My Philosophy of Education
... classroom to be less of a class and more of a community, where we are all sharing ideas and communicating and learning from one another at the same time. This is one of the reasons why I focused on teaching middle and high school students; the maturity level of these students gives them the ability ...
... classroom to be less of a class and more of a community, where we are all sharing ideas and communicating and learning from one another at the same time. This is one of the reasons why I focused on teaching middle and high school students; the maturity level of these students gives them the ability ...
A Quick Tour of Educational Theories and Models
... A reaction to didactic approaches such as behaviourism and programmed instruction, constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Le ...
... A reaction to didactic approaches such as behaviourism and programmed instruction, constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Le ...
the PDF - Aspire Public Schools
... giving individual students the opportunity to use these computers, all by themselves, that empowers them. It makes them feel a sense of greatness because they are able to do something they’ve never done before.” –– Jhonn Hernandez, blended learning instructor California, which has one of the nation’ ...
... giving individual students the opportunity to use these computers, all by themselves, that empowers them. It makes them feel a sense of greatness because they are able to do something they’ve never done before.” –– Jhonn Hernandez, blended learning instructor California, which has one of the nation’ ...
ESOL practicum paperwork
... _____ c. Integrating language, content, and skills that English learners need to succeed in academic tasks. _____ d. Scaffolding and pacing the lesson so that appropriately sequenced tasks reinforce and build on each other. _____ e, Designing group activities and guided practice that lead to mastery ...
... _____ c. Integrating language, content, and skills that English learners need to succeed in academic tasks. _____ d. Scaffolding and pacing the lesson so that appropriately sequenced tasks reinforce and build on each other. _____ e, Designing group activities and guided practice that lead to mastery ...
Read publication - Kids Can Succeed
... there have been concerns expressed by teachers in independent schools about a student’s progress. The assessment process includes a number of tests which are less reliant on vocabulary and language and more reliant on the sub-skills of visual and auditory processing in addition to tests of non-verba ...
... there have been concerns expressed by teachers in independent schools about a student’s progress. The assessment process includes a number of tests which are less reliant on vocabulary and language and more reliant on the sub-skills of visual and auditory processing in addition to tests of non-verba ...
Annotated Bibliography
... Online Teams. Educational Technology & Society, 11 (1), 132-147. This article outlined a study done in Turkey that followed 32 pre-service foreign language teachers who enrolled in a four-month online project for a class on integrating technology. These individuals were expected to collaborate onlin ...
... Online Teams. Educational Technology & Society, 11 (1), 132-147. This article outlined a study done in Turkey that followed 32 pre-service foreign language teachers who enrolled in a four-month online project for a class on integrating technology. These individuals were expected to collaborate onlin ...
report
... A number of presentations pointed to the need to explore with students their conceptions of what learning actually is, in all of its structural complexity. In order to achieve a high level of metacognition it was necessary to make explicit both the processes and purposes of learning. “You teach to t ...
... A number of presentations pointed to the need to explore with students their conceptions of what learning actually is, in all of its structural complexity. In order to achieve a high level of metacognition it was necessary to make explicit both the processes and purposes of learning. “You teach to t ...
Complex needs - Leading Learning 4 All
... • Break tasks down into small steps that they can manage independently. • If a student is dependent on a particular person, give them an object that belongs to that person to hold until they return can help; work alongside that attachment figure to bridge the transition. • Help students to become ...
... • Break tasks down into small steps that they can manage independently. • If a student is dependent on a particular person, give them an object that belongs to that person to hold until they return can help; work alongside that attachment figure to bridge the transition. • Help students to become ...
Flipped Classroom - "C. Marchesi" – Mascalucia
... In the traditional model of classroom instruction, the teacher is typically the central focus of a lesson and the primary disseminator of information during the class period The teacher responds to questions while students defer directly to the teacher for guidance and feedback. In a classroom with ...
... In the traditional model of classroom instruction, the teacher is typically the central focus of a lesson and the primary disseminator of information during the class period The teacher responds to questions while students defer directly to the teacher for guidance and feedback. In a classroom with ...
lima city school district
... learning goals. Develops lesson plans that align with state standards and the district’s adopted courses of study/curriculum goals. · Evaluates the academic needs of students. Develops effective student educational experiences that engage and stimulate student learning. Varies instructional techniqu ...
... learning goals. Develops lesson plans that align with state standards and the district’s adopted courses of study/curriculum goals. · Evaluates the academic needs of students. Develops effective student educational experiences that engage and stimulate student learning. Varies instructional techniqu ...
Differentiated Instruction Strategies to Differentiate Instruction
... Definition: Differentiation is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Differentiation allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to ...
... Definition: Differentiation is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Differentiation allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to ...
Butale and Nyoni
... (VLE) concept and, drawing on technology-mediated learning theory, develop a conceptual framework that identifies the primary dimensions of a VLE and their relationship to learning effectiveness in open and distance education (ODL). • Today, virtual learning environments (VLEs) have a variety of tec ...
... (VLE) concept and, drawing on technology-mediated learning theory, develop a conceptual framework that identifies the primary dimensions of a VLE and their relationship to learning effectiveness in open and distance education (ODL). • Today, virtual learning environments (VLEs) have a variety of tec ...
Situated learning as a model for the design of an interactive
... provision has been aptly demonstrated by the design, and the implementation, of the program examined in this paper. Authentic tasks in authentic contexts engage students in activities which are meaningful to them. Students, whatever their discipline, need to he brought into the practices and thi ...
... provision has been aptly demonstrated by the design, and the implementation, of the program examined in this paper. Authentic tasks in authentic contexts engage students in activities which are meaningful to them. Students, whatever their discipline, need to he brought into the practices and thi ...
Efficiency of WBLC
... understands the idea of variable, knows variable has a name, is aquainted with with types of variables, is aware of the fact that different types are not compatible, knows that different types require different amount of memory, is familiar with assignement statements, is aware of meanin ...
... understands the idea of variable, knows variable has a name, is aquainted with with types of variables, is aware of the fact that different types are not compatible, knows that different types require different amount of memory, is familiar with assignement statements, is aware of meanin ...
Complex Instruction - ELL Best Practices
... children in the group see them as having nothing to offer to the group. Their attempts to contribute are ignored or rebuffed. In short, they have low academic status within the group. CI invokes the use of status treatments to equalize academic status within working groups in order to obtain the par ...
... children in the group see them as having nothing to offer to the group. Their attempts to contribute are ignored or rebuffed. In short, they have low academic status within the group. CI invokes the use of status treatments to equalize academic status within working groups in order to obtain the par ...
Bloom`s Taxonomy - Saint Mary`s Press
... focus on knowledge, understanding, and critical thinking skills that demonstrate mastery of the content. Ideally, the goal of education should be to bring students through all six levels in order to demonstrate a level of critical thinking that is commensurate with their development. The taxonomy is ...
... focus on knowledge, understanding, and critical thinking skills that demonstrate mastery of the content. Ideally, the goal of education should be to bring students through all six levels in order to demonstrate a level of critical thinking that is commensurate with their development. The taxonomy is ...
Subject Inspection - German
... writing the titles of themes and creating a table of contents. This will enable them to access information quickly and will support independent learning. ...
... writing the titles of themes and creating a table of contents. This will enable them to access information quickly and will support independent learning. ...
Light In Their Eyes
... within a culture and community. Indeed, what is needed to ensure learning for all is introduced on page 18. The second chapter on learning and inequality pulls no punches when it comes to naming the origins and describing the effects of inequality. Nieto thoroughly examines racism and institutional ...
... within a culture and community. Indeed, what is needed to ensure learning for all is introduced on page 18. The second chapter on learning and inequality pulls no punches when it comes to naming the origins and describing the effects of inequality. Nieto thoroughly examines racism and institutional ...
4. Good student performance is achieved in different ways
... that purported to show which were the ‘best’ universities for students to apply to included the proportion of students who gained a ‘good’ degree: a first class or an upper second class degree. This proportion varied widely between institutions (from about three quarters of all students to about one ...
... that purported to show which were the ‘best’ universities for students to apply to included the proportion of students who gained a ‘good’ degree: a first class or an upper second class degree. This proportion varied widely between institutions (from about three quarters of all students to about one ...
Third Teacher
... Add to this list The ideas in this book are ingredients, to be combined in varying quantities as suits conditions and tastes. The list is by no means finite. Add to it, adapt ideas, grow new ones, and transform the world. ...
... Add to this list The ideas in this book are ingredients, to be combined in varying quantities as suits conditions and tastes. The list is by no means finite. Add to it, adapt ideas, grow new ones, and transform the world. ...
Instruction Handout
... Use more visual and multi-modal presentations. Model learning whenever possible by demonstrating how a problem can be solved or a learning situation can be handled. Build upon and link new learning to students’ prior knowledge. Utilize a K-W-l approach to access what students already know (K), ...
... Use more visual and multi-modal presentations. Model learning whenever possible by demonstrating how a problem can be solved or a learning situation can be handled. Build upon and link new learning to students’ prior knowledge. Utilize a K-W-l approach to access what students already know (K), ...
1 Teacher Education Pathways Committee Learning Outcomes
... • To demonstrate an understanding of historical, philosophical, sociological and political foundations of education. • To develop an understanding of the way in which schools reproduce or reduce inequality in schooling and schools. • To integrate the use of technology in ways that will enable studen ...
... • To demonstrate an understanding of historical, philosophical, sociological and political foundations of education. • To develop an understanding of the way in which schools reproduce or reduce inequality in schooling and schools. • To integrate the use of technology in ways that will enable studen ...
Coaches+learning+theory-+prs-v1+00
... Constructivism posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to prior knowledge, thus mental representations are subjective. ...
... Constructivism posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to prior knowledge, thus mental representations are subjective. ...
Middle College - West Virginia Department of Education
... Identification with a community of learners Increased motivation and engagement in project-based learning Accumulation of college credits and early preparation for college admission Improved communication skills and media literacy Increased maturity, independence and evidence of coping skills Work e ...
... Identification with a community of learners Increased motivation and engagement in project-based learning Accumulation of college credits and early preparation for college admission Improved communication skills and media literacy Increased maturity, independence and evidence of coping skills Work e ...
Project-based learning
Project-based learning (PBL) is considered an alternative to paper-based, rote memorization, or to teacher-led classrooms. Proponents of project-based learning cite numerous benefits to the implementation of its strategies in the classroom - including a greater depth of understanding of concepts, broader knowledge base, improved communication and interpersonal/social skills, enhanced leadership skills, increased creativity, and improved writing skills. Another definition of project-based learning includes a type of instruction, where students work together to solve real-world problems in their schools and communities. Successful problem-solving often requires students to draw on lessons from several disciplines and apply them in a very practical way. The promise of seeing a very real impact becomes the motivation for learning.John Dewey initially promoted the idea of ""learning by doing"". In My Pedagogical Creed (1897) Dewey enumerated his beliefs regarding education: ""The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these.......I believe, therefore, in the so-called expressive or constructive activities as the centre of correlation."" (Dewey, 1897) Educational research has advanced this idea of teaching and learning into a methodology known as ""project-based learning"". Blumenfeld & Krajcik (2006) cite studies by Marx et al., 2004, Rivet & Krajcki, 2004 and William & Linn, 2003 state that ""research has demonstrated that students in project-based learning classrooms get higher scores than students in traditional classroom"".Markham (2011) describes project-based learning (PBL) thus: ""PBL integrates knowing and doing. Students learn knowledge and elements of the core curriculum, but also apply what they know to solve authentic problems and produce results that matter. PBL students take advantage of digital tools to produce high quality, collaborative products. PBL refocuses education on the student, not the curriculum--a shift mandated by the global world, which rewards intangible assets such as drive, passion, creativity, empathy, and resiliency. These cannot be taught out of a textbook, but must be activated through experience."" Project-based learning has been associated with the ""situated learning"" perspective of James G. Greeno (2006) and with the constructivist theories of Jean Piaget. Blumenfeld et al. elaborate on the processes of PBL: ""Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts.""(Blumenfeld, et al., 1991) The basis of PBL lies in the authenticity or real-life application of the research. Students working as a team are given a ""driving question"" to respond to or answer, then directed to create an artifact (or artifacts) to present their gained knowledge. Artifacts may include a variety of media such as writings, art, drawings, three-dimensional representations, videos, photography, or technology-based presentations.Project-based learning is not without its opponents; in Peer Evaluation in Blended Team Project-Based Learning: What Do Students Find Important? Hye-Jung & Cheolil (2012) describe ""social loafing"" as a negative aspect of collaborative learning. Social loafing may include insufficient performances by some team members as well as a lowering of expected standards of performance by the group as a whole to maintain congeniality amongst members. These authors said that because teachers tend to grade the finished product only, the social dynamics of the assignment may escape the teacher's notice.