The social model focuses on encouraging assimilation and understanding through group learning strategies. It includes modes of teaching like group teaching and cooperative learning, as well as simulations like role-playing and sociodrama. Role-playing stimulates students socially and intellectually by having them prepare and engage in roles, while sociodrama involves acting out scripts reflecting social situations. These methods promote social and personal awareness, acceptance, and cooperation among students.
This document discusses the role of information and communication technology (ICT) in instructional design and authentic learning. It defines key terms like instructional design, instructional systems design, and instructional systems design and development. It also outlines several instructional design models like the ADDIE model and Dick and Carey model. The document then discusses authentic learning, which involves using real-world tasks in the classroom to motivate students. Characteristics of authentic learning include open-ended inquiry, discourse, and metacognition. Examples provided of authentic tasks for life science include research projects, experiments, case studies, and creating structures. Overall, the document explores how ICT can be used to help students achieve learning goals through systematic instructional design and
The document discusses instructional system design and the ADDIE model. It defines key concepts in instructional design like instruction, design, system, model, and instructional design. It also differentiates between various instructional design models like ADDIE, ASSURE, Dick and Carey, and rapid prototyping. The document then focuses on applying the ADDIE model to designing open and distance learning course materials, outlining the analysis, design, development, implementation, and evaluation phases.
This document discusses several theories of instructional materials development. It describes instructional design as the systematic development of instruction to ensure quality learning based on analysis of needs and goals. Several theories are covered, including behaviorist theories that focus on reinforcement, cognitive theories like Gagne's conditions of learning, humanist theories emphasizing personal development, and social/situated learning theories involving observation and modeling. Cybernetic theories view learning as involving error detection and feedback. Common instructional design models including the ADDIE model of analysis, design, development, implementation, and evaluation phases and the rapid prototyping and situated instruction models.
This document provides an overview of week 1 in an educational technology course. It discusses the history of educational technology and how it has evolved from a focus on devices to applying tools for educational purposes. It also summarizes key learning theories that support two instructional models: directed instruction, which emphasizes skills building; and constructivism, which focuses on problem solving and authentic tasks. The document outlines guidelines and theorists for each model to help teachers design effective technology-integrated instruction.
The document discusses the Revised Bloom's Taxonomy - Creative Learning Methodology (RBT-CLM) approach to teaching and learning. It outlines some key benefits of RBT-CLM, including that it is more student-centered and ensures self-learning, peer learning, and group learning. It then describes the three domains of learning - cognitive, affective, and psychomotor. Finally, it explains the two dimensions of RBT - the cognitive process dimension and knowledge dimension, providing examples of each.
Slides from our Learning Design workshop in Nairobi, Kenya on 9 June 2017. An output from the ESRC-funded International Distance Education and African Students (IDEAS) project, in coodination with the African Network for Internationalization of Education.
This document discusses instructional design and its basic principles. It defines instructional design as a systematic process of developing instructional materials to ensure quality learning. The key phases of instructional design models are analysis, design, development, implementation, and evaluation. Following a systematic model helps identify learning needs, develop appropriate content and delivery methods, implement the instructional program, and evaluate learning outcomes.
This workshop aims to help participants understand how to use information and communication technologies (ICT) to enhance learning and student-centered assessment. Participants will learn about different ICT configurations in teaching and how to plan strategies for integrating new technologies. They will also discuss myths around ICT integration and what is required to successfully implement new technologies, such as having a shared vision, strategic planning and building teacher capacity. Participants will do activities to identify ways they have used ICT and ideas for future lessons that integrate technology. The presentation also covers how ICT can support new approaches to classroom management and student-centered assessment.
This document discusses the role of information and communication technology (ICT) in instructional design and authentic learning. It defines key terms like instructional design, instructional systems design, and instructional systems design and development. It also outlines several instructional design models like the ADDIE model and Dick and Carey model. The document then discusses authentic learning, which involves using real-world tasks in the classroom to motivate students. Characteristics of authentic learning include open-ended inquiry, discourse, and metacognition. Examples provided of authentic tasks for life science include research projects, experiments, case studies, and creating structures. Overall, the document explores how ICT can be used to help students achieve learning goals through systematic instructional design and
The document discusses instructional system design and the ADDIE model. It defines key concepts in instructional design like instruction, design, system, model, and instructional design. It also differentiates between various instructional design models like ADDIE, ASSURE, Dick and Carey, and rapid prototyping. The document then focuses on applying the ADDIE model to designing open and distance learning course materials, outlining the analysis, design, development, implementation, and evaluation phases.
This document discusses several theories of instructional materials development. It describes instructional design as the systematic development of instruction to ensure quality learning based on analysis of needs and goals. Several theories are covered, including behaviorist theories that focus on reinforcement, cognitive theories like Gagne's conditions of learning, humanist theories emphasizing personal development, and social/situated learning theories involving observation and modeling. Cybernetic theories view learning as involving error detection and feedback. Common instructional design models including the ADDIE model of analysis, design, development, implementation, and evaluation phases and the rapid prototyping and situated instruction models.
This document provides an overview of week 1 in an educational technology course. It discusses the history of educational technology and how it has evolved from a focus on devices to applying tools for educational purposes. It also summarizes key learning theories that support two instructional models: directed instruction, which emphasizes skills building; and constructivism, which focuses on problem solving and authentic tasks. The document outlines guidelines and theorists for each model to help teachers design effective technology-integrated instruction.
The document discusses the Revised Bloom's Taxonomy - Creative Learning Methodology (RBT-CLM) approach to teaching and learning. It outlines some key benefits of RBT-CLM, including that it is more student-centered and ensures self-learning, peer learning, and group learning. It then describes the three domains of learning - cognitive, affective, and psychomotor. Finally, it explains the two dimensions of RBT - the cognitive process dimension and knowledge dimension, providing examples of each.
Slides from our Learning Design workshop in Nairobi, Kenya on 9 June 2017. An output from the ESRC-funded International Distance Education and African Students (IDEAS) project, in coodination with the African Network for Internationalization of Education.
This document discusses instructional design and its basic principles. It defines instructional design as a systematic process of developing instructional materials to ensure quality learning. The key phases of instructional design models are analysis, design, development, implementation, and evaluation. Following a systematic model helps identify learning needs, develop appropriate content and delivery methods, implement the instructional program, and evaluate learning outcomes.
This workshop aims to help participants understand how to use information and communication technologies (ICT) to enhance learning and student-centered assessment. Participants will learn about different ICT configurations in teaching and how to plan strategies for integrating new technologies. They will also discuss myths around ICT integration and what is required to successfully implement new technologies, such as having a shared vision, strategic planning and building teacher capacity. Participants will do activities to identify ways they have used ICT and ideas for future lessons that integrate technology. The presentation also covers how ICT can support new approaches to classroom management and student-centered assessment.
This document discusses instructional design basics and principles. It defines instructional design as the systematic development of instruction to ensure quality learning based on analysis of needs and goals. The key aspects covered are:
- Applying principles to develop comprehensive courses and measurable objectives
- Determining appropriate activities, assessments and evaluations to enhance learning
- Ensuring alignment between goals, objectives, strategies and assessments
- Following an instructional design process of analysis, design, development, implementation and evaluation
- Designing for active and effective learning through various strategies
Models of curriculum evaluation and application in educationalKoledafe Olawale
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
The document discusses different teaching models including information processing models, behavioural models, personal models, and social models.
It describes several information processing models including Gagne's information processing model which outlines 8 stages of learning from motivation to feedback. It also discusses different types of inquiry teaching models.
Behavioural models discussed are direct instruction model, mastery learning, and programmed instruction model. Personal models covered are non-directive teaching, developing positive self-concepts, and project model.
Finally, the social model focuses on cooperative learning, group teaching, and simulation methods like role-play and sociodrama. The key aspects and importance of each model are highlighted.
This document provides an overview of instructional design basics and how information developers and instructional designers can collaborate effectively. It defines instructional design as both a science and discipline concerned with instructional strategies and the process of developing and implementing those strategies. The document outlines the ADDIE model of analysis, design, development, implementation, and evaluation and provides examples of tasks and outputs for each phase. It emphasizes the importance of developing unified user profiles and defining deliverables from a common source to facilitate collaboration between information developers, instructional designers, and trainers.
The slide deck for the "AI for Learning Design" workshop, hosted at Asia Pacific University, serves as a comprehensive guide to integrating Artificial Intelligence into educational settings. Designed to empower educators and instructional designers, the presentation offers actionable strategies for curriculum integration, insights into personalized learning through AI, and a deep dive into the ethical considerations that accompany AI adoption in education. The deck is structured to facilitate an interactive and engaging workshop experience, featuring real-world examples, hands-on activities, and spaces for thought-provoking discussions. Don't miss this invaluable resource for transforming your teaching practices and enhancing educational impact through AI.
The document discusses various instructional approaches and models that can be used in designing effective instructional programs and materials. It describes direct instruction, indirect instruction, experiential learning, independent study, interactive instruction and different sequencing methods that can be used. It also explains popular instructional design models like the ADDIE model and Merrill's Principles of Instruction which provide guidelines for analyzing learning needs, designing, developing, implementing and evaluating instructional content.
The document discusses different teaching models including information processing models, behavioral models, social models, and personal models. [1] It describes several information processing models such as the information processing model of memory, Gagne's information processing model, and different inquiry teaching models. [2] Behavioral models discussed include direct instruction model, mastery learning, and programmed instruction model. [3] Social models focus on group teaching, cooperative learning, role-playing, and sociodrama. Personal models center around non-directive teaching, developing positive self-concepts, and using project models.
2021_01_15 «Applying Learning Analytics in Living Labs for Educational Innova...eMadrid network
The document describes research being conducted at Tallinn University in Estonia on applying learning analytics in living labs for educational innovation. It discusses 6 key points:
1) The research group uses living labs and involves practitioners in each step of the research to study new pedagogical methods and support teacher training and innovation adoption.
2) Six living lab case studies are exploring learning analytics for STEM education across 300+ schools, 800+ teachers, and 5000+ students.
3) The research aims to help gather evidence on innovations, support teacher professional development and decision making, and be flexible based on stakeholder needs.
4) Examples of research projects include using sensors and mobile analytics for outdoor collaborative learning
Lesson 7: IT Higher Thinking Skills and Creativitymiss yhda
This document discusses using computer-based methods to support higher-order thinking skills and creativity in students. It presents a framework of complex thinking skills including focusing, information gathering, analyzing, generating, organizing, imagining, designing, integrating and evaluating. The document advocates for an "upgraded project method" where teachers assign in-depth, complex and real-world projects and students make their own decisions during the process. Examples of projects include resource-based, simple creations, guided hypermedia and web-based. The document emphasizes that developing these skills is important for students' future success and that technology can drive innovation and creativity.
Defining Adaptive Learning Technology: What it is, how it works, and why it’s...DreamBox Learning
As online learning opportunities expand and blended learning models continue to evolve, it's critical to ensure education remains student-centered and focused on key learning goals. Whether students are in the classroom or using technology, it’s important for all of them to receive personalized, differentiated support as they learn. The use of "adaptive" learning technology is increasing as a way to improve the differentiation and personalization of learning for each unique student.
Attend this web seminar to learn from an experienced public educator, curriculum leader, and digital learning designer. Participants will hear about recent trends in adaptive learning, the pedagogical implications of adaptive technologies, and how digital experiences can empower students to think independently, receive specific feedback, and self-direct their learning
The document discusses first principles of instruction that are common across different instructional design theories and models. It identifies five key principles: 1) problem-based learning, 2) activation of previous knowledge, 3) demonstration of concepts, 4) application of concepts, and 5) integration of concepts. Various instructional theories are shown to incorporate some or all of these principles in their approaches.
The document discusses 10 models for differentiated instruction:
1) Adjustable Assignment Model - Uses a grid to plan assignments according to student needs and pre-assessments.
2) Problem-Based Model - Students select and solve problems to develop critical thinking.
3) Project-Based Model - Students conduct in-depth studies of topics of interest with little supervision.
4) Multiple Intelligence Planning Model - Lessons target students' different intelligences like linguistic, spatial, interpersonal.
5) Triarchic Teaming Model - Teams students with different analytical, creative, practical strengths.
6) Activity Analysis Model - Guides activity selection with questions about content, timing, location and engagement.
7) Student
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
This document provides information about an intensive learning design workshop. The workshop aims to help participants make pedagogically informed decisions about using digital technologies in course design. During the workshop, participants will learn about conceptualizing learning design, applying design tools and methods, critiquing pedagogical approaches, and developing a storyboard for their course. The workshop covers seven components of the 7Cs learning design framework and includes several hands-on activities for participants to work through.
The document discusses several instructional design models including the 4C/ID model, ASSURE model, ADDIE model, Dick and Carey model, and collaborative learning. The 4C/ID model focuses on complex learning, holistic design, and transfer of learning. It has 10 steps including designing learning tasks and sequencing them. The ASSURE model is a framework for developing online instruction with 6 steps from analyzing learners to evaluating. The ADDIE model has 5 phases from analysis to evaluation. The Dick and Carey model breaks instruction into smaller components across 10 sections and 6 phases like design, development, and assessment. Collaborative learning involves small groups working together to learn with goals like individual and social skill development.
This document provides a history of instructional design from World War II to the 1990s. It discusses how developments in psychology, education, and technology influenced the emergence of systematic instructional design procedures and the use of instructional media. Key events and theorists discussed include the programmatic instruction movement led by B.F. Skinner, Robert Mager's work on writing objectives, Benjamin Bloom's taxonomy of learning, and Robert Gagne's conditions of learning and nine events of instruction models. The document also outlines the evolution of instructional design models such as ADDIE and discusses how theories like constructivism shaped the field in the 1990s.
Learning analytics involves analyzing educational data to understand students and improve teaching and learning. It can be performed at different scales from individual courses to institutions. Examples include using VLE data to track online discussion or predict student needs, and MOOC data to inform course design. Learning analytics can benefit students by personalizing support, teachers by informing instruction, and institutions by improving programs. Challenges include integrating diverse data sources and sharing insights appropriately.
The document discusses strategies for effectively managing problem/project-based learning to enhance student learning. It emphasizes the importance of social learning, prior knowledge, and cognitive accelerators like cognitive conflict, metacognition, and social construction. Challenges in project-based learning include lack of problem-solving guidance and moderators. Recommendations include facilitating the problem-solving process, accessing student prior knowledge, designing for cognitive development, establishing routines, and responding flexibly to emerging situations. Project management involves launching projects, teaching processes, critiquing products, and presenting final projects.
This document discusses instructional design basics and principles. It defines instructional design as the systematic development of instruction to ensure quality learning based on analysis of needs and goals. The key aspects covered are:
- Applying principles to develop comprehensive courses and measurable objectives
- Determining appropriate activities, assessments and evaluations to enhance learning
- Ensuring alignment between goals, objectives, strategies and assessments
- Following an instructional design process of analysis, design, development, implementation and evaluation
- Designing for active and effective learning through various strategies
Models of curriculum evaluation and application in educationalKoledafe Olawale
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
The document discusses different teaching models including information processing models, behavioural models, personal models, and social models.
It describes several information processing models including Gagne's information processing model which outlines 8 stages of learning from motivation to feedback. It also discusses different types of inquiry teaching models.
Behavioural models discussed are direct instruction model, mastery learning, and programmed instruction model. Personal models covered are non-directive teaching, developing positive self-concepts, and project model.
Finally, the social model focuses on cooperative learning, group teaching, and simulation methods like role-play and sociodrama. The key aspects and importance of each model are highlighted.
This document provides an overview of instructional design basics and how information developers and instructional designers can collaborate effectively. It defines instructional design as both a science and discipline concerned with instructional strategies and the process of developing and implementing those strategies. The document outlines the ADDIE model of analysis, design, development, implementation, and evaluation and provides examples of tasks and outputs for each phase. It emphasizes the importance of developing unified user profiles and defining deliverables from a common source to facilitate collaboration between information developers, instructional designers, and trainers.
The slide deck for the "AI for Learning Design" workshop, hosted at Asia Pacific University, serves as a comprehensive guide to integrating Artificial Intelligence into educational settings. Designed to empower educators and instructional designers, the presentation offers actionable strategies for curriculum integration, insights into personalized learning through AI, and a deep dive into the ethical considerations that accompany AI adoption in education. The deck is structured to facilitate an interactive and engaging workshop experience, featuring real-world examples, hands-on activities, and spaces for thought-provoking discussions. Don't miss this invaluable resource for transforming your teaching practices and enhancing educational impact through AI.
The document discusses various instructional approaches and models that can be used in designing effective instructional programs and materials. It describes direct instruction, indirect instruction, experiential learning, independent study, interactive instruction and different sequencing methods that can be used. It also explains popular instructional design models like the ADDIE model and Merrill's Principles of Instruction which provide guidelines for analyzing learning needs, designing, developing, implementing and evaluating instructional content.
The document discusses different teaching models including information processing models, behavioral models, social models, and personal models. [1] It describes several information processing models such as the information processing model of memory, Gagne's information processing model, and different inquiry teaching models. [2] Behavioral models discussed include direct instruction model, mastery learning, and programmed instruction model. [3] Social models focus on group teaching, cooperative learning, role-playing, and sociodrama. Personal models center around non-directive teaching, developing positive self-concepts, and using project models.
2021_01_15 «Applying Learning Analytics in Living Labs for Educational Innova...eMadrid network
The document describes research being conducted at Tallinn University in Estonia on applying learning analytics in living labs for educational innovation. It discusses 6 key points:
1) The research group uses living labs and involves practitioners in each step of the research to study new pedagogical methods and support teacher training and innovation adoption.
2) Six living lab case studies are exploring learning analytics for STEM education across 300+ schools, 800+ teachers, and 5000+ students.
3) The research aims to help gather evidence on innovations, support teacher professional development and decision making, and be flexible based on stakeholder needs.
4) Examples of research projects include using sensors and mobile analytics for outdoor collaborative learning
Lesson 7: IT Higher Thinking Skills and Creativitymiss yhda
This document discusses using computer-based methods to support higher-order thinking skills and creativity in students. It presents a framework of complex thinking skills including focusing, information gathering, analyzing, generating, organizing, imagining, designing, integrating and evaluating. The document advocates for an "upgraded project method" where teachers assign in-depth, complex and real-world projects and students make their own decisions during the process. Examples of projects include resource-based, simple creations, guided hypermedia and web-based. The document emphasizes that developing these skills is important for students' future success and that technology can drive innovation and creativity.
Defining Adaptive Learning Technology: What it is, how it works, and why it’s...DreamBox Learning
As online learning opportunities expand and blended learning models continue to evolve, it's critical to ensure education remains student-centered and focused on key learning goals. Whether students are in the classroom or using technology, it’s important for all of them to receive personalized, differentiated support as they learn. The use of "adaptive" learning technology is increasing as a way to improve the differentiation and personalization of learning for each unique student.
Attend this web seminar to learn from an experienced public educator, curriculum leader, and digital learning designer. Participants will hear about recent trends in adaptive learning, the pedagogical implications of adaptive technologies, and how digital experiences can empower students to think independently, receive specific feedback, and self-direct their learning
The document discusses first principles of instruction that are common across different instructional design theories and models. It identifies five key principles: 1) problem-based learning, 2) activation of previous knowledge, 3) demonstration of concepts, 4) application of concepts, and 5) integration of concepts. Various instructional theories are shown to incorporate some or all of these principles in their approaches.
The document discusses 10 models for differentiated instruction:
1) Adjustable Assignment Model - Uses a grid to plan assignments according to student needs and pre-assessments.
2) Problem-Based Model - Students select and solve problems to develop critical thinking.
3) Project-Based Model - Students conduct in-depth studies of topics of interest with little supervision.
4) Multiple Intelligence Planning Model - Lessons target students' different intelligences like linguistic, spatial, interpersonal.
5) Triarchic Teaming Model - Teams students with different analytical, creative, practical strengths.
6) Activity Analysis Model - Guides activity selection with questions about content, timing, location and engagement.
7) Student
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
This document provides information about an intensive learning design workshop. The workshop aims to help participants make pedagogically informed decisions about using digital technologies in course design. During the workshop, participants will learn about conceptualizing learning design, applying design tools and methods, critiquing pedagogical approaches, and developing a storyboard for their course. The workshop covers seven components of the 7Cs learning design framework and includes several hands-on activities for participants to work through.
The document discusses several instructional design models including the 4C/ID model, ASSURE model, ADDIE model, Dick and Carey model, and collaborative learning. The 4C/ID model focuses on complex learning, holistic design, and transfer of learning. It has 10 steps including designing learning tasks and sequencing them. The ASSURE model is a framework for developing online instruction with 6 steps from analyzing learners to evaluating. The ADDIE model has 5 phases from analysis to evaluation. The Dick and Carey model breaks instruction into smaller components across 10 sections and 6 phases like design, development, and assessment. Collaborative learning involves small groups working together to learn with goals like individual and social skill development.
This document provides a history of instructional design from World War II to the 1990s. It discusses how developments in psychology, education, and technology influenced the emergence of systematic instructional design procedures and the use of instructional media. Key events and theorists discussed include the programmatic instruction movement led by B.F. Skinner, Robert Mager's work on writing objectives, Benjamin Bloom's taxonomy of learning, and Robert Gagne's conditions of learning and nine events of instruction models. The document also outlines the evolution of instructional design models such as ADDIE and discusses how theories like constructivism shaped the field in the 1990s.
Learning analytics involves analyzing educational data to understand students and improve teaching and learning. It can be performed at different scales from individual courses to institutions. Examples include using VLE data to track online discussion or predict student needs, and MOOC data to inform course design. Learning analytics can benefit students by personalizing support, teachers by informing instruction, and institutions by improving programs. Challenges include integrating diverse data sources and sharing insights appropriately.
The document discusses strategies for effectively managing problem/project-based learning to enhance student learning. It emphasizes the importance of social learning, prior knowledge, and cognitive accelerators like cognitive conflict, metacognition, and social construction. Challenges in project-based learning include lack of problem-solving guidance and moderators. Recommendations include facilitating the problem-solving process, accessing student prior knowledge, designing for cognitive development, establishing routines, and responding flexibly to emerging situations. Project management involves launching projects, teaching processes, critiquing products, and presenting final projects.
Similar to modelsofteaching-120122073945-phpapp01-140222111541-phpapp02.pptx (20)
The document outlines guidelines for daily lesson preparation in the Philippines' K to 12 Basic Education Program. It defines key terms like daily lesson log and daily lesson preparation. It explains that daily lesson preparation is important for instructional planning and reflective practice. The guidelines require teachers to prepare daily lesson plans and logs that include objectives, content, learning resources, procedures, remarks, and reflections. The purpose is to support teachers in effectively organizing lessons and inculcate reflective practice to improve instructional quality.
This weekly plan outlines the learning areas, times, materials, competencies, and tasks for both face-to-face and home-based blended learning on various days of the week. It provides an overview of the lesson flow and content to be covered both in the classroom and at home to support a blended learning approach.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document outlines various measures for evaluating schools including student enrollment, dropout and attendance rates, graduation rates, student performance on tests, teacher development and attendance, accreditation, environmental friendliness, availability of resources and infrastructure. It touches on key metrics related to students, teachers, student performance, child welfare, and school operations and environment.
The document discusses key population management issues and challenges in the Philippines based on the 2015 census. It notes that the population has grown to over 101 million people and is growing at a rate of 1.7% annually. About one-third of Filipinos are concentrated in the highly urbanized regions of CALABARZON, Central Luzon, and Metro Manila. Other issues discussed include the still high fertility level, increasing adolescent fertility, increasing mobility of Filipinos, and population being a significant factor in development.
The document summarizes the Assertive Discipline model developed by Lee and Marlene Canter. It was designed to help teachers establish clear classroom rules and consequences to maintain control and maximize student learning. Some key points:
1) Lee and Marlene Canter created Assertive Discipline based on their research and teaching experiences to give teachers strategies for an organized, structured classroom.
2) It focuses on teachers setting clear rules and consequences for behavior, modeling and consistently enforcing expectations, and positively reinforcing appropriate student conduct.
3) The goal is to allow teachers to engage students in learning despite any misbehaviors through established rules, routines, and follow-through on rewards and punishments.
The document discusses the benefits of exercise for mental health. It states that regular exercise can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help prevent mental illness and improve symptoms.
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce stress and anxiety. Staying active also helps maintain a healthy weight and keeps muscles, bones and joints healthy as we age.
The document summarizes the Assertive Discipline model developed by Lee and Marlene Canter. It was designed to help teachers establish clear classroom rules and consequences to maintain control and maximize student learning. Some key points:
1) Lee and Marlene Canter created Assertive Discipline based on their research and teaching experiences to give teachers strategies for an organized, structured classroom.
2) It focuses on teachers setting clear rules and consequences for behavior, modeling and consistently enforcing expectations, and positively reinforcing appropriate student conduct.
3) The goal is to allow teachers to engage students in learning despite any misbehaviors through established rules, routines, and follow-through on rewards and punishments.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
8. What do OURMEMORY HA
VE?
Sensory
Memory
Compartment
Hold a large amount of
information in a duration
just enough for a small
portion to be selected for
longer storage.
Short-term
Memory
Capacity is limited.
Storage duration is brief
(unless assisted with
rehearsal)
Long-term Memory A very large storage
capacity (unlimited).
Stored longer.
10. Information-Processing Model of Memory
Incoming
information
(sensory input)
passthrough:
Sensory
Short-termmemory
Long-termmemory
Sensorymemory
Retainsinformation
for onlyafractionof
asecondbut
enoughtoselect the
portionof
informationthat
arrestsone’s
attention. (The
informationthat
caught one’s
attentionisselected
for longer storage)
Short-term
Canhold
unrehearsed
informationfor about
20–30seconds.
Informationcanbe
storedlonger if it is
engagedunder
rehearsal.
(Repetitionof
memorizing).
Long-term
Informationencoded
maylast for weeks,
months or even
years.
29. Non-directive Teaching Model
• BasedonCarlRogers’work, he
believesthat positivehuman
relationshipsenablepeopleto
grow.
• Thereforeinstructionshouldbe
basedonconceptsof human
relations.
30. Action Outside the Interview
Student initiates positive actions.
Phase 5: Integration
Student gains further insight and
develops more positive actions.
Teacher is supportive.
Phase 4: Planning and Decision Making
Student plans initial decision making. Teacher clarifies possible decision.
Phase 3: Developing Insight
Student discusses problem. Teacher supports student.
Phase 2: Exploring the Problem
Student is encouraged to define problem. Teacher accepts and clarifies feelings.
Phase 1 : Defining the Helping Situation
Teacher encourages free expression of feelings.
Phasesin
Non-
directive
Model
31. The Importance of Non-directive
Teaching Model
• T
eacherhelpsstudentstoexplorenewideas.
• Studentshavefreedomtomakingdecisionsandchoices.
• T
eacherandstudentsarepartners inlearning.
• Nurturesandmouldsstudentstobethewaytheyare.
• Encourages studentstothinkandreflecttheir
uncertain feelingsandbecom
ebetterandbepositive.
32. Developing Positive Self-concepts
• Appreciatetheabilitiesandtalents
one possesses.
• Positiveself-concepts evolveswiththe
moralvaluesthatshouldbe
e
m
phasised amongstudents.
• Activitiesthathelp:Group/Individual
Presentation,musicalperformances,
stageperformances.
33. The Importance of Positive Self-concepts
• Gainknowledgeandexperiences by
enhancingtheirinterestsinlearning
throughself-concepts.
• T
eachershowspositiveapproaches
andoptim
isticreinforcem
ents.
• Boosttheirconfidence.
• Provideopportunitiesforstudentsto
expresstheirideasandlistento
other’sopinions.
44. W
ays of Teaching
GROUP TEACHING
AND CO-OPERATIVE
LEARNING
I
N
F
O
R
M
A
L
L
E
A
R
N
IN
GG
R
O
U
P
F
O
R
M
A
L
L
E
A
R
N
IN
GG
R
O
U
P
S
TU
D
Y
T
E
A
M
S
SIMULATION
R
O
L
E
-P
LA
Y S
O
C
I
O
D
R
A
M
A
53. The Importanceof Social M
odel
E
m
p
h
asizeth
ew
orth
of cooperative
learn
in
g
I
n
corporateth
e
collectivee
n
ergyof
th
e group
Promotesocialskills
in
cludin
g self-disciplin
e,
n
egotiatio
n
, democracy,etc.