Scenario based learning involves presenting learners with realistic scenarios depicting job situations. Learners must make choices to navigate through the scenarios, with the goal of reaching successful outcomes. Unlike traditional e-learning which focuses on correct answers, scenario based learning emphasizes real world decision making and allows learners to receive feedback based on their performance along success or failure paths. The key aspects of scenario based learning involve using scenarios developed based on real work experiences to provide learners with practice applying their knowledge to make choices with consequences.
Lecture method is the most commonly used method of teaching science. It is a teacher- controlled & information centered approach in which the teacher works as a sole-resource in classroom instruction.
The document discusses various teaching methods including lecture, demonstration, and their purposes, techniques, advantages, and limitations. It provides definitions and purposes of lecture and demonstration methods. For lecture, it outlines techniques for preparation, delivery and conclusion. Demonstration method is described as a way to visually explain concepts and procedures to train observation skills. The document also lists factors to consider and best practices for effective demonstrations.
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
This document discusses principles of curriculum construction. It begins by defining curriculum as the sum total of experiences a student receives through activities at school, including the classroom, library, laboratories, playgrounds, and interactions with teachers. It then provides definitions of curriculum from various scholars. The main body outlines 14 principles that should guide curriculum construction, such as ensuring it reflects the aims of education and the needs, interests, and abilities of students (child-centric principle), considers civic and social needs, conserves cultural heritage while allowing for creativity, prepares students for the future and living, integrates subjects logically, accommodates individual differences, and considers the time available.
This document discusses effective communication in the classroom. It begins with quotes about the importance of communication skills for leadership and teaching effectiveness. It then lists the objectives of the document, which are to define communication, discuss its components and forms, and apply communication principles based on learners' styles. It goes on to define communication and discuss its key elements - context, sender, message, medium, receiver, feedback. It also covers the major forms of communication and models of communication processes. Throughout, it emphasizes applying communication knowledge and skills to improve classroom instruction and student learning.
Education: Meaning , Definition, types of education and characteristicsExten...GBPUA&T, Pantnagar
The document discusses the definitions and concepts of education, formal education, non-formal education, informal education, and extension education. It defines education as a process of bringing desirable changes through instruction and defines the various types of education. It notes that extension education aims to disseminate useful information to rural communities to improve lives. The objectives of extension education are discussed as raising living standards, overall development, and bringing changes in knowledge, skills and attitudes of rural people.
Scenario based learning involves presenting learners with realistic scenarios depicting job situations. Learners must make choices to navigate through the scenarios, with the goal of reaching successful outcomes. Unlike traditional e-learning which focuses on correct answers, scenario based learning emphasizes real world decision making and allows learners to receive feedback based on their performance along success or failure paths. The key aspects of scenario based learning involve using scenarios developed based on real work experiences to provide learners with practice applying their knowledge to make choices with consequences.
Lecture method is the most commonly used method of teaching science. It is a teacher- controlled & information centered approach in which the teacher works as a sole-resource in classroom instruction.
The document discusses various teaching methods including lecture, demonstration, and their purposes, techniques, advantages, and limitations. It provides definitions and purposes of lecture and demonstration methods. For lecture, it outlines techniques for preparation, delivery and conclusion. Demonstration method is described as a way to visually explain concepts and procedures to train observation skills. The document also lists factors to consider and best practices for effective demonstrations.
PROGRAMMED INSTRUCTION
Introduction:
Programmed Instruction method of teaching is an autocratic and individualised
strategy. Its main focus is to bring desirable change in the cognitive domain of the learner‟s
behaviour. The responses of the learner are strictly controlled by the programmer. Susan
Markle Susan Meyer Markle (1928–2008) was an American psychologist defines it as “a method of designing a reproducible sequence of instructional events to
produce a measurable and consistent effect on behaviour of each and every acceptable
student”.
The origin of modern programmed instruction is from the psychology of learning and
not from technology. It is an application of „operant conditioning‟ learning theory to teaching
–learning situations. It got historical momentum only after the publication of “The Science of
Learning and Art of teaching” articles by B.F. Skinner in 1954.
Programmed Instruction is a highly individualised instructional strategy for the
modification of behaviour. Besides instructional purpose, it can also be employed as a
mechanism of feedback device for improving teaching efficiency. Under this mode of
instruction, the student is active and proceeds at his own result. However, the Physical
presence of teacher is not essential in this strategy.
Definition:
“A progressively monitored, step-by-step teaching method, employing small units of information or learning material and frequent testing, whereby the student must complete or pass one stage before moving on to the next.”
“A method of teaching in which the information to be learned is presented in discrete units, with a correct response toeach unit required before the learner may advance to the next unit.”
Major objectives of Programmed Instructions are:-
• To help the student to learn by doing.
• To provide the situation to learn at his own pace.
• To help student to learn without the presence of a teacher.
• To present the content in a controlled manner and in logically related steps.
Purpose of programmed instructions are:-
• To manage human learning under controlled conditions.
• To promote learning at the pace of the learner.
• To present the material in small pieces.
• To provide quicker response
Major principles of Programmed Instruction are:-
1) Principle of Small Step.
2) Principle of Active Responding
3) Principle of Immediate confirmation.
4) Principle of Self - Pacing
5) Principle of Student - Testing.
This document discusses principles of curriculum construction. It begins by defining curriculum as the sum total of experiences a student receives through activities at school, including the classroom, library, laboratories, playgrounds, and interactions with teachers. It then provides definitions of curriculum from various scholars. The main body outlines 14 principles that should guide curriculum construction, such as ensuring it reflects the aims of education and the needs, interests, and abilities of students (child-centric principle), considers civic and social needs, conserves cultural heritage while allowing for creativity, prepares students for the future and living, integrates subjects logically, accommodates individual differences, and considers the time available.
This document discusses effective communication in the classroom. It begins with quotes about the importance of communication skills for leadership and teaching effectiveness. It then lists the objectives of the document, which are to define communication, discuss its components and forms, and apply communication principles based on learners' styles. It goes on to define communication and discuss its key elements - context, sender, message, medium, receiver, feedback. It also covers the major forms of communication and models of communication processes. Throughout, it emphasizes applying communication knowledge and skills to improve classroom instruction and student learning.
Education: Meaning , Definition, types of education and characteristicsExten...GBPUA&T, Pantnagar
The document discusses the definitions and concepts of education, formal education, non-formal education, informal education, and extension education. It defines education as a process of bringing desirable changes through instruction and defines the various types of education. It notes that extension education aims to disseminate useful information to rural communities to improve lives. The objectives of extension education are discussed as raising living standards, overall development, and bringing changes in knowledge, skills and attitudes of rural people.
This document discusses reflective journals and the reflective cycle. It defines a reflective journal as a personal account to record and reflect on educational experiences, observations, and responses. It outlines the reflective cycle as having six steps: 1) describing what happened, 2) mentioning thoughts and feelings, 3) commenting on what was good and bad, 4) stating what was understood, 5) suggesting what else could have been done, and 6) conveying what would be done differently in the future. The document provides tips for starting a reflective journal, including jotting down thoughts immediately and making regular entries.
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
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.
This document discusses the discussion method as a teaching technique. It defines discussion as a way for people to share ideas and experiences on a topic. The key characteristics of discussion methods are that they ensure participation, allow criticism, and involve student-led conversation guided by the teacher. There are different types of discussion including small group, whole class, and panel formats. Discussion methods are best used when students already have some knowledge and can apply what they've learned. The advantages include developing higher-level thinking, while disadvantages include some students dominating and time required. Careful planning by the teacher is needed to focus the discussion on meeting the lesson objectives.
Bloom’s Taxonomy of Educational Objectives.pptxAtul Thakur
Bloom's Taxonomy is a framework for classifying educational goals and objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive Domain focuses on intellectual skills and includes six levels of objectives from basic recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. Bloom's Taxonomy provides a useful structure for teachers to design objectives, assessments, and lessons that address different levels of learning.
Microteaching is a teacher training technique developed in 1963 at Stanford University as a scaled-down teaching experience to develop specific skills in a safe, low-risk environment. It involves teaching a small group of 5-10 students for 5-15 minutes, focusing on one skill at a time, such as questioning or explaining. Immediate feedback is provided to help teachers improve. The goals are to develop teacher confidence, identify strengths and weaknesses, and provide practice implementing skills before full classroom teaching. Microteaching uses various techniques including modeling, practice, observation, feedback to help strengthen core teaching skills.
This document discusses the simulation method of teaching. Simulation involves creating realistic scenarios to allow students to practice skills. It helps students develop decision-making, problem-solving, and allows them to apply theories in a safe environment. The key steps in simulation according to Ned Flanders are assigning roles, planning the topic, conducting practice sessions, providing feedback, and increasing difficulty over time. Teachers play an important role in planning, facilitating, and debriefing simulations. While simulations are useful for skill building, they also require significant time and resources to implement effectively.
This document discusses the history, meaning, definition, characteristics, elements, objectives, and need for evaluation in education. It traces the concept of evaluation to the 1930s as a reaction to narrow testing. Important figures like Tyler, Eurich, and Wrightstone broadened evaluation to include attitudes, interests, thinking, habits, and responsibilities. Evaluation determines the extent to which objectives and goals are achieved through continuous assessment of academic and non-academic subjects to improve the educational process, instruction, and student learning.
Simulated teaching is a teacher training technique that involves pupil teachers practicing teaching in a controlled, artificial environment. It aims to help develop teaching skills and modify teacher behavior before real classroom experience. The key steps in simulated teaching are assigning teacher and student roles, deciding on a skill to practice, developing a schedule, observing and providing feedback to improve teaching abilities prior to practical classroom experience. Some benefits include experiencing problems in a low-stress setting and developing self-confidence, but it also has limitations such as requiring significant preparation and not fully replicating a real classroom.
The document discusses the discussion method of teaching, which involves a teacher and students defining a problem and seeking its solution through a constructive process of listening, thinking, and speaking. It describes the key steps of orientation, engagement, and debriefing. Orientation provides the topic and question, engagement develops discussion through questioning and summarizing, and debriefing allows reflection. Effective discussion requires clear objectives, preparation, participation, democratic thinking, and reflective thinking. Challenges include time, lack of solutions, and stress, while forms include role play, participatory learning, formal group discussion, panel discussion, seminar, and symposium.
Programmed instruction is a method of self-instruction where material is broken down into small chunks or frames presented sequentially. It was popularized by B.F. Skinner in the 1950s. There are three main types: linear programming which presents one track for all learners; branching programming which provides remedial frames for incorrect answers; and computer assisted instruction which uses technology to deliver the content. The development process involves preparatory, writing, and validation phases to create and test the program. Advantages include self-paced learning and feedback, while disadvantages can be loss of motivation if too many errors occur.
The document discusses the lecture method of teaching, which involves the teacher lecturing to students as the primary means of instruction. Some key points:
- The lecture method is teacher-centered, with the teacher controlling the flow of information and students playing a passive role as listeners.
- It is commonly used for large classes in colleges and schools to quickly cover curricula. However, it is not ideal for realizing the goals of teaching science.
- Effective lectures are planned considering factors like the audience, purpose, time available, and subject matter.
- Lectures can be used to introduce new topics, review material, or present history.
- Advantages include low cost and covering content quickly
This document discusses the project method of teaching and learning. It defines the project method according to different authors and outlines the key characteristics. There are four main types of projects described: projector type, consumer type, problem type, and drill type. The document outlines the essentials of a good project, the process of organizing a project from selecting it to evaluating it, and the role of the teacher. Finally, it discusses the advantages and disadvantages of using the project method.
This document discusses the role play model of teaching. It defines role play as an educational technique where students spontaneously act out problems and analyze them. The key steps of the role play model are selecting a problem, constructing roles, casting players, briefing roles, enacting roles, and discussing/analyzing. Role play has advantages like reflecting on knowledge, developing skills, and engaging students. However, it requires guidance and may be time consuming. For role play to be successful, goals must be clear and roles should match students' willingness without being rehearsed.
Education serves important functions towards the individual, society, and nation. For the individual, it aims to develop innate potentials, modify behavior, and promote well-rounded growth physically, mentally, socially, emotionally, and spiritually. It also prepares people for the future by imparting skills for livelihood and develops the whole personality. For society, education facilitates social change and control, allows for reconstructing experiences to better adjust, and fosters moral and social values like cooperation. It provides equal opportunities regardless of attributes. For the nation, education cultivates civic responsibility, trains future leaders, promotes national integration, and enables total development across various domains.
A blueprint provides a detailed guide for developing an assessment. It outlines the key topics to be covered, learning objectives to be assessed, and the number and type of questions to include. The document presented discusses how to create a blueprint by analyzing content, determining learning objectives based on Bloom's taxonomy, allocating questions to each topic based on objectives, and specifying question types and their weightings. Blueprints benefit students, teachers and administrators by ensuring assessments comprehensively and validly measure the intended curriculum.
The document outlines the demonstration method of teaching. It defines demonstration method as a teacher or student showing a process while others observe. It provides guidelines for effective demonstration, including selecting demonstrators, preparing materials, practicing the demonstration, and motivating observers. The demonstration should be followed by allowing questions, analyzing results, and assessing learning. Advantages include following a systematic procedure and developing confidence. A disadvantage is it only invites attention rather than discussion.
Microteaching is a teacher training technique that breaks down the complex process of teaching into simpler components or teaching skills. It involves teaching short, focused lessons called microteaching lessons to a small group of students. The lessons are observed, feedback is provided, and the lessons are retaught to improve the teaching skills. Microteaching was introduced in India in the 1960s and has since been used to train medical teachers by having them focus on individual teaching skills through planned microteaching lessons, observation, feedback, and reteaching.
Programmed instruction is an educational technique characterized by self-paced, self-administered instruction presented in logical sequence and with repetition. It breaks content into small, incremental steps with immediate feedback to reinforce learning. Programmed instruction is based on the theory that learning is best accomplished through this approach. It aims to help students learn independently and at their own pace.
The document discusses cumulative records, which contain objective information about a student's academic progress. A cumulative record is a permanent record maintained by the school that provides a complete picture of a student's educational history from preschool through college. It contains identification data, background data, physical and psychological data, educational data, co-curricular data, and supplementary information from sources like parents, personal data forms, school records, and teacher observations. Maintaining accurate and comprehensive cumulative records allows teachers and guidance counselors to track a student's development over time.
A learner profile describes how a student learns best through their skills, interests, barriers and recommendations for support. It includes information on a student's learning preferences, strengths, needs and past supports. A learner profile is dynamic and informs classroom practices like planning, layout and scheduling to enable student participation. They can be created by a student or with parents, and include things like interests, hopes, dislikes, support systems and examples of past supports. Developing a learner profile involves determining the learner's identity and goals, how they navigate education through their choices and independence, and how they demonstrate growth.
This document discusses reflective journals and the reflective cycle. It defines a reflective journal as a personal account to record and reflect on educational experiences, observations, and responses. It outlines the reflective cycle as having six steps: 1) describing what happened, 2) mentioning thoughts and feelings, 3) commenting on what was good and bad, 4) stating what was understood, 5) suggesting what else could have been done, and 6) conveying what would be done differently in the future. The document provides tips for starting a reflective journal, including jotting down thoughts immediately and making regular entries.
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
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.
This document discusses the discussion method as a teaching technique. It defines discussion as a way for people to share ideas and experiences on a topic. The key characteristics of discussion methods are that they ensure participation, allow criticism, and involve student-led conversation guided by the teacher. There are different types of discussion including small group, whole class, and panel formats. Discussion methods are best used when students already have some knowledge and can apply what they've learned. The advantages include developing higher-level thinking, while disadvantages include some students dominating and time required. Careful planning by the teacher is needed to focus the discussion on meeting the lesson objectives.
Bloom’s Taxonomy of Educational Objectives.pptxAtul Thakur
Bloom's Taxonomy is a framework for classifying educational goals and objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive Domain focuses on intellectual skills and includes six levels of objectives from basic recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. Bloom's Taxonomy provides a useful structure for teachers to design objectives, assessments, and lessons that address different levels of learning.
Microteaching is a teacher training technique developed in 1963 at Stanford University as a scaled-down teaching experience to develop specific skills in a safe, low-risk environment. It involves teaching a small group of 5-10 students for 5-15 minutes, focusing on one skill at a time, such as questioning or explaining. Immediate feedback is provided to help teachers improve. The goals are to develop teacher confidence, identify strengths and weaknesses, and provide practice implementing skills before full classroom teaching. Microteaching uses various techniques including modeling, practice, observation, feedback to help strengthen core teaching skills.
This document discusses the simulation method of teaching. Simulation involves creating realistic scenarios to allow students to practice skills. It helps students develop decision-making, problem-solving, and allows them to apply theories in a safe environment. The key steps in simulation according to Ned Flanders are assigning roles, planning the topic, conducting practice sessions, providing feedback, and increasing difficulty over time. Teachers play an important role in planning, facilitating, and debriefing simulations. While simulations are useful for skill building, they also require significant time and resources to implement effectively.
This document discusses the history, meaning, definition, characteristics, elements, objectives, and need for evaluation in education. It traces the concept of evaluation to the 1930s as a reaction to narrow testing. Important figures like Tyler, Eurich, and Wrightstone broadened evaluation to include attitudes, interests, thinking, habits, and responsibilities. Evaluation determines the extent to which objectives and goals are achieved through continuous assessment of academic and non-academic subjects to improve the educational process, instruction, and student learning.
Simulated teaching is a teacher training technique that involves pupil teachers practicing teaching in a controlled, artificial environment. It aims to help develop teaching skills and modify teacher behavior before real classroom experience. The key steps in simulated teaching are assigning teacher and student roles, deciding on a skill to practice, developing a schedule, observing and providing feedback to improve teaching abilities prior to practical classroom experience. Some benefits include experiencing problems in a low-stress setting and developing self-confidence, but it also has limitations such as requiring significant preparation and not fully replicating a real classroom.
The document discusses the discussion method of teaching, which involves a teacher and students defining a problem and seeking its solution through a constructive process of listening, thinking, and speaking. It describes the key steps of orientation, engagement, and debriefing. Orientation provides the topic and question, engagement develops discussion through questioning and summarizing, and debriefing allows reflection. Effective discussion requires clear objectives, preparation, participation, democratic thinking, and reflective thinking. Challenges include time, lack of solutions, and stress, while forms include role play, participatory learning, formal group discussion, panel discussion, seminar, and symposium.
Programmed instruction is a method of self-instruction where material is broken down into small chunks or frames presented sequentially. It was popularized by B.F. Skinner in the 1950s. There are three main types: linear programming which presents one track for all learners; branching programming which provides remedial frames for incorrect answers; and computer assisted instruction which uses technology to deliver the content. The development process involves preparatory, writing, and validation phases to create and test the program. Advantages include self-paced learning and feedback, while disadvantages can be loss of motivation if too many errors occur.
The document discusses the lecture method of teaching, which involves the teacher lecturing to students as the primary means of instruction. Some key points:
- The lecture method is teacher-centered, with the teacher controlling the flow of information and students playing a passive role as listeners.
- It is commonly used for large classes in colleges and schools to quickly cover curricula. However, it is not ideal for realizing the goals of teaching science.
- Effective lectures are planned considering factors like the audience, purpose, time available, and subject matter.
- Lectures can be used to introduce new topics, review material, or present history.
- Advantages include low cost and covering content quickly
This document discusses the project method of teaching and learning. It defines the project method according to different authors and outlines the key characteristics. There are four main types of projects described: projector type, consumer type, problem type, and drill type. The document outlines the essentials of a good project, the process of organizing a project from selecting it to evaluating it, and the role of the teacher. Finally, it discusses the advantages and disadvantages of using the project method.
This document discusses the role play model of teaching. It defines role play as an educational technique where students spontaneously act out problems and analyze them. The key steps of the role play model are selecting a problem, constructing roles, casting players, briefing roles, enacting roles, and discussing/analyzing. Role play has advantages like reflecting on knowledge, developing skills, and engaging students. However, it requires guidance and may be time consuming. For role play to be successful, goals must be clear and roles should match students' willingness without being rehearsed.
Education serves important functions towards the individual, society, and nation. For the individual, it aims to develop innate potentials, modify behavior, and promote well-rounded growth physically, mentally, socially, emotionally, and spiritually. It also prepares people for the future by imparting skills for livelihood and develops the whole personality. For society, education facilitates social change and control, allows for reconstructing experiences to better adjust, and fosters moral and social values like cooperation. It provides equal opportunities regardless of attributes. For the nation, education cultivates civic responsibility, trains future leaders, promotes national integration, and enables total development across various domains.
A blueprint provides a detailed guide for developing an assessment. It outlines the key topics to be covered, learning objectives to be assessed, and the number and type of questions to include. The document presented discusses how to create a blueprint by analyzing content, determining learning objectives based on Bloom's taxonomy, allocating questions to each topic based on objectives, and specifying question types and their weightings. Blueprints benefit students, teachers and administrators by ensuring assessments comprehensively and validly measure the intended curriculum.
The document outlines the demonstration method of teaching. It defines demonstration method as a teacher or student showing a process while others observe. It provides guidelines for effective demonstration, including selecting demonstrators, preparing materials, practicing the demonstration, and motivating observers. The demonstration should be followed by allowing questions, analyzing results, and assessing learning. Advantages include following a systematic procedure and developing confidence. A disadvantage is it only invites attention rather than discussion.
Microteaching is a teacher training technique that breaks down the complex process of teaching into simpler components or teaching skills. It involves teaching short, focused lessons called microteaching lessons to a small group of students. The lessons are observed, feedback is provided, and the lessons are retaught to improve the teaching skills. Microteaching was introduced in India in the 1960s and has since been used to train medical teachers by having them focus on individual teaching skills through planned microteaching lessons, observation, feedback, and reteaching.
Programmed instruction is an educational technique characterized by self-paced, self-administered instruction presented in logical sequence and with repetition. It breaks content into small, incremental steps with immediate feedback to reinforce learning. Programmed instruction is based on the theory that learning is best accomplished through this approach. It aims to help students learn independently and at their own pace.
The document discusses cumulative records, which contain objective information about a student's academic progress. A cumulative record is a permanent record maintained by the school that provides a complete picture of a student's educational history from preschool through college. It contains identification data, background data, physical and psychological data, educational data, co-curricular data, and supplementary information from sources like parents, personal data forms, school records, and teacher observations. Maintaining accurate and comprehensive cumulative records allows teachers and guidance counselors to track a student's development over time.
A learner profile describes how a student learns best through their skills, interests, barriers and recommendations for support. It includes information on a student's learning preferences, strengths, needs and past supports. A learner profile is dynamic and informs classroom practices like planning, layout and scheduling to enable student participation. They can be created by a student or with parents, and include things like interests, hopes, dislikes, support systems and examples of past supports. Developing a learner profile involves determining the learner's identity and goals, how they navigate education through their choices and independence, and how they demonstrate growth.
1. Infrastructure such as roads, schools, bridges and other important buildings used by a community.
2. Branch of government that hears and resolves issues related to enforcing laws.
3. System of advancing a country through modernization and new technologies.
Article publié par Luc Battais dans la newsletter Logistiques Magazine du 5 mai 2015 sur le livre de Jérôme Libeskind "La logistique urbaine - Les nouveaux modes de consommation et de livraison" Editions FYP
The document provides descriptions of various investment companies and funds listed on the Australian stock exchange. It summarizes each fund's investment focus, such as investing in Australian or international equities, resource companies, or adopting passive index-style approaches. The funds range from those specializing in specific geographic regions or industry sectors to more diversified funds holding a variety of Australian and global securities.
Managing Digitalisation Risks with Lean and Agile ThinkingWei Chieh Lim
Organisations today are operating in a changing and uncontrollable environment, with political, economic, social, technological, legal and environmental challenges increasing the complexity of operating characteristics. This environment has been described with the military term VUCA, or Volatile, Uncertain, Complex and Ambiguous.
One of the most challenging futures that organisations grapple with today is the digital revolution and its disruptive nature, which is transforming business models and introducing uncertainty into both internal and external environments. Digitalisation challenges the way organisations think about their strategy, leadership, operating models and organisational structure for decision making and execution.
By taking a lean and agile approach to digital risk management, an organisation can capture digital opportunities in a faster and more resilient manner.
Este documento discute los contrastes de hipótesis paramétricos y no paramétricos en diseños de investigación con una muestra. Explica que los contrastes paramétricos implican supuestos sobre la distribución de probabilidad poblacional subyacente, mientras que los no paramétricos implican supuestos menos estrictos. También analiza un ejemplo de contraste paramétrico sobre la media poblacional usando una prueba Z cuando se conoce la varianza poblacional.
Este documento describe los criterios técnicos para la construcción de perfiles longitudinales. Explica los tipos de drenajes longitudinales urbanos y rurales, y proporciona recomendaciones técnicas para el diseño de canales y cunetas. También describe los requisitos técnicos para cunetas de coronación.
El documento describe las alcantarillas, que son drenajes transversales construidos debajo de las calzadas para drenar el agua. Las alcantarillas no siempre son perpendiculares al eje de la vía, ya que deben adaptarse a la topografía natural. El ángulo entre la vía y el drenaje transversal se llama esviaje. El documento también incluye ejemplos de tipos de alcantarillas y enlaces a recursos adicionales sobre diseño de alcantarillas y drenaje.
El documento describe diferentes tipos y diseños de investigación, incluyendo investigación experimental, no experimental, biográfica, cualitativa y cuantitativa. La investigación experimental involucra diseños pre-experimentales, experimentales y cuasi-experimentales. La investigación no experimental se realiza sin manipular deliberadamente variables. El diseño biográfico se basa en la revisión sistemática de material documental. La investigación cualitativa se enfoca en descripciones detalladas observables mientras que la investigación cuantitativa usa herramientas matemáticas y estadísticas
You are a student blogger writing a feature article about a Chinese dynasty for your blog audience of fellow students interested in Chinese culture. Your article will summarize in 3 sentences or less a specific tradition, practice, belief, innovation or contribution of the dynasty, providing vivid details to elicit sensory images. You will follow a format that discusses the modern implications of the topic, provides historical background, describes how it was used then and how it developed over time, and concludes by connecting it back to the present.
David Jonassen is a professor who focuses on constructivist learning environments. His framework involves engaging learners through ill-defined problems in authentic contexts. Instructors should provide related cases, just-in-time information, cognitive tools, collaboration tools, and social support. Learners construct knowledge by modeling performance, receiving coaching, and experiencing scaffolded support through adjusting tasks, restructuring tasks, and alternative assessments. The goal is for learners to actively explore and reflect on their problem-solving experiences.
The document discusses the problem-solving method of teaching, which involves presenting students with real-world problems to develop critical thinking skills, and outlines the steps of this method which include identifying an issue, analyzing it, generating solutions, evaluating solutions, and selecting the best one. It also covers the teacher's role in guiding students through this process and the benefits and limitations of this teaching strategy.
This document compares and contrasts the traditional lesson planning model with the backwards design model. The traditional model focuses on identifying learning objectives and standards, then planning activities, and finally assessment. The backwards design model starts with identifying learning outcomes, then planning assessments to measure those outcomes, and finally developing learning activities. The document provides an example of applying backwards design to plan a lesson on identifying characters, plot, setting, and theme in stories. Key steps include identifying the learning goal aligned to standards, planning assessments like performance tasks and short responses, and developing learning activities like using rubrics and interactive online games.
The document discusses planning for e-learning activities. It emphasizes constructing knowledge through collaboration and allowing learners to continually reshape their understanding. Effective planning involves understanding learners' needs, available resources, proposed outcomes, and assessment methods. Tutors must facilitate scaffolding to support learners in developing skills just beyond their abilities. E-learning can incorporate virtual simulations, experiments, and social interaction to engage learners in applying higher-order thinking skills.
The document discusses scenario-based learning (SBL) and problem-based learning (PBL) in e-learning. It defines SBL as presenting learners with job scenarios and paths to successful outcomes rather than right/wrong answers. PBL involves acquiring knowledge through solving unfamiliar problems in groups. Key aspects of SBL include focusing on performance over answers and boosting engagement. PBL aims to develop problem-solving and self-directed lifelong learning skills through collaborative problem-solving reflecting real experiences.
This document discusses applying technology to support higher-level learning outcomes. It outlines several conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. These models emphasize students taking an active role in building their own understanding. The document then discusses using IT-based projects to engage students in higher-order thinking, including resource-based projects, simple creations, guided hypermedia projects, and web-based projects. It focuses on students acquiring information through inquiry and discovery rather than receiving it from teachers.
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
Constructivism is a learning theory where knowledge is constructed by learners through experiences and interactions with teachers and peers. The teacher acts as a facilitator by providing open-ended questions, opportunities for collaboration, and authentic learning experiences that allow students to build upon their existing knowledge through problem-solving. Assessment focuses on higher-order thinking skills rather than factual recall through methods like performance-based assessments and rubrics.
The document discusses constructivism and project-based learning as approaches for hands-on learning. Constructivism involves students actively constructing knowledge through experiences facilitated by the teacher. Project-based learning allows students to solve complex, realistic problems through collaboration while developing cross-curricular skills. Rubrics are recommended for assessing student learning in project-based lessons by evaluating various criteria such as content, process, and timeline.
Assessment is a common aspect of each and every classroom. In tVinaOconner450
Assessment is a common aspect of each and every classroom. In the twenty-first century classroom, assessment for learning is essential to ensure that students are mastering key skills. The video,
Assessment for Learning (Links to an external site.)Links to an external site.
, points out key strategies that can be employed in the classroom in order to ensure student success. After watching the video, share your thoughts on the structures and strategies a teacher needs to put into place in order to ensure that an effective classroom environment is created to foster twenty first century learning.
Choose one of the following digital tools to enhance your written response (
Smore (Links to an external site.)Links to an external site.
,
Prezi (Links to an external site.)Links to an external site.
,
PowToon (Links to an external site.)Links to an external site.
,
Sliderocket (Links to an external site.)Links to an external site.
,
Screencast-O-matic (Links to an external site.)Links to an external site.
, or other presentation software). Utilizing technology in this discussion will further prepare you for the Final Project in Week 6.
Address and include the following:
Key strategies from the video
Your own ideas about both formative and summative assessments
How both sets of ideas could be implemented to create an effective classroom environment
Be sure to include examples to illustrate and support your ideas.
Professor: We speak a great deal about assessment and accountability and how each has an integral role in student achievement. Yet, many are still left with the feeling our current level of testing is too rigid, too demanding, not differentiated.........basically a whole bunch of phrases which leaves many with the feeling the current assessments used in schools do not provide the "whole picture". The Partnership for 21st Century Skills (2007) suggests, "While the current assessment landscape is replete with assessments that measure knowledge of core content areas such as language arts, mathematics, science and social studies, there are a comparative lack of assessments and analyses focused on 21st century skills" (p. 1).
Using either the article or your own thoughts and reflections, how should teachers assess 21st Century Learning Skills?
21st Century Skills Assessment (Links to an external site.)Links to an external site.
Reference:
Partnership for 21st Century Skills. (2007). 21st century skills assessment. Retrieved by http://www.p21.org/storage/documents/21st_Century_Skills_Assessment_e-paper.pdf
Designing effective lessons
Without question, one of the key points that make a class successful is having lessons that are engaging and effective. Creating these types of lessons does not happen overnight; planning requires time, focus and a careful eye to ensuring that the needs of each student are met. So, how does a teacher create a rigorous curriculum plan that leads to improved student perfo ...
The document discusses instructional design and different instructional design models. It defines instructional design as a systematic process involving teachers, learners, materials, and the learning environment to achieve learning goals. Two common instructional design models are presented - the ADDIE model and Gagne's Nine Events of Instruction. The ADDIE model involves five phases: analysis, design, development, implementation, and evaluation. Gagne's Nine Events include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer.
ASSESSMENT IN CONSTRUCTIVIST, TECHNOLOGY SUPPORTED LEARNING.pdfAngelTesorero5
This explores the different assessment and learning strategies inside the classroom. In this modern day, teachers and students adapt and utilize the changes in the system.
This document discusses strategies for stretch learning aligned to Common Core standards. It describes six conditions for stretch learning and 20 indicators of success for students and teachers. For students, indicators include being curious, encountering dilemmas, collaborating, and making real-world connections. For teachers, indicators include drawing students in through interests, providing rigorous and collaborative learning, presenting open-ended situations, and rewarding thinking over memorization. The document provides templates to help plan professional development and design stretch learning units.
Project-based learning (PBL) involves students working autonomously on tasks to solve problems and culminate in a final product presented to others. It promotes active participation, collaborative work, and links theory to real-world application. Implementing PBL involves choosing a relevant topic, developing evaluation criteria and a guiding question, planning learning activities, creating a final product for an audience. Key aspects are students taking the lead in their learning, learning how to learn, using PBL as a means rather than an end, promoting social skills through collaboration, and integrating different disciplines.
This document summarizes a professional development session for teachers on implementing backwards design and project-based learning in the classroom. The goals of the session are to equip teachers to use backwards design, connect classroom instruction to lifelong goals, develop classroom mission statements, and create hands-on learning experiences. Backwards design involves starting with the desired learning outcomes, then planning assessments, and finally lessons and activities. It is presented as a way to make learning more relevant and efficiently use instructional time. The session models backwards design by having teachers plan units using the three stages of backwards design.
Anchored instruction is an educational concept that was introduced by John Bransford and his colleagues in the 1980s. It is an instructional approach that uses realistic and complex problems or "anchor situations" to engage learners in meaningful and authentic learning experiences. The anchor situation serves as a central theme or context around which various learning activities and materials are organized.The idea behind anchored instruction is to immerse learners in a context that reflects real-world problems, making the learning experience more relevant and engaging. The anchor situation typically involves a narrative or scenario that presents a problem or challenge that requires the application of knowledge and skills.
Key features of anchored instruction include:
1. Authenticity: The anchor situation is designed to mirror real-world problems or situations, making the learning experience more meaningful for learners.
2. Integration of Knowledge and Skills: Anchored instruction often requires the integration of various disciplines and skills to solve the problems presented in the anchor situation. This interdisciplinary approach helps learners see the connections between different subjects.
3. Problem-Based Learning (PBL): The anchor situation typically presents a problem or challenge that learner need to solve. This aligns with the principles of problem-based learning, where students actively engage in solving real-world problems.
4. Constructivist Approach: Anchored instruction aligns with constructivist theories of learning, emphasizing the importance of learners actively constructing their own understanding through authentic experiences.
5. Collaborative Learning: Many anchored instruction activities encourage collaboration among learners. Working together on problem-solving tasks promotes social interaction and the sharing of diverse perspectives.
Anchored instruction is often used in technology-rich environments, where multimedia resources, such as videos, simulations, and interactive software, can be integrated to enhance the learning experience. The approach is particularly popular in science and mathematics education, but it can be adapted for various subjects and educational levels.
Problem based learning challenges students to address real-world problems by engaging them in meaningful problem solving activities and critical thinking. It incorporates both problem solving strategies and disciplinary knowledge. Students are given roles to actively engage in their learning. The goals are to involve students and provide beneficial lessons. Problem based learning requires skills like determining if a problem exists, gathering needed information, generating and analyzing solutions, and presenting outcomes. It is an effective approach to cover a wide range of ways for students to learn.
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.
The document discusses Challenge Based Learning (CBL), a collaborative learning approach where students work together to learn about real world issues, propose solutions, and share their work globally. CBL is similar to Project Based Learning but emphasizes solving real problems through an interdisciplinary approach and publishing results. The document provides an overview of the CBL process and resources for teachers to implement CBL projects in their classrooms.
Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Scenario based learning
1. PRADNYA GAIKWAD
ROLL NO. : 59
TOPIC:
BED105
SCENARIO BASED LEARNING AND ITS
USES IN SECONDARY SCHOOL
2. SCENARIO BASED LEARNING
Scenario-based learning (SBL) uses interactive
scenarios to support active learning strategies
such as problem-based Learning.
It normally involves students working their way
through a storyline.
In the process students must apply their subject
knowledge, critical thinking and problem solving
skills in a safe & real-world context.
3. Scenario-based learning is based on the
principles of situated learning theory (Lave &
Wenger, 1991).
Scenario Based Learning asks the learner to
apply knowledge relevant to that situation by
making choices and attempting to follow a
desirable path that demonstrate their ability to
achieve a successful outcome.
4.
5. WHEN TO USE SBL
Works effectively when used to simulate real-
world practice, providing opportunities which
may be difficult for students to experience
within the confines of a course.
SBL usually works best when applied to tasks
requiring decision-making and critical
thinking in complex situations.
6. To create SBL
Step 1 : Step 2:
Identify the learning
outcomes:-
Identify what you want the
students to achieve on
completion of the scenario,
and then work backwards
from the learning outcomes
to create the situation that
will lead to the learning.
Decide on your format:
Decide whether you are
going to deliver the
scenario in the face-to-face
environment or online
environments?
You should know what
media (photographs, audio,
video) and other resources
will you need?
7. Step 3 : Step 4 :
Choosing a topic:
Non-routine tasks lead
themselves to scenario-
based learning.
Use critical incidents and
challenging situations that
have occurred in your area.
Identify the trigger event or
situation:
As we create a scenario,
Identify decision points
and key areas for feedback
and student reflection.
Creating a storyboard is an
effective way to do this.
8. Step 5:
Checklist
Peer review your scenario:
Ask colleagues to work
through the scenario to
ensure that it flows in the
way you expect, and
achieves the outcomes you
intended.
Are the outcomes based on
skills development or problem-
solving?
Is it difficult or unsafe to
provide real-world experience
of the skills?
Do your students already have
some relevant knowledge to aid
decision-making?
Do you have time and resources
to design, develop, and test an
SBL approach?
Will the content and skills
remain relevant for long
enough to justify the
development of SBL?
9. Difference Between Problem Based Learning and
Scenario Based Learning
Problem Based Learning Scenario Based Learning
Problem is often already
defined for the students.
Solution may involve a
particular “ Right answer” .
Teacher guides students
toward right answer.
Problems may not be based
on real world.
Exact problem details not
given, Students define the
problem.
There is no necessarily a
right answer.
Teacher serves purely as a
facilitator and co-learner.
Learning involves real
outside situations.
10. DOs and DON’Ts
Ensure there are direct and real consequences
for every action the learner takes.
11. Application of SBL in secondary school
Promote High School students as Self-directed
Learners and Activists in the Community.
Allows learners to influence outcomes in the
affective domain.
Encourages critical thinking and problem
solving.
Allow risk-free exploration of outcomes.
12. Motivates the learner.
Challenges the learner without overwhelming
their mental capacity.
Include as much interactivity as possible.
13. Role of teacher
Teacher acts as a facilitator rather than the
instructor leaving the students in charge of
their learning experiences.
Teacher works solely as a mediator who
scaffolds information as necessary.
15. QUESTIONS
1. What is Scenario Based Learning?
2. When do we use Scenario Based Learning?
3. What are the implication of using Scenario
based learning at Secondary level?
4. What is the role of Teacher in Scenario
Based Learning?
5. What is the difference between Problem
Based Learning and Scenario Based Learning?