT for learning Be a PROFESSIONAL Know how to MOTIVATE And ENGAGE learners Maintain a positive CLASSROOM and LEARNING environment What it takes to be an effective teacher in the 21st century (2010 and beyond)
4. Teachers have professional standards that they must apply to teaching as they are looked upon as professionals rather than just a classroom teacher (Whitton, Sinclair, Barker, Nanlohy & Nosworthy 2004). Group 2 - Research Report 4 As teachers are role models for the children of the future, teachers need to show commitment to their students by caring about their learning (Eggen & Kauchak, 2010)
5. Key elements of Professionalism Group 2 - Research Report 5 Professional Development Complex decision making Commitment to lifelong learning Knowledge of content and learners Ethics Respect, Caring, Integrity, Diligence, Open communication Reflecting on teaching practices
6. Group 2 - Research Report 6 Behaviourismdef: Noun {mass noun} Psychology The theory that human and animal behaviour can be explained in terms of conditioning without appeal to thoughts or feelings, and that. psychological disorders are best treated by altering behaviour patterns (retrieved from http://www.oxforddictionaries.com/definition/behaviourism?view=ukon 10-1-2011)
7. Classical Conditioning occurs when an individual learns to produce an involuntary response (called the unconditioned response), either emotional or physiological, that is similar to an instinct or reflex to an event, object or situation (called the unconditioned stimulus). Operant Conditioning is observable behaviours that result from an event/consequences. The frequency and duration of behaviour varies depending on the event precipitating the behaviour. Teachers in the year 2010 and beyond need to be aware of behavioural conditioning and, adjust instruction, discipline approaches and management strategies accordingly. Group 2 - Research Report 7
8. Reinforcement is a consequence or event that increases the likelihood of a recurrence in behaviour. Positive reinforcement (+) occurs when something is added to increase the frequency or duration of a behaviour. Negative reinforcement (-) occurs when something is taken away in order to increase a desired behaviour. WHAT DOES THIS MEAN? Group 2 - Research Report 8
9. Foster a happy, inclusive environment in the classroom to build positive associations of the school classroom. (Eggen & Kauchak 2010) Adopt appropriate reinforcement to shape desired behaviours(shaping) (Eggen & Kauchak 2010). Utiliseantecedents to encourage behaviour that can be reinforced (Eggen & Kauchak 2010). Group 2 - Research Report 9
11. Social constructivism will guide the thinking of educational leaders and teachers ( Martin, J., 2006, as cited in Eggen & Kauchak, 2010 ) Guided by Vygotsky’s belief : ‘learners first construct knowledge in a social context then individually internalize it’, social constructivism will be promoted through learner interaction.
12. 21st century learners will... ...benefit from cognitive apprenticeships in the learning environment... ...search for meaning, interact with the environment, test and modify existing schemas’ ... ( Goicoechea & Packer, 2000 as cited in Eggen & Kauchak, 2010) ...practise social interaction to assist in construction of knowledge. ( Alexander & Fleming, as cited in Eggen & Kauchak, 2010)
13. 21st century teachers will... ...support learners to construct, rather than record knowledge... ...assist learners in reconstructing their thinking to accommodate new evidence.. ( Eggen & Kauchak, 2010) Effectively teach for conceptual change by providing students with examples and the using social interaction as a learning tool. ‘Much of what we learn is specific to the situation in which it is learned ( Anderson, J.R, Reder, L & Simon, H., 1996, as cited in Eggen & Kauchak, 2010, p.233.). Teachers will promote learning through activities that are experience based, discovery orientated and include the use of concrete objects. 21st century teachers will work together with their students to ensure EVERYONE achieves.
14. Learning Environment Group 2 - Research Report 14 a productive learning environment is defined as ‘a classroom that is orderly and focused on learning. In light of constructivist theories that describe learners as constructing their own knowledge rather than receiving it, the following points will show how a productive learning environment can be achieved by a teacher in the 21st Century.
15. Teachers don’t just provide or dictate information, rather teachers promote interaction. This ensures students are cognitively active which gets students involved through discussion and experimenting. This is the perfect environment for learning (understanding) to take place. (Eggen & Kauchak, 2010. pg. 238). Teachers can use this time to check perception. Students cognitive load is also reduced in this process(Eggen & Kauchak, 2010. pg. 241). Since constructivism is in harmony with the model of the human memory, 3 areas need to be achieved by teachers to allow long term memory to take place: 1. get and hold students attention so they’re focused. 2. Check student perception before a misconception arises, this avoids misunderstanding and the wrong information being encoded. 3. Limit cognitive load by giving excessive amounts of information at one time.
16. When students are presented with a new idea, high quality visual aides are important. It allows for students to use them as ‘experience to construct knowledge’ It holds students attention so and can be the means to create conceptual change if a misconception has been formed in the past, therefore old data can be revised (Eggen & Kauchak, 2010. pg. 240 Para. 3). Connect content to the real world to make it meaningful. Research has shown that topics students are interested in are more easily retained. Students attention is also able to be sustained. In a constructivist learning environment it is even more vital for information to be delivered in an organised way. This allows knowledge to be stored in long term memory i.e. information has been learned and processed successfully. Finally, assessment is essential as a means to ensure the construction of knowledge is accurate.
17. Classroom Management…in the 21st Century. Group 2 - Research Report 17 From advances in cognitive science and learning theories, students have become more responsible for their own learning (Pryce, L. Tomorrow’s teacher, Teacher.tv). These suggestions will help the modern day teacher to achieve orderly classrooms which are a haven for learning:
18. Start the lesson on the right footing, the beginning of the lesson is critical. Be calm, and comfortable, don’t look scared (Dixon, W. 2006). The very first lesson should start with teacher and students collaboratively putting down some classroom rules so students know what is expected of them. Show students respect and maintain their dignity when dealing with them at all times. When incidences arise handle them with a friendly attitude and humour, this will go a long way in winning friends and respect. Humour will also diffuse a heated situation (Maintaining classroom discipline, 1947).
19. Consistency should be manifested in what is expected of students throughout the school. If consistency isn’t shown in the way students are dealt with, respect is easily lost. Reward good behaviour, this harbours good teacher student relationships and creates a healthy emotional atmosphere. Create strong relationships between teacher and students and students with their peers. Let students ask questions; tell them something about yourself, this will help them to open up to you (Classroom management project (year unknown)). Students who have a strength in a particular subject should work with a weaker students and so forth.
20. Be neutral not accusatory, this will ensure students can tell their side of the story and not get defensive. Incorporate what students are interested in so lessons are stimulating and meaningful. When students act up, either ignore behaviour and carry on with the lesson, to then confront the student later privately. If this still doesn’t work use the S.W.A.T tactic i.e. – State the rule, Warn, Act, Time out (Dixon. W. 2006). ‘If the student refuses to leave the classroom or is threatening, other help should be called for, as this may require help from a mental health professional (Eggen and Kauchak, 2010). 20
22. Group 2 - Research Report 22 Motivation to learn will empower students to work intrinsically Understand your individual students motivation to learn Give praise for genuine achievement Use goal- directed activity to instigate and sustain motivation
23. ENGAGE WITH YOUR STUDENTS... Group 2 - Research Report 23 ...motivated students equal satisfied teachers
24. 24 set, monitor and use goals effectively Teach using situational interest Give students choice Instil feelings of safety and belonging eliminate anxiety from our classrooms Personalise learning content Stimulate learners... work with their personal interests Assist in promoting self esteem & self actualization & student involvement Work with personal interest to ensure effective, concrete learning Group 2 - Research Report
25. Get your students involved Group 2 - Research Report 25 Link content to the real world Provide logical, concrete and coherent presentations
27. Formative Assessment: assessment during teaching as a way to provide instant feedback and assess student progress (Eggen & Kauchak, 2010) Summative Assessment: assessment after teaching used to test student understanding for grading (Eggen & Kauchak, 2010) The 21st Century will see a scale back of summative assessment and replacement with ‘alternative’ assessments (McMillan, 2011) Portfolios Performance assessment Exhibitions Journals Imagination is the limit
28. Focus on learning and increased competence (Eggen & Kauchak, 2010) Assessment-anxious students use superficial strategies instead of productive processes (Eggen & Kauchak, 2010) Emphasize understanding (Eggen & Kauchak, 2010)
31. Assessment in advancing technology Instantaneous assessment reporting – to both student and parents Interactive and online with advancement of systems such as InCAS (Interactive Computerises Assessment System) (reference) Global assessments, world wide standards
32. Technology Group 2 - Research Report 32 “The new learning spaces incorporate technologies, engage the learner, creating new learning possibilities, enhancing achievements and extending interactions with local and global communities” retrieved from http://www.educationau.edu.au/learning-spaces 11-1-2010
33. Educators must aim to incorporate technology seamlessly into classrooms to enhance instruction. Harness the power of social networking sites to enhance existing relationships. Explore the possibilities of digital gaming with educational games such as Civilisation; which allows players to select a historical civilisation and develop in a sustainable way. Ref: Klopfer, E. Osterweil, S. Groff, J & Haas, J. 2009 Using the technology of Today in the Classroom Today Massachusetts Institute of Technology retrieved from http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf on 11-1-2011 Group 2 - Research Report 33
34. The Smart board fosters interactive instruction allowing students to be “networked” to each other, the teacher and the school as a whole. Emails can be set up to correspond with fellow students and teacher about homework and assignments. Computer research, e.g. “googling” builds on student’s ability to identify relevant material and discriminate between useful and irrelevant information. “Ours is a knowledge-creating civilization. A growing number of “knowledge societies” (Stehr, 1994), are joined in a deliberate effort to advance all the frontiers of knowledge. Sustained knowledge advancement is seen as essential for social progress of all kinds and for the solution of societal problems. From this standpoint the fundamental task of education is to enculturate youth into this knowledge-creating civilization and to help them find a place in it.” cited from Scardamalia, M., & Bereiter, C. (2006) Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge Handbook of New York: Cambridge University Press retrieved from http://ikit.org/fulltext/2006_KBTheory.pdf 12-1-2010 Group 2 - Research Report 34
35. Teachers need to be familiar with the various technologies available in order to utilise them effectively. Use technology to create authentic learning experiences based in real-life scenarios. (McMillan, J.H. 2007) Utilise technology to support a constructivist learning environment through exploring, researching, identifying, discriminating and making connections. Group 2 - Research Report 35