Recent findings from cognitive theories about learning and thinking can revolutionize teaching. This PPT introduces the new concepts and explains how teaching must change to accommodate how students learn best.
a slideshow on what makes an effective teacher. particularly useful to college/school teachers. helps teachers do some quick swot and helps them equip themselves with useful skills.
a slideshow on what makes an effective teacher. particularly useful to college/school teachers. helps teachers do some quick swot and helps them equip themselves with useful skills.
Teaching in Diverse Classroom
Diversity in Physical Abilities
Diverse in Cognitive abilities
Diverse in Learning style
Diverse in Gender differences
Diverse in Socio cultural differences
Bloom’s Revised Taxonomy of Educational ObjectivesEzr Acelar
This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
A comprehensive discussion on the dynamics for teachers' professional development, with specific reference to practical ways of development. A case study along with interactive questions are also part of the presentation
It discuss about what is test and types of test items. Types of items - 1. Objective types a) A) True – false items (Alternate response type B) b) Multiple choice Test Items (Changing Alternative type) C) c) Matching Type Test Item D) d) Simple Recall Type Test Items E) e) Completion Type Test Item 2) Short answer 3) Details answer. It also discuss about advantages and disadvantages of objective type, short answer and details answer.
A report on Metacognition
Contents:
Definition of Metacognition
Elements of Metacognition
Identifying the Elements of Metacognition
Uses of Metacognition
Teaching Strategies for Metacognition
Questions to Improve Metacognition
Questions are having very important role in getting knowledge and everyone should know the basics of question. The presentation will help you getting knowledge of various types of questions.
Teopista Birungi Mayanja Commissioner, International Commission on Financing Global education opportunity
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Teaching in Diverse Classroom
Diversity in Physical Abilities
Diverse in Cognitive abilities
Diverse in Learning style
Diverse in Gender differences
Diverse in Socio cultural differences
Bloom’s Revised Taxonomy of Educational ObjectivesEzr Acelar
This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
A comprehensive discussion on the dynamics for teachers' professional development, with specific reference to practical ways of development. A case study along with interactive questions are also part of the presentation
It discuss about what is test and types of test items. Types of items - 1. Objective types a) A) True – false items (Alternate response type B) b) Multiple choice Test Items (Changing Alternative type) C) c) Matching Type Test Item D) d) Simple Recall Type Test Items E) e) Completion Type Test Item 2) Short answer 3) Details answer. It also discuss about advantages and disadvantages of objective type, short answer and details answer.
A report on Metacognition
Contents:
Definition of Metacognition
Elements of Metacognition
Identifying the Elements of Metacognition
Uses of Metacognition
Teaching Strategies for Metacognition
Questions to Improve Metacognition
Questions are having very important role in getting knowledge and everyone should know the basics of question. The presentation will help you getting knowledge of various types of questions.
Teopista Birungi Mayanja Commissioner, International Commission on Financing Global education opportunity
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
This presentation was created for CUIN 607 at Coppin State University and explains that in order for students to learn and succeeds all needs have to be met - within and beyond the classroom.
How people learn, exploring the key findings from Chapter 1 of "How People Learn." Plus, implications for teaching including peer instruction. A weekly workshop by the Center for Teaching Development at UCSD.
Threshold Concepts: A Discipline-based approach to learning and designdisciplinarythinking
Threshold Concepts: A Discipline-based approach to learning and design.
A presentation by Colleen McKenna and Jane Hughes from HEDERA for the Disciplinary Thinking OER Workshop at the University of Bath 02/02/12.
More details from http://www.disiplinarythinking.wordpress.com
Threshold Concept Secret Sauce: Using inquiry based learning to tackle ACRL's...Alan Carbery
Threshold Concept Secret Sauce: Using inquiry based learning to tackle ACRL's revised Information Literacy Framework. Presented by Alan Carbery & Andy Burkhardt at the Vermont Library Association Annual Conference, 2015, in Champlain College
Gaining Student Buy-in: How to Engage Students Using an LMSwhipplehill
Are you looking for ways to better engage your students via an LMS? Hear how Keegan Soncha and Ray Cirmo, Cheshire Academy, have built class pages and shared learning resources to improve student communication, organization and engagement.
This presentation investigates approaches to enhancing critical thinking in the 21st century. The use of philosophy, P4C and epistemology are examined. The focus here is on critical thinking enhancement in high schools.
Critical Analysis: Social Media Essay
Creative and Critical Thinking Essay
Critical Thinking Application Essay example
Critical Literacy Essay
Essay on Critical Thinking
Developing Critical Thinking Essay
The Critical Race Theory Essay example
Critical Appraisal Essay
Critique Essay Examples
Critical Analysis of Group Work Essay example
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
The methods used to teach students are referred to as pedagogy. It deals with the employment of instructional techniques and tactics for correction. To help pupils study more effectively and acquire the necessary abilities is the aim. Developing and learning about pedagogical abilities can be very beneficial for teachers. It is essential for engaging students in learning and enables instructors to use instructional techniques that are beneficial to pupils. In addition to this, it's important to comprehend the student, his preferred method of instruction, and the requisite academic abilities.
Explains how people make analogies and compare them to known categories when they learn. This concept from cognitive scientists has important implications for teaching and learning.
Tapping brain science to improve online learningCarole Hamilton
This presentation is about how technology can make teaching better than just automating things that teachers do. It connects the dots between brain science and online learning. I also use an online vocabulary tool called Membean, that we use at Cary Academy, to explain the concepts.
A presentation on what brain science tells us about how people learn, and what that means for designing online learning classes and programs. An example is given of Membean software.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Teach to How Students Learn Best
Carole L Hamilton
1
2. This presentation shares new findings in
cognitive science and empirical studies
that can help students learn more
effectively and with greater retention.
Accommodating these new insights
will require a new approach to
teaching—one that is more rewarding to
teachers as well as students.
3. Teachers work hard—but don’t
always teach how to think.
“Our common teaching-learning-testing
strategies are rooted in outdated
assumptions about how children and
adolescents learn.” (VanSledright)
“Classrooms are too often places of ‘tell and
practice’…In such classrooms, little thinking
is happening.” (Ritchhardt, Church, and
Morrison)
4. Why do we we still base our lessons on a 19th
century understanding of how people learn?
5. Here are the three insights from cognitive
science that can revolutionize your teaching.
1) People like to think and learn best when they
figure things out themselves, rather than being
told.
2) We think by analogy. Information is more
easily retrieved from memory if it is attached to
an analogy.
3) Students must engage meaningfully with the
Threshold Concepts in our disciplines that
students find difficult to master.
6. 1. People Like to Think
“People like to think—or more properly,
we like to think if we judge that the mental
work will payoff with the pleasurable
feeling we get when we solve a problem.”
( Willingham)
Do we allow our students to wrestle with
meaningful concepts?
7. 2. We learn by analogy. Analogy
is “the Core of Cognition.”
(Hofstadter)
“Triangular
Trade”
Analogies
create visual
mental maps
that organize
information
efficiently.
8. 3. Students must engage
meaningfully with the Threshold
Concepts that are central to our
disciplines.
Threshold Concepts are the central,
defining truths in a given discipline,
the ideas that open a gateway to
deeper understanding. These
are the essential, indispensable
elements, the understandings that
transform the novice into a true
practitioner of the field.
9. Organize your course around
Threshold Concepts
“The fact that experts’ knowledge is
organized around important ideas or
concepts suggests that curricula should
also be organized in ways that lead to
conceptual understanding.” (Donovan,
Bransford, and Pellegrino).
Do we allow students to fully understand
threshold concepts when we move
quickly from topic to topic?
10. Students have to discover Threshold
Concepts themselves.
They start by defending their ideas.
12. The best diagrams make an analogy.
The key is that students do the thinking.
13. And they express their theory or
thesis using an analogy.
“Fitzgerald believed that society, in
an attempt to create the American
Dream, merely created a façade of
frivolity, lavishness, and happiness
behind which they could hide their
inadequacies and sorrow.” (11th
grade AP English class)
14. Analogies Work!
The students’ analogy of a façade
organizes information from and about
The Great Gatsby” in a way they will
easily remember.
15. Threshold Concepts Change
Students’ Way of Thinking
They begin to think more like
practitioners in the discipline than
like novices. They begin to see
important implications of the
concept that enrich their
understanding.
In fact, once students pass
through that gateway of
understanding, there is no going
back to prior beliefs.
15
16. Implementing these ideas requires
Organizing the course around
Threshold Concepts.
Changing lessons so that students
spend more time making and
defending theories.
Building in time for students to develop
meaningful analogies.
17. Want to Learn More?
You can buy my book, Read My Mind:
Teaching to How Students Learn on Amazon
Kindle, for $3.99. The book explains these
concepts in more depth, offers sample
Threshold Concepts and student challenge
lessons from many disciplines, and includes
excerpts from cognitive science findings
about how students learn best.
Carole L Hamilton
18. Works Cited
Donovan, M. Suzanne, John D. Bransford, and James W.
Pellegrino. How People Learn: Bridging Research and Practice.
National Academies Press. 2000. Print.
Ritchhardt, Ron, Mark Church, and Kristin Morrison. Making
Thinking Visible: How to Promote Engagement, Understanding,
and Independence for All Learners. Jossey-Bass. 2011. Print.
VanSledright, Bruce A. Assessing Historical Thinking and
Understanding: Innovative Designs for New Standards.
Routledge. 2013. Print.
Willingham, Daniel T. Why Don’t Students Like School? A
Cognitive Scientist Answers Questions about How The Mind
Works and What It Means for the Classroom. Jossey-Bass. 2010.
Print.