1. The document discusses advanced pedagogy, which refers to innovative teaching strategies that actively engage learners. It involves integrating techniques like blended learning, flipped classrooms, and educational technologies.
2. Advanced pedagogy aims to strengthen motivation, promote discovery learning, and help students learn in different ways. It allows teachers to adapt to changing environments and scientific study of the teaching process.
3. The principles of advanced pedagogy include supporting student independence and collaboration, reflecting student backgrounds, challenging deep thinking, and using assessment to inform instruction. This approach connects learning to real-world communities and practices.
The document discusses the concept of a "techno-pedagogue", which refers to a teacher integrating technology into the teaching and learning process. It describes how techno-pedagogy can lessen pressure on teachers and enable deeper student learning. A techno-pedagogue positions educational technologies as the basis for instruction. The role of teachers is evolving with increased technology - they must have skills in pedagogy, technology, and content to guide students in this digital age. As techno-pedagogues, teachers can enhance learning through techniques like facilitating basic skills, active learning, and evaluating progress.
Educational technology, concept, objectives and scopeDivyaSS7
1) The document discusses the concept, objectives, and scope of educational technology. It defines educational technology as a system involving machines, materials, media, methods, and men working together to achieve educational goals.
2) Educational technology applies scientific principles to instruction and aims to optimize the teaching-learning process. It incorporates technological innovations in education and technologizing education.
3) The scope of educational technology ranges from concrete educational processes to abstract ones, and includes using hardware, software, and systems analysis in educational operations like curriculum development, teacher training, and evaluation.
The presentation is prepared for pre service teacher trainees of Geography subject. it is a brief description of various learning resources or teaching aids which are used in learning and teaching of Geography subjet.
The document discusses the system approach in education. It defines a system as a set of interconnected elements that work together to achieve a specific goal. A system approach involves analyzing the inputs, processes, and outputs of an educational system. It aims to coordinate all aspects of education, such as the curriculum, facilities, teachers, and students, toward achieving learning objectives. The system approach is seen as a way to improve and manage the quality, effectiveness, and efficiency of education.
Pedagogical analysis in teaching mathematicsAnju Gandhi
This presentation helps the learners to develop an understanding of the concept of Pedagogical analysis and its process. It is specifically for B.Ed students.
Interpretation Construction Design Model or more popularly ICON Model is a constructivist model of teaching learning. this is an innovation in the field of Educational Technology during the last decade of the last century, which came to be popular in the first decade of 21st century
This document discusses various community resources for mathematics learning including field trips, mathematics exhibitions, laboratories, and clubs. Field trips provide hands-on experiences outside the classroom and opportunities to apply mathematical concepts. Exhibitions explore the history of mathematics and contributions of great mathematicians. Laboratories and hands-on activities help students better understand abstract concepts and develop problem-solving skills. Mathematics clubs foster independent learning and interest in mathematics through optional activities led by students and teachers.
The document discusses the concept of a "techno-pedagogue", which refers to a teacher integrating technology into the teaching and learning process. It describes how techno-pedagogy can lessen pressure on teachers and enable deeper student learning. A techno-pedagogue positions educational technologies as the basis for instruction. The role of teachers is evolving with increased technology - they must have skills in pedagogy, technology, and content to guide students in this digital age. As techno-pedagogues, teachers can enhance learning through techniques like facilitating basic skills, active learning, and evaluating progress.
Educational technology, concept, objectives and scopeDivyaSS7
1) The document discusses the concept, objectives, and scope of educational technology. It defines educational technology as a system involving machines, materials, media, methods, and men working together to achieve educational goals.
2) Educational technology applies scientific principles to instruction and aims to optimize the teaching-learning process. It incorporates technological innovations in education and technologizing education.
3) The scope of educational technology ranges from concrete educational processes to abstract ones, and includes using hardware, software, and systems analysis in educational operations like curriculum development, teacher training, and evaluation.
The presentation is prepared for pre service teacher trainees of Geography subject. it is a brief description of various learning resources or teaching aids which are used in learning and teaching of Geography subjet.
The document discusses the system approach in education. It defines a system as a set of interconnected elements that work together to achieve a specific goal. A system approach involves analyzing the inputs, processes, and outputs of an educational system. It aims to coordinate all aspects of education, such as the curriculum, facilities, teachers, and students, toward achieving learning objectives. The system approach is seen as a way to improve and manage the quality, effectiveness, and efficiency of education.
Pedagogical analysis in teaching mathematicsAnju Gandhi
This presentation helps the learners to develop an understanding of the concept of Pedagogical analysis and its process. It is specifically for B.Ed students.
Interpretation Construction Design Model or more popularly ICON Model is a constructivist model of teaching learning. this is an innovation in the field of Educational Technology during the last decade of the last century, which came to be popular in the first decade of 21st century
This document discusses various community resources for mathematics learning including field trips, mathematics exhibitions, laboratories, and clubs. Field trips provide hands-on experiences outside the classroom and opportunities to apply mathematical concepts. Exhibitions explore the history of mathematics and contributions of great mathematicians. Laboratories and hands-on activities help students better understand abstract concepts and develop problem-solving skills. Mathematics clubs foster independent learning and interest in mathematics through optional activities led by students and teachers.
SPPU F.Y.B.Ed. Course Code BED-105 : Unit 1: principles of a.pedagogyVikasTupsundar
This document outlines 10 principles of effective pedagogy according to Dr. Vikas S. Tupsundar:
1. Effective pedagogy equips learners for life and promotes social justice.
2. It engages learners with valued forms of knowledge.
3. Effective pedagogy recognizes the importance of prior experience and learning.
4. It requires scaffolding learning to help learners progress.
5. Assessment should be designed to advance learning.
6. Effective pedagogy promotes active learner engagement and independence.
7. It fosters both individual and social learning processes.
8. Informal learning is recognized as significant.
9. Effective pedagogy depends on continuous
What is Textbook ? Features of a good TextbookJishna Mavila
This document discusses the meaning, definition, and characteristics of a good textbook. It begins by defining a textbook as a standard book used for teaching and learning that is organized according to the curriculum. Textbooks are authored by experts in the subject area and take into account the intended readers. The document then discusses the physical and academic aspects that make for a good textbook. Physically, a good textbook has an appropriate size, strong binding, reasonable cost, and clear printing. Academically, it has detailed explanations, relevant content organized by the syllabus, a simple style suitable for the audience, and questions to conclude lessons. Overall, the document emphasizes that textbooks provide organized instruction to aid both teaching and learning.
This document discusses the phases of teaching: pre-active, interactive, and post-active. The pre-active phase is the planning stage where the teacher establishes goals and objectives and plans content, resources, and activities. The interactive phase is the implementation stage where the actual teaching occurs through perception, diagnosis, and reactive processes. The post-active phase is the evaluation stage where the teacher assesses student learning and achievement of objectives through tests, observations, and feedback to determine if re-teaching is needed and improve future lessons. All three phases are interrelated and work together to form the complete teaching process.
SPPU F.Y.B.Ed. Course Code BED-105 Unit 1-CONCEPT OF ADVANCED PEDAGOGYVikasTupsundar
The document discusses concepts related to advanced pedagogy. It begins by defining education, teaching, and pedagogy in traditional and modern contexts. Education is the process of facilitating learning, teaching is guiding learning, and pedagogy refers to theories and practices of the learning process. Advanced pedagogy enhances teaching and learning through innovative methods like blended learning, technology integration, and developing 21st century skills. It moves beyond traditional "chalk and talk" methods to improve educational outcomes.
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.
Ict in education use of ict in learning physical sciencesMohit Parte
What is ICT?
ICT in education
ICT integration in Science
ICT in learning physical sciences
Tool applications used in teaching science
Using and selecting appropriate media
ICT for inclusive education
Skills to be developed in students
Effective use of ICT
Conclusion
References
The National Council of Educational Research and Training (NCERT) is an autonomous organization established in 1961 by the Government of India to assist and advise central and state governments on school education. NCERT undertakes research, develops educational materials such as textbooks and teacher guides, offers teacher training, and disseminates innovative practices. It aims to improve school education and achieve universal elementary education.
TE 01 APPROACHES OF TEACHER DEVELOPMENT.pptxNeelam Minz
This document discusses different approaches to teacher development, including self-directed development, collegial/cooperative approaches, and staff development approaches. Self-directed development involves exploring challenges through conferences, seminars, and online resources. Collegial approaches recognize teaching as a continuous lifelong process requiring skills like attention, reflection, and challenge overcoming. Staff development refers to policies and procedures to improve individual and institutional effectiveness through personal studies, e-learning, courses, and workshops. Barriers to development include resistance to change and lack of support, time, and training.
The IT@School project was launched in 2001 in Kerala, India to foster IT education in schools. It provides ICT-enabled education to over 1.6 million students and 20,000 teachers annually in the state's 12,000 schools. The project aims to enhance teachers' intellectual productivity and students' understanding of curriculum subjects through the use of technology. It also implements e-governance activities and runs an educational television channel in the state.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
Difference between school organisation, management & administrationPriyanka Chaurasia
School organization, management, and administration are related but distinct concepts. School organization refers to planning and structuring resources like facilities, equipment, and staff. School management involves implementing policies and objectives, and is a middle-level executive function. School administration determines policies and objectives as the top decision-making body, and oversees the efficient execution of programs and activities. The key difference is that organization establishes the framework, management implements plans, and administration sets direction and controls operations from an executive leadership role.
The document discusses curriculum transaction and modes of curriculum transaction. It defines curriculum transaction as the effective implementation of curriculum contents based on the objectives. There are two main modes of curriculum transaction: face-to-face and distance. Face-to-face involves direct interaction between teachers and learners through lectures, discussions, etc. Distance mode does not involve direct contact and uses mediums like print, audio, video for instruction. Recently, interactive television and online platforms like Zoom, Google Meet, and YouTube Live have also been used for curriculum transaction during the COVID-19 pandemic.
The document discusses the assignment method of teaching. It defines assignment method as allotting students theoretical or practical activities to complete individually or in small groups. The key points are:
- Assignments are divided into topics and allotted weekly/fortnightly/monthly depending on syllabus and time. Students must finish one before moving to the next.
- Assignments aim to realize teaching objectives while providing guidance for students. They develop skills like self-learning, writing, and report preparation.
- Benefits include recognizing individual differences, developing responsible habits, and giving students freedom in their work. However, it may not be suitable for all students and can promote cheating.
This document discusses the structure of teacher education programs in India. It outlines the different types of pre-service teacher education programs, including general teacher education, physical teacher education, and programs for pre-primary, elementary, secondary, higher, and vocational education. It also describes in-service teacher education programs for developing practicing teachers, such as induction programs, refresher courses, workshops, seminars, and conferences. The structure of teacher education in India has been revised many times and includes both pre-service and in-service components, though there is a lack of uniformity and quality issues across programs.
This document defines and classifies different types of teaching aids. It discusses audio, visual, and audio-visual aids and provides examples of each. The document outlines the need for and importance of teaching aids, noting they help motivate students, clarify concepts, avoid dullness, and provide direct experience. It concludes that audio-visual aids use sight and sound to present information and are effective teaching tools when implemented properly.
The document discusses three approaches to educational technology: hardware, software, and systems. The hardware approach focuses on using physical devices and equipment to aid teaching and learning. The software approach applies principles of psychology and behavioral science to modify learning. The systems approach views education as a system and provides a systematic way to design an effective and economical educational system through setting goals, analyzing resources, devising plans, and continuous evaluation. Instructional development is also discussed as a systems approach that applies scientific principles to plan, design, create, implement and evaluate effective instruction.
The document discusses the role and objectives of mathematics teachers' associations. It explains that such associations aim to promote professional development among mathematics teachers to keep them informed of new trends. The Association of Mathematics Teachers of India (AMTI) works to improve mathematics expertise and skills in teachers. Its goals are to increase understanding and enjoyment of mathematics, share teaching strategies, and initiate discussions on developments in mathematics education at all levels. Objectives of AMTI include supporting learning materials and teaching strategies, conducting training programs, and publishing periodicals to share information with mathematics teachers.
A teacher should have love for his profession. He should be seriously and sincerely committed to his duties and work. As such be must be on the path of excellence both for his own personal achievements and that of his pupils.
1. cognitive and metacognitive factors of learning 2. developing metacognitio...AhL'Dn Daliva
1. The document discusses cognitive and metacognitive factors that influence the learning process. It describes how successful learners actively construct meaning, set goals, and integrate new knowledge with prior understanding.
2. Successful learners use strategic thinking and learning strategies, and can reflect on and monitor their thinking. Their learning is influenced by environmental contexts like culture and instructional practices.
3. Developing metacognition involves connecting new information to existing knowledge, selecting thinking strategies, and planning, monitoring, and evaluating cognitive processes.
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
SPPU F.Y.B.Ed. Course Code BED-105 : Unit 1: principles of a.pedagogyVikasTupsundar
This document outlines 10 principles of effective pedagogy according to Dr. Vikas S. Tupsundar:
1. Effective pedagogy equips learners for life and promotes social justice.
2. It engages learners with valued forms of knowledge.
3. Effective pedagogy recognizes the importance of prior experience and learning.
4. It requires scaffolding learning to help learners progress.
5. Assessment should be designed to advance learning.
6. Effective pedagogy promotes active learner engagement and independence.
7. It fosters both individual and social learning processes.
8. Informal learning is recognized as significant.
9. Effective pedagogy depends on continuous
What is Textbook ? Features of a good TextbookJishna Mavila
This document discusses the meaning, definition, and characteristics of a good textbook. It begins by defining a textbook as a standard book used for teaching and learning that is organized according to the curriculum. Textbooks are authored by experts in the subject area and take into account the intended readers. The document then discusses the physical and academic aspects that make for a good textbook. Physically, a good textbook has an appropriate size, strong binding, reasonable cost, and clear printing. Academically, it has detailed explanations, relevant content organized by the syllabus, a simple style suitable for the audience, and questions to conclude lessons. Overall, the document emphasizes that textbooks provide organized instruction to aid both teaching and learning.
This document discusses the phases of teaching: pre-active, interactive, and post-active. The pre-active phase is the planning stage where the teacher establishes goals and objectives and plans content, resources, and activities. The interactive phase is the implementation stage where the actual teaching occurs through perception, diagnosis, and reactive processes. The post-active phase is the evaluation stage where the teacher assesses student learning and achievement of objectives through tests, observations, and feedback to determine if re-teaching is needed and improve future lessons. All three phases are interrelated and work together to form the complete teaching process.
SPPU F.Y.B.Ed. Course Code BED-105 Unit 1-CONCEPT OF ADVANCED PEDAGOGYVikasTupsundar
The document discusses concepts related to advanced pedagogy. It begins by defining education, teaching, and pedagogy in traditional and modern contexts. Education is the process of facilitating learning, teaching is guiding learning, and pedagogy refers to theories and practices of the learning process. Advanced pedagogy enhances teaching and learning through innovative methods like blended learning, technology integration, and developing 21st century skills. It moves beyond traditional "chalk and talk" methods to improve educational outcomes.
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.
Ict in education use of ict in learning physical sciencesMohit Parte
What is ICT?
ICT in education
ICT integration in Science
ICT in learning physical sciences
Tool applications used in teaching science
Using and selecting appropriate media
ICT for inclusive education
Skills to be developed in students
Effective use of ICT
Conclusion
References
The National Council of Educational Research and Training (NCERT) is an autonomous organization established in 1961 by the Government of India to assist and advise central and state governments on school education. NCERT undertakes research, develops educational materials such as textbooks and teacher guides, offers teacher training, and disseminates innovative practices. It aims to improve school education and achieve universal elementary education.
TE 01 APPROACHES OF TEACHER DEVELOPMENT.pptxNeelam Minz
This document discusses different approaches to teacher development, including self-directed development, collegial/cooperative approaches, and staff development approaches. Self-directed development involves exploring challenges through conferences, seminars, and online resources. Collegial approaches recognize teaching as a continuous lifelong process requiring skills like attention, reflection, and challenge overcoming. Staff development refers to policies and procedures to improve individual and institutional effectiveness through personal studies, e-learning, courses, and workshops. Barriers to development include resistance to change and lack of support, time, and training.
The IT@School project was launched in 2001 in Kerala, India to foster IT education in schools. It provides ICT-enabled education to over 1.6 million students and 20,000 teachers annually in the state's 12,000 schools. The project aims to enhance teachers' intellectual productivity and students' understanding of curriculum subjects through the use of technology. It also implements e-governance activities and runs an educational television channel in the state.
It discribes about what is unit plan, definition of unit plan, Characteristics of a Good Unit, Steps in Unit Planning - i. Content analysis, ii. Objectives and specifications, iii. Learning activities & iv. Testing procedures. MODEL UNIT PLANNING, Advantages of Unit Planning & CONCLUSION.
Difference between school organisation, management & administrationPriyanka Chaurasia
School organization, management, and administration are related but distinct concepts. School organization refers to planning and structuring resources like facilities, equipment, and staff. School management involves implementing policies and objectives, and is a middle-level executive function. School administration determines policies and objectives as the top decision-making body, and oversees the efficient execution of programs and activities. The key difference is that organization establishes the framework, management implements plans, and administration sets direction and controls operations from an executive leadership role.
The document discusses curriculum transaction and modes of curriculum transaction. It defines curriculum transaction as the effective implementation of curriculum contents based on the objectives. There are two main modes of curriculum transaction: face-to-face and distance. Face-to-face involves direct interaction between teachers and learners through lectures, discussions, etc. Distance mode does not involve direct contact and uses mediums like print, audio, video for instruction. Recently, interactive television and online platforms like Zoom, Google Meet, and YouTube Live have also been used for curriculum transaction during the COVID-19 pandemic.
The document discusses the assignment method of teaching. It defines assignment method as allotting students theoretical or practical activities to complete individually or in small groups. The key points are:
- Assignments are divided into topics and allotted weekly/fortnightly/monthly depending on syllabus and time. Students must finish one before moving to the next.
- Assignments aim to realize teaching objectives while providing guidance for students. They develop skills like self-learning, writing, and report preparation.
- Benefits include recognizing individual differences, developing responsible habits, and giving students freedom in their work. However, it may not be suitable for all students and can promote cheating.
This document discusses the structure of teacher education programs in India. It outlines the different types of pre-service teacher education programs, including general teacher education, physical teacher education, and programs for pre-primary, elementary, secondary, higher, and vocational education. It also describes in-service teacher education programs for developing practicing teachers, such as induction programs, refresher courses, workshops, seminars, and conferences. The structure of teacher education in India has been revised many times and includes both pre-service and in-service components, though there is a lack of uniformity and quality issues across programs.
This document defines and classifies different types of teaching aids. It discusses audio, visual, and audio-visual aids and provides examples of each. The document outlines the need for and importance of teaching aids, noting they help motivate students, clarify concepts, avoid dullness, and provide direct experience. It concludes that audio-visual aids use sight and sound to present information and are effective teaching tools when implemented properly.
The document discusses three approaches to educational technology: hardware, software, and systems. The hardware approach focuses on using physical devices and equipment to aid teaching and learning. The software approach applies principles of psychology and behavioral science to modify learning. The systems approach views education as a system and provides a systematic way to design an effective and economical educational system through setting goals, analyzing resources, devising plans, and continuous evaluation. Instructional development is also discussed as a systems approach that applies scientific principles to plan, design, create, implement and evaluate effective instruction.
The document discusses the role and objectives of mathematics teachers' associations. It explains that such associations aim to promote professional development among mathematics teachers to keep them informed of new trends. The Association of Mathematics Teachers of India (AMTI) works to improve mathematics expertise and skills in teachers. Its goals are to increase understanding and enjoyment of mathematics, share teaching strategies, and initiate discussions on developments in mathematics education at all levels. Objectives of AMTI include supporting learning materials and teaching strategies, conducting training programs, and publishing periodicals to share information with mathematics teachers.
A teacher should have love for his profession. He should be seriously and sincerely committed to his duties and work. As such be must be on the path of excellence both for his own personal achievements and that of his pupils.
1. cognitive and metacognitive factors of learning 2. developing metacognitio...AhL'Dn Daliva
1. The document discusses cognitive and metacognitive factors that influence the learning process. It describes how successful learners actively construct meaning, set goals, and integrate new knowledge with prior understanding.
2. Successful learners use strategic thinking and learning strategies, and can reflect on and monitor their thinking. Their learning is influenced by environmental contexts like culture and instructional practices.
3. Developing metacognition involves connecting new information to existing knowledge, selecting thinking strategies, and planning, monitoring, and evaluating cognitive processes.
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
Teaching competency refers to an overall assessment of a teacher's classroom performance based on criteria such as subject matter knowledge, teaching methods, questioning skills, use of teaching aids, student participation, personality, classroom management, and clarity of objectives. Key teacher competencies include knowledge of student development, creating an effective learning environment, understanding subject matter, designing learning experiences, ongoing assessment, and professional development. Improving teacher quality and competency is important for achieving excellence in education and helping both students and teachers meet educational goals.
The document discusses the key features of curriculum design:
1. It outlines the six main features of any curriculum - the teacher, learners, subject matter, teaching methods, performance assessment, and community partnerships.
2. It then examines the three main approaches to curriculum design - learner-centered, subject-centered, and problem-centered. The learner-centered approach focuses on the needs, interests, and abilities of students. The subject-centered approach emphasizes teaching detached subject matter. And the problem-centered approach views students as problem-solvers through experiential learning.
3. It emphasizes the importance of designing curricula that prepare students for the future by teaching relevant skills and adapting to changes
Intasc standards, special interests reportSarah Sell
The INTASC standards outline 10 principles that define the knowledge, skills, and professional dispositions expected of novice teachers. The standards address understanding content, student development, diversity in learning, instructional design, classroom management, communication, planning, assessment, self-reflection, and professional engagement. Adhering to the INTASC standards helps ensure teachers are prepared to enter the profession and provide an effective learning environment for all students.
The document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered approaches. A learner-centered approach focuses on students' needs, interests, and abilities. A subject-centered approach emphasizes separate subjects detached from real life. A problem-centered approach assumes students experience problems and aims to develop their ability to resolve issues independently and assume civic responsibilities.
Innovative approaches for Teaching and Learningjagannath Dange
This document discusses education and teaching approaches. It begins by outlining the session objectives, which are to discuss the background and status of education, teaching approaches, and the shifting role of teachers. It then discusses how education increases capabilities and economic outcomes. It also examines factors like poverty that lead to disparities in education. The document outlines that schools often struggle due to issues like unprepared learners, ineffective teaching, and poor management. It then discusses characteristics of learners and different teaching approaches like teacher-centered, learner-centered, and constructivist approaches. The document concludes by explaining collaborative and cooperative learning.
Role and functions of educational technology in the 21ST CENTURY EDUCATIONjaneparreno18
Student-centered instruction (SCI) fundamentally changes traditional teaching methods by shifting the focus from the teacher to the learners. SCI involves active learning where students solve problems, ask questions, and discuss ideas. It also uses cooperative learning, where students work in teams on projects, and inductive teaching, where students first address challenges and then learn course material. SCI makes content relevant to students, builds on their knowledge, and leads to deeper and longer-lasting learning as students can relate lessons to their own experiences.
The document discusses several methods to promote student efforts in learning, including enhancing students' self-belief in their abilities as learners, enabling students to work autonomously and with others, recognizing the central role of teachers in engagement, creating active and collaborative learning experiences, ensuring educational experiences challenge students, and investing in support services. Specific techniques mentioned include collaborative learning, cooperative learning, interactive sessions, dealing with heterogeneous groups, project work, and workshops/seminars. The goal is to shift students from passive learning to taking an active role in their education.
STUDENT ENGAGEMENT TEACHNIQUES AND STRATEGIES (SETS).pptxDarwinTubo
This document discusses strategies for actively engaging learners in the teaching and learning process. It outlines several strategies represented by the acronym PICED: problem-based learning, project-based learning, peer teaching, process approach, inquiry-based learning, cooperative learning, experimental/experiential learning, and discovery learning. Each strategy is described in one to three sentences. The document emphasizes the importance of understanding learners' diverse backgrounds and using varied, appropriate instructional strategies to actively engage them in the learning experience.
The document discusses key aspects of effective classroom instruction and management. It states that instruction should be well-planned, relevant, engaging, and meet students' academic needs. It also emphasizes that understanding individual student's instructional needs allows teachers to create a positive learning environment where students feel respected and can succeed. Failure to do so can often lead to unproductive behavior and lack of learning.
This document outlines strategies for effective social studies teaching and learning. It discusses how learning is constructed based on prior knowledge and facilitated through metacognitive strategies. Learners' motivation and the social context of learning also impact what is learned. Effective teaching engages students' prior knowledge, addresses misconceptions, and provides opportunities for collaboration. The document contrasts direct instruction, which is teacher-led and focuses on skills and concepts, with indirect instruction, which emphasizes student involvement in problem-solving and discovery learning with teacher facilitation.
This document discusses several methods for promoting student effort in learning, including:
1. Enhancing students' self-belief in their ability to learn and overcome challenges.
2. Providing opportunities for students to work autonomously and with others to develop competence and intrinsic motivation.
3. Recognizing the central role of teachers in student engagement when they are approachable, well-prepared, and sensitive to student needs.
It also discusses specific techniques like collaborative learning, where students work together to solve problems or create products, drawing on each other's skills, and co-operative learning, where students work in groups to achieve shared learning goals.
Research-Based Principles of LTS in.pptxVincentNiez4
The document outlines 7 research-based principles of effective learning and teaching strategies:
1) Students' prior knowledge can help or hinder new learning, so teachers should assess prior knowledge.
2) Students' motivation determines what they learn, so teachers should connect material to students' interests and show relevance.
3) How students organize knowledge influences learning, so teachers should make connections between concepts explicit.
4) Students must practice and integrate skills to develop mastery and know when to apply their learning.
5) Goal-directed practice with targeted feedback enhances learning.
6) Students' social, emotional, and intellectual development interacts with the course climate to impact learning.
7) Students must
This document discusses self-directed learning and microteaching. It begins by defining learning as any relatively permanent change in behavior resulting from practice or experience. It then outlines the objectives of learning experiences as imparting knowledge, acquiring skills, developing aesthetic sense, and providing motivation. Principles for selecting learning experiences include consistency with educational goals, variety, flexibility, and relation to students' future practice. Variables that impact the learning process are discussed, such as the learner's characteristics and the learning environment, materials, methods, and instructional media used. Self-directed learning is introduced as allowing the teacher to better facilitate student learning by understanding the learning process.
The document discusses teacher education in comparative perspective. It begins by outlining the objectives of the subject, which include describing the aims and objectives of teacher education, understanding the competency and role of teachers, discussing teacher education in Pakistan and other countries, and explaining the role and responsibilities of teachers from an Islamic perspective. It then provides definitions of comparative education and teacher education. The remainder of the document discusses topics like the need for teacher education, objectives of teacher education programs, applying old and new teaching methods, the relationship between ideology and teacher education, the Islamic perspective on teaching, the relationship between communities and teacher education, and the role of research in teacher education, with examples from Pakistan.
creating inclusive spaces for all children.pptxAngieMia1
This document discusses principles and strategies for creating an inclusive learning environment. It defines inclusion in education as providing equitable opportunities for all students to learn, participate and succeed, regardless of their abilities or backgrounds. The main difference between inclusion and mainstreaming is that inclusion provides assistance to students with disabilities to help them keep up with their peers, while mainstreaming does not provide assistance. The principles discussed are establishing an inclusive class climate, setting explicit expectations, selecting diverse content, designing accessible course elements, and reflecting on teaching practices to maximize commitment to inclusion. Strategies include using diverse literature, guest speakers, flexible seating, assistive technology, peer support programs and obtaining feedback to improve inclusion. The overall goal is to recognize each student's strengths and needs
The document discusses student-centered learning and the role of teachers in cultivating student interest, curiosity, and lifelong learning skills. It emphasizes that teachers should act as facilitators, connecting new concepts to prior knowledge to help students solve problems. Students are expected to work collaboratively to explore questions, share ideas from different cultures, and recognize each other's strengths. The teacher provides guidance on skills and ensures students understand how to apply their learning. Overall, the document advocates for flexible, student-centered instruction that fosters skills useful for any situation.
This document discusses different types of curriculum, including subject-centered, learner-centered, and discipline-based curriculums. It outlines elements of curriculum like aims, content, evaluation, and teaching strategies. Content selection involves considering criteria like economy, significance, relevance, validity, interest, utility, learnability, and feasibility. A discipline-based curriculum can have disadvantages like taking a long time for students and teachers, being difficult to achieve curriculum targets, and not accommodating specific student demands.
Effective Teaching Methods for Elementary Students in Dubaimoeenali5423
This document discusses effective teaching methods for elementary students in Dubai. It emphasizes approaches that promote active, collaborative and holistic learning. These include hands-on activities, project-based learning, differentiated instruction and technology integration. It also stresses the importance of developing social skills through cooperative learning strategies and cultivating a positive classroom environment. Finally, it outlines how to prepare elementary students in Dubai for the transition to middle school by nurturing academic, social and emotional development as well as independence.
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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 ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. Introduction to Advanced
Pedagogy
Meaning of Pedagogy:
Pedagogy and pedagogue come from the Greek
paidos "boy, child" and ago means “lead” it means
‘ to lead the child’
Dictionary meaning
1. the art or function of teaching.
2. the art or science of teaching; education;
instructional methods.
3. Definitions of Pedagogy
pedagogy: the principles & methods of instruction
The function or work of a teacher, teaching.
Pedagogy: The art, or science of being teacher,
Pedagogy: the activities of educating or
instructing.
Preparatory training or instructions.
4. Advanced Pedagogy
Advance pedagogy means, a skillful planning of a
working system by which objective can be achieved
conveniently.
“Advanced pedagogy means developing &
implementing planned activities to engage the
participants as a partner in the teaching activity.”
In other word, the determination of some policy by
planning before presenting the content.
For example, CAI, Blended learning, Flipped classroom
etc.
5. Advanced pedagogy means teacher can integrate, different innovative teaching
strategies, techniques, ICT tools, decision making tools etc into their teaching,
design & implement different modes of learning processes through alternative
delivery system for courses.
Advanced
pedagogy
Innovative
Instructional
strategies
Use of Adv.
technology
Effective
teaching
learning
process
Enriched
Curriculum
6. Need
It strengthens student motivation
For promoting discovery/active learning
For better understanding.
For special as well as all kind learner.
For coping with fast changing & volatile
environment
To scientific study of teaching process.
To aware about the various new teaching
methods.
For self directed learning
7. Principles of Advanced
Pedagogy
The learning environment should be supportive &
productive.
a) build positive relationship by knowing & valuing each
student.
b) promote a culture of value & respect for individual & their
communities.
c) use strategies that promote students self confidence &
willingness to take risk with their learning.
d) ensures each student experiences success through
structured support, valuing of efforts of their work.
The learning environment promotes independence,
interdependence & self motivation.
a) Encourages & supports students to take responsibility for their
learning.
8. b) Uses strategies that build skills of productive collaboration.
Students need, background, perspectives & interests are
reflected in the learning program:
a) Use strategies that are flexible & responsive towards needs &
interests of individual students.
b) Uses a range of strategies that support the different ways of
thinking & learning.
c) Build on students prior experiences, knowledge & skills .
• Students are challenged & supported to develop
deep levels of thinking & application.
a) Plan sequences to promote sustained learning.
b) Promotes substantive discussion of ideas
c) Use strategies that challenge & support students to question &
reflect
d) Uses strategies to develop investigating & problem solving skill.
e) Uses strategies to foster imagination & creativity.
9. Assessment practice are an integral part of learning &
teaching
a) uses assessment practices that encourage reflection & self assessment.
b) makes assessment criteria explicit
c) uses evidence from assessment to inform planning & teaching.
d) Ensure that student receive frequent constructive feedback that supports
further learning.
Learning connects strongly with communities &
practice beyond the classroom.
a) Support students to engage with contemporary knowledge &
practice.
b) plans for students to interact with local & broader communities.
c) Uses technologies in ways that reflect professional & community
practices.
10. Learning by discovery
Activity learning
Learning by doing
Individualized Learning
Learning by increased communication
Learning by increased collaboration
Tutor guided learning
Situated learning
11. 1. Effective pedagogy equips learners for life in its
broadest sense.
Learning should aim to help individuals and groups to
develop the intellectual, personal and social resources that
will enable them to participate as active citizens, contribute
to economic development and flourish as individuals in a
diverse and changing society. This means adopting a broad
conception of worthwhile learning outcomes and taking
seriously issues of equity and social justice for all.
2. Effective pedagogy engages with valued forms
of knowledge. Pedagogy should engage learners with the
big ideas, key skills and processes, modes of discourse,
ways of thinking and practicing, attitudes and relationships,
which are the most valued learning processes and outcomes
in particular contexts. They need to understand what
constitutes quality, standards and expertise in different
settings.
12. Effective pedagogy recognizes the importance of prior
experience and learning. Pedagogy should take account of
what the learner knows already in order for them, and those who
support their learning, to plan their next steps. This includes
building on prior learning but also taking account of the personal
and cultural experiences of different groups of learners.
4. Effective pedagogy requires learning to be scaffold.
Teachers, trainers and all those, including peers, who support the
learning of others, should provide activities, cultures and
structures of intellectual, social and emotional support to help
learners to move forward in their learning. When these supports
are removed the learning needs to be secure.
5. Effective pedagogy needs assessment to be congruent
with learning. Assessment should be designed and
implemented with the goal of achieving maximum validity both in
terms of learning outcomes and learning processes. It should
help to advance learning as well as determine whether learning
has occurred.
13. 6. Effective pedagogy promotes the active engagement of the learner. A
chief goal of learning should be the promotion of learners’ independence and
autonomy. This involves acquiring a repertoire of learning strategies and practices,
developing positive learning dispositions, and having the will and confidence to become
agents in their own learning.
7. Effective pedagogy fosters both individual and social processes and
outcomes. Learners should be encouraged and helped to build relationships and
communication with others for learning purposes, in order to assist the mutual
construction of knowledge and enhance the achievements of individuals and groups.
Consulting learners about their learning and giving them a voice is both an expectation
and a right.
8. Effective pedagogy recognizes the significance of informal learning.
Informal learning, such as learning out of school or away from the workplace, should be
recognized as at least as significant as formal learning and should therefore be valued
and appropriately utilized in formal processes.
9. Effective pedagogy depends on the learning of all those who support the
learning of others. The need for lecturers, teachers, trainers and co-workers to
learn continuously in order to develop their knowledge and skill, and adapt and
develop their roles, especially through practice-based inquiry, should be
recognized and supported.
10. Effective pedagogy demands consistent policy frameworks with support for
learning as their primary focus. Organizational and system level policies need
to recognize the fundamental importance of continual learning - for individual,
team, organizational and system success - and be designed to create effective
learning environments for all learners.
14. Teaching phases of Philip
Jackson Model
Post Active
Evaluation & attainment of the objectives
Inter Active
Implementation, Execution of plan, learning experiences
Pre active
Planning & designing of lesson
15. Philip Jackson Model
Pre-active phase of Teaching:
1. Determining goals/Set the objective.
2. Selection of the content to be taught
3. Sequencing/Organization of the content
4. Selection of the methods of teaching
5. Select the tool and techniques of Evaluation
16. Inter Active Phase of teaching
This phase includes the execution of the plan
where learning experiences are provided to
students through suitable modes.
Sizing up of the class- make the learner ready to
learn, perceive the size of the class, who can help
you in teaching, who can create a problem etc.
Knowing the learner- check previous knowledge
of the learner, abilities, interests, attitudes &
academic background of the learner
18. Perception: Teacher tries to know himself, his abilities, for
teaching against the class group. Similarly students also
tries to have perception of the abilities, behavior &
personality characteristics of the teacher.
Diagnosis: A teacher tries to access the achievement
level of his students with regards to their abilities, interest
& aptitude. He/She can asks several questions to know
how far students know about the topic.
Reaction Process: In this stage teacher observes the
students that how they response to the teacher’s question.
The students has to the proper way of reacting &
responding to the various stimuli & teaching techniques
presented to it.
19. Teaching Strategies
Thinking skill strategies such as De Bono’s Six
thinking hats & Mind Mapping- White, Red, Black,
Yellow, Green, Blue
Gardener’s Multiple Intelligence – Logical-
Mathematical, Linguistic, Spatial, Musical,
Personal, Bodily Kinesthetic, Naturalist
Bloom’s Taxonomy: Cognitive & Affective domain
Co operative learning-Group Investigations,
Jigsaw, Guided reading.
Brain Based learning
20. Post Active Phase of teaching
This phase concerns with the evaluation activities,
this can be done in number of ways including tests
or quizzes or by observing students reaction of
questions, comments, structures & instructed
situations.
Activities suggested in this phase
1) Defining the exact dimensions of the changes
caused by teaching – teacher compares the actual
behavioral changes in the students with their
expected behavioral changes.
21. 2) Selecting the proper tool & techniques:
teacher selects the testing devices & techniques to
compare the actual behavioral changes in the
students with the desired behavioral change which
are reliable & valid & which can evaluate the
cognitive & non cognitive aspects of the pupil.
For Example,
i) Draw the Diagram of plant cell. (Observation
tool.) ii) Explain the Diagram of plant cell, (Written
Exam)
22. 3) Changing the strategies in terms of
evidences gathered-
Based on the responses of the student, change
the strategies of teaching. Through evaluation
the teaching activities are diagnosed & can be
made effective by necessary modifications &
changes in them. For example : with the help of
chart & PPT
23. Following are the main operations
at this stage
1. Assessing the suitability of objectives
determined.
2. Decision regarding re-teaching the content
or further taking up the content.
3. Assessing the suitability of the instructional
material and aids.
4. Assessing the impact of the classroom
environment
24. Role of Teacher
As a planner
To develop the accurate plan of teaching.
Formation of objectives, it should be in the
correct form.
Selection of the learning-experiences.
For that purpose always select the suitable
method.
To use the innovative ideas and tricks.
To select the Evaluation tool.
25. Phase II- as good executer
Personality of teacher should be good.
Good presentation & class control
Make a well-planned tests & scales.
Refer standard test for testing and measuring student
ability & skill.
Always use the reinforcement.
Phase III- as good evaluator
Fix the expected behavior level.
Diagnose about the tool & techniques, it's appropriate ?
Introspect the fault and enlist the issues.
Change the teaching strategy.
26. Student Voice
In education, student voice refers to the values, opinions, beliefs,
perspectives, and cultural backgrounds of individual students and
groups of students in a school, and to instructional approaches and
techniques that are based on student choices, interests, passions,
and ambitions.
Historically, student councils and other forms of student-led
government were the most common channels for students to share
their opinions and viewpoints, but many of these opportunities did
not allow students to make authentic contributions to the
leadership of a school. Increasingly, more school districts now
have voting or nonvoting student seats on the school board, and
some states even elect student representatives to the state board
of education. Students may also be asked to serve on a formal
committee, such as a school-improvement committee, or
participate in the hiring of a new superintendent, principal, or
teacher
27. Student Voice
Meaning : Participation of student in the various
activities, program and events conducted by school or
teacher.
Definition :
Student voice is any expression of any learner
regarding anything related to education & describes
the distinct perspective & actions of young people
throughout school focused on education.
Active participation of the students in the teaching-
learning process through, Planning activities for
achieving goal or objective of the education, feedback.
28. “Meaningful involvement of students means
validating & authorizing them to represent
their own ideas, opinions, knowledge &
experiences throughout education in order to
improve our schools.”
29. Importance
to become active participants
Developing decision making skill
To build positive relationships with teachers
For individual youth development
Successful implementation of academic programs
To develop leadership skill
Student assessment
Teacher training
30. Ways of encourage students voice
In writing-
Allow for creative expression-Art & Drama,
poetry, video etc.
Make lessons personally relevant
Give more discussion time to explore & develop
their ideas
Reward risks & recognize those who speak up
In gesture, Body language
Encourage debate
Engage different forms of leadership
31. Merits
Every student get opportunity.
All round development.
Get direct Experience.
Permanent learning & Perfect Learning.
Know the capacity and ability of other student.
Understand the Opinion, Views and Approaches.
It empowers students to take responsibility of their own
learning.
They become more effective learners.
It increases teachers efficiency.
32. Demerits
Without planning it will be time wasting event.
Increasing casualness about the study.
Over confidence
Chances of disrespect of teachers by
students.
Time consuming
33. Importance
Create new forms of knowledge through its emphasis
on breaking down disciplines & creating
interdisciplinary knowledge.
In removing categories of race, gender, class etc.
Reject the distinction between high and popular culture
so as to make curriculum knowledge responsive to the
everyday knowledge that constitutes peoples lived
histories differently
The aim is to liberate students from oppression.
34. Critical Pedagogy
Critical Pedagogy follows, Paulo Freire : who is
generally considered to be “ the inaugural
philosopher of critical pedagogy.” Freire used the
term “Critical pedagogy” himself when describing
this philosophy. After Freire Wexler, Mclaren, Ira
Shor, Darder worked on this.
Critical pedagogy is the means and methods of
testing & attempting to change the structures of
school that allows inequalities. It is cultural-political
tool that takes seriously the notion of human
differences particularly those related to race, gender
and class.
35. “Critical pedagogy is both a way of thinking about
and negotiating through praxis the relationship
among classroom teaching, the production of
knowledge, the larger institutional structures of the
school, and the social and material relations of the
wider community, society and nation state”
(Breunig, 2005).
Critical pedagogy is a cultural-political tool that
takes seriously the notion of human differences,
particularly as these differences relate to race,
class, and gender.
36. Definitions
“Critical pedagogy refers to the ability to analyze, expose
and challenge the hidden social, cultural and political
processes that are part of knowledge production
including how one’s views and assumptions come from a
particular cultural & historical formation.”
McLaren defines critical pedagogy as follows:
Critical pedagogy is a way of thinking about, negotiating,
and transforming the relationship among classroom
teaching, the production of knowledge, the institutional
structure of the school, and the social and material
relations of the wider community, society, and, nation.
37. Critical pedagogy may be defined as an
approach to education which encourages
students first to become conscious of the
social oppressions or dominations around
them(racism, castism, sexism etc) & second
to reflect on the actions which may be
required to become free from those
oppressions or dominations.
38. How to be Critically Conscious
According to Ira Shor (1992) a student can be
critically conscious by: Thinking, reading,
writing, and speaking while going beneath the
surface meaning.
A student must go beyond: Myths, clichés,
received wisdom, and mere opinions
Most importantly students must understand the
deep meaning, root causes, social context, and
personal consequences of: Any action, Object,
Process, Experience, Organization, Subject
matter, Mass Media, Text, Policy etc.
39. Examples
Change in relationship between student &
teacher
The rejection of Economic determination:
race, class, gender, religion.
40. Role of School & Teacher
Role of Schools
School should foster public values-accountability,
responsiveness etc.
School should provide sense of democratic community for
teachers & students
Role of teacher:
Curriculum constructer
They must be able to critically analyze the ideologies, values &
interest.
A major function of critical pedagogy is to critique, expose, and
challenge the manner in which schools impact upon the political
& cultural life of students.
Teacher has to motivate & facilitate learners to construct
knowledge in a democratic way.
41. Merits of Critical Pedagogy
It is based on problem based approach which helps in critical
analysis.
Critical pedagogy transforms the learner from objects to subjects.
It makes learner more active.
To develop the habit of multi- Dimensional thinking & innovative
thinking.
It focused on dialogue instead of a one way transmission of
knowledge.
It creates new forms of knowledge through its emphasis on breaking
down disciplinary boundaries.
It facilitates collective decision making through open discussion.
Students acquire more knowledge than content.
Critical pedagogy makes learning a simple and easy.
42. Demerits of Critical Pedagogy
It is not applicable for all type of learners.
Possibility of distraction.
Some students remain passive.
It is not useful for primary level students.
Critical pedagogy may not be appropriate for
math classes.
It is based on the principle that students
should come to their own conclusion and
there is possibility of wrong conclusion.
43. Differentiation
Differentiated instruction/learning is the
process of ensuring that what a student
learns, how he /she learns it, how the
students demonstrate what he/she has
learned is a match for that student’s readiness
level, interests, & preferred mode of learning.
Differentiated instruction is an approach to
teaching & learning for students with different
abilities in the same classroom.
44. Differentiation
“Differentiation is the process by which
curriculum objectives, teaching methods,
assessment methods, resources & learning
activities are planned to cater the needs of the
individual learner.”
“Differentiation is teaching strategy which
helps us to recognize student varying
background knowledge readiness, language,
preferences in the learning, interests and to
react responsively.”
45. Principles of differentiation
Assessment is ongoing & tightly linked to
instruction.
Teachers ensure respectful activities for all
students.
Flexible grouping is a hallmark of the class –
sometimes students work with peers on the
same level of readiness & sometimes with
different levels of readiness.
46. Characteristics
Assessment is ongoing & diagnostic to
understand how to make instruction more
responsive to learner need.
Focuses on multiple forms of intelligence is
event.
Students are frequently guided in making
interest based learning choices.
Multiple materials are provided
Students are assessed in multiple ways.
47. Elements for Classroom differentiation
Content: what the students needs to learn or how
the students will get access to the information.
Process: activities in which the students engages
in order to make sense of or master the content.
Products: ask the students to rehearse, apply,
and extend what he or she has learned in a unit
Learning environment: the way the classroom
works & feels.
48. Seven building blocks of differentiated
instruction
Knowing the learner
Traits of a quality teacher
Quality curriculum
Classroom learning environment
Flexible teaching & learning time resources
Instructional delivery & best practices
Assessment, Evaluation & grading
49. Engagement in the teaching
Student engagement is frequently used to,
“Depict students Willingness to participate in
routine school activities, such as attending class,
submitting required work, following teachers
directions in class.
“Student’s engagement in teaching and learning
refers to student’s active participation in the
academic environment resulting in an enhanced
learning experience.”
50. Definition
Learning refers to students active participation
in the academic environment resulting in an
enhanced learning experience.
Engagement is students cognitive investment
in, active participation in, and emotional
commitment to their learning.
Engagement is students involvement with
activities & conditions likely to generate high
quality learning.
51. Importance of Students
Engagement
Active participation encourages our students to take more
responsibility for, and have ownership of their learning to
enhance their academic experience .
Recognizes the different goals, approaches & motivations of
each individual students as well as the collective student
voice.
We are able to get feedback.
To creates mutually beneficial learning communities.
For deep and transformation of learning.
Enhancing the working and learning capacity of learners.
52. Principles
All students have equal voice & opportunity to contribute.
Students are engaged in decision making procedure.
Regular feedback allows students to review their own academic
performance & progress.
Students are encouraged & enables to learn independently.
Students are able to identify & articulate the skills they gain
from opportunities.
Opportunities to engage are widely published, accessible &
flexible to meet the needs of all students & staff.
The effectiveness & impact of student engagement in teaching
& learning are regularly monitored, reviewed & disseminated.
53. Ways to promote students
engagement
Enable students to work autonomously
Fosters learning relationships
Enhance students self belief
Challenging & enriching educational
experiences
Institutional culture: welcoming to students
from different diverse background.
Invest in a variety of support services.
54. E content
Preparation – Target group of students, age, class and
academic subject along with outline of chosen units is
decided.
Programme Specification – Arranging order of units, sub-
units, points, sub-points, etc according to psychological
relevance and sequence.
Review – Subject experts and language experts review the
capability, utility and exactness of points in the content and
the programmer evaluated feasibility to prepare the lesson on
the computer.
Documentation and Programming – Includes various
suggestions for students, teachers and technicians on how to
use the programme. Eg. Name of programme and files,
bibliography, complementary practice, textbooks, system and
language, formulae and principles, testing suggestions, etc.
55. Evaluation/Review – A committee reviews if
objectives have been met and provides any
recommendations.
Prototype – A prototype for testing is released
and piloted. Teachers and students try out the
program. Feedback is gained. Achievement
tests are conducted to check achievement of
objectives.
Modification – Deficiencies, bugs, faults are
removed based on the feedback and information
received from the pilot group..
Final product – The final gold release of the
programme is distributed.