TEACHING APPROACHES
Educators: This is a 10-slide presentation with information about teaching and learning, so you can revisit key concepts. (Created by Rita Zuba Prokopetz / G&R Languages – December, 2013)
Teaching approaches, methods, strategies and a whole bunch of terminologies that most pre-service teachers interchangeably use and mis-use are somehow clarifies in this presentation.
Teaching approaches, methods, strategies and a whole bunch of terminologies that most pre-service teachers interchangeably use and mis-use are somehow clarifies in this presentation.
Models of Teaching include many but not all of the major philosophical and psychological orientations towards teaching and learning. Each of them has coherent theoretical bases. An advance organizer is a tool used to introduce the lesson topic and illustrate the relationship between what the students are about to learn and the information they have already learned. They are used during expository instruction, which is the use of an expert to present information in a way that makes it easy for students to make connections from one concept to the next.
The term model is used to mean a teaching episode done by an experienced teacher in which a highly focused teaching behaviour is demonstrated, in it an individual demonstrating particular patterns which the trainee learns through imitation.
Bruce Joyce and Marsha Weil describe a Model of Teaching as a plan or pattern that can be used to shape curricula, to design instructional materials and to guide instruction in the classroom and other settings.
Models of Teaching include many but not all of the major philosophical and psychological orientations towards teaching and learning. Each of them has coherent theoretical bases. An advance organizer is a tool used to introduce the lesson topic and illustrate the relationship between what the students are about to learn and the information they have already learned. They are used during expository instruction, which is the use of an expert to present information in a way that makes it easy for students to make connections from one concept to the next.
The term model is used to mean a teaching episode done by an experienced teacher in which a highly focused teaching behaviour is demonstrated, in it an individual demonstrating particular patterns which the trainee learns through imitation.
Bruce Joyce and Marsha Weil describe a Model of Teaching as a plan or pattern that can be used to shape curricula, to design instructional materials and to guide instruction in the classroom and other settings.
Graduates - Eat That Frog - Don't be a Cookie CutterJohn Rose
Presentation for Women in Engineering Shell What's Next Conference - University of Waterloo, Ontario - Oct 5, 2013 - Graduates your job search is about YOU - show potential employers your personality and who YOU are - not just 1 in a crowd. Attendees from UWaterloo, Ryerson and UWO.
PEER empowers marginalized women (elmusharaf IFGH 2012)Khalifa Elmusharaf
Peer empowers marginalized women elmusharaf ifgh presentation 2 feb 2012
http://www.globalhealth.ie/index.php?i=247&PHPSESSID=4bccbb3b0e91c794cfe9c82ae33c7a1c
IFGH 2012: participatory ethnographic evaluation research (peer) empowers marginalized women to engage in community directed reproductive health interventions
Irish Forum for Global Health | Conference Abstracts
Authors: Elmusharaf K.1’2, O’Donovan D.2
Author Affiliations:1Reproductive & Child Health Research Unit ‘RCRU’, University of Medical Sciences &Technology, 2 National University of Ireland Galway
Option 2 -Lessons from the field; project and programme evaluations; and syntheses or analyses
Presented as – Oral Presentation
Issues:
This abstract demonstrates how Participatory Ethnographic Evaluation Research (PPER) can build the capacity, empower and engage local women in conflict affected hard-to-reach communities to participate in Community Directed Reproductive Health Interventions (CDRHI).
Description:
Fourteen marginalized women with no formal education were trained in PEER which included developing skills to design research instruments, conduct interviews, collect narratives and stories, and analyse the data. Twelve months later, 10 out of the 14 women were able to lead work on health communication with employees of local NGOs and local theatrical band members. They shared their information and data about the important issues related to women health in their community, developed action messages, created culturally appropriate health education materials, and delivered it to their community in form of pictograms, songs, and drama.
Lessons learned:
The women believe that PEER enhanced their credibility - when they returned to their social circles people were more accepting to what they said because they were perceived to know more than others. They are more confident about their ability to influence change. Participation in research design, data collection and data analysis was a particularly powerful tool to enhance their empowerment in post conflict settings. The approach adopted illustrates the developing of the capacity, mobilizing the community and increasing the level of readiness to participate in CDRHI.
Next steps:
By using PEER we not only gain an in depth understanding of the social, economic, and cultural contexts in which people live, but we also empower and engage marginalized women in hard to reach communities. Moreover, it gives a sense of ownership, ensures sustainability, and assists in planning, implementation, monitoring and evaluation of Community Directed Reproductive Health Interventions.
Ephebiphobia is the fear of adolescents. For churches seeking to invite and involve youth in their communities, the church hast to be willing to understand the generation gap and some of the issues with contemporary youth ministry.
Discipline weighs ounces, but regret weighs tons.
The key word is "sacrifice".
It is the ability for you to sacrifice inmediate pleasure or gratification in the present so that you can enjoy greater rewards down the road.
It discuss on what is group controlled instruction. It also explains on TYPES OF GROUP CONTROLLED INSTRUCTION, 1. Group interactive session (GIS), 2. Co-operative learning methods, 3. Group investigation, 4. Group Projects, advantages
English language learners: This is a nine-slide presentation with examples to help you revisit information on topic sentences and thesis statements for three different paragraph structures, so you can apply the information in our Module III tasks (RZP - April 2020). [Note: please read "comparison" rather than "comparsion" on slides 7-8 -- my apologies!)
English language learners: This is a seven-slide presentation with a few steps and an example to help you revisit information on comparison-and-contrast paragraph structure, so you can apply the information in our Module III tasks (RZP - March 2020).
English language learners: This is a seven-slide presentation with a few steps and an example to help you revisit information on sequence/process paragraph structure, so you can apply the information in our Module III tasks (RZP - March 2020).
English language learners: This is a seven-slide presentation with a few steps and an example to help you revisit information on description paragraph structure, so you can apply the information in our Module III tasks (RZP - March 2020).
English language learners: This is an eleven-slide presentation with additional information and examples to help you revisit information on punctuation, so you can apply the skill in your personal, academic, and professional life (RZP - March 2020).
English language learners: This is a six-slide presentation with additional information and examples to help you revisit information on basic grammar: subject-verb agreement, so you can apply the skill in your personal, academic, and professional life (RZP - March 2020).
English language learners: This is a six-slide presentation with additional information and examples to help you revisit information on reflective summary, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
English language learners: This is a six-slide presentation with additional information and examples to help you revisit information on academic summary, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
English language learners: This is a seven-slide presentation with additional information and examples to help you revisit information on question formation, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
English language learners: This is an eight-slide presentation with information and examples to help you revisit information on APA 7th edition referencing, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
English language learners: This is a nine-slide presentation with additional information and examples to help you revisit information on paraphrasing, so you can apply the skill in your personal, academic, and professional life (RZP - February 2020).
English language learners: This is a six-slide presentation to help you revisit information on paraphrasing, so you can apply the skill in your personal, academic, and professional life (RZP - January 2020).
Colleagues: this is a modified version of a 20-minute slide presentation via Adobe Connect based on a research topic of interest to Neera and Rita – EDDE 802 Assignment 1 (February, 2016) in the Doctor of Education in Distance Education (EdD) program at Athabasca University.
English Language learners (as per request): This is an eleven-slide presentation with examples of passive voice in the present, past, and future tense to help you understand, remember, and apply passive voice, so you can build stronger sentences. (Created by Rita Zuba Prokopetz / G&R Languages – December, 2018)
English Language learners: This is a seven-slide presentation with examples of the four types of conditional sentences to help you understand, remember, and apply conditional sentences, so you can build stronger sentences. (Created by Rita Zuba Prokopetz / G&R Languages – November, 2018). In June 2020, one student in my class noticed the 'punctuation' discrepancy in one of the slides - thank you wonderful student!
Educators and Learners: this is a nineteen-slide presentation with graphic representation of the overall understanding of a resource on cognitive psychology by a group of adult ESL students in a blended program (March, 2018).
Educators and Learners: this is a fifteen-slide presentation with graphic representation of the overall understanding of a resource on child psychology by a group of adult ESL students in a blended program (March, 2018).
English language learners: This is a seven-slide presentation to help you gain a better understanding of this concept, so you can become a stronger leader and more efficient project manager. (Created by Rita Zuba Prokopetz – April, 2018).
Colleagues: this is a short slide presentation based on a 14-page paper on my findings related to the description, context and influence of Bloom's Taxonomy on education (November, 2016 / EDDE803 / Athabasca University / EdD).
Colleagues, while preparing for the Cohort 8 Orientation, I wanted "to know what I needed to know," and this short slide presentation is based on how I perceived my "Knowing Knowledge" at the time (inspired by the resources mentioned below).
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1) 3-9. Retrieved from http://www.itdl.org/journal/jan_05/Jan_05.pdf
Siemens, G. (2006). Knowing Knowledge. Lulu.com. Retrieved from http://www.elearnspace.org/KnowingKnowledge_LowRes.pdf
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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
2. Teaching Approaches
Deductive
Teacher-centered
• Introduce
• Explain
• Practice
Inductive
Student-centered
• View examples
• Identify rules
• Give examples
• Practice
Source: http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/inductivedeductive.html
Courtesy of Dr. Olenka Bilash (email from December 29, 2013)
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3. Instructional Approaches
Advantages to both approaches
Role of teacher differs
Deductive
Evidence
of
learning
From rules
To examples
Inductive
From examples
To rules
In language learning (SlideShares): http://www.slideshare.net/RitaProkopetz/presentations
‘Notice’ how concept is to be applied / Email instructor to show how
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4. Instructional Approaches
Teacher
Give prompt responses
to learners’ questions,
concerns, remarks
Photos courtesy of RZP. Images courtesy of:
https://www.google.ca/search?q=learning+styles
Student
Be cognizant of one’s
learning process and
preferences
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7. Choice of Methods
Identify learning outcomes and class composition before choosing or use both
•
•
•
•
Faster to teach large number of facts
Easier to teach concrete concepts
Draws on prior learning experiences
Learning experience must be structured
•
•
•
•
Engagement of learner / content
Students need to understand more
Students need to remember more
Self-directed learning experience
“i” before “e”
except after “c”
Retrieve
Believe
Priest
Chief
Receive
Conceive
Perceive
Both methods are effective
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8. Constructivism
Meaning is constructed and co-constructed
“An individual’s reactions to experiences lead to (or fail to lead to) learning”
“An individual’s interaction with others has a significant role in the
construction of meaning from experience”
“Individuals actively construct and reconstruct their own reality in an
effort to make sense of their experience” (p.4)
Source: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/InductiveTeaching.pdf
Courtesy of Dr. Richard M. Felder (email from December 29, 2013 re: Learning Styles Inventory)
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9. Constructive Alignment
“Constructivism used as a framework to guide decision-making
in all stages of instructional design”
Start with outcomes. Align teaching and assessment to these outcomes
explain key concepts and methods*
Course Implementation module one*
create an artifact
to demonstrate understanding of key concepts
write a blog entry to explain
diagram and reflect on the learning process
“Constructive alignment is an example of outcomes-based education (OBE)
with focus on improving teaching and learning.”
Source: http://www.johnbiggs.com.au/academic/constructive-alignment/
Courtesy of Dr. John Biggs (email from December 30, 2013)
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10. Inductive
“Noticing”
“Sticky teaching”
Deductive
Prepared by RZP for RRC
Winter, 2014
CAE - CI
Reference: http://en.wikipedia.org/wiki/Made_to_Stick
http://en.wikipedia.org/wiki/Noticing_hypothesis
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/inductivedeductive.html
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/InductiveTeaching.pdf
http://www.jstor.org/discover/10.2307/3448076?uid=3739408&uid=2&uid=3737720&uid=4&sid=21103271102983
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