Study group presentation 2010 alr
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This document outlines an action plan for improving traditional "cookbook" science labs by making them more inquiry-based. It proposes using Inquiry-Based Integrated Instructional Units (I3U) that are designed around clear learning outcomes, sequenced into classroom instruction, and integrate the learning of science content with the process of science through student reflection and discussion. The I3U model focuses on asking challenging questions, teaching critical thinking skills, and having students apply concepts to new situations by working with peers. Teachers can use this approach to change from lecture-based teaching to more student-centered labs that develop scientific thinking.
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The document describes a masterclass on backward curriculum design. It will focus on explaining the backward design approach developed by Wiggins and McTighe, which uses learning outcomes to determine assessment and content. Attendees will learn how to devise learning outcomes, assessment, and content for a lesson plan using this approach. The masterclass will be practical and allow participants to create a backward-designed lesson plan for use in their own teaching.
IntrotoActiveLearning.ppt
1) Brian Rybarczyk gave a presentation on active learning techniques to incorporate more student engagement and participation into classroom teaching.
2) Active learning involves students solving problems, answering questions, and participating in activities during class like think-pair-share, role playing and case studies rather than solely lecturing.
3) Research shows active learning increases student retention of the material more than traditional lecturing alone. The presentation provided examples of active learning techniques and addressed concerns about implementing new approaches.
IntrotoActiveLearning.ppt
1) Brian Rybarczyk gives a presentation on active learning techniques to incorporate more student engagement and participation into classroom teaching.
2) Active learning involves students solving problems, answering questions, and participating in activities during class rather than just lecturing. It has been shown to significantly increase information retention compared to traditional lecturing.
3) Examples of active learning techniques discussed include think-pair-share, role playing, group quizzing, case studies, and assigning primary literature for student groups to analyze. The goals are to make the classroom experience more exciting and promote higher-level thinking.
Action research: Basic Information on Action Research
This is a ppt about action research and its whereabouts. It also gives a few images regarding action research models. This has been presented in Department of Education, University of Kerala as a part of a National Seminar on Research
Constructivism533
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.
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Study group presentation 2010 alr
- 1. America’s Lab Report An Action Plan for Improving our Lab Activities Eric Hall Lance Maffin Tracy Pearson Ella Spiegel
- 5. Teaches students specific procedures or processes that are essential to problem solving
- 6. Teaches critical thinking skills
- 7. Expects students to apply concepts to new situations
- 9. Builds lessons into opportunities for performance
- 10. Involve students in the process of being able to figure out patterns
- 13. They are thoughtfully sequenced into the flow of classroom science instruction
- 14. They are designed to integrate the learning of science content with learning about the process of science
- 17. Sequenced into the flow of classroom instruction
- 18. Design lessons to integrate learning of science content with learning about the processes of science
- 22. Share I3U design strategies with department-members and encourage cooperation when creating new lab experiences.