The teacher plays a key role in facilitating learning through carefully planned instruction, curriculum design, and organizing learning activities. They consider students' developmental needs and arrange the classroom into centers to support self-directed learning. Play is essential to children's learning and development, and the daily schedule provides a balance of teacher-directed and child-initiated activities both indoors and outdoors. Developmental-thematic curriculum engages students through integrated learning based on selected themes, with activities chosen or planned by both teachers and students.
Principles of effective activity based participative learning. - updated. pptxStephen Carrick-Davies
A series of slides presented as part of a 3 hour lecture to Indian university students as an introduction to Activity Based Learning. Uploaded here simply to share reflections and some of the activities we ran to introduce the importance of this topic.
Principles of effective activity based participative learning. - updated. pptxStephen Carrick-Davies
A series of slides presented as part of a 3 hour lecture to Indian university students as an introduction to Activity Based Learning. Uploaded here simply to share reflections and some of the activities we ran to introduce the importance of this topic.
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Digital Artifact 2 - Investigating Pavilion Designs
Ps1700093
1. The Teacher’s Role
• The teacher’s role is to use the environment and
teaching activities to facilitate learning.
• The teacher has a major role in planning and
implementing instruction.
• The teacher is a designer of curriculum.
• The teacher organize learning activities for
children.
• Teacher design activities that will comprise both
teacher-guided lessons and child-centered and
selected activities.
2. • Hohman, Banet, and Weikart (1979) describ
progressions that explain active reconstruction
of knowledge.
3. Three Progressions
1. Concrete to Abstract
2. Simple to Complex
3. Experiencing to Representing
4. The Role of the Environment
The preschool classroom is arranged into learning or
activity centers or areas.
Learning areas should allow the children to be able
to make choices and carry them out.
The materials in each area are organized to support
the curriculum; therefore, the child-initiated
activities that are possible in each learning center
facilitate self-directed learning and independence.
5. Ways to arrange the classroom into centers or areas
• Dramatic Play Center
• Language Center
• Science and Mathematics Center
• Art Center
• Music and Movement Center
6. Room arrangement is Fluid and modifiable.
Some areas may be expandable and others
reduce or eliminated for a time.
7. The Role of Play
• Is one of the most difficult aspects of young
children’s development and learning for many
educators and parents to understand.
• Play is something perceived as idleness or useless
activity when contrasted with learning.
• Play provides opportunities for active for active
exploration of information, social interactions,
and physical activity essential to learning and
development.
8. Various types of Play in the Development of
Children
• Cognitive development, sociodramatic play
and construction play.
• Relationship between creativity and play.
• Development of Language
• Social development
• Physical development
• Provides Experiences
9. The Role of the Daily Schedule
• Provides opportunities for children to plan and
carry out projects and other learning and play
activities, for the teacher to conduct small-group
and whole-group activities, and for groups to
enjoy both indoor and outdoor activities.
• When planning the daily schedule the teacher will
want to achieve a balance between teacher-directed
and child-directed or child-initiated
activities.
10. Schedule Components
• Large-group time
• Center time
• Small-group time
• Outdoor time
12. How does the teacher plan and implement?
• We want to explore how the classroom teacher
designs and implements developmentally
appropriate curriculum for preschool students.
• Teachers not only must consider the general
developmental characteristics of their student
as a group, but they must also consider the
unique qualities of each individual student.
13. • Teachers analyze the diversity represented among
their students in terms of cultural and economic
backgrounds, as well as in terms of individual
differences in interests and abilities.
There are many available resources for
determining goals and objectives for curriculum
in early childhood classrooms. Some source of
curriculum include
– Developmental checklist
– State mandated curriculum objectives
– Commercial curriculum objectives related to adopted
basal material
– Locally determined curriculum goals
14. Planning and managing curriculum to achieve
the desired goal can take various forms. If the
program is to developmentally appropriate, the
curriculum design must facilitate successful
learning that accommodates developmental
differences within a child-centered or child-initiated
approach.
16. Back Ground…
• John Dewey introduce thematic curriculum with
his project approach during the Progressive Era.
• Themes were used for meaningful projects that
Dewey believed would engage children in
learning for a purpose.
• Later, Dewey lamented that project approach had
been reduced to a collection of activities rather
than useful experiences that would have a real
purpose for the child’s understanding.
17. • He describe the contrast between, on the hand,
aimless utilization of activities collected by
teacher and, on the other hand, working with the
problems that emerged from the children’s
experience and were within their capacity to
understand the relation of means and ends
• Integrated Learning among other variation of
names. The new advocates of this type of
curriculum stress not only the interrelated nature
of learning but also the importance of the child
involvement in planning and implementations of
the themes that are developed.
18. What is thematic curriculum?
• It is a curriculum that is planned around a
theme that the teacher has selected or the
students have identified as a learning topic.
• The learning activities selected for the theme
are reflective of how the students want to
explore the topic or the kinds of activities they
have identified that will help them acquire the
knowledge or skills related to theme.
19. Roles of Developmental-Thematic Curriculum
1. Developmental-Thematic Curriculum as the
Basic Framework.
2. Developmental-Thematic Curriculum as
One of Several Approaches.