Active Learning Strategy
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This document discusses active learning approaches and their benefits over traditional lecture-based teaching. It provides evidence from over 600 studies that cooperation between students results in greater effort, more positive relationships, and better psychological health compared to competitive and individual learning. The document also outlines some active learning strategies like discussion, cooperative learning, and problem-based learning. It summarizes research from Miami University finding improvements in students' learning and abilities like critical thinking when faculty adopted more active approaches. Faculty reported experiential learning, student-centered approaches, discussion and cooperation worked best.
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ACTIVE LEARNING METHOD FOR ACTIVE TEACHING
This document discusses active learning techniques that can be implemented in the classroom. It begins by defining active learning as any learning activity engaged in by students other than passively listening to a lecture. It then discusses various active learning techniques like think-pair-share, concept mapping, jigsaw learning, and fishbowl discussions. For each technique, it provides a brief explanation of how the technique works and its benefits. The overall purpose is to help educators learn practical active learning strategies to make their classroom more engaging and improve student learning and retention of the material.
Active learning methods
This presentation discusses the following topics:
What is Active Learning
Why is Active learning
Active learning Eco System
Passive vs Active Learning
Methods of Active Learning
Active Learning Spectrum
Blooms Taxonomy
Suggestion for Active Learning
Active Learning Strategies
Active Learning Examples
Active learning and active learning strategies
What is active learning | Active learning strategies | Engage learners in learning process | Learningade
Active Learning
The document discusses active learning techniques to maximize student retention and comprehension. It defines active learning as learner-centered, involving input from multiple sources and senses. Active learning also involves students interacting with content and each other, such as through collaborative work. Using active learning strategies that require higher-order thinking and greater interaction is linked to higher retention of course material. The document provides examples of active learning techniques and how instructors can incorporate student learning preferences, including visual, auditory, reading/writing and kinesthetic styles.
Active Learning
A reference material for teachers to learn about active learning strategies that can help them execute engaging classrooms.
Active learning strategies-1
This document discusses active learning techniques that can be used in the classroom. It introduces think-pair-share, which involves students thinking individually, discussing in pairs, and sharing with the class. Variations include writing responses individually before pairing up. Think-pair-share benefits include engaging students and incorporating multiple perspectives. Other techniques discussed are numbered heads, three-step interviews where students take turns interviewing and reporting, and three-minute reviews where students summarize material in pairs. Active learning requires activities that motivate students to think and work in groups rather than just listening passively.
Active learning powerpoint presentation
This document discusses active learning and its benefits. Active learning engages students through hands-on activities and practice applying skills. It allows students to work cooperatively in small groups. According to Dale's Cone of Learning, students retain 70% of what they say and 90% of what they say and do. The TEAMS program emphasizes interdisciplinary instructional teams, frequent technology use, and active learning. Technology supports independent inquiry and small group work. Active learning is one of the most effective teaching approaches as it increases learning effectiveness and efficiency through collaboration and exploration.
COOPERATIVE LEARNING STRATEGY
Cooperative learning is a teaching strategy where small teams of students work together on learning activities to improve their understanding of a subject. It originated from philosophers like John Dewey who believed in progressive education to create responsible democratic citizens, and psychologists like Morton Deutsch who saw cooperation as building trust and relationships. Cooperative learning structures provide different roles for students and specialized expertise to promote positive interdependence and accountability. Implementing cooperative learning effectively involves forming heterogeneous teams, developing students' teamwork skills, and having groups reflect on their process.
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ACTIVE LEARNING METHOD FOR ACTIVE TEACHING
This document discusses active learning techniques that can be implemented in the classroom. It begins by defining active learning as any learning activity engaged in by students other than passively listening to a lecture. It then discusses various active learning techniques like think-pair-share, concept mapping, jigsaw learning, and fishbowl discussions. For each technique, it provides a brief explanation of how the technique works and its benefits. The overall purpose is to help educators learn practical active learning strategies to make their classroom more engaging and improve student learning and retention of the material.
Active learning methods
This presentation discusses the following topics:
What is Active Learning
Why is Active learning
Active learning Eco System
Passive vs Active Learning
Methods of Active Learning
Active Learning Spectrum
Blooms Taxonomy
Suggestion for Active Learning
Active Learning Strategies
Active Learning Examples
Active learning and active learning strategies
What is active learning | Active learning strategies | Engage learners in learning process | Learningade
Active Learning
The document discusses active learning techniques to maximize student retention and comprehension. It defines active learning as learner-centered, involving input from multiple sources and senses. Active learning also involves students interacting with content and each other, such as through collaborative work. Using active learning strategies that require higher-order thinking and greater interaction is linked to higher retention of course material. The document provides examples of active learning techniques and how instructors can incorporate student learning preferences, including visual, auditory, reading/writing and kinesthetic styles.
Active Learning
A reference material for teachers to learn about active learning strategies that can help them execute engaging classrooms.
Active learning strategies-1
This document discusses active learning techniques that can be used in the classroom. It introduces think-pair-share, which involves students thinking individually, discussing in pairs, and sharing with the class. Variations include writing responses individually before pairing up. Think-pair-share benefits include engaging students and incorporating multiple perspectives. Other techniques discussed are numbered heads, three-step interviews where students take turns interviewing and reporting, and three-minute reviews where students summarize material in pairs. Active learning requires activities that motivate students to think and work in groups rather than just listening passively.
Active learning powerpoint presentation
This document discusses active learning and its benefits. Active learning engages students through hands-on activities and practice applying skills. It allows students to work cooperatively in small groups. According to Dale's Cone of Learning, students retain 70% of what they say and 90% of what they say and do. The TEAMS program emphasizes interdisciplinary instructional teams, frequent technology use, and active learning. Technology supports independent inquiry and small group work. Active learning is one of the most effective teaching approaches as it increases learning effectiveness and efficiency through collaboration and exploration.
COOPERATIVE LEARNING STRATEGY
Cooperative learning is a teaching strategy where small teams of students work together on learning activities to improve their understanding of a subject. It originated from philosophers like John Dewey who believed in progressive education to create responsible democratic citizens, and psychologists like Morton Deutsch who saw cooperation as building trust and relationships. Cooperative learning structures provide different roles for students and specialized expertise to promote positive interdependence and accountability. Implementing cooperative learning effectively involves forming heterogeneous teams, developing students' teamwork skills, and having groups reflect on their process.
Interactive Teaching
This document discusses interactive teaching strategies to engage all learners. It identifies three main learning styles - visual, auditory, and kinesthetic. Interactive teaching involves both the facilitator and learners, encourages participation through questions and hands-on activities, and incorporates different techniques like lectures, group work, and varying activities to maintain interest and maximize retention. The summary emphasizes that interactive teaching is a two-way process that actively engages participants with each other, the facilitator, and the content.
Active learning
Active learning refers to techniques where students are actively engaged in the learning process through activities like discussion, problem-solving, presentations, and group work. It is based on the assumptions that learning is an active process and people learn in different ways. Some goals of active learning include developing communication and collaboration skills as well as encouraging student responsibility for learning. Examples of active learning methods include think-pair-share, collaborative learning groups, games, and student debates. Research shows that active learning is more effective than passive listening, as it increases the effectiveness and efficiency of teaching while providing opportunities for students to apply skills and explore their own thinking.
Active learning
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
Active learning
Active learning is an approach to instruction that engages students in the learning process through activities and discussions. It places responsibility on students to take ownership of their education. Teachers act as facilitators rather than just providers of information. Research shows active learning increases student engagement, understanding, enjoyment, and retention of material compared to traditional lecturing. However, it may take more time and preparation from teachers and requires student participation.
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2. Scaffolding involves breaking learning into chunks and providing support tools with each chunk, such as modeling, connecting to prior experience, think-pair-shares, pre-teaching vocabulary, and checking for understanding through questioning.
3. These strategies help students develop skills they cannot yet master independently by providing appropriate levels of support within their zone of proximal development.
The Basics of Active Learning
The document discusses active learning strategies for teaching anatomy. It defines active learning as involving students in activities that require thinking about what they are doing. Some examples of active learning include using cases or problems in lectures, flipping the classroom, and team-based learning. The benefits of active learning are that it engages students, helps with attention spans, and provides practice and feedback. Challenges for faculty include adequately covering content and increased preparation time. Sustaining active learning requires faculty development, design support, evaluation, and addressing resource needs. The document encourages readers to try different active learning approaches like modifying lectures, using problems, flipping lectures, or team-based learning.
Activity based learning
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Active learning
This presentation is developed by students of A.D.E Batch 2017-18 where they have described Active Learning, Advantages and Disadvantages and Role of Technology in Active Learning.
This presentation is developed and delivered by students of Government Elementary College of Education Badin.
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This document discusses problem-based learning and project-based learning. It explains that problem-based learning is a student-centered approach where students learn by solving complex problems. It also describes the seven step process for problem-based learning. Project-based learning involves students investigating real-world problems and challenges. The key components of project-based learning are outlined, including learner-centered environment, collaboration, authentic tasks, and innovative assessment. Benefits of both approaches include increased motivation, development of critical thinking skills, and preparation for lifelong learning.
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Teaching methodologies
This document discusses various teaching methods and objectives. It begins by defining teaching and methods. It then outlines the objectives of teaching as developing cognition, affective skills, and psychomotor abilities. Several teaching techniques are described in detail like direct instruction, indirect instruction, discussion, cooperative learning and self-directed learning. Specific methods like lecture, demonstration, debate and role playing are also explained. Finally, it lists 30 teaching methods used by the Holy Prophet Muhammad including repetition, memorization, questioning, storytelling, demonstration and practice.
Cooperative and collaborative Learning
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Teaching models
The document discusses various teaching models, approaches, strategies and methods. It defines approaches as assumptions about language learning and teaching, and methods as plans for presenting language. Strategies are plans to ensure lessons are learned, and techniques are classroom activities. The models are grouped into behavioral, information processing, social, and personal families. Behavioral models use conditioning and stimuli, while information processing models emphasize acquiring and organizing data. Specific models discussed include mastery learning, simulations, advance organizers, and inquiry training.
Using active learning instructional strategies
This document discusses using active learning strategies to enhance training and learning. It defines active learning as involving students in activities that promote thinking and doing, rather than passive listening. Research shows active learning improves conceptual understanding and problem-solving over traditional lectures. The document provides examples of active learning strategies like case studies, group work, role-playing, and supplemental videos. It also addresses common problems in implementing active learning, such as reduced content coverage, preparation time, large class sizes, and student resistance to new approaches. Overall, the document advocates active learning as a best practice for developing workforce skills.
Collaborative learning (1)
Collaborative learning involves students working together in groups to seek understanding or create a product. It aims to actively involve students and rely on social contexts to promote learning. Key approaches include cooperative learning, problem-based learning, and discussion groups. Cooperative learning is said to promote academic achievement, satisfaction, communication skills, social skills, self-esteem, retention, and a sense of community. Its five elements are positive interdependence, face-to-face interaction, individual and group accountability, interpersonal skills, and group processing.
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Innovative Teaching Methodologies
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Classroom Management
Classroom management encompasses many factors related to arranging and teaching in the classroom. Effective classroom management requires managing student motivation, behavior, and the teaching materials and strategies. It is important for teachers to have control over time, behavior, the content, and relationships in the classroom. Proper classroom arrangement, clear teacher communication, and well-planned lessons are fundamental to achieving effective classroom management. A teacher must understand their various roles and how to adapt their teaching style based on the classroom context.
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Relative clauses add additional information to a main clause using relative pronouns like who, which, that, when, where, whose. Defining relative clauses are essential to identifying the noun, while non-defining clauses provide extra information and are set off by commas. Relative pronouns can be omitted in some defining clauses if they are the object. Prepositions are sometimes placed at the end of relative clauses involving location or object.
Defining relative clauses presentation
This document discusses defining relative clauses. It defines relative clauses as clauses that define or identify the person, thing, or place being referred to. It provides examples of defining relative clauses using who, which, or where to refer to people, things, or places. It discusses omitting the relative pronoun in some cases. It also contains an activity asking students to complete sentences with the appropriate relative pronoun and another activity joining sentences to form defining relative clauses.
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This document discusses interactive teaching strategies to engage all learners. It identifies three main learning styles - visual, auditory, and kinesthetic. Interactive teaching involves both the facilitator and learners, encourages participation through questions and hands-on activities, and incorporates different techniques like lectures, group work, and varying activities to maintain interest and maximize retention. The summary emphasizes that interactive teaching is a two-way process that actively engages participants with each other, the facilitator, and the content.
Active learning
Active learning refers to techniques where students are actively engaged in the learning process through activities like discussion, problem-solving, presentations, and group work. It is based on the assumptions that learning is an active process and people learn in different ways. Some goals of active learning include developing communication and collaboration skills as well as encouraging student responsibility for learning. Examples of active learning methods include think-pair-share, collaborative learning groups, games, and student debates. Research shows that active learning is more effective than passive listening, as it increases the effectiveness and efficiency of teaching while providing opportunities for students to apply skills and explore their own thinking.
Active learning
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
Active learning
Active learning is an approach to instruction that engages students in the learning process through activities and discussions. It places responsibility on students to take ownership of their education. Teachers act as facilitators rather than just providers of information. Research shows active learning increases student engagement, understanding, enjoyment, and retention of material compared to traditional lecturing. However, it may take more time and preparation from teachers and requires student participation.
6 scaffolding strategies to use with your students
1. The document discusses six scaffolding strategies that teachers can use in the classroom: show and tell, tap into prior knowledge, give time to talk, pre-teach vocabulary, use visual aids, and pause, ask questions, pause, review.
2. Scaffolding involves breaking learning into chunks and providing support tools with each chunk, such as modeling, connecting to prior experience, think-pair-shares, pre-teaching vocabulary, and checking for understanding through questioning.
3. These strategies help students develop skills they cannot yet master independently by providing appropriate levels of support within their zone of proximal development.
The Basics of Active Learning
The document discusses active learning strategies for teaching anatomy. It defines active learning as involving students in activities that require thinking about what they are doing. Some examples of active learning include using cases or problems in lectures, flipping the classroom, and team-based learning. The benefits of active learning are that it engages students, helps with attention spans, and provides practice and feedback. Challenges for faculty include adequately covering content and increased preparation time. Sustaining active learning requires faculty development, design support, evaluation, and addressing resource needs. The document encourages readers to try different active learning approaches like modifying lectures, using problems, flipping lectures, or team-based learning.
Activity based learning
This document discusses activity-based learning (ABL). It begins by defining activities and activity-based learning as using activities as the basis for learning. The history of ABL is then outlined, tracing it back to its origins in the 1940s in British schools. Examples of different types of activities used in ABL are provided, such as role plays, games, debates, and experiments. The needs and benefits of ABL are described as helping students learn and retain information through active participation. Steps for organizing ABL and its uses, such as reinforcing concepts and providing feedback, are also summarized.
Active learning
This presentation is developed by students of A.D.E Batch 2017-18 where they have described Active Learning, Advantages and Disadvantages and Role of Technology in Active Learning.
This presentation is developed and delivered by students of Government Elementary College of Education Badin.
Problem Based Learning
This document discusses problem-based learning and project-based learning. It explains that problem-based learning is a student-centered approach where students learn by solving complex problems. It also describes the seven step process for problem-based learning. Project-based learning involves students investigating real-world problems and challenges. The key components of project-based learning are outlined, including learner-centered environment, collaboration, authentic tasks, and innovative assessment. Benefits of both approaches include increased motivation, development of critical thinking skills, and preparation for lifelong learning.
Student engagement
The document discusses strategies to increase student engagement through interaction with course content, peers, and faculty. It emphasizes the importance of student engagement and provides suggestions for fostering engagement, such as being an engaging teacher, using active learning exercises, and incorporating feedback and assessment. Specific techniques are outlined, like connecting content to students' lives, giving students control over their learning, and ensuring content and assessments align with course outcomes. The document draws heavily from the book "Student Engagement Techniques" by Barkley.
Effective Teaching Strategies
Effective teaching strategies involve 6 keys: 1) arousing student interest and making connections between old and new concepts, 2) showing concern and respect for students to help them feel they can master subjects, 3) using various assessment methods and feedback to motivate learning rather than just memorization, 4) setting clear and high goals and intellectual challenges for students, 5) promoting student independence, control, and active engagement through appropriate tasks, and 6) learning from students by collecting evidence of teaching effectiveness and modifying instruction accordingly.
Teaching methodologies
This document discusses various teaching methods and objectives. It begins by defining teaching and methods. It then outlines the objectives of teaching as developing cognition, affective skills, and psychomotor abilities. Several teaching techniques are described in detail like direct instruction, indirect instruction, discussion, cooperative learning and self-directed learning. Specific methods like lecture, demonstration, debate and role playing are also explained. Finally, it lists 30 teaching methods used by the Holy Prophet Muhammad including repetition, memorization, questioning, storytelling, demonstration and practice.
Cooperative and collaborative Learning
Collaborative and cooperative learning are teaching techniques that promote student-centered learning in small groups. Collaborative learning involves students working together in small groups with face-to-face interaction, while cooperative learning is an approach involving classroom activities where social and academic learning is developed. Some key differences are that collaborative learning sees the instructor as the center of authority, while cooperative learning promotes positive interdependence among students and emphasizes interpersonal skills. Both techniques encourage diversity understanding and create an active learning environment.
Teaching models
The document discusses various teaching models, approaches, strategies and methods. It defines approaches as assumptions about language learning and teaching, and methods as plans for presenting language. Strategies are plans to ensure lessons are learned, and techniques are classroom activities. The models are grouped into behavioral, information processing, social, and personal families. Behavioral models use conditioning and stimuli, while information processing models emphasize acquiring and organizing data. Specific models discussed include mastery learning, simulations, advance organizers, and inquiry training.
Using active learning instructional strategies
This document discusses using active learning strategies to enhance training and learning. It defines active learning as involving students in activities that promote thinking and doing, rather than passive listening. Research shows active learning improves conceptual understanding and problem-solving over traditional lectures. The document provides examples of active learning strategies like case studies, group work, role-playing, and supplemental videos. It also addresses common problems in implementing active learning, such as reduced content coverage, preparation time, large class sizes, and student resistance to new approaches. Overall, the document advocates active learning as a best practice for developing workforce skills.
Collaborative learning (1)
Collaborative learning involves students working together in groups to seek understanding or create a product. It aims to actively involve students and rely on social contexts to promote learning. Key approaches include cooperative learning, problem-based learning, and discussion groups. Cooperative learning is said to promote academic achievement, satisfaction, communication skills, social skills, self-esteem, retention, and a sense of community. Its five elements are positive interdependence, face-to-face interaction, individual and group accountability, interpersonal skills, and group processing.
Problem Based Learning
Problem based learning is one of the approaches used in presenting the lesson. In this presentation you will know the advantages of using this approach. This also tackles the models needed in implementing this strategy. I have provided an example problem for a more adequate learning.
Innovative Teaching Methodologies
The document discusses innovative teaching methodologies presented by Mahnoor Mirza. It begins with an overview of the presentation topics, which include traditional teaching methods, learning pyramids, Bloom's Taxonomy, Howard Gardner's theory of multiple intelligences, and innovative teaching techniques. Some innovative techniques discussed are role playing, mind mapping, field trips, learning games, using humor, group discussions, and quizzes. The presentation emphasizes engaging students through active learning, variety, review, evaluation, and feedback to improve learning outcomes over traditional "chalk and talk" methods.
Classroom Management
Classroom management encompasses many factors related to arranging and teaching in the classroom. Effective classroom management requires managing student motivation, behavior, and the teaching materials and strategies. It is important for teachers to have control over time, behavior, the content, and relationships in the classroom. Proper classroom arrangement, clear teacher communication, and well-planned lessons are fundamental to achieving effective classroom management. A teacher must understand their various roles and how to adapt their teaching style based on the classroom context.
Flipped Learning
Dr. John R. Jenkins discusses flipped learning, which involves students watching lectures and videos as homework and doing homework-like activities in class. The document outlines the background of flipped learning, including constructivism and behaviorism, defines flipped learning and its advantages, and describes what is known about flipped learning based on case studies. It also provides a sample flipped class session agenda.
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Defining relative clauses presentation
This document discusses defining relative clauses. It defines relative clauses as clauses that define or identify the person, thing, or place being referred to. It provides examples of defining relative clauses using who, which, or where to refer to people, things, or places. It discusses omitting the relative pronoun in some cases. It also contains an activity asking students to complete sentences with the appropriate relative pronoun and another activity joining sentences to form defining relative clauses.
Defining relative clauses
Defining relative clauses provide information to identify a person or thing and can use that, who, which, whom, whose, when, where, or why. That or who is used for people and that or which for things. The relative pronoun can be the subject or object of the verb in the relative clause. In formal English whom is used instead of who as the object. The relative pronoun can be omitted if it is the object of a preposition. Whose indicates possession. When, where, and why are used after time, place, and reason nouns, respectively. Defining relative clauses concisely identify people and things.
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This document provides information and exercises about places in a city and using prepositions of place. It includes examples of asking and describing locations using phrases like "where" and "across from." Learners are instructed to work in pairs to choose and describe ten places using these prepositions and relative adverbs. Links to additional online exercises on this topic are also provided.
Active learning with al (scrolling intro)
Active learning with AL provides engaging strategies, activities and projects to involve students in the learning process. It encourages students to explore concepts more deeply than traditional lecture and makes them more invested in the material through hands-on work. The document likely contains ideas and examples of active learning techniques that teachers can use to move students from a passive listening role to a more participatory role where they apply and practice what they are learning.
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This document discusses using active learning activities during first year information literacy sessions. It defines active learning as student-centered methods that encourage participation. Benefits include increased engagement and responsibility for learning. The session will provide an information literacy manual and allow participants to try activities. Sample activities include games like Jeopardy and grouping students to brainstorm synonyms. The document aims to refresh pedagogical approaches and involve students through small group work and questions.
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The document introduces game-based learning and discusses why it is effective for learning. It notes that game-based learning supports active, situated, and flow-based learning through continuous feedback and learning from failure. It also helps develop 21st century skills, social emotional learning, character skills, and a growth mindset. The document then outlines different types of game-based learning like educational games, video games, game design, new media gaming, and gamification. It provides examples for each type and concludes by quoting that "with games, learning is the drug."
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This document discusses using active learning techniques to engage students in information literacy sessions. It presents various active learning activities that can be used, organized by learning goals and ACRL standards. These include games like Jeopardy and activities using props to demonstrate concepts like Boolean logic. Tips are provided for implementing active learning, such as encouraging participation and using humor. Participants are prompted to reflect on what active learning activities they currently use and which discussed activities could work for their sessions.
Creating Active Learning Environments
The document discusses creating active learning environments in higher education. It summarizes research showing active learning improves student performance and outcomes compared to traditional lecturing. It explores dimensions of learning space design like transmission vs interaction, flexibility, aesthetics, and technology. It provides examples of innovative learning space designs and discusses how instructors can adapt spaces to promote active learning. It also addresses challenges colleges face in designing learning environments and how to advance spaces given infrastructure constraints.
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The document discusses reasons for wanting to visit California, including its relaxed lifestyle by the sea with sun and good surfing. It lists requirements like a passport, visa, English skills, camera, laptop and money. Potential activities are mentioned like visiting Universal Studios to see how movies are made, surfing the birthplace of the sport, and checking out the Petersen Automotive Museum to see the evolution of cars.
Activity or Action - Colin Simpson
Presentation at the HEA-funded workshop 'Activity or action? Theory and evidence to support the use of active learning pedagogies in Business Management'.
Based on a consideration of the constructivist underpinnings of Active Learning (AL) pedagogies and evidence from tutors who have incorporated group projects, business simulations and Problem-Based-Learning (PBL) into their courses, this workshop will support the notion that Active Learning pedagogies provide a radical and effective departure from traditional approaches.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1iCpOd3
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
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The document discusses how games can address different learning styles. It analyzes several learning style frameworks including Keirsey's temperaments, Kolb's learning styles, Gregorc's system of learning styles, and the Index of Learning Styles. For each framework, it provides examples of popular games that embody characteristics aligning with different learning styles. The document concludes that while no single game suits all learners, games as a medium can address specific or multiple learning styles, similarly to other instructional technologies.
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Activity Based Learning (ABL) Through Effectively Developed Lesson Plan
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Learning outcomes for the sceptical
This document discusses learning outcomes and critiques some of their limitations. It notes that while learning outcomes are intended to be student-centered, they may not truly be so in practice. They can restrict education by overly narrowing learning. It is also difficult to achieve and measure complex learning encounters using outcomes. Additionally, outcomes may be elevated to the status of truth rather than representing a selection made on personal grounds. However, outcomes can also be useful tools if used to support curriculum design and co-creation with students rather than as rigid thresholds. The document advocates for intended and emergent outcomes that allow for a broader range of learnings.
Markus o'sullivan final
The document discusses emerging learning theories and how they relate to the use of discussion boards in online adult education classes. It examines theories like social constructivism, connectivism, transactional distance, and andragogy. These theories emphasize community building, making connections, bridging gaps in online environments, and understanding how adults learn best. The document also provides best practices for using discussion boards, such as defining goals, building rapport, encouraging public sharing, and providing guidelines for interaction and etiquette.
Principles of teaching
This document discusses different models of teaching and where they come from. It describes several families of teaching models, including social models, information-processing models, personal models, and behavioral system models. The models provide tools for designing instruction, curriculums, and learning environments to best support students' learning and development.
ORIC Classroom Management
This document provides guidance on effective classroom management and interactive teaching methods for large groups. It discusses the benefits of interactive teaching, such as increased motivation and learning among students. Factors that encourage learning, like feedback and intrinsic motivation, are examined. Techniques for introducing interactivity, managing behavior, and engaging all students are suggested. The document emphasizes designing instruction that encourages deep learning over surface learning.
Classroom Management by Tracey Tokuhama-Espinosa 2010
Connections: The Learning Sciences Platform work is focus on:
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Toolbox for better teaching
This document summarizes best practices and tools for teaching in multilingual classrooms. It discusses both general tools like considering learning environments and emotions, as well as specific tools such as note-taking, summarizing, questioning techniques, and cooperative learning. Both general and specific tools can become second nature for effective teachers. The document recommends choosing one unfamiliar tool to apply in teaching, such as using organizers, reinforcing effort, or providing feedback.
CMC3 Fall 2012 Give It All You Got V3
Reform the teaching of collegiate mathematics in your classroom immediately with these hot tips, guidlines and resources!
Approaches to behaviour Management
This presentation is part of a course on Building a positive behaviour classroom. Teachers are encouraged to review the range of approaches to managing behaviour and develop their own.
Constructivism
The document discusses Jerome Bruner's constructivist learning theory, which posits that learning is an active process where learners construct new ideas based upon their current and past knowledge. It emphasizes that learning should involve exploring large concepts, inquiry-based learning, and making connections between ideas. According to constructivism, knowledge is temporary, culturally mediated, and developed through language. The roles of the teacher involve posing problems, structuring learning around core concepts, seeking student perspectives, and adapting instruction based on student understanding.
CONSTRUCTIVIST APPROACH TO LEARNING Method- 5E MODEL-PPT
The document discusses the constructivist approach to learning, specifically the 5E model. It provides background on constructivism, outlining key principles like knowledge being actively constructed by learners based on their experiences. The 5E model is then explained in detail, with each "E" standing for a phase of instruction: Engage, Explore, Explain, Elaborate, Evaluate. Examples of activities for each phase are given. The document also discusses benefits and criticisms of constructivism, noting it emphasizes collaborative, active learning but may disadvantage some students.
21st century teachers
New teachers helps you develop your own philosophy of teaching. It deals with philosophical and psychological approachs of conceptualizing learning; learning styles, 21st century goals,etc.
American psychology Association
The document discusses the 14 principles of learner-centered psychology put forth by the American Psychological Association (APA). The principles are divided into 4 categories: cognitive/metacognition, motivation/affect, development/social, and individual differences. Some key principles discussed include how learning is an intentional meaning-making process, influenced by goals, prior knowledge, thinking strategies, context, and motivation. Constructivist teaching methods aim to incorporate these principles by having students actively construct knowledge through hands-on activities and social interactions.
Powerpoint Sample
This document discusses the value of collaborative learning in classrooms and beyond. It defines collaborative learning as learning through natural social interactions where participants interact with each other. Research by Vygotsky found that social interaction plays an important role in cognitive development. More recent research has focused on the interactions themselves. Examples of collaborative learning in classrooms include student-led discussion groups, peer teaching, and team-based assignments. While collaborative learning has benefits, considerations like assessing individual learning must be made. Opportunities also exist to apply collaborative learning techniques outside the classroom in student organizations, seminars, and other activities.
Social constructivism journal article
This study investigated the effects of a social constructivist learning approach using authentic tasks on the problem solving skills and metacognitive levels of teacher candidates. An experimental group of 89 teacher candidates learned through collaborative work on authentic tasks based on social constructivism, while a control group of 48 learned through a traditional approach. Pre- and post-tests were administered to measure changes in problem solving skills using the Problem Solving Scale and changes in metacognitive levels using the Metacognitive Awareness Scale. The results showed that the experimental group demonstrated significantly higher gains in both problem solving skills and metacognitive levels compared to the control group. Therefore, a social constructivist approach using authentic tasks was found to positively impact these important skills for
Online assignment
1. Modern instructional approaches in science education aim to engage diverse learning styles and encourage more students to pursue science. Concept mapping, collaborative learning, and the jigsaw technique are strategies discussed.
2. Collaborative learning involves grouping students to work towards a common goal and learn from each other. Research shows it improves learning outcomes over individual work.
3. The jigsaw technique divides a topic into parts and assigns a part to each student. Students then teach their part to their group, integrating their knowledge. This encourages cooperation and perspective-taking.
Adult Learning Theory
The aim of this presentation is to provide a (very!) brief introduction to six prevalent learning theories relevant to medical education, with specific reference to:
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Week 2 Group .pptx
The document discusses several learning theories: behaviorism, cognitivism, constructivism, humanism, and social cognitive theory. Behaviorism focuses on how behaviors are learned through interaction with the environment. Cognitivism sees learning as an internal mental process that allows learners to make sense of their environment. Constructivism emphasizes how learners construct new knowledge based on their experiences. Humanism views learning as a personal process where students can learn in a safe environment with one-on-one interactions. Social cognitive theory examines how people learn from each other through observation and modeling.
Class 1 theoretical orientations to learning for slideshare
This document provides an overview of the course "Theory and Practice of Adult Learning" taught by Dr. Terry Carter. It outlines the course expectations including reaction papers, blog comments, a self-directed learning project, and a final paper. It also summarizes several major learning theories that will be covered in the course, including behaviorism, cognitivism, humanism, social cognitivism, constructivism, critical theory, and postmodern perspectives. Students will be asked to identify which learning theory they most closely align with.
Pedagogy and andragogy in online classrooms
This document compares and contrasts online learning with traditional face-to-face classroom learning. While the learning goals are the same, online instructors act as facilitators rather than lecturers, employing strategies like the flipped classroom where students learn basic content on their own and apply it through active learning activities. This can include discussions requiring higher-order thinking, group work to develop skills, and exploring concepts across different learning domains. The document addresses common student questions about the role of the instructor, use of lectures, expectations for pre-work, and emphasis on collaborative and applied learning over passive learning.
Markus osullivan final
This document discusses emerging learning theories and how they can be applied to discussion boards in online classes. It examines social constructivism, connectivism, transactional distance theory, and andragogy. These theories emphasize building a community of learners through discussion boards. A community provides benefits like supporting individual and collective learning. Discussion boards allow sharing of knowledge and experiences in online classes based on emerging theories.
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Mini grant initiative application form
This mini grant application requests $500 to fund an educational innovation for a specific course. It provides the applicant's name, department, title of the innovation, course code and name, which general education learning outcomes would be addressed. If approved, the applicant would document the process, products, and analyze results and lessons learned. The department chair supports its implementation pending CETL approval or modification. The application further details the educational needs, goals, and proposed intervention for the innovation as well as required resources and technologies with associated costs up to $500.
Video Lecture Capture Initiative - Fall 2009 Initiative Report
Winston-Salem State University implemented a video lecture capture initiative to address declining student retention and graduation rates. Faculty in eight courses recorded their lectures using Panopto software, which students could access online. Surveys found that students overwhelmingly found the videos helpful for their learning. Usage increased over the first few videos and declined later on. While video access did not significantly impact individual exam scores, aggregated assessment scores correlated with increased video usage. The initiative identified positive trends in supplemental instruction benefiting student performance.
Video Lecture Capture Initiative - Summer Pilot Report
This document summarizes the results of a pilot program at Winston-Salem State University that tested using lecture capture technology to record classes and make the recordings available to students online. The summary includes:
1) Student perceptions of the lecture videos were generally positive, with most finding them helpful for reviewing material and clarifying concepts. However, some students reported technical issues accessing the videos.
2) Both students and faculty felt the videos provided additional benefits to learning without negatively impacting class attendance. Suggestions were made to improve video quality and access.
3) The pilot showed promise but also identified areas for refinement, such as addressing technical issues and segmenting longer videos, to maximize the benefits of making course recordings
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A view toward more effective (student centered)
The document discusses alternative forms of assessment such as portfolios and authentic assessments. Portfolios can be either process-oriented to show student growth over time or product-oriented to showcase a student's best work. The document also discusses the advantages of alternative assessments, such as allowing students to apply concepts to real-life and engage in self-assessment. While these alternative assessments better prepare students for career growth, some disadvantages are that students may feel uncomfortable with new forms of evaluation.
Teaching with the lecture method
The document provides tips for effectively teaching with the lecture method without putting students to sleep. It recommends preparing 3-5 pages of notes for a 1-hour lecture to allow time for student engagement. Major points should be spaced 15 minutes apart with interactive activities in between to keep students attentive. Lectures should use repetition of key concepts and vary methods to engage different types of learners. Introductions should preview content and conclusions should restate major points. Effective lecturers get feedback from students and use examples, demonstrations or humor to capture attention at the beginning and end of lectures.
Teaching with discussion
The document describes several cooperative learning techniques that can be used in the classroom:
1) Turn to Your Neighbor involves posing a problem and having students discuss answers in pairs for a short time. This allows all students to participate and get comfortable responding.
2) Think-Pair-Share involves posing a problem, having students think alone then discuss in pairs before sharing with the class. This starts with volunteers and later calls on more students.
3) Jigsaw divides a task so each student learns part and must work with others who learned a different part to complete the task. This builds interdependence.
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Mentoring New Faculty: Ensuring Success from Day One outlines the importance of mentoring for new faculty members. It discusses the roles of mentors at different levels, from campus-wide to unit-level mentoring. Mentors provide guidance to help new faculty navigate requirements, build research skills, improve teaching, and ultimately achieve tenure. Good mentors are experienced, supportive, and willing to commit time to their mentee's development. The document also reviews responsibilities for both mentors and mentees to help ensure successful mentoring relationships.
Learning strategies
This document discusses strategies for increasing student learning based on an understanding of how the brain works. It recommends using active learning strategies like discussion, debates, cooperative learning, and integrating technology. Specific techniques mentioned include constructing response questions to check understanding, using reverse thinking questions before lecturing, and visual aids. Role playing is also suggested to help students better understand concepts. The overall message is that students learn best when they are actively engaged in applying and associating new information, rather than just listening to lectures.
Do teacher behaviors impact student learning
Teacher behaviors have a significant impact on student learning and performance. Specifically, behaviors that increase immediacy such as smiling, vocal expressiveness, movement around the classroom, and relaxed body language can boost cognitive and affective learning. Verbal and non-verbal immediacy have both been linked to increased learning. The research suggests teachers should employ warm, inclusive behaviors like using "we" and "our" instead of "you" to build stronger relationships and connections with students.
Body language and students
This document discusses how to read students' body language to improve teaching and communication. It explains that communication is largely nonverbal and understanding students' nonverbal cues can enhance learning. Some key types of body language are then outlined, including attentive, bored, closed, dominant, open, submissive, readiness, and evaluative body language. Signals for each type are described related to factors like posture, facial expressions, and hand gestures. The document encourages teachers to pay attention to students' whole bodily expressions to gain insights into their engagement, feelings, and thinking.
Getting started -professional portfolio
This document provides guidance for developing an academic portfolio with sections on teaching responsibilities, teaching philosophy, academic research, external funding, committee service, professional growth, accomplishments, and future goals. The portfolio should be 14-19 pages plus appendices and include examples like course syllabi, student evaluations, publications, and letters documenting grants or service.
Academic portfolio template
This document outlines the sections and contents of an academic portfolio, including: [1] a purpose statement, [2] details of teaching responsibilities, philosophy and improvements, [3] description and examples of research/scholarship, [4] details of service activities, and [5] integration of work and professional goals. The portfolio is intended to showcase a faculty member's accomplishments and materials in teaching, research, and service for evaluation and career advancement purposes.
How academic portfolio program works
The 3 and 1/2 day portfolio program involves faculty participants completing preparatory work before the program begins. On day one, participants meet as a group and then individually with mentors to review their preparatory work. They spend the rest of day one drafting their portfolio individually. On day two, participants meet again with mentors to review drafts and spend the rest of the day revising. Day three involves a group lunch and teaching session, followed by individual work and another review meeting. Day four includes a graduation ceremony where final portfolios are displayed and certificates are awarded, concluding the program. This model has been used successfully at over 100 institutions.
FOUR-DAY ACADEMIC PORTFOLIO WORKSHOP - WSSU
The document describes a four-day academic portfolio workshop to help faculty develop teaching portfolios for improving performance and evaluation. The workshop involves individual mentoring sessions where faculty work closely with a mentor to examine their teaching philosophy, methods, and collect evidence. It also includes group sessions to discuss topics like the mentoring process and evaluation. The goal is to maximize teaching improvement through an intensive collaborative process of portfolio development over a focused period of time.
Academic portfolio contents
This document provides a suggested table of contents and items to include for an academic/professional portfolio. The portfolio should include:
1) A preface stating the purpose and rationale for the portfolio contents.
2) A philosophy statement on teaching, scholarship, and service connecting to institutional priorities.
3) Sections on teaching, scholarship, and service with descriptions, analyses, and representative evidence of achievements and outcomes.
4) A conclusion with an overview of past accomplishments and future goals.
5) An appendix with materials referenced in the portfolio narrative. The portfolio allows individuals to showcase and reflect on their work and development.
The Teaching Portfolio: Reflective Practice for Improvement and Assessment of...
By John Zubizarreta
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Columbia College, SC, U.S.A.
jzubizarreta@columbiasc.edu
Building a Dossier Towards Tenure and Promotion
The document provides guidance for new faculty on building a strong dossier for tenure and promotion. It emphasizes that the dossier sets the context for a faculty member's case by providing evidence to support how they have met the standards and criteria in their teaching, scholarship, and service. For teaching, the portfolio should go beyond course evaluations to include a statement of teaching philosophy and goals as well as documents supporting teaching contributions. For scholarship, the dossier should include a statement of long-term research goals linked to published works and their impact. For service, it should outline departmental, university and community goals and long-term impact. Overall, the document stresses that the probationary years should focus on continuously building the dossier through annual feedback and workshops.
Entering the academy: The Art and science of being a faculty member
The document discusses the key responsibilities of faculty members: teaching, research, and service. It emphasizes that teaching requires understanding adult learning principles and staying informed of best practices. Research can be contentious at institutions in transition, but appropriate guidelines allow faculty to conduct peer-reviewed research on their teaching and service. Faculty should read reports on their university's service role and strategic plan to guide their own service work. Developing a three-year plan and getting feedback can help balance these responsibilities while still having a personal life through collaboration.
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Active Learning Strategy
- 1. Active Learning: Thinking and DoingJoanne Chesley, Ed.DMay 26, 2009
- 2. What is the approach?What are the consequences?How do you engage effectively?What evidence is there that this approach is productive?How do you move from teacher- centered to learner-centered?
- 3. For a minute or two think of a lecture that has always stayed with you….if you can.What did you learn?
- 4. Think of a learning experience that you had at sometime that was not a lecture, that you have always recalled. Why has it stayed with you? What did you learn?
- 5. Active learning includes: DiscussionCooperative learningCollaborative learningProblem based learning Active, experiential learningCommunity or client based experiencesTrust to take risksGuide on the side, not sage on the stage
- 8. The learner-centered approach grows out of Cognitive-Structural Developmental Theories that look at received knowing, subjective knowing, procedural knowing, and constructed knowing (Belenky, 1986) and absolute knowing, traditional knowing and independent knowing (Magolda, 1992).
- 9. Since 1898 there have been over 600 experimental studies and 100 correlational studies of cooperative, competitive, and individualistic efforts. The findings tell us that cooperation compared to competition and individual efforts, typically results in: Greater efforts to achieve More positive relationships among students greater psychological health (Johnson, Johnson, Smith, 1998. Active Learning in the Classroom)
- 10. Learning Theory
- 11. People learn in different settings We spend 14% of our time in school, 53% in home and community and 33% asleep. We should not negate the experiences one brings to the classroom from the home and community.
- 12. Faculty can begin to make this change by: 1) building learning communities 2) Redesigning their 25 most ‘top- down’, heavily enrolled courses
- 13. Improvements in Learning at Miami University: 5pt Likert scale; no impact to substantial impact n=395 responses/61% of invited research done in 2005/ based on the Teaching Goals Inventory, Angelo &Cross, 1993 Ability to work productively with others (3.5) Openness to new ideas (3.46) Capacity to think for oneself (3.44) Understanding of perspectives/values of course discipline (3.39) Ability to think holistically (3.39)
- 14. Ability to think creatively (3.38) Ability to synthesize and integrate information and ideas (3.37) Improved learning of concepts and theories (3.36) Problem solving skills (3.35) Ability to apply principles and generalizations already learned to new problems and situations (3.35)
- 15. Faculty responses yielded these results: Better class discussion and engagement (3.58) Better classroom atmosphere (3.50) Better papers and writing assignments (3.46) Students more interested (3.46) More successful achievement of the learning objectives (3.38)
- 16. What worked? Faculty reported: Experiential Learning (4.07) Student-centered learning (3.99) Discussion (3.84) Cooperative or Collaborative (3.84) Writing (3.54)
- 17. end