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The document discusses team role theory and its connection to multiple intelligences theory. It describes the 9 different team roles and their associated goals. It suggests that people have different types of intelligence and team roles allow members to support each other. Finally, it provides an example of how the economics department at a university could utilize different team roles and intelligences to more efficiently deliver education to students.
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Psychology unit 1 (cognitive approach)
The cognitive approach focuses on how information is processed and how that affects behavior. Two key assumptions are that the brain processes information similar to a computer and that cognition and behavior result from information processing.
Theories discussed include levels of processing, which suggests deeper processing leads to better recall, and the multi-store model of memory, which proposes information moves between sensory, short-term, and long-term memory stores. Studies on levels of processing and context-dependent memory provide support for these theories but also have limitations like a lack of ecological validity. Forgetting can be explained by theories of displacement in short-term memory or cue-dependent retrieval from long-term memory.
Objectives and its specification (2)
This document discusses different types of educational objectives including:
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2) Tangible vs abstract objectives - Tangible objectives can be directly observed while abstract objectives deal with attitudes and interests
3) Ultimate vs immediate objectives - Ultimate objectives are long-term goals while immediate objectives are short-term skills
It also outlines Bloom's taxonomy of educational objectives which categorizes objectives into cognitive, affective, and psychomotor domains. Specific cognitive objectives involve knowledge, comprehension, application, analysis, synthesis, and evaluation.
Specification of objectives by Dr.Shazia Zamir
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Developing Reading Strategies - British Council Malaysia - PDP 4 ELT - B1 groups
The document defines reading strategies as purposeful, goal-oriented tactics used to monitor and respond to learning situations. Effective reading strategies include identifying the reading purpose, skimming for main ideas, scanning for details, guessing meanings from context, and making inferences. Some specific strategies mentioned are skimming, scanning, semantic mapping, guessing meanings of words, distinguishing literal from implied meanings, using discourse markers, and predicting. The document also lists common reading techniques such as answering comprehension questions, summarizing, continuing a story, and re-presenting information in other forms like drawings or diagrams.
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1. Content Sequencing and Clustering
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d. Assessment
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Comprehension Strategies and Instructional Strategies
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Reading Strategies Inventory
The document outlines six categories of reading strategies: cognitive strategies which involve manipulating text for understanding; compensation strategies like using context clues; memory strategies such as relating new words to known words; metacognitive strategies involving planning, monitoring, and evaluating one's reading; affective strategies to reduce anxiety; and social strategies like asking others for feedback or verification. Within each category it provides some examples of specific strategies readers may employ.
Learning outcomes
The document provides guidance on writing measurable student learning outcomes, including using active verbs from Bloom's Taxonomy to describe what students will know and be able to do. It recommends that outcomes specify the performance, learning, and criteria or standard. Guidelines suggest using parallel language and consistent verb tense when describing what students can or will achieve by the end of a course or program. Lists of action verbs and online outcome generators are also included to help develop measurable outcome statements.
Recommended
Psychology unit 1 (cognitive approach)
The cognitive approach focuses on how information is processed and how that affects behavior. Two key assumptions are that the brain processes information similar to a computer and that cognition and behavior result from information processing.
Theories discussed include levels of processing, which suggests deeper processing leads to better recall, and the multi-store model of memory, which proposes information moves between sensory, short-term, and long-term memory stores. Studies on levels of processing and context-dependent memory provide support for these theories but also have limitations like a lack of ecological validity. Forgetting can be explained by theories of displacement in short-term memory or cue-dependent retrieval from long-term memory.
Objectives and its specification (2)
This document discusses different types of educational objectives including:
1) General vs specific objectives - General are broad abilities while specific target narrow skills
2) Tangible vs abstract objectives - Tangible objectives can be directly observed while abstract objectives deal with attitudes and interests
3) Ultimate vs immediate objectives - Ultimate objectives are long-term goals while immediate objectives are short-term skills
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Specification of objectives by Dr.Shazia Zamir
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Developing Reading Strategies - British Council Malaysia - PDP 4 ELT - B1 groups
The document defines reading strategies as purposeful, goal-oriented tactics used to monitor and respond to learning situations. Effective reading strategies include identifying the reading purpose, skimming for main ideas, scanning for details, guessing meanings from context, and making inferences. Some specific strategies mentioned are skimming, scanning, semantic mapping, guessing meanings of words, distinguishing literal from implied meanings, using discourse markers, and predicting. The document also lists common reading techniques such as answering comprehension questions, summarizing, continuing a story, and re-presenting information in other forms like drawings or diagrams.
Developing Instructional Strategies
In this presentation, we will be addressing the ways a teacher identifies how instruction is presented to and engage learners and discuss and the following topics:
1. Content Sequencing and Clustering
2. Learning Components of Instructional Strategies
3. Instructional Strategies
a. Pre-Instructional Activities
b. Content Presentation and Examples
c. Learner Participation
d. Assessment
e. Follow-through Activities.
Comprehension Strategies and Instructional Strategies
This document defines comprehension strategies and instructional strategies used to teach reading comprehension. It describes comprehension strategies like comprehension monitoring and questioning that students can use when reading. It also explains instructional strategies teachers can use to teach these skills, such as modeling, scaffolding, and guided practice. The document also discusses cognitive and affective aspects of comprehension and provides examples of comprehension activities and programs teachers can implement, such as a Daily DEAR program and author studies.
Reading Strategies Inventory
The document outlines six categories of reading strategies: cognitive strategies which involve manipulating text for understanding; compensation strategies like using context clues; memory strategies such as relating new words to known words; metacognitive strategies involving planning, monitoring, and evaluating one's reading; affective strategies to reduce anxiety; and social strategies like asking others for feedback or verification. Within each category it provides some examples of specific strategies readers may employ.
Learning outcomes
The document provides guidance on writing measurable student learning outcomes, including using active verbs from Bloom's Taxonomy to describe what students will know and be able to do. It recommends that outcomes specify the performance, learning, and criteria or standard. Guidelines suggest using parallel language and consistent verb tense when describing what students can or will achieve by the end of a course or program. Lists of action verbs and online outcome generators are also included to help develop measurable outcome statements.
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Learning experiences
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Bloom's Taxonomy
This document provides an overview of Bloom's Taxonomy, which classifies learning objectives into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level is defined and examples of learning objectives for that level are given. The document also discusses using Bloom's Taxonomy to design classroom lectures and assessments that target different cognitive abilities.
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This document discusses teaching strategies based on Bloom's Taxonomy of Cognitive Objectives. It outlines strategies for developing various levels of learning, from the basic knowledge level to higher-order thinking. Strategies for knowledge development include direct instruction, drill and practice, hands-on activities and field trips. Comprehension strategies incorporate advance organizers and discussion. Application level strategies involve problem-solving activities, discovery learning and model making. Higher levels like analysis use discussion and research, while synthesis utilizes creative expression. Evaluation strategies encompass judgment, problem-solving, debates and simulations.
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Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
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Concept attainment model
The Concept Attainment Model is designed to help students learn concepts and become more effective learners of concepts. It involves presenting students with labeled examples and non-examples of a concept, having them compare attributes and generate hypotheses. Students then define the concept based on essential attributes and provide their own examples. The teacher then tests students' understanding and students discuss their thinking strategies. The goal is to help students learn to organize information and develop inductive reasoning skills.
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Presentation developed for weekly professional development session for the teachers of public sector.Comparison between behaviorist theory and cognitivist theory
Behaviorism sees learning as the acquisition of behaviors through environmental conditioning and reinforcement. Cognitivism views learning as a conscious process involving mental strategies and reasoning. Behaviorism focuses on observable behaviors while Cognitivism examines internal mental processes. Both theories emphasize the role of environmental factors and practice with feedback in facilitating learning, though they differ in their level of analysis of the learning process.
Programme learning outcomes
This document discusses Programme Learning Outcomes (PLOs) and Course Learning Outcomes (CLOs). PLOs describe the knowledge, skills, and values students will demonstrate after completing a program. CLOs state what students will learn in a specific course. PLOs and CLOs should be measurable, student-focused, and aligned with instruction and assessment. They provide guidance for students on program and course expectations and help faculty design learning experiences and assessments. PLOs are assessed using evidence from CLO assessments to evaluate student learning at the program level.
CV--UPDATED--SEPTEMBER-2016
El documento presenta el currículum vitae de Carlos Guevara Mann, profesor asociado de ciencia política en la Universidad Estatal de Florida en Panamá. Guevara Mann tiene un doctorado de la Universidad de Notre Dame y ha ocupado varios cargos académicos y de investigación en universidades de Panamá, Estados Unidos y Colombia. También ha trabajado para organizaciones como el Programa Mundial de Alimentos de las Naciones Unidas y bancos en Panamá. Sus áreas de interés incluyen la política y democracia en
Resources
The document provides information about two potential trips to different parks. Trip A is to Epcot park, 1,147 miles away at a rate of 45 mph and would cost $20,519.13. Trip B is to Coney Island park, 794 miles away at a rate of 10 mph and would cost an unspecified amount. The description chooses Trip A because it costs less than Trip B.
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Graphic organizers as thinking technology
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Research on Teaching Reading
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Script writing behavioral objectives
This document provides guidance on writing effective behavioral objectives for lesson plans. It explains that behavioral objectives should describe observable and measurable behaviors that students will demonstrate to show their mastery of goals. The key components of a behavioral objective are a performance (what the student will do), a condition (the context), and a measurement or criteria for mastery. Examples are provided to illustrate how to write objectives that clearly specify what a student's behavior will be to prove they have learned the target skill or concept. The overall goal of behavioral objectives is for anyone reading them to understand what a student must demonstrate to show their learning.
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This document discusses comprehension strategies and instructional strategies that are effective for grades 4-6 literacy learners. It defines comprehension as the process of constructing meaning through interactions between text and reader. Seven comprehension strategies are discussed: monitoring comprehension, asking questions, metacognition, graphic and semantic organizers, recognizing story structure, summarizing, and answering questions. Several instructional strategies are also outlined, including think-pair-share, picture walks, and scaffolding. The document concludes by explaining the differences between comprehension strategies, which are for students, and instructional strategies, which are for teachers.
Defining Comprehension Strategies and Instructional Strategies
Comprehension strategies are behaviors used by students to aid understanding of texts at different thinking levels, from literal to critical. Instructional strategies are methods teachers use to support comprehension, including collaborative grouping and offering text choices. The lesson plan example used the synthesize strategy and collaborative grouping to develop critical thinking about character development. Both comprehension and instructional strategies are necessary to help all students become successful readers.
Taxonomy of Educational Objectives
The document discusses Bloom's Taxonomy of Educational Objectives which organizes learning objectives into three domains: 1) Cognitive objectives involve knowledge and mental skills, ranging from basic recall to evaluation; 2) Affective objectives concern attitudes, interests and values; 3) Psychomotor objectives involve physical skills and movements. Within each domain are levels of complexity, and examples are given of verbs that can be used to formulate objectives at each level.
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Learning experiences
This document discusses planning learning experiences to support a lesson's performance task. It explains that learning experiences are developed after designing the task and teach necessary content and skills. Examples show how activities prepare students to meet task expectations by having them understand key generalizations. The document emphasizes that learning experiences directly engage students and align with standards and objectives to effectively lead them to demonstrating their learning in the performance task.
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This document provides an overview of Bloom's Taxonomy, which classifies learning objectives into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level is defined and examples of learning objectives for that level are given. The document also discusses using Bloom's Taxonomy to design classroom lectures and assessments that target different cognitive abilities.
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This document discusses teaching strategies based on Bloom's Taxonomy of Cognitive Objectives. It outlines strategies for developing various levels of learning, from the basic knowledge level to higher-order thinking. Strategies for knowledge development include direct instruction, drill and practice, hands-on activities and field trips. Comprehension strategies incorporate advance organizers and discussion. Application level strategies involve problem-solving activities, discovery learning and model making. Higher levels like analysis use discussion and research, while synthesis utilizes creative expression. Evaluation strategies encompass judgment, problem-solving, debates and simulations.
Writing Instructional Objectives in the Affective Domain
Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
Report in teaching
This document outlines guiding principles for selecting and organizing content for teaching. It discusses ensuring content is valid, significant, balanced, sufficiently in-depth yet feasible to cover. It emphasizes going beyond facts to promote conceptual understanding through experimentation, exploring ideas in depth, and relating concepts to students' experiences. Subject matter content should integrate cognitive elements like facts and concepts, skills like thinking and manipulation, and affective elements like attitudes and values. Values can and should be taught through exposure, reinforcement of good behavior, and addressing the cognitive aspect of values in the classroom. Teachers play a critical role as models inside and outside the classroom.
Concept attainment model
The Concept Attainment Model is designed to help students learn concepts and become more effective learners of concepts. It involves presenting students with labeled examples and non-examples of a concept, having them compare attributes and generate hypotheses. Students then define the concept based on essential attributes and provide their own examples. The teacher then tests students' understanding and students discuss their thinking strategies. The goal is to help students learn to organize information and develop inductive reasoning skills.
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Psychomotor and affective domain of blooms' taxonomyJaved Iqbal Student of M.S (Teacher Education) at University of Tennessee USA
Presentation developed for weekly professional development session for the teachers of public sector.Comparison between behaviorist theory and cognitivist theory
Behaviorism sees learning as the acquisition of behaviors through environmental conditioning and reinforcement. Cognitivism views learning as a conscious process involving mental strategies and reasoning. Behaviorism focuses on observable behaviors while Cognitivism examines internal mental processes. Both theories emphasize the role of environmental factors and practice with feedback in facilitating learning, though they differ in their level of analysis of the learning process.
Programme learning outcomes
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Teaching strategies base on bloom’s taxonomy of cognitive levels
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Writing Instructional Objectives in the Affective Domain
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CV--UPDATED--SEPTEMBER-2016
El documento presenta el currículum vitae de Carlos Guevara Mann, profesor asociado de ciencia política en la Universidad Estatal de Florida en Panamá. Guevara Mann tiene un doctorado de la Universidad de Notre Dame y ha ocupado varios cargos académicos y de investigación en universidades de Panamá, Estados Unidos y Colombia. También ha trabajado para organizaciones como el Programa Mundial de Alimentos de las Naciones Unidas y bancos en Panamá. Sus áreas de interés incluyen la política y democracia en
Resources
The document provides information about two potential trips to different parks. Trip A is to Epcot park, 1,147 miles away at a rate of 45 mph and would cost $20,519.13. Trip B is to Coney Island park, 794 miles away at a rate of 10 mph and would cost an unspecified amount. The description chooses Trip A because it costs less than Trip B.
Amusing Trip
Marquise Brooks wrote about two amusement parks - Epcot in Florida and Coney Island in New York. Epcot's main attractions include the Candlelight Processional, Ellen's Energy Adventure, and Journey Into Imagination With Figment. Its ticket prices ranged from $60.80 to $94 over five days. Coney Island's main attractions are Abe Shark Skating Arena, B&B Carousell, and Brooklyn Bolts. Its address is 1208 Surf Avenue and ticket prices are $22.99 for the whole week or $2.50-$6 per ride.
Art Tracks: Museums & the Web 2015
The Carnegie Museum of Art is attempting to structure provenance data so curators, scholars, and software developers can create visualizations that answer questions that would be difficult or impossible to answer without computer assistance. Provenance, the written description of the history of ownership and custody of art, is typically written as a list of the periods, places, and owners of an artwork. It captures the current best understanding of this history in a succinct and precise manner, and illustrates the gaps and uncertainties that still remain. Provenance is typically written as semi-structured text, following an institution-defined format. It would be useful to have a structured, computer-readable format for this data, allowing for search, visualization, and aggregated research.
The American Alliance of Museums suggested standard, widely used across museums, is not defined with enough specificity to allow automated extraction of the structured data contained within provenance texts. Also, the provenance record model in collection management systems (CMS) is often not designed for structured data or does not provide a way to verify that the provenance text matches the structured data. A comprehensive text-based provenance standard, paired with a software library that can parse records written using this standard and convert them into structured data, would allow existing workflows to remain in place while allowing structured data to be automatically extracted from provenance records. The records could continue to be stored within existing CMS databases but contain machine-readable data for use in research and visualization. Outside of data itself, the stories these objects hold are often moving and sometimes astonishing. This ability to ask impossible questions and receive answers previously inaccessible across a museum’s collection and (eventually) across many museums’ collections is a resource art historians and scholars will find extremely valuable.
CMoA Art Tracks Colloquium
Art Tracks is an IMLS funded initiative at the Carnegie Museum of Art that aims to turn provenance in to structured data by building a suite of open source software tools. These tools transform traditional written provenance records into searchable data, with an emphasis on existing data standards and a strong focus on building tools that are useful (and usable) across multiple institutions.
Once we have converted our provenance information into structured data, we can ask complex questions like “Which works in our collection were in the same city in the same year?” or “Which artworks in our collection were owned by an artist whose work is also in our collection?” By doing more with the data we already have, we can discover gaps in knowledge, shape collections policy, and better understand the ecosystem of the collection and the institution.
This colloquium will discuss how we’re addressing the problems of provenance, what data we’re finding and hope to find, and start a discussion about the possibilities of museum data, both inside and outside the Carnegie Museums.
rajekaru1
Rajesh Kumar is a system and software engineer seeking a position that utilizes his skills in system administration, security, and troubleshooting. He has over 8 years of experience in roles such as System Administrator at Vitsa InfoTech and Senior Operations Professional at IBM India. Rajesh holds certifications in Sun certified system administration and ITIL problem and change management. He has extensive knowledge of Linux, including installation, configuration, user management, and security.
Art Tracks: Presentation to the imProvenance Group
This is the presentation given to the imProvenance Group on the work the Carnegie Museum of Art on provenance through their Art Tracks project.
IIIF For Small Projects
IIIF, or the International Image Interoperability Framework, is an emerging Linked Open Data standard for image interoperability. It defines metadata standards for dealing with high-resolution images, providing a consistent API for accessing both images, the metadata that surrounds them, and how to present and associate images together. It is being used at the Internet Archive as well as major museums and national libraries around the world.
By employing this emerging digital standard to host image metadata, it allows image resources to be easily shared, incorporated, and recontextualized without loss of authority or human intervention.
While the standard is comprehensive and extremetly useful, often the infrastructure requirements to deploy IIIF appear to be out of the scope of smaller projects and institutions. As part of the new archival website at the Carnegie Museum of Art, we have identified techniques and developed open source tools that allow institutions and projects to implement the base profile of IIIF on a shoestring budget, using Amazon S3, spreadsheets, and other simple tools.
I propose a short presentation providing an overview of IIIF, a demonstration of its use at other institutions, a review of how CMOA is using this tool to facilitate sharing of images, and an brief explanation of how other institutions can use our tools to facilitate sharing their images using IIIF.
Presented at Keystone DH 2016.
http://keystonedh.network/2016/abstracts/#submission-9
Authority Cascades: A presentation strategy for Linked Open Data
As Linked Open Data is increasingly embraced throughout the cultural heritage sector, we are moving from an environment of data scarcity to an environment of data overload. For example, often we no longer have a single authority for the names and identities of the participants in some activity or event, but two, three, or even more. Getty ULAN, VIAF, Wikidata, and other authorities provide a wealth of information about important people throughout history. However, no authority is comprehensive, and due to the Open World Assumption different authorities may provide conflicting or inconsistent information about a single participant.
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Theopresentation
- 1. Theo Teja
- 2. Team role theory overview • The goals are to increase efficiency, lower average total cost, increase profit. • Plant (PL) : creative and more of a problem solver. • Monitor (ME) : critical and objective. • Coordinator (CO) : spreading the job role for each member. • Resource Investigator (RI) : providing information. • Implementer (IMP) : strategic planning. • Complete Finisher (CF) : proof checking and polishing the job. • Team Worker (TW) : helps team to gel and completing work on behalf of the team. • Shaper (SH) : driving the team to keep moving. • Specialist (SP) : providing help due to deep knowledge of the key area.
- 3. Connection Between Multiple Intelligences and Team Role Theory. • MI theory gives 8 types of intelligences, which are : linguistic, logical-mathematical, spatial, bodily-kinaesthetic, musical, interpersonal, intrapersonal, and naturalist intelligence. • It is believed that different people will have different type of intelligence with each other. With these different intelligences members of a group can support each other through the team role theory. This will lead to different roles created in the team. • So in a way, team role theory has been supported by the MI theory naturally.
- 4. Possible Correlations • Plant spatial, musical, (linguistic) • Monitor linguistic, interpersonal, logical-mathematical • Coordinator linguistic, spatial, bodily- kinaesthetic • Resource investigator linguistic, (naturalist) • Implementer intrapersonal, logical-mathematical • Complete finisher interpersonal, spatial, logical-mathematical • Team worker naturalist, interpersonal, logical-mathematical • Shaper linguistic, interpersonal • Specialist logical-mathematical, naturalist
- 5. Application on Economics in University • increase the efficiency of learning and understanding • These methods can be applied when learning is done within a group. Belbin mentioned that theory would be at optimum when there are around 4 members/roles in a group. • So, the whole economics department for example, it is considered as a team which objective is to deliver education to student.
- 6. • Eg. • Coordinator head of department • Specialist lecturers • Shapers tutors • Implementer staffs • The whole combination of roles should be balanced.
- 7. • To reach the objective, this can also be linked to the multiple intelligences, as MI can bring better outcome for students as the education will be more easily understood as they have different intelligences. • Gardner believes that bringing balance in educating student (by considering every aspects of MI) will bring better level of understanding in the short run and long run.