for EDUC 205 (Principles of Teaching 1) class
covers topics such as Blended Learning, Reflective Teaching/Learning, Metacognitive Approach, Constructivist Approach and Integrated Approach.
This presentation provides an overview of K to 12 Curriculum in the Philippines. The different principles to be considered in teaching and learning the curriculum based on the best teaching and learning practices of the APA is tackled.
This presentation provides an overview of K to 12 Curriculum in the Philippines. The different principles to be considered in teaching and learning the curriculum based on the best teaching and learning practices of the APA is tackled.
Improving Self-directed Learning through the use of Learning Objects and Per...macevi36953
2014- “Improving Self-directed Learning through the use of Learning Objects and Personal Learning Environments” en el XXXVI ASOCOPI Conference/IIIregional ASOCOPI workshops: Rethinking our Professional Practice.
Used in Economics with TAR.
includes discussion on mixed economy, characteristics, advantages and disadvantages of mixed economy, types of mixed economy, features of mixed economy, best and worst practices in mixed economy and model countries.
Used in Literary Criticism
Includes a backgrounder on the author John Keats, vocabulary words, classification of the poem, and a per division discussion of the poem.
Used in Life, Works and Writings of Rizal.
Includes topics such as Rizal Laws and some controversies on his being a hero.
1. Is he for or against the revolution
2. Bonifacio and Rizal
3. Rizal: Made in the USA
4. No legislations supporting Rizal as a National Hero
Selecting and constructing test items and tasksEzr Acelar
Used in Assessment of Learning 1
Includes topics such as Measuring Knowledge and Simple Understanding, discussions on knowledge and remembering, Levels of Declarative and Procedural Knowledge, Categories of Lower Order Thinking Skills and Generic Questions for its Assessment, Measuring Deep Understanding, Alignment of Learning Outcomes and Cognitive Levels, Aligning of learning Outcomes to Test Types, Categories of Thought Questions for Deep Understanding and Sample Test Stems,
Used in Developmental Reading.
Includes Take off/Motivation Activities, Discussions on Drawing Conclusions, Tips to Effectively Draw Conclusions, and Tasks for practice.
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,
Lesson 19 - Identifying Topics, Main Ideas and Supporting DetailsEzr Acelar
Used in Developmental Reading Class.
Includes Take Off/Motivation Activities, Discussion on the Paragraph, Main Idea, Topic Sentence, Tips from Reading Resources, and some activities for practice.
Instructional Programs for English Language Learners (ELL)Ezr Acelar
Used for PEDA 213 (Language Programs for Secondary Schools)
Includes Introduction to English Language Learner Programs, Phases of EL Instructions, the different types of ELL Programs and discussions for each.
was used for a reporting in Contemporary Literature as an executed lesson plan.
First Part was for Motivation (slides 2-7), a sort-of 4 Pics, 1 Word game.
Includes an introduction about the author Gurudev Rabindranath Tagore, background of the Gitanjali (Song Offerings), an activity on vocabulary building (slide 16) and some poems from Gitanjali.
The Canterbury Tales by Geoffrey ChaucerEzr Acelar
used for reporting in English and American Literature
Canterbury Tales by Geoffrey Chaucer (English Literature)
includes setting, characters, summary, Chaucer's Tale of Melibee, Wife of Bath's Tale,
used for reporting in Introduction to Stylistics
includes the types of style (expository/argumentative, descriptive, narrative, persuasive) basic principles in stylistic analysis, teaching of language and literature: a case for stylistics, and stylistics and levels of language
used for reporting in ENG 214 - Introduction to Stylistics
includes the 3 waves of feminism, post feminism, feminist writers and literature, stereotypes of women in literature
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
used for reporting in LIT 219 - English and American Literature
Patterns by Amy Lowell (American Literature)
Includes vocabulary words and per stanza interpretation (found in notes)
for LIT 203 (Panitikan sa Pilipinas)
Includes topics such as Kaligirang Kasaysayan ng Panahon (background), Katangian ng Literatura, Kilalang Manunulat at Akda (akdang Panrelihiyon sa Tagalog, Iloko, Bisaya, Mga Tula at Akdang ukol sa Tula, Tulang Maladula, Akdang Pangwika)
This was used for Lit 209 (Afro-Asian Literature).
This presentation is divided into 4 parts (Israel, Hebrew Literature, The Bible and some Biblical pieces).
Also includes some notes within the presentation itself.
Bloom’s Revised Taxonomy of Educational ObjectivesEzr Acelar
This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
This was for EDUC 203 (Facilitating Learning).
This was the topic after Constructivism.
Includes Types of Transfer, Reasons Why Transfer Doesn't Work and Conditions and Principles for Transfer.
This was for LIT 208 (Mythology and Folklore).
It includes s\topics such as Egyptian Creation myth, gods and goddesses, mythical creatures and folklore.
Has some videos to aid in the instruction.
Notes are also included within the presentation.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
3. (B) Blended Learning
Learning that is facilitated by the effective combination of different modes of delivery,
models of teaching and styles of learning, and is based on transparent communication
amongst all parties involved with a course. (Heinze, Procter, 2004)
“integrative learning”, “hybrid learning”, “multi-method learning”.
It combines classroom learning, mobile learning, and on-line learning.
4. Through analysis • New learning and ideas can be constructed.
Through
reflection
• The experience acquires meaning, hence the
teacher/student is able to formulate his/her own concepts
that can be applied to new learning situations.
(R) Reflective Teaching
students/teachers learn through an analysis and evaluation of
past experiences
5. Allocate sufficient time
for reflection.
Schedule a short briefing
activity so as to recapture
the experience and think
about it.
The teacher serves as
facilitator and guide in
developing the skill in
analyzing a past learning
experience.
Encourage the students to
recount the experience to
others, thereby
strengthening the insights
gained.
Attend to feelings
especially the positive and
pleasant ones.
Evaluate the experience in
the light of the learner’s
intent.
Guidelines for the Effective Use of Reflective
Teaching/Learning
6. Reflective Teaching Strategies
Self-analysis
• Keep a record of
his/her success or
failure in employing
a strategy, problems
and issues
confronted, and
significance of
learning events that
Writing Journals
• Includes: a) a
description of the
teaching/learning
event, b) outcomes
of the event, c) value
or worthiness of the
outcomes and d)
causes of success or
Keeping a Portfolio
• Includes a student’s
first-hand
observations and
personal knowledge
that will be needed
on analyzing changes
in values being
developed.
7. • helps students to understand the meaning
and effect of their contributions.
The experiential learning
process of reflection
• one borne out of experiences that have been
deeply thought of, analyzed and evaluated.
Learning that results
from reflective teaching
Take Note:
8. (M) Metacognitive Approach
(“meta” means beyond) an approach that goes beyond cognition. It is an approach
that makes students think about thinking.
Making the students conscious of their thought processes while they are thinking;
allowing them to think aloud.
“students learn more effectively when they are aware on their learning of how
they learn and know how to monitor and reflect” (Linda Darling-Hammond and colleagues,
2008)
“effective problem solvers subvocalize, that is they talk to themselves frequently”
(Orlich, 1994)
Students describe what is going on in their mind; Students identify what is known in a situation or problem
9. (C)CONSTRUCTIVIST APPROACH
“students come to the classroom with prior understandings and experiences
and to promote student learning, teachers must address and build upon this
prior knowledge” (Linda Darling-Hammond, 2008)
Learning is an active process that results from self-constructed meanings
Anchored on the belief that ever individual constructs and reconstructs
meanings depending on past experiences.
10. Instructional Characteristics
Teaching is not considered as merely transmitting
knowledge and information (facts, concepts and
principles) but rather as providing students with relevant
experiences from which they can construct their own
meaning.
Constructivism is anchored on the assumption that
“the absorption or assimilation of knowledge is
somewhat personal and therefore no two learners
can build up the same meaning out of one
situation”.
The teacher’s role is to facilitate learning by providing
opportunities for a stimulating dialogue so that meanings
could evolve and be constructed. She guides the students
through skillful questioning and appropriate cognition
processing.
The instructional materials include learning
activities and events rather than fixed documents
(laws, principles) that almost always are learned
unquestioned and simply recalled.
11. Lessons are activity-centered in order for
them to experience or gain personal
knowledge through active involvement.
Participation with understanding enables
them to “live through” a learning episode.
Reflection is an important activity wherein
the learner recaptures an experience, thinks
about it and evaluates it.
Plan learning activities that will develop
critical thinking skills, creativity and
innovativeness such as performing own
experiments and in-depth investigations.
Since construction and reconstruction of
meanings is an active and uniquely
individual process, students must be
encouraged to work independently.
Instructional Characteristics
12. Guidelines for Its Effective Use
Encourage students to take their
own initiative in undertaking a
learning activity, to develop self-
directed learning.
Respect and accept the student’s
own ideas, to enhance self-
confidence.
Ask the students to recall past
experiences, analyze and see a
connection with the new learning
event.
Note: Experience alone may not result to learning. It is recall
and objective evaluation that results in new understandings.
14. Intradisciplinary Approach – the subdisciplines are
integrated within a subject area
Listening
Reading
Writing
Speaking Language
Arts
Algebra
ProbabilityGeometry
Math
15. Interdisciplinary Approach – (CBI) concepts and skills of
different subject areas are integrated
Science Language
Science
concepts,
writing skills,
research
skills, reading
skills
Social
Studies
Science
Research
skills,
Critical
thinking,
Scientific
processes
16. • teachers organize curriculum around students’
questions and concerns
• Students develop life skills as they apply interdisciplinary
and disciplinary skills in a real-life context.
Transdisciplinary Approach
• learning that results from the process of working toward the
understanding of the resolution of the problem; also known as project-
based learning or place-based learning (students tackle a local problem)
Problem-based Learning
(PBL)
17. Steps in Planning a Project-based Curriculum
Teachers and students
select a topic of study
based on students’
interests, curriculum
standards, and local
resources.
Teachers and students
select a topic of study
based on students’
interests, curriculum
standards, and local
resources.
Students share their
work with others in a
culminating activity.
Students display the
results of their
exploration and
review and evaluate
the project.
18. Appropriate Learning Activities in the Different
Phases of the Lesson
Introductory
Activities
(Starters /
Unfreezing
Activities)
• KWL (Know, What to Know, Learned)
• Video clips / editorial / cartoon or
comic strip that relates to
content/topic
• Posing a scientific problem an require
the students to formulate a hypothesis
• Game
• Simulation
• Puzzle, brain teaser
• Mysterious scenario
• Song (+analysis)
• Picture without a caption
• Quotable quote
• Anecdote
• Compelling stories from history /
literature related to the course content
• Current events to introduce curricular
topic
• Diagnostic test
• Skit, role playing
• Voting
• Rank ordering
• Values continuum
• Devil’s advocate
• Conflict story
• Brainstorming
• Buzz session
• Interactive computer games
• Question and answer
• Anticipation guide
19. Developmental Activities
For date
gathering
For organizing
and summarizing
• Interview
• Library research
• Internet research
• Reading
• Lecture
• Inviting resource speaker
• Field trip
• Experiment
• Panel discussion
• Hands-on learning
• Case study
• Using graphic organizers
• Jingles, rap, song
• verses
• acrostic
• powerpoint presentation
20. For Application
/ Creative
Activities
For Concluding
Activities
• solving real-word problems
• performances and demonstrations of
skill mastery
• authentic projects
• portfolios of students’ best work and
work in progress
• letters to the editor
• powerpoint presenations
• brochures
• writing and performing a song, rap,
musical
• news report for a local news
program
• television talk shows
• mock debates and mock trials
• mock job interviews
• personal narratives
• cartoons, comic strip
• organizing a symposium
• finish and review the KWL chart
• “passport to leave”
• Journal writing at the end of the
period
• Preview coming attractions
• 3/2/1 countdown
• Using analogies
• Completing unfinished
sentences
• Synthesize or summarize a
lesson
Portfolio (a very personal document which includes frank, honest and on-the-spot account of experiences)
(“meta” means beyond) an approach that goes beyond cognition. It is an approach that makes students think about thinking. It has something to do with students monitoring their own cognitive processes as they are engaged in their cognitive tasks.
Making the students conscious of their thought processes while they are thinking; allowing them to think aloud.
“students learn more effectively when they are aware on their learning of how they learn and know how to monitor and reflect” (Linda Darling-Hammond and colleagues, 2008)
“effective problem solvers subvocalize, that is they talk to themselves frequently” (Orlich, 1994)
Subvocalize: constantly restating the situation, rechecking progress, evaluating whether one’s thinking is moving in an appropriate discussion
Students describe what is going on in their mind, work in pairs for 5-8 minutes several times a week to overcome awkwardness
Students identify what is known in a situation or problem. They can then suggest what needs to be known and finally what steps are required to obtain the information
Introductory/Opening/Initiatory Activities
Serves as starters, or unfreezing activities, to make the students feel at ease, to motivate the students to participate and to set the tone for the day
Used to capture students’ attention, connect their prior knowledge with the new information that will be presented, show the relevance of the lesson to their lives and experiences
Interactive - make learners interact with you (the teacher), with their classmates and with the learning material
Innovative - fresh because you introduce new teaching methods; don’t overuse one teaching method
Integrative - lessons are connected to one other, to other disciples and to life
Inquiry-based - questions are asked and learners look for answers
Collaborative – learners work together
Constructivist – learners construct knowledge and meaning by connecting lessons with their past experiences
Varied – not sticking to just one teaching method; have a ready repertoire of teaching methods
Experiential – (hands –on, minds-on, hearts-on), varied activities
Metacognitive – learners think about their cognitive and thought processes
Reflective – students reflect on what they have learned and how they have learned