My philosophy of education
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The document discusses ways to engage students in their learning by personalizing instruction and using a constructivist approach. It recommends that teachers facilitate experiential learning activities and guide students in a democratic process, rather than relying solely on standardized tests and rigid curricula. The document also suggests using Howard Gardner's Multiple Intelligence checklist to keep students motivated by appealing to different learning styles. References are provided to support the ideas presented.
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Progressive education
According to John Dewey, the curriculum should reflect society and focus on developing students' skills. He believed core subjects like language, science, and history should be taught alongside more practical skills like cooking, sewing, and woodworking. Dewey argued students should learn through hands-on experiences, not just memorization. The document discusses how progressive education incorporates practical skills into core classes through activities like building bridges in science or cooking foods from cultures studied in history. It argues this approach equips students with both academic and life skills.
Outstanding Formative Assessment – its impact upon Ofsted for Jan 2012
The document discusses the importance of formative assessment in teaching according to OFSTED evaluations. It notes that OFSTED places greater focus on formative assessment during lessons to support learning. Formative assessment is likened to feeding and watering plants, directly affecting their growth, while summative assessment simply measures without impacting growth. Outstanding teaching involves systematically checking understanding during lessons and intervening effectively, while good teaching involves regularly questioning students to improve learning.
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This document discusses holistic and multicultural approaches to problem solving in education. It examines both traditional and holistic models of problem solving, noting that traditional models may not enhance learner skills as directly. A holistic model takes a more multidimensional approach, considering physical, mental, social and cultural aspects. Several studies are reviewed that explore learning styles, bibliotherapy, project-based learning and other techniques from a holistic perspective. The overall aim is to empower educators to use holistic, multicultural problem solving approaches more effectively with diverse learners.
Perennailism & progressivism
Perennialism aims to develop critical thinking by focusing on universal truths and ideas of Western civilization. The curriculum centers on intellectual development through speculative and practical knowledge. The teacher plays a mediatory role, challenging students through questioning like Socrates. Students are expected to work hard, be dutiful and obedient, and seek knowledge.
Progressivism believes students learn best through their own interests and experiences. The curriculum is based on student needs, interests, and abilities. The teacher acts as a facilitator and guide in curriculum development, determining student interests and stimulating direct learning. Students are problem solvers who make meaning through personal experiences and work in small groups on practical projects.
Social studies pedagogy in the secondary school by Kathy Swan
This document discusses social studies pedagogy in secondary schools. It defines pedagogy as the art, science, or profession of teaching. It outlines four themes of social studies pedagogy: research, reflection, learning, and leading. For research, students will analyze diverse perspectives in education to reflect on their own capacities and practices. For reflection, students will produce written essays and observations to develop their analytic skills. For learning, students will commit to life-long learning to equip themselves and their future students. For leading, students will serve as models of excellent pedagogical skills in their schools.
Progressivism
Progressivism aims to use education as a tool for students to understand and organize their experiences. Students participate in developing curriculum based on their interests and needs, while teachers facilitate learning by determining student interests and developing curriculum accordingly. Teaching methods include learning centers, cooperative learning, and student-led discussions, with curriculum focusing on democracy, morality, and social development.
Pedagogy Assignment
The document discusses various aspects of pedagogy including:
- Having a well-thought out pedagogy can improve teaching quality and help students gain a deeper understanding of material.
- Pedagogy should support students' preferred learning styles and help them achieve higher levels of thinking.
- Pedagogy must account for online learning and access to information from various sources.
- Pedagogy should be personalized to students' experiences and make learning meaningful and relevant.
NTLTC 2011 - Supporting relationships between teachers and students in tertiary
The document discusses the importance of relationships between teachers and students in tertiary education. It explores relational strategies used by teachers to connect with students and connect students with each other. These strategies include sharing interests to build rapport, small group work, and creating a respectful classroom community. While relational strategies are important for student engagement and success, they can be difficult in large classes. The document questions how teachers and institutions can support educational relationships, and whether labeling specific techniques may oversimplify complex relationships.
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Progressive education
According to John Dewey, the curriculum should reflect society and focus on developing students' skills. He believed core subjects like language, science, and history should be taught alongside more practical skills like cooking, sewing, and woodworking. Dewey argued students should learn through hands-on experiences, not just memorization. The document discusses how progressive education incorporates practical skills into core classes through activities like building bridges in science or cooking foods from cultures studied in history. It argues this approach equips students with both academic and life skills.
Outstanding Formative Assessment – its impact upon Ofsted for Jan 2012
The document discusses the importance of formative assessment in teaching according to OFSTED evaluations. It notes that OFSTED places greater focus on formative assessment during lessons to support learning. Formative assessment is likened to feeding and watering plants, directly affecting their growth, while summative assessment simply measures without impacting growth. Outstanding teaching involves systematically checking understanding during lessons and intervening effectively, while good teaching involves regularly questioning students to improve learning.
Exploring A Holistic Multicultural Approach to Problem Solving in Education P...
This document discusses holistic and multicultural approaches to problem solving in education. It examines both traditional and holistic models of problem solving, noting that traditional models may not enhance learner skills as directly. A holistic model takes a more multidimensional approach, considering physical, mental, social and cultural aspects. Several studies are reviewed that explore learning styles, bibliotherapy, project-based learning and other techniques from a holistic perspective. The overall aim is to empower educators to use holistic, multicultural problem solving approaches more effectively with diverse learners.
Perennailism & progressivism
Perennialism aims to develop critical thinking by focusing on universal truths and ideas of Western civilization. The curriculum centers on intellectual development through speculative and practical knowledge. The teacher plays a mediatory role, challenging students through questioning like Socrates. Students are expected to work hard, be dutiful and obedient, and seek knowledge.
Progressivism believes students learn best through their own interests and experiences. The curriculum is based on student needs, interests, and abilities. The teacher acts as a facilitator and guide in curriculum development, determining student interests and stimulating direct learning. Students are problem solvers who make meaning through personal experiences and work in small groups on practical projects.
Social studies pedagogy in the secondary school by Kathy Swan
This document discusses social studies pedagogy in secondary schools. It defines pedagogy as the art, science, or profession of teaching. It outlines four themes of social studies pedagogy: research, reflection, learning, and leading. For research, students will analyze diverse perspectives in education to reflect on their own capacities and practices. For reflection, students will produce written essays and observations to develop their analytic skills. For learning, students will commit to life-long learning to equip themselves and their future students. For leading, students will serve as models of excellent pedagogical skills in their schools.
Progressivism
Progressivism aims to use education as a tool for students to understand and organize their experiences. Students participate in developing curriculum based on their interests and needs, while teachers facilitate learning by determining student interests and developing curriculum accordingly. Teaching methods include learning centers, cooperative learning, and student-led discussions, with curriculum focusing on democracy, morality, and social development.
Pedagogy Assignment
The document discusses various aspects of pedagogy including:
- Having a well-thought out pedagogy can improve teaching quality and help students gain a deeper understanding of material.
- Pedagogy should support students' preferred learning styles and help them achieve higher levels of thinking.
- Pedagogy must account for online learning and access to information from various sources.
- Pedagogy should be personalized to students' experiences and make learning meaningful and relevant.
NTLTC 2011 - Supporting relationships between teachers and students in tertiary
The document discusses the importance of relationships between teachers and students in tertiary education. It explores relational strategies used by teachers to connect with students and connect students with each other. These strategies include sharing interests to build rapport, small group work, and creating a respectful classroom community. While relational strategies are important for student engagement and success, they can be difficult in large classes. The document questions how teachers and institutions can support educational relationships, and whether labeling specific techniques may oversimplify complex relationships.
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The document discusses the classroom learning environment and its effects on primary school students. It defines the classroom learning environment as the space where teachers and learners interact and learn. It notes that the environment can affect how students learn and achieve. The key elements that make up the learning environment are identified as the classroom climate, space, relationships, materials, and cleanliness. A good learning environment with a positive climate, strong relationships, and adequate materials can promote student participation and creativity, while a poor environment with distractions and weak relationships can hinder learning.
Essentialism in Education
Essentialism aims to teach all students basic knowledge, skills, and virtues through a common core curriculum. Essentialists believe the teacher's role is to impart essential knowledge as an expert through strategies like lecture and memorization, while students play a passive role by listening and trusting the teacher knows best. The goal is to prepare productive citizens by teaching traditional values and disciplines through the elementary focus on basic skills and secondary emphasis on disciplined knowledge.
Mental health and_future_education
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Self directed learning
This document discusses self-directed learning. It defines self-directed learning as taking initiative in the learning process by diagnosing needs, setting goals, finding resources, implementing strategies, and evaluating outcomes. It outlines four stages of self-directed learning according to Grow: dependent students, motivated students, engaged learners, and self-directed learners. The document also discusses teachers' roles in facilitating, encouraging, and designing self-access materials to empower students. Some examples of self-access materials that encourage reflection and learning styles are provided.
Progressive pedagogies
Progressive pedagogies seek to fundamentally transform the traditional classroom environment and teacher-student relationship. They aim to make students active participants in knowledge construction rather than passive spectators. Key assumptions of progressive pedagogies include viewing traditional teaching as promoting hierarchy and diminishing student agency. Effective strategies incorporate student-centered learning, group projects, simulations, media analysis, and community-based learning to develop critical thinking skills. The document provides guidance on integrating these approaches and resources for teachers through a teaching center.
roles and functions of educational technology in the 21st century eduvcation
The document discusses the roles and functions of educational technology in 21st century education. It advocates for student-centered, collaborative learning with real-world context. Teachers will facilitate learning while students apply skills through interaction, sharing content, and solving problems. Educational technology aims to analyze and improve the teaching-learning process, enhance education goals, develop curricula and materials suited for today's students, and help teachers and identify community needs.
Progressive education
The document discusses progressive education, which aimed to give children more freedom to develop naturally, with teachers as guides rather than taskmasters. It lists pioneers like John Dewey and principles like focusing on students' interests, health, and collaboration between home and school. Two main approaches are child-centered education and social reconstructionism. Attributes include hands-on learning, integrated thematic units, problem-solving, and understanding over rote knowledge. Critic E.D. Hirsch argues progressive education has failed by not challenging students academically and emphasizing process over facts taught.
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Arts-based reflection
The document summarizes a study on supporting professional agency in Australian and Macedonian pre-service teachers. The study used arts-based reflection methods including collaborative drawings and collages to explore pre-service teachers' visions of an ideal classroom and teacher qualities. Findings showed participants could clearly articulate ideal teacher qualities and factors supporting agency development, though Australian participants demonstrated greater ability to identify obstacles. The study concluded arts-based reflection promotes prerequisites for agentic behavior like deep reflection and connectedness. It also suggested reflection strengthens with practice and supports knowledge and identity development aligned with models of teacher development.
Holistic Approach in Education: Some Considerations
This document discusses considerations for a holistic approach to education. It defines holistic education as preparing students for lifelong learning and a productive life by developing their intellectual, emotional, social, physical, creative and spiritual potentials through collaborative learning. It outlines aspects of holistic education like active learning where students construct their own knowledge, a supportive school environment, teachers as facilitators, a flexible curriculum focused on well-being, and formative assessment. The goal is developing the whole child.
Triadic Model of Supervision
The document discusses the triadic model of supervision (TMS). It begins by defining supervision and exploring the theoretical foundations and assumptions of TMS. The model conceptualizes supervision through transactional, transformational, and critical conceptions. TMS views supervision as a complex process involving several elements. It can be used to identify, analyze, and practice leadership. TMS represents a mentoring relationship between a supervisor and two students that involves all three members simultaneously. The goal of TMS is to help students develop a more positive attitude toward supervision.
The New Progressivism is Here!
Presentation on one view of the evolution of progressive education in the 21st century, originally made for the Progressive Education Network national conference in October 2009.
Co teaching in the middle school classroom
This document discusses co-teaching in middle school classrooms. It defines co-teaching as two teachers, a regular education teacher and special education teacher, partnering to teach a mixed group of students. Both teachers plan, deliver, and evaluate instruction together. Co-teaching allows for inclusion of special education students and improved instruction for all students. Challenges include different teaching styles, time constraints, and perceptions of parents and administrators. The document outlines different co-teaching models and strategies for making co-teaching effective.
NTLTC 2011 - Teaching international teachers
The document discusses the experiences of Saudi Arabian teachers learning about teaching in New Zealand. It describes some of the challenges they faced, including differences in classroom management, curriculum design, and teaching approaches between their home context and New Zealand. The teachers voiced concerns about practical teaching methods versus theoretical approaches. Research was conducted using focus groups, interviews, and questionnaires. Key findings included the teachers wanting more input into the curriculum and a need for a culturally responsive teaching approach that validates students' cultural identities and backgrounds.
Final copy assignment two rebekah rae edp3333
The document outlines Rebekah Rae's personal pedagogical framework for her classroom. Her top priorities are differentiation, social and emotional wellbeing, high expectations, and personal responsibility for learning. She has been influenced by constructivist theorists like Vygotsky and cognitivist Jean Piaget. In her classroom, she implements mixed ability groups, individual work spaces, goal setting, and aims to create a safe environment for social and emotional learning. She believes her framework enables high expectations and more focused learning while limiting interruptions.
The Challenge of Technology
The document discusses research on millennial generation college student expectations for their educational experiences and interactions with faculty. It describes student attitudes about wanting entertainment and fun in their courses along with challenges in relating to instructors. The research also examines theories of student development and recommends course designs focused on significant learning through application and developing students' human dimension.
Self directed learning
Self-directed learning allows learners to take primary responsibility for planning, carrying out, and evaluating their own learning experiences. The goal of self-directed learning is to enhance one's ability to learn, promote transformational learning, and foster emancipatory learning. Self-directed learning models include linear models which view it as a process, interactive models which incorporate environmental and personal factors, and instructional models which combine self-directed learning with traditional classroom instruction. Moving from a pedagogical to an andragogical approach acknowledges that adults should be responsible for their own learning decisions.
2012 Candidacy Portfolio
Maureen Deming is a certified elementary school teacher seeking employment. She has over 10 years of experience working with students in grades K-8, including student teaching positions and roles as a teaching assistant and tutor. Her strengths include flexibility, classroom management, and building strong professional relationships. Data shows her students improving test scores. Her philosophy focuses on creating a supportive learning environment, differentiated instruction, and making real-world connections to help students develop problem-solving skills.
The Roles and Functions of Educational Technology in the 21st Century
The document discusses the role of educational technology in creating a 21st century education system. It outlines several key principles for 21st century education, including making instruction student-centered, collaborative, and context-based. It also discusses how educational technology can be used to improve teaching and learning, enhance educational goals, develop curriculum and materials, and identify community needs. The overall aim is to prepare all students to succeed in a competitive world through innovative and effective teaching strategies supported by technology.
The teaching profession--
This document discusses teacher preparation and the role of teachers. It covers several topics:
- The goals and components of teacher preparation programs, which aim to equip teachers with knowledge, skills, and attitudes to be effective in the classroom.
- Philosophies of education like essentialism, progressivism, and existentialism that influence how teachers approach their role and what they teach.
- Teaching as a lifelong journey, profession, and mission to educate and shape society.
- Common teaching methods like lecturing, demonstrating, collaboration, and peer teaching that teachers can use depending on the subject matter and students.
- Qualities of global teachers, including knowledge of different education systems and skills for
Topic 4
This document discusses different philosophies of education in Western philosophy. It describes two main schools - traditional and modern. Traditional includes perennialism, which sees truth as fixed and focuses on disseminating universal knowledge through subjects like humanities. Modern includes progressivism, which sees knowledge as changing and focuses on adapting to the environment, essentialism which focuses on basic skills, reconstructivism which uses education to improve society, and existentialism where individuals are responsible for their own education and finding purpose.
Teaching without lecture
This document discusses alternatives to traditional lecture-based teaching methods, such as problem-based learning, context-based learning, and experiential learning. It provides an overview of each approach, including key aspects like involving students in self-directed learning, situating learning in real-world contexts, and engaging learners directly through hands-on experiences. The document also lists several references on these topic areas and emphasizes that these techniques can help knowledge become more embedded and meaningful for students.
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Learning enviroment
The document discusses the classroom learning environment and its effects on primary school students. It defines the classroom learning environment as the space where teachers and learners interact and learn. It notes that the environment can affect how students learn and achieve. The key elements that make up the learning environment are identified as the classroom climate, space, relationships, materials, and cleanliness. A good learning environment with a positive climate, strong relationships, and adequate materials can promote student participation and creativity, while a poor environment with distractions and weak relationships can hinder learning.
Essentialism in Education
Essentialism aims to teach all students basic knowledge, skills, and virtues through a common core curriculum. Essentialists believe the teacher's role is to impart essential knowledge as an expert through strategies like lecture and memorization, while students play a passive role by listening and trusting the teacher knows best. The goal is to prepare productive citizens by teaching traditional values and disciplines through the elementary focus on basic skills and secondary emphasis on disciplined knowledge.
Mental health and_future_education
This document summarizes a keynote presentation on mental health and future digital education. It discusses how technology is transforming education through tools like smartboards, MOOCs, tablets, and laptops. The Internet of Things is proving to be a cost-effective way to educate more people. The presentation also discusses social media as an integral learning tool and the use of interactive learning resources like mobile apps and flipped classrooms. Flipped classrooms shift instruction to a learner-centered model where students learn new content outside class and use class time for active learning activities under a teacher's guidance. Experiential learning through virtual simulations also allows for effective learning experiences.
Self directed learning
This document discusses self-directed learning. It defines self-directed learning as taking initiative in the learning process by diagnosing needs, setting goals, finding resources, implementing strategies, and evaluating outcomes. It outlines four stages of self-directed learning according to Grow: dependent students, motivated students, engaged learners, and self-directed learners. The document also discusses teachers' roles in facilitating, encouraging, and designing self-access materials to empower students. Some examples of self-access materials that encourage reflection and learning styles are provided.
Progressive pedagogies
Progressive pedagogies seek to fundamentally transform the traditional classroom environment and teacher-student relationship. They aim to make students active participants in knowledge construction rather than passive spectators. Key assumptions of progressive pedagogies include viewing traditional teaching as promoting hierarchy and diminishing student agency. Effective strategies incorporate student-centered learning, group projects, simulations, media analysis, and community-based learning to develop critical thinking skills. The document provides guidance on integrating these approaches and resources for teachers through a teaching center.
roles and functions of educational technology in the 21st century eduvcation
The document discusses the roles and functions of educational technology in 21st century education. It advocates for student-centered, collaborative learning with real-world context. Teachers will facilitate learning while students apply skills through interaction, sharing content, and solving problems. Educational technology aims to analyze and improve the teaching-learning process, enhance education goals, develop curricula and materials suited for today's students, and help teachers and identify community needs.
Progressive education
The document discusses progressive education, which aimed to give children more freedom to develop naturally, with teachers as guides rather than taskmasters. It lists pioneers like John Dewey and principles like focusing on students' interests, health, and collaboration between home and school. Two main approaches are child-centered education and social reconstructionism. Attributes include hands-on learning, integrated thematic units, problem-solving, and understanding over rote knowledge. Critic E.D. Hirsch argues progressive education has failed by not challenging students academically and emphasizing process over facts taught.
Intervention for the Underachieving Child: Inclusivity a Superior Approach to...
The document discusses intervention approaches for underachieving children, arguing that inclusivity is superior to grade retention. It provides background on the author and outlines key concepts of retention, inclusivity, diversity, and pluralism. The document examines the effects of grade retention on social, emotional, and academic development and argues that inclusivity, not special education, allows for holistic development through collaborative and multicultural teaching practices.
Arts-based reflection
The document summarizes a study on supporting professional agency in Australian and Macedonian pre-service teachers. The study used arts-based reflection methods including collaborative drawings and collages to explore pre-service teachers' visions of an ideal classroom and teacher qualities. Findings showed participants could clearly articulate ideal teacher qualities and factors supporting agency development, though Australian participants demonstrated greater ability to identify obstacles. The study concluded arts-based reflection promotes prerequisites for agentic behavior like deep reflection and connectedness. It also suggested reflection strengthens with practice and supports knowledge and identity development aligned with models of teacher development.
Holistic Approach in Education: Some Considerations
This document discusses considerations for a holistic approach to education. It defines holistic education as preparing students for lifelong learning and a productive life by developing their intellectual, emotional, social, physical, creative and spiritual potentials through collaborative learning. It outlines aspects of holistic education like active learning where students construct their own knowledge, a supportive school environment, teachers as facilitators, a flexible curriculum focused on well-being, and formative assessment. The goal is developing the whole child.
Triadic Model of Supervision
The document discusses the triadic model of supervision (TMS). It begins by defining supervision and exploring the theoretical foundations and assumptions of TMS. The model conceptualizes supervision through transactional, transformational, and critical conceptions. TMS views supervision as a complex process involving several elements. It can be used to identify, analyze, and practice leadership. TMS represents a mentoring relationship between a supervisor and two students that involves all three members simultaneously. The goal of TMS is to help students develop a more positive attitude toward supervision.
The New Progressivism is Here!
Presentation on one view of the evolution of progressive education in the 21st century, originally made for the Progressive Education Network national conference in October 2009.
Co teaching in the middle school classroom
This document discusses co-teaching in middle school classrooms. It defines co-teaching as two teachers, a regular education teacher and special education teacher, partnering to teach a mixed group of students. Both teachers plan, deliver, and evaluate instruction together. Co-teaching allows for inclusion of special education students and improved instruction for all students. Challenges include different teaching styles, time constraints, and perceptions of parents and administrators. The document outlines different co-teaching models and strategies for making co-teaching effective.
NTLTC 2011 - Teaching international teachers
The document discusses the experiences of Saudi Arabian teachers learning about teaching in New Zealand. It describes some of the challenges they faced, including differences in classroom management, curriculum design, and teaching approaches between their home context and New Zealand. The teachers voiced concerns about practical teaching methods versus theoretical approaches. Research was conducted using focus groups, interviews, and questionnaires. Key findings included the teachers wanting more input into the curriculum and a need for a culturally responsive teaching approach that validates students' cultural identities and backgrounds.
Final copy assignment two rebekah rae edp3333
The document outlines Rebekah Rae's personal pedagogical framework for her classroom. Her top priorities are differentiation, social and emotional wellbeing, high expectations, and personal responsibility for learning. She has been influenced by constructivist theorists like Vygotsky and cognitivist Jean Piaget. In her classroom, she implements mixed ability groups, individual work spaces, goal setting, and aims to create a safe environment for social and emotional learning. She believes her framework enables high expectations and more focused learning while limiting interruptions.
The Challenge of Technology
The document discusses research on millennial generation college student expectations for their educational experiences and interactions with faculty. It describes student attitudes about wanting entertainment and fun in their courses along with challenges in relating to instructors. The research also examines theories of student development and recommends course designs focused on significant learning through application and developing students' human dimension.
Self directed learning
Self-directed learning allows learners to take primary responsibility for planning, carrying out, and evaluating their own learning experiences. The goal of self-directed learning is to enhance one's ability to learn, promote transformational learning, and foster emancipatory learning. Self-directed learning models include linear models which view it as a process, interactive models which incorporate environmental and personal factors, and instructional models which combine self-directed learning with traditional classroom instruction. Moving from a pedagogical to an andragogical approach acknowledges that adults should be responsible for their own learning decisions.
2012 Candidacy Portfolio
Maureen Deming is a certified elementary school teacher seeking employment. She has over 10 years of experience working with students in grades K-8, including student teaching positions and roles as a teaching assistant and tutor. Her strengths include flexibility, classroom management, and building strong professional relationships. Data shows her students improving test scores. Her philosophy focuses on creating a supportive learning environment, differentiated instruction, and making real-world connections to help students develop problem-solving skills.
The Roles and Functions of Educational Technology in the 21st Century
The document discusses the role of educational technology in creating a 21st century education system. It outlines several key principles for 21st century education, including making instruction student-centered, collaborative, and context-based. It also discusses how educational technology can be used to improve teaching and learning, enhance educational goals, develop curriculum and materials, and identify community needs. The overall aim is to prepare all students to succeed in a competitive world through innovative and effective teaching strategies supported by technology.
The teaching profession--
This document discusses teacher preparation and the role of teachers. It covers several topics:
- The goals and components of teacher preparation programs, which aim to equip teachers with knowledge, skills, and attitudes to be effective in the classroom.
- Philosophies of education like essentialism, progressivism, and existentialism that influence how teachers approach their role and what they teach.
- Teaching as a lifelong journey, profession, and mission to educate and shape society.
- Common teaching methods like lecturing, demonstrating, collaboration, and peer teaching that teachers can use depending on the subject matter and students.
- Qualities of global teachers, including knowledge of different education systems and skills for
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Topic 4
This document discusses different philosophies of education in Western philosophy. It describes two main schools - traditional and modern. Traditional includes perennialism, which sees truth as fixed and focuses on disseminating universal knowledge through subjects like humanities. Modern includes progressivism, which sees knowledge as changing and focuses on adapting to the environment, essentialism which focuses on basic skills, reconstructivism which uses education to improve society, and existentialism where individuals are responsible for their own education and finding purpose.
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This document discusses alternatives to traditional lecture-based teaching methods, such as problem-based learning, context-based learning, and experiential learning. It provides an overview of each approach, including key aspects like involving students in self-directed learning, situating learning in real-world contexts, and engaging learners directly through hands-on experiences. The document also lists several references on these topic areas and emphasizes that these techniques can help knowledge become more embedded and meaningful for students.
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The document provides an overview of teaching methods and principles. It discusses the traditional and modern concepts of teaching, defining teaching as imparting knowledge under the traditional view and causing learning under the modern view. It also lists several definitions of teaching from education experts. The document outlines the main characteristics of good teaching, features of teaching, planning process for teaching, and principles of teaching. It notes that good teaching should stimulate learning, be active, motivate students, and equip learners with future skills. It emphasizes the importance of understanding students, aligning objectives and assessments, and progressively refining courses based on feedback.
TRIPURA STATE LEVEL NCSC
The document discusses the National Curriculum Framework (NCF) 2005 and its recommendations for improving science education in India. The NCF aims to make learning more student-centered, inquiry-based, and linked to real-world problems. It advocates for expanding extracurricular activities like the National Children's Science Congress to promote investigative skills. The NCF also calls for reforms like continuous evaluation and reducing the focus on content memorization in exams.
UNIT I_ Paradigm Shift from Pedagogy to Andragogy to Heutagogy - Concepts and...
UNIT I_ Paradigm Shift from Pedagogy to Andragogy to Heutagogy - Concepts and Stages
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This document discusses various philosophies of education including naturalism, idealism, pragmatism, realism, perennialism, essentialism, existentialism, and progressivism. For each philosophy, it outlines the key proponents, core concepts, aims and organization of education, curriculum, teaching methods, the role of the teacher, and approach to discipline. The philosophies differ in their views on the goals of education and how the teaching-learning process should be structured and delivered to best achieve those goals.
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Inductive Learning or uncovering genius in the classroom
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UNIT I_ Paradigm Shift from Pedagogy to Andragogy to Heutagogy - Concepts and...
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Inductive Learning or uncovering genius in the classroom
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My philosophy of education
- 2. Let’s get students engaged.. Educators need to personalize their teaching to inspire students in a way that humanizes and transcends the current curriculum format.
- 3. Under-stimulation vs. Over-stimulation •Standardized tests limit student •Technology overload impairs learning styles student concentration •Rigid subject matter devalues •Context-dependent approach the joy of learning should be considered
- 4. Constructivism through experiential learning •Teacher facilitates and guides learning activities •Democracy is upheld in the, education process (Dewey, 1916) •Education is a natural process spontaneously carried out
- 5. Keep students motivated and on track! Howard Gardner’s Multiple Intelligence Checklist
- 6. Emotionally supporting our students
- 7. References Goodlad, J. (2007) “Kudzu, Rabbits, and School Reform,” in A. C. Ornstein, E. Pajak, and S. B. Ornstein, eds., Contemporary Issues in Curriculum . Boston. pp. 51 – 58. Applefield, J., Huber, R., & Moallem, M. (2000). Constructivism in Theory and Practice: Toward a Better Understanding (theory of learning). High School Journal, 84 (2), 35-54. Brehl, R. (2012, Oct. 31) The downside of technology. The Catholic Register. http://www.catholicregister.org/columns/item/15323-the-downside-of-technology Bruehlmeier, A. (2005). Teaching in the spirit of Pestalozzi. Retrieved from http://www.bruehlmeier.info/teaching.htm Meyer, D. E, Rubinstein J.S., and Evans J.E (2001). Executive control of cognitive processes in task switching, Journal of Experimental Psychology: Human Perception and Performance, 27(4),763-797. Ornstein, A. & Hunkins, F.(2013) Curriculum: Foundations, Principles, and Issues University of Washington, Seattle. 6/E. 384 pp.