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Students learn mathematics best when they start with concrete examples and move towards more abstract concepts over time. Effective teachers provide clear explanations of new concepts and allow students to work with various manipulatives in primary grades to build understanding, though this takes more time initially than symbolic instruction. Regular practice of basic math facts through drills helps strengthen memory. Word problems after presenting a new idea gives students chances to problem-solve and develop individual strategies.
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Individualized instruction 
This document provides information on programmed instruction and learning. It defines programmed instruction as a systematic, step-by-step, self-instructional program to ensure learning of stated behaviors. The key aspects discussed include:
- Content is broken into small, easy steps called frames arranged sequentially. Learners get immediate feedback.
- Principles include small steps, active responding, reinforcement, self-pacing, and evaluation.
- Types include linear, branched, mathetics rules-based, and computer-assisted programming.
- Branched programming allows learners to choose paths based on responses and includes remedial frames for incorrect answers.
Activities And Lessons
The document discusses planning activities and lessons for teaching English as a foreign language. It describes the key steps in planning a lesson as familiarizing yourself with material, anticipating problems, timing, and student needs. When running an activity, the teacher should introduce, set up, and allow the activity before closing with feedback. The document also discusses choosing classroom activities, content and procedures, and different kinds of lesson structures like logical lines, topic umbrellas, and jungle paths.
Rti chart.docx 3 5
This document outlines instructional strategies and activities for three tiers of instruction. Tier 1 involves general classroom strategies for all students, such as direct instruction, hands-on learning, and feedback. Tier 2 focuses on more individualized small group work covering material in shorter segments with opportunities for practice. Tier 3 is the most individualized level involving one-on-one or small group teaching tailored to individual learning styles with explicit instruction and feedback. Examples of activities for each tier are provided.
Mathematics without borders
This document describes an e-Twinning project called "Mathematics without borders, junior" hosted by Jean Monnet High School in Bucharest, Romania. The project involves students in grades 5-8 solving 9 math problems in French over 50 minutes, with one problem also requiring solution in another language like English. Students will work in teams of 2-4 on 1-2 problems each, using dictionaries if needed, before coming to a group solution to write on a single response sheet. The goal is collective problem solving across language barriers.
Galina meta how_to_spoil_your_lesson
This document discusses ways that teachers can spoil their lessons through poor classroom management. It provides three case studies of potential classroom issues and suggests things teachers should avoid, such as not planning lessons thoroughly, not setting clear timeframes for activities, and not providing concise instructions. The document emphasizes the importance of thorough lesson planning, setting and respecting timeframes, and giving proper instructions to students. It aims to help teachers make better instant decisions to improve classroom management.
Study skills for high school students max mackinney
Study skills are techniques students can use to better understand, organize, and remember information. These include reading strategies, note-taking, summarizing, creating study guides, and reviewing concepts over time. The document outlines specific study skills like underlining main ideas, making schemas or outlines, and repeatedly reciting summaries. It also provides guidance for different stages of studying, such as understanding texts, selecting key concepts, memorization, and preparing for exams. Effectively studying requires applying these organized techniques to class materials and reviewing concepts in the long-term.
What is Mootup?
Mootup assignments begin when a teacher creates a debate using the Create Debate form, which generates codes for each student. Students log into Mootup.com using their unique code to access debate details and take turns writing opening arguments and responses. Assignments can be short, one to two days, or longer over multiple weeks depending on the number of rounds and due date set by the teacher. The teacher can monitor student progress and begin grading early.
Math and Reading Data (Analyzed)
This document provides data and discussion on third grade instruction in math and reading from Ms. Mallory and Ms. Spence at a school. It includes assessment results, standards not yet mastered, instructional plans and strategies for reteaching certain areas like word problems and recalling details. The teachers identify student misconceptions and support needed to help students master the content going forward.
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Individualized instruction
This document provides information on programmed instruction and learning. It defines programmed instruction as a systematic, step-by-step, self-instructional program to ensure learning of stated behaviors. The key aspects discussed include:
- Content is broken into small, easy steps called frames arranged sequentially. Learners get immediate feedback.
- Principles include small steps, active responding, reinforcement, self-pacing, and evaluation.
- Types include linear, branched, mathetics rules-based, and computer-assisted programming.
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Rti chart.docx 3 5
This document outlines instructional strategies and activities for three tiers of instruction. Tier 1 involves general classroom strategies for all students, such as direct instruction, hands-on learning, and feedback. Tier 2 focuses on more individualized small group work covering material in shorter segments with opportunities for practice. Tier 3 is the most individualized level involving one-on-one or small group teaching tailored to individual learning styles with explicit instruction and feedback. Examples of activities for each tier are provided.
Mathematics without borders
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Study skills for high school students max mackinney
Study skills are techniques students can use to better understand, organize, and remember information. These include reading strategies, note-taking, summarizing, creating study guides, and reviewing concepts over time. The document outlines specific study skills like underlining main ideas, making schemas or outlines, and repeatedly reciting summaries. It also provides guidance for different stages of studying, such as understanding texts, selecting key concepts, memorization, and preparing for exams. Effectively studying requires applying these organized techniques to class materials and reviewing concepts in the long-term.
What is Mootup?
Mootup assignments begin when a teacher creates a debate using the Create Debate form, which generates codes for each student. Students log into Mootup.com using their unique code to access debate details and take turns writing opening arguments and responses. Assignments can be short, one to two days, or longer over multiple weeks depending on the number of rounds and due date set by the teacher. The teacher can monitor student progress and begin grading early.
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This document provides data and discussion on third grade instruction in math and reading from Ms. Mallory and Ms. Spence at a school. It includes assessment results, standards not yet mastered, instructional plans and strategies for reteaching certain areas like word problems and recalling details. The teachers identify student misconceptions and support needed to help students master the content going forward.
TIBI_SHRMAINE_Teaching-Math-in-Intermediate-Grades-Lesson-3-5.docx
TEACHING MATH IN INTERMEDIATE GRADES LESSON 3-6
A Beginner's Guide for Teaching Mathematics
This document discusses effective teaching strategies for mathematics. It identifies key principles such as building on prior knowledge, engaging students through rich tasks, and interacting to support all learners. Effective strategies include repetition to reinforce skills, short tests with feedback, group work, and games to make lessons interesting. The document also explores using different intelligence theories and incorporating stories, patterns, and manipulatives into math lessons. Integrating technology into the classroom is discussed along with the need for case studies.
Phenomenal Philosophers-Constructivism Power Point
Constructivism is a theory of learning that suggests learners construct new knowledge based on prior knowledge and experiences. Learners are not blank slates but rather actively build on what they already know through hands-on, social learning experiences. While time-consuming and requiring excellent classroom management, constructivism has advantages like promoting deeper understanding, scientific reasoning, and creativity through meaningful exploration and problem-solving. However, it also has disadvantages such as unpredictability, potential student confusion, and difficulty with grading.
bruner theory in detail
Jerome Bruner's influential learning theory proposes that learning is an active process where learners select and transform information. His theory includes three stages of intellectual development - enactive, iconic, and symbolic. Bruner also advocated for a spiral curriculum that revisits basic ideas in increasing depth and a scaffolding approach where teachers gradually reduce support as students gain mastery. Implications of his theory include matching instruction to students' development levels, revisiting topics to deepen understanding, and fostering intrinsic motivation through feedback on progress.
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This document outlines principles and methods of effective teaching. It discusses how teaching is both an art and a science, requiring teachers to apply precise knowledge and techniques to different circumstances. Several definitions of teaching are provided that emphasize stimulating learning and helping students adjust to their environment. The objectives of teaching are to develop work ethic, clear thinking, participation and adapting to student abilities. Various teaching methods like lectures, projects, role-playing and problem-solving are described. Characteristics of good teaching include imparting knowledge efficiently while respecting individual differences. Principles of teaching discussed are motivation, activity, creativity and connecting lessons to life.
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This document discusses Jerome Bruner's theory of learning and constructivism. Some key points include:
- Bruner believed learning is an active process where learners construct new ideas based on past knowledge.
- He identified three stages of representation: enactive, iconic, and symbolic.
- Bruner's spiral curriculum involves revisiting topics at increasing levels of complexity tailored to students' development.
- Discovery learning and scaffolding instruction are important principles in Bruner's view of how students learn best.
The way of teaching new meethodology by boyet
This document discusses effective teaching methodologies. It recommends incorporating 3-5 minutes of relaxation between subjects to reduce student stress and anxiety. During this time, teachers can give recognition, updates, announcements, and friendly conversation to engage students. It also advocates starting new lessons with a "motive question" to trigger student thinking, and using exploration and discussion to keep students actively involved in learning. Lessons should include enrichment to convince students of real-world applications and build appreciation. Evaluation should assess higher-order thinking rather than just recall, and allow student self-pacing to enhance cognitive engagement.
Online assignment
This document discusses experiential learning in mathematics education. It defines experiential learning as learning based on direct experience, and notes that it allows for thorough, immediate, and retained learning. The document outlines the role of teachers in facilitating experiential learning, and describes how manipulatives and problem solving can incorporate experience into mathematical understanding. Finally, it concludes that while experiential learning is subjective, it aims to enhance learning retention and transfer to new situations.
Online assignment
This document discusses experiential learning in mathematics education. It defines experiential learning as learning based on direct experience, where knowledge is gained through personal and environmental experiences. It describes benefits of experiential learning like thorough learning, retention of concepts, and joy in learning. The document also discusses the role of teachers in facilitating experiential learning and using manipulatives to help students understand mathematical concepts concretely before moving to more abstract levels.
Psu3721 cognitive theories_of_learning
The document discusses several cognitive theories of learning including those proposed by Piaget, Bruner, Gagne, Ausubel, and Gestalt psychologists. The key points covered include:
1) Cognitive theories view learning as a process that changes an individual's mental structures and behaviors as a result of thought and experience, rather than external stimuli.
2) Theorists such as Piaget, Bruner, and Gagne proposed stage-based models of learning and emphasized different modes such as action-based, visual, and verbal learning.
3) Ausubel's meaningful learning theory focuses on incorporating new knowledge into existing cognitive frameworks through techniques like advanced organizers.
4) Gestalt psychologists
Assignment
The document discusses modern instructional strategies for teaching mathematics, including cooperative learning, collaborative learning, concept mapping, and simulations. It explains that these strategies help students develop mathematical concepts by building their declarative, procedural and conceptual knowledge. Specifically, it outlines the key elements and advantages of each strategy to enhance student learning and achievement in mathematics.
Assignment
The document discusses modern instructional strategies for teaching mathematics, including cooperative learning, collaborative learning, concept mapping, simulation, and gradation. It explains that these strategies help students build declarative, procedural, and conceptual knowledge in mathematics. Specific techniques are described, such as using small groups in cooperative learning and visual diagrams in concept mapping. The conclusion states that these strategies can help all students, including those struggling with math, to better understand concepts.
Teaching ppt
This document discusses teaching methods and the qualities of good teachers. It defines teaching, outlines the objectives and methods of teaching, and describes the characteristics and principles of teaching. It also covers maxims of teaching in education and lists qualities of good teachers such as being friendly, having a good personality and communication skills, being knowledgeable, and showing kindness. The conclusion is that teaching is an interactive process between teacher and student aimed at achieving learning objectives and helping students develop their personalities.
Diary of a mad nurse educator lesson 5 notes
The document discusses active learning strategies that can be used in classroom lectures. It begins by defining active learning as involving students in higher-order thinking skills like analysis and evaluation, rather than just transmitting information, and engaging students through activities like discussions. A variety of specific in-class active learning techniques are then presented across multiple slides, including opening a lecture with a question, think-pair-shares, focused listing, brainstorming, planned breaks for questions, and blank slides to pause presentation. The document emphasizes that these strategies encourage student engagement, prepare them to learn, and provide instructors feedback.
role of concept based teaching & teaching methodologies.pptx
Concepts are knowledge tools that identify, define, explain, analyze and differentiate real life events.
A word or a phrase that summarizes ideas, observations and experiences….It's such a tool That provide mental images to facilitate communication and provide better understanding of a phenomena.
Conceptual teaching approach is a method that focuses in developing deep understanding of concepts rather than rote memorization.
Conceptual learning is a process by which students learn how to organize information in logical mental structures.
It emphasizes on connecting new information to existing knowledge and promoting critical thinking skills
Conceptual learning is a catalyst for challenging students to think at more advanced levels.
Concept based teaching allow students to deepen their knowledge of a certain subject and not just memorize the facts. It draws upon their prior knowledge and continues to expand their knowledge year after year.
When we stress on conceptual teaching, we are occupied with less, but we are able to teach more substantially. It is a case of ‘less is more’!
This is precisely the emphasis of concept-based teaching’
It..ppt
This document discusses four conceptual models for integrating technology into teaching and learning: meaningful learning, discovery learning, generative learning, and constructivism. It describes each model, with meaningful learning focusing on relating new experiences to prior knowledge, discovery learning differentiating from direct instruction, generative learning involving active meaning-making and drawing inferences, and constructivism involving students building understanding through learning activities and environment. The document contrasts traditional rote memorization approaches with modern technology-enabled approaches that encourage students to apply ideas to personal experiences and relate new information to what they already know.
IT enters new learning environment
This document discusses four conceptual models for integrating technology into teaching and learning: meaningful learning, discovery learning, generative learning, and constructivism. It describes each model, with meaningful learning focusing on relating new experiences to prior knowledge, discovery learning differentiating from direct instruction, generative learning involving active meaning-making and drawing inferences, and constructivism involving students building understanding through learning activities and environment. The document contrasts traditional rote memorization approaches with modern technology-enabled approaches that encourage students to apply ideas to personal experiences and relate new information to what they already know.
Maths,teaching,methods
The document discusses various teaching methods for math including cooperative learning, exposition, guided discovery, games, laboratory approach, problem solving, and simulations. It provides details on each method such as how it is implemented, implications for teaching, and limitations. Cooperative learning involves grouping students to discuss and solve problems together, exposition involves clear explanations by the teacher, and guided discovery presents structured situations for students to discover concepts on their own.
Innovative teaching - learning practices at school level
This document discusses innovative teaching practices that can be implemented at the school level. It describes practices like providing learner-centered and constructivist approaches, using peer learning, and incorporating multimedia and ICT into classrooms. Blended learning is discussed as a way to combine physical and online classrooms. Flipped learning involves doing schoolwork at home through videos and using class time for application. Spaced learning involves short learning sessions with breaks in between. Other practices mentioned include collaborative learning, mind mapping, concept mapping, brainstorming, and initiatives by the government like e-textbooks and language labs.
The Appropriate Use Of The Lecture And Alternative Teaching Methods
The selection of teaching methods and strategies must be based, to some extent, on your own teaching preferences and unique style. Remember, however, that students learn in many different ways, and some research suggests that their learning preferences are substantively different from those of the faculty. For example, some students learn best when they have an opportunity for give-and-take with the teacher; others prefer to learn primarily through reading and lectures; and some students learn best on their own, by performing tasks related to the course material. There are many learning preferences and combinations of preferences, and the best teachers apply a variety of methods to tap the learning potential of a wide range of students. You can vary your class routine period by period, lecturing one day, holding discussions the next, showing a film the next, and so on, but varying methods within a class period is a better technique because it promotes greater interest and excitement.
There are many books on college teaching that provide detailed advice on a wide variety of teaching techniques. In this survey we will focus on the methods most widely used in higher education - lecture and discussion - and outline several other methods that you can explore on your own.
The traditional fifty-minute college lecture in which the teacher does all the talking is an ancient teaching method, but its survival attests more to its ease of use - and low expense -than to its effectiveness as a teaching tool. When they are done well, lectures can be informative and even inspirational, but when they are done poorly, confusion and boredom result. Since it is likely that the lecture will remain the dominant teaching method in higher education for the forseeable future, you should be aware of its advantages and limitations.
The traditional lecture format suffers from a variety of handicaps. First, higher-level objectives such as analysis or critical thinking, cannot be taught in a lecture. Students cannot learn these skills unless they have an opportunity to practice them; listening to a lecture about critical thinking or problem-solving is simply not sufficient.
Second, the average attention span of a passive listener is about fifteen minutes, so if you talk uninterruptedly for longer than fifteen minutes it is unlikely that your students will stay "tuned in." The only sure way to overcome this problem is to switch to some kind of activity in which students are directly involved.
Third, in the aural learning process students gradually transfer bits of information from short-term into long-term memory, a process that takes time and usually requires repetition of the material.
Source: https://ebookschoice.com/the-appropriate-use-of-the-lecture-and-alternative-teaching-methods/
Making and Justifying Mathematical Decisions.pdf
In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning.
The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking.
The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate.
In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Math 8 Proficiency Scales
This document outlines mathematics skills and concepts for grade 8. It covers topics such as squares, square roots, cubes and cube roots; the Pythagorean theorem; operations with fractions; ratios, rates, proportions and percents; linear relations and equations; surface area and volume; and statistics and probability. For each topic, it lists specific skills from emerging to extending levels of understanding.
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TIBI_SHRMAINE_Teaching-Math-in-Intermediate-Grades-Lesson-3-5.docx
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This document discusses effective teaching strategies for mathematics. It identifies key principles such as building on prior knowledge, engaging students through rich tasks, and interacting to support all learners. Effective strategies include repetition to reinforce skills, short tests with feedback, group work, and games to make lessons interesting. The document also explores using different intelligence theories and incorporating stories, patterns, and manipulatives into math lessons. Integrating technology into the classroom is discussed along with the need for case studies.
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bruner theory in detail
Jerome Bruner's influential learning theory proposes that learning is an active process where learners select and transform information. His theory includes three stages of intellectual development - enactive, iconic, and symbolic. Bruner also advocated for a spiral curriculum that revisits basic ideas in increasing depth and a scaffolding approach where teachers gradually reduce support as students gain mastery. Implications of his theory include matching instruction to students' development levels, revisiting topics to deepen understanding, and fostering intrinsic motivation through feedback on progress.
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This document outlines principles and methods of effective teaching. It discusses how teaching is both an art and a science, requiring teachers to apply precise knowledge and techniques to different circumstances. Several definitions of teaching are provided that emphasize stimulating learning and helping students adjust to their environment. The objectives of teaching are to develop work ethic, clear thinking, participation and adapting to student abilities. Various teaching methods like lectures, projects, role-playing and problem-solving are described. Characteristics of good teaching include imparting knowledge efficiently while respecting individual differences. Principles of teaching discussed are motivation, activity, creativity and connecting lessons to life.
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This document discusses Jerome Bruner's theory of learning and constructivism. Some key points include:
- Bruner believed learning is an active process where learners construct new ideas based on past knowledge.
- He identified three stages of representation: enactive, iconic, and symbolic.
- Bruner's spiral curriculum involves revisiting topics at increasing levels of complexity tailored to students' development.
- Discovery learning and scaffolding instruction are important principles in Bruner's view of how students learn best.
The way of teaching new meethodology by boyet
This document discusses effective teaching methodologies. It recommends incorporating 3-5 minutes of relaxation between subjects to reduce student stress and anxiety. During this time, teachers can give recognition, updates, announcements, and friendly conversation to engage students. It also advocates starting new lessons with a "motive question" to trigger student thinking, and using exploration and discussion to keep students actively involved in learning. Lessons should include enrichment to convince students of real-world applications and build appreciation. Evaluation should assess higher-order thinking rather than just recall, and allow student self-pacing to enhance cognitive engagement.
Online assignment
This document discusses experiential learning in mathematics education. It defines experiential learning as learning based on direct experience, and notes that it allows for thorough, immediate, and retained learning. The document outlines the role of teachers in facilitating experiential learning, and describes how manipulatives and problem solving can incorporate experience into mathematical understanding. Finally, it concludes that while experiential learning is subjective, it aims to enhance learning retention and transfer to new situations.
Online assignment
This document discusses experiential learning in mathematics education. It defines experiential learning as learning based on direct experience, where knowledge is gained through personal and environmental experiences. It describes benefits of experiential learning like thorough learning, retention of concepts, and joy in learning. The document also discusses the role of teachers in facilitating experiential learning and using manipulatives to help students understand mathematical concepts concretely before moving to more abstract levels.
Psu3721 cognitive theories_of_learning
The document discusses several cognitive theories of learning including those proposed by Piaget, Bruner, Gagne, Ausubel, and Gestalt psychologists. The key points covered include:
1) Cognitive theories view learning as a process that changes an individual's mental structures and behaviors as a result of thought and experience, rather than external stimuli.
2) Theorists such as Piaget, Bruner, and Gagne proposed stage-based models of learning and emphasized different modes such as action-based, visual, and verbal learning.
3) Ausubel's meaningful learning theory focuses on incorporating new knowledge into existing cognitive frameworks through techniques like advanced organizers.
4) Gestalt psychologists
Assignment
The document discusses modern instructional strategies for teaching mathematics, including cooperative learning, collaborative learning, concept mapping, and simulations. It explains that these strategies help students develop mathematical concepts by building their declarative, procedural and conceptual knowledge. Specifically, it outlines the key elements and advantages of each strategy to enhance student learning and achievement in mathematics.
Assignment
The document discusses modern instructional strategies for teaching mathematics, including cooperative learning, collaborative learning, concept mapping, simulation, and gradation. It explains that these strategies help students build declarative, procedural, and conceptual knowledge in mathematics. Specific techniques are described, such as using small groups in cooperative learning and visual diagrams in concept mapping. The conclusion states that these strategies can help all students, including those struggling with math, to better understand concepts.
Teaching ppt
This document discusses teaching methods and the qualities of good teachers. It defines teaching, outlines the objectives and methods of teaching, and describes the characteristics and principles of teaching. It also covers maxims of teaching in education and lists qualities of good teachers such as being friendly, having a good personality and communication skills, being knowledgeable, and showing kindness. The conclusion is that teaching is an interactive process between teacher and student aimed at achieving learning objectives and helping students develop their personalities.
Diary of a mad nurse educator lesson 5 notes
The document discusses active learning strategies that can be used in classroom lectures. It begins by defining active learning as involving students in higher-order thinking skills like analysis and evaluation, rather than just transmitting information, and engaging students through activities like discussions. A variety of specific in-class active learning techniques are then presented across multiple slides, including opening a lecture with a question, think-pair-shares, focused listing, brainstorming, planned breaks for questions, and blank slides to pause presentation. The document emphasizes that these strategies encourage student engagement, prepare them to learn, and provide instructors feedback.
role of concept based teaching & teaching methodologies.pptx
Concepts are knowledge tools that identify, define, explain, analyze and differentiate real life events.
A word or a phrase that summarizes ideas, observations and experiences….It's such a tool That provide mental images to facilitate communication and provide better understanding of a phenomena.
Conceptual teaching approach is a method that focuses in developing deep understanding of concepts rather than rote memorization.
Conceptual learning is a process by which students learn how to organize information in logical mental structures.
It emphasizes on connecting new information to existing knowledge and promoting critical thinking skills
Conceptual learning is a catalyst for challenging students to think at more advanced levels.
Concept based teaching allow students to deepen their knowledge of a certain subject and not just memorize the facts. It draws upon their prior knowledge and continues to expand their knowledge year after year.
When we stress on conceptual teaching, we are occupied with less, but we are able to teach more substantially. It is a case of ‘less is more’!
This is precisely the emphasis of concept-based teaching’
It..ppt
This document discusses four conceptual models for integrating technology into teaching and learning: meaningful learning, discovery learning, generative learning, and constructivism. It describes each model, with meaningful learning focusing on relating new experiences to prior knowledge, discovery learning differentiating from direct instruction, generative learning involving active meaning-making and drawing inferences, and constructivism involving students building understanding through learning activities and environment. The document contrasts traditional rote memorization approaches with modern technology-enabled approaches that encourage students to apply ideas to personal experiences and relate new information to what they already know.
IT enters new learning environment
This document discusses four conceptual models for integrating technology into teaching and learning: meaningful learning, discovery learning, generative learning, and constructivism. It describes each model, with meaningful learning focusing on relating new experiences to prior knowledge, discovery learning differentiating from direct instruction, generative learning involving active meaning-making and drawing inferences, and constructivism involving students building understanding through learning activities and environment. The document contrasts traditional rote memorization approaches with modern technology-enabled approaches that encourage students to apply ideas to personal experiences and relate new information to what they already know.
Maths,teaching,methods
The document discusses various teaching methods for math including cooperative learning, exposition, guided discovery, games, laboratory approach, problem solving, and simulations. It provides details on each method such as how it is implemented, implications for teaching, and limitations. Cooperative learning involves grouping students to discuss and solve problems together, exposition involves clear explanations by the teacher, and guided discovery presents structured situations for students to discover concepts on their own.
Innovative teaching - learning practices at school level
This document discusses innovative teaching practices that can be implemented at the school level. It describes practices like providing learner-centered and constructivist approaches, using peer learning, and incorporating multimedia and ICT into classrooms. Blended learning is discussed as a way to combine physical and online classrooms. Flipped learning involves doing schoolwork at home through videos and using class time for application. Spaced learning involves short learning sessions with breaks in between. Other practices mentioned include collaborative learning, mind mapping, concept mapping, brainstorming, and initiatives by the government like e-textbooks and language labs.
The Appropriate Use Of The Lecture And Alternative Teaching Methods
The selection of teaching methods and strategies must be based, to some extent, on your own teaching preferences and unique style. Remember, however, that students learn in many different ways, and some research suggests that their learning preferences are substantively different from those of the faculty. For example, some students learn best when they have an opportunity for give-and-take with the teacher; others prefer to learn primarily through reading and lectures; and some students learn best on their own, by performing tasks related to the course material. There are many learning preferences and combinations of preferences, and the best teachers apply a variety of methods to tap the learning potential of a wide range of students. You can vary your class routine period by period, lecturing one day, holding discussions the next, showing a film the next, and so on, but varying methods within a class period is a better technique because it promotes greater interest and excitement.
There are many books on college teaching that provide detailed advice on a wide variety of teaching techniques. In this survey we will focus on the methods most widely used in higher education - lecture and discussion - and outline several other methods that you can explore on your own.
The traditional fifty-minute college lecture in which the teacher does all the talking is an ancient teaching method, but its survival attests more to its ease of use - and low expense -than to its effectiveness as a teaching tool. When they are done well, lectures can be informative and even inspirational, but when they are done poorly, confusion and boredom result. Since it is likely that the lecture will remain the dominant teaching method in higher education for the forseeable future, you should be aware of its advantages and limitations.
The traditional lecture format suffers from a variety of handicaps. First, higher-level objectives such as analysis or critical thinking, cannot be taught in a lecture. Students cannot learn these skills unless they have an opportunity to practice them; listening to a lecture about critical thinking or problem-solving is simply not sufficient.
Second, the average attention span of a passive listener is about fifteen minutes, so if you talk uninterruptedly for longer than fifteen minutes it is unlikely that your students will stay "tuned in." The only sure way to overcome this problem is to switch to some kind of activity in which students are directly involved.
Third, in the aural learning process students gradually transfer bits of information from short-term into long-term memory, a process that takes time and usually requires repetition of the material.
Source: https://ebookschoice.com/the-appropriate-use-of-the-lecture-and-alternative-teaching-methods/
Similar to Truthiness cards (20)
TIBI_SHRMAINE_Teaching-Math-in-Intermediate-Grades-Lesson-3-5.docx
TIBI_SHRMAINE_Teaching-Math-in-Intermediate-Grades-Lesson-3-5.docx
Phenomenal Philosophers-Constructivism Power Point
Phenomenal Philosophers-Constructivism Power Point
role of concept based teaching & teaching methodologies.pptx
role of concept based teaching & teaching methodologies.pptx
Innovative teaching - learning practices at school level
Innovative teaching - learning practices at school level
The Appropriate Use Of The Lecture And Alternative Teaching Methods
The Appropriate Use Of The Lecture And Alternative Teaching Methods
More from Chris Hunter
Making and Justifying Mathematical Decisions.pdf
In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning.
The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking.
The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate.
In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Math 8 Proficiency Scales
This document outlines mathematics skills and concepts for grade 8. It covers topics such as squares, square roots, cubes and cube roots; the Pythagorean theorem; operations with fractions; ratios, rates, proportions and percents; linear relations and equations; surface area and volume; and statistics and probability. For each topic, it lists specific skills from emerging to extending levels of understanding.
Curricular Competencies -- Proficiency Scales
This document outlines curricular competencies in mathematics across several domains: reasoning, problem solving, communicating, representing, and connecting. For each domain, it lists competencies for emerging, developing, proficient, and extending levels of understanding and ability. The competencies describe skills such as recognizing patterns, explaining problem solving processes, using diagrams and symbols, and connecting mathematical concepts to real-world applications.
Multiplication -- More Than Repeated Addition and Times Tables.pdf
Multiplication is repeated addition... but it also means so much more than that! In this workshop, you will explore several fundamental meanings of this operation (e.g., equal groups, arrays and areas, how a quantity is “stretched,” etc.) through rich tasks that address each of these meanings. Also, you will explore and discuss relationships between the “basic facts.” More importantly, you will learn how to help your students see that these relationships extend to other types of numbers that they come across in BC’s intermediate and middle years mathematics curriculum (e.g., two-digit whole numbers, fractions, decimals, integers, etc.).
Discogs.pdf
The document appears to contain a single year - 1971. In just 3 words, it conveys very little contextual information or meaning on its own. More context would be needed to understand the significance or purpose of including only this year.
SI 2022.pdf
The document discusses creating an inclusive community for all learners in mathematics. It emphasizes three key aspects of establishing belonging in math classrooms: interpersonal supports, curriculum, and instructional techniques. Specifically, it states that while interpersonal relationships are important, teachers must also design instructional approaches and choose tasks that provide opportunities for students to experience mathematical belonging. These include using problems that students can relate to their own lives, lowering barriers to entry, allowing multiple solution pathways, and not restricting students' thinking. The goal is for all learners to feel like accepted members of the classroom community and to have opportunities to successfully engage with meaningful mathematics.
"Yeah But How Do I Translate That to a Percentage?" -- STA Convention 2022.pdf
The document discusses standards-based assessment and answers common questions about the transition from traditional grading to standards-based assessment. Some key points include:
- Standards-based assessment focuses on demonstrating evidence of learning standards rather than accumulating points, and compares student learning to proficiency levels rather than other students.
- The reasons for changing include making assessment more accurate, fair, and relevant to learning, and shifting student focus from grades to learning.
- Assessment should evaluate specific delineated learning standards rather than broad topics. Descriptors define each level of the proficiency scale from emerging to extending.
- Evidence of learning can come from products, observations, and conversations, rather than single events like tests. Tracking data over
Visualizing -- Focus Day 2022
Visualization is the process of thinking in images to compose, decompose, or transform mathematical concepts.
"They'll Need It for High School"
Timed tests cause early onset of math anxiety in students according to research. Studies have shown that students experience stress on timed math tests that they do not experience on untimed tests of the same material. Even young students in 1st and 2nd grade can experience math anxiety, and their levels do not correlate with factors like grade level, reading ability, or family income. Brain imaging has revealed that students who feel panicky about math show increased activity in areas associated with fear and decreased activity in areas involved in problem solving. Timed tests require retrieving math facts from working memory, and higher math anxiety reduces the available working memory. While timed tests are used with good intentions, the evidence suggests they should be reconsidered given the widespread issues
Opening Up Math Class
The document discusses opening up math class through asking open-ended questions. It provides strategies for creating open questions, such as turning questions around, asking for similarities and differences, replacing numbers with blanks, and asking for number sentences. Open questions allow for multiple approaches and solutions. Examples show how questions can go from closed to more open, providing more freedom in problem solving.
Alike & Different: WODB? and More
This document contains a series of math problems asking students to identify which two expressions or equations are most alike. It includes problems involving fractions, exponents, order of operations, addition, subtraction, multiplication, division, variables, equations, and functions. The document asks students to consider what is the same and what is different between pairs or groups of related mathematical expressions, equations or functions.
Indigenous Art Patterns -- Stamps
This document lists the names of various artworks along with the artist and their tribal affiliation. There are multiple listings of works featuring eagles, owls, hummingbirds, butterflies, orcas, salmon, bears, and ribbits created by indigenous artists from tribes such as Haida, Tsimshian, Coast Salish, Salish, and Kwagiulth.
Cuisenaire Rods
This document discusses using Cuisenaire rods to develop conceptual understanding of mathematical concepts. It provides examples of spatial puzzles and activities with the rods to help children decompose and recompose shapes. These activities build the foundation for understanding geometry. Examples also show using the rods to represent numbers in different ways, compare quantities, explore properties like commutative and distributive, build patterns, use measurement conversion and develop fraction concepts. The document emphasizes that experiences with the manipulatives are important for building number sense and geometry understanding in children.
Clothesline math
This document summarizes a presentation about developing number sense in students. It discusses clothesline math, an instructional tool using an open number line to build understanding of numbers and their relationships. It also defines number sense as a flexibility and automaticity with numbers, and the ability to choose strategies and judge answers. The presentation advocates for instructional routines to focus learning on mathematical practices and make lessons accessible for all. Attendees then planned clothesline math activities considering number choices, strategies, and questioning.
Linear relations across the grades
The document discusses linear relations across grades and includes the following key points:
- It describes how the concept of linear relations is developed from discrete points in one quadrant in grade 6 to continuous relations with rational coordinates in grade 9.
- Constant rate of change is an essential attribute of linear relations and has meaning when represented in tables, graphs, and equations.
- It lists big ideas, competencies, and content topics related to teaching slopes and equations of lines.
Alike & Different
The document contains a series of math problems asking which two expressions are most alike or what is the same and different between expressions. It focuses on comparing fractions, division, subtraction, and algebraic expressions. The high level theme is evaluating similarity and differences between mathematical terms and expressions.
Paint Splatter Arrays
Paint splatter arrays are inspired by Steve Wyborney's Splat! project. Chris Hunter shares the idea of creating abstract art by splattering paint onto a canvas in an organized array of dots or lines. The end result is colorful non-representational art that captures the randomness of splattered paint in an orderly composition.
The "MathTwitterBlogoSphere": Creating Your Own Professional Learning Community
The document discusses the "MathTwitterBlogoSphere" (MTBoS), an online professional learning community of mathematics educators who use Twitter and blogs. It defines the MTBoS as an informal organization without official membership where educators from all levels share resources and have professional conversations. The MTBoS values both redundancy through shared practices and diversity through different approaches and representations. The document encourages educators to join the MTBoS to access instructional routines, rich tasks, and testimonials about the benefits of participation. It provides hashtags to explore and discusses norms for respectful participation.
Operations Across the Grades
The document discusses operations (addition, subtraction, multiplication, and division) across different grade levels and domains. It provides examples of how the same operations can be applied conceptually and procedurally in different contexts, such as algebra, measurement, and word problems. The key point is that while the operations may look different depending on the context, the fundamental meanings remain the same.
Proportional Reasoning: Focus on Sense-Making
The document discusses proportional reasoning and focuses on sense-making. It emphasizes using multiple strategies to solve problems and communicating explanations in various ways. Proportional reasoning involves understanding multiplicative relationships, such as ratios, rates, proportions, unit prices, and percents. Representing problems with bar models and ratio tables can help make sense of these relationships. The document also provides examples of proportional reasoning problems and tasks involving missing values and comparisons.
More from Chris Hunter (20)
Multiplication -- More Than Repeated Addition and Times Tables.pdf
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"Yeah But How Do I Translate That to a Percentage?" -- STA Convention 2022.pdf
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The "MathTwitterBlogoSphere": Creating Your Own Professional Learning Community
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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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
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Truthiness cards
- 1. Meaning is best developed when learners The primary role/responsibility of the teacher is encounter experiences that proceed from the to make the learning of mathematics easier for concrete to the abstract. students by efficiently providing clear and concise explanations. Students benefit from working with a variety of Teaching with manipulatives takes longer materials, especially in primary classrooms. because, in the end, the teacher still has to teach students how to do the math symbolically. The most effective way to have students learn There are three types of people: mathy people basic facts is by building brain muscle memory and non-mathy people. through timed drills and lots of practice. Problem-solving occurs in the classroom when Students need to explore problem-solving students solve word problems after learning a situations in order to develop personal new concept/procedure. strategies.