The document discusses traditional learning materials and models of teaching. It defines a teaching model as a plan or pattern that can be used to design instructional materials and guide classroom instruction. The purpose of teaching models is to help teachers create engaging learning environments and modify student behavior. Educators have developed various teaching models that provide guidelines for teachers to select teaching methods and strategies.
John Goodlad's Contribution to American Curriculumferdametric
A historical perspective detailing John Goodlad's contributions. Eventually, he authored an award winning book in support of education called "A Place Called School" in 1984.
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
The document discusses curriculum and factors that influence curriculum development. It defines curriculum as the lessons and academic content taught in a school or course, including learning standards, lessons, materials, and assessments. It identifies several factors that influence curriculum development, including political, social, economic, technological, environmental, and child psychology factors. For example, politics influences curriculum through funding and standards, while technology impacts curriculum development through increased computer use and new degree programs.
There are several types of evaluation:
1. Diagnostic evaluation assesses students' prior knowledge before instruction.
2. Formative evaluation provides feedback to students and teachers during instruction.
3. Summative evaluation determines student achievement for grading purposes.
There are also two approaches to evaluation: norm-referenced compares students' performance to others, while criterion-referenced compares performance to a predetermined standard. Basic guidelines for educational assessment include using evaluation as ongoing feedback to check programs and modify strategies.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
Curriculum development involves systematic planning with the following key steps:
1. Assessing educational needs through analyzing student feedback and existing data to determine priority areas.
2. Formulating measurable objectives by considering factors like relevance, appropriateness, and logical grouping.
3. Selecting organized content that contributes to students' knowledge and matches objectives, considering criteria like significance, validity, and learnability.
4. Choosing learning experiences and sequencing content in a way that facilitates continuous and integrated understanding.
5. Evaluating the curriculum implementation and whether objectives are achieved.
John Goodlad's Contribution to American Curriculumferdametric
A historical perspective detailing John Goodlad's contributions. Eventually, he authored an award winning book in support of education called "A Place Called School" in 1984.
This document discusses the concept of curriculum change and the factors that drive it. It provides information on:
- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
The document discusses curriculum and factors that influence curriculum development. It defines curriculum as the lessons and academic content taught in a school or course, including learning standards, lessons, materials, and assessments. It identifies several factors that influence curriculum development, including political, social, economic, technological, environmental, and child psychology factors. For example, politics influences curriculum through funding and standards, while technology impacts curriculum development through increased computer use and new degree programs.
There are several types of evaluation:
1. Diagnostic evaluation assesses students' prior knowledge before instruction.
2. Formative evaluation provides feedback to students and teachers during instruction.
3. Summative evaluation determines student achievement for grading purposes.
There are also two approaches to evaluation: norm-referenced compares students' performance to others, while criterion-referenced compares performance to a predetermined standard. Basic guidelines for educational assessment include using evaluation as ongoing feedback to check programs and modify strategies.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
Curriculum development involves systematic planning with the following key steps:
1. Assessing educational needs through analyzing student feedback and existing data to determine priority areas.
2. Formulating measurable objectives by considering factors like relevance, appropriateness, and logical grouping.
3. Selecting organized content that contributes to students' knowledge and matches objectives, considering criteria like significance, validity, and learnability.
4. Choosing learning experiences and sequencing content in a way that facilitates continuous and integrated understanding.
5. Evaluating the curriculum implementation and whether objectives are achieved.
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
The content in the slide mainly focuses on what a curriculum is
and the development of the curriculum. it will help you to gain a better understanding of the curriculum development.
The document discusses the process of curriculum development, which includes 5 phases: 1) needs assessment, 2) formulation of aims, goals and objectives, 3) selection of content, 4) selection of learning experiences, and 5) evaluation. It describes each phase in detail, explaining concepts like horizontal and vertical organization of content and learning experiences. The key aspects of organization are scope, integration, continuity and sequence. Different principles for sequencing curriculum are also outlined, such as world-related, concept-related, inquiry-related, learning-related and utilization-related sequences. Finally, the relationship between objectives and evaluation is discussed for both student and curriculum evaluation.
Curriculum development involves several key steps and considerations. It begins with formulating objectives based on goals of education, student needs, and societal factors. Next, appropriate teaching-learning experiences are selected and organized to meet the objectives. Finally, evaluation ensures the objectives are achieved. An effective curriculum requires input from various stakeholders, including students, teachers, administrators, parents, and the community. It also must be flexible and able to evolve with changes in different influencing factors.
The document discusses various aspects of curriculum development including formulation of educational objectives, selection of learning experiences, organization of curriculum, and evaluation. It covers domains of learning including cognitive, affective, and psychomotor. Key aspects addressed include identifying learners' needs, formulating objectives based on behavioral changes, ensuring objectives are specific, measurable, attainable and consistent with curriculum philosophy. Learning experiences should be selected to achieve objectives and consider students' abilities. Organization of curriculum should integrate theory and practice, provide continuity and allow for electives. Evaluation measures achievement of objectives.
The document outlines the phases of the curriculum change process:
1. The planning phase involves reviewing the current curriculum to identify areas for change, examining objectives and getting stakeholder input.
2. The implementation phase develops new objectives, course content and evaluation methods based on the finalized changes.
3. The evaluation phase monitors student learning and achievement of objectives to determine how well the changes were implemented and how teaching can be improved.
This document discusses the various sources that inform curriculum design, including science, society, moral doctrine, knowledge, and learners. It outlines how each of these sources can influence curriculum development from different philosophical, social, and political viewpoints. The document also notes that there is no simple answer for curriculum design given the diversity of educational thinkers and approaches. It concludes by encouraging readers to consider all potential sources and conceptual frameworks when developing curriculum.
Factors and forces influencing on curriculum developmentUmair Ashraf
Several factors influence curriculum development in meeting the needs of 21st century learners, including government rules, society, politics, economics, technology, and learner diversity. Valid curriculum development requires awareness of the target community's social, financial, and psychological makeup. Politics affect curriculum through funding, goals, materials, and exams. Economics influences focus on career preparation and national economic returns. Technology is now integral to learning and influences goals and experiences via computers and multimedia. Diversity opens opportunities but requires relevant curricula for varied learners.
Curriculum development is a process in which participants at many levels make decisions about the purposes of learning, teaching- learning situation.
It is the process of gathering, setting, selecting, balancing and synthesizing relevant information from many sources in order to design the goals of curriculum.
DEFINITION AND IMPORTANCE OF PRINCIPLES OF TEACHINGLeizel Despi
Principles are fundamental truths or guiding rules that govern processes and conduct. They represent the origin, laws, objectives, and nature of things. Principles are generalized statements that systematize and interpret data. In education, principles guide the path and are compasses that direct the ship. Principles are important for making teaching and learning effective by proceeding from one situation to another and governing actions and techniques. Principles also explain educational processes by showing how things are done and results are achieved.
There are several common models for curriculum development that differ in their perspectives and approaches. The Tyler model is a linear, technical-scientific model that follows four basic steps: setting objectives, selecting content, organizing learning experiences, and evaluating outcomes. The Taba model is similar but emphasizes grassroots involvement of teachers. The Wheeler model depicts curriculum development as cyclical rather than linear. Walker's deliberative model describes how curriculum is naturally developed through platform-building, deliberation of alternatives, and consensus-based design.
1. The document discusses the philosophical foundations of curriculum and how philosophy influences curriculum development. It outlines four major philosophies - idealism, realism, pragmatism, and existentialism - and how they have implications for curriculum.
2. It also discusses four educational philosophies - perennialism, progressivism, essentialism, and reconstructionism - and the focus and implications of each for curriculum subjects, teaching methods, and student learning.
3. The conclusion emphasizes that curriculum decisions are directly or indirectly based on philosophy, and it is important for curriculum specialists to be aware of philosophical influences and take an eclectic approach in decision making.
This document discusses curriculum change and evaluation. It defines curriculum change as efforts to change aims, objectives, and content according to values, culture and resources. Factors influencing change include individuals, financial pressures, staffing issues, student abilities, and regulations. The phases of change include planning, implementation, and evaluation. Curriculum evaluation is done at the formative and summative levels to improve instruction and assess effectiveness in meeting objectives. Various stakeholders play important roles in the change and evaluation process.
This document discusses different approaches to curriculum development, specifically the traditional vs progressive approaches.
The traditional approach focuses on mastery of facts and concepts through memorization and drill. Knowledge is viewed as objective and value-free. Teachers follow step-by-step manuals.
The progressive approach emphasizes relevant content and student interaction with the world to find meaning. It views knowledge as more than just products to be mastered. Students establish meaning through understanding rather than just memorizing content. Curriculum involves interaction between teachers, students, and content to facilitate learning and meaning making.
The document evaluates both approaches and argues that a progressive orientation linked to life situations could yield a more thoughtful curriculum planning approach for a theological institution, compared
The document discusses several theories of teaching including formal, descriptive, normative, meutic, communication, moulding, mutual inquiry, cognitive, and general theories of teaching. It also covers instructional theories like Gagne's hierarchical theory of instruction and Atkinson's decision-theoretic analysis. Key aspects of theories like Bruner's cognitive developmental theory are outlined. The document provides an overview of different variables and components involved in theories of teaching and learning.
Factors influencing changes in curriculumzameer gul
This document discusses factors that influence changes in curriculum. It identifies several definitions of curriculum provided by education experts. It then discusses different types and sources of curriculum change, including political, economic, technological, diversity, learning theories, and environmental factors. It also outlines McNeil's five types of curriculum change: substitution, alteration, perturbations, restructuring, and value orientation changes. Influential individuals and employer/industry viewpoints are also identified as sources that can drive curriculum changes.
This document discusses curriculum change and innovation. It defines change as embracing concepts like improvement and renewal, while being an incremental process. Innovation is defined as intentional improvements. Curriculum change can be in response to societal or technological factors, and occurs through different strategies like substitution or restructuring. Models of change include the research-diffusion model and social interaction approach. Factors driving changes in English language teaching in Malaysia include exam results and globalization. Effective planning involves identifying problems, solutions, and stakeholders, while teachers act as agents of change through professional development.
Topic: Principles of Assessment
Student Name: Syed Faizan Ali
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Curriculum change/ Curriculum Change Process / Issues in Curriculum Change HennaAnsari
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
Traditional teaching methods may not be effective for student learning. Lecturing at students and telling them what to do does not necessarily equate to listening, learning, or acting on information. In the modern world with abundant online information, traditional encyclopedias are less relevant and teaching needs to change to accept new technologies and methods that engage students more actively in learning.
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
The content in the slide mainly focuses on what a curriculum is
and the development of the curriculum. it will help you to gain a better understanding of the curriculum development.
The document discusses the process of curriculum development, which includes 5 phases: 1) needs assessment, 2) formulation of aims, goals and objectives, 3) selection of content, 4) selection of learning experiences, and 5) evaluation. It describes each phase in detail, explaining concepts like horizontal and vertical organization of content and learning experiences. The key aspects of organization are scope, integration, continuity and sequence. Different principles for sequencing curriculum are also outlined, such as world-related, concept-related, inquiry-related, learning-related and utilization-related sequences. Finally, the relationship between objectives and evaluation is discussed for both student and curriculum evaluation.
Curriculum development involves several key steps and considerations. It begins with formulating objectives based on goals of education, student needs, and societal factors. Next, appropriate teaching-learning experiences are selected and organized to meet the objectives. Finally, evaluation ensures the objectives are achieved. An effective curriculum requires input from various stakeholders, including students, teachers, administrators, parents, and the community. It also must be flexible and able to evolve with changes in different influencing factors.
The document discusses various aspects of curriculum development including formulation of educational objectives, selection of learning experiences, organization of curriculum, and evaluation. It covers domains of learning including cognitive, affective, and psychomotor. Key aspects addressed include identifying learners' needs, formulating objectives based on behavioral changes, ensuring objectives are specific, measurable, attainable and consistent with curriculum philosophy. Learning experiences should be selected to achieve objectives and consider students' abilities. Organization of curriculum should integrate theory and practice, provide continuity and allow for electives. Evaluation measures achievement of objectives.
The document outlines the phases of the curriculum change process:
1. The planning phase involves reviewing the current curriculum to identify areas for change, examining objectives and getting stakeholder input.
2. The implementation phase develops new objectives, course content and evaluation methods based on the finalized changes.
3. The evaluation phase monitors student learning and achievement of objectives to determine how well the changes were implemented and how teaching can be improved.
This document discusses the various sources that inform curriculum design, including science, society, moral doctrine, knowledge, and learners. It outlines how each of these sources can influence curriculum development from different philosophical, social, and political viewpoints. The document also notes that there is no simple answer for curriculum design given the diversity of educational thinkers and approaches. It concludes by encouraging readers to consider all potential sources and conceptual frameworks when developing curriculum.
Factors and forces influencing on curriculum developmentUmair Ashraf
Several factors influence curriculum development in meeting the needs of 21st century learners, including government rules, society, politics, economics, technology, and learner diversity. Valid curriculum development requires awareness of the target community's social, financial, and psychological makeup. Politics affect curriculum through funding, goals, materials, and exams. Economics influences focus on career preparation and national economic returns. Technology is now integral to learning and influences goals and experiences via computers and multimedia. Diversity opens opportunities but requires relevant curricula for varied learners.
Curriculum development is a process in which participants at many levels make decisions about the purposes of learning, teaching- learning situation.
It is the process of gathering, setting, selecting, balancing and synthesizing relevant information from many sources in order to design the goals of curriculum.
DEFINITION AND IMPORTANCE OF PRINCIPLES OF TEACHINGLeizel Despi
Principles are fundamental truths or guiding rules that govern processes and conduct. They represent the origin, laws, objectives, and nature of things. Principles are generalized statements that systematize and interpret data. In education, principles guide the path and are compasses that direct the ship. Principles are important for making teaching and learning effective by proceeding from one situation to another and governing actions and techniques. Principles also explain educational processes by showing how things are done and results are achieved.
There are several common models for curriculum development that differ in their perspectives and approaches. The Tyler model is a linear, technical-scientific model that follows four basic steps: setting objectives, selecting content, organizing learning experiences, and evaluating outcomes. The Taba model is similar but emphasizes grassroots involvement of teachers. The Wheeler model depicts curriculum development as cyclical rather than linear. Walker's deliberative model describes how curriculum is naturally developed through platform-building, deliberation of alternatives, and consensus-based design.
1. The document discusses the philosophical foundations of curriculum and how philosophy influences curriculum development. It outlines four major philosophies - idealism, realism, pragmatism, and existentialism - and how they have implications for curriculum.
2. It also discusses four educational philosophies - perennialism, progressivism, essentialism, and reconstructionism - and the focus and implications of each for curriculum subjects, teaching methods, and student learning.
3. The conclusion emphasizes that curriculum decisions are directly or indirectly based on philosophy, and it is important for curriculum specialists to be aware of philosophical influences and take an eclectic approach in decision making.
This document discusses curriculum change and evaluation. It defines curriculum change as efforts to change aims, objectives, and content according to values, culture and resources. Factors influencing change include individuals, financial pressures, staffing issues, student abilities, and regulations. The phases of change include planning, implementation, and evaluation. Curriculum evaluation is done at the formative and summative levels to improve instruction and assess effectiveness in meeting objectives. Various stakeholders play important roles in the change and evaluation process.
This document discusses different approaches to curriculum development, specifically the traditional vs progressive approaches.
The traditional approach focuses on mastery of facts and concepts through memorization and drill. Knowledge is viewed as objective and value-free. Teachers follow step-by-step manuals.
The progressive approach emphasizes relevant content and student interaction with the world to find meaning. It views knowledge as more than just products to be mastered. Students establish meaning through understanding rather than just memorizing content. Curriculum involves interaction between teachers, students, and content to facilitate learning and meaning making.
The document evaluates both approaches and argues that a progressive orientation linked to life situations could yield a more thoughtful curriculum planning approach for a theological institution, compared
The document discusses several theories of teaching including formal, descriptive, normative, meutic, communication, moulding, mutual inquiry, cognitive, and general theories of teaching. It also covers instructional theories like Gagne's hierarchical theory of instruction and Atkinson's decision-theoretic analysis. Key aspects of theories like Bruner's cognitive developmental theory are outlined. The document provides an overview of different variables and components involved in theories of teaching and learning.
Factors influencing changes in curriculumzameer gul
This document discusses factors that influence changes in curriculum. It identifies several definitions of curriculum provided by education experts. It then discusses different types and sources of curriculum change, including political, economic, technological, diversity, learning theories, and environmental factors. It also outlines McNeil's five types of curriculum change: substitution, alteration, perturbations, restructuring, and value orientation changes. Influential individuals and employer/industry viewpoints are also identified as sources that can drive curriculum changes.
This document discusses curriculum change and innovation. It defines change as embracing concepts like improvement and renewal, while being an incremental process. Innovation is defined as intentional improvements. Curriculum change can be in response to societal or technological factors, and occurs through different strategies like substitution or restructuring. Models of change include the research-diffusion model and social interaction approach. Factors driving changes in English language teaching in Malaysia include exam results and globalization. Effective planning involves identifying problems, solutions, and stakeholders, while teachers act as agents of change through professional development.
Topic: Principles of Assessment
Student Name: Syed Faizan Ali
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Curriculum change/ Curriculum Change Process / Issues in Curriculum Change HennaAnsari
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
Traditional teaching methods may not be effective for student learning. Lecturing at students and telling them what to do does not necessarily equate to listening, learning, or acting on information. In the modern world with abundant online information, traditional encyclopedias are less relevant and teaching needs to change to accept new technologies and methods that engage students more actively in learning.
TRADITIONAL AND MODERN EDUCATION BY FERNANDA QUINCHIMBAJohysfer
This document discusses traditional and modern approaches to education. It describes how traditional education focused on teaching students through textbooks and the professor transmitting knowledge, while modern education sees students as active learners who construct knowledge. It also addresses issues with the Ecuadorian education system like illiteracy, low funding, and quality concerns. Blogs and technology are presented as tools that can help transform education from a classroom-based model to a more flexible virtual learning space.
El documento discute varios temas relacionados con el diseño del aula preescolar, incluyendo el orden en que deben abordarse las competencias, los campos formativos que pueden servir como ejes para la planificación, y los procedimientos y contenidos mínimos requeridos para diseñar las situaciones de aprendizaje. También cubre la evaluación en preescolar, los instrumentos de evaluación utilizados, y con qué frecuencia se deben anotar los logros y dificultades de los niños. Además, establece criterios para garant
Este documento describe los métodos modernos de aprendizaje y las limitaciones del modelo tradicional basado en la memorización. Propone que el aprendizaje debe involucrar la mente, el cuerpo y las emociones a través de experiencias significativas. También sugiere crear un ambiente que permita diferentes estilos de aprendizaje y el uso de técnicas como la relajación y el ejercicio para facilitar el aprendizaje.
El documento habla sobre el trabajo colaborativo y sus beneficios. Explica que cuando uno tiene un problema que no puede resolver solo, debe buscar apoyo en otros mediante el trabajo en equipo, ya que juntos pueden aprovechar mejor los conocimientos y habilidades individuales para alcanzar una solución. El trabajo colaborativo permite lograr objetivos utilizando las herramientas necesarias para facilitar la resolución de problemas.
traditional teaching and learning and computer teaching and learningMohammad Yousif
The document discusses traditional teaching methods versus computer-assisted teaching. Traditional teaching involves teacher-centered instruction where students play a passive role through memorization and recitation. However, computer-assisted teaching provides a more individualized and interactive learning environment where students can learn at their own pace. While computer-assisted teaching offers benefits, teachers may face challenges adopting new technologies and motivating students on less structured learning paths.
El documento compara las aulas tradicionales y digitales. En el aula tradicional, el aprendizaje ocurre de forma cara a cara entre el docente y el alumno. En el aula digital, se incorporan recursos tecnológicos como proyectores y computadoras para enriquecer la enseñanza de forma interactiva. Ambos tipos de aulas tienen ventajas y desventajas, como la falta de tecnología en las aulas tradicionales y los altos costos de las digitales. El rol del docente también cambia al pasar a un amb
A child-centered curriculum focuses on developing students' individual qualities and interests rather than prescribed subjects. Teachers facilitate and support student-led learning as children determine the direction of their learning based on their natural curiosities. Children work with teachers to set learning objectives and are emotionally invested in their learning. The High/Scope educational approach views play as children's work where they construct their own knowledge through exploration and experimentation. A child-centered approach helps children become independent by allowing them to solve problems and develop skills through activities they find important. The teacher's role is to coach students to learn through personalized learning that places decisions in students' hands.
El documento discute los conceptos de ambiente y espacio de aprendizaje. Explica que un ambiente de aprendizaje considera tanto los espacios físicos como las condiciones que estimulan el pensamiento de los estudiantes. Luego describe tres dimensiones de un ambiente de aprendizaje: física, funcional y temporal. Finalmente, discute los roles cambiantes del profesor y el estudiante en nuevos contextos de aprendizaje mediados por la tecnología.
El documento contrasta el aprendizaje tradicional, donde los maestros controlan los objetivos y la instrucción y los estudiantes son meros receptores de información, con el aprendizaje significativo, donde los estudiantes relacionan la nueva información con sus conocimientos previos para reajustar y reconstruir su comprensión a través de un proceso dinámico.
El documento describe los diferentes componentes que componen un ambiente de aprendizaje efectivo, incluyendo la organización del espacio, los materiales disponibles, y las interacciones permitidas. Explica que el ambiente debe adaptarse a las necesidades cambiantes de los estudiantes y promover la autonomía, el pensamiento crítico, y el aprendizaje a través de áreas designadas para diferentes propósitos como alfabetización, motricidad, y arte. Además, enfatiza la importancia de que los maestros organicen estratégicamente el tiempo, el
This document discusses models of teaching, defining them as plans or guidelines that can be used to design instruction, curriculum, and guide teacher actions. It presents several definitions of teaching models from education researchers. The main characteristics of models include specifying learning outcomes, environmental conditions, and performance criteria. Models of teaching are based on systematically modifying learner behavior. They can help teachers select methods and materials, bring about learner behavior changes, and design educational activities and curriculum. Examples of modern models discussed are information processing, social interaction, personal development, and behavior modification models.
This document discusses teaching models, including definitions, types, characteristics, and elements. It defines teaching models as plans or patterns that can be used to design instruction and guide teachers. Four modern teaching models are described: information processing, social interaction, personal, and behavior modification. The key elements of teaching models are also outlined, including focus, syntax, principles of reaction, social system, supportive system, and application context. Overall, the document provides an overview of the concept of teaching models and their purpose in education.
Models of Teaching - Unit IV - Dr.C.ThanavathiThanavathi C
This document discusses different models of teaching, including philosophical, psychological, and modern models. It provides definitions of a teaching model from various experts and outlines the key elements and functions of teaching models. Specifically, it describes Plato's insight model, John Locke's impression model, and Immanuel Kant's rule model as examples of philosophical teaching models. It also discusses Robert Glasser's basic teaching model and Ned Flanders' interaction model as examples of psychological teaching models. The document emphasizes that teaching models help guide instruction, select materials, develop social skills and cognitive abilities in students, and establish effective teaching-learning relationships.
This document discusses models of teaching and their importance. It defines models of teaching as sets of interrelated components arranged in a sequence to achieve learning outcomes. Models provide structure for teachers and represent teaching strategies for accomplishing goals. The document outlines the need for models to understand learners, components of models like syntax and principles of reactions, and characteristics like creating learning environments and using student interests. It also describes two main families of models - social models focused on relationships and personal models aimed at individual development. Overall, the document provides an overview of what constitutes teaching models and their significance.
This document defines models of teaching as instructional designs that specify environmental situations to cause student interaction and behavioral change. A model of teaching consists of guidelines for designing educational activities and environments to achieve instructional goals. The document discusses the assumptions, functions, elements, features, and families of models of teaching, noting they help teachers plan activities and curriculum according to learning outcomes, environment, and performance criteria. Models are classified into information processing, social, personal, and behavioral systems families based on psychological learning theories and instructional goals.
The document discusses models of teaching and their components. It states that models of teaching are plans or patterns that can be used to guide instruction and improve teaching effectiveness. The key components of models of teaching include their focus, syntax, social system, principles of reaction, and support system. Models of teaching suggest how teaching and learning conditions are interrelated and can eventually help develop empirically supported theories of teaching.
The document discusses models of teaching and their components. It states that models of teaching are plans or patterns that can be used to guide instruction and improve teaching effectiveness. The key components of models of teaching include their focus, syntax, social system, principles of reaction, and support system. Models of teaching suggest how teaching and learning conditions are interrelated and can eventually help develop empirically supported theories of teaching.
This document discusses models of teaching, which provide systematic procedures and criteria to design instruction. There are four main families of teaching models: social models that focus on social goals, information processing models that enhance understanding, personal models that develop selfhood, and behavioral models based on behaviorism. Effective models create an optimal learning environment, specify teacher and student roles, and can be used to design curriculum, materials, and guide teaching activities.
This document discusses models of teaching and provides an overview of Robert Glaser's basic teaching model. It defines what a teaching model is and lists its key characteristics. A teaching model is a plan or pattern that can help improve instructional effectiveness. All good models specify learning outcomes, environmental conditions, and performance criteria. Glaser's basic teaching model divides the teaching process into four main components: focus, syntax, social system, and principles of reaction. It provides a simplified framework for conceptualizing the teaching and learning process.
Towards contemp ed power point presentationAbi Woldhuis
The document discusses a model called "Towards Contemporary Practice" that is designed to encourage teacher professional engagement through developing teachers' "Practical Theories". The model is a 7-step process where teachers 1) develop their own teaching theory, 2) identify an area to improve student engagement, 3) measure current student engagement, 4) research and implement a pedagogical change, 5) measure the impact of the change, 6) evaluate and reflect, and 7) share results. The goal of the model is to promote teacher growth and improved student outcomes through self-reflection and collaboration between teachers.
Towards contemp ed power point presentationAbi Woldhuis
The document discusses a model called "Towards Contemporary Practice" that is designed to encourage teacher professional engagement through developing teachers' "Practical Theories". The model is a 7-step process where teachers 1) develop their own teaching theory, 2) identify an area to improve student engagement, 3) measure current student engagement, 4) research and implement a pedagogical change, 5) measure the impact of the change, 6) evaluate and reflect, and 7) share results. The goal of the model is to promote teacher growth and improved student outcomes through self-reflection and collaboration between teachers.
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.
The document discusses principles for student-centered education that is collaborative in nature and places learning in context. It emphasizes using technology comprehensively to develop 21st century skills, support innovative teaching and learning, and create robust education systems. Student-centered learning empowers students to think critically and solve problems collectively, and collaborative approaches involve joint efforts between students and teachers.
Models of teaching are one of the techniques of teaching so that teaching learning process becomes very effective. It is useful for all teachers from pre primary to higher education
Models of teaching is a technique helpful for making teaching learning process more effective. It can be used by primary, secondary, higher secondary, higher education teachers.
The document discusses the evolution of education for the 21st century. It advocates for student-centered, collaborative learning where students work together to solve problems and the teacher acts as a facilitator. Education should focus on teaching skills that students can apply to their lives. Learning needs to provide context and allow students to discover information and construct their own understanding, with the teacher providing guidance.
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.
methodology of pedagogy and methods that are widly used in education systems around the world in schools, collagies and universities. i mentioned here about some methods spacially modeling method.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
1. Traditional learning materials
Objectives:
Know the importance of models
Use models for effective learning
Understand the benefits of using models in learning
Help in students learning
Help to develop a assignment on model
Literature review:
The emergent requirements for effective e-learning calls for a paradigm shift for
instructional Design. Constructivist theory and semiotics offer a sound underpinning
to enable such Revolutionary change by employing the concepts of Learning
Objects. E-learning guidelines Adopted by the industry have led successfully to the
development of training materials.
Inadequacy and deficiency of those methods for Higher Education have been
identified in this Paper. Based on the best practice in industry and our empirical
research, we present an Instructional design model with practical templates for
constructivist learning.
Keyword: constructivist learning, instructional design model, learning objects,
Information objects, e-Learning
2. Introduction:
Teaching is not just to sit on an armchair with a cup of tea in hand to sip. It is an art
and skill to be learnt. It requires the knowledge of subject content, method,
techniques and teaching aids to be used for making teaching interesting and
effective. This is the main objective of education. For this purpose, the teachers need
a variety of approaches. Several models of teaching have been developed out of
which Bruce Joyce and Marsha Weil’s (1980) have been to be very effective. They
described model of teaching as a plan or pattern that can be used to shape curricula
(long-term courses of studies), to design instructional materials and to guide
instruction in the classroom and other settings.
Development of Models of teaching is the recent innovation in teaching. An
important purpose of discussing models of teaching is to assist the teacher to have a
wide range of approaches for creating a proper interactive environment for learning
needs of the students. Educators and psychologist have design several types of
teaching models which provides suitable guidelines to the teachers for modifying the
behavior of the learners.
A model of teaching is a plan or pattern which can be used to shape a curriculum or
course, to select instructional materials and to guide teacher’s actions.
Madhavi_Dharankar_Models_of_Teaching
Development of models of teaching is the recent innovation in teaching. An
important purpose of discussing models of teaching is to assist the teacher to have a
wide range of approaches for creating a proper interactive environment for learning.
An intelligent use of these approaches enables the teacher to adopt him to the
learning needs of the students Educators and psychologist have design several types
of teaching models which provides suitable guidelines to the teachers for modifying
the behavior of the learners
Meaning:
Models of teaching have been developed to help a teacher to improve his capacity to
reach more children and create a richer and more diverse environment for them.
Model of teaching consists of guidelines for designing educational activities and
environments. It is meant for creating suitable learning environments. In other
words, “Models of teaching” describe teaching, as it ought to be. Models of
teaching, therefore, have been developed to help a teacher to improve his/her
capacity to reach more children and create a richer and more diverse environment for
them.
3. Teaching:
H.C. Morrison (1934); Teaching is a system of actions intended to produce
learning.
Clarke (1970); Teaching refers to activities that are designed & performed to
produce change in students’ behavior.
TEACHING AIDS:
Number of teaching aids are available with the teacher in the classroom i.e.
chalkboard, chalk,
Duster, pointer etc. there is no need of making a record of these aids in the plan. For
teaching aids we can make a record of the aids needed for a particular topic on a
particular day. For teaching aids in geography lesson one can make a mention of
globes, maps, diagrams, statistical diagrams, charts, models, specimens, samples etc.
geography teaching demands wide and regular use of teaching aids.
These aids make teaching-learning process easy, interesting and effective. These
supplement and
Reinforce verbal experiences, these must be relevant to the topic and displayed at an
appropriate time.
When their use is over, they must be removed.
Models….??
a three-dimensional representation of a person or thing or of a proposed
structure, typically on a smaller scale than the original.
Models are mental reconstruction of reality.
They are representation used as aids to easily remember parts and or
functions of a certain system, cycle, objects, etc
An interpretation formed by piecing
They are representations used as aids to easily remember parts and/or
functions of a certain system, cycle, objects, etc.
Models are mental reconstructions of reality.
4. Models are the mental reconstruction of reality. “A simplified description,
especially a mathematical one, of a system or process, to assist calculations
and predictions”. ( Oxford online dictionary)
“A thing used as an example to follow or imitate” ( Oxford online dictionary)
What is Teaching Model?
“A model of teaching is a plan or pattern that can be used to shape curriculums
(long-term courses of studies), to design instructional materials, and to guide a
teacher’s action in the classroom and other settings” - Joyce and Weil (1980)
Definition of Models of Teaching:
JOYCE AND WEIL (1972); Teaching of model is a pattern or plan, which can be a
curriculum or courses to select instructional materials and to guide a teachers action.
Jangira (1983);“A model of teaching is a set of interrelated components arranged in
a sequence which provides guidelines to realize specific goal.
“Teaching models are just instructional designs. They describe the process of
specifying and producing particular environmental situations which cause the
student interact in such a way that specific changes occur in his behavior”
Modeling is an individual demonstrating particular pattern which the trainee through
imitation.B.K.PASSI L.C.SINGH AND D.N.SANSANWAL (1991); a model of
teaching consist of guidelines for designing educational activities and environments.
Model of teaching is a plan that can also be utilized to shape courses of studies, to
design instructional material and to guide instruction. JOYCE AND WEIL (1972) ;
Teaching of model is a pattern or plan, which can be a curriculum or courses to
select instructional materials and to guide a teachers actions.
Concept of Teaching Model Aim of the Teaching Model:
To Produce Effective Teaching.
Teaching Objectives
Set Induction
5. Teaching – Learning Activities
Evaluation
MAIN CHARACTERISTICS OF TEACHING MODEL:
• 1. Specification of learning outcomes; A models of teaching specify what the
students should perform after completing an instructional sequence.
• 2. Specification on environment; A models of teaching specifies in definite
terms the environmental condition under which a student’s response should be
observed.
• 3. Specification of criterion of performance; A models of teaching specifies
the criterion for performance which is expected from the students.
• 4. Specification of operation; A models of teaching specifies the mechanism
that provides for the reaction of students and interaction with the environment
Scientific procedure; A models of teaching is based on a systematic procedure to
modify the behavior of the learner. It is not a haphazard combination of facts.
Role of teaching models:
It may stimulate the development of new and better forms and opportunities for
education that will replace schools of today.
It may help to create more interesting and effective instructional material and
learning sources.
It may help the curriculum makers to plan learning centered curriculum which
provides a variety of educational experiences to children.
It may help the teacher to develop his capacity to teach larger number of children
and create conducive environment for their learning.
FUNCTION OF TEACHING MODELS
They help in guiding the teacher to select appropriate teaching techniques,
strategies and methods for the effective utilization of the teaching situation and
material for realizing the objectives
They help in bringing about desirable changes in the behavior of the learners.
6. They help in finding out ways and means of creating favorable environmental
situation for carrying out teaching process
They help in achieving desirable teacher-pupil interaction during teaching.
They help in the construction of a curriculum or contents of a course.
They help in the proper selection of instruction material for teaching the
prepared course or the curriculum.
They help in designing appropriate educational activities.
They assist procedure of material to create interesting and effective materials
and learning source.
They stimulate the development of new educational innovations.
They help in the formation of theory of teaching.
They help to establish teaching and learning relationship empirically
Enable teachers to analyze & evaluate its strengths & weaknesses so as to plan
& implement appropriate follow-up actions As basic guidance for teachers for
reflection during feedback session.
Provide guidance to planners & teachers to enable them to plan & carry out the
teaching process effectively.
They help in guiding the teacher to select appropriate teaching techniques,
Strategies and Methods for the effective utilization of the teaching situation and
material for realizing the objectives.
They help in bringing about desirable change in the behavior of the learners.
They help in finding out ways and means of creating favorable environmental
situation for carrying out teaching process.
They help in achieving desirable teacher – pupil interaction during teaching.
They help in the construction of curriculum or contents of a course.
They help in designing appropriate educational activities.
They help in the proper selection of instruction material for teaching the
prepared course or curriculum.
They assist procedure of material to create interesting and effective materials
and learning source.
7. They stimulate the development of new educational innovations.
MERITS OF MODEL IN TEACHING:
It is a natural way of teaching and learning.
It is helpful in developing the power of imagination of the students.
It helps in the developments of reasoning power of the students.
It helps the students to analyze things systematically.
It keeps students actively engaged in the classroom activity.
It helps in making the students good observers.
It keeps the students busy in the classroom work.
It is helpful in developing the power of imagination of the students.
It helps in the developments of reasoning power of the students.
It saves the energy, time and efforts of the teachers.
Give specific instructional designs for particular type of instruction.ϖ Provide
systematic procedure and organized efforts.
It keeps students actively engaged in the classroom activity.
It helps the students to analyze things systematically.
LIMITATIONS:
It makes high demands on the students as well as teachers.
All the students of the class may not be able to participate in the teaching-
learning process.
Some students, on account of their shyness, fail to derive the requisite advantage
of this model.
Sometimes difficult to make
Sometimes it becomes expensive
8. Suggestion:
Use models in learning and teaching
Made economical models
Related to topic
Suitable for large classes
Gain interest of students through models
Easy to available
Develop student’s skills
Explain reality
Conclusion:
In the area of language tools, teachers are regularly searching for new and innovative
materials to enhance learning in the formal classroom environment. To meet this
demand, publishers try to promote their material as being authentic, but many
teachers believe that no matter how appealing texts might be, they still ring of
artificiality and are just a represent. A textbook is just that material that has been
altered and simplified for the consumption of the learner. That is not to say that there
are not quality books out there; in fact, it is suggesting that a book be used as the
core text of any class. It believes, however, that other materials should be introduced
into the class that exposes students, both physically and mentally, to the outside
world, particularly in EFL settings where authentic models are scarce.
Station of the real thing.
REFERENCES
Joyce, B., & Weil, M., (1992). Models of teaching. Fourth Edition. Englewood
Cliffs, NJ: Prentice-Hall Huitt, W. (2003).
Models of teaching/instruction. Educational Psychology Interactive. Valdost GA:
Valdosta State University.