The document outlines a professional development training on creating a student-centered learning environment using technology. The training covers identifying methods to incorporate technology and the NETS standards, brainstorming creative student-centered approaches, and solutions for challenges like funding, access, and copyright guidelines. The training emphasizes that teachers, technology, and student-centered approaches can lead to active learning when combined effectively.
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
project based teaching strategies were shared by the group of teachers of Ram Ratna International School.
It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
collaborative learning is one of the 21st century learning skill that teachers should utilize. the error of teachers having all or considered as the sources of knowledge is long gone. this is an error when learners should create their own knowledge.
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
project based teaching strategies were shared by the group of teachers of Ram Ratna International School.
It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
collaborative learning is one of the 21st century learning skill that teachers should utilize. the error of teachers having all or considered as the sources of knowledge is long gone. this is an error when learners should create their own knowledge.
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
A gentle introduction to student centered approaches for Cambodian science teacher trainers during the opening day of a 5-day workshop on student-centered learning.
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
Technology Integration and Teacher Education: Learning with Technologye_lomax
This presentation took place at the 2016 PeDTICE Colloquium at the University of Sherbrooke in Montreal, Canada. This presentation discusses the Technological Pedagogical Content Knowledge (TPACK) model, explores the affordances and constraints that are commonly associated with the integration educational technology into teacher education curricula in general, and highlights the relationship of relevant aspects of the TPACK model and technology integration debate that are likely to affect the future design goals and instructional objectives guiding the further development of pre-service teacher educational technology courses similar to EDM 310; a required undergraduate course in the teacher education program in the College of Education at the University of South Alabama that explores the use and integration of educational technology to support K-12 classroom instruction and student learning.
(PeDTICE: http://www.usherbrooke.ca/pedtice/)
(Colloquium program (in French): http://www.usherbrooke.ca/pedtice/fr/les-activites-de-pedtice/evenements-speciaux/colloquereleve/#c74326-1)
Integration of technology in teaching and learning is an important aspect of today's education.Here is a presentation on what technology integration is, its benefits, and how teachers can put it into practice.
A gentle introduction to student centered approaches for Cambodian science teacher trainers during the opening day of a 5-day workshop on student-centered learning.
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
Technology Integration and Teacher Education: Learning with Technologye_lomax
This presentation took place at the 2016 PeDTICE Colloquium at the University of Sherbrooke in Montreal, Canada. This presentation discusses the Technological Pedagogical Content Knowledge (TPACK) model, explores the affordances and constraints that are commonly associated with the integration educational technology into teacher education curricula in general, and highlights the relationship of relevant aspects of the TPACK model and technology integration debate that are likely to affect the future design goals and instructional objectives guiding the further development of pre-service teacher educational technology courses similar to EDM 310; a required undergraduate course in the teacher education program in the College of Education at the University of South Alabama that explores the use and integration of educational technology to support K-12 classroom instruction and student learning.
(PeDTICE: http://www.usherbrooke.ca/pedtice/)
(Colloquium program (in French): http://www.usherbrooke.ca/pedtice/fr/les-activites-de-pedtice/evenements-speciaux/colloquereleve/#c74326-1)
Integration of technology in teaching and learning is an important aspect of today's education.Here is a presentation on what technology integration is, its benefits, and how teachers can put it into practice.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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1. KEYS to Student Centered
Learning!
Professional Development
Training
Presented by:
Bethany Marcusson
March 25, 2013
2. Learning Outcomes:
• 1.Identify methods for using technology to create a student
centered learning environment.
• 2. Brainstorm creative methods to incorporate the National
Educational Technology Standards (NETS) into a student
centered classroom setting.
• 3. Identify solutions for challenges facing technology
integration in the classroom.
• 4. Define the copyright and fair use guidelines as they connect
to educational usage.
• .
finntrack.co.uk
3. What is the Difference???
Teacher Centered Student Centered
ms-suyblogspot.com jrlanes.wordpress.com
4. Teacher Centered VS: Student Centered
Teacher centered learning environments can include:
• Lecture style
• Teacher deciding on instructional goals
• Students follow specific guidelines
• Exam given mostly follow multiple choice style format
Student centered learning environments can include:
• Students responsible for their own learning
• Independent work
• Incorporate personal questions
• Solve authentic problems
• Differentiated learning environment
Learning chronicle.com
Elen, J. (2007). Student-centred and teacher-centred learning environments: what
students think. Teaching In Higher Education, 12(1), 105-117.
5. Student Centered:
Links to Technology
How do you incorporate technology in your classroom?
Nisce.org
6. Using Technology
to Enhance Student Learning
Achieve meaningful learning by incorporating virtual peer
interaction: Chat, Facebook, Blog, Discussion Boards…
• Peer Assessment: Collaborate together on
criteria and guide in self assessment.
• Wikis: Web pages created in where groups can
edit content together. Bwpat.de
Revere, L., & Kovach, J. V. (2011). ONLINE TECHNOLOGIES FOR ENGAGED LEARNING: A
meaningful synthesis for educators. Quarterly Review of Distance Education, 12(2), 113-124,149-
150. Retrieved from: http://search.proquest.com/docview/920291723?accountid=35812
8. NETS are designed to guide educators in providing a natural integration of
technology. There are various examples of Student Centered Learning
approaches intertwined throughout the support of technology integration.
1. “Inspire Creativity”
Facilitate real life experiences and
authentic problems using digital
media. (Virtual Field Trip: Egyptian Pyramids)
2. “Provide Equitable Access to Resources”
Establish guidelines, routines, and
partnerships in the classroom environment to
ensure everyone has opportunities to explore
and utilize technological resources.
(Tech schedule, Learning Teams...)
www.iste.org
TE partnership publishes national educational technology standards. (1999). Journal of Adolescent & Adult
Literacy, 42(6), 478-478. Retrieved from http://search.proquest.com/docview/216940756?accountid=35812
9. Solutions for: Potential Problems
Technology Integration
Funding?
Grant opportunities
Technology Project - PTA
munnjm.wordpress.com
Troubleshooting?
Professional Development Opportunities – Technology Training
Accessibility of computer access for students and families?
After school computer lab
Public Library Access
10. Curriculum Connection:
• Reminder:
Copyright and Fair Use Guidelines
1 –Copyright guidelines apply to teachers and should
be shared and taught to students.
2 – All Intellectual properties are available to copyright
guidelines.
Focus as educators
to recognize and apply
guidelines.
www.differentminds.org
Napper, V. S. (2003). Ethical issues in copyright compliance and fair use guidelines in teacher education.
TechTrends, 47(6), 5-8. Retrieved from
http://search.proquest.com/docview/223129690?accountid=35812
11. You are the KEY!
Teachers + Technology +
Student Centered Approaches
= Active Learning!
12. Biography Citation:
• Elen, J. (2007). Student-centred and teacher-centred learning
environments: what students think. Teaching In Higher Education, 12(1),
105-117.
• Revere, L., & Kovach, J. V. (2011). ONLINE TECHNOLOGIES FOR ENGAGED
LEARNING: A meaningful synthesis for educators. Quarterly Review of
Distance Education, 12(2), 113-124,149-150. Retrieved from
http://search.proquest.com/docview/920291723?accountid=35812
• TE partnership publishes national educational technology standards.
(1999). Journal of Adolescent & Adult Literacy, 42(6), 478-478. Retrieved
from http://search.proquest.com/docview/216940756?accountid=35812
• Napper, V. S. (2003). Ethical issues in copyright compliance and fair use
guidelines in teacher education. TechTrends, 47(6), 5-8. Retrieved from
http://search.proquest.com/docview/223129690?accountid=35812
Editor's Notes
Professional Development Training – Presented by Bethany Marcusson 3/25/2013
Learning Outcomes are based upon the objectives and desired achievements for the workshop participants. It is the goal that these outcomes will be achievable as work place outcomes as transferrable into the classroom.
What is the Difference? Teacher Centered vs. Student Centered Learning Environments. Trainer Notes: There are two visuals that give a clear picture of teacher centered vs. student centered learning. Teacher Centered learning focus on the “teacher” relaying information to the students. Teacher centered learning does not expand into various learning styles or engage student’s active participation. Student centered learning focuses on the student in the center of active participation utilizing a variety of learning styles and activities.
Definition of teacher centered versus student centered learning environment notated from Teaching in Higher Education.Trainer Notes: Guide participants to contrast the difference between a teacher centered versus a student centered learning environment. Focus on the contrast of teaching method/delivery: lecture vs. independent “authentic problem solving” approach.
Trainer notes:Pose the open ended question “How do you incorporate technology in your classroom” – facilitate brief dialog and link to real-life classroom examples or pose a hypothetical question for self assessment.
Trainer Notes: Provide examples of the listed student centered approaches that infuse technology into the classroom. (Virtual Peer Interaction)Guide participants to visualize their individual classrooms with the learner as the main focus/center. Technology can be integrated into daily activities and learning opportunities, naturally and with meaningful context. (peer assessment, wikis, chat, Facebook, blog, discussion boards.) (Quarterly Review of Distance Education)
Trainer Notes:Utilize this visual to facilitate brief discussionand/or provide examples of technology integration with a student centered approach.
Incorporated from: NETS – Journal of Adolescent and Adult LiteracyTrainer Notes: The National Educational Technology Standards set a foundation for teachers. Guide participants in focusing on the “Student Centered Learning” approaches provided throughout NETS. (Creativity, Equitable Technology Access) Encourage making connections to one’s individual classroom setting and content. Present an open ended question: “How can I apply these standards in a realistic manner with my students?”
Trainer Notes: Listed are key elements that may be effecting the teacher’s within our setting: funding, troubleshooting, and accessibility for students andfamilies. The key is to encourage the workshop participants to believe in the concept of technology integration and student centered learning, not to beDiscouraged by challenges. As the trainer/facilitator: be open to other questions, concerns, and solutions.
Information gathered from: Tech Trends Trainer Notes: Because of recent reports with deficiency of copyright application in the classroom setting and content; focus on importance of rememberingto recognize and incorporate copyright and fair use guidelines.
Trainer Notes: Encourage workshop participants to realize they are the key to the integration of technology and student centered learning!
Biography Citation – resources used for context and content delivery. Clip art/images are cited per slide.