Theories
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This document discusses key learning theories and cognitive theory, and their implications for the classroom. It outlines the roles of teachers to plan curriculum, gain attention, present lessons using technology, provide instruction and assess performance. It also outlines the roles of students to recall information, recognize patterns, organize ideas by practicing on software and activities, and have engagement and awareness. The author believes allowing students to be involved in their learning through practice is important for understanding. Credits are provided.
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The document discusses several learning theories and their implications for education and technology integration. It covers behaviorist theories from Skinner, cognitive information processing theories, constructivist perspectives from Piaget and Vygotsky, and multiple intelligences theory from Gardner. Many modern instructional design models and technology integration approaches are influenced by applying these learning theories.
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This document discusses innovative teaching methods for science. It defines innovative teaching as integrating new strategies and methods into the classroom. Some key innovative teaching methods discussed include: micro-teaching, programmed instruction, individualized instruction, computer-assisted instruction. Specific methods covered in more depth include hands-on learning, storytelling, role-playing, sports-based learning, visual cues, embodied learning, projects, multimedia approaches, ICT-enabled learning, video clips, peer-to-peer teaching, and flipped classrooms. The document provides definitions and examples of how each method can be applied to enhance science education.
Planning For Technology Integration
The document provides guidance on planning for effective technology integration in the classroom. It recommends identifying essential learnings and assessments, designing engaging student-centered activities, and planning classroom management for technology use. Some key strategies include framing projects around essential questions to encourage higher-order thinking, designing authentic and collaborative activities that allow student choice and creativity, and ensuring proper management of technology resources.
Design concept and consideration
The document discusses planning for e-learning activities. It emphasizes constructing knowledge through collaboration and allowing learners to continually reshape their understanding. Effective planning involves understanding learners' needs, available resources, proposed outcomes, and assessment methods. Tutors must facilitate scaffolding to support learners in developing skills just beyond their abilities. E-learning can incorporate virtual simulations, experiments, and social interaction to engage learners in applying higher-order thinking skills.
Instructional strategies
The document discusses strategies for raising achievement in special education students, including differentiated instruction, understanding by design, and higher-order thinking. The goal is to increase the number of special education students scoring proficient or advanced on math assessments. Differentiated instruction involves modifying lessons based on student needs, interests and styles. Understanding by design uses backwards planning starting with desired outcomes. Higher-order thinking focuses on analysis, evaluation and creation over simple recall of facts.
Constructivism533
The document discusses constructivism and project-based learning as approaches for hands-on learning. Constructivism involves students actively constructing knowledge through experiences facilitated by the teacher. Project-based learning allows students to solve complex, realistic problems through collaboration while developing cross-curricular skills. Rubrics are recommended for assessing student learning in project-based lessons by evaluating various criteria such as content, process, and timeline.
Psu3721 cognitive theories_of_learning
The document discusses several cognitive theories of learning including those proposed by Piaget, Bruner, Gagne, Ausubel, and Gestalt psychologists. The key points covered include:
1) Cognitive theories view learning as a process that changes an individual's mental structures and behaviors as a result of thought and experience, rather than external stimuli.
2) Theorists such as Piaget, Bruner, and Gagne proposed stage-based models of learning and emphasized different modes such as action-based, visual, and verbal learning.
3) Ausubel's meaningful learning theory focuses on incorporating new knowledge into existing cognitive frameworks through techniques like advanced organizers.
4) Gestalt psychologists
Cognitivist learning theory
This document summarizes several influential learning theorists and their theories. It discusses Allan Paivio and his dual coding theory of verbal and visual information processing. It also outlines Robert Gagne's categories of learning outcomes and nine events of instruction. Additionally, it summarizes Howard Gardner's theory of multiple intelligences and Benjamin Bloom's taxonomy of learning domains. Finally, it briefly explains John Sweller's cognitive load theory of multimedia learning.
The Flipped Classroom
The document proposes introducing a flipped classroom model to an ELS (English as a Second Language) program. It notes traditional ELS programs have shown no proof of success, while flipped classrooms have led to better student results. A pilot program is outlined using smartphones and apps to provide pre-class videos and activities, in-class group work and discussions, and post-class writing assignments. An example lesson plan on recycling is given, showing pre-class video watching, in-class vocabulary building and reading, and a post-class writing prompt. The goal is to help ESL students through independent learning and boost engagement using technology.
Ubd Edi Soh Presentation
The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
Planning
This document discusses integrating technology into teaching and lesson planning. It covers educational values and curriculum design, including the elements of curriculum (content, learner, process). It also discusses the history of educational reform and different approaches to instruction like behaviorism, constructivism, and using technology. Key steps in lesson planning like writing objectives and Bloom's taxonomy are explained. The document provides guidance on how to effectively plan lessons using technology.
The Cognitive Theory
The Cognitive Theory focuses on how humans think and process information to learn. It views learning as involving mental processes like remembering, problem solving, and decision making, rather than just changes in observable behavior. Key people associated with the theory include Allan Paivio, Robert Gagne, Howard Gardner, and Benjamin Bloom. Under the Cognitive Theory, teachers stimulate recall, present lessons, provide guidance and feedback, while students engage in knowledge comprehension, application, analysis, synthesis, and evaluation. The theory emphasizes that students must actively participate in learning for it to be effective.
Active learning pp2
The document discusses various active learning strategies used in a classroom including web-based research projects, PowerPoint presentations, and group discussions. It focuses on two strategies the author identifies with: generative learning and coaching/mentoring. Generative learning involves students generating and evaluating ideas during group work and discussions. Coaching/mentoring refers to students assisting each other by sharing strengths, with the teacher initially pairing students and monitoring their partnerships. The author aims to incorporate these strategies by promoting collaboration using technology and internet resources integral to modern education.
The Flipped Classroom
The document proposes introducing a flipped classroom model to an English Language Support (ELS) program. It notes traditional ELS programs have shown no proof of success. A flipped classroom uses online resources and activities students complete outside of class, freeing up class time for hands-on work. Research shows flipped classrooms help ESL students become more confident and prepared. The plan is to pilot the flipped model with 6 students meeting twice a week, supplying them smartphones and internet access. Lessons would use online videos and readings as homework, then class activities applying the concepts. The goal is to help ELS students and transition the school to more technology-based learning. Potential drawbacks include ELS students missing other classes but technology may boost engagement
Best practices in online education ppt
This talk was delivered at a faculty development programme. The deals with different aspects of technology integration.
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Theories
- 2. Key Theorists: Allan Paivio- Visual and verbal form of information enhances recall and recognition Robert Gagne- five major categories of learning Howard Gardener- eight intelligence and integration strategies Benjamin Bloom- three learning behaviors
- 3. Cognitive theory: The idea that thinking plays a vital role in the learning procedure Involves mental processes such as thinking, memory, knowing, and problem-solving Thinking and memory becomes a behavior
- 4. Classroom implications: Teachers Role: To plan curriculum activities that support what students should be learning To gain attention from learners and Inform learners of objective Present lesson on a Smartboard, overhead or projection screen Provide learning guidelines and instruction Teach information and assess performance through computers or hands on activities Enhance retention and transfer of information taught
- 5. Classroom Implications: Students Role: To recall information from software's presented by teachers To see patterns and recognition through images presented by technology in classroom To organize ideas and thoughts by practicing on computer software's or hands on activities To have good emotions, attention and awareness of activity being presented
- 6. What I believe: this theory is the best way to get children to understand and learn information We cannot only teach children from positive and negative reinforcement but we must allow them to be a part of their learning experience Students have to learn from practicing Educators can see improvement from watching students engage and practice material
- 7. Credits: OfficeClipArt.com DiscoveryEducation.com ThousandsoffreeClipArt.com ClipArt.com Clker.com Blogspot.com Integrating Technology Textbook Learning-Theories.com