The document discusses the roles of media and technology in learning. It explains that media and technology have influenced education throughout history and are affecting the roles of teachers and students. The teacher must consider how media and technology impact learning outcomes. Various learning theories and perspectives are described, including behaviorism, cognitivism, constructivism, and social perspectives. Different instructional methods and the roles media can play in learning are also outlined. The conclusion emphasizes that the teacher must evaluate how media and technology may impact student learning.
Innovative approaches for Teaching and Learningjagannath Dange
This document discusses education and teaching approaches. It begins by outlining the session objectives, which are to discuss the background and status of education, teaching approaches, and the shifting role of teachers. It then discusses how education increases capabilities and economic outcomes. It also examines factors like poverty that lead to disparities in education. The document outlines that schools often struggle due to issues like unprepared learners, ineffective teaching, and poor management. It then discusses characteristics of learners and different teaching approaches like teacher-centered, learner-centered, and constructivist approaches. The document concludes by explaining collaborative and cooperative learning.
Direct instruction, inquiry models, and cooperative learning are three common instructional models used in social studies. Direct instruction involves teacher-led lessons, modeling, and independent practice. The inquiry model is a student-centered approach where students form hypotheses and gather evidence to answer a question. Cooperative learning involves small groups working together to achieve a common goal and promotes social skills.
English Language Teaching Materials and Media: Instructional Material and Med...Musfera Nara Vadia
This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.
Chapter 1. General Methods of Teaching HennaAnsari
The document provides an overview of teaching methods and principles. It discusses the traditional and modern concepts of teaching, defining teaching as imparting knowledge under the traditional view and causing learning under the modern view. It also lists several definitions of teaching from education experts. The document outlines the main characteristics of good teaching, features of teaching, planning process for teaching, and principles of teaching. It notes that good teaching should stimulate learning, be active, motivate students, and equip learners with future skills. It emphasizes the importance of understanding students, aligning objectives and assessments, and progressively refining courses based on feedback.
The document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered approaches. A learner-centered approach focuses on students' needs, interests, and abilities. A subject-centered approach emphasizes separate subjects detached from real life. A problem-centered approach assumes students experience problems and aims to develop their ability to resolve issues independently and assume civic responsibilities.
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
INTEGRATION OF INNOVATIE TEACHING PRACTICES IN TEACHING AND LEARNING PROCESSDr. Sushma H.B
The document discusses various innovative teaching practices that can be integrated into the teaching and learning process. It describes traditional lecture-based teaching and highlights how it can be made more interactive, such as through questioning students and encouraging participation. It also discusses other active learning methods like problem-based learning, cooperative and collaborative learning, and reflective teaching/learning. The use of real-life examples, multimedia, hands-on activities and diagnostic-prescriptive teaching are emphasized to make learning more engaging and effective.
The document discusses the key features of curriculum design:
1. It outlines the six main features of any curriculum - the teacher, learners, subject matter, teaching methods, performance assessment, and community partnerships.
2. It then examines the three main approaches to curriculum design - learner-centered, subject-centered, and problem-centered. The learner-centered approach focuses on the needs, interests, and abilities of students. The subject-centered approach emphasizes teaching detached subject matter. And the problem-centered approach views students as problem-solvers through experiential learning.
3. It emphasizes the importance of designing curricula that prepare students for the future by teaching relevant skills and adapting to changes
Innovative approaches for Teaching and Learningjagannath Dange
This document discusses education and teaching approaches. It begins by outlining the session objectives, which are to discuss the background and status of education, teaching approaches, and the shifting role of teachers. It then discusses how education increases capabilities and economic outcomes. It also examines factors like poverty that lead to disparities in education. The document outlines that schools often struggle due to issues like unprepared learners, ineffective teaching, and poor management. It then discusses characteristics of learners and different teaching approaches like teacher-centered, learner-centered, and constructivist approaches. The document concludes by explaining collaborative and cooperative learning.
Direct instruction, inquiry models, and cooperative learning are three common instructional models used in social studies. Direct instruction involves teacher-led lessons, modeling, and independent practice. The inquiry model is a student-centered approach where students form hypotheses and gather evidence to answer a question. Cooperative learning involves small groups working together to achieve a common goal and promotes social skills.
English Language Teaching Materials and Media: Instructional Material and Med...Musfera Nara Vadia
This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.
Chapter 1. General Methods of Teaching HennaAnsari
The document provides an overview of teaching methods and principles. It discusses the traditional and modern concepts of teaching, defining teaching as imparting knowledge under the traditional view and causing learning under the modern view. It also lists several definitions of teaching from education experts. The document outlines the main characteristics of good teaching, features of teaching, planning process for teaching, and principles of teaching. It notes that good teaching should stimulate learning, be active, motivate students, and equip learners with future skills. It emphasizes the importance of understanding students, aligning objectives and assessments, and progressively refining courses based on feedback.
The document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered approaches. A learner-centered approach focuses on students' needs, interests, and abilities. A subject-centered approach emphasizes separate subjects detached from real life. A problem-centered approach assumes students experience problems and aims to develop their ability to resolve issues independently and assume civic responsibilities.
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
INTEGRATION OF INNOVATIE TEACHING PRACTICES IN TEACHING AND LEARNING PROCESSDr. Sushma H.B
The document discusses various innovative teaching practices that can be integrated into the teaching and learning process. It describes traditional lecture-based teaching and highlights how it can be made more interactive, such as through questioning students and encouraging participation. It also discusses other active learning methods like problem-based learning, cooperative and collaborative learning, and reflective teaching/learning. The use of real-life examples, multimedia, hands-on activities and diagnostic-prescriptive teaching are emphasized to make learning more engaging and effective.
The document discusses the key features of curriculum design:
1. It outlines the six main features of any curriculum - the teacher, learners, subject matter, teaching methods, performance assessment, and community partnerships.
2. It then examines the three main approaches to curriculum design - learner-centered, subject-centered, and problem-centered. The learner-centered approach focuses on the needs, interests, and abilities of students. The subject-centered approach emphasizes teaching detached subject matter. And the problem-centered approach views students as problem-solvers through experiential learning.
3. It emphasizes the importance of designing curricula that prepare students for the future by teaching relevant skills and adapting to changes
An educational model consists of compiling different pedagogical theories to guide teaching and learning. It abstracts from real teaching behaviors and can represent learning or teaching theories. Knowing educational models helps teachers develop curricula and generate better classroom results. Traditional models focus on study programs without social factors, using lectures. 21st century models respond to economic/technological changes and develop skills for students' future careers. Effective learning models for students include hands-on activities, collaborative projects, experiential learning, and direct instruction.
INTRODUCTORY REMARKS ON KNOWLEDGE, LEARNING AND TEACHINGizaherna
This document discusses different perspectives on teaching and learning, including epistemology, constructivism, behaviorism, cognitivism, and learner-centered approaches. It also addresses using technology to accommodate different learning styles and enhancing student engagement through interactive media like animation, graphics, and games.
Authentic learning involves students creating tangible products or solutions to real-world problems that are presented to an external audience. It requires higher-order thinking, depth of knowledge, social support for learning, and substantive conversations. An authentic teacher acts as a facilitator, providing guidance and feedback as students work collaboratively through an inquiry process to build knowledge and skills applicable outside the classroom. Authentic instruction integrates multiple subjects and incorporates community involvement.
This document discusses different approaches to teaching social studies in elementary school. It outlines six main approaches: the constructivist approach, collaborative learning, experiential and contextualized learning, thematic method, conceptual approach, and integrative approach. For each approach, it provides a brief definition and examples of techniques to utilize that approach in teaching social studies, such as field trips, class discussions, and films for the constructivist approach. It also discusses Kolb's experiential learning theory and the three types of integrative approaches: multidisciplinary, interdisciplinary, and transdisciplinary.
Educ. 4 principles of teaching mara ico reportMara Ico
This document discusses principles of effective teaching and learning. It begins by defining principles and explaining that principles guide a teacher's conduct and behavior. It then discusses various teaching styles, approaches, and methods. Some key points made are that teaching is both an art and a science, and there are authoritarian, permissive, and democratic teaching styles. It also discusses concept teaching, constructivist teaching, and other approaches. The document also covers learning domains, learning styles, and principles of learning such as how prior knowledge and motivation impact learning. Overall, the document provides an overview of foundational principles and concepts related to effective teaching and learning.
Role and functions of educational technology in the 21ST CENTURY EDUCATIONjaneparreno18
Student-centered instruction (SCI) fundamentally changes traditional teaching methods by shifting the focus from the teacher to the learners. SCI involves active learning where students solve problems, ask questions, and discuss ideas. It also uses cooperative learning, where students work in teams on projects, and inductive teaching, where students first address challenges and then learn course material. SCI makes content relevant to students, builds on their knowledge, and leads to deeper and longer-lasting learning as students can relate lessons to their own experiences.
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
The document discusses pedagogical approaches and strategies for 21st century learners as mandated by the Enhanced Basic Education Act of 2013 in the Philippines. It outlines five main approaches - collaborative, constructivist, integrative, inquiry-based, and reflective learning. Each approach is defined and examples of how they can be implemented in the classroom are provided, including suggested activities and technologies. The approaches aim to make learning more active, cooperative, collaborative, exploratory, contextualized and relevant for students.
This document discusses several teaching strategies for elementary education, including lecture methods, demonstration methods, drill methods, project methods, problem-solving approaches, role-playing, and developing interpersonal skills. It provides details on the purpose and procedures of each method, as well as their advantages and disadvantages. Overall, the document offers K-6 educators a variety of instructional strategies to engage students and promote active learning.
DISCUSSION ISSUES ON TEACHING APPROACHESFatin Amira
This document discusses issues related to teaching approaches for mathematics science. It begins with an introduction on the importance of mathematics education and constructivist learning. It then describes several different teaching approaches: constructivism, cooperative learning, contextual learning, and mastery learning. For each approach, it provides the definition, principles or elements, example classroom activities, and an example question. The document is intended as a reference for discussing different teaching methods in mathematics.
This document outlines the syllabus for a course on pedagogy for engineering students. The course aims to help students understand key concepts related to teaching and learning, including pedagogy, andragogy, and heutagogy. It also covers principles of teaching and learning, characteristics of effective teaching and learning, roles of teachers and learners, and active learning methods. Students will learn about qualities of effective teachers and their major responsibilities. They will also learn to apply various active learning techniques in their own fields.
This document discusses different approaches to curriculum design. It describes six key features of a curriculum: the teacher, learners, knowledge/skills/values taught, teaching strategies/methods, student performance, and community partnerships. It then examines different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered/human relations-centered approaches. The learner-centered approach focuses on student needs/interests, while the subject-centered approach emphasizes separate subjects. The problem-centered approach views students as capable of directing their own problem solving.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
This document discusses universal course design (UCD) and its principles. UCD aims to make college courses accessible to all students by considering principles like equitable use, flexibility, perceptible information and tolerance for error. It suggests designing courses by identifying clear learning objectives and outcomes, and then creating curriculum, instruction and assessments that are usable and engaging for diverse learners. Examples are provided of professors incorporating student interests into statistics, using multiple formats to present content, and alternative assessments to accommodate different learning styles. Resources for further information on inclusive teaching are also referenced.
Teaching is uncertain and interactional. Part of teaching well is using a combination of ones own talents, insights, skills, and professional judgments to encourage students learning and development. It is a very humanistic profession, and compassion is the utmost feeling of understanding, and showing others you are concerned about them. A compassionate teacher models that characteristic to the students with her/his actions, and as a result students will be more open to understanding the world around them. Teaching is difficult partly because classrooms are complex. First, teachers are required to serve in several roles. They need to serve as advocate, instructor, observer, evaluator, coach, activities director, supply master, tech support, and confidante, for instance. In their varied roles, teachers make many decisions about different kinds of issues. Teachers make hundreds of decisions per day. They need to think about students safety, their learning, and their other needs simultaneously, all while they also consider their own personal and professional issues. J. Jayapriya"Basic Requirements of Teaching" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-4 , June 2017, URL: http://www.ijtsrd.com/papers/ijtsrd2199.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/2199/basic-requirements-of-teaching/j-jayapriya
Method of teaching- lecture is the most common method of teaching.It is effective for imparting knowledge up to comprehension level but less effective for higher cognitive levels.
The document discusses constructivist teaching principles and methods. It provides examples of how constructivist teachers: 1) encourage students to assess their own understanding and learning strategies; 2) believe students build knowledge by relating new information to prior knowledge; and 3) sometimes require students to restructure existing knowledge or change their understanding of concepts. The document also contrasts transmission and social construction views of teaching and learning, and describes strategies like scaffolding and inquiry-based learning that are commonly used in constructivist classrooms.
The document compares conventional and non-conventional teaching methods. Conventional methods include lecture-based instruction, memorization, and individual work. Non-conventional methods incorporate more active learning approaches like problem-based learning, peer instruction, group projects, and flipped classrooms. While conventional methods are efficient, non-conventional methods promote critical thinking, collaboration, and develop skills like communication. The document advocates that modern classrooms should integrate non-conventional, student-centered methods to engage today's learners.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
An educational model consists of compiling different pedagogical theories to guide teaching and learning. It abstracts from real teaching behaviors and can represent learning or teaching theories. Knowing educational models helps teachers develop curricula and generate better classroom results. Traditional models focus on study programs without social factors, using lectures. 21st century models respond to economic/technological changes and develop skills for students' future careers. Effective learning models for students include hands-on activities, collaborative projects, experiential learning, and direct instruction.
INTRODUCTORY REMARKS ON KNOWLEDGE, LEARNING AND TEACHINGizaherna
This document discusses different perspectives on teaching and learning, including epistemology, constructivism, behaviorism, cognitivism, and learner-centered approaches. It also addresses using technology to accommodate different learning styles and enhancing student engagement through interactive media like animation, graphics, and games.
Authentic learning involves students creating tangible products or solutions to real-world problems that are presented to an external audience. It requires higher-order thinking, depth of knowledge, social support for learning, and substantive conversations. An authentic teacher acts as a facilitator, providing guidance and feedback as students work collaboratively through an inquiry process to build knowledge and skills applicable outside the classroom. Authentic instruction integrates multiple subjects and incorporates community involvement.
This document discusses different approaches to teaching social studies in elementary school. It outlines six main approaches: the constructivist approach, collaborative learning, experiential and contextualized learning, thematic method, conceptual approach, and integrative approach. For each approach, it provides a brief definition and examples of techniques to utilize that approach in teaching social studies, such as field trips, class discussions, and films for the constructivist approach. It also discusses Kolb's experiential learning theory and the three types of integrative approaches: multidisciplinary, interdisciplinary, and transdisciplinary.
Educ. 4 principles of teaching mara ico reportMara Ico
This document discusses principles of effective teaching and learning. It begins by defining principles and explaining that principles guide a teacher's conduct and behavior. It then discusses various teaching styles, approaches, and methods. Some key points made are that teaching is both an art and a science, and there are authoritarian, permissive, and democratic teaching styles. It also discusses concept teaching, constructivist teaching, and other approaches. The document also covers learning domains, learning styles, and principles of learning such as how prior knowledge and motivation impact learning. Overall, the document provides an overview of foundational principles and concepts related to effective teaching and learning.
Role and functions of educational technology in the 21ST CENTURY EDUCATIONjaneparreno18
Student-centered instruction (SCI) fundamentally changes traditional teaching methods by shifting the focus from the teacher to the learners. SCI involves active learning where students solve problems, ask questions, and discuss ideas. It also uses cooperative learning, where students work in teams on projects, and inductive teaching, where students first address challenges and then learn course material. SCI makes content relevant to students, builds on their knowledge, and leads to deeper and longer-lasting learning as students can relate lessons to their own experiences.
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
The document discusses pedagogical approaches and strategies for 21st century learners as mandated by the Enhanced Basic Education Act of 2013 in the Philippines. It outlines five main approaches - collaborative, constructivist, integrative, inquiry-based, and reflective learning. Each approach is defined and examples of how they can be implemented in the classroom are provided, including suggested activities and technologies. The approaches aim to make learning more active, cooperative, collaborative, exploratory, contextualized and relevant for students.
This document discusses several teaching strategies for elementary education, including lecture methods, demonstration methods, drill methods, project methods, problem-solving approaches, role-playing, and developing interpersonal skills. It provides details on the purpose and procedures of each method, as well as their advantages and disadvantages. Overall, the document offers K-6 educators a variety of instructional strategies to engage students and promote active learning.
DISCUSSION ISSUES ON TEACHING APPROACHESFatin Amira
This document discusses issues related to teaching approaches for mathematics science. It begins with an introduction on the importance of mathematics education and constructivist learning. It then describes several different teaching approaches: constructivism, cooperative learning, contextual learning, and mastery learning. For each approach, it provides the definition, principles or elements, example classroom activities, and an example question. The document is intended as a reference for discussing different teaching methods in mathematics.
This document outlines the syllabus for a course on pedagogy for engineering students. The course aims to help students understand key concepts related to teaching and learning, including pedagogy, andragogy, and heutagogy. It also covers principles of teaching and learning, characteristics of effective teaching and learning, roles of teachers and learners, and active learning methods. Students will learn about qualities of effective teachers and their major responsibilities. They will also learn to apply various active learning techniques in their own fields.
This document discusses different approaches to curriculum design. It describes six key features of a curriculum: the teacher, learners, knowledge/skills/values taught, teaching strategies/methods, student performance, and community partnerships. It then examines different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered/human relations-centered approaches. The learner-centered approach focuses on student needs/interests, while the subject-centered approach emphasizes separate subjects. The problem-centered approach views students as capable of directing their own problem solving.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
This document discusses universal course design (UCD) and its principles. UCD aims to make college courses accessible to all students by considering principles like equitable use, flexibility, perceptible information and tolerance for error. It suggests designing courses by identifying clear learning objectives and outcomes, and then creating curriculum, instruction and assessments that are usable and engaging for diverse learners. Examples are provided of professors incorporating student interests into statistics, using multiple formats to present content, and alternative assessments to accommodate different learning styles. Resources for further information on inclusive teaching are also referenced.
Teaching is uncertain and interactional. Part of teaching well is using a combination of ones own talents, insights, skills, and professional judgments to encourage students learning and development. It is a very humanistic profession, and compassion is the utmost feeling of understanding, and showing others you are concerned about them. A compassionate teacher models that characteristic to the students with her/his actions, and as a result students will be more open to understanding the world around them. Teaching is difficult partly because classrooms are complex. First, teachers are required to serve in several roles. They need to serve as advocate, instructor, observer, evaluator, coach, activities director, supply master, tech support, and confidante, for instance. In their varied roles, teachers make many decisions about different kinds of issues. Teachers make hundreds of decisions per day. They need to think about students safety, their learning, and their other needs simultaneously, all while they also consider their own personal and professional issues. J. Jayapriya"Basic Requirements of Teaching" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-4 , June 2017, URL: http://www.ijtsrd.com/papers/ijtsrd2199.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/2199/basic-requirements-of-teaching/j-jayapriya
Method of teaching- lecture is the most common method of teaching.It is effective for imparting knowledge up to comprehension level but less effective for higher cognitive levels.
The document discusses constructivist teaching principles and methods. It provides examples of how constructivist teachers: 1) encourage students to assess their own understanding and learning strategies; 2) believe students build knowledge by relating new information to prior knowledge; and 3) sometimes require students to restructure existing knowledge or change their understanding of concepts. The document also contrasts transmission and social construction views of teaching and learning, and describes strategies like scaffolding and inquiry-based learning that are commonly used in constructivist classrooms.
The document compares conventional and non-conventional teaching methods. Conventional methods include lecture-based instruction, memorization, and individual work. Non-conventional methods incorporate more active learning approaches like problem-based learning, peer instruction, group projects, and flipped classrooms. While conventional methods are efficient, non-conventional methods promote critical thinking, collaboration, and develop skills like communication. The document advocates that modern classrooms should integrate non-conventional, student-centered methods to engage today's learners.
Similar to PPT INSTRUCTIONAL MEDIA GROUP 1.pptx (20)
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
2. MEMBERS OF GROUP 1
Ni Kadek Diantini (213105)
Ni Ketut Happy Karlina Gina (213088)
Jefrieska Anggun Lyontin (213101)
I Gede Aca (213053)
I Kadek Adi Sudyarsana (213041)
3. TABLE OF CONTENTS
Learning Method
Media
01 04
02 05
03 The Roles of Media
In Learning 06
Technology
Conclusion
4. Media, Technology, and Learning
o Technology and the media have influenced education
throughout history.
o The influence of media and technology in the classroom is
definitely affecting the roles of the teacher and the student.
o It is essential that the teacher considers media and
technology in the context of learning and their possible
effects on students’ outcomes.
6. o Process by which a person acquires new information,
abilities, or attitudes through interactions with the
outside world and other people.
o The physical space, the psychological atmosphere,
the instructional methods, the media, and the
technology all make up the learning environment.
o The way teaching is planned and delivered greatly
affects both what is learned and how well it is applied
by the learners.
7. Behaviorist Perspective
• B. F. Skinner, a psychologist at Harvard
University, was at the forefront of this
movement (behaviorism)
• Behavior of an organism could be
modified by reinforcing or rewarding
the organism’s desired environmental
responses.
• The result was the development of
programmed instruction, a method for
guiding a learner through a series of
instructional steps to a desired level of
performance.
Psychological Perspectives on Learning
Cognitivist Perspective
• Construct a mental model of short-term &
long-term memory in which new
information is stored in short-term
memory and practiced until it is suitable to
be stored in longer-term memory.
• The Swiss psychologist Jean Piaget (1997)
illustrates how cognitive psychologists
view the mental processes that individuals
use to respond to their environment.
• His work focuses on the three
fundamental concepts of mental
development: schemata, assimilation, and
accommodation.
8. Schemata
• Mental structures that
individuals use to
organize their
perceptions of their
surroundings.
• Change through
assimilation and
accommodation, which
should be encouraged in
the learning
environment.
• These distinctions result
in the formation of
schemata, or the capacity
to classify objects
according to their
distinguishing
characteristics.
Assimilation
• A cognitive process by
which a learner
incorporates new
information and
experiences into his or
her existing schemata.
• Assimilation results
from experiences that
expand the schema
without altering its
fundamental
structure.
Accommodation
• Accommodation is the
process of modifying
existing schemata or
developing new ones.
• A learner may either
create a new schema
or modify an existing
schema to
accommodate the
new stimulus.
9. Constructivist Perspective
• Movement that views students’
engagement in meaningful
experiences as the essence of
education.
• Learners create their own
interpretations of the world.
• Learning occurs most effectively when
students are engaged in authentic
tasks that relate to meaningful
contexts.
Psychological Perspectives on Learning
Social-Psychological
Perspective
• Examines the effects of the classroom's
social organization on learning,
including group structure, authority
structure, and reward structure.
• Robert Slavin has developed a
collection of cooperative learning
techniques that exemplify the
principles of small-group collaboration,
learner-controlled instruction, and
group achievement-based rewards.
10. Approaches to Instruction
Arrangement of information and environment to facilitate
learning, which includes the methods, media, and technology
used to convey information and direct the learner’s study.
Instructors and instructional designers should adopt a
pluralistic stance toward contending schools of learning
psychology and employ what is effective.
11. Finding a Middle Ground
Active participation. When students are actively engaged in meaningful tasks and
interacting with the content, they learn effectively.
Practice. Increases retention rate and the ability to implement new knowledge, skill, or
attitude.
Individual differences. Effective methods permit individuals to advance at different
rates, cover different material, and even engage in different activities.
Feedback. Learners need to know whether or not their thinking is on the right track.
Realistic contexts. The knowledge presented in a real-world context is most likely to be
remembered and applied.
Social interaction. A number of pedagogical and social supports can be provided by
peers functioning as tutors or peers in a peer group.
12. A Philosophical Perspective on Learning
o Technology has the potential to dehumanize students, but when used effectively, it
can individualize and humanize the teaching/learning process to an extent that was
previously unattainable.
o Instructors should view students as human beings with rights, privileges, and
motivations.
o Using instructional technology does not preclude a humane teaching/learning
environment, as it can contribute to a participatory learning environment for students.
14. The media is a communication channel that transmits information
between a source and a receiver.
The Concrete-Abstract Continuum
o Instructional media that incorporate concrete experiences facilitate the integration of
prior knowledge and the acquisition of abstract ideas.
o Edgar Dale created the “Cone of Experience” in order to strike an equilibrium
between the concreteness of learning experiences and time constraints.
o Psychologist Jerome Bruner developed a descriptive scheme for designating
instructional activities, that instruction should progress from enactive (direct)
experience to iconic (pictures and videos) representations of experience to symbolic
representations (such as the use of words).
16. Instructor-Directed Instruction
o The most common use of media in an
instructional setting is to supplement
the “live” instructor.
o The significance of the instructor’s role
in the efficient utilization of
instructional media.
o Ausubel (1968) introduced the concept
of advanced organizers as an
instructional aid.
o An advanced organizer may take the
form of an overview or introduction to
the lesson’s content, a statement of the
information's underlying principles, or a
statement of learning objectives.
Instructor-Independent
Instruction
o When a teacher is absent from a formal
education setting, media can be utilized
effectively.
o Self-instruction and cooperative
learning are closely related, as students
work together in groups or collaborate
with the teacher on learning initiatives.
o The use of self-instructional materials
permits teachers to devote more time
to diagnosing and correcting student
problems, consulting with individual
students, and teaching individually and
in small groups.
17. Media Portfolios
A portfolio is a compilation of student work
that demonstrates development over time.
o Collect, organize, and distribute
information
o Analyze connections
o Examine hypotheses
o Communicate the results with precision
o Record numerous performances
o Consider their learning and actions
o Highlight their objectives, outcomes, and
top concerns.
o Display their creativity and individuality
Electronic Portfolios
• Computer workstations equipped with
video and audio digitizing cards, printers,
scanners, and digital cameras are utilized
to evaluate student learning and physical
and social development.
• Electronic portfolios are more effective
than traditional portfolios in terms of their
creation and navigation.
• Storage space is another advantage, and
electronic portfolios are better organized
and interconnected.
• The disadvantages of creating electronic
portfolios are equipment, accessibility,
security, and time.
18. Thematic Instruction
• Teachers now
organize their lessons
around themes or
anchors, incorporating
content and skills
from a variety of
disciplines.
• The unit begins with a
“shared experience”,
the lesson then
transitions to “shared
expertise.”
Distance Education
• Distance education is
distinguished by the
separation of the
instructional team
from the student(s)
during the learning
process.
• The course material
must be delivered via
instructional media.
Education for
Exceptional Students
• Regardless of their
inherent abilities,
specially designed and
adapted media can help
them reach their fullest
potential.
• Adjusting instruction for
all exceptional groups
necessitates a
substantial reliance on
media and materials, as
well as the selection of
these materials for
specific purposes.
20. • Instructional methods have been characterized as “presentation forms” such
as lectures and discussions.
• Methods are the instructional procedures chosen to assist learners in
achieving the objectives or internalizing the content or message.
Ten Method Categories
1. Presentation
2. Demonstration
3. Discussion
4. Drill-and-Practice
5. Tutorial
6. Cooperative Learning
7. Gaming
8. Simulation
9. Discovery
10. Problem Solving
21. o Presentation. The presentation method is a one-way
communication controlled by the source, with no instantaneous
interaction or response from the audience.
o Demonstration. In this method, students observe a real or lifelike
example of the desired talent or procedure.
o Discussion. Discussion can be used to prepare students for a
presentation by arousing their curiosity or focusing their attention on
important points.
o Drill-and-Practice. The learners are guided through a series of
practice exercises to increase their fluency in a new skill or to hone an
existing one.
o Tutorial. Tutoring is a one-on-one method for teaching fundamental
abilities such as reading and math.
22. o Cooperative Learning. Students can engage in cooperative
learning by discussing texts and consuming media, as well as by creating
media.
o Gaming. Gaming provides a playful environment in which students
endeavor to achieve a difficult objective.
o Simulation. In simulation, students confront a scaled-down version of a
real-world circumstance.
o Discovery. The discovery method employs an inductive or inquiry-
based approach to learning, presenting problems for trial-and-error
resolution.
o Problem Solving. Real-life issues serve as a starting point for
learning, allowing students to acquire the necessary knowledge and skills.
24. o The term technology has multiple meanings, extending
from hardware to problem-solving.
o According to John Kenneth Galbraith, the definition of
technology is the systematic application of scientific or
other organized knowledge to practical tasks.
o The leading professional association in the field defines
instructional technology as “the theory and practice of
designing, developing, utilizing, managing, and
evaluating processes and resources for learning.”
25. Q & A
SESSION
If you have any questions, don’t hesitate to ask us!
26. CONCLUSION
It is imperative that the teacher, as the facilitator of learning, evaluate the role
of media and technology in the context of learning and their potential effects
on student outcomes. Instruction is the arrangement of information and
environment to facilitate learning in this learning process, including the
methods, media, and technology used to convey information and direct the
learner's study. Media can perform a variety of roles in learning, depending on
whether the instruction is provided by a teacher or a student. In addition to the
media, the methods are crucial for assisting learners in attaining goals or
internalizing the content or message. The process of analyzing learning tasks,
deconstructing them into their component components, and then designing
the steps necessary for learners to complete those tasks constituted a learning
technology.