The document provides an overview of principles, methods, and strategies for professional education and teaching. It discusses key concepts like strategies, methods, and techniques of teaching. It also covers the different types of knowledge required of teachers like content and pedagogical knowledge. Characteristics of successful teachers are outlined along with the powers teachers have in the classroom. The document then examines the parts of a lesson plan including objectives, subject matter, learning procedures, and evaluation. Classroom management strategies are also discussed.
The document discusses teaching aids banks, which are collections of teaching resources used to teach specific lessons. It introduces the TPACK framework, which shows the types of knowledge teachers need to integrate technology successfully into teaching, including technological knowledge, pedagogical knowledge, and content knowledge. The framework illustrates how these different types of knowledge intersect and relate to one another to help teachers effectively incorporate technology into their instruction.
This document discusses principles of teaching and learning. It covers several topics:
1. It describes the fundamental equipment of the learner, including abilities, aptitudes, interests, and background.
2. It summarizes Gardner's theory of multiple intelligences, including verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences.
3. It discusses principles of learning, domains of learning including cognitive, affective and psychomotor, Bloom's taxonomy, and principles for selecting teaching strategies and instructional materials.
This document discusses three teaching methods for language acquisition: part-to-whole, whole-to-part, and balanced. The part-to-whole method teaches the smallest language units first and builds up to more complex concepts. Whole-to-part starts with full texts and breaks them down. The balanced method focuses on both language parts for accuracy and whole texts for meaning. It helps learners build competence and confidence in skills like listening, speaking, reading and writing in a meaningful and accurate way. Key terms discussed are accuracy, meaning, and the work of Susan E. Malone on mother tongue education.
The document is a 15-page course syllabus for a "Technology for Teaching and Learning 2" course. It includes information such as the course description, specific goals and outcomes, topics to be covered over several periods, teaching and learning activities, and assessments. The topics include using technology to develop 21st century skills, creating project-based and problem-based language learning plans integrated with ICT, and using productivity tools like Word and PowerPoint for teaching language skills. Students will develop an ICT-integrated project-based language unit plan and create sample student outputs and instructional materials using various applications.
Teaching & Learning with Technology: In Practice
A course learning activity of Cebu Technological University - Argao Campus
Prepared by:
Joan Aliñabon
Rheanne Mae Princesa
Jane Marie Boladola
Mary Kristhel Merenello
This document discusses terminology and categories related to learners with exceptionalities. It defines key terms from the World Health Organization like impairment, disability, and handicap. It also outlines categories of exceptionalities including cognitive/academic difficulties, social/emotional/behavioral difficulties, physical disabilities, sensory impairments, and giftedness. Specific conditions are described within each category like dyslexia, ADHD, autism, and visual impairments. Approaches for supporting learners with exceptionalities are also mentioned such as people-first language, instructional accommodations, consultation, encouragement, and patience.
The document discusses teaching aids banks, which are collections of teaching resources used to teach specific lessons. It introduces the TPACK framework, which shows the types of knowledge teachers need to integrate technology successfully into teaching, including technological knowledge, pedagogical knowledge, and content knowledge. The framework illustrates how these different types of knowledge intersect and relate to one another to help teachers effectively incorporate technology into their instruction.
This document discusses principles of teaching and learning. It covers several topics:
1. It describes the fundamental equipment of the learner, including abilities, aptitudes, interests, and background.
2. It summarizes Gardner's theory of multiple intelligences, including verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences.
3. It discusses principles of learning, domains of learning including cognitive, affective and psychomotor, Bloom's taxonomy, and principles for selecting teaching strategies and instructional materials.
This document discusses three teaching methods for language acquisition: part-to-whole, whole-to-part, and balanced. The part-to-whole method teaches the smallest language units first and builds up to more complex concepts. Whole-to-part starts with full texts and breaks them down. The balanced method focuses on both language parts for accuracy and whole texts for meaning. It helps learners build competence and confidence in skills like listening, speaking, reading and writing in a meaningful and accurate way. Key terms discussed are accuracy, meaning, and the work of Susan E. Malone on mother tongue education.
The document is a 15-page course syllabus for a "Technology for Teaching and Learning 2" course. It includes information such as the course description, specific goals and outcomes, topics to be covered over several periods, teaching and learning activities, and assessments. The topics include using technology to develop 21st century skills, creating project-based and problem-based language learning plans integrated with ICT, and using productivity tools like Word and PowerPoint for teaching language skills. Students will develop an ICT-integrated project-based language unit plan and create sample student outputs and instructional materials using various applications.
Teaching & Learning with Technology: In Practice
A course learning activity of Cebu Technological University - Argao Campus
Prepared by:
Joan Aliñabon
Rheanne Mae Princesa
Jane Marie Boladola
Mary Kristhel Merenello
This document discusses terminology and categories related to learners with exceptionalities. It defines key terms from the World Health Organization like impairment, disability, and handicap. It also outlines categories of exceptionalities including cognitive/academic difficulties, social/emotional/behavioral difficulties, physical disabilities, sensory impairments, and giftedness. Specific conditions are described within each category like dyslexia, ADHD, autism, and visual impairments. Approaches for supporting learners with exceptionalities are also mentioned such as people-first language, instructional accommodations, consultation, encouragement, and patience.
This document discusses and provides examples of routine and non-routine problem solving. Routine problems involve using arithmetic operations to solve practical problems and have clear, straightforward procedures. Non-routine problems require more creativity, originality, and higher-order thinking skills as they may have multiple solutions or approaches that are not immediately obvious. Ten examples are given that illustrate the differences between routine and non-routine problems of increasing complexity.
This document contains a practice test with 25 multiple choice questions related to education, teaching, learning, child development, and classroom assessment. The questions cover topics like Gestalt psychology's contribution to learning theory, linking new information to prior knowledge, appropriate tasks for young children, communicative competence, curriculum design, types of educational tests, classroom management strategies, and aims of Philippine education.
This document provides details about the author's practice teaching experience. It includes an introduction where the author discusses why teaching is a noble profession. It then covers preliminaries about practice teaching and a student teacher's code of ethics. The rest of the document outlines the author's experience, including a description of their cooperating school, daily activities and lessons as a student teacher, participation in school activities, reflection on their practice teaching, and clearance forms.
This document discusses various instructional strategies and techniques for K-12 curriculum. It begins by explaining why teachers need to use different teaching methods to effectively reach all students, as students do not all learn in the same way. It then provides definitions and explanations of key concepts like techniques, strategies, tactics, and modules. The document also discusses specific strategies like mastery learning, discovery learning, the project method, and integrated or interdisciplinary teaching. It emphasizes that teaching methods should be selected and customized to fit the needs and advantages of each class.
TEMPLATE FOR COMPLETE ACTION RESEARCH .docxJeirilDivino1
This document outlines an action research study that aims to increase awareness of global warming among 5th grade students through the use of infographics. It includes sections on the introduction, research questions, hypothesis, literature review, methodology, and data gathering procedure. Specifically, the study will use a "Present-Engage-Build Infographic Utilization Technique" and compare students' test scores before and after the technique is applied to determine if it significantly increases their awareness of global warming. The study will be conducted on 15 5th grade students at Anas Elementary School in the Philippines.
Technology in Teaching and Learning : useful slides for the researchers, academicians and in any field of education at all levels of such as Primary, secondary, higher secondary, and higher education. Can be used both by the teachers as instructional materials, students as learning materials, researchers as references and reviews, and organizations for training purposes. Can be used as innovative teaching method, innovative instructional strategies in teaching contents. Also useful in teaching various subjects like Physics, chemistry, Botany, Zoology, Tamil, English and maths and other subjects. Involves EDUCATIONAL TECHNOLOGY, Educational Technology-Objectives, Scope of Educational Technology, Technology in Education, Technology of Education, Teaching with technology, Technology Usage in the Classroom, Technology can enhance teaching and learning .
BEST PRACTICES FOR USING TECHNOLOGY ,
This summary provides an overview of the student teacher's observation of Mrs. Dever's 7th grade IDEA Language Arts class:
1) The student teacher observed Mrs. Dever's class to gain insight into differentiating instruction for advanced learners and using classroom management strategies to create an effective learning environment.
2) During the observation, Mrs. Dever had students work on SAT vocabulary, discussed an ongoing journaling project, and provided work time for an "Article of the Week" assignment.
3) The student teacher chose to focus on INTASC principles of differentiating for diverse learners and understanding individual/group motivation, noting how easily Mrs. Dever commanded the classroom's attention.
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
This document discusses two types of transitions in bilingual education programs: early exit and late exit. It also outlines how multilingual education programs can help students build a strong educational foundation by developing oral fluency in their first language and introducing reading and writing in both their first and second languages. These programs help students build capacity to communicate and learn in their first language and become fluent in their second language for everyday use and academics.
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
This document contains 53 multiple choice questions covering a wide range of topics including mathematics, English grammar, science, and current events. The questions are designed to test knowledge across different subject areas for educational assessment purposes.
The document discusses the importance of student diversity in educational settings. It notes that socializing and interacting with students from different backgrounds has been shown to have positive personal and academic benefits. Student diversity can take many forms, including gender, ethnicity, socioeconomic status, learning styles, and disabilities. The learning environment is enriched by diversity as it enhances self-awareness, cognitive development, and prepares students for diverse societies. Teachers are encouraged to promote diversity through inclusive practices like allowing students to share experiences, utilizing varied teaching methods, and forming diverse student groups.
These are learners between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programing needs.
Good multi grade programs and practicesdiazbhavez123
This document discusses several examples of good multi-grade teaching programs from around the world. The best-known example is Escuela Nueva from Colombia, which encourages active and participatory learning through self-instructional materials. Another example is the School in a Box program developed by the Rishi Valley Institute, which provides an educational kit for multi-grade classrooms. The document also discusses multi-grade programs in the Philippines, including the Multi-grade Program in Philippine Education and the Instructional Management by Parents, Community and Teachers approach. Finally, it mentions the Learning and Teaching in Multi-grade Settings project in Nepal and Sri Lanka that adapted curricula for multi-grade classrooms.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
The document categorizes and describes different types of exceptional learners:
1) It identifies seven categories of exceptional learners - learning disabilities, attention-deficit hyperactivity disorder, speech and communication disorders, emotional/conduct behaviors, autism, mental retardation, physical and health impairments.
2) It provides brief descriptions of each category's specific cognitive, academic, or physical challenges.
3) The final category is giftedness, referring to learners with significantly high cognitive development.
A high quality assessment has three key characteristics: 1) clear learning targets that specify what students should know and be able to do, 2) appropriate assessment methods that are well-suited to evaluate the targeted learning, and 3) assessments that are valid, reliable, fair, practical and conducted ethically.
This document contains a daily lesson log template for grades 1 to 12. The template includes sections for objectives, content, learning resources, procedures, remarks, and reflection. Objectives are to be derived from curriculum guides and connected to standards. Content covers the subject matter to be taught. Learning resources include references, textbooks, and additional materials. Procedures provide steps to be followed across the week, guided by formative assessment. The reflection section allows the teacher to assess their instruction and students' progress, and identify areas where their supervisor could provide assistance.
This document discusses various aspects of instructional planning for teaching, including types of instructional planning like course plans, unit plans, and lesson plans. It emphasizes the importance of instructional planning for providing logical lesson sequencing, economizing teacher time and energy, and guiding higher-level student questioning. Key components of instructional planning include determining learning objectives and assessments, developing lessons using techniques like lectures, discussions, and simulations, and designing assessments to evaluate student learning.
Instructional planning involves several key components, including defining objectives, developing lessons, and assessing student learning. It helps teachers organize content in a logical sequence and creates opportunities for higher-level questioning. Effective instructional planning considers student and teacher factors, types of content, and available resources and timeframe. Teachers use a variety of strategies like brainstorming, discussion, and role-playing to engage students and help them develop skills.
This document discusses and provides examples of routine and non-routine problem solving. Routine problems involve using arithmetic operations to solve practical problems and have clear, straightforward procedures. Non-routine problems require more creativity, originality, and higher-order thinking skills as they may have multiple solutions or approaches that are not immediately obvious. Ten examples are given that illustrate the differences between routine and non-routine problems of increasing complexity.
This document contains a practice test with 25 multiple choice questions related to education, teaching, learning, child development, and classroom assessment. The questions cover topics like Gestalt psychology's contribution to learning theory, linking new information to prior knowledge, appropriate tasks for young children, communicative competence, curriculum design, types of educational tests, classroom management strategies, and aims of Philippine education.
This document provides details about the author's practice teaching experience. It includes an introduction where the author discusses why teaching is a noble profession. It then covers preliminaries about practice teaching and a student teacher's code of ethics. The rest of the document outlines the author's experience, including a description of their cooperating school, daily activities and lessons as a student teacher, participation in school activities, reflection on their practice teaching, and clearance forms.
This document discusses various instructional strategies and techniques for K-12 curriculum. It begins by explaining why teachers need to use different teaching methods to effectively reach all students, as students do not all learn in the same way. It then provides definitions and explanations of key concepts like techniques, strategies, tactics, and modules. The document also discusses specific strategies like mastery learning, discovery learning, the project method, and integrated or interdisciplinary teaching. It emphasizes that teaching methods should be selected and customized to fit the needs and advantages of each class.
TEMPLATE FOR COMPLETE ACTION RESEARCH .docxJeirilDivino1
This document outlines an action research study that aims to increase awareness of global warming among 5th grade students through the use of infographics. It includes sections on the introduction, research questions, hypothesis, literature review, methodology, and data gathering procedure. Specifically, the study will use a "Present-Engage-Build Infographic Utilization Technique" and compare students' test scores before and after the technique is applied to determine if it significantly increases their awareness of global warming. The study will be conducted on 15 5th grade students at Anas Elementary School in the Philippines.
Technology in Teaching and Learning : useful slides for the researchers, academicians and in any field of education at all levels of such as Primary, secondary, higher secondary, and higher education. Can be used both by the teachers as instructional materials, students as learning materials, researchers as references and reviews, and organizations for training purposes. Can be used as innovative teaching method, innovative instructional strategies in teaching contents. Also useful in teaching various subjects like Physics, chemistry, Botany, Zoology, Tamil, English and maths and other subjects. Involves EDUCATIONAL TECHNOLOGY, Educational Technology-Objectives, Scope of Educational Technology, Technology in Education, Technology of Education, Teaching with technology, Technology Usage in the Classroom, Technology can enhance teaching and learning .
BEST PRACTICES FOR USING TECHNOLOGY ,
This summary provides an overview of the student teacher's observation of Mrs. Dever's 7th grade IDEA Language Arts class:
1) The student teacher observed Mrs. Dever's class to gain insight into differentiating instruction for advanced learners and using classroom management strategies to create an effective learning environment.
2) During the observation, Mrs. Dever had students work on SAT vocabulary, discussed an ongoing journaling project, and provided work time for an "Article of the Week" assignment.
3) The student teacher chose to focus on INTASC principles of differentiating for diverse learners and understanding individual/group motivation, noting how easily Mrs. Dever commanded the classroom's attention.
The document discusses differentiated instruction in the K-12 curriculum. It provides an overview of differentiated instruction, which recognizes students' varying needs and abilities. Teachers take on roles as designers, assessors, and facilitators of learning to ensure all students' growth. The K-12 curriculum aims to develop globally competitive graduates and considers students' readiness, interests, and learning profiles when differentiating content, process, products, and environment. Effective differentiated instruction involves understanding students and aligning tasks and objectives to their learning goals.
This document discusses two types of transitions in bilingual education programs: early exit and late exit. It also outlines how multilingual education programs can help students build a strong educational foundation by developing oral fluency in their first language and introducing reading and writing in both their first and second languages. These programs help students build capacity to communicate and learn in their first language and become fluent in their second language for everyday use and academics.
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
This document contains 53 multiple choice questions covering a wide range of topics including mathematics, English grammar, science, and current events. The questions are designed to test knowledge across different subject areas for educational assessment purposes.
The document discusses the importance of student diversity in educational settings. It notes that socializing and interacting with students from different backgrounds has been shown to have positive personal and academic benefits. Student diversity can take many forms, including gender, ethnicity, socioeconomic status, learning styles, and disabilities. The learning environment is enriched by diversity as it enhances self-awareness, cognitive development, and prepares students for diverse societies. Teachers are encouraged to promote diversity through inclusive practices like allowing students to share experiences, utilizing varied teaching methods, and forming diverse student groups.
These are learners between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programing needs.
Good multi grade programs and practicesdiazbhavez123
This document discusses several examples of good multi-grade teaching programs from around the world. The best-known example is Escuela Nueva from Colombia, which encourages active and participatory learning through self-instructional materials. Another example is the School in a Box program developed by the Rishi Valley Institute, which provides an educational kit for multi-grade classrooms. The document also discusses multi-grade programs in the Philippines, including the Multi-grade Program in Philippine Education and the Instructional Management by Parents, Community and Teachers approach. Finally, it mentions the Learning and Teaching in Multi-grade Settings project in Nepal and Sri Lanka that adapted curricula for multi-grade classrooms.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
The document categorizes and describes different types of exceptional learners:
1) It identifies seven categories of exceptional learners - learning disabilities, attention-deficit hyperactivity disorder, speech and communication disorders, emotional/conduct behaviors, autism, mental retardation, physical and health impairments.
2) It provides brief descriptions of each category's specific cognitive, academic, or physical challenges.
3) The final category is giftedness, referring to learners with significantly high cognitive development.
A high quality assessment has three key characteristics: 1) clear learning targets that specify what students should know and be able to do, 2) appropriate assessment methods that are well-suited to evaluate the targeted learning, and 3) assessments that are valid, reliable, fair, practical and conducted ethically.
This document contains a daily lesson log template for grades 1 to 12. The template includes sections for objectives, content, learning resources, procedures, remarks, and reflection. Objectives are to be derived from curriculum guides and connected to standards. Content covers the subject matter to be taught. Learning resources include references, textbooks, and additional materials. Procedures provide steps to be followed across the week, guided by formative assessment. The reflection section allows the teacher to assess their instruction and students' progress, and identify areas where their supervisor could provide assistance.
This document discusses various aspects of instructional planning for teaching, including types of instructional planning like course plans, unit plans, and lesson plans. It emphasizes the importance of instructional planning for providing logical lesson sequencing, economizing teacher time and energy, and guiding higher-level student questioning. Key components of instructional planning include determining learning objectives and assessments, developing lessons using techniques like lectures, discussions, and simulations, and designing assessments to evaluate student learning.
Instructional planning involves several key components, including defining objectives, developing lessons, and assessing student learning. It helps teachers organize content in a logical sequence and creates opportunities for higher-level questioning. Effective instructional planning considers student and teacher factors, types of content, and available resources and timeframe. Teachers use a variety of strategies like brainstorming, discussion, and role-playing to engage students and help them develop skills.
The document discusses various aspects of instructional planning for teaching. It covers types of instructional planning like course planning, unit planning, and lesson planning. It also discusses developing objectives, designing lessons, assessing learning, and teaching strategies like lectures, discussions, demonstrations and role playing. Effective instructional planning provides direction for teachers, develops well-organized learning experiences, and prepares students for classroom activities.
A buzz session is a classroom technique where students are divided into small groups to discuss an issue or task. Each group works simultaneously in the same room, creating a "buzzing" noise. To conduct a buzz session, the teacher divides students into groups in advance or on the spot, specifies each group's task, and allows 20 minutes or less for discussion. Groups then present the results of their discussion. Brainstorming is a related technique where ideas are spontaneously generated and discussed to solve a problem. It can be done individually or in groups, following rules to encourage wild ideas and avoid criticism.
The document discusses effective teaching practices including using clear instructional objectives, employing different teaching formats appropriately, demonstrating characteristics of effective teachers, avoiding negative effects of expectations, and understanding the teacher's varying roles in direct instruction versus constructivist approaches. Specifically, it recommends using objectives to guide lessons and assessments, using lectures for content delivery while seatwork and homework provide practice, employing questioning and discussion to develop higher-order thinking, and adapting instruction based on an understanding of how expectations can influence student learning and performance.
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.
The document discusses several instructional approaches and methodologies including modular instruction, discovery approach, conceptual approach, process approach, inquiry approach, and others. Modular instruction allows students to learn at their own pace. The discovery approach guides students to discover concepts through observation and questioning. The conceptual approach focuses on big ideas rather than isolated topics. The process approach emphasizes learning by doing. The inquiry approach involves seeking knowledge through research and investigation. Other methodologies discussed include whole group instruction, role playing, simulations, and small group work.
The document discusses instructional planning for teaching. It covers types of instructional planning like course plans, unit plans, and lesson plans. It also discusses developing objectives, designing lessons, and assessing student learning. Some key teaching strategies discussed include lecture, discussion, demonstration, debate, role playing, and simulation. Effective instructional planning is important as it helps teachers logically sequence lessons, develop comprehensive learning experiences, and guide students.
- The document discusses assessment of learning needs, which involves assessing learners to help with curriculum planning, diagnose problems, and improve teaching.
- It defines assessment of learning needs and describes Kolb's learning cycle model, which involves concrete experience, reflective observation, abstract conceptualization, and active experimentation.
- Kolb's learning styles are diverging, assimilating, converging, and accommodating. The document also lists variables that affect the learning process like the learner, content, methods, environment, and media.
This document discusses various teaching strategies and methods for teaching science. It defines science as involving logical thinking and testing of hypotheses based on observations. It also discusses the goals of science education as developing students' knowledge, process skills, and scientific attitudes. The document then outlines several teaching strategies for science education, including enhancing context strategies, collaborative grouping strategies, questioning strategies, inquiry strategies, and assessment strategies. It also discusses two approaches to teaching science: inquiry-based learning and problem/issue-based learning. Finally, it discusses several methods for teaching science, such as lecturing, demonstrating, collaborating, debriefing, and using laboratories.
(ED 211 Advance Educational Psychology ) KRISTELE JOY B. RARALIO Reporter DR....KristeleJoyRaralio1
Advance Educational Psychology- Instructional Strategies
Topics:
Importance of Learning Objectives
Characteristic of Learning Objectives
Bloom's Taxonomy
Direct Instruction
Learner Centered Instruction
Writing Learning Objectives
Lesson Plan
Importance of Lesson Plan
The Importance of Differentiated Instruction
The document discusses effective teaching strategies and learning styles, noting that teachers should adapt their teaching style to address the various learning styles of students. It introduces Bloom's Taxonomy as a framework to help bridge mismatches between a teacher's teaching style and a student's learning style. The goal is to make the learning experience more effective for all students by accounting for their different ways of processing and understanding information.
UNDERSTANDING BY DESIGN. module 5.. aj. :)Jinwei Segundo
This document provides an overview of Understanding by Design, an educational framework for designing curriculum and lessons. It describes the three stages of Understanding by Design as Desired Results, Assessment Evidence, and Learning Plan. It also outlines the six facets of understanding as Explanation, Interpretation, Application, Perspective, Empathy, and Self-Understanding. Finally, it provides examples of learning activities and teaching methods that can be used to engage students and promote deep learning.
This document discusses different teaching approaches, methods, strategies and techniques. It defines teaching approach as principles or beliefs about learning translated into the classroom. Teaching strategy is a long-term plan to achieve a goal, while method is a systematic way of doing something. Technique refers to specific procedures. Some common approaches discussed are teacher-centered, learner-centered, subject-matter centered, and interactive. Direct teaching and demonstration methods are also explained, with steps for effective use focusing on skills mastery. Performance-based subjects are well-suited to direct instruction techniques.
The Madeline Hunter lesson plan format outlines a seven step process for lesson planning including 1) reviewing prior material, 2) getting student interest, 3) stating the objective, 4) presenting new information and modeling, 5) checking student understanding, 6) allowing students to practice with feedback, and 7) having students independently practice the new material. The format is designed to engage students, clearly communicate the goal of the lesson, provide instruction and modeling of the material, assess learning, and give students opportunities to practice and master the new information.
Principles of teaching i different aproaches and methodsEricson Estrada
This document discusses different teaching approaches, strategies, methods and techniques. It defines each term and explains the relationship between them. It provides examples of various teaching approaches like teacher-centered vs learner-centered, subject matter-centered vs learner-centered, and "banking" approach vs constructivist approach. It also discusses direct/expository approaches like direct instruction and demonstration method, and indirect/guided approaches like inquiry-based learning and problem-solving method. Cooperative learning and peer tutoring are also explained.
(MST) The Teaching and Learning Process in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
This document discusses differentiation in the classroom. Differentiation is an approach that acknowledges differences in students and provides varied ways for them to learn. It can be based on acceleration, enrichment, remediation, content, process, products, and learning environment. A differentiated classroom is flexible and uses varied resources, activities, and grouping patterns based on learning styles and standards. Simply put, differentiation allows each student to learn at their own depth, complexity, and pace.
The prayer document requests guidance and wisdom from Heavenly Father as the class begins, and thanks Him for the opportunity to learn and grow in knowledge and understanding. It asks that students' minds remain open to new ideas and their hearts filled with understanding. [END SUMMARY]
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5S is a methodology for organizing and standardizing the workplace. It involves sorting, setting in order, shining, standardizing, and sustaining the workplace. Implementing 5S makes the workplace more efficient, improves safety and quality, and boosts employee morale. Some key benefits of 5S include a cleaner and better organized workspace, safer and easier operations, increased productivity, and continuous improvement through employee involvement. Regularly practicing 5S helps maintain an orderly environment and drives the culture of continuous improvement.
5S is a methodology for organizing and standardizing the workplace. It consists of five disciplines: Sort, Set in Order, Shine, Standardize, and Sustain. When properly implemented, 5S results in increased productivity, quality, and safety while reducing waste and costs. It provides a foundation for continuous improvement efforts like Kaizen. Examples show how work areas are cleaner and better organized after applying 5S principles. Benefits include happier employees, less wasted time finding tools, extended machine life, and improved workflow, quality and safety.
This 3 sentence document discusses how dairy contains nutrients that are important for bone and heart health. It notes that calcium, vitamin D, and phosphorus in dairy are important for bone building. Additionally, the high potassium content in dairy can help lower blood pressure and reduce the risk of cardiovascular disease.
The document discusses the benefits of Enervon multivitamins. It states that Enervon contains vitamin B complex and vitamin C which help boost energy and immunity by assisting in energy production. The vitamins also help fight stress and support brain and nerve function. Enervon is a profitable product as it is widely available and is the top-selling multivitamin brand in the Philippines. Suggested improvements include changing the tablet size, bottle size, and packaging design.
Medicine is the branch of science that deals with diagnosing, treating, and preventing diseases and injuries. It involves the study of the human body and factors that affect it. Medical professionals use their knowledge to provide care to patients suffering from illnesses or health problems. Medicine encompasses many areas of study including anatomy, physiology, pathology, pharmacology, and various medical specialties. Medical professionals work in hospitals, clinics, and private practices, and may specialize in areas like pediatrics or surgery. The field is constantly evolving with new discoveries and advances.
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This document discusses components of a curriculum that includes theoretical and practical elements. The theoretical component involves topics like empowerment, technology, and assessment, while the practical component focuses on hands-on classroom teaching, laboratory work, and collaborative projects. The overall goal is to provide teacher training and development.
The iPhone XR is a 6.1-inch smartphone released by Apple in 2018 that runs iOS 12 and is powered by an A12 Bionic chip. It has a single 12-megapixel rear camera and 7-megapixel front camera. The iPhone XR comes in 6 colors and features a Liquid Retina display with 1792 x 828 pixel resolution.
The iPhone XR is a 6.1-inch smartphone released by Apple in 2018 that runs iOS 12 and is powered by an A12 Bionic chip. It has a single 12-megapixel rear camera and 7-megapixel front camera. The iPhone XR comes in 6 colors and features a Liquid Retina display with 1792 x 828 pixel resolution.
Milo is a chocolate-flavored malt drink that was first produced in Australia in the 1930s and is now sold in over 40 countries. It provides essential vitamins, minerals, and energy through ingredients like malt barley, sugar, milk, and cocoa oil. Milo takes kids' development seriously as an energy beverage associated with sports and good health. The document recommends Milo distribute primarily through campus vending machines and local supermarkets to appeal to social trends while retaining its mature image and quality.
Alaxan FR is a capsule containing a synergistic combination of ibuprofen and paracetamol. It provides relief for mild to moderate pain of musculoskeletal origin. The capsule allows for faster absorption and earlier onset of pain relief compared to the individual ingredients. Dosage is one capsule every 6 hours as needed, not to exceed 10 days without a doctor's direction. Side effects include gastrointestinal issues and other minor reactions. It should be used with caution in those with liver or kidney disease.
This PowerPoint presentation examines the use of Bear Brand coffee creamer in Laos. A survey found that nearly half of adults believed the cartoon logo implied it was suitable for infants. Pediatricians reported some parents used it to substitute breastfeeding. Nearly a fifth had given it to young infants. The cartoon images may mislead parents about its appropriateness, despite warnings on the label. Changes would be needed to ensure the product is safe and properly used.
The document summarizes the agenda for the 1st homeroom meeting for grade 12. The agenda items included electing class officers, discussing a homeroom project with a 250 peso contribution per student, reviewing student credentials, the grading system, school uniform requirements, school ID costs and policies, an upcoming PTA contribution amount, and classroom policies. The adviser is listed as OCTOBER C. GARAY.
This document discusses different types of mass media and trends in media consumption. It outlines that print media like newspapers and magazines are declining while internet use for news is rising. It also describes some characteristics of American broadcast media, such as private ownership and priorities influenced by advertising revenue. The document then summarizes some ways the federal government regulates media through agencies like the FCC, including equal time rules and the former fairness doctrine. It concludes by outlining functions of media like setting the political agenda and potential ways media can influence public opinion through agenda setting, priming, and framing.
This document appears to be a performance indicator report for students in various courses such as Media Information Literacy and Computer System Servicing. It includes tables with student names, their performance outputs, mean percentage scores, and descriptive ratings. It also includes sections on program details, projects completed, budgets, and timelines.
This portfolio contains artifacts from OCTOBER C. GARAY's teaching practicum from 2021-2022. It includes individual learning monitoring plans, lesson plans, assessments, certificates of professional development, and reflections. The artifacts provide evidence of Garay monitoring student progress, engaging learners through various modalities, utilizing resources including ICT, collaborating with colleagues, and reflecting on teaching practice to improve. The portfolio demonstrates how Garay addressed students' needs and adapted teaching during the challenges of the pandemic.
The document discusses three types of media: print media such as newspapers and books, broadcast media like television and radio, and digital or new media including the internet and social media. It explains that media convergence occurs when different media sources combine, allowing content to be distributed across multiple platforms. As examples, it provides smartphones and computers that have converged to include functions like cameras, music players, web browsers and more.
The document discusses three types of media: print media such as newspapers and books, broadcast media like television and radio, and digital or new media including the internet and social media. It explains that media convergence occurs when different media sources combine, allowing content to be distributed across multiple platforms. As examples, it provides smartphones and computers that have converged to include functions like cameras, music players, web browsers and more.
This document provides information about media and information literacy, including genres, codes, and conventions. It defines genres as types or classes that are recognized by common distinguishing features (codes and conventions). Codes are systems of signs that create meaning, while conventions are generally accepted ways of doing something. The document discusses technical codes (camera techniques), symbolic codes (objects and their meanings), and written codes (language and text). It provides examples of codes and conventions through video presentations and analyzes a TV commercial using these concepts. Learners are assessed through a video analysis and class discussion about how codes convey messages and influence audiences.
This document discusses visual design principles that can be used when creating visual media and presentations. It defines 9 key principles: consistency, center of interest, balance, harmony, contrast, directional movement, rhythm, perspective, and dominance. For each principle, it provides a definition and examples from websites and images to illustrate how each principle can be applied. The document concludes by providing an activity where learners take a still life photo applying 3 design principles.
All tools should be kept in good condition through regular maintenance. The proper tool should be used for each job. Tools should be examined before use and any damaged or defective tools should not be used. Tools should be operated according to manufacturer's instructions and the proper protective equipment should be worn for both the tool and activity.
LF Energy Webinar: Carbon Data Specifications: Mechanisms to Improve Data Acc...DanBrown980551
This LF Energy webinar took place June 20, 2024. It featured:
-Alex Thornton, LF Energy
-Hallie Cramer, Google
-Daniel Roesler, UtilityAPI
-Henry Richardson, WattTime
In response to the urgency and scale required to effectively address climate change, open source solutions offer significant potential for driving innovation and progress. Currently, there is a growing demand for standardization and interoperability in energy data and modeling. Open source standards and specifications within the energy sector can also alleviate challenges associated with data fragmentation, transparency, and accessibility. At the same time, it is crucial to consider privacy and security concerns throughout the development of open source platforms.
This webinar will delve into the motivations behind establishing LF Energy’s Carbon Data Specification Consortium. It will provide an overview of the draft specifications and the ongoing progress made by the respective working groups.
Three primary specifications will be discussed:
-Discovery and client registration, emphasizing transparent processes and secure and private access
-Customer data, centering around customer tariffs, bills, energy usage, and full consumption disclosure
-Power systems data, focusing on grid data, inclusive of transmission and distribution networks, generation, intergrid power flows, and market settlement data
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
In our second session, we shall learn all about the main features and fundamentals of UiPath Studio that enable us to use the building blocks for any automation project.
📕 Detailed agenda:
Variables and Datatypes
Workflow Layouts
Arguments
Control Flows and Loops
Conditional Statements
💻 Extra training through UiPath Academy:
Variables, Constants, and Arguments in Studio
Control Flow in Studio
Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
ScyllaDB is making a major architecture shift. We’re moving from vNode replication to tablets – fragments of tables that are distributed independently, enabling dynamic data distribution and extreme elasticity. In this keynote, ScyllaDB co-founder and CTO Avi Kivity explains the reason for this shift, provides a look at the implementation and roadmap, and shares how this shift benefits ScyllaDB users.
What is an RPA CoE? Session 2 – CoE RolesDianaGray10
In this session, we will review the players involved in the CoE and how each role impacts opportunities.
Topics covered:
• What roles are essential?
• What place in the automation journey does each role play?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
From Natural Language to Structured Solr Queries using LLMsSease
This talk draws on experimentation to enable AI applications with Solr. One important use case is to use AI for better accessibility and discoverability of the data: while User eXperience techniques, lexical search improvements, and data harmonization can take organizations to a good level of accessibility, a structural (or “cognitive” gap) remains between the data user needs and the data producer constraints.
That is where AI – and most importantly, Natural Language Processing and Large Language Model techniques – could make a difference. This natural language, conversational engine could facilitate access and usage of the data leveraging the semantics of any data source.
The objective of the presentation is to propose a technical approach and a way forward to achieve this goal.
The key concept is to enable users to express their search queries in natural language, which the LLM then enriches, interprets, and translates into structured queries based on the Solr index’s metadata.
This approach leverages the LLM’s ability to understand the nuances of natural language and the structure of documents within Apache Solr.
The LLM acts as an intermediary agent, offering a transparent experience to users automatically and potentially uncovering relevant documents that conventional search methods might overlook. The presentation will include the results of this experimental work, lessons learned, best practices, and the scope of future work that should improve the approach and make it production-ready.
Must Know Postgres Extension for DBA and Developer during MigrationMydbops
Mydbops Opensource Database Meetup 16
Topic: Must-Know PostgreSQL Extensions for Developers and DBAs During Migration
Speaker: Deepak Mahto, Founder of DataCloudGaze Consulting
Date & Time: 8th June | 10 AM - 1 PM IST
Venue: Bangalore International Centre, Bangalore
Abstract: Discover how PostgreSQL extensions can be your secret weapon! This talk explores how key extensions enhance database capabilities and streamline the migration process for users moving from other relational databases like Oracle.
Key Takeaways:
* Learn about crucial extensions like oracle_fdw, pgtt, and pg_audit that ease migration complexities.
* Gain valuable strategies for implementing these extensions in PostgreSQL to achieve license freedom.
* Discover how these key extensions can empower both developers and DBAs during the migration process.
* Don't miss this chance to gain practical knowledge from an industry expert and stay updated on the latest open-source database trends.
Mydbops Managed Services specializes in taking the pain out of database management while optimizing performance. Since 2015, we have been providing top-notch support and assistance for the top three open-source databases: MySQL, MongoDB, and PostgreSQL.
Our team offers a wide range of services, including assistance, support, consulting, 24/7 operations, and expertise in all relevant technologies. We help organizations improve their database's performance, scalability, efficiency, and availability.
Contact us: info@mydbops.com
Visit: https://www.mydbops.com/
Follow us on LinkedIn: https://in.linkedin.com/company/mydbops
For more details and updates, please follow up the below links.
Meetup Page : https://www.meetup.com/mydbops-databa...
Twitter: https://twitter.com/mydbopsofficial
Blogs: https://www.mydbops.com/blog/
Facebook(Meta): https://www.facebook.com/mydbops/
Connector Corner: Seamlessly power UiPath Apps, GenAI with prebuilt connectorsDianaGray10
Join us to learn how UiPath Apps can directly and easily interact with prebuilt connectors via Integration Service--including Salesforce, ServiceNow, Open GenAI, and more.
The best part is you can achieve this without building a custom workflow! Say goodbye to the hassle of using separate automations to call APIs. By seamlessly integrating within App Studio, you can now easily streamline your workflow, while gaining direct access to our Connector Catalog of popular applications.
We’ll discuss and demo the benefits of UiPath Apps and connectors including:
Creating a compelling user experience for any software, without the limitations of APIs.
Accelerating the app creation process, saving time and effort
Enjoying high-performance CRUD (create, read, update, delete) operations, for
seamless data management.
Speakers:
Russell Alfeche, Technology Leader, RPA at qBotic and UiPath MVP
Charlie Greenberg, host
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
"$10 thousand per minute of downtime: architecture, queues, streaming and fin...Fwdays
Direct losses from downtime in 1 minute = $5-$10 thousand dollars. Reputation is priceless.
As part of the talk, we will consider the architectural strategies necessary for the development of highly loaded fintech solutions. We will focus on using queues and streaming to efficiently work and manage large amounts of data in real-time and to minimize latency.
We will focus special attention on the architectural patterns used in the design of the fintech system, microservices and event-driven architecture, which ensure scalability, fault tolerance, and consistency of the entire system.
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
Freshworks Rethinks NoSQL for Rapid Scaling & Cost-EfficiencyScyllaDB
Freshworks creates AI-boosted business software that helps employees work more efficiently and effectively. Managing data across multiple RDBMS and NoSQL databases was already a challenge at their current scale. To prepare for 10X growth, they knew it was time to rethink their database strategy. Learn how they architected a solution that would simplify scaling while keeping costs under control.
Northern Engraving | Modern Metal Trim, Nameplates and Appliance PanelsNorthern Engraving
What began over 115 years ago as a supplier of precision gauges to the automotive industry has evolved into being an industry leader in the manufacture of product branding, automotive cockpit trim and decorative appliance trim. Value-added services include in-house Design, Engineering, Program Management, Test Lab and Tool Shops.
Main news related to the CCS TSI 2023 (2023/1695)Jakub Marek
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
Essentials of Automations: Exploring Attributes & Automation ParametersSafe Software
Building automations in FME Flow can save time, money, and help businesses scale by eliminating data silos and providing data to stakeholders in real-time. One essential component to orchestrating complex automations is the use of attributes & automation parameters (both formerly known as “keys”). In fact, it’s unlikely you’ll ever build an Automation without using these components, but what exactly are they?
Attributes & automation parameters enable the automation author to pass data values from one automation component to the next. During this webinar, our FME Flow Specialists will cover leveraging the three types of these output attributes & parameters in FME Flow: Event, Custom, and Automation. As a bonus, they’ll also be making use of the Split-Merge Block functionality.
You’ll leave this webinar with a better understanding of how to maximize the potential of automations by making use of attributes & automation parameters, with the ultimate goal of setting your enterprise integration workflows up on autopilot.
2. BASIC CONCEPTS
• Strategy of Teaching - science of developing a plan to attain a goal
and to guard against undesirable result.
• Methods of Teaching – it is a plan involving sequence of steps to
achieve a given goal or objective.
• Technique of Teaching – personalized style of carrying out a
particular step of a given method.
3. DIFFERENT KINDS OF KNOWLEDGE REQUIRED OF A
TEACHER
• Content knowledge - understanding of content and the ability to
translate into meaningful form for the students
• Pedagogical knowledge - research-based connections between
teaching and learning
5. CHARACTERISTICS OF A SUCCESSFUL
TEACHER
6. Objectivity – fairness, impartiality, freedom from prejudice
7. Drive – physical vigor, energy, perseverance
8. Dominance – self-confidence, decisiveness, courageousness
9. Attractiveness – dress, physique, freedom from physical defects
10. Refinement – good taste, modesty, morality
11. Cooperativeness – friendliness, easy-goingness, generosity
6. POWERS OF A TEACHER IN THE
CLASSROOM
1. Expert power - knowledge and experience a teacher brings with
them into the classroom.
2. Referent power - is a measure of how much students like and
respect a teacher.
3. Reward power - is the ability to provide approval, privileges, or
some other form of compensation.
4. Coercive power - in many ways the opposite of reward power. In
this form of power, students are given punishment instead of
rewards.
5. Legitimate power – a position that natural confers power is called
legitimate power. By just being a teacher, a person has a certain
amount of authority over their students.
7. LESSON PLAN
Parts of a Lesson Plan (OSLEA)
I. Objective
II. Subject Matter
III. Learning Procedure
IV. Evaluation
V. Assignment
8. I. OBJECTIVE
statements of what the student will be able to do when they have
completed the instruction or lesson.
Effective lesson planning begins with S.M.A.R.T objectives.
Specific
Measurable the expectation?
Attainable or Achievable
Relevant or Result oriented
Time bounded
9. I. OBJECTIVE
• Writing Objectives: A.B.C.D. Method
Audience: Who are your learners (who will be doing the
performance)?
Behavior: Describe the task or behavior using action verbs - be sure it
is something that can be heard or something that is observable.
Conditions: Under what conditions (what tools, aids or reference
materials can the learner use? Are there things that they won't be able
to use?)
Degree: To what degree of mastery -- how well must it be done
(speed, accuracy, quality, etc.)?
Through varied learning activities, with at least 90% accuracy, the Grade
5 students will be able to label parts of the gumamela flower.
10. I. OBJECTIVE
3 Domains of Learning
1. Cognitive Domain
2. Affective Domain
3. Psychomotor
11. I. OBJECTIVE
Cognitive Domain
4 Types of Knowledge/Cognition
1. Factual – facts and keywords
2. Conceptual – ability to understand principles and theories
3. Procedural – knowledge to perform a skill
4. Metacognitive – awareness of one’s own skill
16. SEVEN COMPREHENSION OR THINKING SKILLS
1. Analysis (sometimes called field dependence-independence) – the
ability to breakdown complex information into part for the purpose
of identification and organization.
2. Focusing (Scanning) – the ability to select relevant or important
information without being distracted or confused by the irrelevant
or secondary information.
3. Comparative Analysis (reflective-impulsivity) – the ability to select
a correct item from among several alternatives and to compare
information and make proper choices.
17. 4. Narrowing (breadth of categorization) – the ability to
identify and place new information into categories
through its attributes (physical characteristics, principles
or functions)
5. Complex Cognitive (Complexity-simplicity) – the ability
to integrate complex information into existing cognitive
structures (long-term memory)
6. Sharpening (sharpening-leveling) – the ability to
maintain distinctions between cognitive structures
(including old new information) and to avoid confusion
or overlap.
7. Tolerance (tolerant-intolerant) – the ability to monitor
and modify thinking. The ability to deal with ambiguous
or unclear information without getting frustrated.
18. LEARNING STRATEGIES
There are three basic processes that are involved in remembering. These
are: rehearsal, elaboration, and organization.
Rehearsal is a memory process that involves repetition, important for
maintaining information in short-term memory and transferring it to long-
term memory.
Elaboration is a long-term memory process which involves changing or
adding to material, or making associations to make remembering easier.
Organization is a memory strategy that involves grouping and relating
material to maintain it in long-term memory.
19. LEARNING STRATEGIES
Rehearsal
1. Basic Rehearsal - concerns with repeating the names of items.
2. Complex Rehearsal - copying, underlining, or shadowing the material.
Elaboration
3. Basic Elaboration - forming a mental image or sentence-relating an
item.
4. Complex Elaboration - paraphrasing, summarizing, or explaining new
information with that of existing knowledge.
20. LEARNING STRATEGIES
Organization
5. Basic Organization - group or order items.
6. Complex Organization - outlining a passage or creating a hierarchy.
7. Comprehension monitoring - strategies deal with asking oneself on
his/her understanding of the things learned.
8. Affective and motivational strategies - strategies that are used that help
students being alert and relaxed to help overcome test anxiety. A
23. II. SUBJECT MATTER
A. Topic: Literary Genre, Triangle Inequalities
B. Reference: Links, Citation
APA and MLA are two of the most commonly used citation styles.
MLA: Rothenberg, Paula S. Race, Class, and Gender in the United States.
3rd Ed. New York: Worth Publishers, 2008. Print.
APA: Rothenberg, P. (2008). Race, class, and gender in the United States
(3rd Ed.). New York, NY: Worth Publishers.
C. Materials: powerpoint presentation, cartolinas, colored papers
25. II. SUBJECT MATTER
C. Materials – selection of learning materials
PRINCIPLES
1. All IM’s are aids to instruction. They do not replace the teacher.
2. Choose the IM’s that best suits your instructional objectives.
3. If possible, use a variety of tools.
Check IMs before class starts to be sure its working properly.
26. Chalkboard
Bulletin boards
Charts
Oldest equipment
Most widely used IM
next to textbook
Display learners
projects & progress
Maps, Graphs,
Photographs,
Cut-outs
II. SUBJECT MATTER
C. Materials – types of learning materials
28. Pictures
Books
Films, Film Strips &
Filmslides
Flat
Opaque
Still
Contain information,
pictures and graphics
Films -movies
Filmstrips – series of
pictures
Film slides – individual
series of film
II. SUBJECT MATTER
C. Materials – types of learning materials
29. Model
Mock-up
Realia
Scaled replicas
of real objects
Scaled replica
Detachable
Show essential parts
Real things
feasible
II. SUBJECT MATTER
C. Materials – types of learning materials
30. Dale’s Cone of Experience
In 1946, Edgar Dale, introduced the
Cone of Experience which shows
the progression of experiences from
the most concrete (at the bottom of
the cone) to the most abstract (at
the top of the cone). The Cone of
Experience purports to inform
readers of how much people
remember based on how they
encounter the information.
32. III. LEARNING PROCEDURE
1. 4A’s = Activity, Analysis, Abstraction, Application
2. 3I’s = Introduction, Interaction, Integration
3. 5E’s = Engage, Explore, Explain, Elaborate, Evaluate
Deductive Inductive
- General to specific - Specific to general
- Rules to examples - Examples to rules
- Abstract to concrete - Concrete to abstract
33. III. LEARNING PROCEDURE
TEACHING METHOD
1. Teacher-centered = sage on the stage (dispenser of knowledge)
2. Subject-centered = focuses more on the lesson
3. Learner-centered = students are more engaged
LEARNING TO TEACH
- The ultimate goal of teaching is for the students to learn
34. III. LEARNING PROCEDURE
Direct Instruction – teacher dominated
• Lecture – designed to keep students learn organized body of knowledge
• Demonstration – teacher presents and talks about a process, a concept,
and shows the principles.
Indirect Instruction – student dominated
• Inquiry – engages learner in critical thinking, analysis, and problem
solving
• Project – involves use of physical materials to complete the unit of
experience
• Laboratory – hands-on experiences about materials or facts
Teaching Strategies and Methods
35. III. LEARNING PROCEDURE
1. Panel – involves a group of people gathered to discuss a topic in front
of an audience
2. Round-table – are small group discussions where everybody has an
equal right to participate.
3. Symposium – a meeting organized so that experts in a given field can
meet, present papers, and discuss issues and trends or make
recommendations for a certain course of action.
4. Debate – an organized argument or contest of ideas in which the
participants discuss a topic from two opposing sides.
Types of Discussion Procedure
36. III. LEARNING PROCEDURE
Special Techniques
a. Role playing – technique that allows students to explore realistic
situations
b. Case study/ Type study – case study is an in-depth, detailed examination
of a particular case (or cases) within a real-world context.
c. Buzz session/Brainstorming – is a cooperative
learning technique consisting in the formation of small discussion
groups with the objective of developing a specific task
Types of Discussion Procedure
37. III. LEARNING PROCEDURE
Special Techniques
d. Simulation - is a model that mimics the operation of an existing or
proposed system
e. Seminar - a conference or other meeting for discussion
f. Workshop - lecture play a lesser role in a workshop, and more attention is
given to impart the knowledge through practical mode.
Types of Discussion Procedure
39. GAGNÉ'S NINE EVENTS OF INSTRUCTION
GISP-PEPA-E (Robert Gagne)
1. Gaining attention – motivation
2. Informing the learner of the objectives - help them understand what
they are expected to learn and do.
3. Stimulating recall of prior knowledge - make sense of new
information by relating it to something they already know or
something they have already experienced.
4. Presenting the information - present and cue lesson content
5. Providing guidance - aid them in learning content and of resources
available.
6. Eliciting performance - have students apply what they have learned
to reinforce new skills and knowledge
40. GAGNÉ'S NINE EVENTS OF INSTRUCTION
7. Providing feedback - provide timely feedback of students’
performance to assess and facilitate learning and to allow students to
identify gaps in understanding before it is too late.
8. Assessing performance - test whether the expected learning outcomes
have been achieved
9. Enhance retention and transfer - help learners retain more information
by providing them opportunities to connect course concepts to potential
real-world applications.
41. IV. EVALUATION
Types of Questioning Technique
1. Open-ended - they deal in the broader discussion,
explanations, and elaboration.
2. Closed-ended – one correct answer.
3. Rhetorical - are used to engage the audiences. It encourages
people to think out of the box and come up with innovative
ideas.
4. Leading - also known as reflective questions because of their
nature. Created by leading the respondent towards a specific
route.
42. IV. EVALUATION
Types of Questioning Technique
5. Probing - used to probe and extract information. It is looking for
elaborate answers to clear all the related doubts.
6. Funnel – begin broadly before narrowing to the specific part.
7. Rephrasing – used when a student provides an incorrect
response or no response.
8. Redirecting – when a student responds to a question, the
teacher can ask other student to comment on his answer..
44. IV. EVALUATION
Howard Gardner’s Theory of Multiple Intelligences
1. Visual-Spatial Intelligence - people who are strong in visual-spatial
intelligence are good at visualizing things.
2. Linguistic-Verbal Intelligence - people who are strong in linguistic-verbal
intelligence are able to use words well, both when writing and speaking.
3. Logical-Mathematical Intelligence - people who are strong in logical-
mathematical intelligence are good at reasoning, recognizing patterns, and
logically analyzing problems.
4. Bodily-Kinesthetic Intelligence - are said to be good at body movement,
performing actions, and physical control.
45. IV. EVALUATION
Howard Gardner’s Theory of Multiple Intelligences
5. Musical Intelligence - people who have strong musical intelligence are
good at thinking in patterns, rhythms, and sounds.
6. Interpersonal Intelligence - are good at understanding and interacting
with other people.
7. Intrapersonal Intelligence - are good at being aware of their own
emotional states, feelings, and motivations.
8. Naturalistic Intelligence - are more in tune with nature and are often
interested in nurturing, exploring the environment, and learning about
other species.
46. V. ASSIGNMENT
is a piece of (academic) work or task. It provides opportunity for
students to learn, practice and demonstrate they have achieved
the learning goals. It provides the evidence for the teacher that the
students have achieved the goals.
Enhancement Enrichment
- getting better - students to study
47. CLASSROOM MANAGEMENT
Classroom management is one of the most important roles played by
teachers because it determines teaching success.
Maximize learning time by minimizing discipline time
Impose rules and regulations at the start of the school year
Involve students in making rules and regulations of the class
48. CLASSROOM MANAGEMENT
Approaches of classroom management
1. Assertive approach – teacher specifies rules of behaviors and
consequences for disobeying them and to communicate these rules and
consequences clearly.
2. Behavior-modification approach – is based on the idea that good
behavior should lead to positive consequences, and bad behavior
should lead to negative consequences.
.
49. CLASSROOM MANAGEMENT
Approaches of classroom management
3. Business-academic approach – emphasizes the organization and
management of students as they engage in academic work.
4. Group-management approach - helps teachers understand group
defiance by looking at root causes to guide students to a better way
forward.
50.
51. SURFACE MANAGEMENT STRATEGIES
1. Signal Interference - using a variety of nonverbal signals (e.g.,
establishing eye contact, clearing one’s throat) to communicate
disapproval of the student’s behavior.
2. Planned ignoring - intentionally dismissing or not acknowledging a student’s behavior.
3. Proximity control - reducing distance between the student and the teacher that helps the
student to control impulses.
52. 4. Antiseptic bouncing - temporarily removing a student from the setting (e.g.,
letting the student get a drink of water or deliver a message to another
teacher) to permit her the time to regain composure and control her
behavior.
5. Removing the object - directing a student to put away the distracting object (e.g.,
toy car, cell phone).
6. Redirecting - asking the student to do a task, such as reading or
answering a question, to refocus the student’s attention.
53. JACOB KOUNIN’S MANAGEMENT MODEL
1. With-it-ness - aware of what is going on in class.
2. Overlapping - teacher can deal with an off-target task without
interrupting what he is to doing.
3. Smoothness - transition from one activity to another needs to be
smooth.
Avoid-lesson slowdown or interruption
a) Stimulus-boundedness - teacher’s attention interrupted by extraneous
stimulus e.g. pupil writing a note - teacher then tells class about having to
write a note to parents after current task.
b) Thrusts - teacher interrupts students engaged in activities without
warning or considering whether students are ready or not.
c) Dangles - teacher interrupts activity and then returns to it again.
54. JACOB KOUNIN’S MANAGEMENT MODEL
d) Truncations - teacher does not return to current activity after being
interrupted.
e) Flip-flops - teacher changes from activity A to B and back to A again as
though she has changed her mind.
f) Overdwelling - teacher spends too much time on one aspect of lesson
or some aspect of a student’s behaviour - lesson slowdown occurs.
g) Fragmentation - breaking down an activity so that student’s spend too
much time waiting to work. e.g. calling one child up at a time to work out
a problem on the board.
55. 4 MISTAKEN GOALS
1. Attention – seeking = I belong only when you pay constant attention to
me, and/or give me special service.
“Notice me. Involve me usually”
2. Power – seeking = I belong only when I am the boss or at least don’t let
you boss me.
“Let me help. Give me choices”
3. Revenge - seeking = I don’t belong and that hurts, so I’ll get even by
hurting others.
“I’m hurting. Validate my feelings”
4. Withdrawal = I give up! Leave me alone!
"Do not give up on me. Show me small steps."
56. TYPES OF CONSCIENCE
1. Certain – convinced without any doubt that an action is good or bad.
2. Doubtful and perplexed – when you cannot choose between good and
bad choices.
3. Scrupulous – there is sin where there really is no sin
4. Lax – when you see no sin when there is actually a sin
5. Pharisaical – hypocrites
6. Callous – criminals
57. MGA FAMOUS PEOPLE
1. Sigmund Freud – father of Psychoanalysis and Psychosexual Theory
2. Johann Heinrich – father of Education and Pedagogy
3. Ivan Pavlov – classical conditioning
4. Burrhus Skinner – operant conditioning
5. David Ausubel – meaningful learning
6. Jerome Bruner – discovery learning; spiral curriculum
7. Albert Bandura - social cognitive learning theory (modelling)
8. Edward Thorndike – connectionism theory
9. Kurt Lewin – life space content
10. Kohler – insight learning
11. Sandra Bem – gender schema theory
12. Howard Gardner – multiple intelligence
13. Elliot Turriel – social domain theory
58. MGA FAMOUS PEOPLE
14. Robert Steinberg – triathlon theory of intelligence
15. Erik Erikson – psychosocial development theory
16. Maria Montessori – transfer of learning; kindergarten; preparation of children
17. Edward Torrance – creative learning
18. Chomsky – linguistic acquisition theory
19. Jean Piaget – cognitive learning theory
20. John Watson – behavioral theory
21. Edward Tolman – purposive behaviorism
22. Bernard Weiner – attribution theory
23. Daniel Goleman – emotional intelligence
24. Edward Titchener – structuralism psychology
25. Robert Gagne – sequence of instructions
26. Abraham Maslow – hierarchy of needs
27. Benjamin Bloom – cognitive taxonomy
59. MGA FAMOUS PEOPLE
28. David Krathwohl – affective domain
29. Lev Vygotscky – socio-cultural theory of development; scaffolding
30. John Locke – tabula rasa; emperism
31. Charles Cooley – looking glass self
32. John Flavel – metacognition
33. Arnold Gessel – maturation theory
34. John Dewey – learning by doing
35. David Froebel – father of kindergarten
36. Auguste Comte – father of sociology
37. John Amus Comenius – father of modern education
38. Edgar Dale – father of modern media
60. REPUBLIC ACTS
1. 7836 – Teacher’s Professionalization Act
2. 9293 – ammendment of RA 7836
3. 1006 – Decree Professionalizing Teaching
4. Batas Pambansa Blg. 232 and Article XIV of the 1987 Constitution – legal basis of
the Phil. Educational System.
5. 9155 – DepEd
6. 7722 – CHED
7. 7796 – TESDA
8. 10912 – CPD
9. 10533 – K to 12
10. 7610 – Anti-child abuse
11. 9262 – Violence against women and children
12. 7277 – PWD
13. 8049 - Antihazing
61. REPUBLIC ACTS
14. 9994 – Senior Citizens
15. 1425 – Rizal
16. 6728 – Private schools (GASTPE)
17. 7784 – Center of Excellence
18. 6713 – Code of Ethics for Public Officials and Employees
19. 8980 – Early Childhood Care and Development
20. 10157 - Kindergarten