Teaching strategies(power point)
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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.
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Constructivism is a theory of learning that suggests people actively construct their own understanding and knowledge of the world by experiencing things and reflecting on those experiences. Each person generates their own "rules" and mental models to make sense of new experiences, and learning occurs when a person adjusts their understanding to accommodate new information. Constructivism views learning as a social activity influenced by culture and context. In a constructivist classroom, students take an active role in constructing knowledge through collaboration, inquiry-based projects, and reflection on their learning. The teacher acts as a facilitator to help students make connections between new and prior knowledge.
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This document compares and contrasts Multiple Intelligences theory, Cooperative Learning, and Suggestopedia as approaches to education. It argues that combining these approaches allows students to learn in different ways according to their individual styles, through interactive and relaxing cooperative activities. When teachers understand students' varied learning needs and create a stimulating environment, students can construct their own knowledge and rediscover the joy of learning. Real-world experience shows that this productive and friendly approach to education leads to faster, more efficient, and more enjoyable learning.
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The presentation also shows the critical pedagogy which is method of educating the people in more critical and acclaimed way. The innovative pedagogy however reveals how the art of teaching can be made unique, creative and innovative to grab the interest of students and learners.
http://www.aonepapers.com/hire-some-expert-to-write-a-paper/
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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.
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The document discusses several alternative teaching strategies including brainstorming, demonstration, class discussion, debate, presentation, role playing, simulation, sociodrama, K-W-L strategy, and tri question approach. It provides the objectives and steps to conducting each strategy, with brainstorming involving generating solutions to a problem, demonstration showing skills, and class discussion improving thinking through student involvement.
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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.
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Didactics is the discipline concerned with the description of teaching and learning processes and their relation to classroom elements. It can be defined as both the art of teaching and the science of teaching. As an art, didactics explains the process of communicating knowledge to students. As a science, didactics refers to a clear and supported theoretical framework. Didactics studies the teaching-learning phenomena and prescriptive aspects of effective methodology. It concerns objectives, teaching, motivation, discipline, communication, evaluation, and methods in the classroom.
Collaborative learning
Collaborative learning involves students working together in teams to actively exchange, debate, and negotiate ideas. It requires students to engage in a common task where each individual depends on and is accountable to others. According to the text, collaborative learning is based on the idea that learning is naturally a social act, and occurs through discussion among participants. Some key characteristics are that it incorporates group work, sets group goals and individual accountability, and has students take more control over their learning compared to traditional teacher-centered methods.
Constructivism
Constructivism is a learning theory that suggests learners actively construct knowledge from their experiences through sensory input. There are two main types: cognitive constructivism focuses on individual internal construction of knowledge based on Piaget's theory, while social constructivism sees knowledge as initially shared and based on Vygotsky's view that learning is social. Key principles of constructivism are that learners construct their own meanings, new learning builds on prior knowledge, and learning is enhanced through social interaction and authentic tasks.
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This document discusses Universal Design for Learning (UDL) and differentiation. UDL is a method of lesson planning that ensures all students have an equal opportunity to learn by providing multiple means of representation, expression, and engagement. Differentiation is adjusting teaching methods to meet student needs throughout the lesson. Both aim to meet diverse student needs and provide access to the curriculum. The document explores how UDL requires advance planning while differentiation focuses on adjusting during instruction. It proposes using both UDL and differentiation to anticipate and address varying student needs.
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Co-teaching involves two or more certified teachers sharing instructional responsibilities for a single group of students in a classroom. There are several different models of co-teaching, including one teach one observe where one teacher leads instruction while the other observes students, parallel teaching where teachers split the class into two groups and teach the same content simultaneously, and alternative teaching where one teacher instructs the large group while the other works with a smaller group. The most complex model is team teaching where both teachers deliver the same instruction at the same time.
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This document discusses different models of teaching and learning in classical, contemporary, and modern contexts. It compares the traditional teacher-centered model to more modern student-centered approaches. The traditional model views students as passive receivers of knowledge, while contemporary models emphasize students as active learners, critical thinkers, and collaborative team members. Contemporary approaches include behavioral models that use various teaching methods tailored to student abilities, social models that incorporate cooperative learning and role-playing, and non-directive models that focus on self-awareness and identity formation.
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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.
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An integrated teaching strategy is one that puts together different parts of the learning process to provide a complete view of the material. It considers students' multiple intelligences and learning styles, and empowers them to take ownership of their education and become lifelong learners. An integrated strategy aims to present material in a holistic manner that acknowledges the interconnected nature of knowledge.
Online assignment
This document discusses and compares cooperative learning and collaborative learning. It defines cooperative learning as students working together in small groups to achieve a common academic goal, with each member responsible for their own learning and helping others. Collaborative learning is defined as two or more people learning together through group work and discussion. The document outlines the basic assumptions, approaches, procedures, and advantages of cooperative learning, as well as the features, instructional phases, applications, and advantages of collaborative learning. It concludes that both are important constructivist instructional methods that are more time consuming than traditional methods.
Collabrotive learning
Collaborative learning involves students working together in small groups towards a common academic goal. It requires students to teach one another, be responsible for their own learning as well as their peers', and help each other understand course content. Effective collaborative learning promotes productive group processes and provides needed support as students engage in complex tasks together. It encourages critical thinking as students actively discuss, debate, and negotiate ideas within their groups.
Universal Design
Universal design is an educational approach that incorporates learning techniques to engage all students, including those who are gifted, English language learners, disabled, or have special needs. It is based on cognitive neuroscience and focuses on making all students expert learners. There are three principles: presenting information in multiple ways through different activities and media; allowing students to express their knowledge in multiple forms like writing, drawing, or speaking; and engaging students through collaboration, goal-setting, and varying difficulty levels. Universal design provides challenging material for gifted students while scaffolding and mentoring support for struggling students.
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This document provides three ways to make a classroom conducive for learning: follow a clear schedule and keep activities organized to manage the classroom well; display literacy-rich and instructional visual aids and resources to support the classroom environment; incorporate collaborative structures like think-pair-share and have students work together on standards-aligned tasks to promote student engagement.
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Integrative teaching focuses on making connections between subjects rather than teaching isolated facts. It aims to link what is learned in school to real-life situations to develop problem-solving and discussion of real-world issues. Integrative teaching also considers individual learner differences like multiple intelligences and learning styles. Some techniques of integrative teaching include content-based instruction where language is used to learn new content, thematic teaching which organizes curriculum around broad themes, focusing inquiry where students investigate real-world questions of their choice, and generic competency models.
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1) Classroom management is a practice tailored to meet student needs and address behavior issues while creating a positive learning environment.
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This document discusses alternative teaching strategies including brainstorming, demonstration, class discussion, class debate, and presentation. Brainstorming generates discussion about puzzling issues and encourages creative thinking. Demonstration allows teachers to model skills and behaviors. Class discussion improves critical thinking and engagement. Class debate consists of speeches by opposing teams on pre-assigned topics. Presentation involves teachers clarifying lesson aims, using advanced organizers, presenting new information, and concluding.
Alternative teaching strategies
The document discusses several alternative teaching strategies including brainstorming, demonstration, class discussion, debate, presentation, role playing, simulation, sociodrama, K-W-L strategy, and tri question approach. It provides the objectives and steps to conducting each strategy, with brainstorming involving generating solutions to a problem, demonstration showing skills, and class discussion improving thinking through student involvement.
Alternative teaching strategies.pptxaa
The document describes an alternative teaching strategy called "Concept Review Game" where students work in pairs to review concepts and terms. Each pair is given a term written on a small slip of paper. The student must give a one-word clue to their partner, who tries to guess the term. If guessed correctly, the pair earns a point. The game continues until all terms have been reviewed, with the pair with the most points winning.
Alternative teaching Strategies
The document discusses different teaching strategies:
1. Class debates involve structured discussions where two sides of an issue are presented and argued.
2. Presentations involve a teacher clarifying aims, introducing a topic, presenting information step-by-step, and checking student understanding.
3. Role playing allows students to understand different perspectives by taking on roles in discussions or scenarios. Guidelines are provided for each strategy.
Teaching strategies
This document discusses various common teaching methods including traditional teaching, the internet, computer managed instruction, computer assisted instruction, and self-learning modules. The internet provides educational resources and enables both formal and informal education. Computer managed instruction uses computers to manage instructional objectives, resources, and student assessment. Computer assisted instruction presents interactive materials and monitors learning using text, graphics, sound and video. Self-learning modules provide independent learning activities for students unable to attend in-person sessions.
General Methods And Techniques Of Teaching
The document discusses various general methods and techniques of teaching, including direct and experiential approaches. Direct approaches are more teacher-controlled and utilize expository strategies like direct teaching and deductive processes. Experiential approaches involve more student involvement through discovery strategies like inquiry teaching and inductive processes. Specific methods are also outlined, such as deductive teaching, expository methods, demonstration, inductive teaching, discovery learning, problem solving, and laboratory and reflective teaching.
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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.
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Constructivism and social constructivism are theories of learning that focus on students actively constructing their own knowledge through hands-on problem solving and social interaction. According to constructivist theory, students should be actively engaged in their learning by exploring topics, asking questions, and discovering solutions, rather than passively receiving information from teachers. Social constructivism additionally emphasizes that learning occurs through social interactions and cultural influences. The document outlines key principles of constructivism and social constructivism, including the roles of teachers in facilitating student-led learning and the roles of students in taking responsibility for their own learning through inquiry, collaboration, and reflection.
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Collaborative learning, cooperative learning, and experiential learning are innovative instructional strategies that can provide effective learning experiences for commerce students. Collaborative learning involves groups of students working together to solve problems or create projects, while developing skills like communication. Cooperative learning structures students into academic groups where they work interdependently toward common goals. Experiential learning involves learning through reflection on real-world experiences outside the classroom, such as internships or field trips. These strategies encourage active, student-centered learning over passive listening and aim to develop students' higher-order thinking and practical skills.
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The document outlines the constructive approach to teaching English, which believes that students construct their own knowledge through observation, understanding, and experience rather than passive learning. It states that this approach is learner-centered and democratic, with the teacher acting as a guide to facilitate learning through activities like experiments, projects, field trips, group discussions, quizzes, and roleplays. This leads to better learning, development of higher-order thinking skills, and knowledge built upon previous foundations, with comprehensive assessment and implications like effective learning skills, curiosity, communication skills, social skills, and critical thinking.
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Active learning is an approach to instruction that engages students in the learning process through activities and discussions. It places responsibility on students to take ownership of their education. Teachers act as facilitators rather than just providers of information. Research shows active learning increases student engagement, understanding, enjoyment, and retention of material compared to traditional lecturing. However, it may take more time and preparation from teachers and requires student participation.
REFLECTION JOURNAL 4.docx
The document summarizes Azelo Mabanes' reflections on participating in an in-service teacher training program from February 6-10, 2023. Some key points:
1. The training focused on relevant educational trends and pedagogical approaches to enhance the teachers' skills.
2. Expert facilitators led engaging sessions and workshops that encouraged participation and sharing of experiences.
3. It fostered collaborative learning among teachers from different schools who exchanged ideas and perspectives.
4. Hands-on workshops allowed teachers to practice new strategies and technologies in real-time.
5. The training equipped teachers with strategies to address challenges like classroom management and student engagement.
Collaborative learning
This document discusses collaborative learning, which involves students working together in small groups on a common task or project. The key aspects of collaborative learning covered include:
- Students work together to explore a question or create a project, and are responsible for their own and each other's learning.
- It promotes active, shared learning over passive receipt of information from a teacher.
- Advantages include developing higher-order thinking skills, understanding different perspectives, building community, and enhancing achievement through motivation.
- Potential impediments include preference for teacher-centered learning and objections to group work.
- Effective design involves phases of engagement, exploration, transformation, presentation, and reflection.
Aswaniremya
Collaborative learning refers to instructional methods where students work together in small groups toward a common goal. It allows students to learn from one another and take responsibility for their own learning as well as their peers'. The teacher acts as a guide rather than sole authority, and students develop interpersonal skills. Collaborative learning has advantages like promoting critical thinking, acknowledging individual differences, and developing interpersonal skills. However, it can take more time to implement than individual learning.
IT enters new learning environment
Meaningful learning focuses on relating new experiences to existing knowledge. Students are encouraged to make personal connections to help generate new ideas and explanations. Constructivism emphasizes that learning is actively built by the learner through engaging activities and a supportive environment, rather than being passively received. The teacher facilitates by modeling effective learning and encouraging connections to real-life contexts.
Concept, need and function of teaching by Anand
The document discusses the need and function of teaching advanced methods of teaching. It defines teaching as a process that usually occurs in the classroom where a teacher conveys information to students. Teaching is needed to provide knowledge, pass on information, teach skills, change attitudes, modify behavior, and give life experiences to students. Effective teaching requires preparation, classroom interaction, and addressing students directly. Teaching also occurs outside the classroom through informal interactions.
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Teaching strategies(power point)
- 2.
- 3. Is anything that students do in a classroom other than merely passive listening to teachers discussion. Active learning improve students understanding and retention of information and can be very effective in developing higher order cognitive skills.
- 4. Instructional Approaches where in students work together in a small groups to accomplish a common learning goal.
- 5. is an approach to education that focuses on “Learning by doing”. The role of the educators is to design “direct experiences”.
- 6. is a method wherein a students arrive understanding concept by themselves. This method encourages students to build research skills that can be used throughout Their educational experiences.
- 7. enable faculty to engage students in new And different means of commu- Nication.
- 8. means that the learner is the centered of teaching approach.the students assumes the responsibility of learning while instructor is the facilitator of learning. Thus the power of the classroom is shift to students.