The document discusses teaching approaches and argues that teaching is fundamentally simple, involving recapping previous material, providing new input through clear explanations, allowing students to apply the new knowledge, and testing understanding. It acknowledges that executing these steps well is complex and discusses how teaching has become overcomplicated. The author advocates teaching "like nobody's watching" with confidence based on solid foundations and mastery of content.
Key to know about learning process & the learnerPrashant Arsul
The document discusses the four pillars of education according to the Delors Commission: learning to know, learning to do, learning to live together, and learning to be. It also discusses different theories of learning, including behaviorism, cognitivism, constructivism, and humanism. It emphasizes that students learn best through active involvement, asking questions, problem-solving, and experiential learning rather than passive listening. New technologies can enable interactive learning methods.
This document contains slides from several presentations on using images in history and geography education. It discusses developing visual literacy skills in students through analyzing photographs, diagrams, and maps. Some key points made include:
- Images can help students understand place and foster inquiry skills.
- Teachers must explicitly teach skills for interpreting images.
- Students can make deductions about images by observing details and generating questions.
- Images along with other sources can help students understand how the past influences the present.
1. This document discusses ten key findings from cognitive research on learning. The findings illustrate how teaching and learning can be better understood by applying insights from cognitive science.
2. One finding is that learning occurs within the learner - teachers can provide information but students must actively construct new knowledge structures themselves. Prior knowledge also strongly influences new learning.
3. Another finding is that optimal learning requires integrating new and prior knowledge by linking more abstract relationships. Both conceptual knowledge and procedural skills are important, as are metacognitive skills to reflect on one's own learning.
The document discusses strategies for teaching sustainability and climate change concepts to early childhood students. It outlines a 5Es lesson plan focused on the greenhouse effect, engaging students with videos, having them do a hands-on experiment to explore temperature changes inside jars with different conditions, explaining concepts like climate change and its future impacts, elaborating on how these issues apply personally and generating ideas to help the environment, and evaluating student understanding of key takeaways about the importance of addressing climate change. Resources like books and websites are also provided to support teaching sustainability and climate change topics to early learners.
Week 3A: Powerful Learning Through Integrationbgalloway
The document summarizes key aspects of creating powerful learning experiences through curriculum integration. It discusses who decides the curriculum and its design/delivery. It provides examples of what integration and interaction in curriculum can look like, including themes, projects, and use of technology. Benefits are outlined for both students and teachers, as well as potential issues. Specific examples of integrated units and programs are also described.
The document discusses teacher collaboration and related concepts. It notes that teacher collaboration is still ambiguously defined, and can involve different stakeholders or be mediated by others. Mutual goals and shared understanding are important aspects of teacher collaboration, which generally refers to teacher interactions around instruction, curriculum, student evaluation, lesson planning, and providing feedback on peer practice. However, most studies of teacher collaboration take place in structured environments rather than analyzing natural collaboration among teachers.
This document outlines a unit plan for teaching 6th and 7th grade students about Earth's systems. It includes an introduction describing the unit's big idea and goals for students. It then provides details on the student population, key concepts, Next Generation Science Standards, crosscutting concepts, science practices, and nature of science concepts addressed. Finally, it outlines two lesson plans, assessments, and a two-week schedule for the unit. The goal is for students to understand Earth's spheres and their interactions by developing models and applying concepts.
The document discusses teaching approaches and argues that teaching is fundamentally simple, involving recapping previous material, providing new input through clear explanations, allowing students to apply the new knowledge, and testing understanding. It acknowledges that executing these steps well is complex and discusses how teaching has become overcomplicated. The author advocates teaching "like nobody's watching" with confidence based on solid foundations and mastery of content.
Key to know about learning process & the learnerPrashant Arsul
The document discusses the four pillars of education according to the Delors Commission: learning to know, learning to do, learning to live together, and learning to be. It also discusses different theories of learning, including behaviorism, cognitivism, constructivism, and humanism. It emphasizes that students learn best through active involvement, asking questions, problem-solving, and experiential learning rather than passive listening. New technologies can enable interactive learning methods.
This document contains slides from several presentations on using images in history and geography education. It discusses developing visual literacy skills in students through analyzing photographs, diagrams, and maps. Some key points made include:
- Images can help students understand place and foster inquiry skills.
- Teachers must explicitly teach skills for interpreting images.
- Students can make deductions about images by observing details and generating questions.
- Images along with other sources can help students understand how the past influences the present.
1. This document discusses ten key findings from cognitive research on learning. The findings illustrate how teaching and learning can be better understood by applying insights from cognitive science.
2. One finding is that learning occurs within the learner - teachers can provide information but students must actively construct new knowledge structures themselves. Prior knowledge also strongly influences new learning.
3. Another finding is that optimal learning requires integrating new and prior knowledge by linking more abstract relationships. Both conceptual knowledge and procedural skills are important, as are metacognitive skills to reflect on one's own learning.
The document discusses strategies for teaching sustainability and climate change concepts to early childhood students. It outlines a 5Es lesson plan focused on the greenhouse effect, engaging students with videos, having them do a hands-on experiment to explore temperature changes inside jars with different conditions, explaining concepts like climate change and its future impacts, elaborating on how these issues apply personally and generating ideas to help the environment, and evaluating student understanding of key takeaways about the importance of addressing climate change. Resources like books and websites are also provided to support teaching sustainability and climate change topics to early learners.
Week 3A: Powerful Learning Through Integrationbgalloway
The document summarizes key aspects of creating powerful learning experiences through curriculum integration. It discusses who decides the curriculum and its design/delivery. It provides examples of what integration and interaction in curriculum can look like, including themes, projects, and use of technology. Benefits are outlined for both students and teachers, as well as potential issues. Specific examples of integrated units and programs are also described.
The document discusses teacher collaboration and related concepts. It notes that teacher collaboration is still ambiguously defined, and can involve different stakeholders or be mediated by others. Mutual goals and shared understanding are important aspects of teacher collaboration, which generally refers to teacher interactions around instruction, curriculum, student evaluation, lesson planning, and providing feedback on peer practice. However, most studies of teacher collaboration take place in structured environments rather than analyzing natural collaboration among teachers.
This document outlines a unit plan for teaching 6th and 7th grade students about Earth's systems. It includes an introduction describing the unit's big idea and goals for students. It then provides details on the student population, key concepts, Next Generation Science Standards, crosscutting concepts, science practices, and nature of science concepts addressed. Finally, it outlines two lesson plans, assessments, and a two-week schedule for the unit. The goal is for students to understand Earth's spheres and their interactions by developing models and applying concepts.
The document discusses several key ideas about teaching geography:
- Geography stimulates interest in places and helps make sense of a changing world by explaining how places form and how people and environments interact. It encourages questioning and critical thinking about issues affecting the world.
- Fieldwork is an essential element, and geography teaches students to think spatially using maps and technology to analyze information. It inspires students to become global citizens by exploring their role and responsibilities to other people and the environment.
- The document emphasizes the importance of "thinking geographically" and using key concepts and ideas to understand connections between places and scales and see that complex issues have no simple answers. It also stresses making geography relevant to students' own
This document discusses principles of curriculum and assessment design for schools. It outlines seven principles for curriculum design: balanced, rigorous, coherent, vertically integrated, appropriate, focused, and relevant. It argues the most important principle is appropriate, as curriculum should match students' developmental levels. The least important is focused/parsimonious, as not overloading students is less critical than other principles. The document also discusses different functions of assessment, including evaluating institutions, describing individuals, and supporting learning.
The document proposes an alternative framework for K-8 social science education that prepares students for a global society. It suggests shifting from a traditional chronological, regionally-focused framework to one that takes a holistic, "outside-in" perspective focused on universal principles like the oneness of humanity. Sample curriculum goals include recognizing the spiritual nature of humanity in K-1 and understanding concepts like interdependence and a borderless world in later grades. Assessment would emphasize higher-order thinking and personal transformation over specific content knowledge.
The document discusses different learning theories including behaviorism and constructivism. Behaviorism focuses on observable behaviors and reinforcement, while constructivism believes learning occurs through hands-on experiences. An example given is having students do an experiment with sand and salt water to learn about runoff. The document also discusses how learning theories are evolving as new understandings of cognition emerge, and how the internet is facilitating more interactive learning styles.
The document discusses different learning theories including behaviorism and constructivism. Behaviorism focuses on observable behaviors and reinforcement, while constructivism believes learning occurs through hands-on experiences. An example given is having students do an experiment with sand and salt water to learn about runoff. The document also discusses how learning theories are evolving as new understandings of cognition emerge, and how the internet is facilitating more interactive learning styles.
Essay On Rainy Day For Kids. Essay On Rainy Season TelegraphAshley Matulevich
Essay On Rainy Day in English for Students and Children Essay on My .... 10 Lines Essay on Rainy day in English Rainy day 10 Points Few .... Essay on Rainy Day in English a rainy day essay in EnglishRainy Day .... Essay on rainy day for class 3. Essay on a rainy day. 2019-01-09. Paragraph on Rainy Day 100, 150, 200, 250 To 300 Words for Kids .... 006 Rainy Day Essay English Maxresdefault Thatsnotus. A Rainy Day Essay in English For Class 9 and 10. Write 10 lines on Rainy Day Essay On Rainy Day - YouTube. Astounding Rainy Day Short Essay Thatsnotus. Rainy season essay in english Essay on Rainy season. Simple Essay on Rainy Day for Class 3 Kids Download PDF. A rainy day essay for class 7. Essay on rainy day for class 7 in .... Rainy Season Essay in English for Class 1, 2 amp; 3: 10 Lines, Short .... A Rainy Day Paragraph for class 1,2, 3,4,5,6,7,8,9 10,11,12. A Rainy Day Essay Essay on A Rainy Day for Students and Children in .... Essay on quot;A Rainy Dayquot; English Essay for Class 8,9,10 and 12.. Essay on rain for class 5 / need essay written. A rainy day essay A rainy day essay quotations A rainy day essay .... Rainy day essay for class 2. write a paragraph about a rainy day/A Rainy Day-Essay Writing in Neat .... quot;My Experience Of A Rainy Dayquot; essay// Rainy day. A rainy day essay How to write essay on Rainy Day Yt Writer - YouTube. Essay On Rainy Season Telegraph. Essay on rain for kids. kids rainforest essays samples 1. 2019-01-16. paragraph-on-rainy-day - TeachingBanyan.com - A Place for Students to .... essay on rainy day..?? - Brainly.in. A rainy day essay for students. 285 Words Rainy Day Essay for Class 5 .... Rain essays for kids - writefiction581.web.fc2.com Essay On Rainy Day For Kids Essay On Rainy Day For Kids. Essay On Rainy Season Telegraph
The document discusses several theories of learning including behaviorism, Gardner's theory of multiple intelligences, McCarthy's four types of learners, and constructivism. It notes criticisms of behaviorism for its simplistic view of learning and lack of accounting for human engagement. Constructivism sees learning as an active process where people construct their own understanding through experiences and relating new knowledge to prior knowledge. A constructivist museum would provide opportunities for learners to interact with exhibits and construct their own understanding.
Global perspective in science teachingKetan Kamble
The document discusses incorporating global perspectives into science teaching. It advocates for an approach that promotes equity, social justice, and sustainability locally and globally. This involves challenging negative assumptions, promoting positive attitudes about diversity, and developing an awareness that the world is interdependent and we cannot ignore global problems. Exposing students to different world views can encourage empathy and understanding. The document suggests incorporating key concepts like citizenship, social justice, and human rights. Teachers should include perspectives from different countries and connect local issues to global problems. Developing small action plans can help students connect personal, local, and global problems to bring effective change.
Intentional Child and Youth Care Life-Space Practice: A Qualitative Course-Ba...AJHSSR Journal
ABSTRACT: This course-based research study explored how child and youth care students both understand
and engage in life-space practice. Data collection strategies included a conversational, open-ended interview and
an arts-based activity. The open-ended interviews were conducted via Zoom and Google Meet.The thematic
analysis resulted in the identification of four themes. The first three themes: a) it is meeting youth where they
are at, b) it is relational, and c) it is intentional practice aredirectly related to the central research question, and
the final theme: d) bureaucratic structures, policies, and procedures was extracted from a sub-question that asked
about what ―gets in the way of‖ effective life-space practice.
KEYWORDS:child and youth care, course-based research, life-space practice, qualitative
The document provides an overview of the Primary Science Syllabus in Singapore. It outlines the 5 themes covered in the syllabus: Diversity, Cycles, Systems, Energy, and Interactions. It describes the aims of the syllabus and the knowledge, skills, processes, and attitudes that students should acquire in each theme. The syllabus is organized in a spiral approach, with topics revisited at different levels. It allows for flexibility through "white space" for teachers to customize learning.
1) The document proposes a "Plexus Curriculum" approach for geography education that takes a holistic, interconnected view of knowledge rather than an atomistic one.
2) It critiques recent UK geography curricula for being driven by "core knowledge" rather than conceptual understanding and for not creating holistic schemas.
3) The Plexus approach would use core concepts like climate change, the Anthropocene, and earth systems to build multidimensional understanding of connections between issues, ideas, disciplines and scales.
The document discusses service innovation and key related concepts. It argues that service should not just be something provided by one entity to another, but rather a cooperative engagement between parties for mutual benefit, including consideration of non-human parties like the biosphere. It also says that value in service innovation is best thought of in more comprehensive terms than just financial gain.
The document provides an overview of the Humanities curriculum at SAS Pudong. It discusses integrating reading, writing, grammar and other subjects across core classes, specials and electives. The curriculum is theme-based and focuses on developing students' understanding of values, cultures, history and global issues. Integration allows for more authentic, connected learning to meet the needs of modern students.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting
approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
This document introduces the theory of connectivism as a new learning theory for the digital age. It summarizes that previous learning theories like behaviorism, cognitivism, and constructivism were developed before technology significantly impacted learning. Connectivism incorporates principles of networking, complexity theory, chaos theory, and self-organization and sees learning as a process that occurs within shifting environments, not under individual control. It proposes that the ability to recognize connections between fields and ideas is a core skill and that maintaining connections is needed for continual learning.
Technical Competency And My Disposition Towards MathematicsDiane Allen
Here are some potential disadvantages of multiplication in mathematics:
- Multiplication can be more abstract than addition. While addition involves combining sets of discrete objects, multiplication involves combining quantities in a way that is not always visually intuitive. This abstract nature can make multiplication harder for students to grasp conceptually.
- Memorizing multiplication facts takes time and practice. Students must memorize the result of multiplying single-digit numbers, like 2 x 3 = 6, rather than being able to derive the answer through counting or other strategies. This rote memorization aspect can present a challenge.
- Multiplication problems can involve larger numbers than addition problems. As problems get more complex, involving double-digit or larger numbers, keeping track of place values and
This document is an introduction to a book about boys and girls in elementary school. It discusses how the book will take a phenomenological approach to understand the vital experiences and activities that children engage in at this age to educate themselves. It argues past studies have failed to understand childhood by focusing on statistics and environments rather than the inner experiences of growth. The introduction explores how children at this age stress action as a way of knowing themselves and the dynamic world around them through games, drawings and other activities they devote much of their time to over the 5-6 year period of elementary school.
The document discusses several key ideas about teaching geography:
- Geography stimulates interest in places and helps make sense of a changing world by explaining how places form and how people and environments interact. It encourages questioning and critical thinking about issues affecting the world.
- Fieldwork is an essential element, and geography teaches students to think spatially using maps and technology to analyze information. It inspires students to become global citizens by exploring their role and responsibilities to other people and the environment.
- The document emphasizes the importance of "thinking geographically" and using key concepts and ideas to understand connections between places and scales and see that complex issues have no simple answers. It also stresses making geography relevant to students' own
This document discusses principles of curriculum and assessment design for schools. It outlines seven principles for curriculum design: balanced, rigorous, coherent, vertically integrated, appropriate, focused, and relevant. It argues the most important principle is appropriate, as curriculum should match students' developmental levels. The least important is focused/parsimonious, as not overloading students is less critical than other principles. The document also discusses different functions of assessment, including evaluating institutions, describing individuals, and supporting learning.
The document proposes an alternative framework for K-8 social science education that prepares students for a global society. It suggests shifting from a traditional chronological, regionally-focused framework to one that takes a holistic, "outside-in" perspective focused on universal principles like the oneness of humanity. Sample curriculum goals include recognizing the spiritual nature of humanity in K-1 and understanding concepts like interdependence and a borderless world in later grades. Assessment would emphasize higher-order thinking and personal transformation over specific content knowledge.
The document discusses different learning theories including behaviorism and constructivism. Behaviorism focuses on observable behaviors and reinforcement, while constructivism believes learning occurs through hands-on experiences. An example given is having students do an experiment with sand and salt water to learn about runoff. The document also discusses how learning theories are evolving as new understandings of cognition emerge, and how the internet is facilitating more interactive learning styles.
The document discusses different learning theories including behaviorism and constructivism. Behaviorism focuses on observable behaviors and reinforcement, while constructivism believes learning occurs through hands-on experiences. An example given is having students do an experiment with sand and salt water to learn about runoff. The document also discusses how learning theories are evolving as new understandings of cognition emerge, and how the internet is facilitating more interactive learning styles.
Essay On Rainy Day For Kids. Essay On Rainy Season TelegraphAshley Matulevich
Essay On Rainy Day in English for Students and Children Essay on My .... 10 Lines Essay on Rainy day in English Rainy day 10 Points Few .... Essay on Rainy Day in English a rainy day essay in EnglishRainy Day .... Essay on rainy day for class 3. Essay on a rainy day. 2019-01-09. Paragraph on Rainy Day 100, 150, 200, 250 To 300 Words for Kids .... 006 Rainy Day Essay English Maxresdefault Thatsnotus. A Rainy Day Essay in English For Class 9 and 10. Write 10 lines on Rainy Day Essay On Rainy Day - YouTube. Astounding Rainy Day Short Essay Thatsnotus. Rainy season essay in english Essay on Rainy season. Simple Essay on Rainy Day for Class 3 Kids Download PDF. A rainy day essay for class 7. Essay on rainy day for class 7 in .... Rainy Season Essay in English for Class 1, 2 amp; 3: 10 Lines, Short .... A Rainy Day Paragraph for class 1,2, 3,4,5,6,7,8,9 10,11,12. A Rainy Day Essay Essay on A Rainy Day for Students and Children in .... Essay on quot;A Rainy Dayquot; English Essay for Class 8,9,10 and 12.. Essay on rain for class 5 / need essay written. A rainy day essay A rainy day essay quotations A rainy day essay .... Rainy day essay for class 2. write a paragraph about a rainy day/A Rainy Day-Essay Writing in Neat .... quot;My Experience Of A Rainy Dayquot; essay// Rainy day. A rainy day essay How to write essay on Rainy Day Yt Writer - YouTube. Essay On Rainy Season Telegraph. Essay on rain for kids. kids rainforest essays samples 1. 2019-01-16. paragraph-on-rainy-day - TeachingBanyan.com - A Place for Students to .... essay on rainy day..?? - Brainly.in. A rainy day essay for students. 285 Words Rainy Day Essay for Class 5 .... Rain essays for kids - writefiction581.web.fc2.com Essay On Rainy Day For Kids Essay On Rainy Day For Kids. Essay On Rainy Season Telegraph
The document discusses several theories of learning including behaviorism, Gardner's theory of multiple intelligences, McCarthy's four types of learners, and constructivism. It notes criticisms of behaviorism for its simplistic view of learning and lack of accounting for human engagement. Constructivism sees learning as an active process where people construct their own understanding through experiences and relating new knowledge to prior knowledge. A constructivist museum would provide opportunities for learners to interact with exhibits and construct their own understanding.
Global perspective in science teachingKetan Kamble
The document discusses incorporating global perspectives into science teaching. It advocates for an approach that promotes equity, social justice, and sustainability locally and globally. This involves challenging negative assumptions, promoting positive attitudes about diversity, and developing an awareness that the world is interdependent and we cannot ignore global problems. Exposing students to different world views can encourage empathy and understanding. The document suggests incorporating key concepts like citizenship, social justice, and human rights. Teachers should include perspectives from different countries and connect local issues to global problems. Developing small action plans can help students connect personal, local, and global problems to bring effective change.
Intentional Child and Youth Care Life-Space Practice: A Qualitative Course-Ba...AJHSSR Journal
ABSTRACT: This course-based research study explored how child and youth care students both understand
and engage in life-space practice. Data collection strategies included a conversational, open-ended interview and
an arts-based activity. The open-ended interviews were conducted via Zoom and Google Meet.The thematic
analysis resulted in the identification of four themes. The first three themes: a) it is meeting youth where they
are at, b) it is relational, and c) it is intentional practice aredirectly related to the central research question, and
the final theme: d) bureaucratic structures, policies, and procedures was extracted from a sub-question that asked
about what ―gets in the way of‖ effective life-space practice.
KEYWORDS:child and youth care, course-based research, life-space practice, qualitative
The document provides an overview of the Primary Science Syllabus in Singapore. It outlines the 5 themes covered in the syllabus: Diversity, Cycles, Systems, Energy, and Interactions. It describes the aims of the syllabus and the knowledge, skills, processes, and attitudes that students should acquire in each theme. The syllabus is organized in a spiral approach, with topics revisited at different levels. It allows for flexibility through "white space" for teachers to customize learning.
1) The document proposes a "Plexus Curriculum" approach for geography education that takes a holistic, interconnected view of knowledge rather than an atomistic one.
2) It critiques recent UK geography curricula for being driven by "core knowledge" rather than conceptual understanding and for not creating holistic schemas.
3) The Plexus approach would use core concepts like climate change, the Anthropocene, and earth systems to build multidimensional understanding of connections between issues, ideas, disciplines and scales.
The document discusses service innovation and key related concepts. It argues that service should not just be something provided by one entity to another, but rather a cooperative engagement between parties for mutual benefit, including consideration of non-human parties like the biosphere. It also says that value in service innovation is best thought of in more comprehensive terms than just financial gain.
The document provides an overview of the Humanities curriculum at SAS Pudong. It discusses integrating reading, writing, grammar and other subjects across core classes, specials and electives. The curriculum is theme-based and focuses on developing students' understanding of values, cultures, history and global issues. Integration allows for more authentic, connected learning to meet the needs of modern students.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting
approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
DESIGNING STUDENT ORIENTED ELEARNING ENVIRONMENTS IN HIGHER EDUCATION TO MATC...IJITE
This article briefly examines the impact of prevailing technological trends on student learning and
considers the potential role of e-learning technology in establishing learning environments favourable to
higher education. The author identifies the noticeable decline in student competence,
language/communication skill and research ability as an outcome of emerging social media trend.
Research indicates that current trends may pose a challenge to academia in the long-run. The concluding
strategies are suggested for establishinge-learning environments that facilitate improvement in student
ability within higher education: - 1) incorporating student-centric approach within higher institutions, 2)
encouraging culture change among lecturers to create a more e-learning environment, 3) student goalsetting approach in e-learning design 4) adopting onlinestudent portfolios for feedback, 5) implementing a
learning strategy using digital media to enforce a learning culture.
This document introduces the theory of connectivism as a new learning theory for the digital age. It summarizes that previous learning theories like behaviorism, cognitivism, and constructivism were developed before technology significantly impacted learning. Connectivism incorporates principles of networking, complexity theory, chaos theory, and self-organization and sees learning as a process that occurs within shifting environments, not under individual control. It proposes that the ability to recognize connections between fields and ideas is a core skill and that maintaining connections is needed for continual learning.
Technical Competency And My Disposition Towards MathematicsDiane Allen
Here are some potential disadvantages of multiplication in mathematics:
- Multiplication can be more abstract than addition. While addition involves combining sets of discrete objects, multiplication involves combining quantities in a way that is not always visually intuitive. This abstract nature can make multiplication harder for students to grasp conceptually.
- Memorizing multiplication facts takes time and practice. Students must memorize the result of multiplying single-digit numbers, like 2 x 3 = 6, rather than being able to derive the answer through counting or other strategies. This rote memorization aspect can present a challenge.
- Multiplication problems can involve larger numbers than addition problems. As problems get more complex, involving double-digit or larger numbers, keeping track of place values and
This document is an introduction to a book about boys and girls in elementary school. It discusses how the book will take a phenomenological approach to understand the vital experiences and activities that children engage in at this age to educate themselves. It argues past studies have failed to understand childhood by focusing on statistics and environments rather than the inner experiences of growth. The introduction explores how children at this age stress action as a way of knowing themselves and the dynamic world around them through games, drawings and other activities they devote much of their time to over the 5-6 year period of elementary school.
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
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. Interweaving the Curriculum:
Retrieval, Spacing and
Interleaving.
Changing a culture: from doing to learning
Episodic memories were created in a
culture of doing.
These episodic memories can be
unconnected to the thing that was
meant to be learnt.
“It is a tale told by an idiot, full of sound
and fury, signifying nothing.”
5. Interweaving the Curriculum:
Retrieval, Spacing and
Interleaving.
Changing a culture: from doing to learning
Spacing Effects in Learning, a Temporal Ridgeline of Optimal
Retention (Cepeda et al 2008)
“If a person wishes to retain information for several years, a
delayed review of at least several months seems likely to
produce a highly favorable return on a time investment—
potentially doubling the amount ultimately remembered,
holding study time constant—as compared to less
temporally distributed study.”
6. Interweaving the Curriculum:
Retrieval, Spacing and
Interleaving.
Changing a culture: from doing to learning
Spacing Effects in Learning, a Temporal Ridgeline of Optimal
Retention (Cepeda et al 2008)
Credit: Damian Benney
https://mrbenney.wordpress.com/
2016/11/03/optimal-time-for-
spacing-gaps/
10. Interweaving the Curriculum:
Retrieval, Spacing and
Interleaving.
Interleaving: What it isn’t
Monday – Tectonics
Tuesday – Urbanisation
Friday – Resource Management
Tuesday – Urbanisation
Friday – Resource Management
11. Interweaving the Curriculum:
Retrieval, Spacing and
Interleaving.
From Interleaving to
Interweaving
Recalling things improves
retrieval strength.
Isolated pieces of information
are harder to recall.
We want to take our pupils on
a journey. A curriculum.
12. Interweaving the Curriculum:
Retrieval, Spacing and
Interleaving.
From interleaving to interweaving
Topics can become silos of information.
Experts will see the links between them
Novices won’t always see these links.
13. Interweaving the Curriculum:
Retrieval, Spacing and
Interleaving.
From interleaving to interweaving
Term One: Geography of Sport
Term Two: Urbanisation
Term Three: Tectonics
Term Four: Brazil
Term Five: Weather & Climate
Term Six: Geography of Disease
16. Interweaving the Curriculum:
Retrieval, Spacing and
Interleaving.
Step One: What is your big picture?
“We want our pupils to leave here being able to understand why the
world is the way it is; both the physical and human process that have
shaped it and continue to shape it.”
17. Interweaving the Curriculum:
Retrieval, Spacing and
Interleaving.
Step Two: What do pupils need to know?
“We want our pupils to leave here being able to understand why the
world is the way it is; both the physical and human process that have
shaped it and continue to shape it.”
Fundamental knowledge
Threshold concepts
Examples
18. Interweaving the Curriculum:
Retrieval, Spacing and
Interleaving.
Step Three: How will it be best structured?
“To understand X they first need to understand…”
21. Interweaving the Curriculum:
Retrieval, Spacing and
Interleaving.
Step Five: Build it into the planning
Places referenced
Use of images
Knowledge organisers
Retrieval quizzes
Assessments
22. Interweaving the Curriculum:
Retrieval, Spacing and
Interleaving.
Conclusion
Retrieval, spacing and interleaving can help move us from a culture of
doing to a culture of learning.
More importantly they can be a tool for creating a rich curriculum that
weaves the big picture of our subject.