Reflective thinking/teaching
An approach that a teacher can employ towards his/her lessons. This approach is not multi-disciplinary thus it is to be carefully analyzed prior to employing this approach in any activity.
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACHBeulahJayarani
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.
The document discusses various teaching models including information processing models, behavioural models, personal models, and social models.
It provides details on several information processing models such as Atkinson and Shiffrin's model of memory, Gagne's information processing model, and different types of inquiry teaching models. Behavioural models covered include direct instruction, mastery learning, and programmed instruction models. Personal models summarized are non-directive teaching, developing positive self-concepts, and the project model. Lastly, the social model discusses group teaching, cooperative learning, and simulation methods like sociodrama and role-play.
The document provides an overview of key teaching models with the goal of guiding teachers in planning and
The document discusses the inductive teaching approach. It explains that with this approach, the teacher presents students with examples to help them induce and notice patterns and derive rules on their own. Students analyze examples to make comparisons and generalizations. This leads them to form rules with the teacher's guidance. They then practice applying the rules with more examples. This approach encourages active student participation and engagement in the learning process.
The Herbartian approach outlines six steps for effective lesson planning: 1) Preparation where the teacher prepares students for new knowledge through questions or activities related to prior learning; 2) Presentation where new ideas and knowledge are introduced through active participation; 3) Comparison and association where students link new knowledge to existing understanding through examples and experiences; 4) Generalization where ideas are abstracted into principles or definitions; 5) Application where students practice using new knowledge in new situations; and 6) Recapitulation where the teacher reviews and the students' understanding through questions. These steps are based on Herbart's theory that the mind assimilates new knowledge by linking it to prior experiences.
Reflective teaching is a cyclical process that involves teachers reflecting on their observations, knowledge, and experience in order to effectively guide students. It involves self-observation, evaluation, and using reflections to plan future lessons. Key aspects of reflective teaching include taking time for reflection, encouraging students to recount their experiences, and using tools like journals, portfolios, and student feedback to guide reflections. Reflective teaching distinguishes teachers as educated professionals who can thoughtfully problem-solve and foster student learning.
Reflective teaching involves critically examining one's own teaching practices and experiences in the classroom. Teachers collect data on their teaching through methods like keeping journals, conducting observations, collecting student feedback, and recording lessons. They then analyze the data to identify patterns and underlying beliefs, evaluate different perspectives, and reflect on how to improve. The goal is ongoing professional development and ensuring students maximize their learning.
MEMORY LEVEL OF TEACHING -HERBARTIAN APPROACHBeulahJayarani
It discuss about memory level of teaching - Herbartian approach in details. It explains the types of level of teaching, JOHANN FRIEDRICH HERBART - SIX STEPS OF HERBARTIANS ARE……1. Focus 2. Syntax - 3. Social system & support system in detail
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.
The document discusses various teaching models including information processing models, behavioural models, personal models, and social models.
It provides details on several information processing models such as Atkinson and Shiffrin's model of memory, Gagne's information processing model, and different types of inquiry teaching models. Behavioural models covered include direct instruction, mastery learning, and programmed instruction models. Personal models summarized are non-directive teaching, developing positive self-concepts, and the project model. Lastly, the social model discusses group teaching, cooperative learning, and simulation methods like sociodrama and role-play.
The document provides an overview of key teaching models with the goal of guiding teachers in planning and
The document discusses the inductive teaching approach. It explains that with this approach, the teacher presents students with examples to help them induce and notice patterns and derive rules on their own. Students analyze examples to make comparisons and generalizations. This leads them to form rules with the teacher's guidance. They then practice applying the rules with more examples. This approach encourages active student participation and engagement in the learning process.
The Herbartian approach outlines six steps for effective lesson planning: 1) Preparation where the teacher prepares students for new knowledge through questions or activities related to prior learning; 2) Presentation where new ideas and knowledge are introduced through active participation; 3) Comparison and association where students link new knowledge to existing understanding through examples and experiences; 4) Generalization where ideas are abstracted into principles or definitions; 5) Application where students practice using new knowledge in new situations; and 6) Recapitulation where the teacher reviews and the students' understanding through questions. These steps are based on Herbart's theory that the mind assimilates new knowledge by linking it to prior experiences.
Reflective teaching is a cyclical process that involves teachers reflecting on their observations, knowledge, and experience in order to effectively guide students. It involves self-observation, evaluation, and using reflections to plan future lessons. Key aspects of reflective teaching include taking time for reflection, encouraging students to recount their experiences, and using tools like journals, portfolios, and student feedback to guide reflections. Reflective teaching distinguishes teachers as educated professionals who can thoughtfully problem-solve and foster student learning.
Reflective teaching involves critically examining one's own teaching practices and experiences in the classroom. Teachers collect data on their teaching through methods like keeping journals, conducting observations, collecting student feedback, and recording lessons. They then analyze the data to identify patterns and underlying beliefs, evaluate different perspectives, and reflect on how to improve. The goal is ongoing professional development and ensuring students maximize their learning.
Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences. Key aspects of constructivism include learning being an active process where knowledge is constructed based on experiences, and learning being a personal interpretation of the world. Constructivist teaching methods focus on creating a democratic and interactive environment where the teacher facilitates learning and students are autonomous. Activities like films, field trips, class discussions and experiments allow students to apply concepts in multiple contexts and actively engage in building their own knowledge.
Edward Thorndike's theory of learning through trial and error proposed that learning occurs through associations formed between stimuli and responses. When a response leads to a satisfying outcome, the stimulus-response association is strengthened. Thorndike identified three laws of learning: the law of readiness, the law of exercise, and the law of effect. His theory emphasized that learning is gradual, motivated, and occurs through random responses that are strengthened when they are successful. Thorndike's work laid the foundation for behaviorism and operant conditioning.
This document discusses models of teaching, defining them as plans or guidelines that can be used to design instruction, curriculum, and guide teacher actions. It presents several definitions of teaching models from education researchers. The main characteristics of models include specifying learning outcomes, environmental conditions, and performance criteria. Models of teaching are based on systematically modifying learner behavior. They can help teachers select methods and materials, bring about learner behavior changes, and design educational activities and curriculum. Examples of modern models discussed are information processing, social interaction, personal development, and behavior modification models.
The document provides information on lesson planning. It defines a lesson plan as a teacher's guide for teaching a lesson in an organized manner that includes the goal, method, and assessment. It discusses different approaches to lesson planning such as Herbartian, unit, evaluation, and project approaches. It also outlines the key components of different lesson plan formats including objectives, materials, presentation, and assessment. Finally, it identifies characteristics of good and poor lesson planning.
This document discusses concepts related to teaching as a profession, including the nature and characteristics of teaching, continuing professional development for teachers, and teacher professional ethics and accountability. It provides definitions of teaching, outlines the objectives and aims of teaching. It also describes the nature of teaching as being dynamic, social, and humane as both an art and a science. Key characteristics of teaching discussed include content knowledge, pedagogical knowledge, technological knowledge, and reflective practice. Strategies for continuing professional development include lectures, workshops, online learning, and conferences.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
This document discusses transfer of learning, which refers to applying knowledge or skills learned in one context to another new context. It defines transfer of learning and discusses various types of transfer. Theories of transfer from scholars like Crow and Crow, Peterson, and Guthrie are presented. Factors that influence transfer, like curriculum design, teaching methods, learner characteristics, are explained. Implications for teachers and learners are discussed to improve transfer. Theories like identical elements theory and generalization theory are summarized.
Roles of the teacher inside the classroomAntar Hassan
The document outlines 9 different roles that teachers take on inside the classroom: planner, manager, monitor/observer, facilitator, diagnostician, language resource, assessor, and rapport builder. As a planner, the teacher prepares lessons in advance, and as a manager they organize the classroom and set rules. Additional roles include monitoring student work, facilitating learning, diagnosing issues, and building relationships between students.
This document discusses imitation and transfer of learning. It defines imitation as copying another's actions, which is observed in animals. Imitation with purpose utilizes imitation to accomplish something significant. Transfer of learning is defined as applying learning from one situation to another. There are three types of transfer: positive, where previous learning benefits new learning; negative, where it hinders new learning; and zero, where there is no effect. Factors like intelligence, attitudes, meaningful learning experiences, and teaching methods can influence transfer. Teachers should aim to develop understanding of principles rather than rote learning to promote effective transfer.
This document discusses classroom management for teachers. It defines classroom management as the methods teachers use to maintain an orderly learning environment and control behaviors that impede learning. It identifies key elements of effective classroom management like classroom design, rules, discipline, scheduling, organization, instructional techniques, and communication. It provides strategies for classroom management such as having a positive attitude, setting clear expectations, building rapport with students, defining consequences, and remaining consistent. The conclusion emphasizes that effective classroom management establishes order, increases learning, and decreases negative behaviors.
The document discusses different teaching techniques including drill, review, and narration. Drill involves purposeful repetition to strengthen skills and make them permanent. Review is the re-examination of material to clarify ideas, reorganize content, and reinforce learning. It provides benefits like retaining information and developing evaluation abilities. Narration is an important method for communicating knowledge by presenting a clear sequence of events through speech so students can experience and reconstruct what is described. Being a good narrator requires skillful language use and practice.
Type of programmed instruction, linear programmed instruction,meaning,assumpt...Neeraj Goswami
Programmed instruction was introduced in the 1950s as a way for students to learn on their own without a teacher through specially prepared books or equipment. It breaks content down into small sequential steps with frequent responses from the student and immediate feedback. There are two main types - linear programming which presents information in a fixed orderly sequence, and branching programming which allows for different paths. Programmed instruction aims to help students learn at their own pace, present content logically, and allow them to study independently.
DIFFERENT APPROACHES OF CONTENT ORGANIZATION IN SOCIAL SCIENCE Varshapadman
This document discusses the social science curriculum and principles of curriculum construction. It defines curriculum as the course of experiences given to learners in schools. The social science curriculum aims to develop understanding of human relations and society, impart knowledge, foster values, teach skills and tolerance, and develop citizenship. Principles for selecting content include being child-centered, objective-based, activity-focused, and preparing students for life. Approaches to organizing content discussed are the topic, spiral, and concentric approaches.
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
This document summarizes the role of a teacher as an agent of change. It states that a teacher can change students using various techniques and methods to make them better people. It describes the attitudes a teacher should have, such as being positive, caring, patient and passionate. It then explains how teachers can enact change through their thoughts, words, and actions. For thoughts, teachers should think positively about students and how to help them. For words, teachers should use inspiring language and constructive criticism. For actions, teachers should lead by example. The document concludes by listing some common problems teachers face in classrooms, such as overly dependent, aggressive, or unprepared students, and emphasizing the importance of teaching in a way that students can
The document discusses the importance of curriculum development in education. It defines curriculum as the total learning experiences for individuals in school and society. Curriculum development is described as a planned, purposeful, and systematic process to create improvements in education. The importance of curriculum development is that it supports learners' personal development, helps students unlock their skills and abilities, keeps teachers modernized and innovative, and provides solutions to pressing world issues like the environment and sustainable development. The ultimate goal is to improve educational practice through collaboration among curriculum leaders.
This document defines models of teaching and describes several specific models. It begins by defining a teaching model as a plan that guides curriculum, instruction, and a teacher's actions. Teaching models aim to cause specific changes in student behavior. Key components of models include a focus, syntax, social system, principles of reaction, and support system. Models are categorized into four families based on their goals: information processing, personal development, social interaction, and behavioral modification. Several specific models are then described in detail, including the Concept Attainment Model and Inquiry Training Model.
The document discusses teaching competence, which refers to a teacher's ability to perform tasks at a high level of excellence through knowledge, skills, attitudes, and experience. It identifies five key components of teaching competence: personal competence, professional competence, social competence, planning competence, and classroom interaction competence. The significance of teaching competencies is that they enhance teacher effectiveness, educational quality, and help achieve objectives. Teaching competencies should be applied based on background, situation, and needs.
A Teacher has various roles to perform in the classroom. The role usually implies the relationship between the teacher and the learner in the classroom. Such a role is facilitator.
Johann Friedrich Herbart was a German philosopher and educational reformer born in 1776. He believed that education involves transmitting knowledge from one generation to the next through a process where new ideas become associated with existing ideas in the student's mind. He developed a theory of instruction that emphasized preparing students to receive new information by relating it to their prior knowledge and experiences. Herbart is considered the founder of scientific pedagogy.
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
An assignment that I did for a PhD course. It introduces basics of reflective teaching. The forms indicated here were taken from Town High School District 214 website, and you can retrieve them from and reach more information on these techniques at http://www.d214.org/human_resources/observation_techniques_and_forms1.aspx
Constructivism is a learning theory that suggests people actively construct their own understanding and knowledge through experiences. Key aspects of constructivism include learning being an active process where knowledge is constructed based on experiences, and learning being a personal interpretation of the world. Constructivist teaching methods focus on creating a democratic and interactive environment where the teacher facilitates learning and students are autonomous. Activities like films, field trips, class discussions and experiments allow students to apply concepts in multiple contexts and actively engage in building their own knowledge.
Edward Thorndike's theory of learning through trial and error proposed that learning occurs through associations formed between stimuli and responses. When a response leads to a satisfying outcome, the stimulus-response association is strengthened. Thorndike identified three laws of learning: the law of readiness, the law of exercise, and the law of effect. His theory emphasized that learning is gradual, motivated, and occurs through random responses that are strengthened when they are successful. Thorndike's work laid the foundation for behaviorism and operant conditioning.
This document discusses models of teaching, defining them as plans or guidelines that can be used to design instruction, curriculum, and guide teacher actions. It presents several definitions of teaching models from education researchers. The main characteristics of models include specifying learning outcomes, environmental conditions, and performance criteria. Models of teaching are based on systematically modifying learner behavior. They can help teachers select methods and materials, bring about learner behavior changes, and design educational activities and curriculum. Examples of modern models discussed are information processing, social interaction, personal development, and behavior modification models.
The document provides information on lesson planning. It defines a lesson plan as a teacher's guide for teaching a lesson in an organized manner that includes the goal, method, and assessment. It discusses different approaches to lesson planning such as Herbartian, unit, evaluation, and project approaches. It also outlines the key components of different lesson plan formats including objectives, materials, presentation, and assessment. Finally, it identifies characteristics of good and poor lesson planning.
This document discusses concepts related to teaching as a profession, including the nature and characteristics of teaching, continuing professional development for teachers, and teacher professional ethics and accountability. It provides definitions of teaching, outlines the objectives and aims of teaching. It also describes the nature of teaching as being dynamic, social, and humane as both an art and a science. Key characteristics of teaching discussed include content knowledge, pedagogical knowledge, technological knowledge, and reflective practice. Strategies for continuing professional development include lectures, workshops, online learning, and conferences.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
This document discusses transfer of learning, which refers to applying knowledge or skills learned in one context to another new context. It defines transfer of learning and discusses various types of transfer. Theories of transfer from scholars like Crow and Crow, Peterson, and Guthrie are presented. Factors that influence transfer, like curriculum design, teaching methods, learner characteristics, are explained. Implications for teachers and learners are discussed to improve transfer. Theories like identical elements theory and generalization theory are summarized.
Roles of the teacher inside the classroomAntar Hassan
The document outlines 9 different roles that teachers take on inside the classroom: planner, manager, monitor/observer, facilitator, diagnostician, language resource, assessor, and rapport builder. As a planner, the teacher prepares lessons in advance, and as a manager they organize the classroom and set rules. Additional roles include monitoring student work, facilitating learning, diagnosing issues, and building relationships between students.
This document discusses imitation and transfer of learning. It defines imitation as copying another's actions, which is observed in animals. Imitation with purpose utilizes imitation to accomplish something significant. Transfer of learning is defined as applying learning from one situation to another. There are three types of transfer: positive, where previous learning benefits new learning; negative, where it hinders new learning; and zero, where there is no effect. Factors like intelligence, attitudes, meaningful learning experiences, and teaching methods can influence transfer. Teachers should aim to develop understanding of principles rather than rote learning to promote effective transfer.
This document discusses classroom management for teachers. It defines classroom management as the methods teachers use to maintain an orderly learning environment and control behaviors that impede learning. It identifies key elements of effective classroom management like classroom design, rules, discipline, scheduling, organization, instructional techniques, and communication. It provides strategies for classroom management such as having a positive attitude, setting clear expectations, building rapport with students, defining consequences, and remaining consistent. The conclusion emphasizes that effective classroom management establishes order, increases learning, and decreases negative behaviors.
The document discusses different teaching techniques including drill, review, and narration. Drill involves purposeful repetition to strengthen skills and make them permanent. Review is the re-examination of material to clarify ideas, reorganize content, and reinforce learning. It provides benefits like retaining information and developing evaluation abilities. Narration is an important method for communicating knowledge by presenting a clear sequence of events through speech so students can experience and reconstruct what is described. Being a good narrator requires skillful language use and practice.
Type of programmed instruction, linear programmed instruction,meaning,assumpt...Neeraj Goswami
Programmed instruction was introduced in the 1950s as a way for students to learn on their own without a teacher through specially prepared books or equipment. It breaks content down into small sequential steps with frequent responses from the student and immediate feedback. There are two main types - linear programming which presents information in a fixed orderly sequence, and branching programming which allows for different paths. Programmed instruction aims to help students learn at their own pace, present content logically, and allow them to study independently.
DIFFERENT APPROACHES OF CONTENT ORGANIZATION IN SOCIAL SCIENCE Varshapadman
This document discusses the social science curriculum and principles of curriculum construction. It defines curriculum as the course of experiences given to learners in schools. The social science curriculum aims to develop understanding of human relations and society, impart knowledge, foster values, teach skills and tolerance, and develop citizenship. Principles for selecting content include being child-centered, objective-based, activity-focused, and preparing students for life. Approaches to organizing content discussed are the topic, spiral, and concentric approaches.
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
This document summarizes the role of a teacher as an agent of change. It states that a teacher can change students using various techniques and methods to make them better people. It describes the attitudes a teacher should have, such as being positive, caring, patient and passionate. It then explains how teachers can enact change through their thoughts, words, and actions. For thoughts, teachers should think positively about students and how to help them. For words, teachers should use inspiring language and constructive criticism. For actions, teachers should lead by example. The document concludes by listing some common problems teachers face in classrooms, such as overly dependent, aggressive, or unprepared students, and emphasizing the importance of teaching in a way that students can
The document discusses the importance of curriculum development in education. It defines curriculum as the total learning experiences for individuals in school and society. Curriculum development is described as a planned, purposeful, and systematic process to create improvements in education. The importance of curriculum development is that it supports learners' personal development, helps students unlock their skills and abilities, keeps teachers modernized and innovative, and provides solutions to pressing world issues like the environment and sustainable development. The ultimate goal is to improve educational practice through collaboration among curriculum leaders.
This document defines models of teaching and describes several specific models. It begins by defining a teaching model as a plan that guides curriculum, instruction, and a teacher's actions. Teaching models aim to cause specific changes in student behavior. Key components of models include a focus, syntax, social system, principles of reaction, and support system. Models are categorized into four families based on their goals: information processing, personal development, social interaction, and behavioral modification. Several specific models are then described in detail, including the Concept Attainment Model and Inquiry Training Model.
The document discusses teaching competence, which refers to a teacher's ability to perform tasks at a high level of excellence through knowledge, skills, attitudes, and experience. It identifies five key components of teaching competence: personal competence, professional competence, social competence, planning competence, and classroom interaction competence. The significance of teaching competencies is that they enhance teacher effectiveness, educational quality, and help achieve objectives. Teaching competencies should be applied based on background, situation, and needs.
A Teacher has various roles to perform in the classroom. The role usually implies the relationship between the teacher and the learner in the classroom. Such a role is facilitator.
Johann Friedrich Herbart was a German philosopher and educational reformer born in 1776. He believed that education involves transmitting knowledge from one generation to the next through a process where new ideas become associated with existing ideas in the student's mind. He developed a theory of instruction that emphasized preparing students to receive new information by relating it to their prior knowledge and experiences. Herbart is considered the founder of scientific pedagogy.
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
An assignment that I did for a PhD course. It introduces basics of reflective teaching. The forms indicated here were taken from Town High School District 214 website, and you can retrieve them from and reach more information on these techniques at http://www.d214.org/human_resources/observation_techniques_and_forms1.aspx
Constructivism holds that learners build their own understanding and knowledge through experiences. Key theorists like Piaget, Vygotsky, and Montessori believed that learning is an active process where students use prior knowledge and social interactions to construct new understanding. The 5E model is used to support a constructivist environment through engaging students, allowing exploration, having students explain their understanding, elaborating on concepts, and ongoing evaluation of learning. Teachers provide tools and guidance for inquiry-based learning while students collaborate to build their own knowledge.
The document discusses constructivism as a learning theory where students actively construct knowledge based on their experiences. It describes key theorists like Dewey, Piaget and Vygotsky and their views on how learning is an active process where students build on prior knowledge and social interactions. The document also contrasts traditional teacher-centered classrooms with constructivist student-centered approaches and discusses principles of constructivism like knowledge construction, social learning, and using student questions to drive instruction.
Constructivism is a learning theory based on the idea that students actively construct their own understanding through experiences and reflecting on those experiences. Key contributors to constructivism include Jerome Bruner, Jean Piaget, Lev Vygotsky, and John Dewey. In a constructivist classroom, the teacher facilitates learning by engaging students in hands-on activities, group work, and inquiry-based lessons that allow students to build on prior knowledge and develop new understandings.
My keynote presentation at the 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
The document describes several methods of teaching including project method, role play method, and brainstorming method. It provides details on the principles, steps, roles of teachers, advantages and limitations of each method. Project method involves creating and completing meaningful projects. Role play allows students to enact scenarios to reflect on concepts. Brainstorming encourages creative idea generation by having students freely share ideas without criticism.
This document contains a daily lesson log for a Personal Development class in grade 11. It outlines the objectives, content, learning resources, procedures, and evaluation for lessons taught from August 28 to September 1 on the topic of knowing oneself. The objectives are to explain how knowing one's strengths and limitations can help in accepting oneself and dealing with others, and to share unique characteristics, habits, and experiences. The content explores knowing one's strengths and limitations. Learning resources include textbook pages and additional online materials. Procedures include class discussions, activities, and assessments to help students understand self-concept and self-development. The teacher reflects on students' progress and identifies areas where the principal can provide assistance to improve instruction.
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]
This document provides an overview of week 2 materials for an instructional design course. It includes objectives for the course focused on instructional design terminology and principles. An overview is given for week 2 assignments which involve reviewing a presentation, textbook chapter, and design models. Guidance is provided on learning theories, effective teaching characteristics, and design models to help students develop skills as instructional designers. Students are assigned tasks to identify features of effective teaching and analyze instructional design models.
The document provides information on various lesson design frameworks including Universal Design for Learning (UDL), Understanding by Design (UbD), and Differentiated Instruction (DI). It then focuses on explaining UDL in more detail. UDL is a framework that aims to remove barriers to learning by providing multiple means of representation, expression, and engagement. The document outlines the three principles of UDL and provides resources from CAST on the approach. It also briefly describes DI and UbD, positioning them all as complementary frameworks to promote inclusive and effective lesson design.
This document discusses student-centered instruction. It defines student-centered instruction as focusing on how students learn, what they experience, and how they engage with learning. Students actively construct their own knowledge through discovery, inquiry, and problem solving. The teacher acts as a facilitator rather than solely delivering information. Examples of student-centered instruction include cooperative problem solving, students justifying their thinking, and performance-based problems that require constructing ideas. The goal is for students to deeply understand concepts by making connections between new and existing ideas, rather than just knowing answers.
Topic: Theories of Learning
Student Name: Ibadat
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This slide explains about Creativity- Meaning, nature Methods to foster creativity among children.Check the slides to know more..
Credits:-
Smruti Smita Mohanty
Ashutosh Jena
Anjana Yadav
This document discusses constructivist approaches to instruction. It defines constructivism as an educational theory that emphasizes active learning through group activities, problem-solving, and reflecting on experiences. Constructivism is based on the idea that learners construct knowledge from their experiences rather than acquiring it from teachers. The document outlines key figures in the development of constructivism such as John Dewey, Jean Piaget, and Lev Vygotsky. It also describes instructional methods derived from constructivist theories, including social learning, scaffolding, cognitive apprenticeship, discovery learning, and reciprocal teaching.
This document provides an overview of learning theories that have influenced educational research and practice. It discusses key contributors to behaviorism, cognitivism, and humanism. Behaviorism views learning as changes in observable behavior due to environmental stimuli and reinforcement. Cognitivism sees learning as a mental process and focuses on how people think, remember, and solve problems. Humanism emphasizes learner motivation and sees people as inherently good with potential for growth. The document also discusses applying learning theories to teaching through concepts like scaffolding, modeling, and discovery-based learning.
The document discusses the inquiry approach in social studies. It defines inquiry as a process of asking and answering questions to explore a topic. The inquiry approach is student-centered and focuses on asking questions. It encourages students to ask their own meaningful questions and helps them discover knowledge themselves rather than simply providing them with facts. Benefits include developing problem-solving skills, critical thinking, and building self-directed learning abilities. The inquiry approach has positive effects on social relationships, cognitive development, achievement, and student motivation to learn.
The document discusses various methods of teaching science, including teacher-centered, student-centered, lecture-discussion, laboratory, observation, project, and problem-solving methods. It provides details on the principles, roles of teachers, merits and limitations of each method. The key methods are lecture-discussion, which combines lecture and discussion; laboratory, which emphasizes hands-on learning; observation, where students acquire knowledge through observing; and project and problem-solving methods, which focus on purposeful, real-world activities and problem-solving. The document concludes that teachers must consider their students and circumstances to choose the most suitable teaching method.
2022 ACTFL V.Gilbert - Can teachers do research- Yes they can! v.4.pdfssuser451525
This document summarizes a presentation given by Dr. Victoria Gilbert at the ACTFL 2022 conference on how teachers can conduct research. It discusses that teachers are well-positioned to identify classroom issues and make adjustments through research. Conducting research strengthens both teaching practice and research skills. The document then provides examples of different types of teacher research, including action research, exploratory practice, and reflective practice. It also shares two case studies, one on using drones to improve second language skills and another on using articulated performance assessments. Throughout, it emphasizes that research allows teachers to better understand and improve their own practice.
CTD Spring 2015 Weekly Workshop: Active LearningPeter Newbury
Active learning is an instructional method that engages students in the learning process through activities and discussions in the classroom rather than passively listening to a lecture. It emphasizes higher-order thinking and often involves group work. Research shows that active learning techniques increase student performance on exams by about half a letter grade on average and decrease failure rates compared to traditional lecturing alone. Effective active learning strategies include peer instruction, interactive demonstrations, discussions, and predicting outcomes before viewing videos or demonstrations.
The document discusses various effective teaching strategies that actively engage students and reflect their learning goals and developmental needs. It describes strategies like differentiated instruction, culturally responsive teaching, reciprocal teaching, blended learning and more. The key strategies discussed are using flexible seating, knowing students' backgrounds, assessing continuously, relating lessons to students' lives, implementing small group and individualized learning, and using media and other subjects to enhance lessons. The overall document provides a comprehensive overview of research-backed classroom teaching methods.
Other Approaches (Teaching Approach, Strategy, Method and Technique)Ezr Acelar
for EDUC 205 (Principles of Teaching 1) class
covers topics such as Blended Learning, Reflective Teaching/Learning, Metacognitive Approach, Constructivist Approach and Integrated Approach.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
2. Origin
The concept "reflective
thought" was introduced by
John Dewey in 1910 in his
"How We Think", a work
designed for teachers.
Dewey's most basic assumption
was that learning improves to
the degree that it arises out of
the process of reflection.
As time went on, terminology
concerning reflection
proliferated, spawning a host of
synonyms, such as "critical
thinking," "problem solving,"
and " higher level thought."
3. Reflective Teaching
The processes of analyzing and making
judgments about what has happened.
Dewey (1933) suggests that reflective
thinking is an active, persistent, and
careful consideration of a belief or
supposed form of knowledge, of the
grounds that support that knowledge,
and the further conclusions to which
that knowledge leads.
4. Benefits
Reflective thinking helps learners develop
higher-order thinking skills by prompting
learners to
a) relate new knowledge to prior
understanding,
b) think in both abstract and conceptual
terms,
c) apply specific strategies in novel tasks, and
d) understand their own thinking and learning
strategies.
5. Guidelines for Its
Effective Use
1. Allocate sufficient time for reflection.
Time must be considered in planning
the learning activity.
2. Schedule a short briefing activity so as
to recapture the experience and think
about it.
3. The teacher serves as the facilitator
and guide in developing skills in
analyzing a past learning experience.
6. 4. Encourage the students to recount the
experience to others, thereby
strengthening the insights gained.
5. Attend to feelings especially the
positive and pleasant ones.
6. Evaluate the experience in the light of
the learner’s intent.
Guidelines for Effective
Use
7. Strategies
1) Self-analysis
A reflective student/teacher is able to keep
a record of his/her success or failure in
employing a strategy, problems and issues
confronted, and significance of learning
events that occurred.
A student/teacher engages himself/herself
in self-analysis when s/he reflects on why
s/he succeeded or failed at some task.
8. Strategies
2) Writing journals
A journal entry includes:
a) a description of the teaching/learning event,
b) outcomes of the event,
c) value or worthiness of the outcomes, and
d) causes of success or failures.
For a student, s/he is asked to enter into
his/her daily journal/diary his own self-
analysis.
9. Strategies
3) Portfolio
A portfolio is a very personal document
which includes frank, honest and on-the-spot
account of experiences. It includes a
student’s first hand observations and
personal knowledge that will be needed in
analyzing changes in values being developed.
10. Some Guide Questions for
STUDENTS
Was I motivated enough to continue on?
Am I learning from the activity? If so,
why? If not, why?
Am I relating the lesson to my
knowledge and interests? How can I do
better?
How good was my personal
management skills?
11. Some Guide Questions for
TEACHERS
Did I motivate them enough to continue
on?
Are the students learning from the
activity? If so, why? If not, why?
Am I relating the lesson to their
knowledge and interests? How can I do
better?
How good was my classroom
management skills?
13. Example
(Reflective Activity for Students)
In a juvenile literature subject, the
teacher wanted to test the student’s
knowledge about the story Jack and the
Beanstalk. He then started by asking a
question:
Teacher: What did Jack do when he got to
the giant's castle?
Student: Jack hid from the giant, found the
goose that lays the golden eggs, was
discovered by the giant, fled, reached the
bottom of the vine, and then chopped it
down. The giant, of course, tumbles down,
breaks his neck, and Jack lives happily ever
after with his mother and his newly found
wealth.
14. Teacher: Did Jack trespass illegally?
Students: Yes!
Teacher: Did Jack steal the goose that lays
golden eggs?
Students: Yes!
Teacher: Did Jack, then, refuse to give
back what did not belong to him?
Student: Yes!
Teacher: Then did Jack escape down the
bean vine and cause the giant to be killed?
Student: Yes!
Teacher: If Jack trespassed,
stole, and murdered the
giant, why is the giant the
villain of this story?
15. 'It is not sufficient simply to have an
experience in order to learn. Without
reflecting upon this experience it may
quickly be forgotten, or its learning potential
lost. It is from the feelings and thoughts
emerging from this reflection that
generalizations or concepts can be
generated. And it is generalizations that
allow new situations to be tackled
effectively.'
Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and
Learning Methods London, UK: Further Education Unit.
16.
17. Resources
• Corpuz, B. S. (2013). Principles of teaching 1 (3rd
ed. ed.). Quezon City: Lorimar Publishing, Inc.
• Sage Publisher. (2005, April 1). Retrieved July 16,
2015, from Sage Publication:
http://www.sagepub.com/sites/default/files/upm
-binaries/6681_taggart_ch_1.pdf
• Shermis, S. (1999, November). Reflective thought,
critical thinking. ERIC Digest .
• Zulueta, F. (2006). Principles and methods of
teaching. Mandaluyong City: National Book Store.