Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning. If students’ prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede new learning. To apply this principle, consider the following teaching techniques:
Administer a diagnostic assessment or have students assess their own prior knowledge (See “Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning”).
Use brainstorming to reveal prior knowledge.
Identify discipline-specific conventions explicitly.
Ask students to make and test predictions (See “Teaching for Retention in Science, Engineering & Mathematics”).
Administer a diagnostic assessment or have students assess their own prior knowledge (See “Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning”).
Use brainstorming to reveal prior knowledge.
Identify discipline-specific conventions explicitly.
Ask students to make and test predictions (See “Teaching for Retention in Science, Engineering & Mathematics”).
This document outlines strategies for effective social studies teaching and learning. It discusses how learning is constructed based on prior knowledge and facilitated through metacognitive strategies. Learners' motivation and the social context of learning also impact what is learned. Effective teaching engages students' prior knowledge, addresses misconceptions, and provides opportunities for collaboration. The document contrasts direct instruction, which is teacher-led and focuses on skills and concepts, with indirect instruction, which emphasizes student involvement in problem-solving and discovery learning with teacher facilitation.
Research-Based Principles of LTS in.pptxVincentNiez4
The document outlines 7 research-based principles of effective learning and teaching strategies:
1) Students' prior knowledge can help or hinder new learning, so teachers should assess prior knowledge.
2) Students' motivation determines what they learn, so teachers should connect material to students' interests and show relevance.
3) How students organize knowledge influences learning, so teachers should make connections between concepts explicit.
4) Students must practice and integrate skills to develop mastery and know when to apply their learning.
5) Goal-directed practice with targeted feedback enhances learning.
6) Students' social, emotional, and intellectual development interacts with the course climate to impact learning.
7) Students must
The document discusses principles and practices of effective teaching and learning environments. It describes how effective learning environments support student learning in several ways: (1) by setting clear goals and intellectual challenges; (2) employing active teaching methods that engage students; (3) effective communication and interaction between teachers and students; (4) attending to students' intellectual and social growth; (5) respecting diverse talents and learning styles; (6) encouraging learning beyond the classroom; (7) reflecting on and improving teaching practices; and (8) integrating teaching with research. It also discusses principles of assessment for learning, as learning, and of learning and how to effectively arrange the physical classroom environment to support teaching and learning goals.
The document discusses effective teaching strategies and lesson planning. It states that traditional lecture-style teaching limits student learning and engagement. It recommends using interactive activities, discussions, demonstrations, role-plays, cooperative learning, and inquiry-based teaching to enhance student participation and allow them to construct their own knowledge. The document also provides guidance on developing lesson plans, including identifying learning outcomes, allocating time, selecting materials, and incorporating introductory, developmental, concluding, and assessment activities.
The document discusses various aspects of teaching including:
1. It defines teaching as a process that prepares students for learning and provides structure to enable productive learning.
2. It outlines the key roles of teachers as subject matter experts, pedagogical experts, excellent communicators, student-centered mentors, and assessors.
3. It discusses characteristics of quality teaching including a focus on student achievement, effective links between school and context, and pedagogy that promotes self-regulation and discourse.
This document discusses various instructional strategies for teaching and learning, including direct instruction, indirect instruction, and independent instruction. It provides details on five key principles:
1) Education for learners with special needs which focuses on including students with disabilities.
2) Foundations for effective instruction which emphasizes respecting students, getting to know them, being fair and consistent, and making learning fun.
3) Strategies for collaboration focusing on results, relationships, and resilience to enable collaboration.
4) Various direct instruction strategies like explaining goals, demonstrations, questions, and practice.
5) Indirect instruction strategies including discovery learning, group work, analyzing concepts, and problem solving.
This document outlines strategies for effective social studies teaching and learning. It discusses how learning is constructed based on prior knowledge and facilitated through metacognitive strategies. Learners' motivation and the social context of learning also impact what is learned. Effective teaching engages students' prior knowledge, addresses misconceptions, and provides opportunities for collaboration. The document contrasts direct instruction, which is teacher-led and focuses on skills and concepts, with indirect instruction, which emphasizes student involvement in problem-solving and discovery learning with teacher facilitation.
Research-Based Principles of LTS in.pptxVincentNiez4
The document outlines 7 research-based principles of effective learning and teaching strategies:
1) Students' prior knowledge can help or hinder new learning, so teachers should assess prior knowledge.
2) Students' motivation determines what they learn, so teachers should connect material to students' interests and show relevance.
3) How students organize knowledge influences learning, so teachers should make connections between concepts explicit.
4) Students must practice and integrate skills to develop mastery and know when to apply their learning.
5) Goal-directed practice with targeted feedback enhances learning.
6) Students' social, emotional, and intellectual development interacts with the course climate to impact learning.
7) Students must
The document discusses principles and practices of effective teaching and learning environments. It describes how effective learning environments support student learning in several ways: (1) by setting clear goals and intellectual challenges; (2) employing active teaching methods that engage students; (3) effective communication and interaction between teachers and students; (4) attending to students' intellectual and social growth; (5) respecting diverse talents and learning styles; (6) encouraging learning beyond the classroom; (7) reflecting on and improving teaching practices; and (8) integrating teaching with research. It also discusses principles of assessment for learning, as learning, and of learning and how to effectively arrange the physical classroom environment to support teaching and learning goals.
The document discusses effective teaching strategies and lesson planning. It states that traditional lecture-style teaching limits student learning and engagement. It recommends using interactive activities, discussions, demonstrations, role-plays, cooperative learning, and inquiry-based teaching to enhance student participation and allow them to construct their own knowledge. The document also provides guidance on developing lesson plans, including identifying learning outcomes, allocating time, selecting materials, and incorporating introductory, developmental, concluding, and assessment activities.
The document discusses various aspects of teaching including:
1. It defines teaching as a process that prepares students for learning and provides structure to enable productive learning.
2. It outlines the key roles of teachers as subject matter experts, pedagogical experts, excellent communicators, student-centered mentors, and assessors.
3. It discusses characteristics of quality teaching including a focus on student achievement, effective links between school and context, and pedagogy that promotes self-regulation and discourse.
This document discusses various instructional strategies for teaching and learning, including direct instruction, indirect instruction, and independent instruction. It provides details on five key principles:
1) Education for learners with special needs which focuses on including students with disabilities.
2) Foundations for effective instruction which emphasizes respecting students, getting to know them, being fair and consistent, and making learning fun.
3) Strategies for collaboration focusing on results, relationships, and resilience to enable collaboration.
4) Various direct instruction strategies like explaining goals, demonstrations, questions, and practice.
5) Indirect instruction strategies including discovery learning, group work, analyzing concepts, and problem solving.
1. Effective teaching requires teachers to play multiple roles including subject matter expert, pedagogical expert, excellent communicator, student-centered mentor, and systematic assessor.
2. There are various characteristics, qualities, and factors that define effective teaching, such as fairness, preparedness, building success, holding high expectations, and creating an engaging learning environment.
3. Effective teachers employ diverse teaching methods, strategies and techniques including lecture, discussion, cooperative learning, integrating technology, questioning, explaining and modeling to facilitate student learning.
The document discusses several instructional approaches and methodologies including modular instruction, discovery approach, conceptual approach, process approach, inquiry approach, and others. Modular instruction allows students to learn at their own pace. The discovery approach guides students to discover concepts through observation and questioning. The conceptual approach focuses on big ideas rather than isolated topics. The process approach emphasizes learning by doing. The inquiry approach involves seeking knowledge through research and investigation. Other methodologies discussed include whole group instruction, role playing, simulations, and small group work.
The document discusses key aspects of effective classroom instruction and management. It states that instruction should be well-planned, relevant, engaging, and meet students' academic needs. It also emphasizes that understanding individual student's instructional needs allows teachers to create a positive learning environment where students feel respected and can succeed. Failure to do so can often lead to unproductive behavior and lack of learning.
Successful strategies for social studies teaching and learningKarylle Honeybee Ako
This document discusses various strategies for effective teaching and learning in social studies. It covers five principles: education for learners with special needs, foundations for effective instruction, strategies for collaboration, written language, and study skills. It also discusses direct instruction strategies like setting clear goals, explanations and illustrations, questions, and practice. Indirect instruction strategies include inductive approaches like concept attainment and inquiry lessons. Social instructional approaches incorporate discussions, cooperative learning, panels, debates, role playing, and simulations/games. Independent approaches use learning centers and contracts. Flexible grouping and roles in groups help keep students accountable.
CURRICULUM-DESIGN - Micro and macro.pptxGopiMecheri1
This document provides an overview of curriculum design concepts from a presentation by Dr. Sheila Marie N. Bugayong. It discusses how teachers serve as curriculum designers and should involve learners in a planned sequence of learning experiences. The document outlines Peter Oliva's 10 axioms for effective curriculum design, including that curriculum changes with the times and involves stakeholder input. It also describes the key elements of curriculum design, such as specifying intended learning outcomes, determining appropriate content and references, selecting teaching methods, and planning assessment of learning.
Robert Marzano is an educational researcher known for his work identifying instructional strategies that have significant impacts on student achievement. His research found 9 categories of instructional strategies that positively influence student learning, including identifying similarities and differences, summarizing and note-taking, cooperative learning, setting objectives and providing feedback, and others. Marzano's research challenged earlier findings that student achievement was mostly determined by factors outside of schools' control, such as socioeconomic status.
Expository teaching is a direct instruction strategy where the teacher presents academic content to students through lecture. Key aspects of expository teaching include the teacher presenting clear and concise information in a logical progression, using examples to illustrate concepts, and checking for student understanding through questions. The structure of expository lessons helps students focus on the topic and determine what information is most important.
The document outlines 12 principles of effective teaching: 1) sharing intellectual control with students, 2) providing opportunities for students to work things out themselves, 3) allowing student choice and independent decision making, 4) providing diverse ways for students to experience success, 5) promoting exploratory talk, 6) encouraging students to learn from each other, 7) building a supportive environment for risk taking, 8) using a variety of challenging teaching procedures, 9) using procedures to promote specific learning aspects, 10) developing student awareness of the big picture, 11) raising awareness of quality learning, and 12) promoting assessment as part of the learning process.
The document discusses various methods of teaching science, including teacher-centered, student-centered, lecture-discussion, laboratory, observation, project, and problem-solving methods. It provides details on the principles, roles of teachers, merits and limitations of each method. The key methods are lecture-discussion, which combines lecture and discussion; laboratory, which emphasizes hands-on learning; observation, where students acquire knowledge through observing; and project and problem-solving methods, which focus on purposeful, real-world activities and problem-solving. The document concludes that teachers must consider their students and circumstances to choose the most suitable teaching method.
Ch. 8 developing an instructional strategyEzraGray1
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
The document summarizes research from Classroom Instruction That Works on 9 instructional strategies that are effective in the classroom. It provides details on each strategy, examples of how they can be applied, and cites research supporting their effectiveness. The strategies are similarities and differences, summarization, note taking, reinforcement, homework and practice, nonlinguistic representations, cooperative learning, setting objectives and providing feedback.
The document discusses concepts and principles of teaching, including:
- Teaching is an interactive process between students and teachers that aims to impart understanding and skills to facilitate learning.
- Effective teaching involves understanding students, aligning learning objectives, instruction, and assessment, prioritizing essential content, overcoming expert blind spots, and adopting appropriate teaching roles to support goals.
- Planning is important for teaching and includes setting objectives, selecting materials, and steps to teach content to improve organization, preparation, focus on goals, and save time.
- Teaching principles that improve effectiveness include acquiring knowledge about students, aligning objectives, instruction, and assessment, prioritizing content, recognizing expert assumptions, and choosing roles
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
This document outlines 14 principles for learner-centered education. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experiences. Successful learners are active, goal-directed, and assume responsibility for their own learning. Learning is influenced by a variety of cognitive, motivational, developmental, social, and individual factors. The 14 principles aim to address the holistic needs of all learners.
This document provides an overview and analysis of a lesson plan titled "The World Through a Different Pair of Eyes" designed to have middle school students establish email connections with students in other countries. The summary is:
1) The lesson plan has students communicate via email with international peers to discuss their home cultures and histories while keeping journals to self-assess their discussions.
2) The analysis finds that the lesson follows constructivist learning principles by having students build on their existing knowledge through collaborative group work and thoughtful questions.
3) Some recommendations are made to strengthen the assessment components by incorporating milestones to monitor progress and allowing more creative options for students to demonstrate their learning.
WebQuest: "The World Through a Different Pair of Eyes"caseyrae27
This is a WebQuest that the high school group put together in our Education 214 class. We learned the purpose of a WebQuest, and how it can be useful in the classroom. This powerpoint presentation is also a critique of the WebQuest we reviewed.
This document provides an overview and analysis of a lesson plan titled "The World Through a Different Pair of Eyes" designed to have middle school students establish email connections with students in other countries. The summary is:
1) The lesson plan has students communicate via email with international peers to discuss their home cultures and histories while keeping journals of their discussions and perspectives.
2) The analysis evaluates how the lesson aligns with constructivist educational theories through collaborative work and building on prior knowledge, but notes some areas that could be improved such as providing technology skills assessments.
3) Several criteria are examined for different aspects of instructional design, finding the lesson effectively utilizes roles for both teachers and students but could provide more structured assignment
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
- The document discusses assessment of learning needs, which involves assessing learners to help with curriculum planning, diagnose problems, and improve teaching.
- It defines assessment of learning needs and describes Kolb's learning cycle model, which involves concrete experience, reflective observation, abstract conceptualization, and active experimentation.
- Kolb's learning styles are diverging, assimilating, converging, and accommodating. The document also lists variables that affect the learning process like the learner, content, methods, environment, and media.
1. cognitive and metacognitive factors of learning 2. developing metacognitio...AhL'Dn Daliva
1. The document discusses cognitive and metacognitive factors that influence the learning process. It describes how successful learners actively construct meaning, set goals, and integrate new knowledge with prior understanding.
2. Successful learners use strategic thinking and learning strategies, and can reflect on and monitor their thinking. Their learning is influenced by environmental contexts like culture and instructional practices.
3. Developing metacognition involves connecting new information to existing knowledge, selecting thinking strategies, and planning, monitoring, and evaluating cognitive processes.
1. Effective teaching requires teachers to play multiple roles including subject matter expert, pedagogical expert, excellent communicator, student-centered mentor, and systematic assessor.
2. There are various characteristics, qualities, and factors that define effective teaching, such as fairness, preparedness, building success, holding high expectations, and creating an engaging learning environment.
3. Effective teachers employ diverse teaching methods, strategies and techniques including lecture, discussion, cooperative learning, integrating technology, questioning, explaining and modeling to facilitate student learning.
The document discusses several instructional approaches and methodologies including modular instruction, discovery approach, conceptual approach, process approach, inquiry approach, and others. Modular instruction allows students to learn at their own pace. The discovery approach guides students to discover concepts through observation and questioning. The conceptual approach focuses on big ideas rather than isolated topics. The process approach emphasizes learning by doing. The inquiry approach involves seeking knowledge through research and investigation. Other methodologies discussed include whole group instruction, role playing, simulations, and small group work.
The document discusses key aspects of effective classroom instruction and management. It states that instruction should be well-planned, relevant, engaging, and meet students' academic needs. It also emphasizes that understanding individual student's instructional needs allows teachers to create a positive learning environment where students feel respected and can succeed. Failure to do so can often lead to unproductive behavior and lack of learning.
Successful strategies for social studies teaching and learningKarylle Honeybee Ako
This document discusses various strategies for effective teaching and learning in social studies. It covers five principles: education for learners with special needs, foundations for effective instruction, strategies for collaboration, written language, and study skills. It also discusses direct instruction strategies like setting clear goals, explanations and illustrations, questions, and practice. Indirect instruction strategies include inductive approaches like concept attainment and inquiry lessons. Social instructional approaches incorporate discussions, cooperative learning, panels, debates, role playing, and simulations/games. Independent approaches use learning centers and contracts. Flexible grouping and roles in groups help keep students accountable.
CURRICULUM-DESIGN - Micro and macro.pptxGopiMecheri1
This document provides an overview of curriculum design concepts from a presentation by Dr. Sheila Marie N. Bugayong. It discusses how teachers serve as curriculum designers and should involve learners in a planned sequence of learning experiences. The document outlines Peter Oliva's 10 axioms for effective curriculum design, including that curriculum changes with the times and involves stakeholder input. It also describes the key elements of curriculum design, such as specifying intended learning outcomes, determining appropriate content and references, selecting teaching methods, and planning assessment of learning.
Robert Marzano is an educational researcher known for his work identifying instructional strategies that have significant impacts on student achievement. His research found 9 categories of instructional strategies that positively influence student learning, including identifying similarities and differences, summarizing and note-taking, cooperative learning, setting objectives and providing feedback, and others. Marzano's research challenged earlier findings that student achievement was mostly determined by factors outside of schools' control, such as socioeconomic status.
Expository teaching is a direct instruction strategy where the teacher presents academic content to students through lecture. Key aspects of expository teaching include the teacher presenting clear and concise information in a logical progression, using examples to illustrate concepts, and checking for student understanding through questions. The structure of expository lessons helps students focus on the topic and determine what information is most important.
The document outlines 12 principles of effective teaching: 1) sharing intellectual control with students, 2) providing opportunities for students to work things out themselves, 3) allowing student choice and independent decision making, 4) providing diverse ways for students to experience success, 5) promoting exploratory talk, 6) encouraging students to learn from each other, 7) building a supportive environment for risk taking, 8) using a variety of challenging teaching procedures, 9) using procedures to promote specific learning aspects, 10) developing student awareness of the big picture, 11) raising awareness of quality learning, and 12) promoting assessment as part of the learning process.
The document discusses various methods of teaching science, including teacher-centered, student-centered, lecture-discussion, laboratory, observation, project, and problem-solving methods. It provides details on the principles, roles of teachers, merits and limitations of each method. The key methods are lecture-discussion, which combines lecture and discussion; laboratory, which emphasizes hands-on learning; observation, where students acquire knowledge through observing; and project and problem-solving methods, which focus on purposeful, real-world activities and problem-solving. The document concludes that teachers must consider their students and circumstances to choose the most suitable teaching method.
Ch. 8 developing an instructional strategyEzraGray1
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
The document summarizes research from Classroom Instruction That Works on 9 instructional strategies that are effective in the classroom. It provides details on each strategy, examples of how they can be applied, and cites research supporting their effectiveness. The strategies are similarities and differences, summarization, note taking, reinforcement, homework and practice, nonlinguistic representations, cooperative learning, setting objectives and providing feedback.
The document discusses concepts and principles of teaching, including:
- Teaching is an interactive process between students and teachers that aims to impart understanding and skills to facilitate learning.
- Effective teaching involves understanding students, aligning learning objectives, instruction, and assessment, prioritizing essential content, overcoming expert blind spots, and adopting appropriate teaching roles to support goals.
- Planning is important for teaching and includes setting objectives, selecting materials, and steps to teach content to improve organization, preparation, focus on goals, and save time.
- Teaching principles that improve effectiveness include acquiring knowledge about students, aligning objectives, instruction, and assessment, prioritizing content, recognizing expert assumptions, and choosing roles
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
This document outlines 14 principles for learner-centered education. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experiences. Successful learners are active, goal-directed, and assume responsibility for their own learning. Learning is influenced by a variety of cognitive, motivational, developmental, social, and individual factors. The 14 principles aim to address the holistic needs of all learners.
This document provides an overview and analysis of a lesson plan titled "The World Through a Different Pair of Eyes" designed to have middle school students establish email connections with students in other countries. The summary is:
1) The lesson plan has students communicate via email with international peers to discuss their home cultures and histories while keeping journals to self-assess their discussions.
2) The analysis finds that the lesson follows constructivist learning principles by having students build on their existing knowledge through collaborative group work and thoughtful questions.
3) Some recommendations are made to strengthen the assessment components by incorporating milestones to monitor progress and allowing more creative options for students to demonstrate their learning.
WebQuest: "The World Through a Different Pair of Eyes"caseyrae27
This is a WebQuest that the high school group put together in our Education 214 class. We learned the purpose of a WebQuest, and how it can be useful in the classroom. This powerpoint presentation is also a critique of the WebQuest we reviewed.
This document provides an overview and analysis of a lesson plan titled "The World Through a Different Pair of Eyes" designed to have middle school students establish email connections with students in other countries. The summary is:
1) The lesson plan has students communicate via email with international peers to discuss their home cultures and histories while keeping journals of their discussions and perspectives.
2) The analysis evaluates how the lesson aligns with constructivist educational theories through collaborative work and building on prior knowledge, but notes some areas that could be improved such as providing technology skills assessments.
3) Several criteria are examined for different aspects of instructional design, finding the lesson effectively utilizes roles for both teachers and students but could provide more structured assignment
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
- The document discusses assessment of learning needs, which involves assessing learners to help with curriculum planning, diagnose problems, and improve teaching.
- It defines assessment of learning needs and describes Kolb's learning cycle model, which involves concrete experience, reflective observation, abstract conceptualization, and active experimentation.
- Kolb's learning styles are diverging, assimilating, converging, and accommodating. The document also lists variables that affect the learning process like the learner, content, methods, environment, and media.
1. cognitive and metacognitive factors of learning 2. developing metacognitio...AhL'Dn Daliva
1. The document discusses cognitive and metacognitive factors that influence the learning process. It describes how successful learners actively construct meaning, set goals, and integrate new knowledge with prior understanding.
2. Successful learners use strategic thinking and learning strategies, and can reflect on and monitor their thinking. Their learning is influenced by environmental contexts like culture and instructional practices.
3. Developing metacognition involves connecting new information to existing knowledge, selecting thinking strategies, and planning, monitoring, and evaluating cognitive processes.
Similar to TLE-505-Research-for-Innovative-Teaching-Strategies.pptx (20)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. 1. Students’ prior knowledge can help or hinder
learning.
Students come into our courses with knowledge, beliefs, and attitudes
gained in other courses and through daily life. As students bring this
knowledge to bear in our classrooms, it influences how they filter and
interpret what they are learning. If students’ prior knowledge is robust and
accurate and activated at the appropriate time, it provides a strong
foundation for building new knowledge. However, when knowledge is
inert, insufficient for the task, activated inappropriately, or inaccurate, it
can interfere with or impede new learning. To apply this principle, consider
the following teaching techniques:
3. • Administer a diagnostic assessment or have students
assess their own prior knowledge (See “Selected
Classroom Assessment Techniques (CATs) for Getting
Feedback on Student Learning”).
• Use brainstorming to reveal prior knowledge.
• Identify discipline-specific conventions explicitly.
• Ask students to make and test predictions (See
“Teaching for Retention in Science, Engineering &
Mathematics”).
4. Connect the material to students’ interests.
Provide authentic, real-world tasks (See “Teaching for Retention in
Science, Engineering & Mathematics").
Show relevance to students’ current academic lives.
Provide rubrics (See “Best Practices for Designing & Grading Exams” ,
2. Students’ motivation determines, directs, and sustains
what they do to learn.
As students enter college and gain greater autonomy over what, when, and
how they study and learn, motivation plays a critical role in guiding the direction,
intensity, persistence, and quality of the learning behaviors in which they
engage. When students find positive value in a learning goal or activity, expect
to successfully achieve a desired learning outcome, and perceive support from
their environment, they are likely to be strongly motivated to learn. To apply this
principle, consider the following teaching techniques:
5. 3. How students organize knowledge influences how they
learn and apply what they know.
Students naturally make connections between pieces of knowledge. When those
connections form knowledge structures that are accurately and meaningfully
organized, students are better able to retrieve and apply their knowledge
effectively and efficiently. In contrast, when knowledge is connected in
inaccurate or random ways, students can fail to retrieve or apply it appropriately.
To apply this principle, consider the following teaching techniques:
Provide students with the organizational structure of the course.
Share the organization of each lecture, lab, or discussion explicitly (See
“Teaching Strategies").
Make connections among concepts explicit.
Ask students to draw a concept map to expose their understanding of how
course material is organized.
6. Students must develop not only the component skills (i.e., fundamental skills) and
knowledge necessary to perform complex tasks, they must also practice combining
and integrating them to develop greater fluency and automaticity. Finally, students
must learn when and how to apply the skills and knowledge they learn. As
instructors, it is important that we develop conscious awareness of these elements
of mastery so as to help our students learn more effectively. To apply this principle,
consider the following teaching techniques:
* Provide isolated practice of weak or missing skills.
* Give students opportunities to practice skills including low-stakes, ungraded
assignments
(See “Selected Classroom Assessment Techniques (CATs) for Getting Feedback
on Student
Learning”).
* Give students opportunities to apply skills or knowledge in diverse contexts.
* Specify skills or knowledge and ask students to Identify contexts in which they
4. To develop mastery, students must acquire
component skills, practice integrating them, and know
when to apply what they have learned.
7. 5. Goal-directed practice coupled with targeted feedback
enhances the quality of students’ learning.
Learning and performance are best fostered when students engage in practice that
focuses on a specific goal or criterion, targets an appropriate level of challenge, and is
of sufficient quantity and frequency to meet the performance criteria. Practice must be
coupled with feedback that explicitly communicates about some aspect(s) of students’
performance relative to specific target criteria, provides information to help students
progress in meeting those criteria, and is given at a time and frequency that allows it to
be useful. To apply this principle, consider the following teaching techniques:
* Be explicit about your goals in your course materials (See “Strategies for Effective
Lesson
Planning”).
* Stage assignments by breaking tasks into smaller assignments.
* Look for patterns of errors in student work.
* Prioritize your feedback (See “Responding to Student Writing – A Sample
Commenting
Protocol”).
8. 6. Students’ current level of development interacts with the
social, emotional, and intellectual climate of the course to
impact learning.
Students are not only intellectual but also social and emotional beings, and they are
still developing the full range of intellectual, social, and emotional skills. While we
cannot control the developmental process, we can shape the classroom climate in
developmentally appropriate ways. In fact, many studies have shown that the climate
we create has implications for our students. A negative climate may impede learning
and performance, but a positive climate can energize students’ learning. To apply this
principle, consider the following teaching techniques:
Make uncertainty safe.
Examine your assumptions about students.
Model inclusive language, behavior, and attitudes (See “Diversity and Inclusion in
the Classroom”).
Establish and reinforce ground rules for interaction (See “Guidelines for Class
Participation”).
Use the syllabus and first day of class to establish the course climate (See
“Creating your Syllabus”).
9. 7. To become self-directed learners, students must learn to
monitor and adjust their approaches to learning.
Learners may engage in a variety of metacognitive processes to monitor and control their
learning—assessing the task at hand, evaluating their own strengths and weaknesses,
planning their approach, applying and monitoring various strategies, and reflecting on the
degree to which their current approach is working. Unfortunately, students tend not to
engage in these processes naturally. When students develop the skills to engage these
processes, they gain intellectual habits that not only improve their performance but also
their effectiveness as learners. To apply this principle, consider the following teaching
techniques:
Check students’ understanding of the task.
Have students do guided self-assessments.
Require students to reflect on and annotate their own work.
Prompt students to analyze the effectiveness of their study skills.
Have students engage in peer feedback.
10. “A large amount has been written about how people learn how to learn in the
last two decades. Students are actively learning by observing and performing
activities; while the practical implementation is involved, the learning process is
more enlightened and the learner benefits from applied knowledge and skills
and often involves trial and error during self-research.
If students are made to do so, it is more effective to just be asked to remember
some information. The ultimate goal of the teaching system should be the
applicable and unprejudiced knowledge. The syllabus does not encourage
participants to participate in a typical classroom environment with a teacher's
presentation and does not necessarily constitute the required level of
involvement. Most students simply copy notes from the lecture or board as part
of the responsibility of the class, but they do not produce their engagement level
with the studies they teach. This special environment only encourages a fraction
of students who start thinking about themselves and try to raise questions for
the initiative (Hamilton, A., 2010).”
1. INTRODUCTION
11. “Prior to the arrival of technology in education methods, the instructor is a transmitter
and the learner is the recipient of the transfer. Typical medium can be conceived as
a board, chalk, and lecture. The early decades of the twentieth century lasted for
decades and were still practiced in many places. Instructor is the center of this
model that gives real knowledge to the whole group of learners and has full power in
the classroom. Students have the minimum role to play here and only at the end of
the transmission (Orlich D. C, Harder R. J, Callahan R. C, Gibson H. W, 1998).
While today educators make this method limited and less effective as peaks can
lose their concentration within half an hour. Inactive role and less participation Some
limited factors can be summarized as follows”
1.This is a one-way transmission of knowledge.
2.The knowledge is purely factual.
3.Students’ feedback and queries are very limited or even non-existent at times.
4.Course material is limited to the pre-prepared lectures and text books.
5.Insufficient elements of interest and engagement for the learners.
6.Applied and real-life knowledge is least discussed and focus is purely based
theory.
7.The system promotes memorizing skills of student and least concerned with the
understanding.
12. “As this approach is least practical and applied and more theoretical and memorizing (Teo
& Wong, 2000), activity-based learning encourages student to learn real life problems
based on applied knowledge and keep the interest and understanding of the students at its
highest level. (Boud & Feletti, 1999).
Today is the era of Management and technology and there is a great need to improve
quality of education specifically of Management education. This can be possible by brining
fundamental changes through innovates techniques through which teachers can provide
students centered learning environment that can make learning process interesting and
understandable to the young learners.
At a primary level there are so many children who get bored in the classrooms and some of
them even refuse to go to school. Most of them are highly intellectual and they feel
boredom and monotony in the class due to same usual teaching patterns of the teachers.
These children sometimes produce alarmingly poor results in the exams (Steven, M. &
Jennifer, K., 2004).
The researchers anticipated to determine the effects of innovative teaching techniques on
students’ achievement. This was an experimental research conducted on the students of
grade 1 to analyze the psychological effects of teacher’s behavior and teaching styles on
students’ learning (Steven McGee, Ph.D. & Howard, E. D., 1998).
13. There was a research conducted on elementary classrooms in 1974 by Jane Stallings
and her associates to study relationship between teacher behaviors and student
achievement. The behaviors of teachers were observed in 166 classrooms and their
students were tested for achievement gains in mathematics and reading. Along with
many other findings it was discovered that the teachers who were more businesslike and
had pre-planned activities in structured classrooms produced better results as compared
to those with informal classrooms and routine methods (Sheppard, L., 2000).
Doyle studied the impact of academic learning through indirect tasks in 1983 where the
learners were redirected to focus their attention to alternate tasks rather direct study of
the curriculum. He concluded that learning can is influenced by targeting and applying
different ways of processing information and focusing the attention towards a particular
task (Collins, A. Robert J. Jones, 2004)”
(Damodharan V. S. & Rengarajan .V, 1999)Some other research assert in their work in
the individual needs of the students that cannot be fulfilled with one standard teaching
method as every student comes from different background and possess different
questions about the things being taught and have a different focus towards the
environment around him or her. So until and unless the things get cleared in the mind of
students, the learning cannot be gauged, rather conventional methods are mostly
measuring the memorizing skills of the students instead of bringing clarity in their minds.
14. 2. METHODS
The objective of this experiment was to uncover the effects of innovative teaching
techniques used by the grade 1 Management teacher. The techniques the researcher
used during this one month of experiment were:
Team project
•Individual projects • Internet access • Smart
Boards
•Field trip • Computer assisted instructions • Group
discussions
•Flash cards • Role play • Quizzes
•Real objects • Work sheets • Mind Map
•Audio- visual aids • Internet access
15. This experiment was conducted after the final exams of class 1 with the consent of
their parents.
a) Population 50 students were selected on random sampling out of the total
population of 100 students of class1. These children were average students. Out of
these 50 students again systematic random sampling was done to divide them into
two groups of 25 students each. Pretest was taken. Now one group is said to be the
control group and other one is the experimental group.
b) Control Group The control group was kept as constant and was taught by the
teacher who did not use the above-mentioned techniques rather, she taught with
traditional (lecture and discussion) method.
c) Experimental Group Experimental group was taught by the teacher using all the
above-mentioned techniques.
d) Intervening Variables Class environment and arrangement were initially kept the
same. The qualification and experience of both the teachers were exactly equal.
Home assignments given to both the groups were exactly the same in order to avoid
the intervening of the parents.
16. 3. HYPOTHESIS
There is no significant difference between mean scores of
experimental group and controlled group on pretest.
Students taught by the teacher using innovative teaching
strategies produce better results as compared to the other group
of students taught with traditional/conventional method.
The under achievers or the students having below average
scores perform well in experiment group and thereby collective
achievement of the experiment is better than the control group.
The students of the experimental group have more clear
concepts and they will be retained longer as compared to those
taught with traditional method.
Students of the experimental group will attend the school happily
17. 4. EXPERIMENT
The duration of the experiment was one month starting from April 28th to May 27th
2019 after the final Examination was over. The reason for conducting the experiment
at this time of the year is that the regular classes would not be disturbed and the
parents of any of the groups would have no objection.
According to the planner made by the researcher, four topics were taken from the
General Management books which were not from the text book prescribed for that
school. Initially both the class rooms were set on the same standard pattern later the
researcher rearranged the experimental classroom with modern equipment. Exactly
after one month’s time, post-test was conducted from those four topics. A
remarkable difference should be observed between the scores of the two groups.
19. B) Statistics
Range of Score Control Group Experiment Group
60-70 2 1
70-80 2 3
80-90 7 9
90-100 14 12
Control Group Experiment Group
Mean Score 88.20 88.16
S.D. 8.25 8.40
Variance 65.28 67.73
20. C) Distribution
Pre-test results display a clear similarity between the control group and the experiment group. The
mean scores are matching: i.e. 88.20 and 88.16. The standard deviation and variance shows that the
scores are equally distributed in the two groups. And the frequencies of the various grades are also
almost same with equal number of students: in the lower bands, 60 - 80 we have 4 students in each
group and above 80 we have 21 in each. So there exists a symmetry and it was kept as per
hypothesis, the experiment is supposed to evaluate the impact on students with a blend of different
grades and different IQ and acceptance level.
D.) Post-test Result
The post-test results are completely different from the pre-test results. There exists a huge gap between the
mean scores and the experiment group is a clear win. The mean score for the control group turned out to
be 73.64 and the experiment group is much higher i.e. 91.88. The variance is half. The scores in the
experiment group are more focused which shows a convergence in score bands and the transition is from
lower to higher as the mean score is raised. The analysis of the score bands shows a good shift in the
higher band of the experiment group while the frequencies are distributed in the control group and no
pattern can be observed. The lowest band is eliminated in the experiment group which is very positive
indicator as it shows the achievement of students that may be referred as under-performers compared to
the rest. Likewise, the middle bands are moved to the high achievers and the result becomes over all
improved. Hence the statistics show the both individual and collective achievement in the experiment group;
improvements in underachievers, convergence towards the higher band of scores.
21. Starting with same mean score in the pretest almost same
distribution of grades, the post test results are totally different. There
is noticeable difference in the mean scores of the two groups i.e.
91.88 of experiment group compared to 73.64 of the control group.
Clearly the experiment group outperformed the control group. This is
not the only measure. We have a reduced variance and standard
deviation in our results showing the overall achievement of the group
and similarity in the pattern of scores among the experiment group
students. The results get further clarify if we observe the frequency of
various ranges of scores. The mode of experiment group is 90-100
and while the control group is 70-80. Also the frequency is highest
and concentrated in the high group. The ratio of under achievers is
the minimum; there is not student found in the minimum band of
scores.
5. ANALYSIS
22. 6. CONCLUSION
With the observed results the conclusion is very clear that the innovative
teaching methodologies outperform the traditional classroom teaching.
The impacts are found on both individual and group level. It satisfies the
individual learning requirements and increases the interest level among
the students. At the group level, more students are found scoring higher
grades and with the special focus on the students who performed less in
the pretest the frequencies of lower grades are remarkably reduced. The
quantifiable hypothesis number 1, 2 and 3 are clearly proved through
this experiment.