Metode
•Download as PPTX, PDF•
1 like•521 views
Role playing and blended learning are teaching methods. Role playing involves students imagining different roles to understand concepts. It was developed in the 1920s and helps students grasp causes and actions. Blended learning combines online and in-person teaching using technology. It allows for self-paced and collaborative learning based on the idea that students learn from each other. Both methods aim to make learning interesting and give students opportunities to construct their own understandings, though role playing takes more time and blended learning requires sufficient technology access.
Report
Share
Report
Share
Recommended
EPT514 Assignment 2
The document discusses the importance of catering to diversity and individual learner needs in the classroom. It notes that according to Maslow's hierarchy of needs, intellectual development occurs once social needs are met, so teachers should create safe and nurturing environments. Teachers also need to consider factors like gender, culture, language, cognitive ability, and customize learning experiences to hold high expectations for all students. Individual instruction can be organized in different ways to maximize the benefits for each child.
Writer’s workshop project
The document outlines the structure and goals of a typical writer's workshop. It begins with a brief introductory lesson by the teacher focused on a specific writing technique. Students then work independently on self-selected topics while the teacher circulates to provide feedback. Next, students confer with peers and the teacher to improve their drafts before publishing and sharing their final work. The goal is to help students develop independence, motivation, and engagement as writers through choosing their own topics and receiving feedback to improve.
Academic Literacy as a Graduate Attribute: Implications for Thinking about Cu...
This is a presentation I gave at a conference at North West University, Mafikeng, on Academic Literacy as a Graduate Attribute, and the implications for curriculum, design and professional development.
InterroBang Overview, a K-12 problem-solving
InterroBang is a game where K-12 students complete real-world missions to earn points and prizes. Teachers can assign missions that extend learning outside the classroom. Students can work individually or in teams to solve problems and share their work online. The game aims to develop students' skills in areas like civic engagement, environmental awareness, communication, STEM, critical thinking, and use of technology.
Where Does Teacher Autonomy Stand
This document discusses teacher autonomy and its importance in teacher education. It notes that teacher autonomy has been recognized as a key factor in teacher education achievement and attainment. Teacher autonomy refers to "the ability to develop appropriate skills, knowledge and attitudes for oneself as a teacher, in cooperation with others." The document reviews some tools that can help support and develop teacher autonomy, such as the European Portfolio for Student Teachers of Languages, teaching logs and diaries, videotaping lessons, and self-observation forms. It also states that teacher autonomy is rarely considered in the context of pre-service teacher education programs.
Presentation
The blog was designed for 4th grade students at a private school to help them independently learn and practice communicating, reading, listening to, and writing the school's rules, prohibitions, and student obligations. While students can work on the blog from home or school, the goal is for them to integrate the virtual environment like a classroom, with teacher guidance for those still learning technology skills. The blog contains resources like images, videos, slides, audio, and text to support students' independent work.
Humanities 20
presentation for Archidociese Tech conference 11/11/09
covers blogs and Wikis with Voicethread links
Jeltaconference icha
The document discusses applying the Dogme teaching method in a Montessori kindergarten classroom. Some key points of Montessori teaching include student choice, uninterrupted work time, and learning through hands-on materials. Dogme emphasizes interactivity, engagement, and empowering students. The author argues that both methods are suitable to combine due to their focus on interactivity in learning. Specific examples are provided of how to incorporate Dogme techniques into a Montessori classroom, such as using personalized worksheets and interactive learning stations on topics like vegetables. The author concludes that Dogme teaching is applicable but requires careful planning and hard work from teachers.
Recommended
EPT514 Assignment 2
The document discusses the importance of catering to diversity and individual learner needs in the classroom. It notes that according to Maslow's hierarchy of needs, intellectual development occurs once social needs are met, so teachers should create safe and nurturing environments. Teachers also need to consider factors like gender, culture, language, cognitive ability, and customize learning experiences to hold high expectations for all students. Individual instruction can be organized in different ways to maximize the benefits for each child.
Writer’s workshop project
The document outlines the structure and goals of a typical writer's workshop. It begins with a brief introductory lesson by the teacher focused on a specific writing technique. Students then work independently on self-selected topics while the teacher circulates to provide feedback. Next, students confer with peers and the teacher to improve their drafts before publishing and sharing their final work. The goal is to help students develop independence, motivation, and engagement as writers through choosing their own topics and receiving feedback to improve.
Academic Literacy as a Graduate Attribute: Implications for Thinking about Cu...
This is a presentation I gave at a conference at North West University, Mafikeng, on Academic Literacy as a Graduate Attribute, and the implications for curriculum, design and professional development.
InterroBang Overview, a K-12 problem-solving
InterroBang is a game where K-12 students complete real-world missions to earn points and prizes. Teachers can assign missions that extend learning outside the classroom. Students can work individually or in teams to solve problems and share their work online. The game aims to develop students' skills in areas like civic engagement, environmental awareness, communication, STEM, critical thinking, and use of technology.
Where Does Teacher Autonomy Stand
This document discusses teacher autonomy and its importance in teacher education. It notes that teacher autonomy has been recognized as a key factor in teacher education achievement and attainment. Teacher autonomy refers to "the ability to develop appropriate skills, knowledge and attitudes for oneself as a teacher, in cooperation with others." The document reviews some tools that can help support and develop teacher autonomy, such as the European Portfolio for Student Teachers of Languages, teaching logs and diaries, videotaping lessons, and self-observation forms. It also states that teacher autonomy is rarely considered in the context of pre-service teacher education programs.
Presentation
The blog was designed for 4th grade students at a private school to help them independently learn and practice communicating, reading, listening to, and writing the school's rules, prohibitions, and student obligations. While students can work on the blog from home or school, the goal is for them to integrate the virtual environment like a classroom, with teacher guidance for those still learning technology skills. The blog contains resources like images, videos, slides, audio, and text to support students' independent work.
Humanities 20
presentation for Archidociese Tech conference 11/11/09
covers blogs and Wikis with Voicethread links
Jeltaconference icha
The document discusses applying the Dogme teaching method in a Montessori kindergarten classroom. Some key points of Montessori teaching include student choice, uninterrupted work time, and learning through hands-on materials. Dogme emphasizes interactivity, engagement, and empowering students. The author argues that both methods are suitable to combine due to their focus on interactivity in learning. Specific examples are provided of how to incorporate Dogme techniques into a Montessori classroom, such as using personalized worksheets and interactive learning stations on topics like vegetables. The author concludes that Dogme teaching is applicable but requires careful planning and hard work from teachers.
Yitzha Sarwono
The document discusses applying the Dogme teaching method in a Montessori kindergarten classroom. Some key points of Montessori teaching include student choice, uninterrupted work time, and learning through hands-on materials. Dogme emphasizes interactivity, engagement, and empowering students. The author argues that both methods are suitable to combine due to their focus on interactivity in learning. Specific examples are provided of how to incorporate Dogme techniques into a Montessori classroom, such as using personalized worksheets and setting up different activity stations for students to explore. In conclusion, the author believes Dogme teaching is applicable to their kindergarten class with some considerations.
My philosophy of teaching
1) The teacher's philosophy is based on Social Constructivism and guiding students to become autonomous learners through demonstrations, explanations and tools.
2) At the beginning of their career, the teacher focused on the Communicative Approach using PPP for beginners and TBL for intermediate students. Technology, visual aids, songs and games are incorporated depending on age.
3) Understanding students' backgrounds, interests and learning styles is important for selecting meaningful material to create an engaging context for learning.
Constructivism
Constructivism is a learning theory that believes students actively construct knowledge through experiences and social interactions. Key figures who influenced constructivism include John Dewey, Lev Vygotsky, Jean Piaget, and Jerome Bruner. Constructivism posits that students learn best when they perform tasks themselves and interact with materials. In the classroom, teachers encourage independent learning, group projects, and interactive materials. Students work together to develop understanding, use hands-on resources, and conduct research.
Communication, connection, 2
This document summarizes a presentation about using team-building activities to teach Common Core standards in advisory classes. The presenters introduce themselves and their backgrounds in special education. They describe their advisory classes which meet daily for 30 minutes with 15 special education students each. They discuss their educational beliefs about arousing curiosity and giving students a voice. They provide examples of linking standards to team-building activities focused on perseverance, collaboration, and problem-solving. Students reflect on the activities and how they show perseverance. The presenters explain how the activities address Common Core speaking, listening, and math standards while building community.
Pl2 co op vs collab learning
This document compares and contrasts cooperative learning and collaborative learning. It defines cooperative learning as an approach where small groups with diverse students work together on assignments and students are responsible for their own learning as well as helping classmates. An example of cooperative learning is the jigsaw technique where each student researches a piece of information and shares it with their group. Collaborative learning is defined as a philosophy where students generate new ideas together and have interdependent roles through respect, shared goals and values. The key differences provided are that cooperative learning focuses on completing assignments while collaborative learning focuses more on the process of working together.
Constructionism
Constructivism is a learning theory that believes learners construct knowledge through experiences and social interactions. Key figures like Piaget, Dewey, and Vygotsky contributed ideas like knowledge building through stages of development, learning through real experiences and inquiry, and problem solving with guidance from others. Constructivism focuses on the learner, sees learning as an active process where students construct their own meanings, and views learning as a social activity. Teachers applying constructivism encourage inquiry, multiple interpretations, and collaborative learning environments. Students learn similarly to the scientific method by asking questions and working in peer groups to assist each other.
Topic 2: Great Minds of Educators
This document discusses the historical influences of several prominent educational theorists on integrated and interactive curriculum. It summarizes the key ideas and influences of theorists such as John Dewey, Jean Piaget, Paulo Freire, Lev Vygotsky, Reuven Feuerstein, Howard Gardner, Elliot Eisner, and Marian Diamond. These theorists advocated for hands-on, experiential, inquiry-based learning and recognizing multiple types of intelligence. Their work has shaped current approaches that focus on interactive, project-based learning tailored to students' varied needs and abilities.
Increasing Engagement
The document discusses increasing student engagement through active learning strategies that focus on learner-centered instruction. It defines active learning as involving activities beyond just listening, such as dialog, debate, writing, and problem solving. Research indicates learning is best achieved through active endeavors tailored to individual learning styles. Effective active learning strategies increase communication between students and teachers and create novel, reflective, multi-modal learning experiences that connect to real world examples.
The importance of reading on teaching and learning
The document discusses the importance of reading for learning English. It outlines some problems that Vietnamese students face, such as an exam-focused education system and reliance on teachers. The document then defines reading as the interaction between text and a reader's skills and knowledge. It describes two types of reading: intensive reading, which involves carefully understanding details, and extensive reading, which focuses on pleasure and information over speed. Extensive reading is argued to be important for developing taste for the language and building background knowledge to support other skills like writing.
EDU 669 WEEK 1 ASSIGNMENT RERADING WRITING CONNECTION
Bridget Williams discusses the importance of culturally responsive instruction for English language learners (ELLs). She emphasizes creating a classroom environment that represents diverse cultures through images and role models. Williams also stresses incorporating technology like websites to help ELL students and parents become familiar with academic resources. Her classroom celebrates cultural differences through open discussions to reduce bias. Student-centered instruction is highlighted as an effective approach, where students work collaboratively in groups and answer open-ended questions to develop curiosity. Williams' ELL students have become more engaged, independent readers and writers through these culturally responsive and student-centered teaching methods.
Constrctivsm
This document discusses the constructivist learning theory. Constructivism is based on the idea that students actively construct their own knowledge through experiences. Key aspects are that students build on prior knowledge through active participation in lessons and connecting new ideas to past experiences. The document highlights John Dewey as an important early contributor who emphasized experiential learning. It also provides examples of how constructivist techniques can be applied in the classroom, such as creative, collaborative lessons that engage students.
Rebekah M Theory
Constructivism is a student-centered learning theory where students actively construct knowledge based on personal experiences and prior learning. It is influenced by the educational psychologist John Dewey, who believed that education should be a social process and that schools should represent society. To apply constructivism, teachers use hands-on and collaborative activities, build on students' prior knowledge through scaffolding, and design lessons relevant to students' lives. The document also discusses creating a constructivist classroom with small groups, interactive lessons, technology, and a positive environment.
Building community in the classroom maha bali
Building community in the classroom maha baliCenter for Learning and Teaching, American University in Cairo
Building Community in the Classroom - this is a presentation from a workshop for faculty at the American University in Cairo and has sample activities one can do to build community at various times in the semester.Literate environment presentation
The document describes a social studies classroom that provides many opportunities for literacy. Upon entering, the observer notices a variety of texts in different formats covering the walls and board. These include posters of presidents, political maps, and a collection of hats. Tables are arranged in rows facing the front. The observer reflects that rearranging tables could better facilitate discussion, as intended in the lesson on New York joining the confederation. Additionally, a classroom library with diverse materials would support different learning styles, as the classroom shifts focus to digital materials stored online.
Teach-Now Module 3 Unit 4 Activity 2
This neighborhood project based learning activity involves students building a model neighborhood out of recycled materials with different locations and occupations, role playing as those occupations to learn the vocabulary, and then presenting their location while also working to solve a real traffic problem in their own neighborhood by proposing solutions to present to the school manager. The goals are for students to learn about how their community works and gain 21st century skills like collaboration and problem solving through an engaging hands-on project.
Benson Lecture Inpla[1] Phil Benson
Benson Lecture Inpla[1] Phil BensonCentro Estadual de Educação Tecnológica Paula Souza ( Governo do Estado de São Paulo )
The document discusses definitions and perspectives of learner autonomy in language education. It defines autonomy as the capacity for learners to take control of their own learning, including managing learning, making cognitive choices, and choosing content. The document outlines different versions or perspectives of autonomy, such as technical, psychological, and political. It argues that learner autonomy is important now due to factors like globalization and the need for self-directed, lifelong learning.Curr509
This document discusses principles for mathematics education including equity, curriculum, teaching, assessment, technology, and learning. It covers learning theories like constructivism and sociocultural theory. It also discusses informal and formal assessment, including performance-based assessments. The reading process, multicultural literature, writing, and responding to diversity are discussed in relation to education.
Case Method Teaching
The document discusses case studies, problem-based learning, and project-based learning approaches to teaching. It provides examples of using real-life cases and projects to teach science topics like physics and the creation of elements. Case studies present problems for students to analyze from narratives about real situations. Creating effective cases involves finding current stories on the topic and collecting multiple resources to make the story engaging. Project-based learning also engages students by giving them real problems to explore within an overarching theme. Both approaches aim to construct student knowledge through experience with authentic scenarios.
The Role of Games and Simulations in Learning
1. Games and simulations can be effective learning tools when used appropriately. Avatars can model behaviors and influence learners' perceptions, especially when the learner takes the perspective of the avatar.
2. Simulations are most effective when embedded within a broader instructional program rather than used alone. Learners show greater confidence and retention when simulations include active, rather than passive, learning components.
3. Meta-analyses found simulations improved outcomes like confidence by 20%, and declarative and procedural knowledge by 11% and 14% respectively, compared to traditional instruction alone. However, simulations are not inherently better - their educational value depends on how they are designed and applied.
Case studies ppt
This document discusses the case study method of teaching. It defines a case study as an intensive investigation of a particular real-life or fictional situation. It outlines the steps to teaching with case studies, which include clarifying objectives, preparing, organizing discussion in small teams with clear goals and roles, discussing the case by exploring relevant angles and analyzing the problem. It also discusses writing case studies using a backwards design that presents an open-ended problem without a single right answer. The document notes the merits of developing scientific thinking and applying theory to real situations, as well as the potential demerits of not being able to cover all material and giving students an inflated sense of importance.
Case Method Introduction for Arabic Regionals
Introduction for case method teaching and research for Middle-East regionals. If you are interested in more details, drop some lines... -= Amang =-
Lesson 10 Demonstration in Teaching
This document discusses the principles and process of effective demonstration in teaching. It defines demonstration as showing how something is used or done to prove or show a method, product, or proofs. There are three types of demonstrations: those for an audience, speaking processes, and showing products or methods. Key principles for demonstrations include establishing rapport with the audience, avoiding assumptions about shared knowledge, and focusing on key points. The process involves determining goals and materials, rehearsing steps, gaining and sustaining interest, keeping it clear and focused, checking for understanding, and concluding with a summary.
More Related Content
What's hot
Yitzha Sarwono
The document discusses applying the Dogme teaching method in a Montessori kindergarten classroom. Some key points of Montessori teaching include student choice, uninterrupted work time, and learning through hands-on materials. Dogme emphasizes interactivity, engagement, and empowering students. The author argues that both methods are suitable to combine due to their focus on interactivity in learning. Specific examples are provided of how to incorporate Dogme techniques into a Montessori classroom, such as using personalized worksheets and setting up different activity stations for students to explore. In conclusion, the author believes Dogme teaching is applicable to their kindergarten class with some considerations.
My philosophy of teaching
1) The teacher's philosophy is based on Social Constructivism and guiding students to become autonomous learners through demonstrations, explanations and tools.
2) At the beginning of their career, the teacher focused on the Communicative Approach using PPP for beginners and TBL for intermediate students. Technology, visual aids, songs and games are incorporated depending on age.
3) Understanding students' backgrounds, interests and learning styles is important for selecting meaningful material to create an engaging context for learning.
Constructivism
Constructivism is a learning theory that believes students actively construct knowledge through experiences and social interactions. Key figures who influenced constructivism include John Dewey, Lev Vygotsky, Jean Piaget, and Jerome Bruner. Constructivism posits that students learn best when they perform tasks themselves and interact with materials. In the classroom, teachers encourage independent learning, group projects, and interactive materials. Students work together to develop understanding, use hands-on resources, and conduct research.
Communication, connection, 2
This document summarizes a presentation about using team-building activities to teach Common Core standards in advisory classes. The presenters introduce themselves and their backgrounds in special education. They describe their advisory classes which meet daily for 30 minutes with 15 special education students each. They discuss their educational beliefs about arousing curiosity and giving students a voice. They provide examples of linking standards to team-building activities focused on perseverance, collaboration, and problem-solving. Students reflect on the activities and how they show perseverance. The presenters explain how the activities address Common Core speaking, listening, and math standards while building community.
Pl2 co op vs collab learning
This document compares and contrasts cooperative learning and collaborative learning. It defines cooperative learning as an approach where small groups with diverse students work together on assignments and students are responsible for their own learning as well as helping classmates. An example of cooperative learning is the jigsaw technique where each student researches a piece of information and shares it with their group. Collaborative learning is defined as a philosophy where students generate new ideas together and have interdependent roles through respect, shared goals and values. The key differences provided are that cooperative learning focuses on completing assignments while collaborative learning focuses more on the process of working together.
Constructionism
Constructivism is a learning theory that believes learners construct knowledge through experiences and social interactions. Key figures like Piaget, Dewey, and Vygotsky contributed ideas like knowledge building through stages of development, learning through real experiences and inquiry, and problem solving with guidance from others. Constructivism focuses on the learner, sees learning as an active process where students construct their own meanings, and views learning as a social activity. Teachers applying constructivism encourage inquiry, multiple interpretations, and collaborative learning environments. Students learn similarly to the scientific method by asking questions and working in peer groups to assist each other.
Topic 2: Great Minds of Educators
This document discusses the historical influences of several prominent educational theorists on integrated and interactive curriculum. It summarizes the key ideas and influences of theorists such as John Dewey, Jean Piaget, Paulo Freire, Lev Vygotsky, Reuven Feuerstein, Howard Gardner, Elliot Eisner, and Marian Diamond. These theorists advocated for hands-on, experiential, inquiry-based learning and recognizing multiple types of intelligence. Their work has shaped current approaches that focus on interactive, project-based learning tailored to students' varied needs and abilities.
Increasing Engagement
The document discusses increasing student engagement through active learning strategies that focus on learner-centered instruction. It defines active learning as involving activities beyond just listening, such as dialog, debate, writing, and problem solving. Research indicates learning is best achieved through active endeavors tailored to individual learning styles. Effective active learning strategies increase communication between students and teachers and create novel, reflective, multi-modal learning experiences that connect to real world examples.
The importance of reading on teaching and learning
The document discusses the importance of reading for learning English. It outlines some problems that Vietnamese students face, such as an exam-focused education system and reliance on teachers. The document then defines reading as the interaction between text and a reader's skills and knowledge. It describes two types of reading: intensive reading, which involves carefully understanding details, and extensive reading, which focuses on pleasure and information over speed. Extensive reading is argued to be important for developing taste for the language and building background knowledge to support other skills like writing.
EDU 669 WEEK 1 ASSIGNMENT RERADING WRITING CONNECTION
Bridget Williams discusses the importance of culturally responsive instruction for English language learners (ELLs). She emphasizes creating a classroom environment that represents diverse cultures through images and role models. Williams also stresses incorporating technology like websites to help ELL students and parents become familiar with academic resources. Her classroom celebrates cultural differences through open discussions to reduce bias. Student-centered instruction is highlighted as an effective approach, where students work collaboratively in groups and answer open-ended questions to develop curiosity. Williams' ELL students have become more engaged, independent readers and writers through these culturally responsive and student-centered teaching methods.
Constrctivsm
This document discusses the constructivist learning theory. Constructivism is based on the idea that students actively construct their own knowledge through experiences. Key aspects are that students build on prior knowledge through active participation in lessons and connecting new ideas to past experiences. The document highlights John Dewey as an important early contributor who emphasized experiential learning. It also provides examples of how constructivist techniques can be applied in the classroom, such as creative, collaborative lessons that engage students.
Rebekah M Theory
Constructivism is a student-centered learning theory where students actively construct knowledge based on personal experiences and prior learning. It is influenced by the educational psychologist John Dewey, who believed that education should be a social process and that schools should represent society. To apply constructivism, teachers use hands-on and collaborative activities, build on students' prior knowledge through scaffolding, and design lessons relevant to students' lives. The document also discusses creating a constructivist classroom with small groups, interactive lessons, technology, and a positive environment.
Building community in the classroom maha bali
Building community in the classroom maha baliCenter for Learning and Teaching, American University in Cairo
Building Community in the Classroom - this is a presentation from a workshop for faculty at the American University in Cairo and has sample activities one can do to build community at various times in the semester.Literate environment presentation
The document describes a social studies classroom that provides many opportunities for literacy. Upon entering, the observer notices a variety of texts in different formats covering the walls and board. These include posters of presidents, political maps, and a collection of hats. Tables are arranged in rows facing the front. The observer reflects that rearranging tables could better facilitate discussion, as intended in the lesson on New York joining the confederation. Additionally, a classroom library with diverse materials would support different learning styles, as the classroom shifts focus to digital materials stored online.
Teach-Now Module 3 Unit 4 Activity 2
This neighborhood project based learning activity involves students building a model neighborhood out of recycled materials with different locations and occupations, role playing as those occupations to learn the vocabulary, and then presenting their location while also working to solve a real traffic problem in their own neighborhood by proposing solutions to present to the school manager. The goals are for students to learn about how their community works and gain 21st century skills like collaboration and problem solving through an engaging hands-on project.
Benson Lecture Inpla[1] Phil Benson
Benson Lecture Inpla[1] Phil BensonCentro Estadual de Educação Tecnológica Paula Souza ( Governo do Estado de São Paulo )
The document discusses definitions and perspectives of learner autonomy in language education. It defines autonomy as the capacity for learners to take control of their own learning, including managing learning, making cognitive choices, and choosing content. The document outlines different versions or perspectives of autonomy, such as technical, psychological, and political. It argues that learner autonomy is important now due to factors like globalization and the need for self-directed, lifelong learning.Curr509
This document discusses principles for mathematics education including equity, curriculum, teaching, assessment, technology, and learning. It covers learning theories like constructivism and sociocultural theory. It also discusses informal and formal assessment, including performance-based assessments. The reading process, multicultural literature, writing, and responding to diversity are discussed in relation to education.
What's hot (17)
The importance of reading on teaching and learning
The importance of reading on teaching and learning
EDU 669 WEEK 1 ASSIGNMENT RERADING WRITING CONNECTION
EDU 669 WEEK 1 ASSIGNMENT RERADING WRITING CONNECTION
Viewers also liked
Case Method Teaching
The document discusses case studies, problem-based learning, and project-based learning approaches to teaching. It provides examples of using real-life cases and projects to teach science topics like physics and the creation of elements. Case studies present problems for students to analyze from narratives about real situations. Creating effective cases involves finding current stories on the topic and collecting multiple resources to make the story engaging. Project-based learning also engages students by giving them real problems to explore within an overarching theme. Both approaches aim to construct student knowledge through experience with authentic scenarios.
The Role of Games and Simulations in Learning
1. Games and simulations can be effective learning tools when used appropriately. Avatars can model behaviors and influence learners' perceptions, especially when the learner takes the perspective of the avatar.
2. Simulations are most effective when embedded within a broader instructional program rather than used alone. Learners show greater confidence and retention when simulations include active, rather than passive, learning components.
3. Meta-analyses found simulations improved outcomes like confidence by 20%, and declarative and procedural knowledge by 11% and 14% respectively, compared to traditional instruction alone. However, simulations are not inherently better - their educational value depends on how they are designed and applied.
Case studies ppt
This document discusses the case study method of teaching. It defines a case study as an intensive investigation of a particular real-life or fictional situation. It outlines the steps to teaching with case studies, which include clarifying objectives, preparing, organizing discussion in small teams with clear goals and roles, discussing the case by exploring relevant angles and analyzing the problem. It also discusses writing case studies using a backwards design that presents an open-ended problem without a single right answer. The document notes the merits of developing scientific thinking and applying theory to real situations, as well as the potential demerits of not being able to cover all material and giving students an inflated sense of importance.
Case Method Introduction for Arabic Regionals
Introduction for case method teaching and research for Middle-East regionals. If you are interested in more details, drop some lines... -= Amang =-
Lesson 10 Demonstration in Teaching
This document discusses the principles and process of effective demonstration in teaching. It defines demonstration as showing how something is used or done to prove or show a method, product, or proofs. There are three types of demonstrations: those for an audience, speaking processes, and showing products or methods. Key principles for demonstrations include establishing rapport with the audience, avoiding assumptions about shared knowledge, and focusing on key points. The process involves determining goals and materials, rehearsing steps, gaining and sustaining interest, keeping it clear and focused, checking for understanding, and concluding with a summary.
Demonstration in teaching
This document discusses the principles and process of effective demonstration in teaching. It defines demonstration as showing how things are done to emphasize utility and efficiency. There are three types of demonstrations: those aimed at an audience, speaking processes, and showing products, methods or proofs. Key principles include establishing rapport, avoiding assumptions about prior knowledge, and focusing on key points. To plan a demonstration, one should determine goals, needed materials, steps, and rehearse. When conducting a demonstration, the presenter should engage interest, keep it simple and clear, check for understanding, and conclude with a summary. The overall process involves planning, demonstrating, and evaluation.
Simulation in nursing education
This document discusses the role of simulation in nursing education from a regulatory perspective. It begins by outlining the goals of comparing simulation types, identifying advantages over clinical experiences, and using simulation for evaluation. It then defines simulation and discusses trends in nursing education that support its use. The document reviews different simulation types and their strengths/limitations. It addresses using simulation as a teaching strategy and evaluation tool. Several studies on the use of simulation in nursing education are summarized, focusing on its role compared to clinical experiences and regulatory views. The conclusion is that simulation is an important teaching approach and competency assessment tool that can be integrated with clinical learning along a continuum of nursing education.
Learning strategies
The document outlines 15 learning strategies: 1) recognize old knowledge is irrelevant, 2) watch/observe, 3) read, 4) write, 5) listen, 6) try things out, 7) talk, 8) ask for feedback, 9) follow a structure or no structure, 10) learn individually or with others, 11) mix up your routine, 12) think/reflect, 13) laugh to relax and improve retention, 14) discover your values, and 15) create the right learning environments. Examples and additional resources are provided for each strategy.
Methods of teaching
The document discusses the demonstration method of teaching. It defines demonstration as the visualized explanation of facts and procedures through physical display. Some key principles of demonstration method include learning by doing, developing skills through imitation, and perception helping with imitation. The document provides guidelines for an effective demonstration, such as being well-planned, visible, and involving active student participation. It describes uses of demonstration method in various educational settings and common errors to avoid. Advantages include activating multiple senses and showing processes clearly, while disadvantages include individual differences and potential stress for students.
demonstration in teaching
This document discusses the principles of effective demonstration in teaching. It defines demonstration as showing how something is done to emphasize its merits and convince an audience. Key aspects of demonstration include establishing rapport, avoiding assumptions of prior knowledge, highlighting potential difficulties, planning objectives and materials, rehearsing steps, keeping it simple and summarized, checking for understanding, and evaluating effectiveness. The overall message is that demonstration is a form of audio-visual communication that requires thorough preparation and presentation to teach concepts and methods clearly.
Methods of teaching...ppt
This document discusses methods of teaching in clinical settings. It outlines various clinical teaching methods including observation, conferences, bedside clinics, ward teaching, case studies, group discussions, and demonstrations. The purpose of clinical teaching is to help students develop nursing skills and provide holistic patient care, maintain high standards, and become independent practitioners. Clinical experience involves laboratory practice, supervised patient care, and internships. The steps in clinical teaching are formulating objectives, assessing student knowledge, planning content, organizing the program, and evaluating sessions.
Educational games and simulations
Educational games and simulations can provide benefits to learning but also have some disadvantages. They have been shown to improve motivation, engagement, and cognitive learning when used effectively. Some examples mentioned are Froguts, which allows simulated frog dissection, and Chucky's Chicken Stacker, a word game with adjustable difficulty levels. However, excessive use may reduce social skills and physical activity. Effective use requires guidance, appropriate challenges, and time for reflection.
Discussion Method
The document discusses the differences between lectures and discussions as teaching methods. It notes that discussions allow students to actively engage with ideas and concepts, and can be effective for changing behaviors and attitudes. The goals of discussions are to develop problem-solving and critical thinking skills and enable students to articulate positions. Common issues are students not participating and discussions going off track. The document provides tips for conducting effective discussions, such as asking open-ended questions, directing discussions through targeted questions and responses, controlling discussions, and aligning discussions with curriculum goals.
Discussion Method
Here are the answers:
1. T
2. F
3. T
4. F
5. T
Seating patterns:
1. U-shape seating
2. Circle seating
Roles of a teacher:
1. Express own opinions
2. Encourage all students that all answers and opinions are valued
3. Provide them the material to be used
E Learning Presentation
The document discusses eLearning in higher education and training. It provides examples of different forms of eLearning like learning management systems, Moodle, browser-based training, Open University, and distance learning. It also discusses the positives of eLearning in increasing access and student engagement, and the challenges of eLearning like student and instructor skills, technical issues, and managing student motivation in distance learning.
Case Studies Power Point
The document provides an example case study on the topic of coffee production and deforestation in the Amazon rainforest. It outlines the problem of thousands of acres of rainforest being burned to grow coffee trees. It then summarizes key points from several websites that were researched on this topic, finding that vast amounts of primary forest have been cleared for coffee cultivation, leading to rampant deforestation and impacts to wildlife habitats and migration routes. Potential solutions discussed include crop rotation, replanting forests, and promoting conservation and shade-grown coffee methods to help reduce environmental impacts.
Simulation Powerpoint- Lecture Notes
The information in this slide is very useful for me to do the assignment regarding the simulation in which we have to report together with the presentation...
The advantages and disadvantages of online learning
The document discusses online education and its various forms. It defines online education as learning undertaken on a computer via the internet without attending a traditional school. It notes some key advantages of online education include flexibility, the ability to learn anywhere with an internet connection, and being able to work at one's own pace. However, it also discusses potential disadvantages such as a lack of personal interaction and feeling isolated.
Principles of Teaching:Different Methods and Approaches
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
Viewers also liked (19)
The advantages and disadvantages of online learning
The advantages and disadvantages of online learning
Principles of Teaching:Different Methods and Approaches
Principles of Teaching:Different Methods and Approaches
Similar to Metode
Group 7 Powerpoint EME2040
- Jean Piaget developed cognitive learning theory and identified four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational.
- Piaget believed that children learn through experiences and interactions with their environment rather than direct instruction from adults.
- Lev Vygotsky emphasized the role of social learning and collaboration, introducing concepts like the zone of proximal development and scaffolding.
- John Dewey viewed education as a lifelong process and believed that learning is most effective when students can interact with peers and teachers to learn real-world skills.
Topic 2A: Great Minds of Educators
This document discusses the historical roots of integrated and interactive curriculum. It examines several influential educational leaders from the past, including John Dewey, Jean Piaget, Paulo Freire, Lev Vygotsky, Reuven Feuerstein, Howard Gardner, Elliot Eisner, and Jerome Bruner. For each leader, it provides a brief overview of their educational philosophies and influence on modern teaching. Students will then be assigned to one of these leaders and asked to create a digital presentation that interviews or profiles their assigned thinker.
Theory
The document discusses constructivism, a learning theory where students actively construct new knowledge based on personal experiences and social interactions. It outlines the perspectives of several theorists like Piaget, Bruner, Vygotsky, and Dewey who saw learning as an active process where students build on prior knowledge through hands-on learning and collaboration. The implications are that teachers act as guides facilitating exploration and students take responsibility for their own learning through group work and technology. However, the theory may not be as effective for more linear subjects like mathematics that require a set order of learning concepts.
Digital literacy and digital participation #FLRI
Digital participation: Exploring the development of digital literacy in subject teaching. An overview of the recent research given at Futurelab's research insights day, April 29th 2010 in London.
Sarah Payton & Cassie Hague, Futurelab
Constructivism
Constructivism is a learning theory where students actively construct their own understanding and knowledge through experiences and reflecting on those experiences. Key theorists who contributed to constructivism include Piaget, who identified four stages of cognitive development; Vygotsky, who emphasized social learning and the zone of proximal development; Bruner, who introduced the idea of spiral curriculum; and Dewey, who believed education should be student-directed. Constructivist teaching involves facilitating learning through hands-on activities and collaboration, using students' prior knowledge and experiences to construct new understandings.
Constructivism
This document summarizes key aspects of constructivism as a learning theory. According to constructivism, students learn through their own experiences and use critical thinking skills, while teachers guide students and help steer them in the right direction. Key contributors to constructivism included Jean Piaget, John Dewey, Jerome Bruner, and Lev Vygotsky. Constructivism has implications for both students, who take a more active role in their learning, and teachers, who act as facilitators rather than just instructors.
Constructivism ppt
The document discusses constructivism, a learning theory based on the idea that students learn by actively constructing knowledge through experiences. It provides key points about constructivism, including that the instructor guides students to use prior knowledge to comprehend new information. The document also outlines important constructivists like Piaget, Bruner, Vygotsky, and Dewey and their theories about cognitive development stages, social interaction playing a role in learning, and the zone of proximal development. Finally, it discusses implications for teachers in developing hands-on, student-centered learning environments.
Constructivism
Constructivism is a learning theory based on the idea that learners construct much of what they learn and comprehend. Key aspects of constructivism include students learning by doing, focusing on understanding important concepts, and teachers encouraging self-discovery. Prominent constructivist theorists include Piaget, who defined cognitive development stages; Bruner, who saw learning as active and participatory; Vygotsky, who emphasized social influences; and Dewey, who viewed education as a social process involving student-directed, hands-on learning. Constructivist classrooms have students working together in groups and asking questions while teachers guide learning.
Constructivism Ppt Grp 3
Constructivism is a learning theory developed from the ideas that students learn best when they actively construct their own knowledge rather than passively receiving information. Key contributors to constructivism include Piaget, Dewey, Vygotsky, Bruner, and Ausubel. According to constructivism, learning is most effective when students are actively involved in lessons centered around their prior knowledge and experiences. Teachers act as guides who provide opportunities for students to create their own understandings through interaction, reflection, and relating new ideas to existing knowledge. Constructivism advocates for student-centered learning, collaboration, and engagement in meaningful tasks.
Constructivism
This document outlines key principles of constructivism in education. It discusses theorists such as Piaget, Bruner, and Vygotsky and their contributions to constructivist learning theory. Constructivism emphasizes that students construct knowledge based on their experiences and prior learning. It focuses on active, hands-on, collaborative learning experiences where students solve problems and teachers facilitate rather than provide direct instruction. The document also provides examples of lesson plans that apply constructivist teaching methods.
Constructivism
Constructivism is a learning theory developed by key founders including Jean Piaget, Jerome Bruner, and Lev Vygotsky. They found that children learn differently than adults through active participation and social development. John Dewey believed learning should engage students' experiences through practical activities.
Constructivist strategies have students learn by doing and actively participating to create their own understanding. The educator serves as a facilitator rather than a lecturer, offering continuous dialogue and support to learners. Technology can aid constructivism by providing students tools to grow and learn.
Constructivism for Educators
Constructivism is a learning theory developed by key founders including Jean Piaget, Jerome Bruner, and Lev Vygotsky. They found that children learn differently than adults through active participation and social development. John Dewey believed learning should engage students' experiences through practical activities.
Constructivist strategies have students learn by doing and actively participating to create their own understanding. The educator serves as a facilitator rather than a lecturer, offering continuous dialogue and support to learners. Technology can aid constructivism by providing students tools to grow and learn.
Jessie marie lambo.beediii c.portfolio in ed tech 2
This document outlines the author's portfolio in educational technology. It introduces the author, Jessie Marie M. Lambo, and provides an overview of key topics including what educational technology is, how technology can benefit or harm learning, and conceptual models of learning like Dale's Cone of Experience and constructivism. The portfolio describes how educational technology serves various roles in knowledge presentation and construction and how the student has learned to integrate technology appropriately after studying this field.
Learning theory
Constructivism is a theory of learning that argues humans construct new knowledge from their experiences. Key people associated with constructivism include Piaget, Dewey, Vygotsky, and Bruner. Piaget identified four stages of cognitive development. Vygotsky believed learning occurs through social interaction and defined the zone of proximal development. Bruner emphasized instruction should relate to students' experiences and allow them to build on prior knowledge. According to constructivism, students learn by actively participating in experiments and discussions rather than passive learning.
Constructivism PowerPoint
This document outlines several key theorists in constructivism including Lev Vygotsky, Jerome Bruner, Jean Piaget, and John Dewey. Vygotsky believed that social interactions are important for cognitive development. Bruner thought learning occurs through doing activities. Piaget proposed children learn in stages through experiences. Dewey felt learning should relate to students' lives. Constructivism posits that learning is active and students build new ideas from past knowledge.
Rrfawaz
Constructivism theory proposes that learning is an active process where students construct knowledge based on their experiences. Key theorists include Piaget, who believed children are active learners who develop cognitively in stages, Bruner, who saw learning as an active process through participation, and Vygotsky, who emphasized social learning and the zone of proximal development. Constructivism posits that students learn by doing, there is no single definition of concepts, and knowledge is individually constructed. In the classroom, teachers should offer varied activities, focus on large ideas rather than facts, and make learning student-centered to support active knowledge construction.
C:\fakepath\cooperative an collaborative learning
The document discusses cooperative and collaborative learning and how information communication technology (ICT) can be used to support these learning strategies. It defines cooperative learning as involving small student teams working together to improve their understanding of a subject, while collaborative learning refers to students working together to explore a question or create a project. Both strategies emphasize active learning and shared responsibility for learning. The document then outlines how ICT can facilitate cooperative and collaborative learning by enabling student discussion, research, and experimentation across different situations.
Eme2040 constructivism
Constructivism is a learning theory that states students learn by actively constructing knowledge based on experiences. Key aspects are that learning is student-centered rather than curriculum-centered, and that students learn by doing and forming their own understandings. Major contributors include Piaget, who developed theories of cognitive development, Bruner, who emphasized active learning, and Vygotsky, who explored social influences on learning. In the classroom, teachers act as guides rather than instructors, create learning experiences that build on student knowledge, and encourage collaboration, allowing students to take responsibility for and direct their own learning.
Summarizing web-inar
This seminar discusses using ice breakers and warm ups in teaching to help students relax and learn more effectively. Ice breakers at the beginning of class help students get to know each other, while warm ups activate students' prior knowledge on the day's topic. Best practices include keeping activities short and fun, using both speaking and non-verbal activities, and connecting warm ups to the lesson. The document also discusses characteristics and approaches for teaching teenagers aged 12-17, including encouraging independence, group work, and connecting to students' interests. Examples are given of project-based learning activities and their benefits for developing 21st century skills.
Roles of teachers in the 21st century
Nowadays teacher have many roles to play during their teaching . in my ppt u can found some of this roles that is applicable in 21 century
Similar to Metode (20)
Jessie marie lambo.beediii c.portfolio in ed tech 2
Jessie marie lambo.beediii c.portfolio in ed tech 2
Metode
- 1. Role Playing Method & Blended Learning Method By: Nurul Husna
- 2. Definition Role Playing Method Role playing is mastering learning material by developing student’s imagination with play the role as an actor.
- 3. Background By : Jacob L. Moreno (1889-1974) Many people saw a theatre was old die. So that in 1925 Moreno developed this idea become a method, that is psychodrama. In addition, he taught may people to play various roles in their life. In 1940-1970 many people used role playing method in education until now
- 4. students understand about real action in their life. students know about the cause of something occur. students can develop their role by playing as an actor. Objective
- 5. - Teacher • As facilitator • As participant • As viewer - Student • As participant • Following teacher’s instruction Teacher and Student Role
- 6. Strength and Weaknesses - Strength • Interesting • Make a sense for student • Make a spirit for student • Give playing field for student - Weaknesses • Need long time • Bab class situation • It is not suitable for every subject • Students will feel shy
- 7. Definition Blended Learning Method Term “blended learning” consist of the word “blend = blending / combination and the word “learning = study”. So that blended learning is a method combined between face to face learning and online teaching. This method is using computer and internet
- 8. Background by Vygotsky (1978) He said that the way learners construct know ledge think reason and reflect on is uniquely shaped by their relationship with other. He argued that the guidance given by more capable other, allows the learner to engage is levels of activity that could not be managed alone. Blended learning is made because of information and technology development.
- 9. Objectives active learners learners construct their knowledge processing and understanding of information eaners has his own learning and will be self – paced – learning
- 10. Strength and Weaknesses - Strength • Self-paced learning • Collaboration learning • Free interaction with another student • Student can share any files with another student • Long attention spend - Weaknesses • Student feel alone • Minim of media • Just for big country or big city • Minim of technology’s ability
- 11. Teacher and Student Role - Teacher • As facilitator - Student • As participant