How do teachers learn
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The document summarizes three models of teacher education: the Craft Model, the Applied Science Model, and the Reflective Model. The Craft Model involves learning from a master teacher through demonstration, instruction, and practice. The Applied Science Model views teaching as a science, where teachers learn research-based theories and apply them in practice. The Reflective Model posits that teachers develop competence through reflecting on their own experiences and received knowledge.
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Learning theories related to educational technology
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reflective-teaching1 (1)
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the craft model and applied science model,teacher professional development
This document discusses different attributes of effective teachers and models of teacher education. It outlines personal qualities like cultural awareness, methods and techniques, and being reflective. It also discusses two common models of teacher education - the craft model, which involves demonstration, practice, and developing professional competence; and the applied science model, which relies on applying scientific knowledge through practice and experts conveying results to trainees. Each model has benefits like being easy to follow or relying on empirical evidence, but also limitations like being rigid or not addressing complex human factors.
Teacher professional developement,The craft model and The applied science mod...
The document discusses different models of teacher education and professional development. It describes the craft model, scientific model, and reflective model. The craft model involves learning from a master teacher through demonstration, instruction, and practice. The scientific model applies scientific knowledge to teaching through experts conveying information to trainees. The reflective model views knowledge construction as teachers reflect on their experiences. The document also discusses the importance of personal qualities, technical knowledge, cultural awareness, methods and techniques for teachers.
Teacher education
This document discusses key shifts in teacher education, including a move from product-oriented to process-oriented theories and a greater focus on practical experiences and classroom-centered research. It outlines different conceptions of teacher education, from traditional views of training to apply knowledge versus intellectual awareness. Models of language teacher education are presented, from the craft model focusing on observing experts to the reflective model of adapting one's own practice. Theories underlying these models and considerations for teacher education like the role of reflection, narratives, practical experience, research, and the experiences of both native and non-native teachers are also summarized.
Models of Teaching
This team analyzed their knowledge, experience, and interest in various teaching models. They found they were most knowledgeable and experienced in direct instruction, cooperative learning, and oral discussion. They had the highest interest in areas they already knew. They were interested in concept formation, where they had the least experience. Overall, they had considerable interest in all models. Direct instruction was what most were familiar with from their own education experiences. They saw value in different models and mixing approaches to keep learning engaging.
models of teaching
Models of teaching provide teachers with research-based strategies and frameworks to guide planning and instruction. They describe effective teaching approaches and the roles of teachers and students. Using models of teaching can help meet the needs of diverse learners, improve the quality of instruction, and accelerate student learning. They benefit both teachers, by facilitating systematic planning and assessment, and students, by increasing engagement and academic self-esteem.
Bruner’s Concept Attainment Model
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
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This webinar delivered the key principles of online learning and provided best practice examples for course development and design. Intended for educators, trainers and subject matter experts who are developing online learning programs and courses.
Fs02 episode 5
The deductive method gets straight to the point in a time-saving manner by explaining rules simply. It respects student intelligence by acknowledging cognitive processes in language acquisition. The inductive method stimulates cognitive activity and student involvement through discovery of concepts from examples. Demonstration permits teaching theory and practice together through examples to enhance understanding. Problem-solving motivates high understanding through technical skill reinforcement. The discovery method requires creativity with no right answers, suiting more experienced performers through initial information and questioning to develop investigative skills.
Principles of Teaching
This document discusses principles of teaching and instruction. It defines teaching as a process of interacting that engages students in learning activities to acquire knowledge, skills, and values. Teaching involves both science and art, using psychological research and creative implementation. Key factors in the teaching-learning process are the teacher, learner, content/strategies, and their interplay. Principles of learning include that it is experiential, discovery-based, evolutionary, and involves the whole person - intellectually and emotionally. Effective instruction follows principles like context, focus, socialization, individualization, sequence, and evaluation. Instruction can be managed through homogeneous, heterogeneous, or non-graded student groupings.
samplelesson plan
The document discusses several effective teaching strategies for helping struggling learners master new academic skills. It outlines 9 strategies: instructional matching, scaffolding, breaking skills into steps, modeling and demonstration, feedback, practice and drilling, student talk-through activities, periodic review, and progress monitoring. It also discusses project-based learning and its essential elements: significant content, 21st century skills, in-depth inquiry, driving question, need to know, student voice and choice, critique and revision, and public audience. Finally, it outlines and discusses several prominent teaching strategies used in higher education, including lecture, case method, discussion, active learning, cooperative learning, integrating technology, and distance learning.
Handout 9
This document discusses different teaching methods. It describes four main categories of teaching methods: teacher-centered methods like lectures; learner-centered methods like discussions; content-focused methods that prioritize the material; and interactive methods that incorporate elements of the other approaches. Specific methods discussed in more detail include lectures, discussions, and demonstrations. Key aspects of preparing and conducting effective lectures and discussions are also outlined.
E teacher felder
The document discusses learning and teaching styles in engineering education. It proposes a model that classifies students' learning styles based on how they receive and process information, including sensing vs intuitive, visual vs verbal, active vs reflective, and sequential vs global dimensions. It also proposes a parallel teaching style model to classify instructional methods. Mismatches between common student learning styles and traditional teaching styles can lead to poor outcomes, but understanding different styles can help reach more students and improve engineering education.
Advanced Curriculum Development Report.pptx
This document discusses different models for curriculum design: subject-centered, learner-centered, and problem-centered. The subject-centered model focuses on academic content and can organize curriculum around specific subjects, disciplines, or broad fields. The learner-centered model places students' needs, interests, and experiences at the center. Examples include child-centered and experience-centered designs. The problem-centered model structures curriculum around real-world problems for students to solve, such as in life situations or core designs. Effective curriculum design considers students' backgrounds and needs flexibility. The conclusion advocates exploring different models to design coherent educational experiences for students and teachers.
Education Technology
This document discusses educational technologies that instructors use to teach students. It describes a framework with five principles for developing collaborative learning designs: 1) teachers design learning, 2) design worthwhile work, 3) design assessment, 4) foster relationships, and 5) improve practice with peers. The document provides examples of technologies like G Suite and gamification software. It also contrasts teacher-centered methods like lectures with student-centered approaches and the use of high-tech vs low-tech tools. Overall, the document advocates for innovative pedagogies and tailoring instruction to different learner needs.
principlesofteaching12ndcopy1-140326210512-phpapp01.ppt
This document discusses principles of teaching and learning. It defines teaching as a process of interacting with students to enable them to acquire knowledge, skills, and values through organized activities and instructional strategies. Teaching is both a science and an art. Key factors in the teaching-learning process are the teacher, learner, content/strategies, and their interplay. Principles of learning include that it is learner-activated, discovery-based, experiential, collaborative, evolutionary, and involves both intellect and emotion. Effective instruction follows principles of context, focus, socialization, individualization, sequence, and evaluation. Student grouping and teaching models also impact instruction management. The document differentiates techniques, methods, strategies, approaches, and principles
Assignment
1. The document discusses reflective practice in teaching, where teachers systematically analyze their lessons and student responses to improve their teaching methods over time.
2. A reflective practitioner is someone who regularly looks back on their work to evaluate what went well and how it could be improved. Reflective teaching involves collecting information about classroom experiences and analyzing it to identify strengths and areas for growth.
3. Characteristics of a reflective teacher include being purposeful and active in their instruction, open to individual student needs, sympathetic to student perspectives, patient, flexible, self-aware, and focused on both teaching methods and student outcomes.
Report on supervision on instruction
This document discusses the personal qualities desirable in a teacher. It identifies several key qualities including having a pleasant and attractive personality, the ability to show genuine sympathy and tolerance for students, being intellectually and morally honest, maintaining mental alertness and patience, and having a desire to continuously learn. It emphasizes the importance of a teacher tuning into students' minds and feelings to best support their learning and development. Overall, it provides a framework for the characteristics that make an effective educator.
Learning and teaching at tcs
The document outlines key principles for professional learning and effective classroom practice at The Cherwell School. It discusses 5 core elements of classroom practice: 1) setting clear learning objectives, 2) designing purposeful tasks and activities, 3) using success criteria and models, 4) providing feedback, and 5) teaching inclusively. The school aims to continuously improve teaching quality through reflection, sharing practices, and using research-based strategies that maximize student achievement.
Different Approach & Methods.pptx
The document discusses different teaching approaches including teacher-centered, learner-centered, subject matter-centered, constructivist, banking, integrated, disciplinary, collaborative, individualistic, direct, and indirect approaches. It also covers teaching methods like direct instruction/lecture, demonstration, and their characteristics. Direct instruction involves demonstrating skills/concepts, guided practice, feedback, and assessment. Demonstration methods involve a teacher or student demonstrating a process while others observe, taking notes, and analyzing results. Guidelines for effective use focus on preparation, demonstration steps, and analyzing outcomes.
Different methods and approaches
The document discusses different approaches and methods for teaching, including teacher-centered, learner-centered, subject matter-centered, interactive, constructivist, and direct vs. indirect approaches. It also outlines specific teaching methods like direct instruction, demonstration, inquiry-based, and problem-solving methods. Formative and summative assessment types are defined as a way to check student understanding.
hots ppt assignment 3.pdf
This document discusses higher order thinking skills (HOTS) in education. It defines HOTS as the ability to apply knowledge, skills, and values to solve problems, make decisions, innovate, and create. HOTS include skills like critical thinking, creative thinking, reasoning, and thinking strategies. The document outlines three important aspects of HOTS - applying knowledge, reasoning and reflecting, and problem solving and decision making. It also discusses verbs used to indicate different levels of HOTS. Finally, it discusses strategies for planning and implementing HOTS in pedagogy and some challenges, like time constraints and learning environments not conducive to active learning.
Principlesofteaching 140403024620-phpapp02
The document discusses different teaching approaches and methods. It defines key terms like teaching approach, strategy, method and technique. It also provides examples of different teaching approaches like teacher-centered vs learner-centered, subject matter vs learner-centered, direct instruction vs indirect/guided. For each approach discussed, it provides the characteristics and guidelines for effective implementation. It also covers specific teaching methods like direct instruction/lecture method, demonstration method, inquiry/problem-based methods. The document aims to help teachers understand different approaches and methods and how to apply them effectively in the classroom.
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How do teachers learn
- 3. The Craft Model The Applied Science Model The Reflective Model
- 4. The Craft Model Study with “master” practitioner: Demonstration/ Instruction Practice Professional competence
- 5. PROS CONS - may help teachers to understand new techniques; - a lot depends on the master – it could be static rather than dynamic; - novice teachers may find this model clear - you don’t really need training: just follow a model; - imitating doesn’t allow for prior attitudes, experiences, skills of trainees; - imitation doesn’t allow for teacher’s creativity - may be intimidating if gap between a master ‘s and a trainee’s competence is large;
- 6. In its most basic form, Craft Model consists of the trainee or beginner working closely with the expert teacher. The Craft Model is the oldest form of professional education. Its conceptual basis, however, is widely utilized in practicum, courses in which students work with classroom teachers. Knowledge is acquired as a result of observation, instruction, and practice. The practitioner is supposed to learn by imitating all the teaching techniques used by the experienced teacher.
- 8. The Applied Science Model Scientific knowledge Application of scientific knowledge Results conveyed to trainees Practice Professional competence
- 9. The Applied Science Model is the traditional and perhaps still the most prevalent model underlying most ESL teachers education programs. Teaching is a science and as such can be examined rationally and objectively. Teachers are said to be educated when they become proficient enough to apply these theories in practice. Teachers learn to be teachers by being taught research- based theories. These theories are being conveyed to the students only by those who are considered to be experts in particular field.
- 10. PROS CONS - much depends on research base - structured- easy to follow - has face validity; - may encourage/provoke teachers who are “stuck in a rut”; - may give credibility status to the profession; - recognises changes(not static) - based on empirical evidence; - a gap between theory and practice; - may be atomistic; - assumes complex human issues can be solved by scientific solutions; - top-down (authoritarian);
- 11. What areas of “scientific knowledge do you think teachers of a foreign language ought to be familiar with? Is mastering of such scientific knowledge enough to make a competent teacher? If not, what more is required?
- 13. The reflective practice has become a dominant paradigm in language teacher education research an programmes worldwide. The Reflective Model is based on the assumption that teachers develop professional competence through reflecting on their own practice. In other words, a teaching experience is recalled and considered to reach an evaluation and to provide input into future planning and action.
- 14. PROS CONS - can generate and develop the model; - some teachers(esp.PRESET) may find it hard to reflect; - emphasizes that teachers are not “tabula rasa”: it takes into account their experiences, attitudes, knowledge; - is not only top-down or bottom-up: a more fluid, continuous and flexible model; - combines technical and experiential bases of learning - some teachers may find it hard to apply their reflection in the classroom; - may not suit all cultures - they may not have much experience to reflect on;
- 15. GOAL: a teacher has met certain minimum requirements for the exercise of his or her profession(certificate); Initial competence a moving target or a horizon, towards which professionals travel all their life but which is never finally attained.(society’s expectations, the teacher’s own interests, the nature of the subject, etc.) Professional competence (expertise)
- 16. Wallace, M.J. Training Foreign Language Teachers: A Reflective Approach. Cambridge: CUP, 1991.