Innovative Teaching Methodology 1
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The document discusses the constructivist learning theory. According to constructivism, learning is an active process where learners construct new knowledge based on their prior knowledge and experiences, rather than passively receiving information. Learners are engaged through exploration and problem solving, working to understand open-ended, meaningful problems aligned with the curriculum. Students communicate and share understanding with each other to build new knowledge collectively. The document advocates for innovative use of digital technologies to help students learn concepts more quickly by connecting theory and application.
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Innovative teaching methodology
Innovative teaching methodologyDr.Ravindra Kshirsagar P.G Department of Zoology Modern College Ganeshkhind Pune
The document discusses the theory of constructivism in education. Constructivism asserts that learning is an active process where learners construct new knowledge based on their existing knowledge and experiences. It describes learning as a process where students communicate with each other to share their understanding, feelings, knowledge, and experiences to develop new knowledge, rather than simply acquiring knowledge from teachers. Problem-based learning is given as an example where students are engaged through meaningful problems that are open-ended and aligned to the curriculum.Concept of pedagogy
Pedagogy refers to the way of teaching students and involves the relationship between learning culture and techniques. The main goal of pedagogy is to build on students' previous learning and develop their skills and attitudes. It enables students to thoroughly understand subjects and apply their learning outside the classroom. Implementing a well-thought pedagogy can drastically improve teaching quality, encourage cooperative learning, help students follow their preferred learning styles, and eliminate monotonous learning by invoking complex thinking processes. A suitable pedagogical approach also makes learning more convenient for all students, including those with special needs, and improves teacher-student communication.
Pedagogy or child learning
Pedagogy refers to the art and science of teaching children and is based on assumptions about child learners being dependent on the teacher, having limited experience, and viewing learning as acquiring knowledge from the teacher. Pedagogy involves teacher-directed learning and evaluation based on grades. Andragogy refers to adult learning and is based on adults being self-directed, having accumulated experience to draw from, and applying knowledge immediately. Andragogy involves flexible, collaborative learning between teachers and students. The key differences between pedagogy and andragogy are that pedagogy is teacher-centered while andragogy is learner-centered, and pedagogy focuses on content transmission while andragogy focuses on process and personal development.
Microteaching
Microteaching involves teaching short 5-7 minute lessons to small groups of students, receiving feedback, revising lessons, and re-teaching. It was developed in 1963 to train teachers and improve their skills. The microteaching cycle involves planning a micro lesson, teaching it, getting feedback, re-planning, re-teaching to another group, and getting further feedback. This allows participants to learn about their strengths and weaknesses as teachers and develop their skills in areas like questioning, explanation, and board work through practice and feedback in a supportive environment.
Contructivism Approach
Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences. Key aspects of constructivism include learning being an active process where knowledge is constructed based on experiences, and learning being a personal interpretation of the world. Constructivist teaching methods focus on creating a democratic and interactive environment where the teacher facilitates learning and students are autonomous. Activities like films, field trips, class discussions and experiments allow students to apply concepts in multiple contexts and actively engage in building their own knowledge.
Differentiated Strategies to promote Inclusion2000
Differentiated strategies promote inclusion in the classroom. Differentiation involves using various tools and techniques to ensure all students are learning optimally, including modifying lesson content, delivery, and assessments based on student needs. A teacher must understand each student's unique learning style, intelligence, and needs to effectively apply differentiation strategies. These include knowing if students are auditory, visual, or kinesthetic learners and tailoring lessons accordingly. Differentiation strategies can help include students with disabilities like dyslexia, cerebral palsy, ADHD, and Asperger's by addressing their specific challenges and allowing multiple pathways for learning.
Pedagogy work (1) (1)
This document discusses the pedagogical foundations of special education. It defines pedagogy as learner-centered teaching that includes skills instruction, encourages reflection, and motivates students. It describes characteristics of special education pedagogy like patience, organization, creativity, acceptance, and having a calming nature. It outlines aims of pedagogy and discusses pedagogy in special education, including evidence-based practices. It explores the scope of pedagogy for different disabilities/disorders and concludes that the scope is wide given the nature of pedagogy and its role in special education, especially for different types of disabilities/disorders.
Teaching pedagogy for management education- b.v.raghunandan
This document discusses pedagogy for management education. It notes challenges in management education like a US bias, proliferation of managers and complexity. It then discusses different dimensions of teaching - motivation, how to teach, and what to teach. For motivation, it emphasizes the importance of committed, creative teachers and curious, alert students. For how to teach, it recommends using blackboards, PowerPoints without text, and videos. For what to teach, it lists sources like books, guest lectures, observation, media and the internet. It provides specific guidance around each of these sources.
Recommended
Innovative teaching methodology
Innovative teaching methodologyDr.Ravindra Kshirsagar P.G Department of Zoology Modern College Ganeshkhind Pune
The document discusses the theory of constructivism in education. Constructivism asserts that learning is an active process where learners construct new knowledge based on their existing knowledge and experiences. It describes learning as a process where students communicate with each other to share their understanding, feelings, knowledge, and experiences to develop new knowledge, rather than simply acquiring knowledge from teachers. Problem-based learning is given as an example where students are engaged through meaningful problems that are open-ended and aligned to the curriculum.Concept of pedagogy
Pedagogy refers to the way of teaching students and involves the relationship between learning culture and techniques. The main goal of pedagogy is to build on students' previous learning and develop their skills and attitudes. It enables students to thoroughly understand subjects and apply their learning outside the classroom. Implementing a well-thought pedagogy can drastically improve teaching quality, encourage cooperative learning, help students follow their preferred learning styles, and eliminate monotonous learning by invoking complex thinking processes. A suitable pedagogical approach also makes learning more convenient for all students, including those with special needs, and improves teacher-student communication.
Pedagogy or child learning
Pedagogy refers to the art and science of teaching children and is based on assumptions about child learners being dependent on the teacher, having limited experience, and viewing learning as acquiring knowledge from the teacher. Pedagogy involves teacher-directed learning and evaluation based on grades. Andragogy refers to adult learning and is based on adults being self-directed, having accumulated experience to draw from, and applying knowledge immediately. Andragogy involves flexible, collaborative learning between teachers and students. The key differences between pedagogy and andragogy are that pedagogy is teacher-centered while andragogy is learner-centered, and pedagogy focuses on content transmission while andragogy focuses on process and personal development.
Microteaching
Microteaching involves teaching short 5-7 minute lessons to small groups of students, receiving feedback, revising lessons, and re-teaching. It was developed in 1963 to train teachers and improve their skills. The microteaching cycle involves planning a micro lesson, teaching it, getting feedback, re-planning, re-teaching to another group, and getting further feedback. This allows participants to learn about their strengths and weaknesses as teachers and develop their skills in areas like questioning, explanation, and board work through practice and feedback in a supportive environment.
Contructivism Approach
Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences. Key aspects of constructivism include learning being an active process where knowledge is constructed based on experiences, and learning being a personal interpretation of the world. Constructivist teaching methods focus on creating a democratic and interactive environment where the teacher facilitates learning and students are autonomous. Activities like films, field trips, class discussions and experiments allow students to apply concepts in multiple contexts and actively engage in building their own knowledge.
Differentiated Strategies to promote Inclusion2000
Differentiated strategies promote inclusion in the classroom. Differentiation involves using various tools and techniques to ensure all students are learning optimally, including modifying lesson content, delivery, and assessments based on student needs. A teacher must understand each student's unique learning style, intelligence, and needs to effectively apply differentiation strategies. These include knowing if students are auditory, visual, or kinesthetic learners and tailoring lessons accordingly. Differentiation strategies can help include students with disabilities like dyslexia, cerebral palsy, ADHD, and Asperger's by addressing their specific challenges and allowing multiple pathways for learning.
Pedagogy work (1) (1)
This document discusses the pedagogical foundations of special education. It defines pedagogy as learner-centered teaching that includes skills instruction, encourages reflection, and motivates students. It describes characteristics of special education pedagogy like patience, organization, creativity, acceptance, and having a calming nature. It outlines aims of pedagogy and discusses pedagogy in special education, including evidence-based practices. It explores the scope of pedagogy for different disabilities/disorders and concludes that the scope is wide given the nature of pedagogy and its role in special education, especially for different types of disabilities/disorders.
Teaching pedagogy for management education- b.v.raghunandan
This document discusses pedagogy for management education. It notes challenges in management education like a US bias, proliferation of managers and complexity. It then discusses different dimensions of teaching - motivation, how to teach, and what to teach. For motivation, it emphasizes the importance of committed, creative teachers and curious, alert students. For how to teach, it recommends using blackboards, PowerPoints without text, and videos. For what to teach, it lists sources like books, guest lectures, observation, media and the internet. It provides specific guidance around each of these sources.
Module 3 week 6 application
Guided discovery is an inquiry-based learning technique where students investigate concepts through their own experiences and prior knowledge. It is designed to help students develop critical thinking as they learn by doing rather than passive listening. Teachers first identify topics and objectives, then present examples for students to make observations about before guiding them to specific questions that lead to understanding the concept. Guided discovery lessons can be used at the start or end of a unit to build on prior knowledge or apply new learning.
Constructivism Approach
This document discusses constructivism, an approach to learning that emphasizes active knowledge construction by learners. It outlines key characteristics of constructivism, including that knowledge is constructed by learners based on their experiences and social interactions, rather than passed from teachers to students. The document also describes the 5E model of instruction - engage, explore, explain, elaborate, evaluate - used in constructivist classrooms. Design principles for constructivist learning are provided, such as creating real-world learning activities and respecting students' ideas.
Andragogy & pedagogy ppt @ bec doms bagalkot
This document provides an overview of pedagogy and andragogy, as well as learning theories related to each. It discusses:
1) Pedagogy, which refers to teaching methods focused on instructing children. The teacher assumes responsibility for decisions about what is learned.
2) Andragogy, which refers to teaching methods for adult learners. Key assumptions are that adults are self-directed, draw on life experiences, are goal-oriented, and need learning to be relevant.
3) Various learning theories are discussed, including behaviorism, cognitivism, and cognitive dissonance theory, and how each relates to pedagogy and andragogy.
pedagogical approaches & practices in Early childhood education
This document summarizes research on pedagogical approaches and practices for early childhood education (ECE). It discusses key approaches used in different countries like England, Japan, France, and Germany. Research evidence shows some approaches like Developmentally Appropriate Practice and Montessori have positive impacts on child development. Play-based learning, sustained shared thinking, and scaffolding are also effective when implemented well. The document concludes that governments should renew ECE pedagogical methods through better training, resources, and cross-cultural research to ensure quality learning outcomes.
Learning Theories
The document discusses five learning theories: progressivism, constructivism, experiential learning, brain-based learning, and contextual learning. Progressivism emerged in the late 19th century and emphasized social reform and linking education to real-life activities. Constructivism originated in the 1960s and focuses on learners constructing knowledge through experience and social interaction. Experiential learning, which emerged in the 1980s, emphasizes learning through doing and critical reflection. Brain-based learning, which grew out of neuroscience in the 1980s, applies knowledge about how the brain functions to teaching practices. Contextual learning stresses making connections between learning content and students' lives, experiences, and environments.
Introduction to Pedagogy
This document provides an introduction to pedagogy and defines key related concepts such as education, teaching, and learning. It discusses what education is not and explores definitions of education from several perspectives, including scientific, philosophical, theological and technical. The central task of education is defined as implanting a will and facility for learning in order to produce learning people rather than merely learned people. The document emphasizes unlocking the wealth of sympathy, kindness and generosity in children through education and encourages continually asking questions.
Innovative teaching - learning practices at school level
This document discusses innovative teaching practices that can be implemented at the school level. It describes practices like providing learner-centered and constructivist approaches, using peer learning, and incorporating multimedia and ICT into classrooms. Blended learning is discussed as a way to combine physical and online classrooms. Flipped learning involves doing schoolwork at home through videos and using class time for application. Spaced learning involves short learning sessions with breaks in between. Other practices mentioned include collaborative learning, mind mapping, concept mapping, brainstorming, and initiatives by the government like e-textbooks and language labs.
Learning and teaching module 1
This document provides information about Course 4 - Learning and Teaching from SNDT University's B.Ed. Part I program. It discusses key concepts related to learning and teaching, including definitions of learning, types of knowledge, Bloom's taxonomy, and concept mapping. The objectives are to help students understand concepts of learning, types of knowledge and processes of knowing, stages of teaching, and roles of a teacher.
Unit 3.3 Cognitive Processes
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
Constructivism
Constructivism is a learning theory where students actively construct new knowledge based on previous learning and experiences. Key contributors include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, learning occurs best when students form hypotheses and conclusions through hands-on projects and problem solving. Teachers should understand each student's development level and encourage assessment of learning. Classrooms using constructivism have students apply prior knowledge to hands-on activities, work collaboratively, and use technology like videos, virtual tours, and online games to construct new understandings.
Characterstics of teaching and learning
This document discusses the characteristics of teaching and learning. It defines teaching as the interaction between teachers and students, where the teacher's role is to encourage learning. Effective teaching is defined as communicating and learning, while ineffective teaching is communicating without learning.
Some key characteristics of teaching mentioned are that it provides guidance, is an interactive and artistic process, is continuous, and should encourage students to learn and adjust to their social environment.
Learning is defined as a relatively permanent change in behavior resulting from experience. It occurs through direct practice and observation. Learning is a lifelong process that shapes our knowledge, language, habits and skills. Characteristics of learning mentioned are that it is universal, continuous, purposive, and based on experience
Teaching pedagogy
This document discusses teaching pedagogies that can promote intrinsic motivation for reading and writing by facilitating a change in layers of consciousness. It outlines Level 1 and Level 2 teaching strategies appropriate for young children and teens respectively. Level 1 strategies include observation, dreaming, play, art therapy and developing phonemic awareness. Level 2 strategies involve conceptual conflicts, questioning, curiosity generation, modeling and the SQ4R reading technique. The goal is to balance intrinsic and extrinsic motivation by relating the latter to the former.
Edutainment
The document discusses education, entertainment, and edutainment. Edutainment combines entertainment and education by using games and other engaging formats to educate. Traditional teaching methods involve direct lecturing which is ineffective for some students. Innovative teaching methods like inquiry-based learning engage students through questioning and group work. Technology is also used to make learning more interactive and enjoyable.
Elements of Learning
Elements of Learning help the perspective teacher to enable students learning capabilities and overcome their learning problems. These elements enables the teacher to understand the bigger factors which are the barriers of reading and learning.
Pedagogy vs Andragogy
The document compares and contrasts the pedagogical and andragogical approaches to learning. Under pedagogy, the learner is dependent on the teacher, experience is less influential, learning is content-driven, and motivation is often external. Andragogy positions the learner as self-directed, experience as an important resource, learning as problem-centered and relevant to life, and motivation as internal factors like self-esteem. Overall, pedagogy views learning through the instructor's lens while andragogy prioritizes the learner's experience and self-directed nature.
ACTIVITY METHOD
The document discusses the activity method of teaching. It begins by defining classroom transaction as creating situations for students to interact with material to construct knowledge. It then defines the activity method as a child-centered approach where learning is done through active mental and physical participation. The document outlines the importance of the activity method in enhancing creativity, providing varied experiences, and developing skills/values. It provides guidance on organizing effective activities, including setting goals, understanding students, designing suitable activities, and providing feedback.
Constructivism
Constructivism argues that humans generate knowledge through the interaction between their experiences and ideas. It views learning as individuals constructing meaning based on prior knowledge and experience. Constructivism emphasizes that students learn by actively participating in learning experiences and applying what they already know to build new understandings, rather than through passive reception of information. Teachers act as facilitators, not directors, creating an environment where students learn how to learn through collaboration and problem solving.
Phenomenal Philosophers-Constructivism Power Point
Constructivism is a theory of learning that suggests learners construct new knowledge based on prior knowledge and experiences. Learners are not blank slates but rather actively build on what they already know through hands-on, social learning experiences. While time-consuming and requiring excellent classroom management, constructivism has advantages like promoting deeper understanding, scientific reasoning, and creativity through meaningful exploration and problem-solving. However, it also has disadvantages such as unpredictability, potential student confusion, and difficulty with grading.
Power Point Team A
The document discusses the differences between pedagogy and andragogy. Pedagogy refers to teaching children, which relies on lectures and the instructor directing learning. Andragogy refers to teaching adults, which focuses on facilitating self-directed learning by integrating new information with adults' existing experiences and making content relevant to their needs and goals. The key assumptions of andragogy are that adult learners are self-directed, bring life experiences to learning, are ready to learn, are problem-centered, and are internally motivated.
Modern methods in adult education
The document outlines various modern methods that can be used in adult education, including lectures, readings, demonstrations, field trips, note-taking, programmed instruction, discussions, simulations, games, clinics, the critical incident method, and T-groups. It discusses the benefits and considerations of each method and emphasizes selecting the appropriate method based on the specific learning objectives and needs of the training program. Overall, the document promotes engaging and interactive methods that encourage participation and real-world application of skills over traditional lecture-based formats.
Constructivism
Constructivism posits that learning is an active process where learners construct new ideas based on previous knowledge. Key theorists include Piaget, who believed children learn actively without adult motivation; Bruner, who said learning involves constructing new ideas; Vygotsky, who emphasized social learning and culture; and Dewey, who viewed education as social. In constructivist classrooms, students are encouraged to be autonomous, use hands-on materials, and communicate their understanding with teachers and peers to actively construct knowledge. Assessments focus on the learning process rather than standardized tests.
Tepi 331: Reflection 4: Theories Of Learning
The document discusses the social constructivist theory of learning. Social constructivism posits that learning occurs through social interactions and collaboration. It emphasizes that learners construct new understandings based on interactions with peers and teachers within their social environment and culture. The author believes this theory will impact their teaching in the following ways: (1) Students will construct knowledge actively rather than passively receive information, (2) Learning will be inquiry-based through discussion, problem-solving in groups, (3) Students will learn collaboratively by sharing ideas and building on each other's knowledge. In the classroom, students will work in mixed-ability groups to solve problems and help each other learn.
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Module 3 week 6 application
Guided discovery is an inquiry-based learning technique where students investigate concepts through their own experiences and prior knowledge. It is designed to help students develop critical thinking as they learn by doing rather than passive listening. Teachers first identify topics and objectives, then present examples for students to make observations about before guiding them to specific questions that lead to understanding the concept. Guided discovery lessons can be used at the start or end of a unit to build on prior knowledge or apply new learning.
Constructivism Approach
This document discusses constructivism, an approach to learning that emphasizes active knowledge construction by learners. It outlines key characteristics of constructivism, including that knowledge is constructed by learners based on their experiences and social interactions, rather than passed from teachers to students. The document also describes the 5E model of instruction - engage, explore, explain, elaborate, evaluate - used in constructivist classrooms. Design principles for constructivist learning are provided, such as creating real-world learning activities and respecting students' ideas.
Andragogy & pedagogy ppt @ bec doms bagalkot
This document provides an overview of pedagogy and andragogy, as well as learning theories related to each. It discusses:
1) Pedagogy, which refers to teaching methods focused on instructing children. The teacher assumes responsibility for decisions about what is learned.
2) Andragogy, which refers to teaching methods for adult learners. Key assumptions are that adults are self-directed, draw on life experiences, are goal-oriented, and need learning to be relevant.
3) Various learning theories are discussed, including behaviorism, cognitivism, and cognitive dissonance theory, and how each relates to pedagogy and andragogy.
pedagogical approaches & practices in Early childhood education
This document summarizes research on pedagogical approaches and practices for early childhood education (ECE). It discusses key approaches used in different countries like England, Japan, France, and Germany. Research evidence shows some approaches like Developmentally Appropriate Practice and Montessori have positive impacts on child development. Play-based learning, sustained shared thinking, and scaffolding are also effective when implemented well. The document concludes that governments should renew ECE pedagogical methods through better training, resources, and cross-cultural research to ensure quality learning outcomes.
Learning Theories
The document discusses five learning theories: progressivism, constructivism, experiential learning, brain-based learning, and contextual learning. Progressivism emerged in the late 19th century and emphasized social reform and linking education to real-life activities. Constructivism originated in the 1960s and focuses on learners constructing knowledge through experience and social interaction. Experiential learning, which emerged in the 1980s, emphasizes learning through doing and critical reflection. Brain-based learning, which grew out of neuroscience in the 1980s, applies knowledge about how the brain functions to teaching practices. Contextual learning stresses making connections between learning content and students' lives, experiences, and environments.
Introduction to Pedagogy
This document provides an introduction to pedagogy and defines key related concepts such as education, teaching, and learning. It discusses what education is not and explores definitions of education from several perspectives, including scientific, philosophical, theological and technical. The central task of education is defined as implanting a will and facility for learning in order to produce learning people rather than merely learned people. The document emphasizes unlocking the wealth of sympathy, kindness and generosity in children through education and encourages continually asking questions.
Innovative teaching - learning practices at school level
This document discusses innovative teaching practices that can be implemented at the school level. It describes practices like providing learner-centered and constructivist approaches, using peer learning, and incorporating multimedia and ICT into classrooms. Blended learning is discussed as a way to combine physical and online classrooms. Flipped learning involves doing schoolwork at home through videos and using class time for application. Spaced learning involves short learning sessions with breaks in between. Other practices mentioned include collaborative learning, mind mapping, concept mapping, brainstorming, and initiatives by the government like e-textbooks and language labs.
Learning and teaching module 1
This document provides information about Course 4 - Learning and Teaching from SNDT University's B.Ed. Part I program. It discusses key concepts related to learning and teaching, including definitions of learning, types of knowledge, Bloom's taxonomy, and concept mapping. The objectives are to help students understand concepts of learning, types of knowledge and processes of knowing, stages of teaching, and roles of a teacher.
Unit 3.3 Cognitive Processes
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
Constructivism
Constructivism is a learning theory where students actively construct new knowledge based on previous learning and experiences. Key contributors include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, learning occurs best when students form hypotheses and conclusions through hands-on projects and problem solving. Teachers should understand each student's development level and encourage assessment of learning. Classrooms using constructivism have students apply prior knowledge to hands-on activities, work collaboratively, and use technology like videos, virtual tours, and online games to construct new understandings.
Characterstics of teaching and learning
This document discusses the characteristics of teaching and learning. It defines teaching as the interaction between teachers and students, where the teacher's role is to encourage learning. Effective teaching is defined as communicating and learning, while ineffective teaching is communicating without learning.
Some key characteristics of teaching mentioned are that it provides guidance, is an interactive and artistic process, is continuous, and should encourage students to learn and adjust to their social environment.
Learning is defined as a relatively permanent change in behavior resulting from experience. It occurs through direct practice and observation. Learning is a lifelong process that shapes our knowledge, language, habits and skills. Characteristics of learning mentioned are that it is universal, continuous, purposive, and based on experience
Teaching pedagogy
This document discusses teaching pedagogies that can promote intrinsic motivation for reading and writing by facilitating a change in layers of consciousness. It outlines Level 1 and Level 2 teaching strategies appropriate for young children and teens respectively. Level 1 strategies include observation, dreaming, play, art therapy and developing phonemic awareness. Level 2 strategies involve conceptual conflicts, questioning, curiosity generation, modeling and the SQ4R reading technique. The goal is to balance intrinsic and extrinsic motivation by relating the latter to the former.
Edutainment
The document discusses education, entertainment, and edutainment. Edutainment combines entertainment and education by using games and other engaging formats to educate. Traditional teaching methods involve direct lecturing which is ineffective for some students. Innovative teaching methods like inquiry-based learning engage students through questioning and group work. Technology is also used to make learning more interactive and enjoyable.
Elements of Learning
Elements of Learning help the perspective teacher to enable students learning capabilities and overcome their learning problems. These elements enables the teacher to understand the bigger factors which are the barriers of reading and learning.
Pedagogy vs Andragogy
The document compares and contrasts the pedagogical and andragogical approaches to learning. Under pedagogy, the learner is dependent on the teacher, experience is less influential, learning is content-driven, and motivation is often external. Andragogy positions the learner as self-directed, experience as an important resource, learning as problem-centered and relevant to life, and motivation as internal factors like self-esteem. Overall, pedagogy views learning through the instructor's lens while andragogy prioritizes the learner's experience and self-directed nature.
ACTIVITY METHOD
The document discusses the activity method of teaching. It begins by defining classroom transaction as creating situations for students to interact with material to construct knowledge. It then defines the activity method as a child-centered approach where learning is done through active mental and physical participation. The document outlines the importance of the activity method in enhancing creativity, providing varied experiences, and developing skills/values. It provides guidance on organizing effective activities, including setting goals, understanding students, designing suitable activities, and providing feedback.
Constructivism
Constructivism argues that humans generate knowledge through the interaction between their experiences and ideas. It views learning as individuals constructing meaning based on prior knowledge and experience. Constructivism emphasizes that students learn by actively participating in learning experiences and applying what they already know to build new understandings, rather than through passive reception of information. Teachers act as facilitators, not directors, creating an environment where students learn how to learn through collaboration and problem solving.
Phenomenal Philosophers-Constructivism Power Point
Constructivism is a theory of learning that suggests learners construct new knowledge based on prior knowledge and experiences. Learners are not blank slates but rather actively build on what they already know through hands-on, social learning experiences. While time-consuming and requiring excellent classroom management, constructivism has advantages like promoting deeper understanding, scientific reasoning, and creativity through meaningful exploration and problem-solving. However, it also has disadvantages such as unpredictability, potential student confusion, and difficulty with grading.
Power Point Team A
The document discusses the differences between pedagogy and andragogy. Pedagogy refers to teaching children, which relies on lectures and the instructor directing learning. Andragogy refers to teaching adults, which focuses on facilitating self-directed learning by integrating new information with adults' existing experiences and making content relevant to their needs and goals. The key assumptions of andragogy are that adult learners are self-directed, bring life experiences to learning, are ready to learn, are problem-centered, and are internally motivated.
Modern methods in adult education
The document outlines various modern methods that can be used in adult education, including lectures, readings, demonstrations, field trips, note-taking, programmed instruction, discussions, simulations, games, clinics, the critical incident method, and T-groups. It discusses the benefits and considerations of each method and emphasizes selecting the appropriate method based on the specific learning objectives and needs of the training program. Overall, the document promotes engaging and interactive methods that encourage participation and real-world application of skills over traditional lecture-based formats.
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pedagogical approaches & practices in Early childhood education
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Innovative teaching - learning practices at school level
Innovative teaching - learning practices at school level
Phenomenal Philosophers-Constructivism Power Point
Phenomenal Philosophers-Constructivism Power Point
Similar to Innovative Teaching Methodology 1
Constructivism
Constructivism posits that learning is an active process where learners construct new ideas based on previous knowledge. Key theorists include Piaget, who believed children learn actively without adult motivation; Bruner, who said learning involves constructing new ideas; Vygotsky, who emphasized social learning and culture; and Dewey, who viewed education as social. In constructivist classrooms, students are encouraged to be autonomous, use hands-on materials, and communicate their understanding with teachers and peers to actively construct knowledge. Assessments focus on the learning process rather than standardized tests.
Tepi 331: Reflection 4: Theories Of Learning
The document discusses the social constructivist theory of learning. Social constructivism posits that learning occurs through social interactions and collaboration. It emphasizes that learners construct new understandings based on interactions with peers and teachers within their social environment and culture. The author believes this theory will impact their teaching in the following ways: (1) Students will construct knowledge actively rather than passively receive information, (2) Learning will be inquiry-based through discussion, problem-solving in groups, (3) Students will learn collaboratively by sharing ideas and building on each other's knowledge. In the classroom, students will work in mixed-ability groups to solve problems and help each other learn.
INTRODUCTION TO CONSTRUCTIVE LEARNING &TEACHING THEORIES.pptx
The document introduces constructivist learning theories, which posit that learners construct knowledge through experiences rather than passively receiving information. Key principles of constructivism are that learning is social and embedded within contexts, and the goal of teaching is to design experiences that facilitate student-led knowledge construction. Examples of constructivist classroom activities provided are inquiry-based learning, problem-based learning, cooperative learning, and reciprocal teaching. Vygotsky's social cultural theory and Piaget's theory of cognitive development are also summarized in relation to their influences on constructivist perspectives.
My Philosophy of Education
The author's teaching philosophy aligns with constructivism, where students construct knowledge through personal experiences and previous learning. As an educator, the author aims to encourage discovery, give opportunities for student discussion, and present age-appropriate information. They also believe in continually building upon prior learning through a spiral curriculum, modifying teaching based on student responses, and promoting thinking skills, relationships, creativity and problem solving. The author views technology as a tool to enhance instruction and expose students to real-world skills.
My Adult Education Philosophy
Tseliso Ncheke believes in a learner-centered philosophy of adult education that emphasizes self-directed learning and empowerment. Their approach focuses on drawing out the experiences and knowledge that learners already possess, and helping them develop critical thinking skills to analyze issues and make informed decisions. They strive to create a safe, participatory learning environment where learners feel comfortable sharing views and experiences. The goal is for learners to take responsibility for their own learning and development, rather than relying on the educator.
Learning Theories
Constructivism is a learning theory that posits learners actively construct their own understanding and knowledge of the world through experiences and reflection. Key tenants include that learning is an active process where students learn by doing and critically thinking. Foundational contributors include Piaget, Bruner, Vygotsky, Dewey, and others who emphasized that learning is socially constructed and influenced by prior experiences. Piaget's stages of cognitive development and Vygotsky's social development theory both support constructivism's view that learning is an evolving process shaped by social and environmental interactions.
SPPU F.Y.B.Ed. Course Code BED-105 Unit 1-CONCEPT OF ADVANCED PEDAGOGY
The document discusses concepts related to advanced pedagogy. It begins by defining education, teaching, and pedagogy in traditional and modern contexts. Education is the process of facilitating learning, teaching is guiding learning, and pedagogy refers to theories and practices of the learning process. Advanced pedagogy enhances teaching and learning through innovative methods like blended learning, technology integration, and developing 21st century skills. It moves beyond traditional "chalk and talk" methods to improve educational outcomes.
Constructivism 4
Constructivism is a theory of learning that suggests people actively construct their own understanding and knowledge of the world by experiencing things and reflecting on those experiences. Each person generates their own "rules" and mental models to make sense of new experiences, and learning occurs when a person adjusts their understanding to accommodate new information. Constructivism views learning as a social activity influenced by culture and context. In a constructivist classroom, students take an active role in constructing knowledge through collaboration, inquiry-based projects, and reflection on their learning. The teacher acts as a facilitator to help students make connections between new and prior knowledge.
Guided theory
Constructivism and social constructivism are theories of learning that focus on students actively constructing their own knowledge through hands-on problem solving and social interaction. According to constructivist theory, students should be actively engaged in their learning by exploring topics, asking questions, and discovering solutions, rather than passively receiving information from teachers. Social constructivism additionally emphasizes that learning occurs through social interactions and cultural influences. The document outlines key principles of constructivism and social constructivism, including the roles of teachers in facilitating student-led learning and the roles of students in taking responsibility for their own learning through inquiry, collaboration, and reflection.
How people learn
This document provides an overview of various learning theories including philosophy-based, psychology-based, progressive, and associationist theories. It discusses how learning occurs in social and cultural contexts and that people learn in different ways. The role of the environment, brain, emotions, and metacognition in learning are also examined. The document emphasizes that teaching involves organizing the learning environment, knowledge, activities, and people to build bridges between students' existing knowledge and curriculum goals.
Psychologys- PPT-Tutorial-Anitha Menezes
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Personal philosophy statement
This document presents the author's teaching philosophy, which is influenced by various learning theories. The author believes that:
1) Behaviorism can be used to establish classroom behaviors but a more student-centered approach is needed. Social cognitive theory and constructivism should be the dominant approaches as students' skills progress.
2) Constructivism and social learning theories emphasize that students learn best when they can explore topics autonomously and collaboratively construct knowledge, with teachers as guides.
3) Situated cognition moves students toward mastery by anchoring concepts through practice, modeling, and social interaction with experts, continuing the emphasis on learning as a social activity.
Benefits of Activity-Based learning for overall development of students @ Sch...
Benefits of Activity-Based learning for overall development of students @ Sch...Scholars Abode School
Scholars Abode School - Your top choice for the best CBSE school in Patna and Bihar. Discover our renowned institution among private schools in Patna. Experience academic excellence and holistic development at Scholars Abode School.WHAT IS CONSTRUCTIVISM PPT
Constructivism holds that learners build their own understanding and knowledge through experiences. Key theorists like Piaget, Vygotsky, and Montessori believed that learning is an active process where students use prior knowledge and social interactions to construct new understanding. The 5E model is used to support a constructivist environment through engaging students, allowing exploration, having students explain their understanding, elaborating on concepts, and ongoing evaluation of learning. Teachers provide tools and guidance for inquiry-based learning while students collaborate to build their own knowledge.
Constructivism - In Education
Constructivism is a learning theory that posits that individuals construct knowledge and meaning from their experiences. According to constructivism, learning is an active process where learners build knowledge by interpreting new information through their existing mental frameworks and experiences. Constructivist teaching focuses on involving learners actively in the learning process and encourages students to construct their own understandings rather than passively receiving information. Key principles of constructivism include that knowledge is socially constructed, learning is contextual and interpretive, and people learn by reflecting on their experiences.
CONSTRUCTIVIST APPROACH TO LEARNING Method- 5E MODEL-PPT
The document discusses the constructivist approach to learning, specifically the 5E model. It provides background on constructivism, outlining key principles like knowledge being actively constructed by learners based on their experiences. The 5E model is then explained in detail, with each "E" standing for a phase of instruction: Engage, Explore, Explain, Elaborate, Evaluate. Examples of activities for each phase are given. The document also discusses benefits and criticisms of constructivism, noting it emphasizes collaborative, active learning but may disadvantage some students.
Module 13 learning theories
Constructivism is a theory of learning that suggests learners construct knowledge by interacting with their environment and experiences. It is based on the idea that learners build understanding based on what they already know. Key contributors to constructivism include Piaget, Bruner, Vygotsky, and Dewey. In a constructivist classroom, the teacher acts as a facilitator by seeking students' perspectives and allowing questions, while students work collaboratively and are actively engaged in learning through activities like projects.
Module 13 learning theories
Constructivism is a theory of learning that suggests learners construct knowledge based on their experiences. It is based on the idea that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Key figures in constructivism include Piaget, Bruner, Vygotsky, and Dewey. Constructivist teaching strategies include identifying student entry points, structuring experiences to build understanding, using projects to relate to real-life experiences, and monitoring student understanding rather than assessing right/wrong answers.
Innovative approaches for Teaching and Learning
This document discusses education and teaching approaches. It begins by outlining the session objectives, which are to discuss the background and status of education, teaching approaches, and the shifting role of teachers. It then discusses how education increases capabilities and economic outcomes. It also examines factors like poverty that lead to disparities in education. The document outlines that schools often struggle due to issues like unprepared learners, ineffective teaching, and poor management. It then discusses characteristics of learners and different teaching approaches like teacher-centered, learner-centered, and constructivist approaches. The document concludes by explaining collaborative and cooperative learning.
Presentación vigotsky
- Lev Vygotsky was a Russian psychologist born in Orsha, Russia in the late 19th century.
- He studied a range of topics at Moscow State University, including sociology, linguistics, psychology and philosophy, graduating with a law degree in 1917.
- Vygotsky developed theories on cognitive development that emphasized the fundamental role of social interactions and the "zone of proximal development," defined as the distance between what a learner can do independently and what they can do with guidance from others.
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Dr. Ravindra kshirsagar Distinguished scientist award Dubai
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Dr. Ravindra V. Kshirsagar received the Distinguished Scientist Award in Dubai, U.A.E. in 2019. The award recognized Dr. Kshirsagar for his scientific achievements and contributions. He was honored with this prestigious award in Dubai, United Arab Emirates.Choice based credit system Dr.Ravindra kshirsagar
Choice based credit system Dr.Ravindra kshirsagarDr.Ravindra Kshirsagar P.G Department of Zoology Modern College Ganeshkhind Pune
The document provides information about the Choice Based Credit System (CBCS) implemented by the University Grants Commission of India. It discusses key aspects of CBCS including:
- CBCS allows students to choose from a wide range of core, elective, skill enhancement courses and earn credits upon passing.
- Courses are assigned credits based on instruction hours. Students progress by earning credits at their own pace.
- Examinations follow a semester pattern with continuous internal and end-semester external assessments.
- Different faculties like Arts, Commerce, and Science have designed their CBCS curriculum accordingly, dividing courses and credits over six semesters of the undergraduate program.Dr.Ravindra Kshirsagar :NAAC GUIDANCE
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Dr. Ravindra Kshirsagar is the College Exam Officer at Modern College of Arts, Science and Commerce in Pune, India. He discusses examination objectives like evaluation, inspection, and analysis. Program outcomes and course outcomes are defined to outline the knowledge, skills, and attitudes students should have upon graduation. Formative and summative evaluations are used in semester and annual examination patterns. Innovative practices include online seating arrangements, diagnostic tests, and special software for timely exam results declaration. Workshops are also conducted to reform examinations.Cell biology Course outcome
Cell biology Course outcomeDr.Ravindra Kshirsagar P.G Department of Zoology Modern College Ganeshkhind Pune
This document outlines the course outcomes and specific objectives for a Cell Biology course taught by Dr. Ravindra Kshirsagar. The course aims to help students understand the structures and functions of key cellular components in both prokaryotic and eukaryotic cells. It will also cover cell division, cancer biology, cellular aging, and the importance of cell biology for understanding physiological processes. Evaluation methods include formative assessments, summative exams, and the development of educational resources made available online.Modern College Department of exam. SOP'S
Modern College Department of exam. SOP'SDr.Ravindra Kshirsagar P.G Department of Zoology Modern College Ganeshkhind Pune
The document outlines standard operating procedures for examinations at a college. It describes the roles and responsibilities of the College Examination Officer to ensure smooth conduct of exams. It provides details on planning and scheduling internal exams, term exams, and university exams, including identifying exam halls, seating arrangements, question papers, invigilators, and absentee policies. It also describes best practices like diagnostic tests, innovative evaluations, online exam information, and workshops to reform the examination process.vote for me
Dr. Ravindra V. Kshirsagar has won both a gold medal and best innovative teacher award for his work. He holds multiple advanced degrees including a Master's in Science, Bachelor's in Education, Doctorate in Philosophy, and is a fellow of the Geological Society of Britain and Associate of the Society.
Student satisfaction survey By Dr.Ravindra Kshirsagar
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The document appears to be a survey evaluating various aspects of the educational experience and college campus for a student attending Modern College Ganeshkhind in Pune, India. The student was asked to rate their satisfaction levels across multiple categories on a scale of 1 to 5, including the quality of teaching faculty, course flexibility, academic advising, and other campus resources and facilities. They were also given opportunities to provide additional feedback on their overall satisfaction with the college.Dr.Ravindra Kshirsagar Avishkar Orientation 2017
Dr.Ravindra Kshirsagar Avishkar Orientation 2017Dr.Ravindra Kshirsagar P.G Department of Zoology Modern College Ganeshkhind Pune
1) An orientation for researchers on the Avishkar research competition was held at PES Modern College in Pune on September 20th, 2017.
2) Over 250 research students from nearby institutions attended the orientation which featured lectures from university officials on conducting research and presenting projects.
3) The orientation aimed to provide guidance to students on selecting topics, methodology and presenting their work to attract evaluator interest and showcase potential societal impacts.Gold Medal Award:Dr.Ravindra Kshirsagar
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Excellence requires high goals, hard work, and smart implementation rather than relying on luck. It is the result of making wise choices from various options available rather than leaving success to chance. People largely determine their own fate through the choices they make rather than leaving it up to random chance.Water vascular system of starfish Dr.Kshirsagar
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The document discusses the water vascular system of starfish. Starfish have a complex system of canals and tubes that allow them to move and feed. This system pumps water through the starfish's body which helps it with locomotion and capturing prey.Diagnostic evaluation Test by Dr.kshirsagar Ravindra
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This document discusses diagnostic evaluation tests. It explains that diagnostic tests are a form of pre-assessment that allow teachers to understand students' strengths, weaknesses, knowledge and skills before instruction. They are used to diagnose student difficulties and guide lesson planning. Common forms include unit pretests and assessments before individual instruction. Diagnostic tests can be given at the start of a course and create a baseline for future learning. They help teachers provide remediation for slow learners and enrichment for advanced learners. The document also discusses using ICT (information and communication technology) in teaching and its positive impact on student performance.Diagnostic evaluation Dr.kshirsagar
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This document discusses diagnostic evaluation tests which are used to assess students' strengths, weaknesses, and skills prior to instruction. It allows teachers to diagnose student difficulties and guide lesson planning. The tests can identify slow and advanced learners. Teachers can then provide remediation for slow learners or enrichment activities for advanced learners. The purpose is to create a baseline and design instruction that meets each student's needs. An example is provided of a study that used diagnostic tests and found students taught with information and communication technology performed better than those taught without it.Multiple Choice Question
Multiple Choice QuestionDr.Ravindra Kshirsagar P.G Department of Zoology Modern College Ganeshkhind Pune
The document contains two multiple choice tests regarding cell structure and function:
1. The first test contains 25 questions testing knowledge of cell organelles, their composition, and key discoveries in cell theory. Questions cover topics like the smallest cell, components of prokaryotic cells, structures that possess flagella, and organelles involved in photosynthesis and cell division.
2. The second test contains another 20 questions testing identification of cell organelles like mitochondria, lysosomes, the Golgi apparatus, and their functions in processes such as protein production, transport, and energy generation. It also covers distinguishing features of plant and animal cells.
3. Both tests assess foundational knowledge of cell biology, focusing on identifyingHow to Write answer : Sample Paper
How to Write answer : Sample PaperDr.Ravindra Kshirsagar P.G Department of Zoology Modern College Ganeshkhind Pune
To write an answer for the subject of cell biology, the student should provide an introduction stating the topic of the paper. The body should include detailed explanations of key concepts in cell biology such as cell structure and function. The conclusion should summarize the main points covered in the paper.How to Write answer : Sample Paper
How to Write answer : Sample PaperDr.Ravindra Kshirsagar P.G Department of Zoology Modern College Ganeshkhind Pune
The document provides instructions on how to write an answer for a sample paper on the subject of cell biology. It was written by Dr. Ravindra Kshirsagar and focuses on providing guidance for answering questions related to cell biology. The instructions are intended to help a student write a well-structured response that effectively addresses the topic.More from Dr.Ravindra Kshirsagar P.G Department of Zoology Modern College Ganeshkhind Pune (20)
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Innovative Teaching Methodology 1
- 1. CONSRUCTIVISM BY Dr.Ravindra V. Kshirsagar Maharashtra State Board of Education,Pune They are not students of our generation, where they sit down and listen. I think things have changed now; they want to explore.
- 3. The action or process of teaching someone especially in a school, college, or university. The act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment. and generally of preparing oneself or others intellectually.
- 4. Learning is an active process in which learners construct their own meaning based on prior knowledge and experience. Constructivism constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences.
- 6. Engage Explore Explain Elaborate Evaluate
- 7. I hear and I forget. I see and I believe. I do and I understand. - Confucius
- 8. Students communicate with each other and share their understanding feeling knowledge and experience to come up with new knowledge.
- 10. Problem based learning Learners are engaged by problems which a re Learners are engaged by problems which are Open ended meaningful aligned to the curriculum
- 11. Innovation creates motivation + impulse +momentum
- 12. Digital learning technologies can enable students to grasp concepts more quickly and fully, to connect theory and application more adeptly.
- 14. Dr.Kshirsagar With Russian Educationalist