Ideas Presentation March 2014
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A presentation we made at the IDEAS meeting in March 2014. It details the progress we have made so far with the project, particularly the development of our School Wide Pedagogy and aligning it with the School's Vision and Mission.
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This document discusses using action research to improve education. It poses questions about how practice-based research can contribute to innovative learning and be organized to promote innovation. The goals are to learn how action research can aid school development and to discuss theories of action. A research project involved 10 schools conducting meetings, designing practices, studying, and presenting results over a school year. Doing research means formulating collective questions based on stakeholder input. Teachers and students can both be researchers using an inquiry cycle to develop knowledge and skills. Evaluating involves reflecting on student and teacher development outcomes. A culture of inquiry connects research to policies and spreads results.
Knowledge base of teacher Education from view point of T.S. Schulman
This slide gives understanding of Knowledge base as per teacher education and discusses knowledge base given by Schulman
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This document provides an overview of several educational theories. It introduces theories related to adult learning like andragogy, which focuses on adults being self-directed learners. Social cognitive theory emphasizes learning through observation and modeling behaviors. Deep, surface, and strategic learning styles are covered as well as experiential and situated learning. Reflective practice and transformative learning are also discussed as ways to connect theory to real-world application. The document aims to explain how educational theories can provide frameworks for understanding learning and inform teaching practices.
Emerging, innovative practices of Teacher Professional development - How are ...
Our study is descriptive and the 30 examples were chosen not because they are the best of all available ones, but because they exemplify well these new emergent features at a general level. Framework underpinning the analysis by Darling-Hammond et al., 2017. JRC will publish a report with 1-page descriptions of all 30 examples and first analysis of the main features (by end 2018)
Knowledge and curriculum unit 7
The document discusses principles and models of curriculum development. It describes the need for curriculum development due to changing educational goals and societal needs. Two prominent models are explained - Tyler's 4-step model involving determining objectives, experiences, organization, and evaluation, and Taba's 7-step model starting with identifying needs and ending with evaluation. The document also outlines principles of curriculum development, types of curricula including subject-centered and student-centered, and the stages of the curriculum development process.
Edn 319 blog post 3
This blog post discusses different perspectives on whether teachers should use research-based strategies in their classrooms. One view is that assessing student learning styles takes too much time away from getting to know students. However, others argue that research is important for helping students with disabilities and informing strategies like classroom management. While some lessons may not be research-based, they can still inspire students. The post concludes that acknowledging research done by others benefits teachers and that individualizing instruction is more important than focusing solely on learning styles.
Maem 201 Report
This document discusses what leads to successful teaching and learning in a distance environment. It identifies several key factors: developing good teachers with strong content knowledge, structured instructional approaches, and an understanding of how students learn; providing professional development for teachers that models best practices, deepens content knowledge, and allows for collaboration; using instructional design grounded in understanding learning processes and meeting needs of adult learners; and employing learner-centered instructional approaches like collaborative, project-oriented, and inquiry-based learning. It also stresses the importance of effective assessment strategies and ensuring distance instructors have strong content knowledge as well as skills in online facilitation, communication, and learner management.
dokumen.tips_teaching-theories-55844a1e41a4f.ppt
This document discusses different theories of teaching. It defines a theory of teaching as a set of constructs and propositions that provide a systematic view of teaching. Theories of teaching are needed to explain the relationship between teaching and learning, provide guidelines for instruction, and allow teaching problems to be studied scientifically. The document outlines formal/philosophical theories including maieutic, communication, moulding, and mutual inquiry theories. It also discusses normative theories such as cognitive, teacher behavior, and psychological theories of teaching. The document concludes that while there is no single agreed upon theory of teaching, existing models help explain teaching variables and how to develop effective instructional designs.
Ieec 120913 rytkölä_kuusisto
This document summarizes an entrepreneurship education pilot course for Finnish teacher trainees. The course aimed to teach creative problem solving skills through practice-based methods. Students worked through a creative problem solving process to address real-life problems, using tools like mind mapping. Feedback indicated the course helped students understand problem-based learning and how to apply different thinking patterns to develop solutions. The course will be expanded to more universities and further research will assess how to improve supporting the creative process.
Problem_Based_Learning what is principles and examples.ppt
its all about PBL what is principles and examples
Student Centered Learning
This document discusses student-centered learning (SCL) from several perspectives. It outlines the epistemic bases of SCL including idealism, naturalism, realism, and pragmatism. It also discusses the psychological bases of SCL based on learning theories like classical conditioning, operant conditioning, social learning, cognitive approaches, constructivism, transformative learning, and critical pedagogy. The document then covers the role of technology in SCL and strategies to achieve SCL like project-based learning and the teacher acting as a facilitator. It lists skills that should be developed in students through SCL like critical thinking, problem solving, and effective communication.
Curriculum ppt
The content presented in the slides is mainly emphasizing on developing holistic perspective about the process of curriculum development in a broader manner.
Pedagogy and pedagogical analysis
1) The webinar discusses key concepts in pedagogy including definitions of pedagogy, pedagogical analysis, critical pedagogy, and models of organizing teaching.
2) Memory, understanding, and reflective levels of teaching are explained as well as concepts of andragogy, or adult learning theory, including its key assumptions and principles.
3) The webinar also covers self-directed learning, learner autonomy, and a dynamic model of learner autonomy.
Models of curriculum dvelopment
The document discusses different aspects of curriculum including definitions, designs, and models. It defines curriculum as the planned learning experiences and intended outcomes designed by schools. Three common curriculum designs are discussed - subject-centered focusing on content, learner-centered centered on learners, and problem-centered organizing around problems. Four curriculum development models are summarized - Tyler's model originating in 1949 uses objectives, Taba's grassroots model engages teachers, Saylor, Alexander, and Lewis's model specifies goals before design, and Oliva's deductive model allows faculty input.
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Ideas Presentation March 2014
- 1. IDEAS Developing a SWP for St Andrew’s School Wednesday 12th March 2013 Inspiring minds… Building success… Developing leaders…
- 2. Ideas visit Term 3 • Discussion of SWP moving forward • IB visit • Aligning all components of data: IB, IDEAS, AITSL, PLP
- 3. Personal Pedagogies • My personal Pedagogical Profile • Myers Briggs revising in Staff Meeting with Cathie • Revising the 3-D.P Model • Solid work beginning in SWP
- 4. Alignment • Sharing our personal pedagogies • Aligning our personal pedagogies with the School’s Vision and Mission • Creating a presentation ready for 2014 • Brainstorming links with Strategic Plan
- 5. 2014 • Unpacking SWP with staff and 3DP model/links • Revisiting the purpose of IDEAS • Skillful discussion • Unpacking the Image of the Child – links with school history/present – ELC pedagogy of inquiry. Reggio Emilia inspirations • Professional journalling
- 6. Aligning theory and practice • Exploring Reggio Emilia Principles • Revisiting IB principles and educational theory – conceptual based learning and assessment • Discussion of personal beliefs and practice • Engaging with Authoritative Theory • Beginning to align current practice. • Provoking a culture of research. Teachers as researchers. • Central IDEAS resource folder for staff to access, share, collaborate
- 7. Theory and Research • Reggio Emilia • International Baccalaureate – Lyn Erikson • Stephen Heppell • Ken Robinson -Futuristic Learning • ONWARDS: Carol An Tomlinson, Wiggins (Differentiation and Backwards by Design)
- 8. In progress • Developing SWP -mapping current and additional essential agreements – Umbrella of Image of Child. (Synthesise) • Refer back to futuristic learning principles and concepts • IDEAS resources on website as a support guide for SWP • Continue rich conversations using pedagogical theory. (Knowledge creation and shared responsibility. • Pedagogical principles for SWP - pillars • CHALLENGES: Parent and student direct involvement
- 9. Ultimate dream • SWP grounded in research • Practices align with theory • Staff own Vision and Mission and live and breathe in classrooms • WHOLE SCHOOL