This presentation elaborates various ideas such as the importance of understanding our learner, learner characteristics, various dimensions and modes of learning etc.
Understanding learner diversity for calicut 24 5-2018andrewkannittayil
This presentation elaborates the importance of Understanding the Learner Diversity which is a
slight adaptation of John Hattie's Visible Learning. The presentation not only gives an idea about
learner diversity but also explains about Precision Teaching Probes etc.
The document discusses research-based classroom management strategies for promoting an inclusive classroom community. It identifies strategies for creating a sense of community, facilitating friendships, using positive behavioral supports, and addressing the problems with exclusionary discipline policies. The purpose is to move away from punitive approaches and toward inclusive, community-building practices that support all students.
This presentation helps you to walk through Digital transformation in the New Normal and elucidates ideas such as challenges of digital transformation in the faucet of education, the idea of digital gaps, and the need to redefine pedagogy
How to teach_multiliteracies (next to show)nordiwiyana mn
The document discusses teaching multi-literacies in the classroom. It defines multi-literacies as incorporating multimodal ways of communication including other languages, cultures, and technology. It recommends that teachers integrate four components of multi-literacies into their teaching: situated practice, overt instruction, critical framing, and transformed action. This allows students to develop strong literacy skills and apply their learning to solve real-world problems. The integration of multi-literacies can help raise standards, reduce literacy gaps, and better prepare students for the technological world.
This document discusses peer tutoring as an instructional method. It defines peer tutoring as a system where students teach other students who are at a similar age and skill level. There are several types of peer tutoring described, including instructional tutoring where older students coach younger ones, monitorial tutoring where students lead small groups, and pair tutoring where students of equal age help each other. The document also outlines characteristics and limitations of peer tutoring, and provides recommendations for effective implementation such as carefully selecting tutors and providing feedback.
The importance of activities in the classroomLemon Line
The document discusses the importance of activities in the classroom for engaging students and promoting active learning. It states that students learn best through experiences where they take responsibility for constructing their own knowledge. As junior high teachers, attracting students during a difficult developmental stage requires moving beyond routine lessons to include creative student ideas. The social constructivist approach maintains that knowledge is built through discourse, negotiation, and consensus between students and their environment. To make every student an active participant, teachers must create opportunities for in-and out-of-class exercises that develop language skills and higher-order thinking through problem-solving and discussion.
Understanding learner diversity for calicut 24 5-2018andrewkannittayil
This presentation elaborates the importance of Understanding the Learner Diversity which is a
slight adaptation of John Hattie's Visible Learning. The presentation not only gives an idea about
learner diversity but also explains about Precision Teaching Probes etc.
The document discusses research-based classroom management strategies for promoting an inclusive classroom community. It identifies strategies for creating a sense of community, facilitating friendships, using positive behavioral supports, and addressing the problems with exclusionary discipline policies. The purpose is to move away from punitive approaches and toward inclusive, community-building practices that support all students.
This presentation helps you to walk through Digital transformation in the New Normal and elucidates ideas such as challenges of digital transformation in the faucet of education, the idea of digital gaps, and the need to redefine pedagogy
How to teach_multiliteracies (next to show)nordiwiyana mn
The document discusses teaching multi-literacies in the classroom. It defines multi-literacies as incorporating multimodal ways of communication including other languages, cultures, and technology. It recommends that teachers integrate four components of multi-literacies into their teaching: situated practice, overt instruction, critical framing, and transformed action. This allows students to develop strong literacy skills and apply their learning to solve real-world problems. The integration of multi-literacies can help raise standards, reduce literacy gaps, and better prepare students for the technological world.
This document discusses peer tutoring as an instructional method. It defines peer tutoring as a system where students teach other students who are at a similar age and skill level. There are several types of peer tutoring described, including instructional tutoring where older students coach younger ones, monitorial tutoring where students lead small groups, and pair tutoring where students of equal age help each other. The document also outlines characteristics and limitations of peer tutoring, and provides recommendations for effective implementation such as carefully selecting tutors and providing feedback.
The importance of activities in the classroomLemon Line
The document discusses the importance of activities in the classroom for engaging students and promoting active learning. It states that students learn best through experiences where they take responsibility for constructing their own knowledge. As junior high teachers, attracting students during a difficult developmental stage requires moving beyond routine lessons to include creative student ideas. The social constructivist approach maintains that knowledge is built through discourse, negotiation, and consensus between students and their environment. To make every student an active participant, teachers must create opportunities for in-and out-of-class exercises that develop language skills and higher-order thinking through problem-solving and discussion.
Why teacher centered learning instead of child- centered learningArnol Ortiz Rivero
The document summarizes research conducted on applying a learner-centered approach to teaching English to 35 second grade students aged 7-10 at Camilo Lamadrid Fabra School. The goals of taking this approach were to promote active, meaningful learning and provide a better language learning environment by using new, attractive materials. Key aspects of the learner-centered approach focused on individual learners' experiences and needs rather than teacher-centered lessons. Results found students were more active, self-sufficient learners who freely expressed what they wanted to learn through hands-on activities.
This document discusses peer tutoring and social learning. It defines peer tutoring as the process where students teach each other, which can occur between students of the same or different ages. There are two types of peer tutoring: incidental, which occurs informally, and structured, which follows a planned lesson. The document provides tips for implementing peer tutoring and lists advantages such as individualized instruction and students learning to teach others. It also explains social learning theory, which posits that people learn from observing others, and discusses how to apply social learning principles in classrooms by creating collaborative spaces for students to share ideas.
This document discusses the concepts and nature of teaching. It defines teaching as a face-to-face process where a more experienced person influences a less experienced person. It notes that in India, policies from 1986 emphasized restructuring teaching education by setting up institutions like DIETs. Teaching is defined by various scholars as an interactive and disciplined social process aimed at changing another's behavior. The nature of teaching involves applying specialized knowledge and skills to meet students' educational needs, and transmitting knowledge despite challenges.
The document discusses different pedagogical approaches to teaching including case-based learning, inquiry-based learning, project-based learning, resource-based learning, and game-based learning. It instructs teachers to research one approach individually then discuss their findings with others studying the same approach. They are to compile their research into a concise reference document on the assigned wiki page describing each approach in one page or less. Teachers will then share their expertise with their original research groups to create a combined resource on all the approaches and provide feedback on each other's work.
Philippine Copyright 2014
All Rights Reserved. Portions of this manuscript may be reproduced with proper referencing and due acknowledgement of the authors.
ask permission before copying the contents.
Three key points about active learning are:
1) It involves students being actively engaged in the learning process through activities like discussion, writing, and reflection, rather than passively receiving information from a lecture.
2) Active learning has been shown to improve retention of information and accommodate different learning styles more effectively than traditional lecturing.
3) Implementing active learning techniques in the classroom requires teachers to structure lessons around student participation and feedback, rather than just presenting material, in order to maximize genuine learning.
This document discusses active learning and learner-centered instructional strategies. It describes how learner-centered approaches involve students directly in their learning through activities like group work, projects, and discussion. Several specific active learning strategies are outlined, including jigsaw activities, name tags interviews, commonalities exercises, Saturday night planning, KWL charts, and more. These strategies are meant to make students active participants in their education and encourage collaboration, participation, and accountability. The document emphasizes that learner-centered approaches are most effective when students work in pairs and small groups.
Task-based L2 pedagogy from the teacher’s point of viewAndonic
Task-based L2 pedagogy from the teacher’s point of view - this paper reports on research with teachers in private language schools on thier understanding and use of task-based language teaching
This document discusses the pedagogical foundations of special education. It defines pedagogy as learner-centered teaching that includes skills instruction, encourages reflection, and motivates students. It describes characteristics of special education pedagogy like patience, organization, creativity, acceptance, and having a calming nature. It outlines aims of pedagogy and discusses pedagogy in special education, including evidence-based practices. It explores the scope of pedagogy for different disabilities/disorders and concludes that the scope is wide given the nature of pedagogy and its role in special education, especially for different types of disabilities/disorders.
This document discusses teacher preparation and the role of teachers. It covers several topics:
- The goals and components of teacher preparation programs, which aim to equip teachers with knowledge, skills, and attitudes to be effective in the classroom.
- Philosophies of education like essentialism, progressivism, and existentialism that influence how teachers approach their role and what they teach.
- Teaching as a lifelong journey, profession, and mission to educate and shape society.
- Common teaching methods like lecturing, demonstrating, collaboration, and peer teaching that teachers can use depending on the subject matter and students.
- Qualities of global teachers, including knowledge of different education systems and skills for
The document discusses the activity method of teaching. It begins by defining classroom transaction as creating situations for students to interact with material to construct knowledge. It then defines the activity method as a child-centered approach where learning is done through active mental and physical participation. The document outlines the importance of the activity method in enhancing creativity, providing varied experiences, and developing skills/values. It provides guidance on organizing effective activities, including setting goals, understanding students, designing suitable activities, and providing feedback.
Methods and Techniques: The K-12 ApproachXharyu Bulok
This document discusses approaches, methods, and techniques used in K-12 education. It defines approaches as theoretical views of learning that influence teaching methods. Methods are lesson planning strategies like lectures or labs, while techniques are specific classroom activities like role playing or debates. The document outlines learner-centered, inclusive, and developmentally appropriate approaches for K-12. It also describes methods like Community Language Learning and Suggestopedia, as well as techniques like Think-Pair-Share and What's My Rule?. The conclusion emphasizes that the effectiveness of methods depends on factors like the teacher, students, and subject matter.
Peer teaching has benefits for both peer teachers and learners. As peers share similar experiences and backgrounds, they can provide relevant information to each other in an honest and meaningful way. Peer teaching improves academic achievement and engagement for students while also encouraging cooperation. It allows for individualized learning and frees up teacher time. Specific peer teaching methods like think-pair-share and reciprocal peer tutoring promote critical thinking as students discuss and explain material to each other. However, effective peer teaching requires support from teachers and administrators to implement properly in classrooms.
This document discusses different teaching approaches including constructivism, cooperative learning, inquiry-based learning, and contextualized learning. Constructivism holds that people build knowledge through experiences and interactions. Cooperative learning involves students working together to solve problems or tasks in small groups. Inquiry-based learning has students construct their own knowledge through experiences rather than being passive receivers of information from the teacher. Contextualized learning places learning in real-world contexts to make it more meaningful and engaging for students.
This document discusses curriculum options for special education students, including discussions, presentations, experiments, simulations, learning centers, packets, projects, conferences, instructional games, field trips, and community-based learning. It provides details on how to implement each option, including modifying activities based on student needs and abilities. The document also discusses analyzing attributes of activities and addressing multiple intelligences to identify appropriate activities for special education students.
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.
The Teaching and Learning
Environment
Prepared by: Yaseen Taha
PDF created with pdfFactory Pro trial version www.pdffactory.com
• Learner Autonomy
• Learner strategies
• Learning styles
PDF created with pdfFactory Pro trial version www.pdffactory.com
You cannot teach a man anything; you can only
help him find it within himself. (Galileo Galilei)
Autonomous Learner
The autonomous person as “the one who chooses
for himself what to think and what to do”.
PDF created with pdfFactory Pro trial version www.pdffactory.com
Application of learner autonomy in
language teaching
• Needs analysis: after consultation and
assessment, the teacher may help the
learner develop a profile of his/her
strengths and weaknesses and suggest
independent learning approach
• learner training: short courses or training
activities that seek to introduce strategies
for independent learning.
PDF created with pdfFactory Pro trial version www.pdffactory.com
• self-monitoring: developing skills needed
to monitor their own learning. for example,
video record oneself to perform different
tasks and compare their performance on
the same tasks over time.
• learning counseling: regular meetings
between teachers and learners to help
learners plan for their own learning.
PDF created with pdfFactory Pro trial version www.pdffactory.com
• learning resources: the institution may
provide links to online or print resources to
foster autonomous learning.
• follow-up and support.
What is Strategy?
PDF created with pdfFactory Pro trial version www.pdffactory.com
Learner strategies
Definition of Strategy:
• Thoughts and actions, consciously selected by
learners, to assist them in learning and using
language in general, and in the completion of
specific language tasks.
• A plan of action designed to achieve a long-term
or overall aim
PDF created with pdfFactory Pro trial version www.pdffactory.com
Cognitive strategies
• repetition, organising new language, summarising
meaning, guessing meaning from context, using imagery
for memorisation.
• Metacognitive strategies
• cognition about cognition, or more informally, thinking
about thinking, controlling language learning by planning
what to do, checking on progress, and then evaluating
performance on a given task
PDF created with pdfFactory Pro trial version www.pdffactory.com
• How should I approach this listening text?
(planning)
• What parts of the text should I pay more attention
to? (planning)
• Am I focusing on the appropriate parts of the text?
(monitoring?
• Did I understand correctly the words the writer
used?(monitoring?
• Did I perform the task well? (evaluating)
• What caused me to misunderstand part of the
text? (evaluating)
PDF created with pdfFactory Pro trial version www.pdffactory.com
Social Strategy
• means employed by learners for interacting with
other learners and native speakers. Social
strategies in foreign lang
1. Effective learning depends on maintaining student interest and motivation, which are key to their success.
2. Teachers play an important role by being enthusiastic about their subject, creating a pleasant environment, having high expectations, and helping students set goals.
3. It is important to use varied teaching methods like discussions, demonstrations, and hands-on activities to actively engage students in learning.
The document provides an overview of the Primary Years Programme (PYP) at AAS. It describes the origins and objectives of the PYP, including developing the whole child through a concept-based, inquiry-driven international curriculum. Key aspects of the PYP model are highlighted, such as its focus on understanding over knowledge, transdisciplinary teaching, and authentic assessment. Benefits of the PYP approach for students are listed, and ways parents can support the programme are suggested.
Why teacher centered learning instead of child- centered learningArnol Ortiz Rivero
The document summarizes research conducted on applying a learner-centered approach to teaching English to 35 second grade students aged 7-10 at Camilo Lamadrid Fabra School. The goals of taking this approach were to promote active, meaningful learning and provide a better language learning environment by using new, attractive materials. Key aspects of the learner-centered approach focused on individual learners' experiences and needs rather than teacher-centered lessons. Results found students were more active, self-sufficient learners who freely expressed what they wanted to learn through hands-on activities.
This document discusses peer tutoring and social learning. It defines peer tutoring as the process where students teach each other, which can occur between students of the same or different ages. There are two types of peer tutoring: incidental, which occurs informally, and structured, which follows a planned lesson. The document provides tips for implementing peer tutoring and lists advantages such as individualized instruction and students learning to teach others. It also explains social learning theory, which posits that people learn from observing others, and discusses how to apply social learning principles in classrooms by creating collaborative spaces for students to share ideas.
This document discusses the concepts and nature of teaching. It defines teaching as a face-to-face process where a more experienced person influences a less experienced person. It notes that in India, policies from 1986 emphasized restructuring teaching education by setting up institutions like DIETs. Teaching is defined by various scholars as an interactive and disciplined social process aimed at changing another's behavior. The nature of teaching involves applying specialized knowledge and skills to meet students' educational needs, and transmitting knowledge despite challenges.
The document discusses different pedagogical approaches to teaching including case-based learning, inquiry-based learning, project-based learning, resource-based learning, and game-based learning. It instructs teachers to research one approach individually then discuss their findings with others studying the same approach. They are to compile their research into a concise reference document on the assigned wiki page describing each approach in one page or less. Teachers will then share their expertise with their original research groups to create a combined resource on all the approaches and provide feedback on each other's work.
Philippine Copyright 2014
All Rights Reserved. Portions of this manuscript may be reproduced with proper referencing and due acknowledgement of the authors.
ask permission before copying the contents.
Three key points about active learning are:
1) It involves students being actively engaged in the learning process through activities like discussion, writing, and reflection, rather than passively receiving information from a lecture.
2) Active learning has been shown to improve retention of information and accommodate different learning styles more effectively than traditional lecturing.
3) Implementing active learning techniques in the classroom requires teachers to structure lessons around student participation and feedback, rather than just presenting material, in order to maximize genuine learning.
This document discusses active learning and learner-centered instructional strategies. It describes how learner-centered approaches involve students directly in their learning through activities like group work, projects, and discussion. Several specific active learning strategies are outlined, including jigsaw activities, name tags interviews, commonalities exercises, Saturday night planning, KWL charts, and more. These strategies are meant to make students active participants in their education and encourage collaboration, participation, and accountability. The document emphasizes that learner-centered approaches are most effective when students work in pairs and small groups.
Task-based L2 pedagogy from the teacher’s point of viewAndonic
Task-based L2 pedagogy from the teacher’s point of view - this paper reports on research with teachers in private language schools on thier understanding and use of task-based language teaching
This document discusses the pedagogical foundations of special education. It defines pedagogy as learner-centered teaching that includes skills instruction, encourages reflection, and motivates students. It describes characteristics of special education pedagogy like patience, organization, creativity, acceptance, and having a calming nature. It outlines aims of pedagogy and discusses pedagogy in special education, including evidence-based practices. It explores the scope of pedagogy for different disabilities/disorders and concludes that the scope is wide given the nature of pedagogy and its role in special education, especially for different types of disabilities/disorders.
This document discusses teacher preparation and the role of teachers. It covers several topics:
- The goals and components of teacher preparation programs, which aim to equip teachers with knowledge, skills, and attitudes to be effective in the classroom.
- Philosophies of education like essentialism, progressivism, and existentialism that influence how teachers approach their role and what they teach.
- Teaching as a lifelong journey, profession, and mission to educate and shape society.
- Common teaching methods like lecturing, demonstrating, collaboration, and peer teaching that teachers can use depending on the subject matter and students.
- Qualities of global teachers, including knowledge of different education systems and skills for
The document discusses the activity method of teaching. It begins by defining classroom transaction as creating situations for students to interact with material to construct knowledge. It then defines the activity method as a child-centered approach where learning is done through active mental and physical participation. The document outlines the importance of the activity method in enhancing creativity, providing varied experiences, and developing skills/values. It provides guidance on organizing effective activities, including setting goals, understanding students, designing suitable activities, and providing feedback.
Methods and Techniques: The K-12 ApproachXharyu Bulok
This document discusses approaches, methods, and techniques used in K-12 education. It defines approaches as theoretical views of learning that influence teaching methods. Methods are lesson planning strategies like lectures or labs, while techniques are specific classroom activities like role playing or debates. The document outlines learner-centered, inclusive, and developmentally appropriate approaches for K-12. It also describes methods like Community Language Learning and Suggestopedia, as well as techniques like Think-Pair-Share and What's My Rule?. The conclusion emphasizes that the effectiveness of methods depends on factors like the teacher, students, and subject matter.
Peer teaching has benefits for both peer teachers and learners. As peers share similar experiences and backgrounds, they can provide relevant information to each other in an honest and meaningful way. Peer teaching improves academic achievement and engagement for students while also encouraging cooperation. It allows for individualized learning and frees up teacher time. Specific peer teaching methods like think-pair-share and reciprocal peer tutoring promote critical thinking as students discuss and explain material to each other. However, effective peer teaching requires support from teachers and administrators to implement properly in classrooms.
This document discusses different teaching approaches including constructivism, cooperative learning, inquiry-based learning, and contextualized learning. Constructivism holds that people build knowledge through experiences and interactions. Cooperative learning involves students working together to solve problems or tasks in small groups. Inquiry-based learning has students construct their own knowledge through experiences rather than being passive receivers of information from the teacher. Contextualized learning places learning in real-world contexts to make it more meaningful and engaging for students.
This document discusses curriculum options for special education students, including discussions, presentations, experiments, simulations, learning centers, packets, projects, conferences, instructional games, field trips, and community-based learning. It provides details on how to implement each option, including modifying activities based on student needs and abilities. The document also discusses analyzing attributes of activities and addressing multiple intelligences to identify appropriate activities for special education students.
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.
The Teaching and Learning
Environment
Prepared by: Yaseen Taha
PDF created with pdfFactory Pro trial version www.pdffactory.com
• Learner Autonomy
• Learner strategies
• Learning styles
PDF created with pdfFactory Pro trial version www.pdffactory.com
You cannot teach a man anything; you can only
help him find it within himself. (Galileo Galilei)
Autonomous Learner
The autonomous person as “the one who chooses
for himself what to think and what to do”.
PDF created with pdfFactory Pro trial version www.pdffactory.com
Application of learner autonomy in
language teaching
• Needs analysis: after consultation and
assessment, the teacher may help the
learner develop a profile of his/her
strengths and weaknesses and suggest
independent learning approach
• learner training: short courses or training
activities that seek to introduce strategies
for independent learning.
PDF created with pdfFactory Pro trial version www.pdffactory.com
• self-monitoring: developing skills needed
to monitor their own learning. for example,
video record oneself to perform different
tasks and compare their performance on
the same tasks over time.
• learning counseling: regular meetings
between teachers and learners to help
learners plan for their own learning.
PDF created with pdfFactory Pro trial version www.pdffactory.com
• learning resources: the institution may
provide links to online or print resources to
foster autonomous learning.
• follow-up and support.
What is Strategy?
PDF created with pdfFactory Pro trial version www.pdffactory.com
Learner strategies
Definition of Strategy:
• Thoughts and actions, consciously selected by
learners, to assist them in learning and using
language in general, and in the completion of
specific language tasks.
• A plan of action designed to achieve a long-term
or overall aim
PDF created with pdfFactory Pro trial version www.pdffactory.com
Cognitive strategies
• repetition, organising new language, summarising
meaning, guessing meaning from context, using imagery
for memorisation.
• Metacognitive strategies
• cognition about cognition, or more informally, thinking
about thinking, controlling language learning by planning
what to do, checking on progress, and then evaluating
performance on a given task
PDF created with pdfFactory Pro trial version www.pdffactory.com
• How should I approach this listening text?
(planning)
• What parts of the text should I pay more attention
to? (planning)
• Am I focusing on the appropriate parts of the text?
(monitoring?
• Did I understand correctly the words the writer
used?(monitoring?
• Did I perform the task well? (evaluating)
• What caused me to misunderstand part of the
text? (evaluating)
PDF created with pdfFactory Pro trial version www.pdffactory.com
Social Strategy
• means employed by learners for interacting with
other learners and native speakers. Social
strategies in foreign lang
1. Effective learning depends on maintaining student interest and motivation, which are key to their success.
2. Teachers play an important role by being enthusiastic about their subject, creating a pleasant environment, having high expectations, and helping students set goals.
3. It is important to use varied teaching methods like discussions, demonstrations, and hands-on activities to actively engage students in learning.
The document provides an overview of the Primary Years Programme (PYP) at AAS. It describes the origins and objectives of the PYP, including developing the whole child through a concept-based, inquiry-driven international curriculum. Key aspects of the PYP model are highlighted, such as its focus on understanding over knowledge, transdisciplinary teaching, and authentic assessment. Benefits of the PYP approach for students are listed, and ways parents can support the programme are suggested.
The document discusses inquiry circles, a student-centered approach to learning where students work in small groups to discuss texts and questions. It describes the inquiry process as having four stages: immerse, investigate, coalesce, and go public. The goal is to engage students, promote deeper comprehension, and foster higher-order thinking skills. Benefits include collaborative learning, differentiation for diverse learners, and preparing students for work requiring teamwork.
This document provides an overview and analysis of a lesson plan titled "The World Through a Different Pair of Eyes" designed to have middle school students establish email connections with students in other countries. The summary is:
1) The lesson plan has students communicate via email with international peers to discuss their home cultures and histories while keeping journals to self-assess their discussions.
2) The analysis finds that the lesson follows constructivist learning principles by having students build on their existing knowledge through collaborative group work and thoughtful questions.
3) Some recommendations are made to strengthen the assessment components by incorporating milestones to monitor progress and allowing more creative options for students to demonstrate their learning.
WebQuest: "The World Through a Different Pair of Eyes"caseyrae27
This is a WebQuest that the high school group put together in our Education 214 class. We learned the purpose of a WebQuest, and how it can be useful in the classroom. This powerpoint presentation is also a critique of the WebQuest we reviewed.
This document provides an overview and analysis of a lesson plan titled "The World Through a Different Pair of Eyes" designed to have middle school students establish email connections with students in other countries. The summary is:
1) The lesson plan has students communicate via email with international peers to discuss their home cultures and histories while keeping journals of their discussions and perspectives.
2) The analysis evaluates how the lesson aligns with constructivist educational theories through collaborative work and building on prior knowledge, but notes some areas that could be improved such as providing technology skills assessments.
3) Several criteria are examined for different aspects of instructional design, finding the lesson effectively utilizes roles for both teachers and students but could provide more structured assignment
This document discusses what makes an effective teacher. It provides quotes and perspectives from experts on teaching and education. Some key points:
- An effective teacher inspires students to learn, differentiates instruction, and evaluates progress through multiple assessments. They make learning engaging and fun.
- Quotes emphasize the importance of nurturing students like seeds, treating them with respect, and helping them develop a growth mindset.
- A good lesson plan has clear objectives, engages students, provides guided and independent practice, and evaluates learning. It considers students' needs and prior knowledge.
- Effective planning is essential for a teacher. It provides structure and direction while allowing for flexibility. It enhances student achievement and avoids surprises
Introduction
Objectives
Nature, Meaning, and Need of Activity Method
Individual Project
Group Projects
Research Projects
Activity/Exercise
Self Assessment Questions
References
The document discusses several methods to promote student efforts in learning, including enhancing students' self-belief in their abilities as learners, enabling students to work autonomously and with others, recognizing the central role of teachers in engagement, creating active and collaborative learning experiences, ensuring educational experiences challenge students, and investing in support services. Specific techniques mentioned include collaborative learning, cooperative learning, interactive sessions, dealing with heterogeneous groups, project work, and workshops/seminars. The goal is to shift students from passive learning to taking an active role in their education.
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.
The document discusses instructional planning for teaching. It covers types of instructional planning like course plans, unit plans, and lesson plans. It also discusses developing objectives, designing lessons, and assessing student learning. Some key teaching strategies discussed include lecture, discussion, demonstration, debate, role playing, and simulation. Effective instructional planning is important as it helps teachers logically sequence lessons, develop comprehensive learning experiences, and guide students.
This document discusses several methods for promoting student effort in learning, including:
1. Enhancing students' self-belief in their ability to learn and overcome challenges.
2. Providing opportunities for students to work autonomously and with others to develop competence and intrinsic motivation.
3. Recognizing the central role of teachers in student engagement when they are approachable, well-prepared, and sensitive to student needs.
It also discusses specific techniques like collaborative learning, where students work together to solve problems or create products, drawing on each other's skills, and co-operative learning, where students work in groups to achieve shared learning goals.
Problem-based learning (PBL) is a student-centered instructional strategy where students collaboratively solve problems and reflect on their experiences. It shifts the focus from teachers to students and encourages students to take responsibility for their own learning. PBL can be used to enhance content knowledge and develop skills like communication, problem-solving, and self-directed learning. In PBL, students work in small groups with a tutor to identify learning needs from real-world problems and independently research the issues to find solutions. Assessment focuses on higher-order thinking versus factual recall alone. While PBL has advantages like active learning and motivation, it also has disadvantages such as resource intensive nature and information overload for students.
This document provides an overview of week 2 materials for an instructional design course. It includes objectives for the course focused on instructional design terminology and principles. An overview is given for week 2 assignments which involve reviewing a presentation, textbook chapter, and design models. Guidance is provided on learning theories, effective teaching characteristics, and design models to help students develop skills as instructional designers. Students are assigned tasks to identify features of effective teaching and analyze instructional design models.
Students construct knowledge through activities that go beyond simply reproducing or learning information, and instead require generating new ideas or understandings. An effective activity for knowledge construction is interdisciplinary, with clear goals incorporating multiple subjects, and requires students to apply their new knowledge to support further construction in a new context. Strategic thinking and metacognition play important roles in knowledge construction, as strategic thinking allows for planning and assessment, while metacognition involves self-awareness of one's cognitive processes. Different learning contexts, such as orienting, instructional, and transfer contexts, provide different types of environments to support knowledge construction.
STUDENT ENGAGEMENT TEACHNIQUES AND STRATEGIES (SETS).pptxDarwinTubo
This document discusses strategies for actively engaging learners in the teaching and learning process. It outlines several strategies represented by the acronym PICED: problem-based learning, project-based learning, peer teaching, process approach, inquiry-based learning, cooperative learning, experimental/experiential learning, and discovery learning. Each strategy is described in one to three sentences. The document emphasizes the importance of understanding learners' diverse backgrounds and using varied, appropriate instructional strategies to actively engage them in the learning experience.
1) Differentiation is a teaching approach that responds to learner needs by providing different avenues for content, process, and product based on students' readiness, interests, and learning profiles.
2) Differentiation involves using flexible grouping, tiered assignments, and varied activities to engage students in content at their level. Teachers assess students and provide appropriately challenging material for each.
3) When differentiating, teachers consider content (what students learn), process (how students make sense of content), and product (how students demonstrate learning). They vary lessons based on individual student characteristics like readiness, interests, and learning styles.
1) Differentiation is a teaching approach that responds to learner needs by providing different avenues for content, process, and product based on students' readiness, interests, and learning profiles.
2) Differentiation involves using flexible grouping, tiered assignments, and varied activities to engage students in content at their level. Teachers assess students and provide appropriately challenging material for each.
3) When differentiating, teachers consider content (what students learn), process (how students make sense of content), and product (how students demonstrate learning). They vary lessons based on individual student characteristics like readiness, interests, and learning styles.
This presentation helps you to walk through Digital transformation in the New Normal and elucidates ideas such as challenges of digital transformation in the faucet of education, the ideas of digital gaps, and the need to redefine pedagogy.
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3. AN OUTLINE
Discuss the importance of understanding our learners
List various factors that need be known about learners
Explain how adults learn
Prepare a generic picture of the target learners.
4. WHY IS IT IMPORTANT TO KNOW OUR
LEARNERS
Effective pedagogy begins with knowing the student well.
It is important to know our learners so that we understand their:
educational and social background; present knowledge level
learning needs and their learning styles
values, attitudes, and their cultural background
motivation and desire for learning.
5. WHAT DO WE NEED TO KNOW ABOUT OUR
LEARNERS?
Demographic factors
Cognitive and metacognitive factors
Motivational and Affective factors
Learning factors
Individual differences factors
Subject background
Resource factors
6. DEFINING “LEARNER-CENTERED”
“Learner-centered” is the perspective that couples a focus on
individual learners— their heredity, experiences, perspectives,
backgrounds, talents, interests, capacities, and needs with a focus
on learning
Learner-centered education is a reflection in practice of the Learner-
Centered Psychological Principles—the programs, practices,
policies, and people that support learning for all.
Learner-centered is also related to the beliefs, characteristics,
dispositions, and practices of teachers—practices primarily created
by the teacher.
“Learner-centeredness” is in “the eye of the beholder”: it varies as a
function of learner perceptions, which in turn are the result of
learners’ prior experiences, self-beliefs, and attitudes about schools
and learning as well as their current interests, values, and goals.
7. THE LEARNER- CENTERED PSYCHOLOGICAL PRINCIPLES
Principle 1: Nature of the learning process
Principle 2: Goals of the learning process
Principle 3: Construction of knowledge
Principle 4: Strategic thinking
Principle 5: Thinking about thinking
Principle 6: Context of learning
Principle 7: Motivational and emotional influences on learning
8. THE LEARNER- CENTERED PSYCHOLOGICAL
PRINCIPLES
Principle 8: Intrinsic motivation to learn
Principle 9: Effects of motivation on effort
Principle 10: Developmental influence on learning As individual
Principle 11: Social influences on learning
Principle 12: Individual differences in learning
Principle 13: Learning and diversity
Principle 14: Standards and assessment
9. DIMENSIONS OF LEARNING
Attitudes and perceptions
Acquire and integrate knowledge
Extend and refine knowledge
Use Knowledge meaningfully
Habits of mind
14. HOW WILL WE COLLECT
INFORMATION?
Meeting some of the prospective learners and discussing with them
(individually and as a group) to know what they would like from the
course or the programme and what they already know/feel about the
subject
Sending a questionnaire to the prospective learners and trying to
elicit the information we need. If this can be followed up by
discussion with the learners, so much the better
Making a summary of the student enrolment and personal data to
identify students' characteristics/profile
Making a summary of any surveys, which may have been done by
institutions in relation to students' characteristics/profile
Keeping in touch with our learners- through meetings or by reading
and commenting on their assignments- once they start working on
the materials.
15. HOW DO ADULTS LEARN?
Self-directed learning
Prior experience
Problem-centred learning
Learning by doing
Preference for democratic style of learning
Experiencing a sense of progression, a sense of achievement
16.
17. IMPLICATIONS OF UNDERSTANDING LEARNERS'
CHARACTERISTICS
Understand the language level that would be easily understood by the learners in
comprehending concepts, new information, theory, etc.
Understand the entry level of the learners with regard to knowledge and skills so
as to build on what the learners already know or possess
Include examples that are based on learners' experiences
Include references and further readings that the learners are able to access within
their learning environment
Present information in a manner that would minimise their learning difficulties
develop materials that would ensure interaction between the learner and the text
Evolve a Learner Support System that is sensitive to the learners' needs
Develop a system that ensures regular feedback on the quality of materials that are
issued as well as students' perceptions on the efficacy of the Learner Support
System
18. “ACTIVE LEARNING”- WHY IS IT
IMPORTANT?
Active learning, according to Charles Bonwell, is any strategy
“that involves learners in doing things and thinking about the
things they are doing.” “Active learning” helps us learn better
because it is based on experience and reflection
Why do you think it’s important to actively think about
what you are doing?
19. ACTIVE LEARNING EXAMPLES
Individual and group project-based assignments Pairing activities
such as “think, pair, share” Involving learners in research Job
shadowing (learners accompany an employee/worker at the
workplace, observing and learning about various tasks
associated with an occupation). Involving learners in well-
structured questions and answer sessions
20. ACTIVE LEARNING STRTATEGIES
Role Play: a method of acting out an imaginary but real life
situation Debate/discussion panel: offers opportunity to verbal
presentations of views and arguments
Brainstorming: learners are invited to quickly and freely
generate ideas/responses to issues/problems/topics Buzz
session: learners are divided into small groups to discuss a
particular issue/problem
21. ACTIVE LEARNING STRTATEGIES
Concept Mapping: allows learners to visually represent
connections and relationships between concepts/ideas and
information.
Demonstration: a practical presentation of a process or
procedure or skill which is designed to illustrate theoretical
principles, concepts or ideas.
Jigsaw Method: each learner works on just one part of a project
or problem, then learners combine their work to complete the
whole task.
Dialogue Journals: A formal repository for personal learners
writing that can be used to promote reflection, synthesis of
22. ACTIVE LEARNING STRTATEGIES
Carousel Brainstorming Exercise: learners working in
cooperative groups write their responses to a question, moving
from poster to poster at set time intervals.
Case Studies: learners take one issue or event (e.g. Martial
Law during the Marcos Era), and try to investigate, analyze,
synthesize, and evaluate various viewpoints on the issue.
Think-pair-share: learners individually think for a moment about
a question posed in class, before pairing up with another
learner to discuss their thoughts. Pairs are then asked to share
with the entire group.
23. ACTIVE LEARNING STRTATEGIES
Micro-teaching: learners are asked to give a lesson, speech, or
presentation on a topic to their classmates.
Project-Based Learning: learners investigate a problem in-
depth and create a project (such as a poster or booklet) to
present to their classmates, or display in the classroom.
24. COLLABORATIVE LEARNING
Many ‘active learning strategies’ are collaborative.
Collaborative learning encompasses a variety of approaches to
learning including small group or team-based activities. A way
for learners to develop the ability to work as part of a team A
way for learners to acquire and improve essential interpersonal
life skills A way for learners to take turns with different roles,
such as facilitator, recorder, reporter, etc.
Q. How do you think ‘collaborative learning’ might help
improve a learners’ understanding of your lesson?
25. ACTIVE LEARNING PHILOSOPHY
What I hear, I forget What I hear, and see, I remember a little.
What I hear, see and ask questions or discuss, I begin to
understand. When I hear, see, discuss and do, I acquire
knowledge and skill. What I teach to another, I master.