Instructional Strategies: Discussions
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Discussions are an effective instructional strategy that can enhance student learning. When used in the classroom, discussions allow students to exchange ideas, voice opinions, and think critically about information by applying concepts to other topics. This promotes the development of new knowledge and growth of ideas. However, discussions may have limitations if participation is limited, topics are too difficult, or they are not suitable for younger students. Teachers can incorporate discussions to activate prior knowledge, elicit questions, help students internalize information, and evaluate instruction.
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Instructional Strategies: Discussions
Discussions are an effective instructional strategy that can enhance student learning. When implemented properly in the classroom, discussions allow students to exchange ideas, voice opinions, and think critically about course concepts. However, discussions also have some limitations such as potential lack of participation or challenges engaging young students. Overall, discussions promote the growth of new knowledge and are more appealing to students than traditional lectures alone.
Problem based learning, A teaching strategy
Problem Based Learning or PBL is a self directed process of learning which enables students to learn from real life experiences and enhances their problem solving skills under guidance of teacher as the facilitator.
Bibliography-
• Kaur Sodhi Jaspreet, Comprehensive Textbook of Nursing Education, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2017, Page No.- 70
• R Promila, Nursing Communication and Educational Technology, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2010, Page No.- 270
• Suresh S. Communication and educational technology in nursing. 2nd ed. New Delhi, India: Elsevier; 2016., Page No.- 272-276
Problem based learning
The document discusses problem-based learning and metacognition. It defines problem-based learning as a student-centered approach where students work in teams to address an authentic problem, acquire new knowledge through self-directed learning, and apply theory to practice. It also discusses metacognition, which involves thinking about one's own thinking and learning processes. Metacognition has two main components - awareness of one's knowledge and ability to understand tasks, and taking action such as planning and monitoring one's progress. The document provides information on metacognitive skills like problem solving, critical thinking, and metamemory.
Problem based learning is a study of a learning
Problem based learning is a student-centered pedagogy where students learn by solving open-ended problems. It originated from medical school in the 1960s and has since spread worldwide. The goals are to develop flexible knowledge, effective problem solving skills, self-directed learning, collaboration skills, and intrinsic motivation. Students work in groups to identify what they know and where to access new information to help resolve the problem. The instructor facilitates learning by supporting, guiding, and monitoring the process.
Powerpoint presentation
Problem Based Learning (PBL) is an active learning method where students learn through solving open-ended problems. It develops critical thinking, problem solving, and self-directed learning skills. In PBL, students work in small groups with a teacher acting as a facilitator rather than lecturer. Five criteria are important for PBL: having a central problem to drive the learning; allowing students investigative autonomy; and ensuring lessons feel realistic. PBL promotes a constructivist perspective by having students learn through feedback, reflection, and collaboration to solve problems.
Principles of IMs
The document discusses principles for developing effective instructional materials. It notes that the school has a plan to reduce dropouts but lacks a dropout prevention plan. The principles outlined include that materials should be new, varied, and appealing; use both text and illustrations to help learners feel at ease; be at an appropriate level of difficulty to build confidence; engage and attract learners; expose learners to authentic activities; consider individual learning styles; encourage intellectual, aesthetic and emotional involvement; include authentic practice activities; and provide feedback on outcomes rather than just accuracy.
Innovative practice and teaching
Associate Professor Abdullah Lin has over 35 years of experience in engineering, human resources, and education. He currently teaches postgraduate students at University Utara Malaysia. His presentation discusses innovative teaching practices that bring real-world experience into the classroom through case studies, experiential learning, and student-centered activities. Lin emphasizes the need for experimentation, reflection, generative conversations, and a focus on practical application to support innovative teaching and learning.
رفعت بشري عزيز Classroom management and_interactive_teaching_(1)
This document provides guidance on effective classroom management and interactive teaching techniques. It discusses establishing clear routines and procedures, communicating discipline plans, and organizing student time and space to promote learning. Interactive teaching methods like think-pair-share, questioning, demonstrations, and group work are recommended to actively engage students and increase participation and retention. The goal is to make 30% of the class lecture and 70% active discussion. Using a variety of techniques can help instructors teach interactively and keep students attentive while leading them to reflect on how to apply the content.
Recommended
Instructional Strategies: Discussions
Discussions are an effective instructional strategy that can enhance student learning. When implemented properly in the classroom, discussions allow students to exchange ideas, voice opinions, and think critically about course concepts. However, discussions also have some limitations such as potential lack of participation or challenges engaging young students. Overall, discussions promote the growth of new knowledge and are more appealing to students than traditional lectures alone.
Problem based learning, A teaching strategy
Problem Based Learning or PBL is a self directed process of learning which enables students to learn from real life experiences and enhances their problem solving skills under guidance of teacher as the facilitator.
Bibliography-
• Kaur Sodhi Jaspreet, Comprehensive Textbook of Nursing Education, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2017, Page No.- 70
• R Promila, Nursing Communication and Educational Technology, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2010, Page No.- 270
• Suresh S. Communication and educational technology in nursing. 2nd ed. New Delhi, India: Elsevier; 2016., Page No.- 272-276
Problem based learning
The document discusses problem-based learning and metacognition. It defines problem-based learning as a student-centered approach where students work in teams to address an authentic problem, acquire new knowledge through self-directed learning, and apply theory to practice. It also discusses metacognition, which involves thinking about one's own thinking and learning processes. Metacognition has two main components - awareness of one's knowledge and ability to understand tasks, and taking action such as planning and monitoring one's progress. The document provides information on metacognitive skills like problem solving, critical thinking, and metamemory.
Problem based learning is a study of a learning
Problem based learning is a student-centered pedagogy where students learn by solving open-ended problems. It originated from medical school in the 1960s and has since spread worldwide. The goals are to develop flexible knowledge, effective problem solving skills, self-directed learning, collaboration skills, and intrinsic motivation. Students work in groups to identify what they know and where to access new information to help resolve the problem. The instructor facilitates learning by supporting, guiding, and monitoring the process.
Powerpoint presentation
Problem Based Learning (PBL) is an active learning method where students learn through solving open-ended problems. It develops critical thinking, problem solving, and self-directed learning skills. In PBL, students work in small groups with a teacher acting as a facilitator rather than lecturer. Five criteria are important for PBL: having a central problem to drive the learning; allowing students investigative autonomy; and ensuring lessons feel realistic. PBL promotes a constructivist perspective by having students learn through feedback, reflection, and collaboration to solve problems.
Principles of IMs
The document discusses principles for developing effective instructional materials. It notes that the school has a plan to reduce dropouts but lacks a dropout prevention plan. The principles outlined include that materials should be new, varied, and appealing; use both text and illustrations to help learners feel at ease; be at an appropriate level of difficulty to build confidence; engage and attract learners; expose learners to authentic activities; consider individual learning styles; encourage intellectual, aesthetic and emotional involvement; include authentic practice activities; and provide feedback on outcomes rather than just accuracy.
Innovative practice and teaching
Associate Professor Abdullah Lin has over 35 years of experience in engineering, human resources, and education. He currently teaches postgraduate students at University Utara Malaysia. His presentation discusses innovative teaching practices that bring real-world experience into the classroom through case studies, experiential learning, and student-centered activities. Lin emphasizes the need for experimentation, reflection, generative conversations, and a focus on practical application to support innovative teaching and learning.
رفعت بشري عزيز Classroom management and_interactive_teaching_(1)
This document provides guidance on effective classroom management and interactive teaching techniques. It discusses establishing clear routines and procedures, communicating discipline plans, and organizing student time and space to promote learning. Interactive teaching methods like think-pair-share, questioning, demonstrations, and group work are recommended to actively engage students and increase participation and retention. The goal is to make 30% of the class lecture and 70% active discussion. Using a variety of techniques can help instructors teach interactively and keep students attentive while leading them to reflect on how to apply the content.
5 examples of interactive teaching styles
5 examples of interactive teaching styles.
https://education.cu-portland.edu/blog/classroom-resources/5-interactive-teaching-styles-2/
Childcentered teaching and interactive teaching methods for a better and effe...
If you tell me I forget, if you show me I remember, if you involve me I understand. Active learning strategies are more effective than passive learning as they allow students to participate directly in the learning process through activities like group work, discussion, problem-solving and peer teaching. For formative teaching to be most impactful, teachers should use feedback and questioning to diagnose challenges, involve students in assessing their own and peers' work, and encourage continued practice and explanation of concepts to support long-term retention.
Problem based learning
Problem-based learning is a student-centered pedagogy where students learn through solving open-ended problems. It was developed in the 1960s based on John Dewey's idea that students learn best when actively engaged in real-world problems. In problem-based learning, students work in small collaborative groups under a tutor to seek solutions. It shifts the focus from teaching to learning, with teachers acting as facilitators rather than lecturers. The approach has been applied in various education fields to enhance critical thinking and self-directed learning.
Interactive Teaching Strategies
The aims and objectives of this presentation is to identify different learning styles
To explore how interactive teaching strategies support all learners
To share practical ideas for whole class teaching
Tpl friday presentation
This document outlines strategies for formative assessment including engaging students in monitoring their own learning, supporting reflection on understandings through questioning, establishing independent practice routines, and conferencing with students to identify future goals. Key elements of formative assessment involve creating an incremental view of ability, clarifying objectives and criteria generated by students, enabling classroom dialogue and questioning, involving students in analysis of excellence, and establishing opportunities for feedback.
Problem solving and PBL
The presentation discusses problem solving and problem-based learning (PBL). It defines problem solving as a process that involves critical thinking and decision making to identify and correct underlying problems. The key steps of the problem solving process are outlined as: 1) defining the problem, 2) analyzing the problem, 3) identifying potential solutions, 4) planning action, and 5) implementing the solution. PBL is introduced as an instructional method where students work in groups to solve real-world problems. The stages of PBL include understanding the problem, learning about the problem, solving the problem, and reflecting on the process. Benefits of PBL for nursing education are highlighted such as developing lifelong learning skills.
Small group and large group
The document discusses strategies for effective teaching in small group and large lecture settings. For small group teaching, it emphasizes the teacher's role as a facilitator rather than direct instructor. It also recommends establishing ground rules, introducing group members, and exploring student expectations. For large lectures, it suggests incorporating active learning techniques like individual/pair work, group discussions, and brief reflection activities to maintain student engagement. Overall, the key aspects of effective teaching highlighted are preparation, strong communication skills, active learning, and creating an inclusive environment.
Presentation 9
Problem based learning is a student-centered pedagogy where students learn through solving problems. It involves small group work where students develop problem solving, presentation, communication and interpersonal skills. The learning process is initiated by a problem that is complex and real-world, and students work through a process of identifying what they need to learn to solve it. This allows students to develop skills like critical thinking, decision making, and lifelong self-directed learning. The teacher provides the problems and support, while students take responsibility for researching and presenting back to their groups. Advantages include improved problem solving abilities and allowing for collaboration and multiple intelligence development.
Tech Project 1 Discussion Strategy
The document discusses discussion as a strategy for exchanging ideas among small or large groups, with or without a teacher. It notes advantages like being interesting, challenging, and inclusive while allowing for new ideas, but also limitations like potential limited participation, unchallenging nature, questions being too difficult, and not always being age appropriate. The strategy is recommended for introducing new topics or at the start of the school year.
332 3.4
Problem based learning challenges students to address real-world problems by engaging them in meaningful problem solving activities and critical thinking. It incorporates both problem solving strategies and disciplinary knowledge. Students are given roles to actively engage in their learning. The goals are to involve students and provide beneficial lessons. Problem based learning requires skills like determining if a problem exists, gathering needed information, generating and analyzing solutions, and presenting outcomes. It is an effective approach to cover a wide range of ways for students to learn.
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The 6 C's of motivation are a framework to encourage intrinsic motivation in students by giving them more choices and control over their learning. The 6 C's are: choice, challenge, control, collaboration, constructing meaning, and consequences. Choice involves giving students freedom to choose topics or ways to complete tasks. Challenge means setting expectations just above a student's current skill level. Control means allowing students to take ownership over their work. Collaboration refers to letting students work together. Constructing meaning is helping students see the importance of assignments. Consequences are the positive results of completing work, like displaying what was learned. Using these strategies can boost motivation and classroom management by giving students more investment in their work.
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The document discusses techniques for outstanding teaching and school development. It provides information on developing teaching and learning through reflection, collaboration, and a focus on best practices. Some key techniques include consistent monitoring, using assessment to inform teaching, tracking pupil progress, and performance management. The document emphasizes developing an agreed policy around teaching and learning as a whole-school issue. It also discusses the importance of reflection, professional development, and collaboration to continually improve teaching quality and student outcomes.
Ppt on effective teaching practices
The document discusses effective teaching styles. It emphasizes teachers' clarity, facilitating classroom discussions, providing feedback, and using metacognitive strategies. Some key points include clarifying learning goals, presenting outcomes to increase student interest, stepping off stage to allow student discussions, giving individualized positive feedback, and teaching students to self-reflect and monitor their own learning. The overall goal is to help students internalize knowledge and thinking strategies that they can apply into adulthood.
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The document discusses strategies to support disadvantaged students. It notes that consistent high-quality teaching, a focus on literacy and numeracy skills, targeted interventions monitored through data, and deploying effective staff are important. Individual barriers must be identified early and transition from primary school should address skills gaps. Disadvantaged students should have high profiles, opportunities to develop aspirations, and advice on pathways. Effective parent links should also be established. Funding must be strategically coordinated. There is no single solution and a range of evidence-based strategies tailored to individual schools and students are needed.
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https://education.cu-portland.edu/blog/classroom-resources/5-interactive-teaching-styles-2/
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If you tell me I forget, if you show me I remember, if you involve me I understand. Active learning strategies are more effective than passive learning as they allow students to participate directly in the learning process through activities like group work, discussion, problem-solving and peer teaching. For formative teaching to be most impactful, teachers should use feedback and questioning to diagnose challenges, involve students in assessing their own and peers' work, and encourage continued practice and explanation of concepts to support long-term retention.
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The aims and objectives of this presentation is to identify different learning styles
To explore how interactive teaching strategies support all learners
To share practical ideas for whole class teaching
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Problem solving and PBL
The presentation discusses problem solving and problem-based learning (PBL). It defines problem solving as a process that involves critical thinking and decision making to identify and correct underlying problems. The key steps of the problem solving process are outlined as: 1) defining the problem, 2) analyzing the problem, 3) identifying potential solutions, 4) planning action, and 5) implementing the solution. PBL is introduced as an instructional method where students work in groups to solve real-world problems. The stages of PBL include understanding the problem, learning about the problem, solving the problem, and reflecting on the process. Benefits of PBL for nursing education are highlighted such as developing lifelong learning skills.
Small group and large group
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Problem based learning is a student-centered pedagogy where students learn through solving problems. It involves small group work where students develop problem solving, presentation, communication and interpersonal skills. The learning process is initiated by a problem that is complex and real-world, and students work through a process of identifying what they need to learn to solve it. This allows students to develop skills like critical thinking, decision making, and lifelong self-directed learning. The teacher provides the problems and support, while students take responsibility for researching and presenting back to their groups. Advantages include improved problem solving abilities and allowing for collaboration and multiple intelligence development.
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The document discusses discussion as a strategy for exchanging ideas among small or large groups, with or without a teacher. It notes advantages like being interesting, challenging, and inclusive while allowing for new ideas, but also limitations like potential limited participation, unchallenging nature, questions being too difficult, and not always being age appropriate. The strategy is recommended for introducing new topics or at the start of the school year.
332 3.4
Problem based learning challenges students to address real-world problems by engaging them in meaningful problem solving activities and critical thinking. It incorporates both problem solving strategies and disciplinary knowledge. Students are given roles to actively engage in their learning. The goals are to involve students and provide beneficial lessons. Problem based learning requires skills like determining if a problem exists, gathering needed information, generating and analyzing solutions, and presenting outcomes. It is an effective approach to cover a wide range of ways for students to learn.
The 6 c’s of motivation
The 6 C's of motivation are a framework to encourage intrinsic motivation in students by giving them more choices and control over their learning. The 6 C's are: choice, challenge, control, collaboration, constructing meaning, and consequences. Choice involves giving students freedom to choose topics or ways to complete tasks. Challenge means setting expectations just above a student's current skill level. Control means allowing students to take ownership over their work. Collaboration refers to letting students work together. Constructing meaning is helping students see the importance of assignments. Consequences are the positive results of completing work, like displaying what was learned. Using these strategies can boost motivation and classroom management by giving students more investment in their work.
Outstanding teaching techniques
The document discusses techniques for outstanding teaching and school development. It provides information on developing teaching and learning through reflection, collaboration, and a focus on best practices. Some key techniques include consistent monitoring, using assessment to inform teaching, tracking pupil progress, and performance management. The document emphasizes developing an agreed policy around teaching and learning as a whole-school issue. It also discusses the importance of reflection, professional development, and collaboration to continually improve teaching quality and student outcomes.
Ppt on effective teaching practices
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This document provides principles for selecting and using instructional materials effectively in the classroom. It emphasizes that instructional materials should supplement, not replace, the teacher. Teachers should choose materials that best achieve their instructional objectives and consider using a variety to engage different types of learners. It is important to check that any technology or materials will function properly before class. Finally, the document outlines best practices for utilizing instructional materials, such as learning how to operate them, providing context, and reviewing the learning experience.
Learner centered teaching
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Small Group Teaching
This document discusses small group teaching methods in medical education. It describes several small group teaching formats including problem based learning (PBL), case based learning (CBL), and team based learning (TBL). For PBL, students are presented with a problem to solve as a group, such as a clinical case. The teacher acts as a facilitator. TBL involves individual and team readiness tests to apply concepts, followed by team application exercises. Effective small group teaching requires defining objectives, facilitating participation and feedback, and managing time. The teacher's role is to guide discussion rather than lecture. Preparation and understanding learner needs and the curriculum are important to lead a successful small group session.
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The document discusses effective lesson planning for education. It emphasizes that education should expose students to various subjects and help them learn skills for society. A lesson plan guides classroom instruction and should detail the learning objectives, activities, questions, and assessments for a lesson. Effective lesson planning considers how students learn and their individual differences, motivations, and attitudes. A good lesson plan facilitates students' understanding and allows them to apply their knowledge. The document provides examples of steps teachers can take to create meaningful and well-structured lesson plans, including outlining objectives, using mind maps, collecting resources, and providing feedback.
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The document discusses independent learning and its key principles. It notes that independent learning views learners as individuals with individual needs and rights. It emphasizes that independent learning does not mean pupils work alone, but that teachers play a guiding and supporting role. It outlines some key cognitive, affective, and metacognitive activities involved in independent learning, and discusses benefits like developing flexibility and responsibility. Challenges like potential misconceptions are also addressed.
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Pedagogy refers to the method and practice of teaching. It includes determining the best ways to teach and ranges from liberal to vocational education. Pedagogy involves the methodology of teaching according to intelligence levels, classroom management techniques, and rewarding good teaching. It also involves learning through action, observation, and experience. The document then lists several problems identified in students through tools like observation, attendance records, evaluations, and discusses providing opportunities according to intelligence levels. It suggests mentoring students and parents, motivational programs, connecting learning to life, using teaching aids, and promoting discipline and participation to help students overcome challenges and develop confidence.
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Instructional Strategies: Discussions
Discussions are an effective instructional strategy that can enhance student learning. When implemented properly in the classroom, discussions allow students to exchange ideas, voice opinions, and think critically about course concepts. However, discussions also have some limitations such as potential lack of participation or challenges engaging young students. Overall, discussions promote the growth of new ideas and are more appealing to students than traditional lectures alone.
3. Creativity in Classroom.pdf
This document discusses strategies for promoting creativity in the classroom. It begins by quoting Jean Piaget, who said the goal of education is to create inventive thinkers who can discover new things. Research shows that creative teaching strategies help increase student achievement and engagement. When students are creative in class, they are curious, question rules, make connections, envision possibilities, explore ideas, and critically reflect. The document provides examples of creative activities and techniques teachers can use, such as giving students time to work freely and providing an engaging classroom environment. It emphasizes that developing creativity in students requires teachers to also be role models of creative thinking.
teaching learning strategies
The document discusses various teaching and learning strategies. It defines traditional and modern concepts of teaching, as well as learning. It then describes strategies such as lectures, discussions, question-answer methods, cooperative learning and assignments. For each strategy, it outlines the key aspects, advantages and disadvantages. The goal is to provide an overview of different approaches to enhance the teaching and learning process.
Discussion
Discussion is an instructional strategy where students and teachers exchange thoughts on a topic in small groups or as a whole class. Questions should challenge students to apply what they know to a topic, often starting with "how" or "why". Discussions engage students more than lectures by having them think about topics from their peers' perspectives. However, not all students may participate, so teachers must ensure everyone has a chance to speak. Discussions also may not be suitable for every grade level or student ability.
What is inquiry based learning
The document discusses inquiry-based learning, which involves students exploring topics through questioning and hands-on activities to make real-world connections. It emphasizes arousing student curiosity over simply delivering facts. Teachers need training to successfully implement inquiry-based lessons. Tips for teachers include avoiding answering all student questions, keeping introductions brief, being adaptable, allowing one's own curiosity, and reflecting on the learning process. While some programs claim to use inquiry-based learning, their rigid structures may limit real student-led inquiry.
Innovative Teaching strategies..........
The document discusses innovative teaching strategies to improve teaching competencies. It describes various teaching techniques like flipped classroom, project-based learning, team-based learning, computer-assisted teaching and personalized learning. It highlights benefits like motivating learners, providing feedback, and developing critical thinking. Effective teachers employ a range of strategies for classroom management, engaging instructional practices, assessment, and use of educational technology.
slac innovative teaching using information technology
The document discusses innovative teaching strategies to improve teaching competencies. It describes various teaching techniques like flipped classroom, project-based learning, team-based learning, computer-assisted teaching and personalized learning. It highlights benefits like motivating learners, providing feedback, and developing critical thinking. Effective teachers employ a range of strategies for classroom management, engaging instructional practices, assessment, and use of educational technology.
Unlocking Teachers Potential
The document discusses various topics related to improving faculty development, including:
- Survey results from faculty on strengths and areas for improvement
- Brainstorming ways to motivate students, improve discussions and teacher presentation skills
- Explaining learner-centered education and the differences between instructivist and constructivist approaches
- Strategies for getting students to read assigned materials and effectively handling student critiques
- The importance of setting clear objectives and planning ahead when using evaluation forms
MEU WORKSHOP Teaching learning methods
The document discusses various teaching and learning methods. It describes that learning is an individualized process influenced by intrinsic and extrinsic factors. The role of teachers is to facilitate learning through different methods like transmitting information, instructing, coaching, and facilitating problem-based or project-based learning. Some key teaching methods discussed include lectures, small group teaching, individualized teaching, and experiential teaching. Problem-based learning is described as a student-centered approach that uses clinical problems to stimulate self-directed learning.
Problem Based Learning
This document discusses problem-based learning strategies. It begins by outlining different pedagogical methods like traditional teaching, student-centered learning, and problem-based learning. It then defines problem-based learning as a student-centered, inquiry-based method where students learn through reflection, reasoning, and problem-solving to address real-world problems. The document outlines the process of problem-based learning and skills it develops in students like critical thinking and independent learning. It provides characteristics of good problems and advantages of using problem-based learning for both students and teachers. Finally, it discusses the role of instructors in facilitating the learning process and some potential limitations.
Effective_Questioning &Talk.pdf
Questioning is an important tool for AFL.
Effective questioning helps students improve their critical thinking and communication skills.
It helps teachers to assess their learners and their own teaching. It helps teachers to modify their teaching practices
CLIL
The document discusses effective questioning techniques for teachers to use in the classroom. It begins by explaining that teachers traditionally use questions to check learning and understanding, but should also use more open-ended questions to encourage deeper thinking. It then provides examples of different questioning strategies like "thinking time", "no hands up", and "phone a friend" which give students more time to formulate responses and participate more fully. The document concludes by emphasizing the importance of using higher-order "big questions", "focus questions", and "fat questions" that challenge students to provide more complex, extended answers in order to develop critical thinking skills.
4 Ten Innovative Teaching Ways.pptx
The document provides 10 ways that educators can make classrooms more innovative. They are: 1) have a growth mindset, 2) practice self-reflection, 3) ask open-ended questions, 4) create flexible learning spaces, 5) account for different learning styles, 6) use problem-finding, 7) allow students to fail and try again, 8) consider a flipped classroom model, 9) invite entrepreneurs into the classroom, and 10) use design thinking processes. The overall message is that innovative classrooms require teachers to shift away from traditional lecturing and toward student-centered approaches that encourage creativity, collaboration, real-world problem solving and flexibility.
Learning
The document provides guidance on developing student independence and motivation. It emphasizes cultivating intrinsic motivation by fostering student curiosity, passion for learning, and sense of progress. Teachers are advised to plan activities that give students choice and control over their learning. Developing independence requires direct instruction on how to learn as well as opportunities for self-reflection and peer assessment. While confidence is important, students should not feel their ability is fixed or that success is guaranteed without effort.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 3-Teaching Strategies to help...
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 3-Teaching Strategies to help promote critical thinking-AIOU-8611
8611unit3-211018031036.pdf
This document discusses strategies for promoting critical thinking in teaching. It advocates for cooperative and collaborative learning approaches over traditional lecture-based methods. Some key points:
- Cooperative learning is effective when students rely on each other through positive interdependence and individual accountability. Face-to-face interaction and collaborative skills are important.
- Classroom debates and discussions encourage independent and dynamic thought by having students critically analyze conflicting information. Different types of debates structure interaction.
- Both teacher and student questions are valuable for learning, with teachers aiming for deeper understanding and students seeking clarity. Formative and summative assessments evaluate individual and group work. Performance-based assessments clearly define scoring criteria.
Teaching Strategies to Promote Critical thinking-8611-UNIT 3
CRITICAL THINKING & REFLECTIVE PRACTICES-8611-Teaching Strategies to Promote Critical thinking-UNIT 3-AIOU
Managing the Teaching & Learning Environment
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LEARNING PRINCIPLES and Modern Teachings
Here are some key points regarding teaching methods, strategies and learning principles:
- Learning principles outline important concepts about how students learn best. Some key principles include: prior knowledge impacts new learning, how knowledge is organized affects application, motivation drives learning, mastery requires skills integration and application, practice and feedback enhance learning, development level and environment impact learning.
- Modern teaching methods being adopted in schools include technology-enabled classrooms, formative evaluations, cross-curricular learning, conceptual understanding focus, skill/values emphasis, interactive whiteboards, collaboration, practical/applied knowledge, gamification, research/inquiry, internet/web usage, flipped classrooms, problem-based learning, learner-centered approaches, and visual/auditory
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Instructional Strategies: Discussions
- 1. Instructional Strategies: Discussions By: Natalie Stewart
- 2. Learning
- 3. What is it?
- 4. The development of new knowledge
- 5. How do students learn?
- 6. They interact with information
- 7. Can teachers promote learning?
- 8. Yes!
- 12. What are the benefits?
- 14. They are challenging. Students must think about the information and apply it to other concepts.
- 15. They are inclusive. All students are given the opportunity to engage in the discussion.
- 16. They promote the growth of new ideas.
- 17. What are the limitations?
- 20. Topics may be too difficult
- 21. May not be effective with young students
- 22. How can it be incorporated into the classroom?
- 23. Discussions can be used to...
- 24. Activate prior knowledge Discuss what you already know.
- 26. Elicit questions and answers
- 27. Help students internalize information
- 28. Evalute the effectiveness of instruction
- 29. How can you help your students learn?
- 30. Allow your students to discuss!