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The document discusses different teaching styles that teachers tend to favor, including: 1) A task-oriented style where teachers plan tasks for students to solve using assigned materials. 2) A cooperative style where teachers guide student-led projects involving research, analysis, and conclusions. 3) A student-centered style where teachers allow students to choose topics that interest them and approach them in motivating ways. 4) A content-centered style where teachers use exposition to help students retain and reproduce information. 5) An emotional style where teachers involve students and appreciate their perspectives on issues.
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The-3-Models-of-Curriculum-Design.pptx
Cognitive skills allow children to understand the relationships between ideas, to grasp the process of cause and effect and to improve their analytical skills. All in all, cognitive skill development not only can benefit your child in the classroom but outside of class as well. What is cognitive development in child development?
The term cognitive development refers to the process of growth and change in intellectual/mental abilities such as thinking, reasoning and understanding. It includes the acquisition and consolidation of knowledge.
LEARNING CENTERED LEARNING
This PPT prepared by Teacher Educator from Thiagarajar College of Preceptors Madurai for B.Ed Trainees.
Social interaction model
The social interaction model stresses relationships between individuals and society. It uses instructional methods like group work to facilitate interaction. Students work in structured groups to discuss concepts while the instructor monitors. Key steps include an introduction by the instructor, breaking into groups, and groups presenting findings. Social interaction promotes higher-level thinking, meaningful learning, and skills like leadership. However, it can be time-consuming and some students may not participate fully. Different models include jurisprudential inquiry, group investigation, and social inquiry.
Methods of Teaching
Methods of Teaching may be categorised into three:
Teacher Centered Method
Learner Centered Method
Equal Participatory Method
Teacher development approaches
This document discusses different approaches to improving teaching skills, including workshops, seminars, journal writing, teacher support groups, critical incident analysis, action research mentoring, classroom observations, and supervision. Workshops involve groups of 10-25 people meeting to improve skills through discussion and practice. Seminars are shorter discussions led by experts. Journal writing allows teachers to reflect and improve writing. Support groups let teachers share problems and ideas. Critical incident analysis and action research mentoring help teachers evaluate their own practices. Classroom observations and supervision provide feedback to help teachers develop.
Curriculum Models lecture and activity.ppt
The document discusses several models for curriculum development and design, including subject-centered, learner-centered, and problem-centered models. It provides details on each model, including their key features and examples. For curriculum development models, it describes the deductive models of Saylor, Alexander, and Lewis and Tyler, as well as Taba's inductive model. Taba's model takes a grassroots approach starting with teacher-created units and building to a overall design. The Tyler model is also well-known, focusing on specifying goals and objectives and determining educational experiences and evaluation.
CurriculumModels (1).ppt
The document discusses several models for curriculum development and design, including subject-centered, learner-centered, and problem-centered models. It provides details on each model, including their key features and examples. For curriculum development models, it describes the deductive models of Saylor, Alexander, and Lewis and Tyler, as well as Taba's inductive model. Taba's model takes a grassroots approach starting with teacher-created units and building to a overall design. The Tyler model is also well-known, focusing on specifying goals and objectives and determining educational experiences and evaluation.
Curriculumdesignandmodels 111023192445-phpapp02
The document discusses several models for curriculum development and design, including subject-centered, learner-centered, and problem-centered models. It provides details on each model, including their key features and examples. For curriculum development models, it describes the deductive models of Saylor, Alexander, and Lewis and Tyler, as well as Taba's inductive model. Taba's model takes a grassroots approach starting with teacher-created units and building to a overall design. The Tyler model is also well-known, focusing on specifying goals and objectives and determining educational experiences and evaluation.
Role of Teachers in Action Research
There are three main types of action research: individual research focused on a single teacher's classroom, collaborative research involving two or more teachers, and college-wide research addressing issues across an entire institution. Action research can focus on various areas including learners, teachers, methodology, evaluation, curriculum, administration, and parental cooperation. Teachers play a key role in action research by identifying problems, diagnosing them thoroughly, implementing remedial measures, finding solutions, evaluating outcomes, and taking follow-up action. The document then provides examples of action research problems that could be addressed by groups focusing on issues like mobile phone policy, dress codes, counseling services, drug addiction, and technology in the classroom.
3rd Reading for Learning in Context Pages 81- 96Main IdeaSuppo.docx
3rd Reading for Learning in Context
Pages 81- 96
Main Idea
Supporting Details
Enduring Understandings
A. Learners past and present environments influence how learners behave and think at any given time.
B. The general social contexts in which learners grow up—families and communities and more broadly, cultures and society—also influence learners’ behaviors and cognitive processes.
C. Not only does the environment affect learners and their learning, but so, too, do learners influence their environment.
D. Effective teachers create a classroom environment that encourages and supports productive behaviors and ways of thinking.
E. Effective teachers adapt instruction to the particular social and cultural contexts in which students live.
How do learners modify their own environment?
What is meant by the term niche-picking?
In the preceding sections we’ve seen various ways in which people’s environments—especially their social and cultural ones—affect their learning and behavior. But the reverse is true as well: deliberately, as the next two principles reveal.
niche-picking Tendency for a learner to seek out environmental conditions that are a good match with his or her existing characteristics and behaviors.
What can a teacher do to provide supportive contexts for learning?
If a teacher is using modeling to change a behavior or teach a new behavior, what needs to be remembered?
Why is a variety of role models needed?
Explain how to shape complex behaviors. There are several steps. Include each.
How does a teacher provide physical and cognitive tools that can help students work and think more effectively?
Why would a teacher want to encourage student dialogue and collaboration?
Why would a teacher want to create a community of learners?
What are the advantages of doing so?
How does a teacher create a community of learners?
Why is it important for a teacher to take into account the broader contexts in which students live?
How does a teacher do so?
What are stereotypes of Americans?
1. Create conditions that elicit desired responses.
2. Make sure productive behaviors are reinforced and unproductive behaviors are not reinforced.
3. Make response–reinforcement contingencies clear.
4. As an alternative to punishment, reinforce productive behaviors that are incompatible with unproductive ones.
1) Attention. Attention is critical for getting information into working memory. To learn effectively, then, students must pay attention to the model and especially to critical aspects of the modeled behavior.
2) Retention. e learner must remember what the model does—in particular, by storing it in long-term memory. Students are more likely to remember information if they encode it in more than one way, perhaps as both a visual image and a verbal message for instance, teachers might describe what th ...
Curriculum design and models
The document discusses several models for curriculum design and development. It begins by defining curriculum as the planned learning experiences and outcomes formulated by schools to promote students' growth. It then describes three common curriculum models: subject-centered, which focuses on academic content; learner-centered, which is based on students' needs and interests; and problem-centered, which organizes learning around solving real-world problems. Several examples are provided for each model. The document also discusses curriculum development models, including deductive approaches like Tyler's and Taba's inductive grassroots model. It analyzes the key steps and processes involved in Tyler's and Taba's influential models.
Curriculum Models
The document discusses several models of curriculum design, including subject-centered, learner-centered, and problem-centered models. The subject-centered model focuses on content divided into academic subjects. The learner-centered model places the student's interests and experiences at the center. The problem-centered model organizes curriculum around solving real-world problems. The document also examines Taba's inductive model of curriculum development, which starts with teachers designing specific teaching units before building up to a general design.
Differentiation Debate For Class
This document discusses differentiation strategies that teachers can use to meet the diverse needs of students in their classroom. It defines differentiation as modifying instruction to address each student's readiness, interests, and learning profile. The document outlines ways to differentiate content, process, product, affect, and environment based on principles of how the brain learns best. Specific strategies described include tiered assignments, compacting, interest centers/groups, flexible grouping, learning contracts, choice boards, and various instructional techniques.
Differentiated instruction web one
This document provides information on differentiated instruction including:
1. Definitions of differentiated instruction emphasizing matching instruction to student needs and allowing different paths to learning content.
2. Strategies for differentiated instruction such as flexible grouping, learning centers, choice boards, graphic organizers, and tiered assignments.
3. Potential obstacles to differentiated instruction and ways to address them such as perceived lack of time, difficulty assessing varied work, and student readiness.
Approaches to curriculum designing
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
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INGLES
- 1. Universidad especializada de las Américas Name: Sulyvette Saavedra Marciales Green Aurelio Valencia Katerin ?? Matter: English Theme: Teaching Styles Year 2015
- 2. Teaching Styles Task oriented style cooperative style Style student- centered Style centered learning content emotional style In their teaching, teachers tend to favor certain styles where some techniques over others, but this does not mean that it is restricted to one exclusively:
- 3. Task Oriented Style The teacher planned tasks that students must solve, indicating the appropriate material. For example: make a comparative study of vertebrate and invertebrate animals, using the copy or extract that gave them information textbook or a certain Web site.
- 4. Cooperative style A project with collaboration by teacher, who guides and advises, and the student who researches, analyzes and draws conclusions is prepared.
- 5. Style student-centered The teacher allows students to choose among several options, he or topics that interest you and allows you to approach it from the standpoint that most motivates him. For example, when discussing democracy can give as scanning options: ancient democracy, modern democracy, democracy in Latin America, the advantages and disadvantages of the democratic system, the student may add other issues, and analyzed through case studies , concept maps, production of videos, films and so on.
- 6. Style centered learning content For example, used predominantly expository class, so that students try to retain as much information as possible and be able to reproduce it orally or in writing.
- 7. Emotional Style The teacher is the student's involvement in the issue, appreciating as valuation. For example: Describe the feelings that cause them the historical struggles for independence of peoples.