Teachers tranformatory slideshare
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This document discusses how teachers have lost their voice in education reform. It notes that when reforms are undertaken, experts, policymakers, and decision makers ignore teachers. As a result, the role of teachers has been reduced to that of specialized technicians who implement ideas but do not help develop them. The document argues that teachers must take an active role in raising questions about what and how they teach, as well as the larger goals of education, and that they need to develop a critical language to enable change.
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Cooperative language learning
Cooperative language learning aims to provide a naturalistic approach to second language acquisition through communicative functions and developing successful learning strategies. The approach encourages students to take a more active role in their learning by interacting frequently through different activities and integrating language with content-based instruction. Teachers facilitate learning materials and activities that promote student interaction and a positive classroom environment for language skills development.
Collaborative learning
This document discusses collaborative learning as a teaching method. Collaborative learning involves students working together in teams to learn academic material. It capitalizes on sharing skills and resources between students. There are five phases of instruction for collaborative learning: engagement, exploration, transformation, presentation, and reflection. Examples of collaborative learning activities include think-pair-share, catch-up, fishbowl debates, and team-based learning. The advantages of collaborative learning include improved problem solving, team building, retention, verbal skills, and promoting self-esteem.
Cooperative Language Learning
Cooperative Language Learning (CLL) is an instructional approach where students work in small groups to help each other learn. The goal of CLL is to create interdependence among group members so that the success of the individual depends on the success of the group. The teacher takes on roles like facilitator, mediator, and motivator to encourage collaboration between students. When implemented effectively, CLL has been shown to improve student learning outcomes compared to individual or competitive learning conditions. However, it also places a burden on students to ensure their peers learn as well.
Collaborative learning
Cooperative learning involves small groups working together to improve their understanding of a subject. Each member is responsible for their own learning and helping others. Collaborative learning also involves groups working together, but is based on the idea that learning occurs through social interaction and discussion within the group. Both approaches aim to make learning more participatory by giving students active roles rather than having them passively receive knowledge. The key differences are that cooperative learning divides work among group members, while collaborative learning involves more discussion and joint problem solving.
TEFL - Cooperative Language Learning
The document discusses cooperative learning, which involves organizing students into groups where they work together to maximize their own and each other's learning. It is defined as learning that is dependent on information sharing between group members, with each student accountable for their own learning and that of others. Benefits include improved achievement for all students, positive social and psychological development, and replacing competition with cooperation. Key aspects are positive interdependence, individual accountability, appropriate group formation, and social skills. The teacher's role is to structure lessons, tasks and the environment for cooperative work, facilitate learning, and provide support and feedback rather than direct instruction.
Collaborative language learning approach
Group learning activities called cooperative learning are structured to motivate students to increase each other's learning. Key principles include heterogeneous grouping of students, collaborative skills where each student contributes their strengths, and group autonomy where students gain confidence finding information. Maximum peer interaction improves student relations while equal opportunities to participate and individual accountability ensure all students contribute ideas and share responsibility for the work. Positive interdependence through friendly and respectful group relations reinforces cooperation as an important educational value.
MD2AssignCCornwell
This document discusses the author's personal learning style as an artistic/intuitive learner and how traditional professional development does not align with his needs. It analyzes adult learning theory and how best practices should consider the intrinsic motivation and life experiences of adult learners. The author argues that professional development needs to be integrated to uphold the goals of learners in order to effectively transfer learning to the classroom. When learners feel valued and that their goals are considered, the learning process will benefit both the attendees and their students.
Cooperative language learning
Cooperative learning is an educational approach that uses small group work where students work together to maximize their own and each other's learning. It aims to develop critical thinking and communication skills through structured social interactions. The teacher's role is to facilitate learning by organizing groups, assigning roles, and monitoring students as they work cooperatively in pairs or small groups.
Recommended
Cooperative language learning
Cooperative language learning aims to provide a naturalistic approach to second language acquisition through communicative functions and developing successful learning strategies. The approach encourages students to take a more active role in their learning by interacting frequently through different activities and integrating language with content-based instruction. Teachers facilitate learning materials and activities that promote student interaction and a positive classroom environment for language skills development.
Collaborative learning
This document discusses collaborative learning as a teaching method. Collaborative learning involves students working together in teams to learn academic material. It capitalizes on sharing skills and resources between students. There are five phases of instruction for collaborative learning: engagement, exploration, transformation, presentation, and reflection. Examples of collaborative learning activities include think-pair-share, catch-up, fishbowl debates, and team-based learning. The advantages of collaborative learning include improved problem solving, team building, retention, verbal skills, and promoting self-esteem.
Cooperative Language Learning
Cooperative Language Learning (CLL) is an instructional approach where students work in small groups to help each other learn. The goal of CLL is to create interdependence among group members so that the success of the individual depends on the success of the group. The teacher takes on roles like facilitator, mediator, and motivator to encourage collaboration between students. When implemented effectively, CLL has been shown to improve student learning outcomes compared to individual or competitive learning conditions. However, it also places a burden on students to ensure their peers learn as well.
Collaborative learning
Cooperative learning involves small groups working together to improve their understanding of a subject. Each member is responsible for their own learning and helping others. Collaborative learning also involves groups working together, but is based on the idea that learning occurs through social interaction and discussion within the group. Both approaches aim to make learning more participatory by giving students active roles rather than having them passively receive knowledge. The key differences are that cooperative learning divides work among group members, while collaborative learning involves more discussion and joint problem solving.
TEFL - Cooperative Language Learning
The document discusses cooperative learning, which involves organizing students into groups where they work together to maximize their own and each other's learning. It is defined as learning that is dependent on information sharing between group members, with each student accountable for their own learning and that of others. Benefits include improved achievement for all students, positive social and psychological development, and replacing competition with cooperation. Key aspects are positive interdependence, individual accountability, appropriate group formation, and social skills. The teacher's role is to structure lessons, tasks and the environment for cooperative work, facilitate learning, and provide support and feedback rather than direct instruction.
Collaborative language learning approach
Group learning activities called cooperative learning are structured to motivate students to increase each other's learning. Key principles include heterogeneous grouping of students, collaborative skills where each student contributes their strengths, and group autonomy where students gain confidence finding information. Maximum peer interaction improves student relations while equal opportunities to participate and individual accountability ensure all students contribute ideas and share responsibility for the work. Positive interdependence through friendly and respectful group relations reinforces cooperation as an important educational value.
MD2AssignCCornwell
This document discusses the author's personal learning style as an artistic/intuitive learner and how traditional professional development does not align with his needs. It analyzes adult learning theory and how best practices should consider the intrinsic motivation and life experiences of adult learners. The author argues that professional development needs to be integrated to uphold the goals of learners in order to effectively transfer learning to the classroom. When learners feel valued and that their goals are considered, the learning process will benefit both the attendees and their students.
Cooperative language learning
Cooperative learning is an educational approach that uses small group work where students work together to maximize their own and each other's learning. It aims to develop critical thinking and communication skills through structured social interactions. The teacher's role is to facilitate learning by organizing groups, assigning roles, and monitoring students as they work cooperatively in pairs or small groups.
Shumla overview
SHUMLA's mission is to connect people with cultural heritage through discovery learning programs that foster student curiosity, critical thinking, and challenge perceptions of human cultures. Their goals include empowering students through applied discovery learning focused on teamwork, leadership, problem solving, stewardship, creativity, critical thinking, self-efficacy, and making connections across subjects. SHUMLA staff offer authentic learning experiences and assume students are capable thinkers, guiding them through questioning rather than lecturing. Assessments show SHUMLA programming shapes students' attitudes by addressing higher-order thinking within a framework of real-world relevancy.
Reading - meaningful, engaged learning
The document discusses indicators of meaningful, engaged learning in schools and classrooms. Researchers view engaged learning as important. The indicators describe a vision of engaged learning where students are responsible for their own learning, energized by learning, strategic, and collaborative. The indicators also discuss tasks, assessment, instructional models, learning context, grouping, teacher roles, and student roles to support engaged learning.
Dynamic and traditional school
Dynamic education focuses on recognizing each student's unique gifts and adapting to meet changing needs and diversity. It encourages thinking outside the box and anticipating the future. Traditional schools provide structured learning divided into grades but may lack student motivation and restrict other activities. Both approaches have strengths - dynamic schools embrace change while traditional schools build responsibility - and weaknesses to consider.
Fostering civic values through the teaching of english
This document discusses group work and cooperative learning in language education. It notes that cooperative learning involves students working in small groups to help each other learn. Effective group work requires positive interdependence, individual accountability, and equal participation. The document recommends forming heterogeneous groups to promote learning and using techniques like jigsaw, brainstorming, and heads together. It also stresses the important role of teachers in facilitating effective group work. Overall, the document advocates for cooperative and collaborative learning approaches to develop students' language skills, social skills, and sense of civic responsibility.
The classroom climate
The document discusses classroom climate and how to ensure a positive one. It states that the classroom climate is influenced by the physical environment and psychological climate. Some ways to ensure a positive climate include establishing clear rules and procedures, involving students in rule-making, reinforcing positive behavior, and respecting diversity. An effective climate encourages active learning, self-evaluation, openness, and makes all students feel respected and accepted.
Assignment
This document discusses cooperative learning as an educational approach that organizes classroom activities into academic and social learning experiences through small group work. It identifies five essential elements for successful cooperative learning: positive interdependence, individual and group accountability, promotive interaction, interpersonal skills building, and group processing. The document also outlines characteristics of cooperative learning including small group size, task focus, cooperation/interaction, individual responsibility, and division of labor. Benefits include improved content comprehension, reinforced skills, active learning, and boosted self-esteem.
John Mezirow’s transformational learning theory - A quick look at his theory
John Mezirow studied how adults viewed learning after returning to college in the 1970s. He defined transformative learning as using prior interpretations to develop new understandings to guide future actions. Transformative learning involves experiencing a disorienting dilemma, critically reflecting on assumptions, and developing new perspectives that lead to a change in behavior. It is a process of social change and involves both critical reflection and experience.
Learner-centered principles
The document outlines 14 learner-centered psychological principles related to learning and education. It discusses that learning is most effective when it is an intentional process, when learners can create meaningful representations of knowledge, and when new information can be linked to existing knowledge. It also notes that motivation, development, social and individual differences influence learning and should be taken into account.
Teaching perspectives good teaching - one size fits all
The document discusses a chapter that provides a counterargument to the trend of adopting a single constructivist approach to teacher development and good teaching. The chapter argues that research has found a plurality of good teaching perspectives rather than all constructivist, and describes five perspectives on teaching - transmission, developmental, apprenticeship, nurturing, and social reform - that each have potential for good teaching.
Facilitating learning-module 4
This document discusses individual differences among students in the classroom. It begins by having the reader identify factors that contribute to diversity, demonstrate a positive attitude towards diversity, and develop teaching strategies. It then lists different individual difference factors like socioeconomic status, thinking/learning styles, and exceptionalities. Some benefits of diversity mentioned are enhanced self-awareness, cognitive development, and preparation for society. The document provides strategies for teachers like encouraging sharing of experiences, integrating multicultural activities, communicating high expectations, and varying instructional methods and assessments. It emphasizes appreciating both diversity and commonalities among students.
Learning second lge
This document outlines a 3-stage cognitive approach for language learning: 1) Comprehensible Input, where students are exposed to accessible materials with supports and teacher feedback; 2) Interaction, where students receive scaffolding to process information through advance organizers and having control of presentation mode; 3) Comprehensible Output, where students are actively engaged in learning through self-correction, using vocabulary, and shared experiences like virtual field trips.
CLL in my context
Cooperative language learning involves structuring group work so students interact and exchange information. It increases learning for all students through individual accountability and social exchange. John Dewey first promoted the idea of cooperation in education. Cooperative language learning differs from typical groups in that leadership is shared, members are chosen randomly, and the priority is completing tasks through social skills and group help rather than individual products. Benefits include improved achievement for all, positive relationships, social and cognitive development, and cooperation over competition. Cooperative language learning can be effective for language learning by encouraging meaningful communication through tasks and allowing use of first and target languages.
Co-Teaching Models
This document discusses five co-teaching models used in inclusion classrooms: parallel teaching where both teachers instruct groups simultaneously; team teaching where teachers take turns leading instruction; one teach/one drift where one teacher leads while the other assists students; station/center teaching where students rotate between stations led by each teacher; and alternative teaching where one teacher instructs a group while the other provides differentiated instruction to another group. The document provides brief descriptions and examples of each model.
Wedemeyer's new guidelines for instruction
Charles Wedemeyer proposed 10 guidelines for independent study based on his theory. The guidelines include: (1) making instruction available anytime and anywhere; (2) increasing student responsibility for learning; (3) freeing faculty from non-educational tasks; (4) offering wider choices in subjects, formats and methods. The guidelines also recommend: (5) using proven teaching media and methods; (6) combining media and methods effectively per subject; and (7) ensuring media and technology reinforce each other and the subject matter. Additionally, the guidelines suggest: (8) preserving adaptation to individual differences; (9) evaluating achievement based on goals rather than methods/pace of learning; and (10) allowing students to start
Hedge, d. pp co teaching
The document defines co-teaching as two teachers sharing instructional responsibilities including planning, teaching, and assessing students. It outlines five models of co-teaching: one teach one assist, station teaching, parallel teaching, alternative teaching, and team teaching. Each model is described along with advantages and disadvantages. The document provides references for the definition of co-teaching and descriptions of the five models.
Philosophy of Education
The document discusses the evolution of educational philosophies from empiricism to constructivism. Empiricism views the teacher's role as transmitting knowledge to passive students, while constructivism sees students as actively involved in constructing their own understanding through interaction with their environment. Pragmatism recognized that education must change with the evolving world, and progressivism focused on teaching the whole child through cross-curricular, flexible approaches. Constructivism emphasizes students challenging their own and others' ideas to develop deep understanding.
ESL- 523 Culture in learning
This document discusses strategies for teaching English to non-native speakers. It describes structured English immersion, which focuses on teaching English through content instruction. It emphasizes creating a learner-centered classroom that fosters independent, responsible students through collaborative learning techniques like buddy systems. The document also stresses the importance of knowing students well by focusing on their strengths and weaknesses, and using differentiated instruction. It recommends setting goals to motivate students and increase their investment in learning. Overall, the document provides tips for effective English language education through student-centered approaches and building self-efficacy.
Teaching strategies(power point)
The document discusses different active learning instructional approaches that engage students more than passive listening. These include students working together in small groups, learning by doing through direct experiences designed by educators, discovery learning where students arrive at understanding concepts themselves, and student-centered learning where students assume responsibility for learning and instructors facilitate. These active learning approaches improve understanding, retention, develop higher-order thinking skills, and enable new means of communication between faculty and students.
A Guide To Co Teaching
This document provides an overview of co-teaching strategies and best practices. It defines co-teaching as two or more teachers sharing responsibility for a classroom of students, including planning, instruction, and evaluation. It outlines four common co-teaching approaches: supportive teaching, parallel teaching, complementary teaching, and team teaching. It also emphasizes the importance of co-teachers establishing clear objectives, communicating effectively, managing conflicts, and finding time to plan lessons together.
Cooperative learning by beatriz
Cooperative learning is a teaching strategy where students work in diverse, small groups to develop their understanding of a subject. It involves positive interdependence, individual accountability, face-to-face interaction, interpersonal skills, group processing. There are formal short-term groups, informal minute-long groups, and long-term base groups. Group size works best small, around 3-5 students. Activities include Think-Pair-Share, interviews and reviews. Advantages are increased achievement, understanding between students, self-esteem, and social and study skills.
Illich Presentation
This document provides an overview of Ivan Illich, a 20th century academic and social critic. It discusses his background, influences, philosophy and critiques of institutions, experts, commodification, and the principle of counter-productivity. Illich advocated for learning webs and new non-formal educational institutions as convivial alternatives. He challenged conventional assumptions and called for rethinking how learning and development occur.
Ivan illich
Ivan Illich propuso la "desescolarización", criticando la escuela como institución y proponiendo una sociedad sin escuela formal. Según Illich, la escuela causa problemas sociales, económicos y personales. Propuso principios como reemplazar la producción institucionalizada por producción individual y limitar la producción y el consumo. Criticó que la escuela es cara y está destinada al fracaso, enseñando lo que los niños ya saben. Propuso que la educación se base en el acceso libre a recursos y la relación no jer
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Shumla overview
SHUMLA's mission is to connect people with cultural heritage through discovery learning programs that foster student curiosity, critical thinking, and challenge perceptions of human cultures. Their goals include empowering students through applied discovery learning focused on teamwork, leadership, problem solving, stewardship, creativity, critical thinking, self-efficacy, and making connections across subjects. SHUMLA staff offer authentic learning experiences and assume students are capable thinkers, guiding them through questioning rather than lecturing. Assessments show SHUMLA programming shapes students' attitudes by addressing higher-order thinking within a framework of real-world relevancy.
Reading - meaningful, engaged learning
The document discusses indicators of meaningful, engaged learning in schools and classrooms. Researchers view engaged learning as important. The indicators describe a vision of engaged learning where students are responsible for their own learning, energized by learning, strategic, and collaborative. The indicators also discuss tasks, assessment, instructional models, learning context, grouping, teacher roles, and student roles to support engaged learning.
Dynamic and traditional school
Dynamic education focuses on recognizing each student's unique gifts and adapting to meet changing needs and diversity. It encourages thinking outside the box and anticipating the future. Traditional schools provide structured learning divided into grades but may lack student motivation and restrict other activities. Both approaches have strengths - dynamic schools embrace change while traditional schools build responsibility - and weaknesses to consider.
Fostering civic values through the teaching of english
This document discusses group work and cooperative learning in language education. It notes that cooperative learning involves students working in small groups to help each other learn. Effective group work requires positive interdependence, individual accountability, and equal participation. The document recommends forming heterogeneous groups to promote learning and using techniques like jigsaw, brainstorming, and heads together. It also stresses the important role of teachers in facilitating effective group work. Overall, the document advocates for cooperative and collaborative learning approaches to develop students' language skills, social skills, and sense of civic responsibility.
The classroom climate
The document discusses classroom climate and how to ensure a positive one. It states that the classroom climate is influenced by the physical environment and psychological climate. Some ways to ensure a positive climate include establishing clear rules and procedures, involving students in rule-making, reinforcing positive behavior, and respecting diversity. An effective climate encourages active learning, self-evaluation, openness, and makes all students feel respected and accepted.
Assignment
This document discusses cooperative learning as an educational approach that organizes classroom activities into academic and social learning experiences through small group work. It identifies five essential elements for successful cooperative learning: positive interdependence, individual and group accountability, promotive interaction, interpersonal skills building, and group processing. The document also outlines characteristics of cooperative learning including small group size, task focus, cooperation/interaction, individual responsibility, and division of labor. Benefits include improved content comprehension, reinforced skills, active learning, and boosted self-esteem.
John Mezirow’s transformational learning theory - A quick look at his theory
John Mezirow studied how adults viewed learning after returning to college in the 1970s. He defined transformative learning as using prior interpretations to develop new understandings to guide future actions. Transformative learning involves experiencing a disorienting dilemma, critically reflecting on assumptions, and developing new perspectives that lead to a change in behavior. It is a process of social change and involves both critical reflection and experience.
Learner-centered principles
The document outlines 14 learner-centered psychological principles related to learning and education. It discusses that learning is most effective when it is an intentional process, when learners can create meaningful representations of knowledge, and when new information can be linked to existing knowledge. It also notes that motivation, development, social and individual differences influence learning and should be taken into account.
Teaching perspectives good teaching - one size fits all
The document discusses a chapter that provides a counterargument to the trend of adopting a single constructivist approach to teacher development and good teaching. The chapter argues that research has found a plurality of good teaching perspectives rather than all constructivist, and describes five perspectives on teaching - transmission, developmental, apprenticeship, nurturing, and social reform - that each have potential for good teaching.
Facilitating learning-module 4
This document discusses individual differences among students in the classroom. It begins by having the reader identify factors that contribute to diversity, demonstrate a positive attitude towards diversity, and develop teaching strategies. It then lists different individual difference factors like socioeconomic status, thinking/learning styles, and exceptionalities. Some benefits of diversity mentioned are enhanced self-awareness, cognitive development, and preparation for society. The document provides strategies for teachers like encouraging sharing of experiences, integrating multicultural activities, communicating high expectations, and varying instructional methods and assessments. It emphasizes appreciating both diversity and commonalities among students.
Learning second lge
This document outlines a 3-stage cognitive approach for language learning: 1) Comprehensible Input, where students are exposed to accessible materials with supports and teacher feedback; 2) Interaction, where students receive scaffolding to process information through advance organizers and having control of presentation mode; 3) Comprehensible Output, where students are actively engaged in learning through self-correction, using vocabulary, and shared experiences like virtual field trips.
CLL in my context
Cooperative language learning involves structuring group work so students interact and exchange information. It increases learning for all students through individual accountability and social exchange. John Dewey first promoted the idea of cooperation in education. Cooperative language learning differs from typical groups in that leadership is shared, members are chosen randomly, and the priority is completing tasks through social skills and group help rather than individual products. Benefits include improved achievement for all, positive relationships, social and cognitive development, and cooperation over competition. Cooperative language learning can be effective for language learning by encouraging meaningful communication through tasks and allowing use of first and target languages.
Co-Teaching Models
This document discusses five co-teaching models used in inclusion classrooms: parallel teaching where both teachers instruct groups simultaneously; team teaching where teachers take turns leading instruction; one teach/one drift where one teacher leads while the other assists students; station/center teaching where students rotate between stations led by each teacher; and alternative teaching where one teacher instructs a group while the other provides differentiated instruction to another group. The document provides brief descriptions and examples of each model.
Wedemeyer's new guidelines for instruction
Charles Wedemeyer proposed 10 guidelines for independent study based on his theory. The guidelines include: (1) making instruction available anytime and anywhere; (2) increasing student responsibility for learning; (3) freeing faculty from non-educational tasks; (4) offering wider choices in subjects, formats and methods. The guidelines also recommend: (5) using proven teaching media and methods; (6) combining media and methods effectively per subject; and (7) ensuring media and technology reinforce each other and the subject matter. Additionally, the guidelines suggest: (8) preserving adaptation to individual differences; (9) evaluating achievement based on goals rather than methods/pace of learning; and (10) allowing students to start
Hedge, d. pp co teaching
The document defines co-teaching as two teachers sharing instructional responsibilities including planning, teaching, and assessing students. It outlines five models of co-teaching: one teach one assist, station teaching, parallel teaching, alternative teaching, and team teaching. Each model is described along with advantages and disadvantages. The document provides references for the definition of co-teaching and descriptions of the five models.
Philosophy of Education
The document discusses the evolution of educational philosophies from empiricism to constructivism. Empiricism views the teacher's role as transmitting knowledge to passive students, while constructivism sees students as actively involved in constructing their own understanding through interaction with their environment. Pragmatism recognized that education must change with the evolving world, and progressivism focused on teaching the whole child through cross-curricular, flexible approaches. Constructivism emphasizes students challenging their own and others' ideas to develop deep understanding.
ESL- 523 Culture in learning
This document discusses strategies for teaching English to non-native speakers. It describes structured English immersion, which focuses on teaching English through content instruction. It emphasizes creating a learner-centered classroom that fosters independent, responsible students through collaborative learning techniques like buddy systems. The document also stresses the importance of knowing students well by focusing on their strengths and weaknesses, and using differentiated instruction. It recommends setting goals to motivate students and increase their investment in learning. Overall, the document provides tips for effective English language education through student-centered approaches and building self-efficacy.
Teaching strategies(power point)
The document discusses different active learning instructional approaches that engage students more than passive listening. These include students working together in small groups, learning by doing through direct experiences designed by educators, discovery learning where students arrive at understanding concepts themselves, and student-centered learning where students assume responsibility for learning and instructors facilitate. These active learning approaches improve understanding, retention, develop higher-order thinking skills, and enable new means of communication between faculty and students.
A Guide To Co Teaching
This document provides an overview of co-teaching strategies and best practices. It defines co-teaching as two or more teachers sharing responsibility for a classroom of students, including planning, instruction, and evaluation. It outlines four common co-teaching approaches: supportive teaching, parallel teaching, complementary teaching, and team teaching. It also emphasizes the importance of co-teachers establishing clear objectives, communicating effectively, managing conflicts, and finding time to plan lessons together.
Cooperative learning by beatriz
Cooperative learning is a teaching strategy where students work in diverse, small groups to develop their understanding of a subject. It involves positive interdependence, individual accountability, face-to-face interaction, interpersonal skills, group processing. There are formal short-term groups, informal minute-long groups, and long-term base groups. Group size works best small, around 3-5 students. Activities include Think-Pair-Share, interviews and reviews. Advantages are increased achievement, understanding between students, self-esteem, and social and study skills.
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Fostering civic values through the teaching of english
Fostering civic values through the teaching of english
John Mezirow’s transformational learning theory - A quick look at his theory
John Mezirow’s transformational learning theory - A quick look at his theory
Teaching perspectives good teaching - one size fits all
Teaching perspectives good teaching - one size fits all
Viewers also liked
Illich Presentation
This document provides an overview of Ivan Illich, a 20th century academic and social critic. It discusses his background, influences, philosophy and critiques of institutions, experts, commodification, and the principle of counter-productivity. Illich advocated for learning webs and new non-formal educational institutions as convivial alternatives. He challenged conventional assumptions and called for rethinking how learning and development occur.
Ivan illich
Ivan Illich propuso la "desescolarización", criticando la escuela como institución y proponiendo una sociedad sin escuela formal. Según Illich, la escuela causa problemas sociales, económicos y personales. Propuso principios como reemplazar la producción institucionalizada por producción individual y limitar la producción y el consumo. Criticó que la escuela es cara y está destinada al fracaso, enseñando lo que los niños ya saben. Propuso que la educación se base en el acceso libre a recursos y la relación no jer
Ivan illich
Ivan Illich criticaba la institución escolar tradicional. Según él, la escuela convierte el aprendizaje en una mercancía y forma a los estudiantes para ser consumidores competitivos más que para aprender de forma libre. Illich proponía desescolarizar la sociedad permitiendo que las personas aprendan de forma autodirigida a lo largo de la vida a través de recursos comunitarios en lugar de en instituciones. Su libro "La desescolarización" analiza los problemas de la educación formal y ofrece una visión alternativa centrada en el aprend
Deschooling society
Ivan Illich criticized compulsory schooling on several grounds: (1) It perpetuates social inequalities by privileging children from wealthier families who have more opportunities to learn outside of school. (2) It monopolizes education and discourages other institutions from taking on educational roles. (3) Equal access to schooling has not created an equal society. Western education in Africa aimed to establish European control, transmit their values and priorities, and change African modes of production. The ideology of Christian National Education in South Africa emphasized racial segregation and molding children into the Afrikaner image.
Ivan illich
Ivan Illich was an Austrian philosopher, Catholic priest, and writer who criticized modern institutions and technologies. He was born in 1926 in Vienna and studied in several European cities before becoming a priest and moving to the US. Illich later left the priesthood and moved to Mexico, where he established an intercultural research center. He wrote several influential books critiquing issues like education, medicine, and technology. Illich argued that institutions often end up serving purposes opposite of their original intentions and advocated for more convivial and decentralized systems. He died in 2002 in Germany.
Ivan illich
La teoría de la desescolarización de Iván Illich propone que la educación debería ser entregada a la sociedad y no a las instituciones escolares. Illich criticaba que la escuela vende el saber y genera un malestar social. Su ideal era que la educación se realice a través del acceso libre a las fuentes de conocimiento y la relación entre iguales entre quien enseña y quien aprende, sin títulos ni certificados.
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Similar to Teachers tranformatory slideshare
Case Studies In Co Teaching In The Content Areas
This article summarizes several case studies examining the successes, challenges, and failures of co-teaching in secondary content classrooms. The key factors found to influence co-teaching outcomes were the academic content knowledge of both teachers, compatibility between co-teachers, and emphasis placed on high-stakes testing. When teachers had distinct roles aligned with their expertise, planned together, and had a respectful relationship, co-teaching was more effective. However, pressure from high-stakes tests often resulted in rapid instruction that hindered individualized support for students with disabilities. Compatibility, use of strategic instruction, and emphasis on student learning versus testing were found to be important for successful co-teaching.
Curriculum models long
The document discusses two main curriculum models - the product model which focuses on measurable learning outcomes and objectives, and the process model which emphasizes active learning experiences and the teacher and student roles. It also examines criticisms of each approach and outlines different conceptions of curriculum, including the official, hidden, observed, and experienced curriculum. The document provides an overview of the characteristics and considerations of various curriculum types.
Pedagogical skills
The document discusses pedagogical skills for teachers. It defines pedagogy as the art of teaching and conveys that pedagogical skills include classroom management and content delivery abilities. Specific skills mentioned are behavior management, creating an engaging learning environment, knowing students, and reflecting on teaching practices. The concept of pedagogical content knowledge is also summarized, which emphasizes the intersection between a teacher's understanding of content and effective teaching strategies. The document concludes by defining inclusive teaching and providing examples of how to teach inclusively through curriculum choices, classroom environment, getting to know students, and varied assessments.
#09 designing program activities
This document discusses different educator roles and approaches for adult education. It outlines expert, facilitator, critical inquirer, collaborator, and interventionist approaches. The expert approach positions educators as knowledge experts and learners as recipients. The facilitator approach emphasizes learners' existing knowledge and self-direction. The critical inquirer promotes autonomous critical thinking. The collaborator balances educator and learner contributions. The interventionist aims to promote social change. The document also notes key differences between adult and child education, focusing on relevance, respect, and participation for adult learners.
Differentiated Instruction Presentacion In Service Training 2009
Differentiated instruction is a teaching approach that aims to meet the diverse needs of students in the classroom. It involves modifying content, process, products, and the learning environment based on student readiness, interests, and learning profiles. Effective differentiated instruction involves flexible grouping of students, ongoing assessment to inform instruction, providing students with choices, and ensuring all students are engaged in challenging work. The document provides examples of how teachers can differentiate content, process, and products to address the varied needs of students.
Pratt 5 Teaching Perspectives
The document outlines five perspectives on teaching adults:
1) Transmission - Effective teaching requires subject matter expertise and conveying enthusiasm to students.
2) Apprenticeship - Effective teaching involves socializing students into professional norms and revealing skilled performance. Teachers provide guidance and responsibility as skills develop.
3) Developmental - Effective teaching considers the student's perspective and challenges them to more complex thinking by engaging with content.
4) Nurturing - Effective teaching provides academic and emotional support through clear standards, peer and teacher support, and acknowledging effort and growth.
5) Social Reform - Effective teaching aims to change society by awakening students to embedded values and ideologies and encouraging critique of knowledge construction.
Philosophy of education
The document discusses the evolution of math education approaches from empiricism to progressivism and constructivism. Empiricism focused on teacher-centered lecture and memorization, but this did not develop problem-solving skills. Pragmatism recognized the need for change to engage students. Progressivism made learning child-centered and interactive. Constructivism involves students through complex problems, reflection, and making their own conclusions. The author's experience transitioning from empiricism to embracing approaches like Complex Instruction that engage students in collaborative problem-solving.
Materials development in the Colombian context
Teachers in Colombia have taken on developing their own teaching materials to better meet students' needs and the expectations of the national bilingualism program. Designing custom materials provides several benefits, including empowering teachers, increasing student motivation, and fostering contextualized learning. However, it also presents challenges such as satisfying administrative requirements and achieving high quality language and design. Overall, materials development is important for engaging students, promoting teacher agency, and creating a more inclusive learning environment.
Methods and Techniques: The K-12 Approach
This document discusses approaches, methods, and techniques used in K-12 education. It defines approaches as theoretical views of learning that influence teaching methods. Methods are lesson planning strategies like lectures or labs, while techniques are specific classroom activities like role playing or debates. The document outlines learner-centered, inclusive, and developmentally appropriate approaches for K-12. It also describes methods like Community Language Learning and Suggestopedia, as well as techniques like Think-Pair-Share and What's My Rule?. The conclusion emphasizes that the effectiveness of methods depends on factors like the teacher, students, and subject matter.
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This document provides an overview of a graduate course on effective teaching and discusses research on teacher effectiveness. It introduces the course syllabus, platforms, assignments, and assessments. Research objectives are defined as understanding effective teaching and how it influences learning. Questions are posed about defining teacher effectiveness and the role of research in improving teaching practices. Different perspectives on teaching and learning are examined, including behaviorism, constructivism, and criticisms of those views. Common views emphasize the active role of learners in constructing knowledge with teacher facilitation.
Supervised school visit ppt
This document discusses key aspects of elementary and middle school teaching. It covers 4 common aspects: the teacher, learner, content, and school environment. The teacher must be expertly organized, inspire students, and continually improve their skills. Learners have diverse backgrounds and develop through social interaction. Content includes the intended curriculum and managing risks. The school environment involves different classroom structures and maintaining a positive academic culture.
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The document discusses learner-centered curriculum and frameworks. It begins with background on the shift from teacher-directed to student-centered learning in the 1980s. It then describes the key components of a learner-centered curriculum framework, including learner populations, objectives, learning models/theories, and required support services. The framework aims to design curriculum based on student needs and abilities. Effective implementation requires understanding diverse learners and allowing student voice, choice, and self-directed learning. Assessment in this model involves student participation. Application in higher education has shown student-centered approaches improve learning experiences and outcomes.
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This document provides information on interventions for struggling readers in upper elementary through high school. It finds that the most effective interventions target more than one area and involve reciprocal teaching. Reciprocal teaching involves students taking turns leading discussions about text using strategies like questioning, clarifying, predicting, and summarizing. Using this strategy has yielded comprehension growth for both struggling and non-struggling readers. The document also discusses accommodations, modifications, co-teaching, and resources for implementing interventions like graphic organizers, audio texts, and the Kansas Learning Strategies model.
Did
The document introduces the Teaching Perspectives Inventory (TPI), which helps teachers identify their dominant teaching behaviors, values, and beliefs. The TPI includes five teaching perspectives: Transmission, Apprenticeship, Developmental, Nurturing, and Social Reform. Each perspective defines effective teaching differently based on the role of the teacher and learner. The document provides descriptions of each perspective's view of effective teaching. It concludes that it is important for teachers to understand their own perspective to recognize their work and find ways to improve their teaching effectiveness and focus on developing students' competencies.
Teaching strategies & pedagogy
This document provides an overview of pedagogy and various pedagogical models and teaching strategies. It defines pedagogy as the combination of knowledge and skills required for effective teaching. Several pedagogical models are summarized, including Productive Pedagogies, Primary and Middle School Inquiry Based Model, and the Multiliteracies Model. It also summarizes various teaching strategies such as De Bono's Thinking Hats, Bloom's Taxonomy, Gardner's Multiple Intelligences, and others. The document aims to give teachers a reference point for integrating technology into classroom practice by outlining established pedagogical frameworks and strategies.
DENG LUKE AND HEBERMAS.pptx
The document discusses perspectives on teacher education knowledge bases from Deng & Luke and Habermas. It summarizes that Deng & Luke emphasize the importance of theoretical knowledge and practical experience. They identify three knowledge concepts: disciplinary, practical, and experimental. Habermas identifies three areas of knowledge: analytical, hermeneutic, and critical. He also discusses a theory of communicative and action-oriented model with three knowledge interests. Both perspectives imply teacher education should incorporate experiential learning and critical reflection to develop effective teaching practices.
Online assignment need of research
1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching relies on teacher education and professional development to incorporate research findings and advance teaching skills over time. Research can help improve the quality of teaching.
Online assignment need of research
1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching is the most important school-level factor influencing student achievement, and that ongoing professional development is important for helping teachers advance their skills.
Ed 335 pbl
Project-based learning (PBL) engages students in solving real-world problems and developing self-directed learning skills. It is based on constructivism and involves students purposing, planning, executing, and judging projects. The main goal is to engage learners, as Kilpatrick stated. PBL recreates real-world complexity and promotes collaborative learning. It is well-suited for adult learners, who come with experience and goals for education, and benefits from being self-directed, goal-oriented, and relevant to learners' lives. Some challenges for PBL include inexperience with group work, unfamiliarity with inquiry skills, and lack of feedback, but teachers can help address these.
Teaching Styles: Fostering Engaged and Successful Learning Environments
Teaching is a multifaceted art that goes beyond the simple transfer of knowledge from educator to student. It involves the dynamic interplay of various factors, with teaching styles playing a pivotal role in shaping the learning experience.
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- 1. Henry Giroux A paper that focuses on public school teachers in USA How they lost their voice in education reform What the teachers can do to have a significant role in education Carmen G. Gumban EDFD 221
- 2. TEACHERS DO NOT COUNT in education reform Giroux observes that when reforms are undertaken EXPERTS, POLICY MAKERS & DECISION MAKERS IGNORE
- 4. Teacher Education focuses on – methods concepts training teaching Reduced to the status of specialized technicians Professional Teacher – implementors not developers specialized technicians instead of instead of
- 5. separation of conception & execution of ideas standardization of school knowledge standardized testing practical aspects take precedence over critical and intellectual work
- 6. how to allocate resources ( teachers, students, materials) LEARNING BECOMES A MANAGEMENT PROBLEM to produce the maximum number (of certified students) within a designated time
- 8. combine scholarly reflection and practice in the service of educating students to be thoughtful, active citizens they teach Teachers must take active responsibility for raising questions about - they are to teach are the larger goals they are striving for
- 9. develop a discourse language of critique language of possibility change