INTEGRATED TEACHING AND LEARNING APPROACHES
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The document discusses the importance of integrated teaching and learning approaches in education. It recommends setting learner-centered, open-ended, and collaborative tasks to promote problem solving and critical thinking skills. Integrated teaching is important because it allows adults to extend and stimulate children's learning beyond independent play, leading to more successful learning environments.
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This document summarizes four sources related to school leadership and culture. The first source discusses a principal who celebrates diversity and coaches his staff to understand how diversity impacts learning. The second source suggests school leaders simplify improvement efforts by focusing on key goals and strategies. The third source emphasizes the importance of a positive school climate and culture for student outcomes. The fourth source discusses using brain-based learning strategies and the importance of collaboration between teachers, administrators, parents and researchers.
online assignment
This document discusses and compares cooperative and collaborative learning. It begins by providing background on learning and the development of participatory learning approaches. It then defines cooperative learning as working in small groups toward a fixed target, with interdependence and individual accountability. Collaborative learning is similar but emphasizes social interaction, teamwork over individuals, and knowledge construction. Both aim for active student participation and task completion. While cooperative learning focuses on cognitive development, collaborative learning is based on social constructivism. The teacher plays a more directive role in cooperative learning versus non-directive in collaborative learning. Overall, the key similarities and differences between the two approaches are examined.
online assignment
This document provides an overview of cooperative and collaborative learning techniques. It discusses how these techniques evolved from earlier participatory learning approaches. Cooperative learning involves dividing students into small groups to work towards a fixed goal, with interdependence and individual accountability. Collaborative learning similarly uses small groups but emphasizes social interaction, teamwork, and knowledge construction over individual performance. Both aim for active student participation and task completion in groups. While they share many similarities, they differ in aspects like teacher involvement and whether the final product is predetermined. The document concludes that both techniques can be effective if implemented properly according to the learning context and students.
Online assignment
This document provides an overview of cooperative and collaborative learning techniques. It discusses how these techniques evolved from earlier participatory learning approaches. Cooperative learning involves dividing students into small groups to work towards a fixed goal, with interdependence and individual accountability. Collaborative learning similarly uses small groups but emphasizes social interaction, teamwork, and knowledge construction over individual performance. Both aim for active student participation and task completion in groups. While they share many similarities, they differ in aspects like teacher involvement and whether the final product is predetermined. The document concludes that both techniques can be effective if implemented properly according to the learning context and students.
identifying effective teaching strategies
The document discusses strategies for effective teaching in inclusive classrooms. It identifies two goals of inclusive education: helping all children experience success in learning and gain independence. It describes naturalistic strategies that occur within typical classroom contexts, like incidental teaching during routines. Sociocontextual strategies foster social interaction and group learning. The document also discusses assessing effectiveness through alternative methods like child performance assessments, portfolios, and collaboration. Program evaluation involves indicators like teacher qualifications, ratios, class size, and family feedback.
WHAT EVERY EDUCATOR NEED TO KNOW.pptx
The document discusses how neuroscience and education are closely connected, as learning takes place in the developing brain. It explores key questions about what changes in the brain during learning, optimal learning conditions, and developmental changes during childhood. The rest of the document outlines various topics related to applying brain research findings to education, including cognitive skills, memory, emotion, technology impacts, and developing students' cognitive abilities. It discusses the implications of brain-based learning principles for teaching, such as engaging different parts of the brain, understanding individual differences, and creating an immersive learning environment.
Unlocking Potential: The Power of Inquiry-Based Learning in Education
Principles of Inquiry-Based Learning: 1. Curiosity as the Catalyst 2. Active Engagement 3. Critical Thinking and Problem-Solving 4. Collaborative Inquiry 5. Reflection and Metacognition
Statement of informed beliefs essay
The document is a student's statement of informed beliefs essay discussing their views on teaching diversity in the classroom. It covers five main sections: that all students can learn, the importance of teacher expectations, connecting student learning to their social ecology, promoting cultural diversity instruction, and adapting the curriculum for all learners. The student emphasizes the importance of understanding each student's strengths and backgrounds in order to create a welcoming classroom environment where all students feel they can succeed.
developmental social individual factors of learner centered principle
This research paper examines developmental, social, and individual factors that influence learner-centered psychological principles. It discusses several theories of learner development, including those proposed by Piaget, Vygotsky, Erikson, and Kohlberg. These theories explore how cognitive, social, and emotional development affect learning. The paper also analyzes how individual differences like cultural background and learning styles require teachers to understand diversity and plan lessons accordingly. Overall, the research emphasizes that understanding learner development helps teachers facilitate effective learning through appropriate strategies and activities.
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Introduction to Dance
for educational purposes.
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Dance as an Art
The document discusses different types of dance including folk dance, ballet, and modern dance. It provides details on the history and characteristics of each dance type, as well as examples of basic techniques. Folk dance encompasses traditional dances passed down through generations that express local culture. Ballet originated in Italy and spread to France, focusing on precise techniques and mime. Modern dance emerged as a rebellion against ballet, allowing free expression through improvisation and a variety of movements.
Dance as a Competition
for educational purposes.
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Q3 l11-charging process
Electrons orbit the nucleus of an atom and are generally negatively charged. Protons are positively charged and combine with electrons and neutrons to form atoms. Neutrons have no charge and determine the isotope of an element. Atoms consist of a nucleus surrounded by electrons, which are made up of protons, neutrons, and electrons. When an element gains protons, it acquires a positive charge, while gaining electrons gives a negative charge. Charging by contact occurs when a charged object transfers some of its charge to a neutral object they touch. Induction charging can also occur without direct contact when a charged object polarizes a nearby neutral object.
Q3 l10-electricity
Electricity is a form of energy made up of charges that can produce light, heat, or motion. There are two kinds of electricity: static, which is an electric charge that collects on objects, and current, which is the flow of electric charges through conductors like wires. Electricity produces forces of attraction or repulsion between charged objects through an electric field.
Q3 l9-modes of heat transfer
Heat is transferred in three ways: conduction, convection, and radiation. Conduction involves the direct contact and transfer of heat between particles. Convection involves the transfer of heat by fluid movement, such as warm air rising. Radiation transfers heat through electromagnetic waves and can occur over distances without a medium. The coffee cup will cool to room temperature through conduction and convection, while the popsicle will melt and warm through these processes.
Q3 l8-light
1) This document covers properties of light and sound, including how light travels faster than sound, is reflected to allow vision, and can be refracted. It also discusses how color is perceived and the basics of hearing including pitch and amplitude. 2) Reflection of light follows the law that the angle of incidence equals the angle of reflection, while refraction occurs when light bends as it travels through different mediums like air and water. 3) The ear contains the outer, middle and inner sections including the eardrum, bones, and cochlea to detect vibrations and transmit sound signals to the brain.
Q3 l7-musical intruments
This document classifies different musical instruments into three categories: wind instruments like the clarinet and trumpet, string instruments like the harp, and percussion instruments like the tuba.
Q3 l6-sounds
Sound is a mechanical wave that requires a medium, such as air, to travel. It is produced when an object vibrates, exerting a force on the surrounding medium and creating compressions and rarefactions that transfer energy as a wave. The denser the medium, the faster sound can travel. The human ear can detect sounds from 20-20,000 Hz but other animals can hear higher or lower frequencies. Loudness is measured in decibels, and prolonged exposure to very loud sounds can damage hearing.
Q3 l5-waves
Waves are traveling disturbances that carry energy through a medium. They have characteristics such as amplitude, wavelength, frequency, period, and speed. Transverse waves have a perpendicular particle motion relative to the wave, while longitudinal waves have a parallel particle motion. Surface waves cause circular motion near the surface of a medium. Electromagnetic waves can transmit energy through a vacuum, unlike mechanical waves like sound.
Q3 l3-diagram and graphs
This document contains multiple choice questions about identifying different types of motion, including decreasing speed, increasing speed, constant speed, and zero speed, based on dot diagrams and motion graphs. The questions ask the reader to analyze dot diagrams and motion graphs and select the best description of the motion shown.
Q3 l2-distance and displacement
Distance refers to the total length of the path traveled by an object, while displacement refers to the straight line distance between the object's starting and ending positions, regardless of the actual path taken. Distance takes into account the entire route, whereas displacement looks only at the net change in position from beginning to end.
Q3 l1-motion
This document discusses describing and representing motion. It explains that an object is in motion when its position changes over time. Motion can be described using diagrams with coordinates or graphs by plotting an object's position over time. The document provides an example of converting a diagram showing an object's changing position into a position-time graph through a data table and connecting the points with a straight line.
Q2 l6-levels of biological organization
The document discusses the different levels of biological organization from lowest to highest: cells, tissues, organs, organ systems, organisms, populations, communities, ecosystems, and the biosphere. It provides descriptions and examples of each level. Activities are included where students identify levels of organization from images and fill in blanks with the correct biological term. The purpose is to teach students about the hierarchical organization of living things from cells to the entire biosphere.
Q2 l5-comparing plant and animal cell
This document compares and contrasts plant and animal cells. It provides pictures and diagrams of plant and animal cells along with their organelles. A table directly compares key organelles between plant and animal cells such as plant cells having a cell wall and chloroplasts while animal cells have centrioles and lysosomes. The document guides students to label cell parts, compare cells using a Venn diagram, and answer questions about plant and animal cell structures.
Q2 l4-cell parts and its function
This document contains lesson materials about cell parts and their functions. It includes activities for students to observe bubbles in a bottle and locate cell organelles. It also provides information about different cell organelles, including their names, functions and nicknames. Finally, it instructs students to create a cell model using materials from home and shows an example.
Q2 l3-basic unit of life
The document discusses the history and basic concepts of cells. It describes how Robert Hooke first observed "cells" in 1665 using a microscope to examine cork. Anton van Leeuwenhoek then observed living cells in 1673 using a simple microscope. In the 1830s, scientists Matthias Schleiden, Theodore Schwann, and Rudolph Virchow developed the cell theory, which states that all living things are made of cells, cells are the basic unit of structure and function in organisms, and cells come from pre-existing cells. The document then describes the basic structures and differences between prokaryotic and eukaryotic cells.
Q2 l2-microscope
The document describes the main parts of a compound microscope. It is divided into three sections: mechanical, illuminating, and magnifying parts. The mechanical part includes the body tube, stage, nosepiece, and adjustment knobs. The illuminating part consists of the mirror and diaphragm. The magnifying part contains the objectives and eyepiece lenses.
Lesson 9 acids and bases
Acids and bases are defined by whether they release H+ or OH- ions in water. Strong acids and bases dissociate completely, while weak ones only partially dissociate. Acids taste sour, react with carbonates and metals to produce gas, and contain hydrogen. Bases taste bitter, feel slippery, and contain hydroxide ions. The pH scale measures acidity and alkalinity, with values below 7 indicating acids and above 7 indicating bases. Acid-base indicators change color at specific pH levels, allowing identification of acids and bases. When acids and bases neutralize, they form water and salts.
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INTEGRATED TEACHING AND LEARNING APPROACHES
- 1. Prepared by: Jayson Labsan BSEd-IIIPHYSCI “Eating well is a form of self-respect.”
- 2. What it is? INTEGRATED TEACHING AND LEARNING APPROACHES
- 3. IMPORTANCE OF INTEGRATED TEACHING AND LEARNING APPROACHES: 1. Setting learner centered curriculum related tasks.
- 4. IMPORTANCE OF INTEGRATED TEACHING AND LEARNING APPROACHES: 2. Setting tasks that are open- ended in order to support problem solving and critical thinking.
- 5. IMPORTANCE OF INTEGRATED TEACHING AND LEARNING APPROACHES: 3. Developing contextual activities.
- 6. IMPORTANCE OF INTEGRATED TEACHING AND LEARNING APPROACHES: 4. Setting tasks that develop collaborative group skills.
- 7. Why is integrated teaaching and learning important? 1. Children are capable of lear- ning on their own, but adults extend and increase that learning and stimulate new learning through their intentional involvement.
- 8. Why is integrated teaaching and learning important? 2. While play can be child- directed, adults’ involvement can increase its value.
- 9. Why is integrated teaaching and learning important? 3. Research indicate that the least successful learning envi- ronments are those where children are regularly allowed to spend a lot of time in undirected free play.
- 10. Thank You
Editor's Notes
- Combined guided play and learning, adultled learning, and child-directed play and learning. Involves the adult intentionally engaging with the child in play. Play- childrean lang gumagawa Adult-led learning- collaboraton, introduce experience or idea with high level thingking skills Child-directed play and learning- more on exploring, experementing, investigating and creating. Guided play and learning- when adults are involved, you will guided to the children. Intentional teaching- refers to professionals making decisions that are thoughtful, deliberate and purposeful as they broaded and deepen children’s knowledge, skills and experience to take them beyond what they already know, can do and understand. For example. Halimbawa talent.
- Activities, or schoolworks that related to the lesson. For example, the topic is
- Support your thoughts by giving a real world situation or authentic idea. Di ba madalas nagbibigay tayo ng example para mas maintindihan. Example: i have 5 apple and my brother ates 2 apple, how many apple that i have?
- Students are able To construct meaning based on their meaning. Example that given by the teacher are Brainstorming Dialogue- present a short dialogue.
- How to develop collaboration skills? Gain cooperation- share your vision and intentions, respect for the opinions of others. Encourage teamwork- share information freely. Push for solution- identify possible solution or your outcomes. Expand your definition of success- recognize all efforts of your teamates. All your teamates can be benifited.
- BERMAIN SEBAGAI KURIKULUM joyfullness