Integrated teaching for effective learning in health professionsK Raman Sethuraman
Health professions education, being complex is ideally suited for integrated teaching-learning. This is a slide-set that will help you to conduct a 100-minute session set in a workshop mode. Suitable for Educators of Medicine, Dentistry, Nursing and allied health professions.
Integrated teaching for effective learning in health professionsK Raman Sethuraman
Health professions education, being complex is ideally suited for integrated teaching-learning. This is a slide-set that will help you to conduct a 100-minute session set in a workshop mode. Suitable for Educators of Medicine, Dentistry, Nursing and allied health professions.
Features of Project-based learning; 1. Student-centered 2. Interdisciplinary ...Future Education Magazine
PBL stands for project-based learning, which is a student-centered pedagogy that incorporates an active classroom approach. The idea behind this method of teaching is that students would gain a more in-depth knowledge via the active investigation of real-world issues and obstacles.
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
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.
Features of Project-based learning; 1. Student-centered 2. Interdisciplinary ...Future Education Magazine
PBL stands for project-based learning, which is a student-centered pedagogy that incorporates an active classroom approach. The idea behind this method of teaching is that students would gain a more in-depth knowledge via the active investigation of real-world issues and obstacles.
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. National Training of Trainers
for Grade 11 Teachers
National
Educators
Academy of the
Philippines
2. National Training of Trainers
for Grade 11 Teachers
National
Educators
Academy of the
Philippines
K to 12
Pedagogies
3. National Training of Trainers
for Grade 11 Teachers
3
• Discuss the principles of
constructivism
• Identify the pedagogical approaches,
methods and strategies that adhere
to constructivism
• Suggest constructivist approaches,
methods, or strategies which are
congruent with the SHS content and
performance standards
OBJECTIVES
4. National Training of Trainers
for Grade 11 Teachers
4
• ‘Any conscious activity by one
person designed to enhance
learning in another” (Watkins
and Mortimer, 1999).
• study of methods and activities
of teaching (Cambridge
Dictionary).
PEDAGOGY
5. National Training of Trainers
for Grade 11 Teachers
5
Act Enhancing the Philippine Basic
Education System by
Strengthening its Curriculum and
Increasing the Number of Years
for Basic Education, Appropriating
Funds Therefor and Increasing
the Number and for Other
Purposes
REPUBLIC ACT NO. 10533
6. National Training of Trainers
for Grade 11 Teachers
6
SEC. 5. Curriculum Development
The DepED shall adhere to the following
standards and principles in developing the
enhanced basic education curriculum:
(e) The curriculum shall use pedagogical
approaches that are constructivist,
inquiry-based, reflective, collaborative
and integrative
REPUBLIC ACT NO. 10533
7. National Training of Trainers
for Grade 11 Teachers
7
• Theoretical principles of
CONSTRUCTIVISM
• Practice of Instructional Design
• Practice of Teaching
Challenge – CLEAR LINK
8. National Training of Trainers
for Grade 11 Teachers
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• Student centered
• Consideration for HOT tasks
• Skills are treated in isolation
• Students learn how to learn
• Collaboration is not evident
• Focus is on the teacher
• Background knowledge taken in consideration
as well as new knowledge
• Interdisciplinary exploration is considered
C or NC?
9. National Training of Trainers
for Grade 11 Teachers
9
TRADITIONAL
CONSTRUCTIVISM
Curriculum begins with the
part of the whole
emphasizing basic skills
Curriculum emphasizes big
concepts beginning with the
whole and expanding to
include the parts
Strict adherence to fixed
curriculum is highly valued
Pursuits of students’
question and interest is
valued (Inquiry-based)
10. National Training of Trainers
for Grade 11 Teachers
10
TRADITIONAL
CONSTRUCTIVISM
Learning is based on
repetition
Learning is interactive
Teacher’s role is
directive, rooted in
authority
Teacher’s role is
interactive, rooted in
negotiation
11. National Training of Trainers
for Grade 11 Teachers
11
TRADITIONAL
CONSTRUCTIVISM
Students work
primarily alone
Students work
primarily in groups
(Collaborative)
Textbooks and
workbooks primarily
used
Manipulative
materials are
primary sources
12. National Training of Trainers
for Grade 11 Teachers
12
TRADITIONAL
CONSTRUCTIVISM
Assessment- Testing
(Correct answer)
Assessment- observation,
peer evaluation, and testing
The teacher is superior and
is referred as authority or
master
Teachers serve as guides to
the students to challenge
them to think harder by
considering new ideas
13. National Training of Trainers
for Grade 11 Teachers
13
• J
• J
• V
• B
PROPONENTS
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for Grade 11 Teachers
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Cognitive Learning Theory
Piaget firmly believes that CHILDREN:
• think very differently than adults
• are active learners but need to be guided
properly
• Construct new knowledge as they move
through different cognitive stages
Jean Piaget
15. National Training of Trainers
for Grade 11 Teachers
15
• Learning should engage and expand the
experiences of learners
• Education is a social process
• Schools should be viewed as an extension
of society and students should play an
active role in it, working cooperatively with
each other
• Students learn by doing and should be
allowed to construct, create, and actively
inquire
John Dewey
16. National Training of Trainers
for Grade 11 Teachers
16
• Social Cognition – learning took place within the
context of a child’s social development and
culture
• Scaffolding – Discovering the level of each child’s
cognitive/ social development, and build or
construct their learning experiences from that
point
• Schemata – an organized way of creating or
providing a cognitive mental framework for
understanding and remembering information
Lev Vygotsky
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for Grade 11 Teachers
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• Learn through discovery
• New ideas are based on current or past
knowledge
• Instruction based on Cognition
Jerome Bruner
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for Grade 11 Teachers
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The main activity in a constructivist
classroom is solving problems. Students
use inquiry methods to ask questions,
investigate a topic, and use a variety of
resources to find solutions and answers. As
students explore the topic, they draw
conclusions, and, as exploration continues,
they revisit those conclusions. Exploration
of questions leads to more questions.
INQUIRY-BASED
19. National Training of Trainers
for Grade 11 Teachers
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• Students control their own learning process,
and they lead the way by reflecting on their
experiences. This process makes them experts
of their own learning. The teacher helps
create situations where the students feel safe
questioning and reflecting on their own
processes, either privately or in group
discussions. The teacher should also create
activities that lead the student to reflect on
his or her prior knowledge and experiences.
Talking about what was learned and how it
was learned is really important.
REFLECTIVE
20. National Training of Trainers
for Grade 11 Teachers
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• The constructivist classroom relies heavily on
collaboration among students. There are
many reasons why collaboration contributes
to learning. The main reason it is used so
much in constructivism is that students learn
about learning not only from themselves, but
also from their peers. When students review
and reflect on their learning processes
together, they can pick up strategies and
methods from one another.
COLLABORATIVE
21. National Training of Trainers
for Grade 11 Teachers
21
• Integrative learning is linked to the classical
tradition of educating the "whole" person:
encouraging "breadth of outlook, a capacity to
see connections and hence an ability to make
fundamental decisions and judgments"
(Rothblatt 1993:28).
INTEGRATIVE
22. National Training of Trainers
for Grade 11 Teachers
22
• Integrative learning requires the teaching of
intentional learning (taking a deliberative and
reflexive stance towards knowledge
acquisition): taking into account different
dimensions of a problem, seeing it from
different perspectives, and making conceptual
links among the dimensions and perspectives .
INTEGRATIVE
23. National Training of Trainers
for Grade 11 Teachers
23
• Integrative learning leads students to synthesize
learning from a wide array of sources, learn from
experience, and make significant and productive
connections between theory and practice. This
approach to teaching and learning is necessary in
today's world where technology and globalization
transform knowledge practices in all disciplines
and professions: disciplines are now less bounded,
with new areas of scientific knowledge emerging
on the borders of old ones, and with a significant
exchange of concepts, methods, and subject
matter between the humanities, the social
sciences, and the arts.
INTEGRATIVE
24. National Training of Trainers
for Grade 11 Teachers
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SPECIFIC
CONSTRUCTIVIST
APPROACHES
25. National Training of Trainers
for Grade 11 Teachers
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• A learning approach in which the
educator uses strategically
placed
prompts, cues, questions, direct
explanations, and modeling
to guide student thinking and
facilitate an increased
responsibility for the completion
Guided Instruction
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for Grade 11 Teachers
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• An educational approach associated with problem-
based learning in which the student learns through
investigating issues or scenarios (Hakverdi-Can &
Sonmez, 2012). In this approach, students pose
and answer questions individually and/or
collaboratively in order to draw conclusions
regarding the specific issues or scenarios
(Hakverdi-Can & Sonmez, 2012). Effective essential
questions include student thought and research,
connect to student's reality and can be solved in
different ways (Crane, 2009). There are no incorrect
answers to essential questions, rather answers
reveal student understanding (Crane, 2009).
Inquiry-Based Learning
27. National Training of Trainers
for Grade 11 Teachers
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• An educational approach associated with
problem-based learning in which the
educator introduces an ‘anchor’ or theme
in which students will be able to explore
(Kariuki & Duran, 2004). The ‘anchor’ acts
as a focal point for the entire task, allowing
students to identify, define, and explore
problems while exploring the topic from a
variety of different perspectives (Kariuki &
Duran, 2004).
Anchored Instruction
28. National Training of Trainers
for Grade 11 Teachers
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• A structured educational approach which
consists of large and small group
discussions (Schmidt & Loyens, 2007).
Problem-based learning begins with an
educator presenting a series of carefully
constructed problems or issues to small
groups of students (Schmidt & Loyens,
2007). The problems or issues typically
pertain to phenomena or events to which
students possess limited prior knowledge
(Schmidt & Loyens, 2007).
Problem-Based Learning
30. National Training of Trainers
for Grade 11 Teachers
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“As long as there were people
asking each other questions,
we have had constructivist
classrooms. Constructivism, the
study of learning is about how
we all make sense of the world.
-Jacqueline
Brooks
QUOTE
31. National Training of Trainers
for Grade 11 Teachers
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31
Learning Pyramid*
* National Training Laboratories for Applied Behavioral Sciences, Alexandria, VA.