A teacher's workshop was held at Independent Medical College, Faisalabad on 11th June, 2010. It was excellent workshop for teachers to improve regular class activities for effective teaching focusing on objective learning.
The document discusses Howard Gardner's theory of multiple intelligences and provides strategies for teachers to incorporate the theory into their classroom practice. It outlines Gardner's nine types of intelligence - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential. Attendees took a multiple intelligences inventory and discussed ways to target different intelligences through subjects like math, science, and social studies. The workshop emphasized reaching a wide range of learners by integrating subjects and breaking from traditional pedagogy using strategies appropriate to students' various intelligences.
This document summarizes the learning from a student project on multiple intelligence theory and critical thinking. It discusses how the students learned about the 9 types of intelligence identified by Howard Gardner and how to develop lessons incorporating different intelligence types. It also explains how the students learned about critical thinking skills and how to apply technology to develop critical thinking in lessons and analyze lessons.
An effective mathematics teacher [1] creates a supportive environment that encourages mathematical thinking and discussion, [2] poses meaningful mathematical tasks that require justification and problem solving, and [3] values creative thinking and learning from mistakes.
Universal design is the design of products and environments to be usable by all people without the need for adaptation. Universal Design for Learning (UDL) is a framework for designing curricula that enables all individuals to gain knowledge through flexible options that reduce barriers while maintaining high standards. UDL supports learning through three principles that correspond to three brain networks: recognition, strategic, and affective networks.
Cooperative learning is a teaching strategy that enhances learning through student collaboration in small teams. To be successful, it requires team members to work together, engage with each other, and hold each other accountable. While it can improve learning as students teach each other, some students may not like working in groups and the strategy loses impact if overused. When implemented properly in classrooms, cooperative learning allows students to tutor peers, share ideas, create projects, and solve problems together to enhance the learning experience for all.
This document outlines different teaching techniques and methods, including brainstorming and problem-solving. It provides examples of how to use brainstorming to identify problems and solutions, such as a case study about a passive teacher. There are 4 basic rules of brainstorming: focus on quantity of ideas, no criticism, unusual ideas are welcome, and combine/improve ideas. The problem-solving method aims to teach students scientific problem-solving skills. An example case is provided about a teacher who feels irritated when lessons run longer than planned.
Reflection in Education : Theories of Action Gopal Midha
This document discusses reflective engagement and theories of action in teacher education. It covers:
1. Reflective thought is actively considering beliefs and knowledge in light of evidence, as defined by Dewey. Theories of action were developed by Argyris and Schon to examine conscious and unconscious reasoning.
2. Theories of action refer to people's mental maps for how to act. These maps guide actions more than explicit theories. Few people are aware of their own maps.
3. Theories of action can be used to understand tensions in learning to teach, reflect on organizational goals and strategies, and supplement motivational approaches to change. Group reflection and a two-column tool can help uncover theories of action
A teacher's workshop was held at Independent Medical College, Faisalabad on 11th June, 2010. It was excellent workshop for teachers to improve regular class activities for effective teaching focusing on objective learning.
The document discusses Howard Gardner's theory of multiple intelligences and provides strategies for teachers to incorporate the theory into their classroom practice. It outlines Gardner's nine types of intelligence - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and existential. Attendees took a multiple intelligences inventory and discussed ways to target different intelligences through subjects like math, science, and social studies. The workshop emphasized reaching a wide range of learners by integrating subjects and breaking from traditional pedagogy using strategies appropriate to students' various intelligences.
This document summarizes the learning from a student project on multiple intelligence theory and critical thinking. It discusses how the students learned about the 9 types of intelligence identified by Howard Gardner and how to develop lessons incorporating different intelligence types. It also explains how the students learned about critical thinking skills and how to apply technology to develop critical thinking in lessons and analyze lessons.
An effective mathematics teacher [1] creates a supportive environment that encourages mathematical thinking and discussion, [2] poses meaningful mathematical tasks that require justification and problem solving, and [3] values creative thinking and learning from mistakes.
Universal design is the design of products and environments to be usable by all people without the need for adaptation. Universal Design for Learning (UDL) is a framework for designing curricula that enables all individuals to gain knowledge through flexible options that reduce barriers while maintaining high standards. UDL supports learning through three principles that correspond to three brain networks: recognition, strategic, and affective networks.
Cooperative learning is a teaching strategy that enhances learning through student collaboration in small teams. To be successful, it requires team members to work together, engage with each other, and hold each other accountable. While it can improve learning as students teach each other, some students may not like working in groups and the strategy loses impact if overused. When implemented properly in classrooms, cooperative learning allows students to tutor peers, share ideas, create projects, and solve problems together to enhance the learning experience for all.
This document outlines different teaching techniques and methods, including brainstorming and problem-solving. It provides examples of how to use brainstorming to identify problems and solutions, such as a case study about a passive teacher. There are 4 basic rules of brainstorming: focus on quantity of ideas, no criticism, unusual ideas are welcome, and combine/improve ideas. The problem-solving method aims to teach students scientific problem-solving skills. An example case is provided about a teacher who feels irritated when lessons run longer than planned.
Reflection in Education : Theories of Action Gopal Midha
This document discusses reflective engagement and theories of action in teacher education. It covers:
1. Reflective thought is actively considering beliefs and knowledge in light of evidence, as defined by Dewey. Theories of action were developed by Argyris and Schon to examine conscious and unconscious reasoning.
2. Theories of action refer to people's mental maps for how to act. These maps guide actions more than explicit theories. Few people are aware of their own maps.
3. Theories of action can be used to understand tensions in learning to teach, reflect on organizational goals and strategies, and supplement motivational approaches to change. Group reflection and a two-column tool can help uncover theories of action
Here are the key steps of the scientific method:
1. Observation and description of a phenomenon or group of phenomena. This includes how it was measured or counted, under what conditions, and other relevant qualitative and quantitative details.
2. Development of a hypothesis to explain the phenomena. A hypothesis is not yet a theory - it is an educated guess or supposition.
3. Use of the hypothesis to predict the existence of other phenomena, or to predict quantitatively the results of new observations and experiments.
4. Performance of experimental tests of the predictions by several independent experimenters and researchers.
5. Iterative refinement of the hypothesis based on the experimental evidence, or development of alternative hypotheses.
6.
This document outlines six principles to support great teaching and learning: 1) tying new concepts to prior knowledge, 2) accounting for limited working memory, 3) making abstract ideas concrete, 4) modeling thinking processes, 5) deliberate practice with guidance, and 6) retrieval practice to improve memory. Questioning should check for understanding, provoke deeper thinking, and increase participation through "cold calling". The overall message is that excellence and growth in students comes from calculated, great teaching.
This document discusses the advantages and limitations of discussion in large and small groups. The advantages include assessing knowledge and skills, evaluating instruction, sharing new ideas, and allowing for questioning. However, limitations include some students not participating, groups being unfamiliar with topics, and students not always being challenged. The document suggests that classroom discussions should be effective, involve both students and teachers, and promote collaborative and cooperative learning.
Dynamic vs. Static Assessment: A Growth Mindset PerspectiveDreamBox Learning
Assessment should inform teaching. It should be continuous, pick up data on mathematical growth and development, and provide information about the “zone of proximal development” (Vygotsky 1978). To do so, it needs “to foresee where and how one can anticipate that which is just coming into view in the distance” (Streefland 1985, 285). It needs to capture genuine mathematizing—children’s strategies, their ways of modeling realistic problems, and their understanding of key mathematical ideas. Bottom line, it needs to capture where the child is on the landscape of learning—where she has been, what her struggles are, and where she is going: it must be dynamic. This session will examine ways to assess development dynamically to inform teaching and to document the learning journey.
Graphic/advance organizers are visual tools that help organize information to facilitate learning. They appeal to multiple learning styles and can provoke more interest than text alone. Research shows that graphic organizers are effective when used appropriately at different stages of instruction across subject areas. Key factors in their effectiveness include grade level, instructional context, ease of use, and point of implementation in the learning process. When used correctly, graphic organizers provide benefits to both students and teachers in organizing and assessing understanding of concepts.
This document discusses principles for supporting self-directed and incidental learning among knowledge workers. It proposes that feedback should provide perspective by showing personal actions alongside peer actions. A study found this helps reflection. It also proposes feedback should provide contrast by showing contextual factors and dimensions. A second study found this helps make meaningful connections between actions and their context. The key conclusions are that feedback can support learning even without explicit domain knowledge, and that perspective and contrast are important design principles for feedback to be effective.
This document provides an overview of effective classroom strategies based on cognitive psychology models of learning. It discusses cognitive psychology and how learning occurs through various learning models, including social interaction, information processing, and contextual learning models. It also covers methods of teaching like discovery, guided discovery, and expository, as well as concepts like behavior modification, reinforcement, modeling, and shaping techniques. The document is a class paper that was submitted as part of a Master's program, supervised by a professor in the Department of Education.
This document provides an overview of several educational theories. It introduces theories related to adult learning like andragogy, which focuses on adults being self-directed learners. Social cognitive theory emphasizes learning through observation and modeling behaviors. Deep, surface, and strategic learning styles are covered as well as experiential and situated learning. Reflective practice and transformative learning are also discussed as ways to connect theory to real-world application. The document aims to explain how educational theories can provide frameworks for understanding learning and inform teaching practices.
This document outlines a presentation on using improvisation and design thinking in science and mathematics teaching. It discusses how improvisation involves divergent thinking and an improvisational mindset. Design thinking is presented as a process that can enhance improvisation, with steps like empathizing with students, defining problems, ideating solutions, prototyping ideas, and testing. An example is given of how these approaches could be used in a lesson on Charles' Law, by developing a hands-on activity to demonstrate the concept using everyday objects. The presentation argues that improvisation and design thinking can make science and math more engaging, accessible and understandable for students.
This document provides an overview of the 5-E Model of Instruction, which is an instructional model for lesson planning. It consists of 5 phases - Engage, Explore, Explain, Elaborate/Extend, and Evaluate. The 5-E Model was developed in the late 1980s based on constructivist learning theories to actively involve students in the learning process. It is most effective for new concepts that are difficult to master when teachers have time for the engagement and exploration phases. The purpose of each phase is to spark student interest, allow them to discover concepts themselves, understand new information, apply their knowledge, and demonstrate their understanding.
This document provides an overview of week 2 materials for an instructional design course. It includes objectives for the course focused on instructional design terminology and principles. An overview is given for week 2 assignments which involve reviewing a presentation, textbook chapter, and design models. Guidance is provided on learning theories, effective teaching characteristics, and design models to help students develop skills as instructional designers. Students are assigned tasks to identify features of effective teaching and analyze instructional design models.
Visible Thinking is an approach to integrating the development of students' thinking skills with learning course content. It uses practices like Thinking Routines, which are short strategies to guide students' thought processes and make their thinking visible. The goals of Visible Thinking are to develop deeper understanding, greater motivation for learning, and thinking and learning abilities in students, as well as shaping a classroom culture of engaged thinkers.
Visible Thinking is an approach to integrating the development of students' thinking skills with content learning across subjects. It uses practices like Thinking Routines, which are short strategies to extend and deepen students' thinking, and Thinking Ideals, which are concepts that propel thinking. The goals are to cultivate students' thinking dispositions and abilities, deepen understanding of content, increase motivation for learning, and shift the classroom culture to a community of engaged thinkers.
The document outlines principles of learning and teaching strategies. It discusses 7 principles of learning including learning as an active experience, discovery of personal meaning, and learning as an evolutionary process. It also covers lesson objectives, organizing content, selection of teaching methods, lesson development, and questioning techniques. The resource teacher's adherence to these concepts is observed and analyzed.
Elevate education with critical thinking—fostering deep understanding, problem-solving skills, and lifelong learning. Empower students for success in academics and beyond.
This document discusses reflective thinking and practices for teachers. It outlines four types of thinking skills: critical thinking, creative thinking, problem solving, and memorization/recall. Critical thinking uses reflection to analyze and evaluate information. Creative thinking uses novel ideas and imagination. Problem solving finds solutions through various methods. Memorization focuses on factual recall. Reflective thinking is similar to critical thinking but makes judgments on past experiences. Reflective practices help teachers systematically revisit experiences to improve decisions. Characteristics include concern for aims/outcomes, an ongoing process, using evidence, and collaborating with colleagues. Tools for reflection include continuous professional development and action research to enhance the teaching profession.
This document outlines how integrated thinking combines intuition, analysis, and creative thinking to develop innovative solutions. It discusses how relying too heavily on one type of thinking limits opportunities. The training teaches educators to use integrated thinking to better solve problems themselves and teach students. Educators should plan lessons using intuition, creative thinking for new ideas, and analysis to identify issues. They should model integrated thinking and encourage its use in the classroom.
Visible thinking routines and ATL in ibdpShirin Bagchi
Students in a 5th grade class were introduced to arthropods like spiders and asked about their initial thoughts. The students came up with observations like them being creepy or hairy. They then generated questions about how arthropods move or produce webs. The teacher used a thinking routine called "think-puzzle-explore" to have students share what they think, identify questions, and explore topics that may not seem complex. Visible thinking involves making thinking visible through speaking, writing or drawing so students can direct and improve their thoughts. It emphasizes documenting thinking for later reflection.
It Matters! Three Ideas to Move from Projects to PBLMelinda Kolk
This document discusses key aspects of project-based learning (PBL). It explains that PBL involves students applying what they know to solve real-world problems in order to build deeper understanding and skills. PBL is more student-centered and interactive compared to traditional instruction, with students taking on more collaborative and expert roles. For projects to truly qualify as PBL, they need to focus on ideas that are meaningful, produce authentic work that has value outside the classroom, and make the learning process meaningful through student choice, control, and collaboration.
The document discusses developing metacognitive skills in students. It defines metacognition as a person's conscious awareness and control of their thinking process. The presenter aims to help teachers understand metacognition, provide strategies to incorporate it into any subject, and gradually release responsibility to students. Specific strategies discussed include think-alouds, modeling, and asking key questions to help students make connections, visualize, infer, monitor comprehension, and more. The goal is for students to become active, independent learners.
This document discusses using action research to improve education. It poses questions about how practice-based research can contribute to innovative learning and be organized to promote innovation. The goals are to learn how action research can aid school development and to discuss theories of action. A research project involved 10 schools conducting meetings, designing practices, studying, and presenting results over a school year. Doing research means formulating collective questions based on stakeholder input. Teachers and students can both be researchers using an inquiry cycle to develop knowledge and skills. Evaluating involves reflecting on student and teacher development outcomes. A culture of inquiry connects research to policies and spreads results.
Innovation in service teachers training programNur Ali Tejani
The document proposes an innovative framework for in-service teacher training programs with the following key elements:
1. It shifts from one-time training to a continuous development program built around communities of practice, learning partnerships, and networked learning.
2. The program focuses on developing understanding through interactive courses, teacher learning projects, monthly seminars, and online forums to discuss pedagogy, content, attitudes and skills.
3. It emphasizes e-readiness, reflective practice, research, and sharing best practices to interconnect teachers and continuously enhance their knowledge, skills, and professional judgment.
Here are the key steps of the scientific method:
1. Observation and description of a phenomenon or group of phenomena. This includes how it was measured or counted, under what conditions, and other relevant qualitative and quantitative details.
2. Development of a hypothesis to explain the phenomena. A hypothesis is not yet a theory - it is an educated guess or supposition.
3. Use of the hypothesis to predict the existence of other phenomena, or to predict quantitatively the results of new observations and experiments.
4. Performance of experimental tests of the predictions by several independent experimenters and researchers.
5. Iterative refinement of the hypothesis based on the experimental evidence, or development of alternative hypotheses.
6.
This document outlines six principles to support great teaching and learning: 1) tying new concepts to prior knowledge, 2) accounting for limited working memory, 3) making abstract ideas concrete, 4) modeling thinking processes, 5) deliberate practice with guidance, and 6) retrieval practice to improve memory. Questioning should check for understanding, provoke deeper thinking, and increase participation through "cold calling". The overall message is that excellence and growth in students comes from calculated, great teaching.
This document discusses the advantages and limitations of discussion in large and small groups. The advantages include assessing knowledge and skills, evaluating instruction, sharing new ideas, and allowing for questioning. However, limitations include some students not participating, groups being unfamiliar with topics, and students not always being challenged. The document suggests that classroom discussions should be effective, involve both students and teachers, and promote collaborative and cooperative learning.
Dynamic vs. Static Assessment: A Growth Mindset PerspectiveDreamBox Learning
Assessment should inform teaching. It should be continuous, pick up data on mathematical growth and development, and provide information about the “zone of proximal development” (Vygotsky 1978). To do so, it needs “to foresee where and how one can anticipate that which is just coming into view in the distance” (Streefland 1985, 285). It needs to capture genuine mathematizing—children’s strategies, their ways of modeling realistic problems, and their understanding of key mathematical ideas. Bottom line, it needs to capture where the child is on the landscape of learning—where she has been, what her struggles are, and where she is going: it must be dynamic. This session will examine ways to assess development dynamically to inform teaching and to document the learning journey.
Graphic/advance organizers are visual tools that help organize information to facilitate learning. They appeal to multiple learning styles and can provoke more interest than text alone. Research shows that graphic organizers are effective when used appropriately at different stages of instruction across subject areas. Key factors in their effectiveness include grade level, instructional context, ease of use, and point of implementation in the learning process. When used correctly, graphic organizers provide benefits to both students and teachers in organizing and assessing understanding of concepts.
This document discusses principles for supporting self-directed and incidental learning among knowledge workers. It proposes that feedback should provide perspective by showing personal actions alongside peer actions. A study found this helps reflection. It also proposes feedback should provide contrast by showing contextual factors and dimensions. A second study found this helps make meaningful connections between actions and their context. The key conclusions are that feedback can support learning even without explicit domain knowledge, and that perspective and contrast are important design principles for feedback to be effective.
This document provides an overview of effective classroom strategies based on cognitive psychology models of learning. It discusses cognitive psychology and how learning occurs through various learning models, including social interaction, information processing, and contextual learning models. It also covers methods of teaching like discovery, guided discovery, and expository, as well as concepts like behavior modification, reinforcement, modeling, and shaping techniques. The document is a class paper that was submitted as part of a Master's program, supervised by a professor in the Department of Education.
This document provides an overview of several educational theories. It introduces theories related to adult learning like andragogy, which focuses on adults being self-directed learners. Social cognitive theory emphasizes learning through observation and modeling behaviors. Deep, surface, and strategic learning styles are covered as well as experiential and situated learning. Reflective practice and transformative learning are also discussed as ways to connect theory to real-world application. The document aims to explain how educational theories can provide frameworks for understanding learning and inform teaching practices.
This document outlines a presentation on using improvisation and design thinking in science and mathematics teaching. It discusses how improvisation involves divergent thinking and an improvisational mindset. Design thinking is presented as a process that can enhance improvisation, with steps like empathizing with students, defining problems, ideating solutions, prototyping ideas, and testing. An example is given of how these approaches could be used in a lesson on Charles' Law, by developing a hands-on activity to demonstrate the concept using everyday objects. The presentation argues that improvisation and design thinking can make science and math more engaging, accessible and understandable for students.
This document provides an overview of the 5-E Model of Instruction, which is an instructional model for lesson planning. It consists of 5 phases - Engage, Explore, Explain, Elaborate/Extend, and Evaluate. The 5-E Model was developed in the late 1980s based on constructivist learning theories to actively involve students in the learning process. It is most effective for new concepts that are difficult to master when teachers have time for the engagement and exploration phases. The purpose of each phase is to spark student interest, allow them to discover concepts themselves, understand new information, apply their knowledge, and demonstrate their understanding.
This document provides an overview of week 2 materials for an instructional design course. It includes objectives for the course focused on instructional design terminology and principles. An overview is given for week 2 assignments which involve reviewing a presentation, textbook chapter, and design models. Guidance is provided on learning theories, effective teaching characteristics, and design models to help students develop skills as instructional designers. Students are assigned tasks to identify features of effective teaching and analyze instructional design models.
Visible Thinking is an approach to integrating the development of students' thinking skills with learning course content. It uses practices like Thinking Routines, which are short strategies to guide students' thought processes and make their thinking visible. The goals of Visible Thinking are to develop deeper understanding, greater motivation for learning, and thinking and learning abilities in students, as well as shaping a classroom culture of engaged thinkers.
Visible Thinking is an approach to integrating the development of students' thinking skills with content learning across subjects. It uses practices like Thinking Routines, which are short strategies to extend and deepen students' thinking, and Thinking Ideals, which are concepts that propel thinking. The goals are to cultivate students' thinking dispositions and abilities, deepen understanding of content, increase motivation for learning, and shift the classroom culture to a community of engaged thinkers.
The document outlines principles of learning and teaching strategies. It discusses 7 principles of learning including learning as an active experience, discovery of personal meaning, and learning as an evolutionary process. It also covers lesson objectives, organizing content, selection of teaching methods, lesson development, and questioning techniques. The resource teacher's adherence to these concepts is observed and analyzed.
Elevate education with critical thinking—fostering deep understanding, problem-solving skills, and lifelong learning. Empower students for success in academics and beyond.
This document discusses reflective thinking and practices for teachers. It outlines four types of thinking skills: critical thinking, creative thinking, problem solving, and memorization/recall. Critical thinking uses reflection to analyze and evaluate information. Creative thinking uses novel ideas and imagination. Problem solving finds solutions through various methods. Memorization focuses on factual recall. Reflective thinking is similar to critical thinking but makes judgments on past experiences. Reflective practices help teachers systematically revisit experiences to improve decisions. Characteristics include concern for aims/outcomes, an ongoing process, using evidence, and collaborating with colleagues. Tools for reflection include continuous professional development and action research to enhance the teaching profession.
This document outlines how integrated thinking combines intuition, analysis, and creative thinking to develop innovative solutions. It discusses how relying too heavily on one type of thinking limits opportunities. The training teaches educators to use integrated thinking to better solve problems themselves and teach students. Educators should plan lessons using intuition, creative thinking for new ideas, and analysis to identify issues. They should model integrated thinking and encourage its use in the classroom.
Visible thinking routines and ATL in ibdpShirin Bagchi
Students in a 5th grade class were introduced to arthropods like spiders and asked about their initial thoughts. The students came up with observations like them being creepy or hairy. They then generated questions about how arthropods move or produce webs. The teacher used a thinking routine called "think-puzzle-explore" to have students share what they think, identify questions, and explore topics that may not seem complex. Visible thinking involves making thinking visible through speaking, writing or drawing so students can direct and improve their thoughts. It emphasizes documenting thinking for later reflection.
It Matters! Three Ideas to Move from Projects to PBLMelinda Kolk
This document discusses key aspects of project-based learning (PBL). It explains that PBL involves students applying what they know to solve real-world problems in order to build deeper understanding and skills. PBL is more student-centered and interactive compared to traditional instruction, with students taking on more collaborative and expert roles. For projects to truly qualify as PBL, they need to focus on ideas that are meaningful, produce authentic work that has value outside the classroom, and make the learning process meaningful through student choice, control, and collaboration.
The document discusses developing metacognitive skills in students. It defines metacognition as a person's conscious awareness and control of their thinking process. The presenter aims to help teachers understand metacognition, provide strategies to incorporate it into any subject, and gradually release responsibility to students. Specific strategies discussed include think-alouds, modeling, and asking key questions to help students make connections, visualize, infer, monitor comprehension, and more. The goal is for students to become active, independent learners.
This document discusses using action research to improve education. It poses questions about how practice-based research can contribute to innovative learning and be organized to promote innovation. The goals are to learn how action research can aid school development and to discuss theories of action. A research project involved 10 schools conducting meetings, designing practices, studying, and presenting results over a school year. Doing research means formulating collective questions based on stakeholder input. Teachers and students can both be researchers using an inquiry cycle to develop knowledge and skills. Evaluating involves reflecting on student and teacher development outcomes. A culture of inquiry connects research to policies and spreads results.
Innovation in service teachers training programNur Ali Tejani
The document proposes an innovative framework for in-service teacher training programs with the following key elements:
1. It shifts from one-time training to a continuous development program built around communities of practice, learning partnerships, and networked learning.
2. The program focuses on developing understanding through interactive courses, teacher learning projects, monthly seminars, and online forums to discuss pedagogy, content, attitudes and skills.
3. It emphasizes e-readiness, reflective practice, research, and sharing best practices to interconnect teachers and continuously enhance their knowledge, skills, and professional judgment.
MultiPLE's vision is to create a global learning community without obligations that ensures career and personal development throughout an individual's career. This will establish MultiPLE as a global leader in self-learning and lifelong learning by training and developing talent for an expanding global world. The main goal is to make self-learning easy. MultiPLE aims to provide integrated learning tools and change the way people learn to match how the world has changed through a personal learning environment that allows users to explore, produce, and share information and knowledge.
2019 New Trends in Education -Teaching Innovation Timothy Wooi
Innovation & Modern approaches to Learning
Introduction
One challenge in public consciousness now is the need to reinvent just about everything, from;
scientific advances,
technology breakthroughs,
political & economic structures,
environmental solutions,
21st century code of ethics, everything is in flux—and everything demands innovative, out of the box thinking.
Here are ten 10 Ways to Teach Innovation
1.Teach concepts, not facts.
2. Move from projects to Project Based Learning.
3. Distinguish concepts from critical information.
4. Make skills as important as knowledge.
5. Form teams, not groups.
6.Use thinking tools.
7. Use creativity tools.
8. Reward discovery.
9. Make reflection part of the lesson.
10. Be innovative yourself.
Backwards Design & Melding In-Class and Online PedagogiesAndy Saltarelli
This document summarizes a presentation on melding in-class and online pedagogies. The presenters are from Virtual University Design and Technology at Michigan State University. They discuss their philosophy of starting with authentic pedagogical problems rather than technological solutions. They emphasize backwards design, identifying big ideas and essential questions, and connecting concepts. The presentation provides examples and templates for developing big ideas and concept maps for a course. Attendees are guided through an activity to create a draft concept map for one of their courses. Various low- and web-based tools for concept mapping are also introduced.
5 Domains of Effective PLC FacilitationHairon Salleh
The document outlines 5 learning domains of effective PLC facilitation:
1) Stages of participation in PLCs - moving from wanting to participate, to wanting to learn, to wanting to change.
2) 15 principles of PLC conversations - grouped into principles for participating, learning, and changing.
3) 5 PLC conversation questions focused on curriculum, pedagogy, instruction, assessment, and student thinking.
4) 5 teacher knowledges - curriculum content, pedagogical, instructional, assessment, and student learning.
5) 7 conversation activities - delineating curriculum, deciding pedagogy, selecting instruction, testing effectiveness, explaining effectiveness, sharpening instruction, and
Similar to Introduction to instructional design its evolution and theories (20)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.