Instructional strategies
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Eddl5131 assignment 1 march2013
This document discusses multimodal teaching and learning. It covers various modalities and modes of content delivery including traditional face-to-face, distance education formats like online or print-based, and blended approaches. It also discusses learning styles, multimedia design principles, and how multimodal activities can help students gain knowledge, skills, and attitudes. The key aspects of multimodal teaching are considering student diversity, varying content delivery methods, and using multimedia to engage students in different ways.
Instructional media
Instructional media refers to all devices and materials used in teaching and learning, including projected media like slides or videos, non-projected media like charts or models, audio recordings, motion pictures, and hypermedia. Using instructional media facilitates interaction between teachers and students to make learning more effective and efficient by standardizing delivery of materials, making the learning process clearer and more interesting, enabling interaction, improving efficiency of time and work, fostering positive attitudes, and allowing learning to take place anywhere.
Traditional vs. resource based(hyperlink).part2
This document compares the traditional learning model to the resource-based learning model. The traditional model views the teacher as the expert who provides information from textbooks, focuses on facts, and assesses learning quantitatively. The resource-based model sees the teacher as a guide, uses varied sources of information, emphasizes the learning process over products, and assesses learning both quantitatively and qualitatively.
TYPES OF INSTRUCTIONAL MATERIALS
The document discusses different types of educational resources including student created content, expert blogs, open educational resources, software, and topical training. Student created content allows students to become content producers by creating works like blogs, essays, and e-portfolios. Expert blogs promote open dialogue while open educational resources make course materials freely available. Software engages students with multimedia and interactivity. Topical training provides online and classroom seminars on various topics.
Bsed ii
The document describes a resource-based project model for teaching. In this model, the teacher steps out of the traditional role of expert and information provider. Students are responsible for finding their own facts and information to answer questions posed by the teacher, using resources beyond just textbooks. The general flow of events involves the teacher determining a topic, presenting a problem to the class, and students organizing information to respond. Key principles are for students to go beyond textbooks to libraries and the internet, and for teachers to act as guides rather than sole providers of information.
UDL
The document outlines the goals, methods, materials, and assessments used in a UDL curriculum. The goals are to align instruction with standards, develop independent learners, and provide options for teachers. Methods include evidence-based, flexible instructional approaches adjusted based on progress monitoring. Materials present content through varied media and demonstrations of knowledge. Assessments use multiple methods and materials to reduce barriers and guide instruction. The examples ask how recommended materials provide options for various learning needs.
(m)Learning in the (Wide) Open: a presentation delivered as part of #ILMWS
This document discusses research into mobile learning, multimodality, and informal/formal learning. It examines questions around teaching and learning with mobility, motion, and across different modes and media. Observations note an incomplete understanding of learning in open spaces and a need for balance when miniaturizing content. The document outlines decisions around subject focus, outputs, and process-oriented versus outcome-oriented approaches. It provides details on learning events and processes involving open workshops, data collection and composition. Themes, outputs, outcomes and potential for organizations and pedagogy are examined.
Flexible pedagogies and mobile learning 2014
This document discusses the uses of iPads in post-compulsory education. It identifies key pedagogical affordances of iPads including personalization through student choice, collaboration through sharing data and conversations, and authentic learning experiences through fieldwork and situated learning. The research evidence base for iPads is growing and shows they can effectively support flexible pedagogies through increasing student choice around pace, place and learning mode. Personalization, collaboration and authenticity emerge as powerful affordances that iPads help facilitate distinct mobile learning pedagogies.
Recommended
Eddl5131 assignment 1 march2013
This document discusses multimodal teaching and learning. It covers various modalities and modes of content delivery including traditional face-to-face, distance education formats like online or print-based, and blended approaches. It also discusses learning styles, multimedia design principles, and how multimodal activities can help students gain knowledge, skills, and attitudes. The key aspects of multimodal teaching are considering student diversity, varying content delivery methods, and using multimedia to engage students in different ways.
Instructional media
Instructional media refers to all devices and materials used in teaching and learning, including projected media like slides or videos, non-projected media like charts or models, audio recordings, motion pictures, and hypermedia. Using instructional media facilitates interaction between teachers and students to make learning more effective and efficient by standardizing delivery of materials, making the learning process clearer and more interesting, enabling interaction, improving efficiency of time and work, fostering positive attitudes, and allowing learning to take place anywhere.
Traditional vs. resource based(hyperlink).part2
This document compares the traditional learning model to the resource-based learning model. The traditional model views the teacher as the expert who provides information from textbooks, focuses on facts, and assesses learning quantitatively. The resource-based model sees the teacher as a guide, uses varied sources of information, emphasizes the learning process over products, and assesses learning both quantitatively and qualitatively.
TYPES OF INSTRUCTIONAL MATERIALS
The document discusses different types of educational resources including student created content, expert blogs, open educational resources, software, and topical training. Student created content allows students to become content producers by creating works like blogs, essays, and e-portfolios. Expert blogs promote open dialogue while open educational resources make course materials freely available. Software engages students with multimedia and interactivity. Topical training provides online and classroom seminars on various topics.
Bsed ii
The document describes a resource-based project model for teaching. In this model, the teacher steps out of the traditional role of expert and information provider. Students are responsible for finding their own facts and information to answer questions posed by the teacher, using resources beyond just textbooks. The general flow of events involves the teacher determining a topic, presenting a problem to the class, and students organizing information to respond. Key principles are for students to go beyond textbooks to libraries and the internet, and for teachers to act as guides rather than sole providers of information.
UDL
The document outlines the goals, methods, materials, and assessments used in a UDL curriculum. The goals are to align instruction with standards, develop independent learners, and provide options for teachers. Methods include evidence-based, flexible instructional approaches adjusted based on progress monitoring. Materials present content through varied media and demonstrations of knowledge. Assessments use multiple methods and materials to reduce barriers and guide instruction. The examples ask how recommended materials provide options for various learning needs.
(m)Learning in the (Wide) Open: a presentation delivered as part of #ILMWS
This document discusses research into mobile learning, multimodality, and informal/formal learning. It examines questions around teaching and learning with mobility, motion, and across different modes and media. Observations note an incomplete understanding of learning in open spaces and a need for balance when miniaturizing content. The document outlines decisions around subject focus, outputs, and process-oriented versus outcome-oriented approaches. It provides details on learning events and processes involving open workshops, data collection and composition. Themes, outputs, outcomes and potential for organizations and pedagogy are examined.
Flexible pedagogies and mobile learning 2014
This document discusses the uses of iPads in post-compulsory education. It identifies key pedagogical affordances of iPads including personalization through student choice, collaboration through sharing data and conversations, and authentic learning experiences through fieldwork and situated learning. The research evidence base for iPads is growing and shows they can effectively support flexible pedagogies through increasing student choice around pace, place and learning mode. Personalization, collaboration and authenticity emerge as powerful affordances that iPads help facilitate distinct mobile learning pedagogies.
MAKABAYAN: Selection and Preparation of Instructional Materials
1. The document discusses the selection and preparation of various types of instructional materials including audiovisual materials, non-projected visuals like charts and maps, projected visuals like slides and films, audio media, multimedia resources, simulations, books, and duplicated materials.
2. Key factors in selecting instructional materials include matching the materials to learning objectives, ensuring the instructor is familiar with the content, choosing materials appropriate for the teaching format and student abilities, and selecting based on contributions to learning rather than just availability or ease of use.
3. A variety of media should be used as no single medium is best for all purposes. Locally produced materials by instructors can significantly enhance learning.
Instructional Materials
This document discusses instructional materials and technology application in curriculum. It defines instructional materials as anything used to transfer information from one person to another, such as PowerPoint presentations, books, and articles. The document outlines the different types of instructional materials and their roles in individualized, group, and mass instruction. It also discusses how technology can be used to deliver lessons or as partners in the learning process. The document provides guidance on selecting, using, and evaluating instructional materials to ensure they are appropriate, accurate, and help students develop critical thinking skills.
How to Create a Learning Managment System
The document introduces Moodle, an open-source learning management system that allows educators to easily create online courses with modular activities and features for managing learners. Moodle was designed based on constructivist pedagogy and provides tools for collaboration and active learning. The document highlights many of Moodle's course creation, management, and communication features that make it a full-featured yet free alternative to proprietary LMS solutions.
Why use instructional media
This document discusses instructional media for language teaching. It defines instructional media as materials and physical means an instructor can use to facilitate learning objectives. The document outlines different types of media including audio, visual, and audiovisual. It describes functions of instructional media such as attracting attention and promoting acceptance of ideas. The document provides guidance on when and how to use instructional media, such as in lectures to stimulate interest or for active learning. It also discusses how to develop media by selecting, analyzing, deciding to adapt, adopt, or create materials and considering practicality, student appropriateness, and instructional appropriateness.
Instructional materials
This document discusses instructional resources and support services for teaching and learning. It outlines different types of instructional materials including non-projected materials like diagrams, chalkboards, and models, as well as projected materials like overhead projectors, slide projectors, and LCD projectors. Key factors for selecting materials include the setting, number of students, objectives, and learner characteristics. Support services that are important for instruction include budgeting for costs, facilities for teaching, equipment, instructional design support, and scheduling. The goal is to select the appropriate resources and provide necessary support services to effectively engage learners and maximize retention of the subject matter.
Moodling to the future noanim
This document discusses using the online platform Moodle to engage students in literature discussions. Key points:
- The Spinelli Project has students read Jerry Spinelli's autobiography and novels, looking for parallels between his life and writing.
- Goals are to make the classroom more student-centered, give quick feedback, and document individual work both in and out of school.
- Moodle allows student-led discussions, access to materials anywhere, and engagement in a safe online environment with resources, grades, assignments, and student interaction all in one place.
- Examples of activities included bullying surveys, reflections, author introductions, and online discussions about specific novels. Student responses praised Moodle for allowing
Digi Store Maths Symposium2
The document discusses Digistore, a digital resource for teachers to support student learning. It defines learning objects as digital materials like images, audio, and video designed to engage students. Learning objects provide scaffolded learning tasks with feedback and allow learning in new ways. Effective use of digital content integrates it into the curriculum and combines it with offline experiences and teaching.
The role and design of instructional materials (2)
Commercial instructional materials play an important role in many language teaching programs. They can serve as a resource for presentation materials, activities for learner practice, and a reference source. While textbooks provide structure and standardization, they may not reflect students' needs and can deskill teachers if used rigidly. Effective materials evaluation considers the program, teachers, learners, content, and pedagogical factors. Materials usually need adaptation to suit the local context.
Instructional materials in education
This document discusses instructional materials in education. It begins by outlining various types of instructional materials including printed materials, displays, and technological media. It then describes different roles of instructional materials in individualized, group, and mass instruction. The document provides guidance for selecting materials, including that they should meet objectives and be appropriate for content and learners. It also lists examples of online tools for teaching and learning, such as Kahoot!, EdPuzzle, and YouTube. The document concludes with a discussion of using online tools in the classroom and whether any medium fits all purposes.
Introduction
Educational technology refers to the use of technological tools and resources to improve teaching and learning. It involves developing, applying, and evaluating systems and tools to aid instruction.
Throughout history, technology has played different roles in education. In ancient times, technology was limited but helped transmit knowledge. In modern times, technology serves as an information source, a tool for hands-on learning and collaboration, and a way to support self-reflection.
Educational technology can help sustain student interest, make abstract concepts more concrete, provide independent learning activities, increase vocabulary and continuity of thought, improve the quality of learning while reducing time, and make learning more interactive. Guidelines for selecting instructional materials include considering size, color, durability,
Borje Holmberg Theory of Interaction and Communication
Börje Holmberg developed the theory of guided didactic conversation to address issues with distance education. The theory focuses on building dialogue and interaction between students and teachers to foster empathy, motivation to learn, and a sense of belonging. This is achieved through simulated communication and a conversational presentation of course materials. Holmberg later broadened the theory to emphasize that distance education promotes student independence and life-long learning through various modes of instruction and industrialized delivery methods.
Presentation on preparation of instructional materials
This presentation provides an information about preparation of Instructional Materials which includes its definition, roles, types, and basic principles.
dEVELOPMENT OF Instructional materials and media
The document discusses instructional design and materials for the 21st century teacher. It provides an overview of key concepts like the student-centered approach, instructional methods, and basic principles of preparing instructional materials. It also covers different types of traditional and modern instructional media like videos, social media, and their advantages for distance learning. The document emphasizes selecting the right instructional methods and media based on educational goals, learner needs, and evaluating the effectiveness of the materials.
Eng 109 - Preparation and Evaluation of Instructional Materials: The Material...
This document discusses instructional materials for language courses. It defines instructional materials as printed materials like books and worksheets or non-printed materials like audio recordings and videos. Instructional materials serve four main functions: as a source of language, as learning support, for motivation and stimulation, and for reference. The document also discusses the differences between authentic materials created for real-world use and created materials designed specifically for language teaching. It claims authentic materials are generally preferred because they contain real language examples. Finally, it outlines the process of preparing instructional materials which involves creating an outline, examining existing materials, arranging or modifying those materials, preparing new materials, and selecting learning activities.
Lunch & Learn
Lunch & Learn Professional Development Series on Integrating and Managing Technology in the Classroom
Higher Thinking Skills through IT-Based Projects by G.J.V
The document discusses resource-based projects for developing higher-order thinking skills through IT. In these projects, the teacher determines a topic for examination by the class, presents the problem to students, and guides students as they organize information to respond to the problem or questions. Compared to traditional learning, resource-based learning positions the teacher as a facilitator rather than content expert, uses varied sources beyond textbooks, focuses on inquiry and discovery over packaged facts, emphasizes learning process over final products, and uses both quantitative and qualitative assessment.
Summary Paraphrase Quote
The document discusses the differences between quoting, paraphrasing, and summarizing source material. Quotes must match the original word-for-word, while paraphrasing puts the source into one's own words and summarizing distills the main idea into a shorter overview. All require attribution to the original author. The document then provides guidance on how to properly quote, paraphrase, and summarize through reading comprehension and avoiding plagiarism.
Strategies for Teaching 21st Century Skills to Tomorrow's College Students
OELMA Conference 2010: Today’s first year college students arrive on campus underprepared for the academic demands that await them. Despite the dedicated efforts of high school librarians, research continues to illustrate that students lack basic information literacy skills crucial to their academic success in higher education. In this session high school and academic librarians will explore this issue with participants to identify key deficits in students’ 21st Century Skills.
The presenters will share their insights on college professors’ expectations and offer best practices for educating tomorrow’s college students. Presenters will provide ideas for lesson plans and assessment; actual college assignments will be shared.
Team one brainbased strategies
Brain based strategies are teaching methods based on scientific research about how the brain learns. They are important for 21st century classrooms. Some key brain based strategies discussed include brainstorming and discussion, drawings and artwork, field trips, games, and using graphic organizers, semantic maps, and word webs. Specific examples are provided for how each strategy could be used instructionally across various subjects and grade levels to engage students and support learning.
Simple Jig Saw Puzzles - How to make them
1. The document provides instructions for making simple jigsaw puzzles out of plywood.
2. It involves marking and cutting two pieces of plywood to the same size, transferring a puzzle pattern using carbon paper, cutting out the puzzle pieces with a fret saw, sanding, gluing the frame to the second plywood piece, painting the puzzle pieces, and adding handles using nails and seeds.
3. Materials needed include plywood, carbon paper, a fret saw, sandpaper, glue, paint, nails, seeds, and varnish.
A Whole School Approach to Literacy Assessment
This document summarizes a school's efforts to improve literacy for all students through a whole school approach. The school implemented several assessments and literacy interventions. Over the course of a year, they assessed 64 of 69 students using both formal and emergent literacy assessments. The assessments showed improvement in students' literacy skills. The school focused on emergent literacy, guided reading, self-selected reading, writing, and word work interventions. Teachers received training and students received individualized support to help all students progress in their literacy.
Quantitative methods teaching: a collaborative learning approach - Sarah Keas...
Quantitative methods teaching: a collaborative learning approach - Sarah Keas...The Higher Education Academy
This document discusses a plan to redesign a quantitative methods module for economics students. It proposes replacing traditional lectures with a blended approach incorporating peer learning, online resources, and problem-based activities. Resources will include video lectures, self-assessment quizzes, and lesson plans created by students using open resources. The goals are to improve student engagement with quantitative skills, make more efficient use of staff time, and better align teaching methods with research on effective learning. Challenges of the approach and strategies for assessment and feedback are also addressed.More Related Content
What's hot
MAKABAYAN: Selection and Preparation of Instructional Materials
1. The document discusses the selection and preparation of various types of instructional materials including audiovisual materials, non-projected visuals like charts and maps, projected visuals like slides and films, audio media, multimedia resources, simulations, books, and duplicated materials.
2. Key factors in selecting instructional materials include matching the materials to learning objectives, ensuring the instructor is familiar with the content, choosing materials appropriate for the teaching format and student abilities, and selecting based on contributions to learning rather than just availability or ease of use.
3. A variety of media should be used as no single medium is best for all purposes. Locally produced materials by instructors can significantly enhance learning.
Instructional Materials
This document discusses instructional materials and technology application in curriculum. It defines instructional materials as anything used to transfer information from one person to another, such as PowerPoint presentations, books, and articles. The document outlines the different types of instructional materials and their roles in individualized, group, and mass instruction. It also discusses how technology can be used to deliver lessons or as partners in the learning process. The document provides guidance on selecting, using, and evaluating instructional materials to ensure they are appropriate, accurate, and help students develop critical thinking skills.
How to Create a Learning Managment System
The document introduces Moodle, an open-source learning management system that allows educators to easily create online courses with modular activities and features for managing learners. Moodle was designed based on constructivist pedagogy and provides tools for collaboration and active learning. The document highlights many of Moodle's course creation, management, and communication features that make it a full-featured yet free alternative to proprietary LMS solutions.
Why use instructional media
This document discusses instructional media for language teaching. It defines instructional media as materials and physical means an instructor can use to facilitate learning objectives. The document outlines different types of media including audio, visual, and audiovisual. It describes functions of instructional media such as attracting attention and promoting acceptance of ideas. The document provides guidance on when and how to use instructional media, such as in lectures to stimulate interest or for active learning. It also discusses how to develop media by selecting, analyzing, deciding to adapt, adopt, or create materials and considering practicality, student appropriateness, and instructional appropriateness.
Instructional materials
This document discusses instructional resources and support services for teaching and learning. It outlines different types of instructional materials including non-projected materials like diagrams, chalkboards, and models, as well as projected materials like overhead projectors, slide projectors, and LCD projectors. Key factors for selecting materials include the setting, number of students, objectives, and learner characteristics. Support services that are important for instruction include budgeting for costs, facilities for teaching, equipment, instructional design support, and scheduling. The goal is to select the appropriate resources and provide necessary support services to effectively engage learners and maximize retention of the subject matter.
Moodling to the future noanim
This document discusses using the online platform Moodle to engage students in literature discussions. Key points:
- The Spinelli Project has students read Jerry Spinelli's autobiography and novels, looking for parallels between his life and writing.
- Goals are to make the classroom more student-centered, give quick feedback, and document individual work both in and out of school.
- Moodle allows student-led discussions, access to materials anywhere, and engagement in a safe online environment with resources, grades, assignments, and student interaction all in one place.
- Examples of activities included bullying surveys, reflections, author introductions, and online discussions about specific novels. Student responses praised Moodle for allowing
Digi Store Maths Symposium2
The document discusses Digistore, a digital resource for teachers to support student learning. It defines learning objects as digital materials like images, audio, and video designed to engage students. Learning objects provide scaffolded learning tasks with feedback and allow learning in new ways. Effective use of digital content integrates it into the curriculum and combines it with offline experiences and teaching.
The role and design of instructional materials (2)
Commercial instructional materials play an important role in many language teaching programs. They can serve as a resource for presentation materials, activities for learner practice, and a reference source. While textbooks provide structure and standardization, they may not reflect students' needs and can deskill teachers if used rigidly. Effective materials evaluation considers the program, teachers, learners, content, and pedagogical factors. Materials usually need adaptation to suit the local context.
Instructional materials in education
This document discusses instructional materials in education. It begins by outlining various types of instructional materials including printed materials, displays, and technological media. It then describes different roles of instructional materials in individualized, group, and mass instruction. The document provides guidance for selecting materials, including that they should meet objectives and be appropriate for content and learners. It also lists examples of online tools for teaching and learning, such as Kahoot!, EdPuzzle, and YouTube. The document concludes with a discussion of using online tools in the classroom and whether any medium fits all purposes.
Introduction
Educational technology refers to the use of technological tools and resources to improve teaching and learning. It involves developing, applying, and evaluating systems and tools to aid instruction.
Throughout history, technology has played different roles in education. In ancient times, technology was limited but helped transmit knowledge. In modern times, technology serves as an information source, a tool for hands-on learning and collaboration, and a way to support self-reflection.
Educational technology can help sustain student interest, make abstract concepts more concrete, provide independent learning activities, increase vocabulary and continuity of thought, improve the quality of learning while reducing time, and make learning more interactive. Guidelines for selecting instructional materials include considering size, color, durability,
Borje Holmberg Theory of Interaction and Communication
Börje Holmberg developed the theory of guided didactic conversation to address issues with distance education. The theory focuses on building dialogue and interaction between students and teachers to foster empathy, motivation to learn, and a sense of belonging. This is achieved through simulated communication and a conversational presentation of course materials. Holmberg later broadened the theory to emphasize that distance education promotes student independence and life-long learning through various modes of instruction and industrialized delivery methods.
Presentation on preparation of instructional materials
This presentation provides an information about preparation of Instructional Materials which includes its definition, roles, types, and basic principles.
dEVELOPMENT OF Instructional materials and media
The document discusses instructional design and materials for the 21st century teacher. It provides an overview of key concepts like the student-centered approach, instructional methods, and basic principles of preparing instructional materials. It also covers different types of traditional and modern instructional media like videos, social media, and their advantages for distance learning. The document emphasizes selecting the right instructional methods and media based on educational goals, learner needs, and evaluating the effectiveness of the materials.
Eng 109 - Preparation and Evaluation of Instructional Materials: The Material...
This document discusses instructional materials for language courses. It defines instructional materials as printed materials like books and worksheets or non-printed materials like audio recordings and videos. Instructional materials serve four main functions: as a source of language, as learning support, for motivation and stimulation, and for reference. The document also discusses the differences between authentic materials created for real-world use and created materials designed specifically for language teaching. It claims authentic materials are generally preferred because they contain real language examples. Finally, it outlines the process of preparing instructional materials which involves creating an outline, examining existing materials, arranging or modifying those materials, preparing new materials, and selecting learning activities.
Lunch & Learn
Lunch & Learn Professional Development Series on Integrating and Managing Technology in the Classroom
Higher Thinking Skills through IT-Based Projects by G.J.V
The document discusses resource-based projects for developing higher-order thinking skills through IT. In these projects, the teacher determines a topic for examination by the class, presents the problem to students, and guides students as they organize information to respond to the problem or questions. Compared to traditional learning, resource-based learning positions the teacher as a facilitator rather than content expert, uses varied sources beyond textbooks, focuses on inquiry and discovery over packaged facts, emphasizes learning process over final products, and uses both quantitative and qualitative assessment.
What's hot (16)
MAKABAYAN: Selection and Preparation of Instructional Materials
MAKABAYAN: Selection and Preparation of Instructional Materials
The role and design of instructional materials (2)
The role and design of instructional materials (2)
Borje Holmberg Theory of Interaction and Communication
Borje Holmberg Theory of Interaction and Communication
Presentation on preparation of instructional materials
Presentation on preparation of instructional materials
Eng 109 - Preparation and Evaluation of Instructional Materials: The Material...
Eng 109 - Preparation and Evaluation of Instructional Materials: The Material...
Higher Thinking Skills through IT-Based Projects by G.J.V
Higher Thinking Skills through IT-Based Projects by G.J.V
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Summary Paraphrase Quote
The document discusses the differences between quoting, paraphrasing, and summarizing source material. Quotes must match the original word-for-word, while paraphrasing puts the source into one's own words and summarizing distills the main idea into a shorter overview. All require attribution to the original author. The document then provides guidance on how to properly quote, paraphrase, and summarize through reading comprehension and avoiding plagiarism.
Strategies for Teaching 21st Century Skills to Tomorrow's College Students
OELMA Conference 2010: Today’s first year college students arrive on campus underprepared for the academic demands that await them. Despite the dedicated efforts of high school librarians, research continues to illustrate that students lack basic information literacy skills crucial to their academic success in higher education. In this session high school and academic librarians will explore this issue with participants to identify key deficits in students’ 21st Century Skills.
The presenters will share their insights on college professors’ expectations and offer best practices for educating tomorrow’s college students. Presenters will provide ideas for lesson plans and assessment; actual college assignments will be shared.
Team one brainbased strategies
Brain based strategies are teaching methods based on scientific research about how the brain learns. They are important for 21st century classrooms. Some key brain based strategies discussed include brainstorming and discussion, drawings and artwork, field trips, games, and using graphic organizers, semantic maps, and word webs. Specific examples are provided for how each strategy could be used instructionally across various subjects and grade levels to engage students and support learning.
Simple Jig Saw Puzzles - How to make them
1. The document provides instructions for making simple jigsaw puzzles out of plywood.
2. It involves marking and cutting two pieces of plywood to the same size, transferring a puzzle pattern using carbon paper, cutting out the puzzle pieces with a fret saw, sanding, gluing the frame to the second plywood piece, painting the puzzle pieces, and adding handles using nails and seeds.
3. Materials needed include plywood, carbon paper, a fret saw, sandpaper, glue, paint, nails, seeds, and varnish.
A Whole School Approach to Literacy Assessment
This document summarizes a school's efforts to improve literacy for all students through a whole school approach. The school implemented several assessments and literacy interventions. Over the course of a year, they assessed 64 of 69 students using both formal and emergent literacy assessments. The assessments showed improvement in students' literacy skills. The school focused on emergent literacy, guided reading, self-selected reading, writing, and word work interventions. Teachers received training and students received individualized support to help all students progress in their literacy.
Quantitative methods teaching: a collaborative learning approach - Sarah Keas...
Quantitative methods teaching: a collaborative learning approach - Sarah Keas...The Higher Education Academy
This document discusses a plan to redesign a quantitative methods module for economics students. It proposes replacing traditional lectures with a blended approach incorporating peer learning, online resources, and problem-based activities. Resources will include video lectures, self-assessment quizzes, and lesson plans created by students using open resources. The goals are to improve student engagement with quantitative skills, make more efficient use of staff time, and better align teaching methods with research on effective learning. Challenges of the approach and strategies for assessment and feedback are also addressed.Selecting Effective Teaching Strategies
Discover important factors to consider in choosing an effective teaching strategy and learn the advantages and disadvantages of which.
Teaching reading
This document discusses strategies for effective reading instruction. It begins by outlining the stages of a typical reading lesson as pre-reading, while-reading, and post-reading. Several vocabulary development strategies are then described, including concept definition mapping, semantic feature analysis grids, and Frayer models. Comprehension strategies like directed reading-thinking activity, anticipation guides, story maps, and comparing/contrasting are also outlined. The document concludes by matching these strategies to the appropriate stages of reading instruction.
Cooperative learning
Cooperative learning is an instructional approach where small groups work together to solve problems or create a product. It was introduced in the 1960s as an alternative to individualistic learning. There are different types of cooperative learning groups defined by their duration, from informal groups lasting a few minutes to formal and base groups that can last weeks or years. Key elements that define cooperative learning include positive interdependence, face-to-face interaction, individual and group accountability, interpersonal skills, and group processing. Effective implementation requires understanding social interdependence, validating research, incorporating the five basic elements, and recognizing cooperative learning's flexibility.
Cooperative learning
This document discusses cooperative learning techniques used in classrooms. It describes forming base teams that are heterogeneous and stable, as well as sporadic teams for specific tasks. Rules for cooperative learning include respecting others, sharing, accepting decisions, asking for help, working silently, and participating. Techniques discussed include team-assisted individualization where students work on the same topic at their own pace; peer tutoring with a tutoring relationship; jigsaw where topics are divided into puzzle pieces; and group investigation where groups research subtopics and present findings. The document emphasizes the importance of celebration and appreciation for team and class achievements.
Team teaching. collaborative teaching
This document discusses collaborative teaching, where two teachers work together to teach material. In collaborative teaching, teachers exchange ideas and theories with students rather than doing a solo lecture. For example, one teacher may teach about the digestive system, while the other develops a model of it. Students then make their own model and explain it to both teachers. The document provides activities for teachers to brainstorm collaborative lessons, share an example lesson, discuss assessing the impact, and preparing to implement collaborative teaching along with its advantages and challenges.
Widely applicable teaching models, instructional strategies and
This document discusses various teaching models, instructional strategies, and graphic organizers that can be used in the classroom. It describes several widely applicable teaching models including discovery learning, inquiry learning, problem-based learning, cooperative learning, decision-making, and the ACES teaching approach. Each model follows a specific "syntax" or sequence of instruction. The document also outlines different instructional strategies such as lecture, roundtable discussion, panel discussion, brainstorming, role playing, and socio-drama. Finally, it presents various graphic organizers like concept maps, concept clusters, wheel maps, cycle graphs, and Venn diagrams that can help students organize and understand information.
cooperative learning
Cooperative learning involves students working in small groups to teach themselves course content. It promotes equality and allows quieter students to voice their opinions. Effective cooperative learning involves groups of 2-4 students covering material, problem-solving, or brainstorming. Peer tutoring is a type of cooperative learning where one student acts as a tutor for other group members. It provides individualized instruction and extra teaching for tutors and tutees. Partner learning pairs individual students to discuss course material to enhance understanding.
E-Learning: 21st Century Perspectives on Teaching, Learning, and Technology
Also visit:
E-Learning for the university teacher and student
http://www.slideshare.net/kiranb/elearning-for-the-university-teacher-and-student
10 E-Learning Myths
http://www.slideshare.net/kiranb/elearning-myths-to-debunk
ppt lecture method
Lecture method is an older teaching strategy where the teacher actively presents content to passive students. It can be used to achieve cognitive objectives and teach large amounts of content efficiently. However, it does not allow for student participation or abilities and is better for higher-level classes than elementary levels. The teacher must have mastery over the content for effective use of this strategy.
Cooperative Learning with the Computer (Educational Technology 2)
1. Cooperative learning involves students working in small groups on a common task. It has advantages like encouraging active learning, improving academic performance, and promoting literacy skills.
2. Key elements of cooperative learning include setting a common goal, creating interdependence between group members, allowing interaction, and ensuring individual accountability.
3. Teachers have important tasks in cooperative learning like assigning mixed-ability teams, establishing positive interdependence, teaching cooperative skills, and helping groups process information.
Effective teaching strategy using mind map
SYAHRUL NIZAM JUNAINI, UNIVERSITI MALAYSIA SARAWAK, WORKSHOP CONDUCTED ON EFFECTIVE TEACHING STRATEGY USING MIND MAP, SK GREEN ROAD, KUCHING, MALAYSIA, 28 MAR 2013, Mind map benefits, How to mind map?, Mind map for teachers, It was a picture outside my head of what was inside my head - 'mind map' is the language my brain spoke. Tony Buzan
, Appeal to senses with visual elements, Easy recall of
important information, Generate creative ideas, Lesson Preparation, Delivering Lessons, Curriculum Planning, Creating Handouts, Encouraging Discussion , Student Assessment, flaticon.com, textureking.com, freepik.com
pixabay.com, mind-mapping.co.uk, educatorstechnology.com, elearningindustry.com
inspiration.com, thinkbuzan.com, SENIOR LECTURER
FACULTY OF COMPUTER SCIENCE AND INFORMATION TECHNOLOGY, UNIVERSITI MALAYSIA SARAWAK, SYAHRULN@FIT.UNIMAS.MY
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Cooperative learning
1. Recognize that all group members share a common fate and gain from each other's efforts.
2. Feel proud and jointly celebrate when a group member is recognized for achievement.
3. Know that one's performance is mutually caused by oneself and one's team members.
Team teaching final
This document discusses team teaching, an approach where teaching personnel collaborate to improve instruction. Some advantages of team teaching include allowing for specialization, careful planning, stimulating learners, meeting individual needs, and exposing students to varied viewpoints. Disadvantages include difficulties scheduling large groups and losing sight of objectives if specialization is taken too far. Planning, recording, and evaluating team teaching requires time from teachers. It also needs adequate facilities like lecture rooms. Effective team teaching requires defining roles, thorough preparation, and trial implementation with agreement from all stakeholders.
COLLABORATIVE LEARNING ACTIVITIES
Collaborative learning activity involves learners working together in order to complete a task. Collaboration increases the opportunities a student has to use the target language, and thereby develop their skills in it. Employ teaching and learning strategies and collaborative activities in your classroom and be an innovative teacher.
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Instructional strategies
- 1. STRATEGIES FOR LEARNING Exploring Instructional Strategies / Student Activities
- 2. Definition • A teaching / learning method for delivering a variety of content objectives or learning outcomes based on student learning needs
- 3. Types of instruction Direct Interactive Indirect Independent
- 4. Theory into practice Cooperative Learning • Nightmare Cards • Think-pair-share • Small group discussions • Group analysis activities http://www.kwantlen.ca/academicgrowth/resources/CoopLe arningActivities.doc
- 5. MERLOT • Teaching Strategies review • http://pedagogy.merlot.org/TeachingStrategies.html • Free repository of “learning objects”
- 6. Interactive Techniques Instruction action: Lecture Student action • Individual • Pairs • Groups Tools • Facebook, Twitter, Youtube • Wikis, Blogs • Games
- 7. Lesson Plans
Editor's Notes
- From Saskatoon Public Schoolshttp://olc.spsd.sk.ca/de/pd/instr/categ.htmlDirect instruction:Lecture, drill and practice, compare and contrast, convergent questioning, demonstrationsIndirect instructions:Problem solving, case studies, inquiry, reflective discussion, concept mappingInteractive instruction:Debates, role playing, panels, brainstorming, think, pair shae, jigsaw, problem solvingIndependent study:Essays, journals, learning logs, reports, research projects
- Cooperative Learning Group Activities for College CoursesA Guide for InstructorsPrepared byAlice Macpherson Coordinator, The Centre for Academic Growth
- Kevin Yee – University of Central Florida – permission granted to use resourceHandout in class
- Share template