Iwasiw ppts ch10_3_e
•Download as PPTX, PDF•
1 like•447 views
This document discusses the importance of establishing a curriculum philosophy and educational approaches for a nursing program. It defines philosophy and explains that a curriculum philosophy provides the foundation for developing, implementing, and evaluating a curriculum. It also influences students' ideas about nursing. The document examines different philosophical perspectives like idealism, realism, and progressivism that could inform a curriculum philosophy. It also explores various learning theories and educational frameworks that are part of developing philosophical approaches for teaching and learning. The core processes involved in establishing a unified curriculum philosophy are described as faculty development, ongoing appraisal, and scholarship.
Report
Share
Report
Share
Recommended
Concept Teaching
A presentation I created for my Methods of Teaching class (spring 2012) explaining Concept Teaching to my fellow students.
Constructivism : Knowledge Construction/Concept Learning
Constructivism focuses on how learners actively construct knowledge through experiences and interactions with their environment. There are two views of constructivism: individual constructivism which emphasizes internal knowledge construction by individuals, and social constructivism which views knowledge as constructed socially and shared with others. Constructivism is characterized by learners constructing their own understanding, new learning building on prior knowledge, social interaction facilitating learning, and meaningful learning occurring through authentic tasks. Concepts are organized knowledge and can be represented as feature lists, prototypes, or exemplars to effectively teach concepts. Constructivism in teaching aims to give learners in-depth understanding through varied examples, opportunities for experimentation and interaction, hands-on activities, and relating topics to
Curriculum change
This document discusses curriculum change and summarizes various frameworks and approaches. It outlines Hilda Taba's stages of curriculum development, John McNeil's types of curriculum change, and Bennis' types of organizational change. It also describes the roles of students, teachers, and educational administrators in curriculum change. Finally, it discusses factors influencing curriculum change, principles for implementing new curricula, the scope of curriculum research, and types of research in curriculum studies.
TPaCK based reflection
This document discusses different types of classrooms and teachers over time. It describes a masterful 20th century classroom with strong content and good application of learning theory. A modern classroom uses technology for engagement but activities stray from essential learnings. An inspired 21st century classroom focuses on essential learnings through varied technology-enabled activities applying good learning theory.
BRUNER’S THEORY OF DISCOVERY LEARNING.pptx
Bruner's theory of discovery learning posits that learning is an active social process where the learner selects information, forms hypotheses, and integrates new material into their existing cognitive structures. According to Bruner, learners are inquirers of knowledge who learn through discovery. The process of learning is more important than the material itself. Bruner outlined three stages of learning: enactive (concrete experiences), iconic (mental representations), and symbolic (higher-order thinking and symbols). Effective discovery learning involves tapping into learner curiosity, appropriately structuring materials, and constant interaction between teachers and learners to test hypotheses.
Instructional planning for effective teaching
meaning of instructional planning, how it plays a vital role in becoming the teacher, as a teacher how we use planing during the teaching process
Student centered learning presentation copy
This document discusses student-centered learning and creating a tech-friendly environment in education. It contrasts teacher-centered learning, which focuses on lectures and memorization, with student-centered learning, where students take more responsibility for their own learning through real-world, collaborative projects using technology. The document advocates for a student-centered approach and providing a technology-friendly environment where students can discover, organize, and present information using digital tools while still respecting copyright and fair use guidelines.
Capacity-building of in-service teachers through innovative approaches
Work done under the VUSSC project of the Commonwealth of Learning for the training of in-service teachers.
Recommended
Concept Teaching
A presentation I created for my Methods of Teaching class (spring 2012) explaining Concept Teaching to my fellow students.
Constructivism : Knowledge Construction/Concept Learning
Constructivism focuses on how learners actively construct knowledge through experiences and interactions with their environment. There are two views of constructivism: individual constructivism which emphasizes internal knowledge construction by individuals, and social constructivism which views knowledge as constructed socially and shared with others. Constructivism is characterized by learners constructing their own understanding, new learning building on prior knowledge, social interaction facilitating learning, and meaningful learning occurring through authentic tasks. Concepts are organized knowledge and can be represented as feature lists, prototypes, or exemplars to effectively teach concepts. Constructivism in teaching aims to give learners in-depth understanding through varied examples, opportunities for experimentation and interaction, hands-on activities, and relating topics to
Curriculum change
This document discusses curriculum change and summarizes various frameworks and approaches. It outlines Hilda Taba's stages of curriculum development, John McNeil's types of curriculum change, and Bennis' types of organizational change. It also describes the roles of students, teachers, and educational administrators in curriculum change. Finally, it discusses factors influencing curriculum change, principles for implementing new curricula, the scope of curriculum research, and types of research in curriculum studies.
TPaCK based reflection
This document discusses different types of classrooms and teachers over time. It describes a masterful 20th century classroom with strong content and good application of learning theory. A modern classroom uses technology for engagement but activities stray from essential learnings. An inspired 21st century classroom focuses on essential learnings through varied technology-enabled activities applying good learning theory.
BRUNER’S THEORY OF DISCOVERY LEARNING.pptx
Bruner's theory of discovery learning posits that learning is an active social process where the learner selects information, forms hypotheses, and integrates new material into their existing cognitive structures. According to Bruner, learners are inquirers of knowledge who learn through discovery. The process of learning is more important than the material itself. Bruner outlined three stages of learning: enactive (concrete experiences), iconic (mental representations), and symbolic (higher-order thinking and symbols). Effective discovery learning involves tapping into learner curiosity, appropriately structuring materials, and constant interaction between teachers and learners to test hypotheses.
Instructional planning for effective teaching
meaning of instructional planning, how it plays a vital role in becoming the teacher, as a teacher how we use planing during the teaching process
Student centered learning presentation copy
This document discusses student-centered learning and creating a tech-friendly environment in education. It contrasts teacher-centered learning, which focuses on lectures and memorization, with student-centered learning, where students take more responsibility for their own learning through real-world, collaborative projects using technology. The document advocates for a student-centered approach and providing a technology-friendly environment where students can discover, organize, and present information using digital tools while still respecting copyright and fair use guidelines.
Capacity-building of in-service teachers through innovative approaches
Work done under the VUSSC project of the Commonwealth of Learning for the training of in-service teachers.
Writing behavioral objectives
The document discusses how to write behavioral objectives for teaching social skills to students. It provides examples of goals, behavioral objectives, activities, procedures, materials, environments, and methods for measuring and assessing student performance. Specifically, one objective aims to teach students to take turns during a game of Follow the Leader by having the student serve as leader and go to the back of the line after a teacher prompt in 4 out of 5 opportunities.
Chapter 6 curriculum design
The document discusses curriculum design and its various components. It outlines different views on the purpose of education, including developing intelligence and focusing on socialization. The parts of curriculum design should align philosophical ideas with beliefs about learning. There are four main sources of curriculum - science, society, moral doctrine, and knowledge. Curriculum can be organized horizontally across topics and grades or vertically by increasing difficulty within a topic. The three basic curriculum designs are subject-centered, learner-centered, and problem-centered.
Instructional goals and objectives
The document discusses writing instructional goals and objectives for courses. It states that goals and objectives should be listed in the syllabus to clearly communicate expectations to students. Goals are broad statements about what will be learned while objectives are more specific statements of observable student behaviors. Well-written goals and objectives inform students of what and how they will be assessed. The document provides examples of goals and objectives written for cognitive, affective, and psychomotor domains and tips for writing instructional objectives that specify the audience, behavior, condition, and degree.
Teaching & Learning Frameworks for Integrating Technology in the Curriculum
This document discusses frameworks for integrating technology into the curriculum. It introduces the TPACK framework, which argues that effective technology integration requires an understanding of the relationships between technology, pedagogy, and content. Teachers must consider their context, like access to technology and time, when planning lessons. When introducing ICT, teachers should emphasize relevant learning over technical skills, engage students, and allow flexibility in assessments. A paradigm shift is needed where students direct more of their own learning. Lessons should follow a five phase model from introduction to evaluation. Five features of effective ICT education practices are developing student autonomy, capability, creativity, quality work, and adding intrinsic value through technology's scope.
Affective domain
The document discusses the affective domain of learning, which involves emotions, values, attitudes, and motivations. It describes the levels of the affective domain from receiving to responding to valuing to commitment. Evaluation methods of the affective domain are also presented, including rating scales, checklists, semantic differentials, and Likert scales to gauge student attitudes. Projective techniques like word association, unfinished sentences, and unfinished stories are indirect methods to probe student feelings and attitudes. Keeping logs, diaries, and writing compositions provides opportunities for students to express emotions and views.
Curriculum implementation
The document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through classroom instruction. It also discusses Kurt Lewin's force field theory of change, which proposes that change results from the balance of driving forces that push for change and restraining forces that resist it. The document notes factors like government interventions, societal values, and technological advances as driving forces for curriculum change, while restraining forces include fear, negative attitudes, traditions, limited resources, and obsolete equipment.
Introduction to Pedagogy
This document provides an introduction to child development and core ideas about learning. It discusses several theories of how children learn over time, including behaviorism, cognitivism, and constructivism. It explores the work of influential theorists like Piaget, Vygotsky, and Dewey. It also addresses the relationships between theory, research, and classroom practice. The document suggests teaching and learning should engage with meaningful knowledge and experiences while recognizing each learner's prior learning and experiences.
Foundation of curriculum
The document discusses the foundations that influence curriculum development, including philosophical, psychological, sociological, economic, and historical foundations. It focuses on the sociological foundation, noting that societal structures, culture transmission, social problems, and economic issues need to be considered in curriculum making. Schools exist within the social context of society rather than apart from it, and the society influences the type of curriculum through its economic and political systems over time, shifting curriculums from basic skills and apprenticeships in agrarian societies to a factory model with compartments and direct teaching in industrial societies.
Taba model of curriculum development
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.
A classic model
The document discusses the Tyler Curriculum Evaluation Model. Some key points:
1) The Tyler Model from 1949 lays out four principles for curriculum design: defining learning objectives, establishing learning experiences, organizing experiences for maximum effect, and evaluating/revising the curriculum.
2) The model emphasizes consistency between objectives, learning experiences, and outcomes. Objectives indicate the behaviors and content to be taught.
3) While providing a simple linear approach, critics argue the model restricts curriculum and has difficulties with objectives. However, clearly stated objectives are a good starting point.
4) For nursing, outcomes-based education has emerged as a focus on student behaviors and outcomes rather than staff. Accrediting bodies
Exploring Andragogy
Andragogy is the scholarly approach to adult learning. It focuses on strategies for teaching adults rather than children. The term was coined in 1833 but was developed into a theory of adult education by Malcolm Knowles in the 1960s. Knowles identified key principles of andragogy including the adult learner's need to know, self-concept as independent and responsible, prior experience being a resource, readiness to learn, orientation to learning, and motivation to learn. Andragogy emphasizes independence, problem-centered learning, and immediate relevance to work or personal life.
Assessing Science Inquiry Skills
This presentation emphasizes on assessing science based on learning competencies, selecting appropriate forms of assessment and developing written and performance based tasks on science.
Edu561 instructional design assignment week 4 [autosaved]
This document discusses different instructional design models and ranks them according to how well they fit the author's teaching style. The author ranks Gagne's Nine Steps of Instruction as the best model, followed by Keller's ARCS Model of Motivational Design and Rapid Instructional Design. These models fit well with their approach of chunking lessons into short intervals to maintain student attention. While no single model perfectly fits their style, aspects of different models could be combined in their unit plan to provide hands-on learning opportunities and allow more student direction.
Curriculum Design and Development.ppt
1. The document defines curriculum as a plan for achieving desired goals or ends, including strategies for selecting learning experiences.
2. It discusses different types of curriculums and characteristics such as being planned, balanced, relevant, and dynamic.
3. The curriculum development process involves situation analysis, setting aims/objectives, selecting and organizing content, choosing learning activities, and evaluation.
Curriculum models, typees, framework
A model is a three-dimensional representation of a person or thing or of a proposed structure, typically on a smaller scale than the original:"a model of St. Paul's Cathedral“
A Model is a pattern of something to be made or reproduced and means of transferring a relationship `or process from its real (actual) setting to one which it can be more conveniently studied.
Psychologicalfoundationofeducation 130417163850-phpapp01
The document discusses the psychological foundations of education. It covers several key topics:
1. It emphasizes the importance of understanding the learner, their growth, development, and individual differences.
2. It explores theories of learning and development, motivation, and the teacher's crucial role in creating an effective learning situation.
3. Creating optimal conditions for learning involves understanding concepts like the learning process, situations, theories of instruction, and using techniques like modeling and facilitating.
Models of teaching
The document discusses various teaching models including information processing models, behavioural models, personal models, and social models.
It provides details on several information processing models such as Atkinson and Shiffrin's model of memory, Gagne's information processing model, and different types of inquiry teaching models. Behavioural models covered include direct instruction, mastery learning, and programmed instruction models. Personal models summarized are non-directive teaching, developing positive self-concepts, and the project model. Lastly, the social model discusses group teaching, cooperative learning, and simulation methods like sociodrama and role-play.
The document provides an overview of key teaching models with the goal of guiding teachers in planning and
Curriculum Models
The document discusses various models of curriculum, including the Tyler model, Taba model, Saylor and Alexander model, and models for children with special needs. The Tyler model focuses on educational purposes, experiences, organization, and evaluation. The Taba model is a grass-roots approach with 7 steps including diagnosis, objectives, content selection, and evaluation. The Saylor and Alexander model includes goals, design, implementation, and evaluation. Models for children with special needs incorporate developmental, functional, and ecological approaches.
Smith & ragan instructional design theory
The document summarizes the Smith and Ragan instructional design model, which is rooted in Robert Gagne's learning theory. The model is system-oriented and suitable for designing entire courses or curriculums. It involves four main phases - analysis, strategy development, implementation, and evaluation - which are interconnected. The design process is iterative. The model has four components: contextual analysis, learner analysis, task analysis, and planning for assessment. It emphasizes sequencing instructional events and developing specific instructional strategies. Implementation involves putting designs into practice, while evaluation determines if instructional goals were achieved.
Concept attainment model
This document provides an overview of the Concept Attainment Model (CAM) for teaching concepts. It discusses why CAM is an effective approach, defines what a concept is, outlines the elements and types of concepts, and describes Bruner's steps for CAM which are recognition, classification, definition, and generalization. It also explains the phases, syntax, principles, social system, support system, and effects of using CAM for conceptual instruction.
personphilos.ppt
This document discusses the importance of developing a personal teaching philosophy and outlines different teaching philosophies one may adopt. It defines key elements of a teaching philosophy including one's views on the purpose of education, the role of teachers, and approaches to student learning and assessment. It then describes some common teaching philosophies like perennialism, essentialism, progressivism, and reconstructionism which vary in their emphasis on knowledge, values, experiences, or societal reform. The document stresses that developing a well-reasoned personal teaching philosophy can provide a basis for effective teaching practices in the classroom.
personphilos.ppt
This document discusses the importance of developing a personal teaching philosophy and outlines different philosophies a teacher may adopt. It explains that a teaching philosophy encompasses beliefs about the purpose of education, the role of the teacher, and approaches to student learning and assessment. Common philosophies mentioned are perennialist, essentialist, progressive, and reconstructionist. The document emphasizes that reflecting on one's teaching philosophy can guide classroom practices and provide a framework for decision making.
More Related Content
What's hot
Writing behavioral objectives
The document discusses how to write behavioral objectives for teaching social skills to students. It provides examples of goals, behavioral objectives, activities, procedures, materials, environments, and methods for measuring and assessing student performance. Specifically, one objective aims to teach students to take turns during a game of Follow the Leader by having the student serve as leader and go to the back of the line after a teacher prompt in 4 out of 5 opportunities.
Chapter 6 curriculum design
The document discusses curriculum design and its various components. It outlines different views on the purpose of education, including developing intelligence and focusing on socialization. The parts of curriculum design should align philosophical ideas with beliefs about learning. There are four main sources of curriculum - science, society, moral doctrine, and knowledge. Curriculum can be organized horizontally across topics and grades or vertically by increasing difficulty within a topic. The three basic curriculum designs are subject-centered, learner-centered, and problem-centered.
Instructional goals and objectives
The document discusses writing instructional goals and objectives for courses. It states that goals and objectives should be listed in the syllabus to clearly communicate expectations to students. Goals are broad statements about what will be learned while objectives are more specific statements of observable student behaviors. Well-written goals and objectives inform students of what and how they will be assessed. The document provides examples of goals and objectives written for cognitive, affective, and psychomotor domains and tips for writing instructional objectives that specify the audience, behavior, condition, and degree.
Teaching & Learning Frameworks for Integrating Technology in the Curriculum
This document discusses frameworks for integrating technology into the curriculum. It introduces the TPACK framework, which argues that effective technology integration requires an understanding of the relationships between technology, pedagogy, and content. Teachers must consider their context, like access to technology and time, when planning lessons. When introducing ICT, teachers should emphasize relevant learning over technical skills, engage students, and allow flexibility in assessments. A paradigm shift is needed where students direct more of their own learning. Lessons should follow a five phase model from introduction to evaluation. Five features of effective ICT education practices are developing student autonomy, capability, creativity, quality work, and adding intrinsic value through technology's scope.
Affective domain
The document discusses the affective domain of learning, which involves emotions, values, attitudes, and motivations. It describes the levels of the affective domain from receiving to responding to valuing to commitment. Evaluation methods of the affective domain are also presented, including rating scales, checklists, semantic differentials, and Likert scales to gauge student attitudes. Projective techniques like word association, unfinished sentences, and unfinished stories are indirect methods to probe student feelings and attitudes. Keeping logs, diaries, and writing compositions provides opportunities for students to express emotions and views.
Curriculum implementation
The document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through classroom instruction. It also discusses Kurt Lewin's force field theory of change, which proposes that change results from the balance of driving forces that push for change and restraining forces that resist it. The document notes factors like government interventions, societal values, and technological advances as driving forces for curriculum change, while restraining forces include fear, negative attitudes, traditions, limited resources, and obsolete equipment.
Introduction to Pedagogy
This document provides an introduction to child development and core ideas about learning. It discusses several theories of how children learn over time, including behaviorism, cognitivism, and constructivism. It explores the work of influential theorists like Piaget, Vygotsky, and Dewey. It also addresses the relationships between theory, research, and classroom practice. The document suggests teaching and learning should engage with meaningful knowledge and experiences while recognizing each learner's prior learning and experiences.
Foundation of curriculum
The document discusses the foundations that influence curriculum development, including philosophical, psychological, sociological, economic, and historical foundations. It focuses on the sociological foundation, noting that societal structures, culture transmission, social problems, and economic issues need to be considered in curriculum making. Schools exist within the social context of society rather than apart from it, and the society influences the type of curriculum through its economic and political systems over time, shifting curriculums from basic skills and apprenticeships in agrarian societies to a factory model with compartments and direct teaching in industrial societies.
Taba model of curriculum development
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.
A classic model
The document discusses the Tyler Curriculum Evaluation Model. Some key points:
1) The Tyler Model from 1949 lays out four principles for curriculum design: defining learning objectives, establishing learning experiences, organizing experiences for maximum effect, and evaluating/revising the curriculum.
2) The model emphasizes consistency between objectives, learning experiences, and outcomes. Objectives indicate the behaviors and content to be taught.
3) While providing a simple linear approach, critics argue the model restricts curriculum and has difficulties with objectives. However, clearly stated objectives are a good starting point.
4) For nursing, outcomes-based education has emerged as a focus on student behaviors and outcomes rather than staff. Accrediting bodies
Exploring Andragogy
Andragogy is the scholarly approach to adult learning. It focuses on strategies for teaching adults rather than children. The term was coined in 1833 but was developed into a theory of adult education by Malcolm Knowles in the 1960s. Knowles identified key principles of andragogy including the adult learner's need to know, self-concept as independent and responsible, prior experience being a resource, readiness to learn, orientation to learning, and motivation to learn. Andragogy emphasizes independence, problem-centered learning, and immediate relevance to work or personal life.
Assessing Science Inquiry Skills
This presentation emphasizes on assessing science based on learning competencies, selecting appropriate forms of assessment and developing written and performance based tasks on science.
Edu561 instructional design assignment week 4 [autosaved]
This document discusses different instructional design models and ranks them according to how well they fit the author's teaching style. The author ranks Gagne's Nine Steps of Instruction as the best model, followed by Keller's ARCS Model of Motivational Design and Rapid Instructional Design. These models fit well with their approach of chunking lessons into short intervals to maintain student attention. While no single model perfectly fits their style, aspects of different models could be combined in their unit plan to provide hands-on learning opportunities and allow more student direction.
Curriculum Design and Development.ppt
1. The document defines curriculum as a plan for achieving desired goals or ends, including strategies for selecting learning experiences.
2. It discusses different types of curriculums and characteristics such as being planned, balanced, relevant, and dynamic.
3. The curriculum development process involves situation analysis, setting aims/objectives, selecting and organizing content, choosing learning activities, and evaluation.
Curriculum models, typees, framework
A model is a three-dimensional representation of a person or thing or of a proposed structure, typically on a smaller scale than the original:"a model of St. Paul's Cathedral“
A Model is a pattern of something to be made or reproduced and means of transferring a relationship `or process from its real (actual) setting to one which it can be more conveniently studied.
Psychologicalfoundationofeducation 130417163850-phpapp01
The document discusses the psychological foundations of education. It covers several key topics:
1. It emphasizes the importance of understanding the learner, their growth, development, and individual differences.
2. It explores theories of learning and development, motivation, and the teacher's crucial role in creating an effective learning situation.
3. Creating optimal conditions for learning involves understanding concepts like the learning process, situations, theories of instruction, and using techniques like modeling and facilitating.
Models of teaching
The document discusses various teaching models including information processing models, behavioural models, personal models, and social models.
It provides details on several information processing models such as Atkinson and Shiffrin's model of memory, Gagne's information processing model, and different types of inquiry teaching models. Behavioural models covered include direct instruction, mastery learning, and programmed instruction models. Personal models summarized are non-directive teaching, developing positive self-concepts, and the project model. Lastly, the social model discusses group teaching, cooperative learning, and simulation methods like sociodrama and role-play.
The document provides an overview of key teaching models with the goal of guiding teachers in planning and
Curriculum Models
The document discusses various models of curriculum, including the Tyler model, Taba model, Saylor and Alexander model, and models for children with special needs. The Tyler model focuses on educational purposes, experiences, organization, and evaluation. The Taba model is a grass-roots approach with 7 steps including diagnosis, objectives, content selection, and evaluation. The Saylor and Alexander model includes goals, design, implementation, and evaluation. Models for children with special needs incorporate developmental, functional, and ecological approaches.
Smith & ragan instructional design theory
The document summarizes the Smith and Ragan instructional design model, which is rooted in Robert Gagne's learning theory. The model is system-oriented and suitable for designing entire courses or curriculums. It involves four main phases - analysis, strategy development, implementation, and evaluation - which are interconnected. The design process is iterative. The model has four components: contextual analysis, learner analysis, task analysis, and planning for assessment. It emphasizes sequencing instructional events and developing specific instructional strategies. Implementation involves putting designs into practice, while evaluation determines if instructional goals were achieved.
Concept attainment model
This document provides an overview of the Concept Attainment Model (CAM) for teaching concepts. It discusses why CAM is an effective approach, defines what a concept is, outlines the elements and types of concepts, and describes Bruner's steps for CAM which are recognition, classification, definition, and generalization. It also explains the phases, syntax, principles, social system, support system, and effects of using CAM for conceptual instruction.
What's hot (20)
Teaching & Learning Frameworks for Integrating Technology in the Curriculum
Teaching & Learning Frameworks for Integrating Technology in the Curriculum
Edu561 instructional design assignment week 4 [autosaved]
Edu561 instructional design assignment week 4 [autosaved]
Psychologicalfoundationofeducation 130417163850-phpapp01
Psychologicalfoundationofeducation 130417163850-phpapp01
Similar to Iwasiw ppts ch10_3_e
personphilos.ppt
This document discusses the importance of developing a personal teaching philosophy and outlines different teaching philosophies one may adopt. It defines key elements of a teaching philosophy including one's views on the purpose of education, the role of teachers, and approaches to student learning and assessment. It then describes some common teaching philosophies like perennialism, essentialism, progressivism, and reconstructionism which vary in their emphasis on knowledge, values, experiences, or societal reform. The document stresses that developing a well-reasoned personal teaching philosophy can provide a basis for effective teaching practices in the classroom.
personphilos.ppt
This document discusses the importance of developing a personal teaching philosophy and outlines different philosophies a teacher may adopt. It explains that a teaching philosophy encompasses beliefs about the purpose of education, the role of the teacher, and approaches to student learning and assessment. Common philosophies mentioned are perennialist, essentialist, progressive, and reconstructionist. The document emphasizes that reflecting on one's teaching philosophy can guide classroom practices and provide a framework for decision making.
personalphilosophyofteaching-140703085943-phpapp01.pdf
The document outlines the components of a personal teaching philosophy, including beliefs about the purpose of education, the role of the teacher, pedagogical approaches, student learning and assessment, and classroom atmosphere. It then provides examples of common teaching philosophies like perennialism, essentialism, progressivism, and reconstructionism. The document emphasizes that developing a clear personal teaching philosophy can provide a framework to guide classroom practices and decision-making.
Personal philosophy of teaching
The document discusses developing a personal teaching philosophy. It explains that a teaching philosophy outlines one's beliefs about education, teaching methods, the role of teachers, and approaches to student learning and assessment. It then provides examples of common teaching philosophy types like perennialist, essentialist, progressive, and reconstructionist and describes their key characteristics regarding the focus and role of teachers, curriculum, and classroom approach. The document stresses that articulating a clear teaching philosophy can guide classroom practices and decision making.
Curriculum ppt
The content presented in the slides is mainly emphasizing on developing holistic perspective about the process of curriculum development in a broader manner.
Unit 506Session 1 task 9
This document discusses curriculum design and inclusive education. It outlines the learning cycle of identifying needs, planning and design, delivery, assessment, and evaluation. It emphasizes identifying learner needs, including special needs and learning styles. It also discusses ensuring curriculum and resources are inclusive and do not exclude learners. The document then examines curriculum as a product, process, and praxis. It notes the importance of context and hidden curriculum. The goal is for learners to apply skills to make sense of the world.
Psychology & philosophy of education
The document discusses the evolution of how psychology has been defined. It started as the study of the soul, but that was rejected because the soul cannot be studied. It was then defined as the study of the mind, but that definition was confusing. It was also defined as the study of consciousness, but that did not account for unconscious behaviors. Psychology is now defined as the scientific study of observable behavior, which includes all conscious, subconscious, and unconscious mental activities and processes of organisms.
Creative and critical approaches to teaching students to think ethically: phr...
Creative and critical approaches to teaching students to think ethically: phr...The Higher Education Academy
Presentation given at the HEA Social Sciences learning and teaching summit 'Teaching ethics: The ethics of teaching'
A blog post outlining the issues discussed at the summit is available via http://bit.ly/1lndTnXBackground to curriculum design
The document discusses the historical definitions and types of curriculum. It begins by outlining definitions of curriculum from 1957 to 1988, which evolved from focusing on a sequence of experiences to see curriculum as one's life course. It then describes the basic types of curriculum as the official, implicit/hidden, null, operative, and additional. The foundations of curriculum are said to be philosophy, psychology, sociology, and pedagogy. Major educational philosophies and learning theories are also outlined. Finally, it discusses curriculum sources, approaches including subject-centered, teacher-centered and student-centered models.
Foundations of curriculum
The document discusses different types of curriculum:
1. Recommended curriculum refers to curricula proposed by scholars and organizations.
2. Written curriculum includes documents and syllabi created by curriculum experts and teachers for implementation.
3. Taught curriculum is what is actually taught in classrooms which may differ from the written curriculum. Additional factors like available resources are considered.
B. Ed second semester- Perspectives on Education
This document outlines the learning outcomes and first unit of a course on perspectives in education. The four learning outcomes are: 1) analyze the role of teachers as nation-builders, 2) discuss the role of education in eradicating social evils, 3) apply sociology and philosophy to teaching and learning, and 4) differentiate Eastern and Western philosophical thoughts in education. The first unit covers the meaning of education as a discipline, including its specific origin/history, foundations, concepts/theories/principles, theoretical structure, and own research methodology. The document also lists several characteristics that signify education as a distinct discipline, such as having a process, system, code of conduct, formulation of a knowledge base, relation to social
Epistemology and Learning for Researchers and Teachers
These slides are for teachers and researchers to know how to address student-centered learning
Inclusive learning
Critical thinking , these three dimensions are addressed in the slides. Please do share your thoughts.
Components of Curriculum and Curriculum Approaches
This document discusses the major components of curriculum, including aims and objectives, subject matter/content, learning experiences, and evaluation approaches. It provides details on each component for different levels of education in the Philippine system. Various approaches to curriculum are also outlined, such as behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on specified goals and objectives, while the managerial approach emphasizes organization and implementation. A systems approach examines how parts relate to each other, and a humanistic approach places the learner at the center.
Field of curriculum
Curriculum is defined as the lessons and academic content taught in a school or in a specific course or program. It includes the knowledge and skills students are expected to learn. There are several approaches to curriculum development, including behavioral, managerial, systems, academic, and humanistic approaches. Curriculum development refers to determining what should be taught, while curriculum design is how curriculum is influenced by approaches and includes both planned and unplanned elements.
Curriculum in economics / Theories of Curriculum / Foundations of Curriculum
Definition of Curriculum
Curriculum development
curriculum Theory
Foundations of curriculum
Development of Economics curriculum
Curriculumdevelopment
This document discusses curriculum development in the Philippine context. It defines curriculum as the sum of all learning experiences organized by the school. It also discusses different approaches to curriculum such as technical, behavioral, systems-based, and humanistic approaches. It outlines factors that influence curriculum development like society, learners' needs, and educational principles. The document also compares essentialist and progressive philosophies of curriculum, which see it as rigid vs flexible respectively. It examines elements of curriculum like intent, content, learning experiences, and evaluation.
Curriculum
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
Bases of curriculum
The philosophical basis of education emphasizes that philosophy is the end and education is the means to achieve that end. In other words, philosophy determines the goal of life and education tries to achieve the goal through its aims and curriculum.
components of curriculum and curricular approaches
This document discusses the major components of curriculum and different approaches to curriculum. It identifies the key components of curriculum as aims and objectives, subject matter or content, learning experiences, and evaluation approaches. It also outlines the aims of education at the primary, secondary, and tertiary levels based on Philippine law and policy. The document further discusses criteria for selecting subject matter and organizing content, as well as different teaching strategies and methods. It analyzes approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches.
Curriculum -- Concepts.ppt
The document discusses curriculum and education in ancient India. It provides 9 objectives of education in ancient India, which included physical, intellectual, spiritual, and social development. Education was taught through listening, memorizing, and realizing concepts through meditation. The document also discusses categories of knowledge like facts, concepts, principles, and generalizations. It provides definitions of curriculum and different levels of curriculum like societal, institutional, and instructional. Finally, it discusses different approaches to curriculum development like the parallel curriculum model.
Similar to Iwasiw ppts ch10_3_e (20)
personalphilosophyofteaching-140703085943-phpapp01.pdf
personalphilosophyofteaching-140703085943-phpapp01.pdf
Creative and critical approaches to teaching students to think ethically: phr...
Creative and critical approaches to teaching students to think ethically: phr...
Epistemology and Learning for Researchers and Teachers
Epistemology and Learning for Researchers and Teachers
Components of Curriculum and Curriculum Approaches
Components of Curriculum and Curriculum Approaches
Curriculum in economics / Theories of Curriculum / Foundations of Curriculum
Curriculum in economics / Theories of Curriculum / Foundations of Curriculum
components of curriculum and curricular approaches
components of curriculum and curricular approaches
More from stanbridge
Micro Lab 3 Lecture
The document discusses various microbiology techniques for culturing microbes including inoculation, isolation, incubation, inspection, and identification. It describes how to produce pure cultures through methods like streak plating and describes different types of culture media including solid, liquid, enriched, selective, and differential media. The goals are to transfer microbes to produce isolated colonies, grow them under proper conditions, observe characteristics, and identify organisms through comparing data.
Creating a poster v2
The document provides instructions for creating a research poster, including reviewing sample posters and an article on best practices. It discusses font size, logo placement, poster size, image and graphic quality, and elements that make a poster engaging. A sample student research poster is also included, with sections on the problem, methodology, results, conclusions, and references. The poster summarizes a study on the occupations of school-aged children who have siblings with cognitive or behavioral disabilities.
Creating a poster
The document provides instructions for creating an effective research poster. It discusses reviewing sample posters to understand best practices like font size, logo placement, size of the poster, and quality of images. It also recommends considering what makes sample posters visually engaging and how one's own poster could be improved.
Sample poster
Position Your Body for Learning implements evidence-based measurements to assess optimal positioning for learning. The document describes three simple assessments - "roll", "rattle", and "rumble" - to determine if desk height matches elbow rest height and chair height matches popliteal height. It explains that proper ergonomic positioning through adjustments can improve students' attention, fine motor skills, and performance on standardized tests. The document provides a form called "Measuring for Optimal Positioning" to document student measurements and identify furniture adjustments needed.
OT 5018 Thesis Dissemination
The agenda outlines a thesis dissemination meeting that will include welcome and introductions, a syllabus review, project summaries from students, breaks, a presentation on APA style and thesis document preparation from the writing center, library resources overview, and discussion of thesis resources and dismissal. The document also lists various thesis course, poster, article, and conference resources that will be made available to students.
Ot5101 005 week 5
This document discusses program evaluation, outlining key concepts and approaches. It describes the purposes of program evaluation as determining if objectives are met and improving decision making. Formative and summative evaluations are explained, with formative used for ongoing improvement and summative to determine effects. Both quantitative and qualitative methods are appropriate, including experimental, quasi-experimental and non-experimental designs. Stakeholder involvement, utilization of results, and addressing ethical considerations are important aspects of program evaluation.
Ot5101 005 week4
The document outlines topics from Chapter 6 of a course, including similarities and differences between intervention planning for individuals and community programs, best practices for developing mission statements and effective teams, and issues related to program sustainability. It also provides examples and activities for developing SMART goals, vision and mission statements, and sustainability plans for a fall prevention program. Resources and considerations are presented for each step of the program development process.
Compliance, motivation, and health behaviors
This document provides information about compliance, motivation, and health behaviors as they relate to learners. It introduces several occupational therapy students and their backgrounds. The objectives cover defining key terms and discussing theories of compliance, motivation concepts, and strategies to facilitate motivation. The document then matches vocabulary terms to their definitions and discusses several theories of behavior change, including the health belief model, self-efficacy theory, protection motivation theory, stages of change model, and theory of reasoned action. Motivational strategies and the educator's role in health promotion are also outlined.
Ch 5 developmental stages of the learner
This document provides an overview of developmental stages of the learner from infancy through older adulthood. It begins with introductions of the presenters and learning objectives. Key terms are defined. Development is discussed in terms of physical, cognitive, and psychosocial characteristics at each stage: infancy/toddlerhood, early childhood, middle/late childhood, adolescence, young adulthood, middle-aged adulthood, and older adulthood. Teaching strategies are outlined for each developmental stage. The role of family in patient education is also addressed.
OT 5101 week2 theory policy
This document summarizes the content covered in Week 2 of a course on community-based occupational therapy practice. Chapter 3 discusses using theories from related disciplines in community practice and identifying strategies for organizing communities to meet health needs. Chapter 4 covers understanding relevant federal legislation, including laws supporting reimbursement and those focused on education, medical rehabilitation, consumer rights, and environmental issues. The document also lists vocabulary terms and guest speakers for the week.
OT 5101 week3 planning needs assessment
This document outlines the topics and activities to be covered in Week 3 of a course on community health and health promotion program development. It will describe processes of environmental scanning, trend analysis, and the key steps of community health program development. Students will learn about needs assessments, theories in health promotion planning, goals and objectives, and the ecological approach. They will develop implementation strategies at different levels of intervention and learn the purposes of program evaluation. Readings, discussions, and activities are planned, including a scenario analyzing a sheltered workshop using SWOT analysis. Key terms and concepts are defined.
Ot5101 week1
This document outlines the topics that will be covered in the first two chapters of a course on community-based occupational therapy practice. Chapter 1 will discuss the history and roles of OT in community-based practice as well as characteristics of effective community-based OTs. It will also cover paradigm shifts in OT. Chapter 2 will address concepts in community and public health, determinants of health, and strategies for prevention. It will discuss OT's contributions to Healthy People 2020 and its role in health promotion. The schedule includes lectures, small group work, and a guest speaker.
NUR 304 Chapter005
This document discusses how to critically appraise quantitative studies for clinical decision making. It covers evaluating the validity, reliability, and applicability of studies. Key points include assessing for bias, determining if results are statistically and clinically significant, and considering how well study findings can be applied to patients. Study designs like randomized controlled trials, case-control studies, and cohort studies are examined. The importance of systematic reviews and meta-analyses in evidence-based practice is also covered.
NUR 3043 Chapter007
This document discusses the importance of clinical judgment in evidence-based nursing practice. It states that research evidence must be considered alongside patient concerns and preferences. Good clinical judgment requires carefully examining the validity of evidence and how it is applied to specific patients. The fit between evidence and each patient's unique situation is rarely perfect. Nurses must understand patients narratively and use judgment over time to determine the most appropriate care based on evidence and the patient's needs. Experiential learning and developing expertise in caring for particular patient populations enhances a nurse's clinical grasp and judgment.
NUR 3043 Chapter006
This document discusses qualitative research and its application to clinical decision making. It describes how qualitative evidence can inform understanding of patient experiences and perspectives, which are important components of evidence-based practice. The document outlines different qualitative research traditions like ethnography, grounded theory, and phenomenology. It also discusses techniques for appraising qualitative studies based on their credibility, transferability, dependability, and confirmability. The key point is that qualitative evidence provides insights into human experiences, values, and meanings that can help inform clinical decisions.
NUR 3043 Chapter004
This document discusses critically appraising knowledge for clinical decision making. It explains that practice should be based on unbiased, reliable evidence rather than tradition. The three main sources of knowledge for evidence-based practice are valid research evidence, clinical expertise, and patient choices. Clinical practice guidelines are the primary source to guide decisions as they synthesize research evidence. Internal evidence from quality improvement projects applies specifically to the setting where it was collected, unlike external evidence which is more generalizable. Both internal and external evidence should be combined using the PDSA (Plan-Do-Study-Act) cycle for continuous improvement.
3043 Chapter009
This document discusses implementing evidence-based practice (EBP) in clinical settings. It emphasizes that engaging all stakeholders, including clinical staff, administrators, and other disciplines, is key. It also stresses that assessing and addressing barriers like knowledge, attitudes, and resources is important. Finally, it highlights that evaluating outcomes through quantifiable measures can help determine the impact of EBP changes on patient care.
3043 Chapter008
This document discusses clinical practice guidelines (CPGs), including how they are developed based on evidence, how they can standardize care while allowing flexibility, and how to evaluate and implement them. It notes that CPGs systematically develop statements to guide regional diagnosis and treatment based on the best available evidence. While CPGs provide time-effective guidance, the commitment of caregivers is most important for successful implementation.
Melnyk ppt chapter_21
This document discusses key aspects of writing a successful grant proposal. It explains that grant proposals request funding for research or evidence-based projects by outlining specific aims, background, significance, methodology, budget, and personnel. Successful grant writers are passionate, meticulous planners who can persuade reviewers of a project's importance and address potential barriers. The most important initial question is whether a project meets the funding organization's application criteria. Proposals need compelling abstracts that explain why a project deserves funding and clearly written background and methodology sections. Common weaknesses that can lead to rejection are a lack of significance or novel ideas and inadequate description of study design.
Melnyk ppt chapter_22
The document discusses ethical considerations for evidence implementation and generation in healthcare. It outlines key ethical principles like beneficence, nonmaleficence, autonomy and justice. These principles form the foundation for core dimensions of healthcare quality according to the Institute of Medicine. The document also differentiates between clinical research, quality improvement initiatives, and evidence-based practice. It notes some controversies around applying different ethical standards to research versus quality improvement. Overall, the document provides an overview of how ethical principles guide evidence-based healthcare practices and quality improvement efforts.
More from stanbridge (20)
Recently uploaded
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdTemple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Chapter wise All Notes of First year Basic Civil Engineering.pptx
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
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Recently uploaded (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Iwasiw ppts ch10_3_e
- 1. Chapter 10 Establishing Philosophical and Educational Approaches for an Evidence- Informed, Context- Relevant, Unified Curriculum
- 2. Overview • Understanding the definitions and purposes of philosophy will facilitate the formulation of curriculum outcomes. • Philosophical approaches from both educational and nursing educational perspectives are relevant in formulating curriculum outcomes.
- 3. Curriculum Philosophy • Philosophy is the study of the most general and abstract features of the world and categories with which we think: – Mind, Matter – Reason – Proof – Truth • A curriculum philosophy is part of the curriculum foundation.
- 4. Curriculum Philosophy (cont.) • A curriculum philosophy provides a basis for: – Development, implementation, evaluation. – Shaping students’ ideas about clients, nursing, and health care. – Discussions about curriculum practices, and preferences. – Professional development – Decision making for the profession
- 5. Curriculum Philosophy (cont.) • Curriculum philosophy in nursing education – Ideas possibly included in a nursing education or curriculum philosophy are beliefs about: • Nature of learning • Purposes of the curriculum • Roles of faculty and students. • Nature of faculty-student interactions • Other values — social justice, diversity, or service
- 6. Curriculum Philosophy (cont.) • Curriculum philosophies – Idealism: truth is universal, values unchanging, desire to live in perfect world of ideals. – Realism: natural laws compose the world and all of nature. – Perennialism: disciplining of the mind, development of reasoning ability. – Essentialism: cultural heritage must be preserved, it is the role of education to do so.
- 7. Curriculum philosophy (cont.) • Curriculum philosophies (cont.) – Progressivism: the growth of students should be the center of educational activities, and not the subject matter. – Reconstructionism: the purpose of education is to improve society – students are exposed to controversial social problems, study them, and reach solutions through consensus.
- 8. Ideas about Teaching and Learning as Part of Curriculum Philosophy • Learning theories – Broad categories of theories evident in nursing education curricula include: • Behaviorist • Cognitive • Humanist • Social and Situational • Integrated
- 9. Ideas about Teaching and Learning as Part of Curriculum Philosophy (cont.) • Science of learning (brain-based learning) – As cognitive neuroscience continues to provide insights into mental processes, teaching will be more science-based, more “brain-based.” – Five firmly established brain facts: • Each brain is unique. • Brains are highly plastic. • All brains are not equal in problem-solving ability. • The brain connects new information to old. • The brain is changed by experience.
- 10. Ideas about Teaching and Learning as Part of Curriculum Philosophy (cont.) • Science of learning (brain-based learning) (cont.) – Emotions and physiological processes may have an impact on teaching and learning. – Robust learning entails: • Long-term retention. • Preparation for further and deeper learning and application. • Transfer of knowledge to new situations.
- 11. Ideas about Teaching and Learning as Part of Curriculum Philosophy (cont.) • Learning theories, educational frameworks, and pedagogies – Adult learning (Andragogy) – Apprenticeship – Cognitive constructivism – Critical social theory – Deep learning – Epistemology – Feminism and feminist pedagogy
- 12. Ideas about Teaching and Learning as Part of Curriculum Philosophy (cont.) • Learning theories, educational frameworks, and pedagogies (cont.) – Humanism – Learner-centeredness (student-centeredness) – Narrative pedagogy – Phenomenology – Postmodernism – Pragmatism – Transformative learning
- 13. Philosophical and Educational Approaches • Developing philosophical and educational approaches – Subcommittee should draft a statement of philosophical and educational approaches. – Task can be split among two subgroups with results combined later. – A literature search should be performed. – Subcommittee should understand beliefs, values of colleagues, as all will be implementing the curriculum.
- 14. Philosophical and Educational Approaches (cont.) • Confirming philosophical and educational approaches – Consensus among the total faculty group cannot be overemphasized. – Agreement about philosophical and educational approaches are essential before subsequent curriculum work is undertaken.
- 15. Relationship of Philosophical Educational Approaches • Philosophical and educational approaches are statements of faculty value orientation. • Derived ideas ensure that curriculum foundations are context-relevant and evidence-informed. • Inclusion of major curriculum concepts, key nursing abilities adds to conceptual and visual unity of the curriculum.
- 16. Core Processes of Curriculum Work • Faculty development – Values and beliefs about nursing, education, persons, learning, etc. should be discussed. – Discussion can serve to clarify and examine beliefs; used as source of information. • Ongoing appraisal – Inherent part of discussions resulting in statement of philosophical and educational approaches.
- 17. Core Processes of Curriculum Work (cont.) • Scholarship – Description of processes and discussions undertaken to develop statements may be instructive to faculty at other schools. – Faculty members describe involvement in decisions, and their subsequent degree of commitment to the decisions. – Survey of nursing schools to find philosophical and educational approaches in use.