A flipped classroom reverses the traditional classroom structure by having students learn new content at home through online videos and lectures, freeing up class time for collaborative activities and hands-on practice with the teacher present. In a flipped classroom, teachers record lectures for students to watch outside of class, while class time focuses on applying the new knowledge through problem-solving and projects with the teacher available for guidance. While it requires more preparation from teachers, a flipped classroom allows students to learn at their own pace and receive more individualized attention, though some students prefer face-to-face lectures. Equipment access and student motivation must also be considered.
This lesson plan is a compliance to the course Teaching TLE in Elementary Grades under Prof. Aaron Jed Tumbali prepared by Delos Santos, Hernandez, Suarez and Bernal
The document discusses the cognitive theory of information processing (IPT). It describes the stages of acquiring, storing, and retrieving knowledge according to IPT. Information is received through the senses and stored briefly in sensory memory. It then enters short-term memory (STM) where attention and rehearsal are needed to transfer it to long-term memory (LTM) for permanent storage. Different cognitive processes like encoding, storage, and retrieval determine whether the information can later be effectively retrieved from LTM. Forgetting occurs when information is not properly encoded or faces interference.
The document summarizes new memorandums from the Commission on Higher Education (CHED) regarding bachelor's degree programs in education. The memorandums establish new outcomes for teacher education programs that are outcomes-based and focused on developing educators who can effectively teach diverse learners, communicate in English and Filipino, work collaboratively, and pursue lifelong learning.
O documento discute estratégias para lidar com a indisciplina na sala de aula de forma construtiva. As atuais abordagens punitivas têm sido ineficazes e gerado piores relações entre alunos e professores. É preciso promover o diálogo, respeitar os alunos e trabalhar questões de moral e convívio social para criar um ambiente de cooperação que favoreça a aprendizagem.
Robert Gagne's theory of instruction outlines five types of learning and nine instructional events that should be included when designing effective lessons. The five types of learning are verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. The nine instructional events are gaining attention, informing learners of objectives, stimulating recall, presenting stimuli, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Gagne believed lessons should be tailored to students and actively involve them to improve motivation and focus. The theory provides guidance for teachers to identify learning outcomes, consider contextual factors, and employ a variety of instructional strategies.
This document discusses different types of dramatized experiences that can be used for educational purposes, including formal plays, pageants, tableaus, pantomimes, puppets, and role-playing. It provides details on what each type involves, such as pageants typically focusing on local history and tableaus creating picture-like scenes. The document also notes that role-playing allows participants to get absorbed in assigned roles and that puppets, pantomimes, and tableaus are commonly used in classrooms due to their simplicity and practicality.
This document discusses classroom management strategies and techniques. It begins by defining classroom management and noting its importance in promoting effective teaching. It then outlines several objectives of classroom management, including establishing procedures and routines to maximize instructional time. The document discusses various aspects of classroom management like the physical environment, routines, and discipline. It provides principles for effective classroom management such as consistency, routines, positive reinforcement, and minimizing disruptions. It also examines causes of disciplinary issues and strategies for handling misbehavior, including behavior modification techniques. Overall, the document provides a comprehensive overview of concepts and best practices for classroom organization and student conduct.
A flipped classroom reverses the traditional classroom structure by having students learn new content at home through online videos and lectures, freeing up class time for collaborative activities and hands-on practice with the teacher present. In a flipped classroom, teachers record lectures for students to watch outside of class, while class time focuses on applying the new knowledge through problem-solving and projects with the teacher available for guidance. While it requires more preparation from teachers, a flipped classroom allows students to learn at their own pace and receive more individualized attention, though some students prefer face-to-face lectures. Equipment access and student motivation must also be considered.
This lesson plan is a compliance to the course Teaching TLE in Elementary Grades under Prof. Aaron Jed Tumbali prepared by Delos Santos, Hernandez, Suarez and Bernal
The document discusses the cognitive theory of information processing (IPT). It describes the stages of acquiring, storing, and retrieving knowledge according to IPT. Information is received through the senses and stored briefly in sensory memory. It then enters short-term memory (STM) where attention and rehearsal are needed to transfer it to long-term memory (LTM) for permanent storage. Different cognitive processes like encoding, storage, and retrieval determine whether the information can later be effectively retrieved from LTM. Forgetting occurs when information is not properly encoded or faces interference.
The document summarizes new memorandums from the Commission on Higher Education (CHED) regarding bachelor's degree programs in education. The memorandums establish new outcomes for teacher education programs that are outcomes-based and focused on developing educators who can effectively teach diverse learners, communicate in English and Filipino, work collaboratively, and pursue lifelong learning.
O documento discute estratégias para lidar com a indisciplina na sala de aula de forma construtiva. As atuais abordagens punitivas têm sido ineficazes e gerado piores relações entre alunos e professores. É preciso promover o diálogo, respeitar os alunos e trabalhar questões de moral e convívio social para criar um ambiente de cooperação que favoreça a aprendizagem.
Robert Gagne's theory of instruction outlines five types of learning and nine instructional events that should be included when designing effective lessons. The five types of learning are verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. The nine instructional events are gaining attention, informing learners of objectives, stimulating recall, presenting stimuli, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Gagne believed lessons should be tailored to students and actively involve them to improve motivation and focus. The theory provides guidance for teachers to identify learning outcomes, consider contextual factors, and employ a variety of instructional strategies.
This document discusses different types of dramatized experiences that can be used for educational purposes, including formal plays, pageants, tableaus, pantomimes, puppets, and role-playing. It provides details on what each type involves, such as pageants typically focusing on local history and tableaus creating picture-like scenes. The document also notes that role-playing allows participants to get absorbed in assigned roles and that puppets, pantomimes, and tableaus are commonly used in classrooms due to their simplicity and practicality.
This document discusses classroom management strategies and techniques. It begins by defining classroom management and noting its importance in promoting effective teaching. It then outlines several objectives of classroom management, including establishing procedures and routines to maximize instructional time. The document discusses various aspects of classroom management like the physical environment, routines, and discipline. It provides principles for effective classroom management such as consistency, routines, positive reinforcement, and minimizing disruptions. It also examines causes of disciplinary issues and strategies for handling misbehavior, including behavior modification techniques. Overall, the document provides a comprehensive overview of concepts and best practices for classroom organization and student conduct.
This document summarizes a presentation about managing a classroom with a Bring Your Own Device (BYOD) approach. The presentation discusses the BYOD policy at LaSalle College, different classroom management theories including behaviorism, lesson management, assertive discipline, choice theory, and orchestration. It also covers best practices for the use of technology in classroom management, including cloud storage platforms, collaborative editing tools, and classroom management apps. The document provides examples of how these theories and tools can be applied to a case study about engaging a disengaged student.
The document outlines 12 principles of effective teaching: 1) sharing intellectual control with students, 2) providing opportunities for students to work things out themselves, 3) allowing student choice and independent decision making, 4) providing diverse ways for students to experience success, 5) promoting exploratory talk, 6) encouraging students to learn from each other, 7) building a supportive environment for risk taking, 8) using a variety of challenging teaching procedures, 9) using procedures to promote specific learning aspects, 10) developing student awareness of the big picture, 11) raising awareness of quality learning, and 12) promoting assessment as part of the learning process.
Module 2 - The Demands of the Society from the Teacher as a professional.pdfTinAdlawan
1. The document outlines a module on the teaching profession for university students, including expectations for students to understand the roles and responsibilities of teachers as professionals.
2. It discusses the high expectations society places on teachers, as teachers spend significant time with students and have power to influence them. Teachers are expected to teach competently as well as fulfill various other roles like counselor and community leader.
3. The document then presents four models of effective teaching that outline the key domains of classroom instruction, planning, reflection, and professional responsibilities that are expected of teachers.
"Aspectos psicoafetivos na relação professor-aluno" Wagner da Matta
O documento discute três tópicos principais:
1) A importância do reconhecimento do inconsciente e das emoções na relação professor-aluno.
2) O processo de transferência onde os alunos podem transferir sentimentos de figuras parentais para os professores.
3) A noção de sublimação e como atividades criativas podem direcionar as energias dos alunos de forma positiva.
O documento propõe um projeto de aula inovadora onde os alunos realizam tarefas em laboratórios ou na sala de aula em estações com diferentes objetivos de aprendizagem, com o professor atuando como mediador. Uma estação poderia usar tecnologia para pesquisas e liberar tempo para outras atividades como debates. As atividades virtuais e presenciais devem ser complementares.
This document discusses different methods for grouping students in language classes, including their advantages and disadvantages. Whole-class teaching allows the teacher to gauge the mood of the class but may not encourage individual responsibility. Individualized learning addresses differences but lacks a sense of belonging. Pairwork increases speaking time but is noisy, while groupwork promotes cooperation but some students may not enjoy it. The document provides tips for organizing various grouping methods, such as considering friendship, ability levels and gender in forming pairs or groups, and monitoring students during and providing feedback after activities.
The correct order from most symbolic to most multisensory is:
A. real objects, print, audio-visual materials, and visual materials
Real objects are the most hands-on/multisensory. Print materials are more abstract/symbolic than real objects but less so than audio-visual materials which can depict events. Visual materials like pictures/diagrams are more abstract than audio-visuals but less so than purely textual print materials.
O documento discute as relações entre família e escola como instituições formadoras. A família tradicionalmente transmitia valores, mas com a modernização essa função passou também para a escola. No entanto, ainda há desafios como falta de comunicação e recursos que dificultam a aproximação entre as duas instituições na educação das crianças.
This document provides information on curriculum design and mapping. It discusses 10 axioms of curriculum design, key elements of curriculum like objectives and content, and approaches like subject-centered and problem-centered designs. It also explains that curriculum mapping is done after designing to outline learning outcomes, content, skills, assessment, and student progression in a visual timeline before implementation. Mapping allows quality control and improving instruction to ensure coverage of intended outcomes and content.
Isabel Alarcão - Professores Reflexivos em uma Escola ReflexivaValdeci Correia
Este documento fornece um resumo do livro "Professores Reflexivos em uma Escola Reflexiva" de Isabel Alarcão. O documento discute a importância de professores reflexivos e escolas reflexivas na sociedade moderna da informação. Em três frases:
1) Uma escola reflexiva é uma organização que continuamente se questiona para melhorar o ensino e a aprendizagem;
2) Professores reflexivos ajudam os alunos a desenvolverem competências essenciais como pensamento crítico e capacidade de aprender ao longo da
(1) The study examined the impact of concept mapping and multiple exposures on fifth grade students' science vocabulary achievement compared to traditional instruction. (2) The treatment group used semantic mapping and multiple exposures while the comparison group used traditional definition-based instruction. (3) Results showed the treatment group had significantly higher gains from pre-to-posttest and higher knowledge ratings, indicating concept mapping and multiple exposures were more effective for learning vocabulary.
The document discusses strategies for considering individual differences among students to plan effective instruction. It notes that as facilitators, teachers must account for diversity in socioeconomic status, thinking styles, and exceptionalities. Student diversity enhances the learning environment by improving self-awareness and cognitive development when students are exposed to varied perspectives. The document provides tips for teachers to leverage diversity, such as encouraging personal sharing, integrating multicultural activities, highlighting commonalities among students, communicating high expectations, adapting to different learning styles, diversifying assessments, and forming small diverse discussion groups.
O documento discute diferentes abordagens pedagógicas para o ensino de matemática, enfatizando a importância de se considerar os determinantes socioeconômicos e de se estimular a participação dos alunos de modo a tornar a matemática atraente e útil. Também destaca a necessidade dos professores se manterem atualizados e de apresentarem conteúdos de forma interdisciplinar e significativa para os alunos.
O documento discute princípios do ensino de ciências na educação infantil, como integrar o ensino de ciências a outras áreas do conhecimento e incentivar as crianças a expressar suas ideias e hipóteses. Também fornece exemplos de atividades como explorar objetos em um "saco surpresa" e dramatizar a história do Patinho Feio para desenvolver habilidades de observação.
[1] O documento discute a importância de metodologias ativas na educação, que colocam o aluno no centro do processo de aprendizagem. [2] Ele argumenta que precisamos mudar a forma como a escola interage com o mundo para desenvolver competências além do conhecimento específico. [3] O autor explica que as metodologias ativas quebram o paradigma de aprendizagem mecânica e proporcionam aprendizagem significativa.
The document summarizes the student's observations of three English teachers' lessons. In the first lesson, the teacher used a collaborative activity where students worked in groups to create puppet shows based on story elements. The second teacher led a discussion-based lesson reviewing figures of speech and used student examples. The third teacher used lecture and discussion to review a past lesson while managing some student misbehaviors. The student reflected that using a variety of teaching strategies is important for engagement and that they aim to be a teacher that encourages speaking confidence and interactive learning.
Contrived experiences are the second band of Edgar Dale's Cone of Experience. These are "edited" copies of reality and are used as substitutes for real things when it is not practical or not possible to bring or do the real thing in the classroom.
Constructing Objective Supply Type of ItemsEzr Acelar
Used in Assessment of Learning 1.
Includes discussion for completion types of tests, short answer items, non-objective supply type, essay type, selected-response types,
Flipped classroom is a blended learning model where students learn new content at home via video lectures or other instruction and practice applying the concepts in class with teacher guidance. This reverses the traditional model of content being introduced in class and homework being assigned for independent practice. Key aspects of flipped classroom include a flexible learning environment, shifting class time to deeper discussion, intentional selection of content for home versus classroom, and a focus on the teacher guiding practice and assessment.
This document summarizes a presentation about managing a classroom with a Bring Your Own Device (BYOD) approach. The presentation discusses the BYOD policy at LaSalle College, different classroom management theories including behaviorism, lesson management, assertive discipline, choice theory, and orchestration. It also covers best practices for the use of technology in classroom management, including cloud storage platforms, collaborative editing tools, and classroom management apps. The document provides examples of how these theories and tools can be applied to a case study about engaging a disengaged student.
The document outlines 12 principles of effective teaching: 1) sharing intellectual control with students, 2) providing opportunities for students to work things out themselves, 3) allowing student choice and independent decision making, 4) providing diverse ways for students to experience success, 5) promoting exploratory talk, 6) encouraging students to learn from each other, 7) building a supportive environment for risk taking, 8) using a variety of challenging teaching procedures, 9) using procedures to promote specific learning aspects, 10) developing student awareness of the big picture, 11) raising awareness of quality learning, and 12) promoting assessment as part of the learning process.
Module 2 - The Demands of the Society from the Teacher as a professional.pdfTinAdlawan
1. The document outlines a module on the teaching profession for university students, including expectations for students to understand the roles and responsibilities of teachers as professionals.
2. It discusses the high expectations society places on teachers, as teachers spend significant time with students and have power to influence them. Teachers are expected to teach competently as well as fulfill various other roles like counselor and community leader.
3. The document then presents four models of effective teaching that outline the key domains of classroom instruction, planning, reflection, and professional responsibilities that are expected of teachers.
"Aspectos psicoafetivos na relação professor-aluno" Wagner da Matta
O documento discute três tópicos principais:
1) A importância do reconhecimento do inconsciente e das emoções na relação professor-aluno.
2) O processo de transferência onde os alunos podem transferir sentimentos de figuras parentais para os professores.
3) A noção de sublimação e como atividades criativas podem direcionar as energias dos alunos de forma positiva.
O documento propõe um projeto de aula inovadora onde os alunos realizam tarefas em laboratórios ou na sala de aula em estações com diferentes objetivos de aprendizagem, com o professor atuando como mediador. Uma estação poderia usar tecnologia para pesquisas e liberar tempo para outras atividades como debates. As atividades virtuais e presenciais devem ser complementares.
This document discusses different methods for grouping students in language classes, including their advantages and disadvantages. Whole-class teaching allows the teacher to gauge the mood of the class but may not encourage individual responsibility. Individualized learning addresses differences but lacks a sense of belonging. Pairwork increases speaking time but is noisy, while groupwork promotes cooperation but some students may not enjoy it. The document provides tips for organizing various grouping methods, such as considering friendship, ability levels and gender in forming pairs or groups, and monitoring students during and providing feedback after activities.
The correct order from most symbolic to most multisensory is:
A. real objects, print, audio-visual materials, and visual materials
Real objects are the most hands-on/multisensory. Print materials are more abstract/symbolic than real objects but less so than audio-visual materials which can depict events. Visual materials like pictures/diagrams are more abstract than audio-visuals but less so than purely textual print materials.
O documento discute as relações entre família e escola como instituições formadoras. A família tradicionalmente transmitia valores, mas com a modernização essa função passou também para a escola. No entanto, ainda há desafios como falta de comunicação e recursos que dificultam a aproximação entre as duas instituições na educação das crianças.
This document provides information on curriculum design and mapping. It discusses 10 axioms of curriculum design, key elements of curriculum like objectives and content, and approaches like subject-centered and problem-centered designs. It also explains that curriculum mapping is done after designing to outline learning outcomes, content, skills, assessment, and student progression in a visual timeline before implementation. Mapping allows quality control and improving instruction to ensure coverage of intended outcomes and content.
Isabel Alarcão - Professores Reflexivos em uma Escola ReflexivaValdeci Correia
Este documento fornece um resumo do livro "Professores Reflexivos em uma Escola Reflexiva" de Isabel Alarcão. O documento discute a importância de professores reflexivos e escolas reflexivas na sociedade moderna da informação. Em três frases:
1) Uma escola reflexiva é uma organização que continuamente se questiona para melhorar o ensino e a aprendizagem;
2) Professores reflexivos ajudam os alunos a desenvolverem competências essenciais como pensamento crítico e capacidade de aprender ao longo da
(1) The study examined the impact of concept mapping and multiple exposures on fifth grade students' science vocabulary achievement compared to traditional instruction. (2) The treatment group used semantic mapping and multiple exposures while the comparison group used traditional definition-based instruction. (3) Results showed the treatment group had significantly higher gains from pre-to-posttest and higher knowledge ratings, indicating concept mapping and multiple exposures were more effective for learning vocabulary.
The document discusses strategies for considering individual differences among students to plan effective instruction. It notes that as facilitators, teachers must account for diversity in socioeconomic status, thinking styles, and exceptionalities. Student diversity enhances the learning environment by improving self-awareness and cognitive development when students are exposed to varied perspectives. The document provides tips for teachers to leverage diversity, such as encouraging personal sharing, integrating multicultural activities, highlighting commonalities among students, communicating high expectations, adapting to different learning styles, diversifying assessments, and forming small diverse discussion groups.
O documento discute diferentes abordagens pedagógicas para o ensino de matemática, enfatizando a importância de se considerar os determinantes socioeconômicos e de se estimular a participação dos alunos de modo a tornar a matemática atraente e útil. Também destaca a necessidade dos professores se manterem atualizados e de apresentarem conteúdos de forma interdisciplinar e significativa para os alunos.
O documento discute princípios do ensino de ciências na educação infantil, como integrar o ensino de ciências a outras áreas do conhecimento e incentivar as crianças a expressar suas ideias e hipóteses. Também fornece exemplos de atividades como explorar objetos em um "saco surpresa" e dramatizar a história do Patinho Feio para desenvolver habilidades de observação.
[1] O documento discute a importância de metodologias ativas na educação, que colocam o aluno no centro do processo de aprendizagem. [2] Ele argumenta que precisamos mudar a forma como a escola interage com o mundo para desenvolver competências além do conhecimento específico. [3] O autor explica que as metodologias ativas quebram o paradigma de aprendizagem mecânica e proporcionam aprendizagem significativa.
The document summarizes the student's observations of three English teachers' lessons. In the first lesson, the teacher used a collaborative activity where students worked in groups to create puppet shows based on story elements. The second teacher led a discussion-based lesson reviewing figures of speech and used student examples. The third teacher used lecture and discussion to review a past lesson while managing some student misbehaviors. The student reflected that using a variety of teaching strategies is important for engagement and that they aim to be a teacher that encourages speaking confidence and interactive learning.
Contrived experiences are the second band of Edgar Dale's Cone of Experience. These are "edited" copies of reality and are used as substitutes for real things when it is not practical or not possible to bring or do the real thing in the classroom.
Constructing Objective Supply Type of ItemsEzr Acelar
Used in Assessment of Learning 1.
Includes discussion for completion types of tests, short answer items, non-objective supply type, essay type, selected-response types,
Flipped classroom is a blended learning model where students learn new content at home via video lectures or other instruction and practice applying the concepts in class with teacher guidance. This reverses the traditional model of content being introduced in class and homework being assigned for independent practice. Key aspects of flipped classroom include a flexible learning environment, shifting class time to deeper discussion, intentional selection of content for home versus classroom, and a focus on the teacher guiding practice and assessment.
Monilukutaito ja sosiaalinen media opetuksessaHarto Pönkä
Kirjoittaja: Harto Pönkä, 2016. Artikkeli on julkaistu teoksessa "Monilukutaitoa digiaikaan - lukemisen ja kirjoittamisen uudet haasteet ja mahdollisuudet", Äidinkielen opettajain liiton vuosikirja 2016, toim. Kaisa Leino ja Outi Kallionpää
Muutama dia keskustelun pohjaksi ja keväällä ryhmän kanssa esillä olleiden teemojen kertaamiseen. Digipiloteissa mukana olevat löytävät mainittujen työpajojen tallenteet ja muut materiaalit Teamsin Yleistä-kanavan Työpajat-välilehdeltä.
Lukio-opettajien webinaarin materiaaleja opiskelijoiden osallistamisesta ja aktivoinnista. Sovelluksiin löytyy tarkemmat ohjeet Matleenan blogista: https://www.matleenalaakso.fi/p/koulutusdiat.html
Tietosuoja ja informaatioturvallisuus EuroopassaHarto Pönkä
Yleisöluento Oulussa, 7.5.2024, Harto Pönkä. Luento on osa Tulevaisuus ja toivo – EU Euroopan rakentajana -hanketta. Se tarjoaa näkökulmia Euroopan Unioniin kestävämmän tulevaisuuden rakentajana. Rahoittajana on Eurooppatiedotus ja koordinoijana Kvs-säätiö.
Henkilötietojen ja yksityisyyden suojaaminenHarto Pönkä
Puheenvuoro KVS-säätiön, Faktabaarin, Helsingin kaupunginkirjaston ja Kansalaisopistojen liiton "Digilukutaito kansalaistaidoksi" -webinaarisarjassa, 23.11.2023, Harto Pönkä, Innowise
5. Oppijoiden itseohjautuvuuteen ei kannata
liiaksi luottaa – vuorovaikutus opettajaan ja
muuhun ryhmään tulee toimia!
Ks. http://ocw.metu.edu.tr/pluginfile.php/3298/course/section/1174/Do%20Learners%20Really%20Know%20Best.pdf
6. Lähde: Syrjäläinen, Jyrhämä ja Haverinen, 2008, http://www.helsinki.fi/behav/praktikumikasikirja/luku4/index.htm
Tavoitteellisuus ja emotionaalisuus
8. Keskusteluissa yksilöt selittävät ajatteluaan,
välittävät tietoa, arvioivat tietoa kriittisesti,
kysyvät ja rakentavat uutta tietoa.
Tekstipohjaisuus tukee oppimista
9. • Verkostokeskustelut
– Sopii keskustelun laajentamiseen ryhmän ulkopuolelle
– Esimerkiksi: Facebook- ja Twitter-keskustelut
• Keskustelualue/foorumi, joka jakaantuu viestiketjuihin
– Sopii rauhalliseen syvälliseen keskusteluun, mutta huonommin
esim. nopeatahtiseen ideointiin
– Esimerkiksi: Moodlen keskustelualueet, Facebook-ryhmät
• Keskustelukanava, ryhmäkeskustelu
– Sopii ryhmän väliseen tiedottamiseen, tiedon jakamiseen, lyhyisiin
keskusteluihin, ideointiin ja palautteen keruuseen.
– Esimerkiksi: Yammer, WhatsApp-ryhmät
• Kommenttipalsta
– Sopii yksittäisen aiheen/materiaalin kommentointiin ja
yksinkertaisiin tehtävänantoihin vastaamiseen
– Esimerkiksi: blogien, wikien, Google Driven, Google Classroomin ja
O365:n kommentit
Keskustelumuoto tarkoituksen mukaan
11. • Some-palvelut ovat tärkeitä nuorille kavereiden välisessä
viestinnässä ja vertaistuessa
• Esimerkiksi WhatsApp- tai Facebook-ryhmä voi vahvistaa
opiskelijoiden yhteenkuuluvuutta ja vertaistukea
• Some-ryhmiä voidaan perustaa lisäksi opintojaksoja ja
harjoitteluja varten ohjaajan/opettajan aloitteesta
– Aluksi tottuminen uuteen toimintatapaan ja käyttötarkoitukseen
– Some-ryhmät sopivat ryhmän etäohjaukseen: tiedotus, kokemusten vaihto,
tehtävien anto, kuvien ja videoiden jako, jne.
• Ohjaaja voi tarjota myös yksilöohjausta some-palvelujen
kautta. Huomioitava henkilötietojen käsittely
– Huomioitava oppilaitoksen some-ohjeistuksessa
– Esim. WhatsApp ja Snapchat eivät tallenna viestejä palvelimilleen sen
jälkeen, kun ne on välitetty vastaanottajalle
Some-palvelut ryhmäohjauksessa
13. Adobe Connect etäluentoihin ja -ohjaukseen
Ruudunjaolla voit näyttää mitä tahansa omalta tietokoneeltasi
sekä jakaa sen käyttöoikeuden osallistujille (ylläpitäjät ja esittäjät)
Jaetut linkit (tai muistiinpanot,
äänestys, piirtotaulu tms.)
Chat-keskustelu osallistujien kesken:
kysymykset, kommentit, linkit…
Esittäjän video
on yleensä tässä
Osallistujat
Ylläpitäjät
VINKKEJÄ:
- Testaa tekniikka
etukäteen
- Muista nauhoitus
- Osallista! Anna
esitysoikeuksia
- Voit tehdä useita
asetteluja (layout)
ikkunoineen (pod)
erilaisiin tarkoituksiin
(esim. eri esitykset ja
tehtävät)
- Voit jakaa opiskelijat
pienryhmiin chatissa
(breakout rooms)
- Chat-keskustelu
onnistuu myös kahden
kesken
Esittäjät
AC:n kattavat ohjevideot: http://tv.adobe.com/watch/learn-adobe-connect/what-is-adobe-connect-8/
14. • Luennoija on yksin – kuvittele
opiskelijat edessäsi, puhu heille
• Suunnittelu korostuu – jaksotus,
osallistaminen, tehtävät, tauot
• Vuorovaikutus – varaa aikaa
työskentelylle ja keskustelulle
• Puheenvuorojen pyyntö ja jako –
kerro selvästi, miten toimitaan
• Etäryhmien paikallisohjaajat – sovi
etukäteen toimintatavoista
paikallisohjaajien kanssa
• Yksilöohjaukselle oma aika
• Testaa kaikki tekniset asiat
etukäteen, tee varasuunnitelma
Verkkoluentojen haasteet
Kuvittele mielessäsi yleisö
edessäsi, katso heitä, puhu heille,
ota heidät mukaan!
15. • Esitä kysymyksesi selkeästi tietylle osallistujalle tai
ryhmälle
• Älä esitä kahta kysymystä peräkkäin
• Muotoile kysymykset selkeästi ja täsmällisesti
• Ilmaise selkeästi mihin kysymyksiin odotat
vastauksia, ja mitkä kysymykset ovat retorisia
• Toista kysymys tarvittaessa
• Varmista sopivin väliajoin, että opiskelijat ovat
ymmärtäneet viestisi
• Pyydä tarkennusta, kun tilanne tai keskustelun aihe
sitä edellyttävät
Kysymysten esittäminen
Lähde: http://oppimateriaalit.internetix.fi/fi/avoimet/3yhteiskunta/videoneuvottelu/05_esiintyminen
19. Palautteen merkitys ohjauksessa
1. Arviointitehtävä
– Opiskelijoiden tiedot ja taidot
– Auttaa opiskelijoita kehittymään ja oppimaan
2. Motivointitehtävä
– Opiskelijoiden aktivointi ja motivointi oppimiseen
– Auttaa opiskelijoita jatkamaan työskentelyä
3. Ohjaustehtävä
– Opiskelijoiden auttaminen opiskeluun liittyvissä ratkaisuissa
– Auttaa opiskelijoita toimimaan tarkoituksenmukaisesti
• Parhaimmillaan palaute vahvistaa itsetuntoa ja
itsetuntemusta sekä tukee oppimisprosessia
Mukaillen lähdettä: Viitanen, 2016, http://www.slideshare.net/KirsiViitanen/palaute-verkkooppimisessa-ja-ohjaamisessa
22. Rakentava palaute = positiivista ja korjaavaa
• Huomioidaan, kiitetään ja palkitaan siitä, mikä on
hyvää opiskelijan työskentelyssä
• Yksilötasolla positiivisuus vahvistaa itsetuntoa,
uskallusta ja kykyä vastaanottaa korjaavaa palautetta
• Korjaava palaute kohdistuu toimintaan, ei henkilöön, ja
sen tarkoituksena on löytää positiivinen ratkaisu
• Palaute voidaan antaa kerroksittain ns.
hampurilaistekniikalla (pihvi keskellä):
– Aloitetaan myönteisellä viestillä
– Esitetään korjattava asia ja sovitaan toimenpiteistä
– Päätetään tilanne positiivisesti
Mukaillen lähdettä: Kynsijärvi, Valli ja Väisänen, 2008, http://slideplayer.biz/slide/2933464/
27. • Verkko-opetuksen onnistuminen on tutkitusti yhteydessä
vuorovaikutuksen onnistumiseen. Onnistumisen esteitä
ovat yksinäisyys ja eristäytyneisyys.
• Opiskelijoiden keskustelut lisäävät yhteenkuuluvuuden
tunnetta, edistävät ryhmäytymistä sekä voivat auttaa
tarkastelemaan aihetta eri näkökulmista.
• Jos vuorovaikutus ei toimi, ryhmässä ei synny positiivista
ryhmäpainetta opintojen edistämiseen.
• Vuorovaikutus on yhteydessä opiskelijoiden aktiivisuuteen
ja motivoituneisuuteen - tai kääntäen niiden puutteeseen.
• Verkkokeskustelu voi mahdollistaa syvällisemmän
keskustelun, sillä se antaa aikaa miettiä ja reflektoida
rauhassa.
Vuorovaikutus tukee oppimista, kun…
Lähde: Laadukkaasti verkossa, HY, 2006, http://www.helsinki.fi/opetus/julkaisut/hallinnon_julkaisuja_33_2006.pdf
28. Yhteisöllinen oppiminen
edellyttää yhteisesti
päätettyä tavoitetta tai
ratkaistavaa ongelmaa.
• Tehtävänanto, joka
edellyttää yhteistyötä
• Konkreettinen tuotos
• Roolit auttavat alkuun
• Tue TVT:llä yhteistyötä
3-5
/ryhmä
30. PYRI SIIHEN, ETTÄ OPPIJAT…
1. selittävät ajatteluaan ja
välittävät tietoa toisilleen
2. arvioivat tietoa kriittisesti
3. esittävät kysymyksiä
4. rakentavat uutta tietoa
5. ratkaisevat ongelmia
6. soveltavat oppimaansa
Yhteisöllinen oppiminen käynnistää
ymmärtävän oppimisen
mekanismeja yksilötasolla.
32. • Yhteisöllistä oppimista edistää oppimistavoite, jonka
saavuttamiseen tarvitaan jokaisen ryhmän jäsenen
sitoutumista ja panosta.
• Tutkimuksen mukaan tehtävänannolla voi olla suurempi
merkitys yhteisöllisen oppimisen onnistumiselle kuin
käytetyllä pedagogisella mallilla.
• Muotoile tehtävänanto siten, että se edellyttää toisten
viestien kommentoimista ja yhteisen päätöksen tekemistä.
• Roolitettu tehtävä helpottaa erityisesti ryhmiä, joiden
jäsenet ovat entuudestaan toisilleen tuntemattomia.
• Käytä teknologioita, jotka tarjoavat monipuolisia välineitä
oppijoiden väliseen keskusteluun ja päätöksentekoon.
Ohjaa tehtävänannolla yhteisöllisyyteen
Lähde: Essi Vuopala, 2013, väitöskirja, http://herkules.oulu.fi/isbn9789526202259/isbn9789526202259.pdf (käytännön merkitys)
33. Tehtävänannot – kaikki kaikessa
• Tehtäviä eri oppimisprosessin vaiheisiin
– Aiemman tiedon aktivointi, ennakkokäsitykset
– Tiedon haku ja arviointi
– Harjoittelu
– Liittäminen aiempiin tietoihin
– Soveltaminen, ongelmanratkaisu
• Avoimet kysymykset ja ongelmat ”pakottavat” ajattelemaan
– Keskustelua syntyy, kun erilaiset näkökulmat tulevat esiin ja
osallistuvat joutuvat selittämään niitä toisilleen
• Riittävän haastavia tehtäviä ja suoritusvaatimuksia
– Esimerkiksi: artikkeli, tutkimus (tai suunnitelma) projektityö,
Wikipedia-artikkeli, oppimispäiväkirja, ryhmänä isomman
ongelman selvittäminen, prosessimaiset käsitekartat
34. Verkkoympäristöön voidaan liittää yhteisöllisiä skriptejä,
jotka tukevat, ohjaavat ja jäsentävät ryhmän jäsenten
älyllisiä prosesseja ja ryhmän vuorovaikutusta.
Yhteisölliset skriptit
35. Yhteisöllisten skriptien vaatimuksia
• Skriptin tulee loogisesti ohjata ryhmän työskentelyä
yhteisölliseen oppimiseen ja tiedonrakentamiseen.
• Skriptistä voidaan koostaa esim. yhtenäinen tarina
(käsikirjoitus) tai välittää se oppimisympäristön tai
jonkin välineen kautta.
• Oppijat voivat hylätä liian tiukasti määritellyn tai
monimutkaisen skriptin (over-scripting).
• Esimerkkejä:
– Työskentelyohjeet, jotka helpottavat tehtävän tekoa
– Vastauspohjat, jotka jäsentävät tuotosta ja työskentelyä
– Verkkoympäristön rakentaminen työskentelyn vaiheita
tukevaksi (esim. Moodlen, wikin tai blogin rakenne) ja
ylipäätään ryhmätyöskentelyä tukevien sovellusten valinta
– Pedagogisten mallien ja roolien käyttö opetuksessa
Vrt. Dillenbourg, 2002
39. • Kiinnitä erityistä huomiota:
– Sujuva ryhmätyöskentely on yhteisöllisen oppimisen edellytys
– Opiskeluympäristön tulee mahdollistaa monipuolinen
vuorovaikutus ja kannustaa oppijoita työskentelemään yhdessä
– Yksittäisten oppijoiden merkitys ryhmän onnistumiselle
• Varmista, että oppijoiden työskentely etenee ja syvenee
oppimistavoitteen suuntaisesti (ei pinnallista keskustelua)
• Anna aikaa ryhmäytymiselle ryhmään liittyvä keskustelu
on edellytys luottamuksellisen ilmapiirin muodostumiselle
• Anna palautetta oppijoiden työskentelystä, niin että he
kokevat ”tulleensa kuulluiksi”
• Ohjaaja voi aktivoida työskentelyä esittämällä tarkentavia ja
perusteluita edellyttäviä kysymyksiä
Opettaja yhteisöllisessä oppimisessa
Lähde: Essi Vuopala, 2013, väitöskirja, http://herkules.oulu.fi/isbn9789526202259/isbn9789526202259.pdf (käytännön merkitys)
40. • Arviointi kohdistuu oppimisprosessiin ja käsitteellisen
ymmärryksen muutokseen
• Kerää tietoa prosessista eli kaikesta siitä, mitä matkan
varrella tapahtui
– Ryhmien keskustelut
– Verkkopalveluihin kertynyt data tiedon prosessoinnista
– Opiskelijoiden tuotokset (tekstit, käsitekartat ym.), tentti/koe
– Opiskelijoilta saatu palaute ja muu lisätieto
– Opettajien muut havainnot
• Esimerkiksi näin:
1) Aseta tiedot aikajanalle,
2) analysoi tietoja eli vertaa niitä suunnitelmaasi,
3) tee johtopäätökset ja anna palautteet
Oppimisen arviointi ja palaute