Systematized instruction
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This document outlines the steps to develop and implement instruction including defining objectives, choosing appropriate methods and experiences, selecting necessary materials and facilities, assigning personnel roles, implementing instruction, evaluating outcomes, and refining the process.
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Systematic approach to teaching powerpoint
The document describes a systematic approach to teaching called Systematized Instruction. It involves defining instructional objectives, refining the teaching process, choosing appropriate teaching methods and materials, implementing instruction, assigning roles, and evaluating outcomes with the focus being on students.
It then describes the ASSURE model for planning instruction using media which involves analyzing learners, stating objectives, selecting and utilizing appropriate media/materials, requiring learner participation, and evaluating and revising the instruction.
Systematic approach
The document outlines the ASSURE model for systematic instructional planning. The ASSURE model involves 6 steps: 1) Analyzing the learner to define instructional objectives based on student needs, interests, and readiness, 2) Choosing an appropriate teaching method based on the objectives, 3) Selecting learning materials, equipment and facilities suited to the method, 4) Assigning roles to personnel to assist with resources, 5) Refining the process based on evaluation of outcomes, and 6) Choosing appropriate learning experiences to attain the objectives. The model emphasizes defining objectives based on students and selecting aligned methods, materials and roles to achieve the objectives.
Systemaic Approach to Teaching ppt
The document outlines an 8-step systematic approach to instructional planning: 1) define objectives, 2) choose appropriate methods, 3) choose appropriate experiences, 4) select materials, equipment and facilities, 5) assign personnel roles, 6) implement instruction, 7) evaluate outcomes, and 8) refine the process if needed. The approach emphasizes defining objectives based on student needs and selecting teaching methods, experiences, and resources accordingly. It also stresses evaluating outcomes to determine if objectives were met and refining the process if needed.
Systematic Appraoch to Teaching
The document outlines the elements of a systematic approach to teaching:
1) Instruction begins with defining clear objectives based on students' needs, interests, and readiness.
2) Teachers select appropriate methods and learning experiences/materials to meet the objectives.
3) During instruction, teachers implement planned lessons using selected methods, activities, and materials with help from other personnel.
4) After instruction, teachers evaluate whether objectives were met and determine next steps to attain objectives or provide remediation.
Systematic approach to teaching
A systematic approach to teaching involves planning instruction using a series of interconnected steps: (1) defining clear instructional objectives based on student needs, interests, and readiness, (2) selecting appropriate teaching methods and learning experiences to meet those objectives, and (3) implementing the instructional plan while utilizing relevant materials, equipment, personnel roles, and facilities. The teacher then (4) evaluates learning outcomes to determine if the objectives were achieved and refines the process as needed for subsequent lessons.
Systematic approach to teaching
The document discusses the systematic approach to teaching. It defines a systematic approach as a planned process with interrelated parts, including objectives, methods, materials and assessment, working together as a harmonious whole. It presents the steps in systematic instructional planning: 1) define objectives, 2) choose appropriate methods, 3) experiences, 4) materials, 5) assign roles, 6) implement instruction, 7) evaluate outcomes, and 8) refine the process based on evaluation. The focus is on meeting learners' needs through clear objectives and evaluation of whether objectives were attained.
Systematic approach to teaching
The document outlines a systematic approach to teaching that involves 7 steps: 1) Define objectives by identifying content based on student needs, interests and readiness. 2) Choose an appropriate teaching method based on the objectives. 3) Select appropriate materials, equipment and facilities and assign personnel roles. 4) Implement planned instruction using the selected method, activities and materials. 5) Evaluate outcomes to determine if objectives were attained. 6) Refine the process by remediating anything not learned or moving to the next lesson. 7) The process considers elements like student background and developmental stage to ensure an effective and orderly teaching-learning experience.
Group 2 systematic approach to teaching
A plan that emphasizes the parts may pay the cost of failing to consider the whole and a plan that emphasizes the whole must pay the cost of failing to get down to the real depth with respect to the parts-- C. West Churchman
Recommended
Systematic approach to teaching powerpoint
The document describes a systematic approach to teaching called Systematized Instruction. It involves defining instructional objectives, refining the teaching process, choosing appropriate teaching methods and materials, implementing instruction, assigning roles, and evaluating outcomes with the focus being on students.
It then describes the ASSURE model for planning instruction using media which involves analyzing learners, stating objectives, selecting and utilizing appropriate media/materials, requiring learner participation, and evaluating and revising the instruction.
Systematic approach
The document outlines the ASSURE model for systematic instructional planning. The ASSURE model involves 6 steps: 1) Analyzing the learner to define instructional objectives based on student needs, interests, and readiness, 2) Choosing an appropriate teaching method based on the objectives, 3) Selecting learning materials, equipment and facilities suited to the method, 4) Assigning roles to personnel to assist with resources, 5) Refining the process based on evaluation of outcomes, and 6) Choosing appropriate learning experiences to attain the objectives. The model emphasizes defining objectives based on students and selecting aligned methods, materials and roles to achieve the objectives.
Systemaic Approach to Teaching ppt
The document outlines an 8-step systematic approach to instructional planning: 1) define objectives, 2) choose appropriate methods, 3) choose appropriate experiences, 4) select materials, equipment and facilities, 5) assign personnel roles, 6) implement instruction, 7) evaluate outcomes, and 8) refine the process if needed. The approach emphasizes defining objectives based on student needs and selecting teaching methods, experiences, and resources accordingly. It also stresses evaluating outcomes to determine if objectives were met and refining the process if needed.
Systematic Appraoch to Teaching
The document outlines the elements of a systematic approach to teaching:
1) Instruction begins with defining clear objectives based on students' needs, interests, and readiness.
2) Teachers select appropriate methods and learning experiences/materials to meet the objectives.
3) During instruction, teachers implement planned lessons using selected methods, activities, and materials with help from other personnel.
4) After instruction, teachers evaluate whether objectives were met and determine next steps to attain objectives or provide remediation.
Systematic approach to teaching
A systematic approach to teaching involves planning instruction using a series of interconnected steps: (1) defining clear instructional objectives based on student needs, interests, and readiness, (2) selecting appropriate teaching methods and learning experiences to meet those objectives, and (3) implementing the instructional plan while utilizing relevant materials, equipment, personnel roles, and facilities. The teacher then (4) evaluates learning outcomes to determine if the objectives were achieved and refines the process as needed for subsequent lessons.
Systematic approach to teaching
The document discusses the systematic approach to teaching. It defines a systematic approach as a planned process with interrelated parts, including objectives, methods, materials and assessment, working together as a harmonious whole. It presents the steps in systematic instructional planning: 1) define objectives, 2) choose appropriate methods, 3) experiences, 4) materials, 5) assign roles, 6) implement instruction, 7) evaluate outcomes, and 8) refine the process based on evaluation. The focus is on meeting learners' needs through clear objectives and evaluation of whether objectives were attained.
Systematic approach to teaching
The document outlines a systematic approach to teaching that involves 7 steps: 1) Define objectives by identifying content based on student needs, interests and readiness. 2) Choose an appropriate teaching method based on the objectives. 3) Select appropriate materials, equipment and facilities and assign personnel roles. 4) Implement planned instruction using the selected method, activities and materials. 5) Evaluate outcomes to determine if objectives were attained. 6) Refine the process by remediating anything not learned or moving to the next lesson. 7) The process considers elements like student background and developmental stage to ensure an effective and orderly teaching-learning experience.
Group 2 systematic approach to teaching
A plan that emphasizes the parts may pay the cost of failing to consider the whole and a plan that emphasizes the whole must pay the cost of failing to get down to the real depth with respect to the parts-- C. West Churchman
Systematic approach on teaching
The document discusses two approaches to systematic teaching: (1) the system approach views education as an interconnected system with harmonious integration of objectives, teachers, students, and tools; (2) systematized instruction focuses on defining objectives, choosing methods and materials, implementing instruction, and evaluating outcomes in a cycle of refinement. It also describes the ASSURE model for planning media-incorporated lessons, which involves analyzing learners, stating objectives, selecting materials, utilizing them with participation and feedback, and evaluating/revising.
Systematic Approach to Teaching. By: Mark Oliver Villamayor, RN
It is a very helpful guide in preparing how to teach the students just remember the mnemonics , DO, CAM, CAE, SMEF, APR, ITI, EO, RP.
Systematic approach to teaching
The document outlines a systematic approach to teaching that views the entire educational program as an interrelated system. It involves defining objectives based on student needs, choosing appropriate methods and experiences to meet the objectives, assigning roles, implementing the instruction, evaluating outcomes, and refining the process. The approach aims to integrate traditional and new instructional methods and tools like computers into a harmonious whole for an orchestrated learning pattern.
Systematic approach to Teaching
The document outlines the steps of a systematic approach to teaching: (1) define objectives based on student needs, interests, and readiness; (2) choose appropriate teaching methods and learning experiences; (3) select relevant materials, equipment, and facilities; (4) assign roles to personnel; (5) implement planned instruction; (6) evaluate outcomes to determine if objectives were attained; and (7) refine the process based on evaluation results. The focus of this approach is ensuring orderly relationships between resources to fulfill established instructional goals and meet the needs of students.
Systematic approach
The systematic approach to teaching views the entire educational program as an interconnected system. It involves carefully planning all aspects of instruction including objectives, teaching methods, learning experiences, materials, and assessment. The key phases are to define objectives based on student needs, select appropriate teaching methods and experiences, implement the instruction as planned, and evaluate outcomes to determine if objectives were achieved or if revision is needed. All elements of the instructional process must work together for learning to occur.
Systematic Approach to Teaching
The document discusses the systematic approach to education planning. It emphasizes that a plan focused only on parts may fail to consider the whole, while a plan focused only on the whole may fail to adequately address the parts. The systematic approach views the entire education program as an interrelated system. It integrates instructional methods old and new, with the student as the focus. The process begins with defining objectives based on student needs and selecting teaching methods, then materials, equipment, and personnel to support learning and assessment. The outcomes are evaluated and reteaching is used if objectives were not met, with the goal of ensuring efficient and effective relationships between resources and established instructional goals.
Systematic Approach to Teaching
The document provides information on systematic instruction and the effective use of instructional materials. It discusses what systematic means and outlines the steps in a systematic approach to teaching: define objectives, choose appropriate methods, choose appropriate experiences, select materials/equipment, assign roles, implement instruction, and evaluate outcomes. It also discusses Edgar Dale's Cone of Experience model and different types of instructional materials. The key aspects of effectively using instructional materials are to prepare yourself, prepare students, present the material well, and follow up to evaluate if objectives were attained.
Systematic approach in Teaching( report in edtech1)
The document discusses the systematic approach to teaching, which views the entire educational program as an interconnected system. It involves defining student-centered objectives, selecting appropriate teaching methods and learning experiences, and refining the process based on evaluations to achieve the objectives. The key aspects are: (1) focusing on students and their needs, (2) planning instruction using objectives and aligned methods/materials, and (3) evaluating and refining to improve outcomes. All elements are interrelated - if one fails, learning is affected. The goal is to harmoniously integrate all parts into an effective whole.
Lesson 4; Systematic approach to teaching
The document outlines a systematic approach to teaching that involves 6 steps: 1) Define instructional objectives based on student needs and interests, 2) Choose appropriate teaching methods, 3) Select learning experiences and materials, 4) Assign personnel roles, 5) Implement instruction, and 6) Evaluate outcomes and refine the process. It emphasizes both considering the whole picture and getting into the details of individual parts. Examples of learning activities and resources that could be used are also provided.
systematic approach to teaching
The document discusses the systematic approach to education, which views the entire educational program as an interconnected system. It emphasizes planning that considers both the individual parts and the whole. The focus of the systematic approach is the student, with instruction beginning with defining objectives based on student needs, interests, and readiness. Teachers then select methods, experiences, and materials to meet the objectives, and evaluate outcomes to determine if objectives were attained or require remediation. The purpose is to harmoniously integrate all educational components to achieve instructional goals.
Systematic approach to teaching
The document defines an instructional system as a network of interrelated elements that work together to achieve educational goals. It describes the key components of a systematic instructional process, including defining objectives, choosing appropriate methods, experiences, materials, and roles, implementing instruction, evaluating outcomes, and refining the process based on results. The overall purpose is to ensure orderly interaction of resources to fulfill established instructional objectives.
Systematic approach to Teaching
The document outlines the steps of systematic instructional planning with the focus on the students. It describes defining objectives based on student needs, interests, and readiness. Teachers then select appropriate teaching methods and learning experiences, materials, and facilities based on the objectives and methods. The roles of any personnel assisting are also defined. Instruction is implemented using the objectives, methods, activities, and materials. Outcomes are then evaluated and the process is refined if objectives were not attained to improve student performance. The steps are interrelated and connected, so failure in one affects the learning outcome.
Systematic Approach to Teaching
The document outlines a systematic approach to teaching that views the educational program as closely interrelated parts that are harmoniously integrated. It describes 8 parts of a systematic instructional planning process: 1) defining objectives, 2) choosing appropriate methods, 3) choosing appropriate experiences, 4) selecting materials and facilities, 5) assigning personnel roles, 6) implementing instruction, 7) evaluating outcomes, and 8) refining the process. The goal is to ensure that all elements work together to achieve the learning objectives. Examples of learning activities and resources that can be used are also provided.
Systematic approach to teaching and Cone of Experience
The document outlines a systematic approach to teaching that involves 8 steps:
1. Define objectives
2. Choose appropriate methods such as direct instruction, reading, writing etc.
3. Choose appropriate experiences including direct experiences, contrived experiences, demonstrations, field trips, exhibits and various media.
4. Select appropriate materials, equipment and facilities
5. Assign roles to teacher, students and personnel
6. Implement instruction
7. Evaluate outcomes
8. Refine the process based on evaluation
Features, planning, & phases of teaching
This document discusses key aspects of effective teaching methods including features of teaching, planning for teaching, and phases of teaching. It notes that good teaching is stimulating, guided, and well-planned. Planning is important and should involve clarifying objectives, addressing individual differences, and selecting instructional content and methods. The planning process should consider teacher and student factors. Teaching involves three phases - pre-active planning, interactive presentation, and post-active evaluation to assess achievement of objectives.
Strategies in curriculum evaluation
Formative, summative, and diagnostic evaluations are important strategies for curriculum development. Formative evaluation identifies problems early to allow corrective action, while summative evaluation occurs at the end of a project to assess its overall value. Diagnostic evaluation analyzes curriculum when content is updated or changed. Evaluations can be done by insiders like teachers and outsiders like consultants, with each having advantages and disadvantages. The best approach uses a combination of internal and external evaluators to increase the reliability and validity of results while encouraging stakeholder participation and ownership.
Teaching phases
This document outlines the phases of teaching and maxims that teachers should follow. It discusses three phases: the pre-active planning phase which involves selecting content, organization, principles, and evaluation tools; the interactive execution phase; and the post-active evaluation phase which involves assessing results, identifying problems, and changing strategies. It also lists maxims for teaching such as going from known to unknown, simple to complex, and whole to parts.
Development of varied assessment tools
This document discusses guidelines for constructing various assessment tools, including true-false tests, multiple choice tests, matching tests, and essays. For true-false tests, it provides tips like avoiding absolute terms and trick questions. For multiple choice, it recommends making distractors plausible and consistent with the stem. Matching tests involve matching items in two columns; guidelines include using capital letters and ensuring fewer responses than premises. When constructing essays, the document advises providing clear directions and criteria for grading.
Direct, Purposeful & Contrived Experiences
Direct, purposeful experiences are concrete, firsthand experiences that form the foundation of our learning by using our senses to construct ideas and meaning. They involve actively engaging in experiences like preparing a meal, doing an experiment, or delivering a speech. Contrived experiences are designed to simulate real-life situations when direct experiences are not possible, through models, simulations, games, and other substitutes. They allow students to learn by overcoming limitations of space, time, and accessibility. Both direct and contrived experiences provide meaningful ways for students to learn through active participation and hands-on activities.
technology boon or bane
Technology has greatly impacted our lives both positively and negatively. While technology has increased productivity and connectivity, it has also increased distractions and the potential for addiction. Overall, technology provides benefits if used responsibly and balanced with other activities, but can become problematic if overused.
Technology: boon o Bane?
The document discusses technology as both a boon and bane. It notes the benefits of technology in connecting people over long distances, enhancing education through multimedia, and allowing people to watch global events. However, it also discusses downsides like learners uncritically accepting online information, using technology for pornography or idle entertainment, and overusing cell phones to the detriment of classroom focus. The document concludes that technology should be integrated into education to promote interactive, creative, and team-based learning rather than replacing the teacher or student experience.
Lesson 6 contrived experience
Contrived experiences are edited versions of direct experiences designed to simulate real-life situations, such as models, mock-ups, specimens, games and simulations. Models are reproductions of real things on a smaller or larger scale made of synthetic materials. Mock-ups are special models that highlight parts of a process. Specimens are portions of material used for examination, like a human brain sample. Simulations represent manageable real events where the learner actively participates. Games are forms of physical exercise or plays used to practice or refine skills and identify weaknesses. They can also serve as reviews.
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Systematic approach on teaching
The document discusses two approaches to systematic teaching: (1) the system approach views education as an interconnected system with harmonious integration of objectives, teachers, students, and tools; (2) systematized instruction focuses on defining objectives, choosing methods and materials, implementing instruction, and evaluating outcomes in a cycle of refinement. It also describes the ASSURE model for planning media-incorporated lessons, which involves analyzing learners, stating objectives, selecting materials, utilizing them with participation and feedback, and evaluating/revising.
Systematic Approach to Teaching. By: Mark Oliver Villamayor, RN
It is a very helpful guide in preparing how to teach the students just remember the mnemonics , DO, CAM, CAE, SMEF, APR, ITI, EO, RP.
Systematic approach to teaching
The document outlines a systematic approach to teaching that views the entire educational program as an interrelated system. It involves defining objectives based on student needs, choosing appropriate methods and experiences to meet the objectives, assigning roles, implementing the instruction, evaluating outcomes, and refining the process. The approach aims to integrate traditional and new instructional methods and tools like computers into a harmonious whole for an orchestrated learning pattern.
Systematic approach to Teaching
The document outlines the steps of a systematic approach to teaching: (1) define objectives based on student needs, interests, and readiness; (2) choose appropriate teaching methods and learning experiences; (3) select relevant materials, equipment, and facilities; (4) assign roles to personnel; (5) implement planned instruction; (6) evaluate outcomes to determine if objectives were attained; and (7) refine the process based on evaluation results. The focus of this approach is ensuring orderly relationships between resources to fulfill established instructional goals and meet the needs of students.
Systematic approach
The systematic approach to teaching views the entire educational program as an interconnected system. It involves carefully planning all aspects of instruction including objectives, teaching methods, learning experiences, materials, and assessment. The key phases are to define objectives based on student needs, select appropriate teaching methods and experiences, implement the instruction as planned, and evaluate outcomes to determine if objectives were achieved or if revision is needed. All elements of the instructional process must work together for learning to occur.
Systematic Approach to Teaching
The document discusses the systematic approach to education planning. It emphasizes that a plan focused only on parts may fail to consider the whole, while a plan focused only on the whole may fail to adequately address the parts. The systematic approach views the entire education program as an interrelated system. It integrates instructional methods old and new, with the student as the focus. The process begins with defining objectives based on student needs and selecting teaching methods, then materials, equipment, and personnel to support learning and assessment. The outcomes are evaluated and reteaching is used if objectives were not met, with the goal of ensuring efficient and effective relationships between resources and established instructional goals.
Systematic Approach to Teaching
The document provides information on systematic instruction and the effective use of instructional materials. It discusses what systematic means and outlines the steps in a systematic approach to teaching: define objectives, choose appropriate methods, choose appropriate experiences, select materials/equipment, assign roles, implement instruction, and evaluate outcomes. It also discusses Edgar Dale's Cone of Experience model and different types of instructional materials. The key aspects of effectively using instructional materials are to prepare yourself, prepare students, present the material well, and follow up to evaluate if objectives were attained.
Systematic approach in Teaching( report in edtech1)
The document discusses the systematic approach to teaching, which views the entire educational program as an interconnected system. It involves defining student-centered objectives, selecting appropriate teaching methods and learning experiences, and refining the process based on evaluations to achieve the objectives. The key aspects are: (1) focusing on students and their needs, (2) planning instruction using objectives and aligned methods/materials, and (3) evaluating and refining to improve outcomes. All elements are interrelated - if one fails, learning is affected. The goal is to harmoniously integrate all parts into an effective whole.
Lesson 4; Systematic approach to teaching
The document outlines a systematic approach to teaching that involves 6 steps: 1) Define instructional objectives based on student needs and interests, 2) Choose appropriate teaching methods, 3) Select learning experiences and materials, 4) Assign personnel roles, 5) Implement instruction, and 6) Evaluate outcomes and refine the process. It emphasizes both considering the whole picture and getting into the details of individual parts. Examples of learning activities and resources that could be used are also provided.
systematic approach to teaching
The document discusses the systematic approach to education, which views the entire educational program as an interconnected system. It emphasizes planning that considers both the individual parts and the whole. The focus of the systematic approach is the student, with instruction beginning with defining objectives based on student needs, interests, and readiness. Teachers then select methods, experiences, and materials to meet the objectives, and evaluate outcomes to determine if objectives were attained or require remediation. The purpose is to harmoniously integrate all educational components to achieve instructional goals.
Systematic approach to teaching
The document defines an instructional system as a network of interrelated elements that work together to achieve educational goals. It describes the key components of a systematic instructional process, including defining objectives, choosing appropriate methods, experiences, materials, and roles, implementing instruction, evaluating outcomes, and refining the process based on results. The overall purpose is to ensure orderly interaction of resources to fulfill established instructional objectives.
Systematic approach to Teaching
The document outlines the steps of systematic instructional planning with the focus on the students. It describes defining objectives based on student needs, interests, and readiness. Teachers then select appropriate teaching methods and learning experiences, materials, and facilities based on the objectives and methods. The roles of any personnel assisting are also defined. Instruction is implemented using the objectives, methods, activities, and materials. Outcomes are then evaluated and the process is refined if objectives were not attained to improve student performance. The steps are interrelated and connected, so failure in one affects the learning outcome.
Systematic Approach to Teaching
The document outlines a systematic approach to teaching that views the educational program as closely interrelated parts that are harmoniously integrated. It describes 8 parts of a systematic instructional planning process: 1) defining objectives, 2) choosing appropriate methods, 3) choosing appropriate experiences, 4) selecting materials and facilities, 5) assigning personnel roles, 6) implementing instruction, 7) evaluating outcomes, and 8) refining the process. The goal is to ensure that all elements work together to achieve the learning objectives. Examples of learning activities and resources that can be used are also provided.
Systematic approach to teaching and Cone of Experience
The document outlines a systematic approach to teaching that involves 8 steps:
1. Define objectives
2. Choose appropriate methods such as direct instruction, reading, writing etc.
3. Choose appropriate experiences including direct experiences, contrived experiences, demonstrations, field trips, exhibits and various media.
4. Select appropriate materials, equipment and facilities
5. Assign roles to teacher, students and personnel
6. Implement instruction
7. Evaluate outcomes
8. Refine the process based on evaluation
Features, planning, & phases of teaching
This document discusses key aspects of effective teaching methods including features of teaching, planning for teaching, and phases of teaching. It notes that good teaching is stimulating, guided, and well-planned. Planning is important and should involve clarifying objectives, addressing individual differences, and selecting instructional content and methods. The planning process should consider teacher and student factors. Teaching involves three phases - pre-active planning, interactive presentation, and post-active evaluation to assess achievement of objectives.
Strategies in curriculum evaluation
Formative, summative, and diagnostic evaluations are important strategies for curriculum development. Formative evaluation identifies problems early to allow corrective action, while summative evaluation occurs at the end of a project to assess its overall value. Diagnostic evaluation analyzes curriculum when content is updated or changed. Evaluations can be done by insiders like teachers and outsiders like consultants, with each having advantages and disadvantages. The best approach uses a combination of internal and external evaluators to increase the reliability and validity of results while encouraging stakeholder participation and ownership.
Teaching phases
This document outlines the phases of teaching and maxims that teachers should follow. It discusses three phases: the pre-active planning phase which involves selecting content, organization, principles, and evaluation tools; the interactive execution phase; and the post-active evaluation phase which involves assessing results, identifying problems, and changing strategies. It also lists maxims for teaching such as going from known to unknown, simple to complex, and whole to parts.
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Systematic Approach to Teaching. By: Mark Oliver Villamayor, RN
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Systematic approach to teaching and Cone of Experience
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Development of varied assessment tools
This document discusses guidelines for constructing various assessment tools, including true-false tests, multiple choice tests, matching tests, and essays. For true-false tests, it provides tips like avoiding absolute terms and trick questions. For multiple choice, it recommends making distractors plausible and consistent with the stem. Matching tests involve matching items in two columns; guidelines include using capital letters and ensuring fewer responses than premises. When constructing essays, the document advises providing clear directions and criteria for grading.
Direct, Purposeful & Contrived Experiences
Direct, purposeful experiences are concrete, firsthand experiences that form the foundation of our learning by using our senses to construct ideas and meaning. They involve actively engaging in experiences like preparing a meal, doing an experiment, or delivering a speech. Contrived experiences are designed to simulate real-life situations when direct experiences are not possible, through models, simulations, games, and other substitutes. They allow students to learn by overcoming limitations of space, time, and accessibility. Both direct and contrived experiences provide meaningful ways for students to learn through active participation and hands-on activities.
technology boon or bane
Technology has greatly impacted our lives both positively and negatively. While technology has increased productivity and connectivity, it has also increased distractions and the potential for addiction. Overall, technology provides benefits if used responsibly and balanced with other activities, but can become problematic if overused.
Technology: boon o Bane?
The document discusses technology as both a boon and bane. It notes the benefits of technology in connecting people over long distances, enhancing education through multimedia, and allowing people to watch global events. However, it also discusses downsides like learners uncritically accepting online information, using technology for pornography or idle entertainment, and overusing cell phones to the detriment of classroom focus. The document concludes that technology should be integrated into education to promote interactive, creative, and team-based learning rather than replacing the teacher or student experience.
Lesson 6 contrived experience
Contrived experiences are edited versions of direct experiences designed to simulate real-life situations, such as models, mock-ups, specimens, games and simulations. Models are reproductions of real things on a smaller or larger scale made of synthetic materials. Mock-ups are special models that highlight parts of a process. Specimens are portions of material used for examination, like a human brain sample. Simulations represent manageable real events where the learner actively participates. Games are forms of physical exercise or plays used to practice or refine skills and identify weaknesses. They can also serve as reviews.
Teaching with contrived experiences
This document discusses different types of contrived experiences used for learning, including models, mock-ups, specimens, objects, simulations, and games. Models are reproductions of real things that may be scaled up or down and made of synthetic materials. Mock-ups are arrangements of real or associated devices that allow their parts to be manipulated. Specimens are typical examples of a group. Simulations represent manageable real events where the learner actively participates, while games are used to practice, identify gaps, or review knowledge and develop new relationships between concepts. Contrived experiences overcome limitations of space and time, edit reality, and help learners understand abstractions.
Education Technology : Boon or Bane?
The document discusses whether technology is a boon or bane. It notes that technology can be used to both build up and destroy. While technology can enhance teaching and learning, as well as connect people over long distances, it can also be detrimental if not used properly. Specifically, overuse of the internet, cellphones, television and other technologies can damage relationships and learning if it replaces direct interaction and critical thinking. The document provides examples of both the positive and negative impacts of technology on education and relationships.
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Systematized instruction
- 1. Define Objectives (Identify Content) Choose appropriate methods Choose appropriate experiences Select materials, Equipment and facilities Assign Personnel roles Implement the Instruction Evaluate outcomes Refine the process Students