PLAGIARISM SCAN REPORT
Date 2019-09-10
Words 404
Characters 2577
Exculde Url None
Content Checked For Plagiarism
Adult Learning Methods, Strategies and the Real World Student name Institution affiliation Date Adult learning is not as easy as it would be for
young learners. It is challenging since is difficult to keep up with the learning process especially after returning to school after a long break.
However, as a learner, I understand the importance and the link between the world and the learning process I engaged in. As a learning process,
the adult learner is distinctively introduced into the system through introduction and orientation. As an adult learner, I was helped in adjusting into
the college-level work as well as prepare for the potential problems that I was likely to encounter as an adult learner (Brockett, and Hiemstra,
2018). I was also prepared for the responsibility that I was expected to assume thus understanding what faculty members typically seek in good
students. The teachers were good facilitators of the learning process. They created specific leaning needs in the learners through a different
confrontation with the learners and seeking a solution to the problem. This course intends to provide the learners with an experience thus
encouraging a reflection on it. The teachers also encourage independency where I had a chance to work at my speed and also make a choice in
particular areas of study (Pollock, Jefferson, Wick, and Wick, 2015). I also had a chance to choose the model and style of study that suits me best
and also chose from what I learned. The learning strategies also encouraged and empowered me as the leaner. The teacher did not decide to
make decisions on the learners entirely by themselves. They shared the decision making roles with the leaners. They also ensured that the
learning resources were shared equally. They also encouraged self-evaluation in graded sources the learners were involved in managing the
learning environment (Dawley, and Dede, 2014). The teachers are keen enough to notice the flexibility since they ensured there was optimal
provision for the differences in style, time, and the learning setting. References Brockett, R. G., & Hiemstra, R. (2018). Self-direction in adult
learning: Perspectives on theory, research and practice. Routledge.Dawley, L., & Dede, C. (2014). Situated learning in virtual worlds and
immersive simulations. In Handbook of research on educational communications and technology (pp. 723-734). Springer, New York, NY.Pollock,
R. V., Jefferson, A. M., Wick, C. W., & Wick, C. (2015). The six disciplines of breakthrough learning. New Jersey: John Wiley & Sons,
Inc.
Matched Source
Similarity 6%
Title: ERIC - ED359423 - Self-Direction in Adult Learning: Perspectives...
chapter 2 defines self-direction and offers a model to clarify the concept. three chapters in part ii examine critically the research literature on
sel ...
This document discusses monitoring, reflecting on, and documenting learning experiences. It describes how expert profiles and portfolios can be used by students to foster learning and by teachers to improve instruction. Students are encouraged to monitor their experiences, document them through various media, and write expert profiles several times during their studies to reflect on their learning. Reflecting is important for learning and developing expertise. The document provides guidance on what students should monitor, such as their understanding, strategies, experiences, and abilities, and how they can get started writing an expert profile.
The document summarizes a literature review on teaching and learning processes to enhance teaching effectiveness. It discusses three key findings from the review:
1) Providing positive and developmental feedback as well as introducing role-playing activities have a profound positive impact on student confidence and self-esteem.
2) An active learning environment that promotes inclusivity can improve faculty and student academic performance.
3) Different learning styles must be accommodated, including visual, auditory, and kinesthetic learners, through a variety of teaching methods like lectures, group work, and hands-on activities.
The document discusses pedagogical approaches and strategies for 21st century learners as mandated by the Enhanced Basic Education Act of 2013 in the Philippines. It outlines five main approaches - collaborative, constructivist, integrative, inquiry-based, and reflective learning. Each approach is defined and examples of how they can be implemented in the classroom are provided, including suggested activities and technologies. The approaches aim to make learning more active, cooperative, collaborative, exploratory, contextualized and relevant for students.
Personal Learning Environments: If ePortfolios are the Solution, then what is...Mark Brown
The document discusses personal learning environments and ePortfolios. It argues that while ePortfolios have potential, formal education only covers a small portion of lifelong learning. It then provides examples of how ePortfolios have been implemented successfully at Massey University to promote reflection and lifelong learning beyond formal courses. It concludes by arguing institutions must think strategically about blended learning to effectively integrate technology and promote a digital learning culture.
The study aimed to determine the levels of kinesthetic, verbal and visual intelligences among mechanical engineering students and examine their relationship with learning styles and academic performance. A questionnaire was administered measuring these three types of intelligences based on Gardner's theory of multiple intelligences. The results showed that 33% of students strongly dominated in kinesthetic intelligence, while 29% were strong in both kinesthetic and visual intelligences. There was a statistically significant correlation found between the three intelligences, learning styles, and academic performance.
Universal Design for Learning (UDL) aims to reduce barriers to learning by providing flexible instruction that meets the individual needs of all students, including those with disabilities. UDL principles can guide teachers to create inclusive classrooms through differentiated instruction, technology integration, and engagement. Implementing UDL promotes accessibility and challenges all learners through recognition, strategy, and affect.
PLAGIARISM SCAN REPORT
Date 2019-09-10
Words 404
Characters 2577
Exculde Url None
Content Checked For Plagiarism
Adult Learning Methods, Strategies and the Real World Student name Institution affiliation Date Adult learning is not as easy as it would be for
young learners. It is challenging since is difficult to keep up with the learning process especially after returning to school after a long break.
However, as a learner, I understand the importance and the link between the world and the learning process I engaged in. As a learning process,
the adult learner is distinctively introduced into the system through introduction and orientation. As an adult learner, I was helped in adjusting into
the college-level work as well as prepare for the potential problems that I was likely to encounter as an adult learner (Brockett, and Hiemstra,
2018). I was also prepared for the responsibility that I was expected to assume thus understanding what faculty members typically seek in good
students. The teachers were good facilitators of the learning process. They created specific leaning needs in the learners through a different
confrontation with the learners and seeking a solution to the problem. This course intends to provide the learners with an experience thus
encouraging a reflection on it. The teachers also encourage independency where I had a chance to work at my speed and also make a choice in
particular areas of study (Pollock, Jefferson, Wick, and Wick, 2015). I also had a chance to choose the model and style of study that suits me best
and also chose from what I learned. The learning strategies also encouraged and empowered me as the leaner. The teacher did not decide to
make decisions on the learners entirely by themselves. They shared the decision making roles with the leaners. They also ensured that the
learning resources were shared equally. They also encouraged self-evaluation in graded sources the learners were involved in managing the
learning environment (Dawley, and Dede, 2014). The teachers are keen enough to notice the flexibility since they ensured there was optimal
provision for the differences in style, time, and the learning setting. References Brockett, R. G., & Hiemstra, R. (2018). Self-direction in adult
learning: Perspectives on theory, research and practice. Routledge.Dawley, L., & Dede, C. (2014). Situated learning in virtual worlds and
immersive simulations. In Handbook of research on educational communications and technology (pp. 723-734). Springer, New York, NY.Pollock,
R. V., Jefferson, A. M., Wick, C. W., & Wick, C. (2015). The six disciplines of breakthrough learning. New Jersey: John Wiley & Sons,
Inc.
Matched Source
Similarity 6%
Title: ERIC - ED359423 - Self-Direction in Adult Learning: Perspectives...
chapter 2 defines self-direction and offers a model to clarify the concept. three chapters in part ii examine critically the research literature on
sel ...
This document discusses monitoring, reflecting on, and documenting learning experiences. It describes how expert profiles and portfolios can be used by students to foster learning and by teachers to improve instruction. Students are encouraged to monitor their experiences, document them through various media, and write expert profiles several times during their studies to reflect on their learning. Reflecting is important for learning and developing expertise. The document provides guidance on what students should monitor, such as their understanding, strategies, experiences, and abilities, and how they can get started writing an expert profile.
The document summarizes a literature review on teaching and learning processes to enhance teaching effectiveness. It discusses three key findings from the review:
1) Providing positive and developmental feedback as well as introducing role-playing activities have a profound positive impact on student confidence and self-esteem.
2) An active learning environment that promotes inclusivity can improve faculty and student academic performance.
3) Different learning styles must be accommodated, including visual, auditory, and kinesthetic learners, through a variety of teaching methods like lectures, group work, and hands-on activities.
The document discusses pedagogical approaches and strategies for 21st century learners as mandated by the Enhanced Basic Education Act of 2013 in the Philippines. It outlines five main approaches - collaborative, constructivist, integrative, inquiry-based, and reflective learning. Each approach is defined and examples of how they can be implemented in the classroom are provided, including suggested activities and technologies. The approaches aim to make learning more active, cooperative, collaborative, exploratory, contextualized and relevant for students.
Personal Learning Environments: If ePortfolios are the Solution, then what is...Mark Brown
The document discusses personal learning environments and ePortfolios. It argues that while ePortfolios have potential, formal education only covers a small portion of lifelong learning. It then provides examples of how ePortfolios have been implemented successfully at Massey University to promote reflection and lifelong learning beyond formal courses. It concludes by arguing institutions must think strategically about blended learning to effectively integrate technology and promote a digital learning culture.
The study aimed to determine the levels of kinesthetic, verbal and visual intelligences among mechanical engineering students and examine their relationship with learning styles and academic performance. A questionnaire was administered measuring these three types of intelligences based on Gardner's theory of multiple intelligences. The results showed that 33% of students strongly dominated in kinesthetic intelligence, while 29% were strong in both kinesthetic and visual intelligences. There was a statistically significant correlation found between the three intelligences, learning styles, and academic performance.
Universal Design for Learning (UDL) aims to reduce barriers to learning by providing flexible instruction that meets the individual needs of all students, including those with disabilities. UDL principles can guide teachers to create inclusive classrooms through differentiated instruction, technology integration, and engagement. Implementing UDL promotes accessibility and challenges all learners through recognition, strategy, and affect.
This project helped overseas trained teachers (OTTs) in New South Wales develop skills in creating reflective ePortfolios using emerging technologies. The OTTs were trained in tools like Moodle, Mahara and Adobe Pro 9 Extended. Through creating ePortfolios, the OTTs documented their qualifications, lesson plans, and reflections. This experience helped enhance their professional development and self-esteem as they pursue teaching careers in Australia.
Strategic Intervention Material SIM for Grade 11 Scienceijtsrd
This research assessed the effectiveness of Strategic Intervention Material for Grade 11 Science at Don Andres Soriano National High School, Toledo City Division. Twenty one students from Grade 11 STEM Academic Strand were the respondents of the study. Quasi experimental method of research particularly the one group pre and post test design with purposive sampling was used in the study. To determine the significant mean difference, a t test was used. The study was designed to assess the status of strategic intervention material as an instructional tool for learning acquisition. The topics of the experiment were the layers of the earth and the continental drift theory. Findings revealed that SIM aided students to obtain higher academic performance in Earth Science. Post data rejected the null hypothesis. Thus, there was a significant difference between the pre test and post test results. Strategic intervention materials were made which can be utilized as a medium of instruction for students’ new way of learning acquisition. Gica M. Tugbong "Strategic Intervention Material (SIM) for Grade 11 Science" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-2 , April 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd53996.pdf Paper URL: https://www.ijtsrd.com.com/other-scientific-research-area/other/53996/strategic-intervention-material-sim-for-grade-11-science/gica-m-tugbong
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.
This document summarizes the JISC e-Learning and Pedagogy Programme, which aims to promote effective learner-focused e-learning. Phase 1 involved two large studies that investigated learners' experiences and expectations of e-learning. Learners reported high expectations for technology and preferring personal technologies and internet sources over institutional ones. Phase 2 involves seven focused studies examining specific learner groups and how learner experiences change over time, with the goal of providing guidelines for practitioners and institutions.
The document discusses the effectiveness of picture and picture learning methods for teaching writing. It provides background on the importance of writing skills in English language learning and defines writing as expressing thoughts, ideas, and experiences through written language. It then explains that picture and picture learning is a method that uses images to facilitate understanding and increase student imagination for writing texts. Students sort pictures into logical order to learn concepts, and group work allows for meaningful learning. The study aims to determine if picture and picture learning improves student writing ability.
This two-year project explored the use of ICT and eLearning practices across different disciplines at a university. Through case studies of eight disciplines, the project found that careful curriculum design is needed to support diverse student cohorts. ICT can help expand students' understanding of course content and support the development of professional identities, but some students find technology challenging. The project highlighted the need for clear relationships between learning goals, assessments, and technology use, as well as teacher understanding of educational technology's affordances and limitations.
Modeling is a Method to Facilitate the Content of Educational Materialijtsrd
Modeling is used to facilitate the content of educational material, improve the planning of the educational process, management, forecasting, diagnostics, design of educational activities and processes. Babaeva Shoira Baymuradovna "Modeling is a Method to Facilitate the Content of Educational Material" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52097.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52097/modeling-is-a-method-to-facilitate-the-content-of-educational-material/babaeva-shoira-baymuradovna
This document outlines a classroom action research project that aims to improve student learning outcomes in mathematics through the implementation of contextual learning and quantum learning styles focusing on visual learning. Specifically, the research seeks to understand student activity, the learning process, and student responses when contextual learning is applied with a visual learning style approach. The researcher hopes this approach will increase student motivation and creativity, leading to better learning outcomes. The study will take place in a 7th grade class in Bengkulu, Indonesia and use methods like student surveys, observation, and tests to evaluate the results.
1. Universal Design for Learning (UDL) provides multiple means of representation, action and expression, and engagement to support all learners through inclusive instructional strategies and technology.
2. UDL is based on recent brain research showing recognition, strategic and affective networks and how these can be supported through flexible materials and presentations.
3. Technology plays a central role in UDL by providing access to learning environments, materials and experiences to support the diverse needs of all learners.
This document describes an innovative flip book project created by a student called "The Very Hungry Caterpillar Flip Book". The flip book is based on the story "Two Brothers" and aims to enhance reading comprehension and writing skills. It contains a brief background of the author, the story, and a story map graphic organizer to help students visualize the key elements of the plot, including characters, setting, problem, and solution. The story map provides a framework to improve understanding and caters to different learning styles.
This document outlines a research study on STEAM education. It discusses the theoretical framework, which includes constructivism, transformative education, and social learning theory. The research design uses participatory action research methodology. The study explores how teachers can develop skills to implement STEAM pedagogy and increase learner competence in basic education in Nepal. Key findings indicate STEAM education provides opportunities for collaboration, problem solving, and developing job skills. It concludes STEAM education helps shift teaching and learning to prepare students for the digital world.
PPT1.Conference. Without Sound. Online Learning Environments.Applying Intsruc...Guilhermina Miranda
A presentation in a Conference, Vilnius, 25 May 2023. It is about how to apply the Instructional Design Principles and the Effects of Cognitive Load Theory and Cognitive Multimedia Learning Theory to the design of multimedia messages and learning objects
The document discusses flexible learning and assessment design at Charles Sturt University. It outlines the university's focus on flexible learning options for its regional campuses across multiple locations in Australia. The author advocates for learning-oriented assessment that places learning at the center and involves students. Key aspects of learning-oriented assessment include tasks that are also learning activities, student involvement in the assessment process, and forward-looking feedback. Challenges to this approach include designing authentic real-world tasks and developing trust and accountability in flexible learning environments.
This document discusses using technology and differentiation strategies to achieve educational equity. It outlines how technology can help differentiate content, process, and products for assessment. Assistive technologies can help students with disabilities. Culturally responsive teaching views student backgrounds as assets. Learner-centered strategies include meeting social needs through collaboration, cognitive needs through various thinking skills, and metacognitive needs through reflection. Overall the document provides guidance for teachers on using technology and differentiation to create an equitable learning environment.
Universal Design for Learning (UDL) aims to accommodate diverse learners by providing flexible goals, teaching methods, materials, and assessments. It is based on three principles: 1) providing multiple means of representation, 2) providing multiple means of expression, and 3) providing multiple means of engagement. UDL utilizes technology and is supported by brain research showing individual differences in learning networks. UDL supports diversity by offering choices, examples, feedback, and scaffolding through varied media.
2Week 3 AssignmentUDLCAST Instructional Plan AnalysisDU 6.docxrhetttrevannion
The document provides a lesson plan for a 2nd grade ELA class. The goal is for students to develop self-determination skills in reading and listening comprehension using differentiated instruction strategies. Objectives include reading and analyzing written comprehension, listening to and describing characters, and developing self-determination skills. Standards focus on sharing stories, describing events, asking questions to understand topics, and discussing facts from stories. The plan includes introducing an app-making activity, writing a book, and using peer interaction to problem solve and enhance social skills.
This document provides information on the Learning of Expertise (LET) course for 2013-2015. The course aims to help students: 1) examine expertise as a lifelong learning process; 2) understand theories of expertise and apply them in practice; 3) explain and interpret factors affecting expertise development; and 4) monitor and reflect on their own learning and society's role in expertise acquisition. The course uses cases, collaborative work, and reflection to help students develop expertise. Key theories taught are self-regulated learning, collaborative learning, and expertise learning. Students will work individually and collaboratively, with industry partners, and conduct research.
This document discusses literacy instruction for early readers. It emphasizes the importance of understanding students' interests, cognitive needs, and literacy development in order to plan effective lessons. A balanced approach to literacy incorporating narrative, informational, print and digital texts is recommended. The document also outlines the interactive, critical, and response perspectives for literacy learning and provides examples of lessons incorporating strategies from each perspective.
This exploratory study was aimed at evaluating a module on the basis of the constructivist learning strategies to enhance the students’ motivation in Statistics learning. The design and development followed the Universal Design of Learning principles. The design included flexible instructional materials, techniques, and strategies for differentiating instruction which benefited the students of English Education Department taking the Statistics course. The study used a survey covering of 33 students. The students’ and teacher’ responses to questionnaires revealed that the students’ motivation and satisfaction increased toward the Statistics course in which Universal Design of Learning using various means of representation, action, and engagement was applied. It also suggested that the module was effective and that the Universal Design of Learning Model from the learners’ viewpoint put more emphasis on instruction. Its content was suitable in designing and developing module on Statistics in the higher educational context in Indonesia. The study results are expected to reveal information on how to further improve the Statistics teaching and learning quality. The implications of the research are provided along with suggestions.
A journey to learner autonomy and self efficacy via technology-mediated scaff...Oma Eguara
Conference presentation abstract:
In this UK-based small scale action research, the researcher explores the use of pedagogical changes to wean a class of 9-year-olds off adult dependence and onto autonomy and self-efficacy with their writing. The researcher draws insights from 6 participating pupils in a learning journey mediated by Microsoft Word’s spelling and grammar check. The researcher seeks to understand from participant responses how connectivist pedagogy can impact on learner autonomy and self-efficacy. The study begins with the proposition that learner autonomy and self-efficacy can be facilitated by connectivist pedagogy. Data was collected by pupil observation, informal conversation, field notes and a focus group session for response validation. The participants share their experiences of autonomously working with immediate feedback from the spelling and grammar check feature vis-à-vis having to wait for adult feedback and support. The findings suggest that learner autonomy and self-efficacy can be facilitated using technology-mediated scaffolding. Implications are proffered for the training and development of teachers and support staff.
Keywords: Learner autonomy, self-efficacy, connectivism, pedagogy, scaffolding, action research.
See full paper at https://www.researchgate.net/publication/356433335_A_JOURNEY_TO_LEARNER_AUTONOMY_AND_SELF-EFFICACY_VIA_TECHNOLOGY-MEDIATED_SCAFFOLDING
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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This project helped overseas trained teachers (OTTs) in New South Wales develop skills in creating reflective ePortfolios using emerging technologies. The OTTs were trained in tools like Moodle, Mahara and Adobe Pro 9 Extended. Through creating ePortfolios, the OTTs documented their qualifications, lesson plans, and reflections. This experience helped enhance their professional development and self-esteem as they pursue teaching careers in Australia.
Strategic Intervention Material SIM for Grade 11 Scienceijtsrd
This research assessed the effectiveness of Strategic Intervention Material for Grade 11 Science at Don Andres Soriano National High School, Toledo City Division. Twenty one students from Grade 11 STEM Academic Strand were the respondents of the study. Quasi experimental method of research particularly the one group pre and post test design with purposive sampling was used in the study. To determine the significant mean difference, a t test was used. The study was designed to assess the status of strategic intervention material as an instructional tool for learning acquisition. The topics of the experiment were the layers of the earth and the continental drift theory. Findings revealed that SIM aided students to obtain higher academic performance in Earth Science. Post data rejected the null hypothesis. Thus, there was a significant difference between the pre test and post test results. Strategic intervention materials were made which can be utilized as a medium of instruction for students’ new way of learning acquisition. Gica M. Tugbong "Strategic Intervention Material (SIM) for Grade 11 Science" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-2 , April 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd53996.pdf Paper URL: https://www.ijtsrd.com.com/other-scientific-research-area/other/53996/strategic-intervention-material-sim-for-grade-11-science/gica-m-tugbong
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.
This document summarizes the JISC e-Learning and Pedagogy Programme, which aims to promote effective learner-focused e-learning. Phase 1 involved two large studies that investigated learners' experiences and expectations of e-learning. Learners reported high expectations for technology and preferring personal technologies and internet sources over institutional ones. Phase 2 involves seven focused studies examining specific learner groups and how learner experiences change over time, with the goal of providing guidelines for practitioners and institutions.
The document discusses the effectiveness of picture and picture learning methods for teaching writing. It provides background on the importance of writing skills in English language learning and defines writing as expressing thoughts, ideas, and experiences through written language. It then explains that picture and picture learning is a method that uses images to facilitate understanding and increase student imagination for writing texts. Students sort pictures into logical order to learn concepts, and group work allows for meaningful learning. The study aims to determine if picture and picture learning improves student writing ability.
This two-year project explored the use of ICT and eLearning practices across different disciplines at a university. Through case studies of eight disciplines, the project found that careful curriculum design is needed to support diverse student cohorts. ICT can help expand students' understanding of course content and support the development of professional identities, but some students find technology challenging. The project highlighted the need for clear relationships between learning goals, assessments, and technology use, as well as teacher understanding of educational technology's affordances and limitations.
Modeling is a Method to Facilitate the Content of Educational Materialijtsrd
Modeling is used to facilitate the content of educational material, improve the planning of the educational process, management, forecasting, diagnostics, design of educational activities and processes. Babaeva Shoira Baymuradovna "Modeling is a Method to Facilitate the Content of Educational Material" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52097.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52097/modeling-is-a-method-to-facilitate-the-content-of-educational-material/babaeva-shoira-baymuradovna
This document outlines a classroom action research project that aims to improve student learning outcomes in mathematics through the implementation of contextual learning and quantum learning styles focusing on visual learning. Specifically, the research seeks to understand student activity, the learning process, and student responses when contextual learning is applied with a visual learning style approach. The researcher hopes this approach will increase student motivation and creativity, leading to better learning outcomes. The study will take place in a 7th grade class in Bengkulu, Indonesia and use methods like student surveys, observation, and tests to evaluate the results.
1. Universal Design for Learning (UDL) provides multiple means of representation, action and expression, and engagement to support all learners through inclusive instructional strategies and technology.
2. UDL is based on recent brain research showing recognition, strategic and affective networks and how these can be supported through flexible materials and presentations.
3. Technology plays a central role in UDL by providing access to learning environments, materials and experiences to support the diverse needs of all learners.
This document describes an innovative flip book project created by a student called "The Very Hungry Caterpillar Flip Book". The flip book is based on the story "Two Brothers" and aims to enhance reading comprehension and writing skills. It contains a brief background of the author, the story, and a story map graphic organizer to help students visualize the key elements of the plot, including characters, setting, problem, and solution. The story map provides a framework to improve understanding and caters to different learning styles.
This document outlines a research study on STEAM education. It discusses the theoretical framework, which includes constructivism, transformative education, and social learning theory. The research design uses participatory action research methodology. The study explores how teachers can develop skills to implement STEAM pedagogy and increase learner competence in basic education in Nepal. Key findings indicate STEAM education provides opportunities for collaboration, problem solving, and developing job skills. It concludes STEAM education helps shift teaching and learning to prepare students for the digital world.
PPT1.Conference. Without Sound. Online Learning Environments.Applying Intsruc...Guilhermina Miranda
A presentation in a Conference, Vilnius, 25 May 2023. It is about how to apply the Instructional Design Principles and the Effects of Cognitive Load Theory and Cognitive Multimedia Learning Theory to the design of multimedia messages and learning objects
The document discusses flexible learning and assessment design at Charles Sturt University. It outlines the university's focus on flexible learning options for its regional campuses across multiple locations in Australia. The author advocates for learning-oriented assessment that places learning at the center and involves students. Key aspects of learning-oriented assessment include tasks that are also learning activities, student involvement in the assessment process, and forward-looking feedback. Challenges to this approach include designing authentic real-world tasks and developing trust and accountability in flexible learning environments.
This document discusses using technology and differentiation strategies to achieve educational equity. It outlines how technology can help differentiate content, process, and products for assessment. Assistive technologies can help students with disabilities. Culturally responsive teaching views student backgrounds as assets. Learner-centered strategies include meeting social needs through collaboration, cognitive needs through various thinking skills, and metacognitive needs through reflection. Overall the document provides guidance for teachers on using technology and differentiation to create an equitable learning environment.
Universal Design for Learning (UDL) aims to accommodate diverse learners by providing flexible goals, teaching methods, materials, and assessments. It is based on three principles: 1) providing multiple means of representation, 2) providing multiple means of expression, and 3) providing multiple means of engagement. UDL utilizes technology and is supported by brain research showing individual differences in learning networks. UDL supports diversity by offering choices, examples, feedback, and scaffolding through varied media.
2Week 3 AssignmentUDLCAST Instructional Plan AnalysisDU 6.docxrhetttrevannion
The document provides a lesson plan for a 2nd grade ELA class. The goal is for students to develop self-determination skills in reading and listening comprehension using differentiated instruction strategies. Objectives include reading and analyzing written comprehension, listening to and describing characters, and developing self-determination skills. Standards focus on sharing stories, describing events, asking questions to understand topics, and discussing facts from stories. The plan includes introducing an app-making activity, writing a book, and using peer interaction to problem solve and enhance social skills.
This document provides information on the Learning of Expertise (LET) course for 2013-2015. The course aims to help students: 1) examine expertise as a lifelong learning process; 2) understand theories of expertise and apply them in practice; 3) explain and interpret factors affecting expertise development; and 4) monitor and reflect on their own learning and society's role in expertise acquisition. The course uses cases, collaborative work, and reflection to help students develop expertise. Key theories taught are self-regulated learning, collaborative learning, and expertise learning. Students will work individually and collaboratively, with industry partners, and conduct research.
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2. Learning style is a set of
individual skills and
personality traits that
influence the perception of
learning material and a
discipline as a whole.
(Toktarova & Panturova, 2015)
3/13/2023 Teaching and Learning Styles Model 2
3. Agenda
Kolb proposes four basic styles
through a combination of any two
ways of learning:
Divergers aim at obtaining
concrete experience and analyzing
the gained knowledge.
Assimilators are able to combine
observation and conceptualization,
good at abstract thinking.
Convergers tend to think abstractly
and carry out active
experimentation, are good at
deductive reasoning.
Accommodators tend to conduct
active experimentation only to
obtain certain experience.
3/13/2023 Presentation Title 3
4. 3/13/2023 Presentation Title 4
According to Poktarova and Panturova (2015),
classification of learners is based on the ways of
perception of academic information:
Visual learners learn best by seeing, they have a good
visual memory. Visual learners prefer graphic displays
such as illustrations, maps, charts, diagrams,
presentations, videos;
Aural learners learn best by hearing. They are good at
remembering oral speech and sounds. Most preferable
forms of organization of learning activities for them are
audio lectures and webinars;
Reading and Writing learners are good at taking in
written information such as texts. They prefer to work
with textbooks, reference books, handouts;
Kinesthetic learners perceive learning material
through experience and practice. They learn best by
involving in interactive laboratory workshops and by
working with simulations.
5. The types of thinking on
which appropriate learning
styles are based are:
Concrete random type
Concrete Sequential Type
Abstract random type
Abstract sequential type
According to this model, learning is
defined as “behaviour that provides
information about the abilities of students,
ways of their learning” (Poktarova and
Panturova, 2015, p. 283).
8. Summary
Technology presents unique
challenges for both Learners and
Facilitators especially in the 21st
Century.
Learning and Teaching styles do
make a huge difference in the
effectiveness of reflective practices
as well as in teaching and Learning
episodes.
3/13/2023 Presentation Title 8
9. Thank you
3/13/2023 Presentation Title 9
Reference
Poktarova, V., & Panturova, A. (2015). Learning and
Teaching Style Models in Pedagogical Design of
Electronic Educational Environment of the
University. Mediterranean Journal Of Social
Sciences, 6(3 S7), 281. Retrieved from
https://www.mcser.org/journal/index.php/mjss/articl
e/view/6874