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This document provides an introduction to classroom research. It outlines the topics to be covered, including initial thinking about classroom research, academic reading and writing, an introduction to Lesson Study, and outlining the assignment. It also discusses pedagogic literacy and how it relates to understanding of research, school culture, collegiality, continuous professional development, professional skills, and reflective practice. Finally, it asks how classrooms can be researched and prompts brainstorming ideas on post-it notes.
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Of the following two examples, Iโd like to invite you to answer which is more likely to provide someone with a deeper level of learningโฆ
Example 1
For the past week, Jakeโs school teacher has taught the class a subject from the curriculum. Jake listened carefully to the teacher, both asking and answering subject-related questions. At the end of the week, the teacher informed the class that there would be a test on this subject in five days time. From then till the day of the test, Jake diligently revised every night, and subsequently passed the test with flying colours.
Example 2
Yesterday, Jake went to watch his first ever live professional football match. It was under floodlights with a capacity crowd and, despite his favourite team losing, it was an exhilarating contest. On the journey home, father and son talked about the game, and the next morning at school, Jake analysed the match with his friends, who had watched it on the TV. At lunchtime, Jake and his friends re-enacted the match in the play ground, although this time Jakeโs favourite team won.
According to The Experiential Learning Cycle (Kolb, 1984), the second example is far more likely to generate a more profound learning effect.
โLearning is the process whereby knowledge is created through the transformation of experience.โ - David Kolb
Applying the first example to my own experiences, I can certainly recall instances where Iโve been taught something, revised for it, passed a test on itโฆand then pretty much forgotten most of it by the following week. Similarly, yet perhaps more embarrassingly, there are many times when perusing a book that Iโve had to re-read a page or two due to the realisation that none of the content has actually registered. Has this happened to you too? I hope Iโm not alone!
So whatโs going on here? How can we pass a test on a subject but then forget much of the subject knowledge just a few days later, yet on the other hand remember some things in vivid detail for a lifetime? Why do we sometimes learn superficially, and other times deeply?
According to Kolb, for us to truly learn anything, whether in education, sport, music, the arts, business and everything else, we need to transition through a four stage processโฆ
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Pq4 r methodofstudying-1
The PQ4R method is an active learning strategy for studying that involves previewing material, asking questions, reading, reflecting, reciting, and reviewing. It is based on principles of learning and cognitive psychology and increases the amount of information recalled compared to more passive learning strategies. The method involves previewing chapters to identify key points, asking questions about the material, reading while answering questions, reflecting on and relating the content to prior knowledge, reciting the material in your own words, and repeatedly reviewing. It also suggests using the Premack Principle to motivate studying by allowing rewards like social media after completing study sessions.
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Pq4 r methodofstudying-2
The PQ4R method is an active learning strategy shown to significantly improve recall compared to passive reading. It involves 5 steps: 1) Preview the material by skimming headings and summaries to develop questions. 2) Generate questions about the preview. 3) Read to answer the questions, taking notes in your own words. 4) Reflect on how the content relates to your own knowledge and experiences. 5) Recite the material by writing study guides, explaining concepts to others, or testing yourself to reinforce learning.
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This document provides an overview of strategies for academic success in college presented by a math instructor at the University of Guam. It discusses setting educational goals and exploring majors and careers. It emphasizes the importance of time management, prioritizing tasks, getting help from professors and tutoring resources, and maintaining satisfactory academic progress. Study strategies include reading textbooks effectively, taking good notes, and forming study groups. The document also provides resources and contact information for student support services at the university.
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A personal narrative of the theory and practice of a research Doctorate. Presented at UTIM, Research Colloquium Shah Alam Malaysia Nov 1 2016.
A practical practitioners experience of the "Nuts and Bolts' of Doctoral study.
The Experiential Learning Cycle
Of the following two examples, Iโd like to invite you to answer which is more likely to provide someone with a deeper level of learningโฆ
Example 1
For the past week, Jakeโs school teacher has taught the class a subject from the curriculum. Jake listened carefully to the teacher, both asking and answering subject-related questions. At the end of the week, the teacher informed the class that there would be a test on this subject in five days time. From then till the day of the test, Jake diligently revised every night, and subsequently passed the test with flying colours.
Example 2
Yesterday, Jake went to watch his first ever live professional football match. It was under floodlights with a capacity crowd and, despite his favourite team losing, it was an exhilarating contest. On the journey home, father and son talked about the game, and the next morning at school, Jake analysed the match with his friends, who had watched it on the TV. At lunchtime, Jake and his friends re-enacted the match in the play ground, although this time Jakeโs favourite team won.
According to The Experiential Learning Cycle (Kolb, 1984), the second example is far more likely to generate a more profound learning effect.
โLearning is the process whereby knowledge is created through the transformation of experience.โ - David Kolb
Applying the first example to my own experiences, I can certainly recall instances where Iโve been taught something, revised for it, passed a test on itโฆand then pretty much forgotten most of it by the following week. Similarly, yet perhaps more embarrassingly, there are many times when perusing a book that Iโve had to re-read a page or two due to the realisation that none of the content has actually registered. Has this happened to you too? I hope Iโm not alone!
So whatโs going on here? How can we pass a test on a subject but then forget much of the subject knowledge just a few days later, yet on the other hand remember some things in vivid detail for a lifetime? Why do we sometimes learn superficially, and other times deeply?
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This document discusses different aspects of planning for teaching. It recommends that beginning teachers need more detailed written plans than experienced teachers. It also emphasizes that quality planning allows for flexibility and creativity in teaching. The document also notes specific planning considerations for teaching science, such as obtaining equipment and booking lab time. It describes planning in terms of overall year plans, unit plans, and using a storyline approach to structure individual lessons.
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Research shows that many students decide whether or not to pursue STEM education in middle school โ often before they encounter teachers with a STEM background. Inquiry-based classroom activity can be effective, but more than simply hands-on, it needs to activate a sense of wonder and develop critical thinking skills, enabling middle school students to transform questions into scientific investigations, meaningful learning, and genuine excitement. Explore the importance of engaging materials, student ideas, and scientific dialogue on the development and implementation of middle school inquiry activities, based on years of classroom experience and teacher workshops in Canada and around the world.
IMPDET-LE workshop in March 2013 - Expecations and competencies of PhD students
IMPDET-LE workshop in March 2013 - Expecations and competencies of PhD studentsUniversity of Eastern Finland, IMPDET-LE
PhD students are expected to be proactive and self-organized in managing their studies. They should take initiative to learn about relevant literature, research methodologies, and ethics. Students are also expected to build a research network by collaborating with other students and seniors. PhD studies require flexibility and an ability to deal with uncertainty. While independence is important, major decisions should be discussed with supervisors, who provide quality assurance and advice. Students should actively seek research funding and write at least one funding application. Plagiarism is not tolerated. Communication with supervisors should be regular, and students should take notes during meetings.ย
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Orange week iaa r jones 2013
This document discusses learning theories and styles. It summarizes Kolb's experiential learning theory, which proposes a cyclical learning process with four stages that learners have preferences for. It also discusses the VARK model of sensory preferences and Honey and Mumford's four learning styles - activist, reflector, theorist, and pragmatist. The document suggests tailoring teaching styles to match students' learning styles for effective learning and notes that exposure to different styles can support developmental learning.
Honey and mumford
The document discusses four different learning styles - activist, reflector, theorist, and pragmatist - describing their key strengths and weaknesses as well as tips for how each style can improve. The activist learns best through hands-on experience but may rush into things without thinking. The reflector is careful and thoughtful but slow to make decisions. The theorist is logical and disciplined but intolerant of ambiguity. The pragmatist is practical and realistic but impatient with theory. The document provides specific suggestions for how people with each learning style can strengthen areas they are weaker in.
Jill Harp's portfolio workshop reflections 9_9_10
The document reflects on a portfolio workshop using Peter Seldin's book as a guide. It notes the book provided clear guidelines and examples from different disciplines. Facilitators offered advice and freedom in creating a professional portfolio mapping one's past, current, and future career journey for various stakeholders. However, the book did not include perspectives from historically black colleges and universities or minority-serving institutions, where professionals often have more responsibilities due to limited resources and a range of student preparedness. The workshop also lacked enough time for fully developing portfolios through the writing process.
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1. Talk to your potential advisors and other students to get ideas about problems and research areas that interest you.
2. Take relevant courses, attend seminars, read papers, and solve sample problems to explore different topics and gain expertise in potential areas.
3. Consider applying techniques from other fields to your own area of interest or revisiting past work to identify opportunities for new contributions.
The Honey & Mumford Learning Model
The document discusses the Honey & Mumford learning model, which identifies four different learning preferences - activists, reflectors, theorists, and pragmatists. It provides characteristics for each type of learner. The session aims to name and describe the four learning preferences without notes through a 20 minute discussion, practice, and assessment.
Extended Essay student workshop 2
This document provides guidance to students on developing their Extended Essay question and Researcher's Reflective Space. It outlines the timeline students should follow, including choosing a topic and supervisor. It emphasizes the importance of reflection throughout the research process. Students are instructed to develop a physical or digital Researcher's Reflective Space to document their thoughts, questions, and progress. Regular reflection in this space will help students prepare for supervisor meetings and demonstrate their engagement with the research process. The document also provides tips on formulating a well-focused research question, including workshopping questions in pairs and getting supervisor feedback.
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Dr Stephen j Hall 2016 Educated in Deep Doctorate Land
Dr Stephen j Hall 2016 Educated in Deep Doctorate Land
ย
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Why? to Wow! โ Meaningful Middle School Science Inquiry
ย
IMPDET-LE workshop in March 2013 - Expecations and competencies of PhD students
IMPDET-LE workshop in March 2013 - Expecations and competencies of PhD students
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3) The Plexus approach would use core concepts like climate change, the Anthropocene, and earth systems to build multidimensional understanding of connections between issues, ideas, disciplines and scales.
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This document discusses how time is experienced in educational organizations and the potential for considering organizational rhythms and temporal processes to inform engagement with culture and change. It outlines that time is often overlooked in education despite being central to experiences of work and the impacts of policy. Drawing on organizational sciences, it presents concepts of chronos and kairos time and how organizations exhibit rhythmic patterns along intensities of internal and external focuses. These rhythmic tendencies can influence organizational types from hypercompetitive to "out of time." The document argues that considering time as an ethical process is important for creating sustainable work rhythms and cultures.
Outlining research literacy
The document outlines a framework for developing research literacy with six dimensions: philosophies and positionality, disciplinary specialism, researcher development skills, critical reading and writing, academic cultures, and research methods. It presents this framework as a starting point for dialogue about research literacy rather than a rigid checklist. The framework is intended to encourage reflection on research in a non-linear way and allow the dialogue to expand beyond what is presented.
Accelerated Academy - part-time doctoral temporalities of writing
1) The document discusses a study on the experiences of part-time doctoral students in developing as writers.
2) It analyzes interviews with 6 part-time EdD students who discussed the temporal and spatial aspects of their writing experiences over time.
3) Preliminary findings highlighted challenges with balancing writing time between work, family, and personal life, as well as emotional reactions like anxiety and loss from dedicating time to writing.
Thinking through workload
This document discusses alternative views of workload and time in schools. It argues that focusing only on "clock time" leads to an accelerated work pace as teachers try to fit in as much as possible, creating an unsustainable workload. Instead, time should be viewed as having rhythms of high and low temporal density throughout the academic year. Greater teacher autonomy would also lessen feelings of time pressure. The document calls for a dialog around effectiveness over efficiency, rhythmic time, and increased teacher professionalism to address the "temporal crisis" in schools.
Keynote on pedagogic development through dialogue
Keynote developing the basic philosophy and initial creation of a dialogic approach to pedagogic development in HE
Initial reflections on scholarship and time in the academy
This document discusses issues around time and academic writing in the modern university. It summarizes interviews with academics on their experiences managing time for writing. Key points include:
- Academics feel pressure from other responsibilities, making long-form writing difficult to do in small chunks.
- Acceleration of work and loss of control over schedules contributes to feelings of time pressure.
- Alternative concepts of "rhythm" and "polyrythmic ensembles" may help understand complex temporal experiences better than quantitative metrics.
- Both a desire to slow down certain activities like writing for quality, and a need to accelerate at other times, are discussed as tensions around control and autonomy.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How Barcodes Can Be Leveraged Within Odoo 17
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Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
โ What is event processing in MuleSoft?
โ Types of event processing models in Mule 4
โ Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
skeleton System.pdf (skeleton system wow)
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
โ โุฅุถุบ ุจูู ุฅูุฏููู
โู
ู ุฃููู ุงูู
ูุงุฒู
ุงูุชู ุตู
ู
ุชูุง
ู
ูุฒู
ุฉ ุชุดุฑูุญ ุงูุฌูุงุฒ ุงูููููู (ูุธุฑู 3)
๐๐๐๐๐๐๐๐๐๐
ุชุชู
ูุฒ ูุฐูู ุงูู
ูุฒู
ุฉ ุจุนูุฏุฉ ู
ูู
ูุฒุงุช :
1- ู
ูุชุฑุฌู
ุฉ ุชุฑุฌู
ุฉ ุชููุงุณุจ ุฌู
ูุน ุงูู
ุณุชููุงุช
2- ุชุญุชูู ุนูู 78 ุฑุณู
ุชูุถูุญู ููู ููู
ุฉ ู
ูุฌูุฏุฉ ุจุงูู
ูุฒู
ุฉ (ููู ููู
ุฉ !!!!)
#ููู
_ู
ุงูู_ุฏุฑุฎ
3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
4- ูููุงูู ุจุนุถ ุงูู
ุนููู
ุงุช ุชู
ุชูุถูุญูุง ุจุดูู ุชูุตููู ุฌุฏุงู (ุชูุนุชุจุฑ ูุฏู ุงูุทุงูุจ ุฃู ุงูุทุงูุจุฉ ุจุฅููุง ู
ุนููู
ุงุช ู
ูุจูู
ุฉ ูู
ุน ุฐูู ุชู
ุชูุถูุญ ูุฐูู ุงูู
ุนููู
ุงุช ุงูู
ูุจูู
ุฉ ุจุดูู ุชูุตููู ุฌุฏุงู
5- ุงูู
ูุฒู
ุฉ ุชุดุฑุญ ููุณูุง ุจ ููุณูุง ุจุณ ุชููู ุชุนุงู ุงูุฑุงูู
6- ุชุญุชูู ุงูู
ูุฒู
ุฉ ูู ุงูู ุณูุงูุฏ ุนูู ุฎุงุฑุทุฉ ุชุชุถู
ู ุฌู
ูุน ุชูุฑูุนุงุช ู
ุนููู
ุงุช ุงูุฌูุงุฒ ุงูููููู ุงูู
ุฐููุฑุฉ ูู ูุฐูู ุงูู
ูุฒู
ุฉ
ูุงุฎูุฑุงู ูุฐูู ุงูู
ูุฒู
ุฉ ุญูุงูู ุนูููู
ูุฅุชู
ูู ู
ููู
ุฅู ุชุฏุนููู ุจุงูุฎูุฑ ูุงูุตุญุฉ ูุงูุนุงููุฉ ููุท
ูู ุงูุชูููู ุฒู
ูุงุฆู ูุฒู
ููุงุชู ุ ุฒู
ูููู
ู
ุญู
ุฏ ุงูุฐูุจู ๐๐
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
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October 29th section a
- 1. Introduction to Classroom Research
- 2. Foci for the day โข โข โข โข Initial thinking about classroom research Academic reading and writing An introduction to Lesson Study Outlining the assignment
- 3. Pedagogic Literacy Philosophies/ attitudes/values Understanding of research School & departmental cultures Collegiality Pedagogic Literacy CPD Professional skills Reflective practice
- 4. Being a professional Why are surgeons/doctors identified as professionals?
- 5. Researching in Classrooms How can we research classrooms? Jot down ideas on the post-it notes and bring together on the flip chart.