Roberts active learning presentation
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Active learning refers to techniques where students participate actively in a lesson rather than just listening to a lecture. It involves students discovering, processing, applying, and presenting information. Examples of individual active learning exercises include keeping a daily journal, participating in reading quizzes, asking for clarification, and identifying ideas. Active learning techniques for groups can include discussions, comparing notes, and evaluating another student's work. The document also provides examples of active learning techniques for gifted learners, junior high students, and reasons for using active learning techniques in the classroom.
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With massive amounts of data created every second across the internet, the concept of big data would give opportunities with the ability to explore data and understand in maximizing the potential of data collection in relation to innovative teaching in an online learning setting. This is to support teachers’ pedagogical skills, mainly in the big data era from multiple sources in maintaining a competitive advantage to give a feedback on innovative teaching performance. This article aims to critically investigate innovative teaching competencies of teachers in the light of big data approach. Critical review using content analysis from both the theoretical and the empirical base was conducted to explore the big data for supporting innovative teaching. This result shows innovative teaching performance with an insightful result to contribute these competencies towards the theories and models of educational innovation into the pedagogical element.
Best teaching style
This document discusses the best teaching styles according to a retention rate rationale. It advocates for using a discussion-based approach where students teach each other. The key points are:
- Lectures have a 5% retention rate while discussions have a 50% retention rate and having students teach others a 90% retention rate.
- The recommended teaching style is to reduce lectures, include more discussion, demonstrations and practice-based learning where students teach each other.
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how questioning skill can be used effectively by a teacher
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Innovative Teaching in Higher Education: Big Data Era
Innovative Teaching in Higher Education: Big Data Era
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TICE - Building Academic Language in the Classroom
This document provides suggestions for activities to build students' academic English skills, including writing, reading, speaking, and vocabulary. For writing, it recommends explicitly teaching the writing process, including brainstorming, outlining, drafting, revising. For reading, it suggests extensive reading of graded texts along with explicit instruction in reading strategies. For speaking, it advises raising students' awareness of differences between academic and conversational English through discussion and analysis of speeches. For vocabulary, it provides ideas for teaching vocabulary through definitions, visual representations, and using corpus tools to find example sentences and collocations. The overall document offers a variety of scaffolding techniques and strategies to develop students' academic language abilities.
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The document discusses the flipped classroom model of instruction. It describes flipping instruction as having students watch lectures and complete readings as homework, while using class time for collaborative activities like problem-solving, group work, debates and labs. The pros are listed as enabling dialogue between students and teachers regardless of location, and using class time for active learning. Potential cons include barriers to implementing less instruction time and lack of access to technology. Steps for getting started with flipping include creating resources, outlining scripts, recording presentations, and developing interactive components. Examples of tools are provided. The flipped classroom model cycle is explained as engaging students, presenting new concepts, applying knowledge, and allowing students to create something personal.
Kennedy ex ist baleap apr 2013 with notes
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1. The document discusses using classroom video in teacher training programs to allow pre-service teachers to observe real ESL classroom interactions and discussions.
2. It describes a multimedia corpus of video recorded from an adult ESL lab school, and how the videos are used in courses to focus on classroom observation, lesson plan design, and student participation.
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Discovering Active Learning
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The document summarizes a blended learning project on World Englishes involving students from Taiwan, Japan, China, Korea, and Singapore. It describes the pedagogical framework, goals of exposing students to different Englishes and cultures, and tools used including online lectures, discussion boards, blogs and video conferences. Feedback indicated students benefited from interacting with other cultures but the workloads were heavy. Managing student autonomy and support were keys to making the collaborative online environment successful.
Module five task based learning; project based learning and content based ...
The document discusses task-based language teaching and project work. It describes tasks as activities that use students' available language to solve problems or share experiences. Tasks provide opportunities for negotiation of meaning. The document then outlines a 12-week project where students work in groups to choose a topic, design a questionnaire, collect and analyze data, and present their findings. The project aims to provide authentic language use and motivation while developing students' questioning, presentation, and collaboration skills.
Visible Thinking sac conference 2011
This is an overview of the Visible Thinking approach developed by Project Zero at Harvard University. It includes the main features of the theory and photos and videos of class observations I conducted at the BIltmore School in Florida, US.
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The document discusses various teaching and learning methods. It defines teaching as imparting knowledge or skills, while learning refers to acquiring new information. Some key teaching methods discussed include lectures, demonstrations, discussions, seminars, and microteaching. Lectures allow covering a large group but keep students passive. Demonstrations develop observation skills but have limited student participation. Discussions promote problem solving and peer learning but can be time consuming. Seminars stimulate thinking but require extensive preparation. Microteaching simplifies teaching in a controlled environment to improve skills through feedback. The document also examines learning processes and factors that influence effective instruction.
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Seminars
This document outlines the key aspects of seminars as a teaching method. It defines a seminar as an interactive group discussion, typically involving 10-20 students, where one student presents a paper for 15-20 minutes to be discussed. The purposes of seminars are to promote independent and critical learning, student involvement, and a sense of responsibility and community. The roles of the teacher are to structure discussions and ensure all students participate, while students are responsible for leading discussions and organizing seminars. Advantages include active learning, analytical thinking, and communication skills, while the main limitation is the time-consuming nature of seminars.
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This document discusses different teaching methods including lectures, discussions, and deductive and inductive teaching. It provides details on each method such as how lectures can be used to introduce topics but are better suited for lower-level learning, while discussions allow for student participation and analysis. It also contrasts deductive (rule-driven) teaching where teachers explain concepts first before examples, versus inductive (example-driven) teaching where students derive rules from examples themselves. The document provides advantages and disadvantages of each approach.
Collaborative for Resiprocal Teaching
This document discusses several collaborative learning techniques (CoLTs) that can be used in the classroom, including note-taking pairs, learning cells, fishbowl discussions, and role-playing. Note-taking pairs involves students working together to improve their individual notes by cross-checking information and filling in gaps. Learning cells involve pairs of students taking turns asking and answering questions about course material. Fishbowl discussions use an inner and outer circle of students, where the inner circle engages in a discussion while the outer circle observes. Role-playing allows students to explore problems and perspectives by acting out different roles. Guidelines and examples are provided for implementing each of these techniques in the classroom.
Block scheduling buffalo_seminary_e_brandjees
The document provides strategies for teaching and learning in an extended block schedule, including:
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2) Using formative assessments throughout periods to check understanding.
3) Considering homework that includes ongoing, self-paced assignments like research projects.
4) Incorporating project-based learning to bring together different strategies and increase collaboration, authentic tasks, and innovative assessment.
Life at HTH
High Tech High provides students with an immersive educational experience through project-based learning, digital portfolios, exhibitions, and internships. Students take three classes per semester with two-hour periods and an elective block, developing close relationships with their three rotating teachers. They create constantly updated digital portfolios to archive their work and present projects publicly. Students develop projects independently and give formal presentations evaluated by peers and family, practicing public speaking. In 11th grade, students complete a required one-month internship in a professional field of their choosing. The school also offers immersion trips for cultural experience abroad.
teaching learning strategies
This document discusses teaching strategies and methods, including lecturing, discussion, question-answer, and cooperative learning. It provides details on each method, such as definitions, steps, advantages, and disadvantages. For lecturing specifically, it outlines four main features: intention, transmission, receipt of information, and output. It also categorizes different types of lectures and discusses their uses.
interactive teaching large group irfan final (1).pptx
This document discusses interactive and innovative teaching methods. It begins by outlining the key aspects of being a teacher and then discusses different teaching styles from telling to inspiring. It emphasizes that listening is not learning and proposes interactive teaching as an alternative. The benefits of interactive teaching are shown in a graph depicting improved recall from student interaction. The rest of the document provides examples of specific interactive techniques that can be used, such as think-pair-share activities, minute papers, and asking/answering questions. It concludes by providing guidelines for designing interactive lectures that actively engage students throughout the session.
Using blogs for learning logs
The document discusses a study that explored using blogs as learning logs for students in a seminar. It investigated whether blogs were accepted as reflective tools, how useful they were, and whether performance increased from using prompted vs. naive learning logs. Key findings were that blogs took too much time and effort, students did not continue blogging after the seminar, and there was insufficient data to determine the impact of prompted vs. naive learning logs. The conclusion was that blogs show potential as learning logs but need improved usability and prompts to stimulate reflection.
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This document summarizes a study that explored faculty and student experiences with flipped classrooms across different disciplines. The study investigated how instructors implemented flipping, how technology was integrated, student perceptions of value, patterns among instructors, and recommendations. Key findings include: students generally valued flipped aspects but sought more guidance; instructors progressed in facilitating flipping over time; and design principles for effective flipping include providing preparation incentives, assessments, clear connections between in- and out-of-class activities, structured guidance, sufficient time, community building, feedback, and familiar technologies.
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