Week 5
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This document discusses methods for cooperative and collaborative education, including learning from peers through social construction and education networks. It describes breaking the ice at the beginning of lectures to get participants engaged and ready to learn. Small and large group discussions are used to benefit learners and get them thinking with open minds and sharing ideas. The lecturer monitors and guides participants on how to support their groups and develop ideas. Each group then presents summaries of their discussions. These cooperative methods can be applied when working with students to develop skills needed in education.
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This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Problem based learning
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This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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2. As newcomers, learners are provided icebreaker activities to get to know each other and orient them to course expectations.
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This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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The document outlines the author's philosophy of teaching. It believes teaching is important for imparting knowledge to students and helping them develop skills for higher education. It advocates for project-based learning infused with technology where students research topics and present explanations. The teaching methodology involves daily lesson plans with films, lectures and guided activities for students to research comprehension. The role of the teacher is a facilitator to guide student thinking through questioning. Students are assessed through oral presentations and formative exams. The justification for this style is it focuses on the learning process through student interaction and conversation to help solve problems and develop positive behaviors like collaboration.
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This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
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Dr. Aries Cobb is a Scholar & Senior Research Scientist with a wealth of knowledge about Computer -Assisted Instruction (CAI) and Technology-Supported Cooperative Learning. Dr. Aries Cobb has published national & refereed journal articles, book chapters, a book on the subject matter. Dr. Aries Cobb prepared a persuasive reaction statement in the -form of a PowerPoint presentation -to cooperative learning—either in support of or against its use in the classroom. Dr. Aries Cobb, Faculty, Instructor, and Lecturer for Curriculum and Foundations and Multicultural Engagement at CSU. Dr. Aries Cobb has presented professional development and taught courses at the collegiate level in Instructional Technology Distance Education (ITDE). Dr. Aries Cobb has served as the Principal Investigator of EETT (Enhancing Education Through Technology) at CMSD, & BWU's young scholar program. Dr. Aries Cobb the lead Principal Investigator at CMSD, for Enhancing Education through Technology (EETT) for the Cleveland Metropolitan School District. Dr. Aries Cobb has over 13 years of experience as a grant manager and grant writer for funding sources of $400,500.00 or more per year. Dr. Aries Cobb is an expert in the field of Technology-Supported Cooperative Learning, Distance Education, Computer- Assisted Instruction (CAI), Instructional Technology (IT), Educational Technology, Assistive & Adaptive Equipment, e-Portfolio, Assistive Technology.
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cooperative learning and collaborative learning( think pair- share, jigsaw classroom, the learning circle)
Online assignment
This document discusses various cooperative and collaborative learning techniques. It describes think-pair-share, where students individually think about a question, discuss their answers with a partner, and share with the class. The jigsaw technique divides a lesson into parts and assigns one part to each student to teach peers. Collaborative learning involves groups working together on a project through different stages from forming to performing. The learning circle is a highly interactive structure where students build and share knowledge through open dialogue and reflection to achieve a shared outcome. These techniques increase student engagement and help develop social skills.
Alternative methods of Innovative Teaching.pptx
The document discusses various alternative and innovative teaching methods including inquiry-based learning, project-based learning, analogy method, storytelling method, and discussion method. Inquiry-based learning involves posing questions for students to explore, and has four types - confirmation, structured, guided, and open inquiry. Project-based learning involves students learning through real-world projects over an extended period. The analogy method compares unfamiliar concepts to familiar ones. Storytelling can be used to teach values and culture. Discussion method involves group interaction between teacher and students to define problems and solutions.
Net set teaching aptitude
This document provides an overview of teaching aptitude and methods for evaluating teaching effectiveness. It discusses definitions of teaching, the nature and objectives of teaching, qualities of effective teachers, and learning domains. Methods of teaching covered include lectures, tutorials, classroom management, case studies, and brainstorming. Evaluation elements discussed are testing, measurement, and continuous and comprehensive evaluation. The document is from an online resource for teaching aptitude test preparation that provides study materials and practice questions.
JED 426 Session 5 Explore Themes Suitable for Integration
This document discusses principles and methodologies for integrated learning. It begins by defining principles as fundamental truths that form the basis of a system or belief, and methodologies as systematic methods of study or activity. It then outlines several principles of integrated learning including cognitive, administrative, epistemological, ideological, psychological, practical, and theological principles. It also discusses the Understanding by Design methodology, its three stages of backward design (identifying desired results, determining evidence of understanding, and planning learning experiences), and how it supports integration. Finally, it provides examples of themes suitable for integration and frameworks for structuring integration within a school.
Collaborative learning
This document summarizes 5 collaborative learning methods: Think-Pair-Share, Buzz Groups, Talking Stick, Numbered Heads Together, and Two Stay Two Stray. For each method, it provides the definition, steps for implementation, benefits and disadvantages. Think-Pair-Share involves students thinking individually, discussing in pairs, and sharing with the class. Buzz Groups are small intense discussion groups of 3 people responding to a question. The Talking Stick allows one person at a time to speak while holding the stick. Numbered Heads Together assigns numbers to group members and randomly calls on them to answer for their group. Two Stay Two Stray has some group members share information with other groups then return to their own
Nature, concepts and purposes of curriculum
The document discusses the concepts of curriculum, teaching, and learning. It defines curriculum as the total learning experience, both planned and unplanned. Teaching is described as a three-phase process of planning, implementing, and evaluating lessons. Learning theories include behavioral and cognitive approaches. The relationship between teaching and learning is that teaching is the cause and learning is the effect, with the quality of one impacting the other.
EDUC 19 PPT.pptx
The document discusses the definition, nature, and scope of curriculum. It defines curriculum as the total learning experiences of students under a teacher's guidance, including a set of subjects, content, materials, and performance objectives taught inside and outside of school. Curriculum can be viewed as a content, process, or product. As content, it focuses on the body of knowledge transmitted to students. As a process, it emphasizes teaching methods and student learning activities. As a product, it refers to the intended learning outcomes and skills achieved by students.
Bernaneth report TTL2.pptx
Problem-based learning (PBL) is a student-centered pedagogy where students learn through solving open-ended problems. It was first developed by Barrows in 1968 at McMaster University. The goals of PBL are for students to acquire usable knowledge, develop reasoning skills, and stay current by applying knowledge to new problems. PBL follows principles like self-directed learning, group-based learning with teachers as facilitators, and learning skills like problem-solving and teamwork. It involves a six-stage process from identifying problems to refining solutions. Technology serves as a mediator for collaboration but the quality of learning depends more on the thinking processes students engage in.
Cherwin aguado
The project method is a teaching method that requires students to present the results of information gathered about a concept through a concrete project. It emphasizes learning by doing and develops students' manipulative and creative skills. Guidelines for effective use include assigning appropriate students to projects, providing clear objectives and evaluation criteria, carefully designing and checking projects, and recognizing outstanding work.
Teacher guidekb english
The document provides guidance on developing a collaborative learning culture in the classroom through knowledge building. It discusses four key phases:
1) Understanding students' prior knowledge and facilitating initial inquiry.
2) Using a four-step teaching strategy: (1) Provide information to stimulate thinking, (2) Scaffold group inquiry through methods like think cards and reciprocal teaching, (3) Make ideas public on a Knowledge Building Wall, (4) Facilitate choosing questions for further discussion.
3) Starting knowledge building and using the Knowledge Forum platform.
4) Deepening knowledge building discussions through reviewing work, synthesizing ideas, and moving to new discussions.
Active Learning Methods in Teaching.pdf
This document discusses active learning methods in teaching. It begins by defining active learning as any instructional method that engages students in the learning process by having them apply or practice the concepts being taught. Some key active learning methods discussed include think-pair-share, roundtable brainstorming, circular questioning, one minute papers, jigsaw method, concept mapping, peer teaching and team quizzes. The document emphasizes that active learning increases student engagement, participation, retention and higher-order thinking compared to passive lecturing. It concludes by stating active learning creates a more vibrant learning environment when teachers involve students and partner with them to energize the classroom.
Approach methods and techniques in teaching mathematics to intermediate grade
The document discusses several approaches, methods, and techniques for teaching mathematics to intermediate grades, including:
1. The discovery approach is an inquiry-based method where students construct their own knowledge through self-directed learning.
2. The inquiry approach encourages students to ask questions and investigate real-world problems to improve critical thinking and problem-solving skills.
3. Cooperative learning divides students into groups to work together on activities and projects.
innovative learning methods
1. Quantum learning is a method that aims to accelerate learning by making it engaging and fun. It is based on principles of cognitive psychology rather than quantum physics. 2. The method focuses on meaningful interactions between students and quality learning experiences. It emphasizes developing both academic and life skills. 3. Key aspects of quantum learning include creating an effective learning environment, presenting material in a natural way, demonstrating concepts, and celebrating achievements. The overall goal is to sharpen understanding and memory in a rewarding process.
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Syllabus
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Week 5
- 1. WEEK 5 This Subject in the present day methods for cooperative and give an idea of the experiments as well as some methods for collaborative And was initially a good way to heat the participants and the way Broken ice was to address some of the concepts and views on education cooperative and there were some following elements: 1. Learning from peers and this is the way of social construction. 2. Education through the Education Network And these elements were discussed the work of a small group and large group and discuss the possibility that the benefit of the learner to follow this approach in education. There are several benefits of this lesson: 1. Broken ice method where this method leads to the heating involved in the beginning of the lecture which gives a good impression and get ready for lecturer. 3. View the subject in the elements and make the participants think with an open mind to put forward their ideas and discussed with their group. 4. The lecture organization, monitoring and giving instructions to the participants how to think and to support groups to get ideas on occasion. 5. Each group presented a summary of the ideas and found them related to the lecture. These methods in education as possible to take advantage of them and their application in working with students and develop as I need for such methods in education