The document discusses four major educational philosophies - Perennialism, Essentialism, Progressivism, and Reconstructionism/Critical Theory. It provides overview of each philosophy, including their views on curriculum, teaching methods, and goals of education. Additionally, it briefly discusses the philosophies of Eclecticism and Existentialism.
This document outlines several educational philosophies and theories of human learning and development. It discusses idealism, realism, pragmatism, existentialism, perennialism, essentialism, progressivism, and reconstructionism/critical theory. For each philosophy, it describes the focus or beliefs, important subjects, and teaching methodologies. It then discusses how the learner completed a questionnaire to determine their own educational views are most closely aligned with progressivism, agreeing with Dewey's view of experiential learning and that students should be active participants.
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
This document compares the major philosophies of idealism, realism, and pragmatism. Idealism aims to develop intellectual potential and appreciation of knowledge that transcends culture. Realism teaches students about the real world through various methods. Pragmatism enhances students' ability to adapt to change. Teachers under idealism are models and help discover knowledge, under realism use diverse methods, and under pragmatism encourage research. Students under idealism master important subjects and research, under realism apply ideas with technology, and under pragmatism solve problems through research. The idealism curriculum focuses on abstract subjects using Socratic methods. Realism uses deductive logic and computer programs. Pragmatism's curriculum centers on
The document discusses the philosophy of progressivism in education. Some key points:
- Progressivism is a revolt against traditional education, focusing on child-centered learning. It emphasizes learning by doing and experiences over formalism.
- Major early proponents included John Dewey and F.W. Parker in the 19th century. The Progressive Education Association was formed in 1919.
- Progressivism believes education should develop the whole child through a curriculum based on their interests and experiences. Learning happens through projects, group work, role playing and other active methods.
- The teacher acts as a guide rather than sole authority. Assessment focuses on productions, presentations and feedback rather than exams.
Reconstructionism, education and curriculummasoud5912
Reconstructionism aims to use education to reform and improve society. It argues that schools should not claim political neutrality, but rather empower students and teachers to critically examine issues and work towards constructive social change. Reconstructionism wants curriculum to address real-world problems and teach students to be informed citizens who can enhance opportunities for all. It sees the classroom as a place for democratic debate and believes education has a role in strengthening society for the interests of the majority.
Perennialism is a philosophy of education that emphasizes teaching classic works and timeless concepts to develop students' intellectual and moral qualities. [1] Classrooms are teacher-centered, with the teacher's role being to transfer knowledge and coach students in critical thinking. [2] The curriculum focuses on the great ideas of Western civilization found in subjects like history, literature, science, and religion. [3] Perennialists believe studying these enduring concepts through classic texts will help students gain life-long learning abilities and strengthen democracy.
This document outlines several educational philosophies and theories of human learning and development. It discusses idealism, realism, pragmatism, existentialism, perennialism, essentialism, progressivism, and reconstructionism/critical theory. For each philosophy, it describes the focus or beliefs, important subjects, and teaching methodologies. It then discusses how the learner completed a questionnaire to determine their own educational views are most closely aligned with progressivism, agreeing with Dewey's view of experiential learning and that students should be active participants.
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
Comparison matrix of major philosophiesMero Sarade
This document compares the major philosophies of idealism, realism, and pragmatism. Idealism aims to develop intellectual potential and appreciation of knowledge that transcends culture. Realism teaches students about the real world through various methods. Pragmatism enhances students' ability to adapt to change. Teachers under idealism are models and help discover knowledge, under realism use diverse methods, and under pragmatism encourage research. Students under idealism master important subjects and research, under realism apply ideas with technology, and under pragmatism solve problems through research. The idealism curriculum focuses on abstract subjects using Socratic methods. Realism uses deductive logic and computer programs. Pragmatism's curriculum centers on
Educational Theories: Social ReconstructionismGigi Mondelo
A presentation about the educational theory of social reconstructionism, with the names of its proponents and the different views on education, the curriculum, and other factors of education.
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
The document discusses the philosophy of perennialism as a teacher-centered approach to education. Perennialism focuses on transferring universal and immutable knowledge from teachers to students through the curriculum. It emphasizes instilling respect for authority and intellectual and moral development in students. The role of the teacher is to act as a director who delivers clear lectures and coaches students in critical thinking. Some prominent educational leaders associated with perennialism mentioned are Robert Maynard Hutchins, Mortimer J. Adler, and Jacques Maritain.
Perennialism is an educational philosophy that focuses on teaching ideas and concepts that are considered universally important and everlasting. It believes education should transmit principles and knowledge that have endured for centuries. Perennialism relies heavily on the past and subjects like logic, mathematics, and classical literature. It teaches in a teacher-centered way focused on disciplining the mind and developing intellectual abilities rather than students' interests. The goals are developing good character, morality, and preparing students for life by instilling principles passed between generations. There are two types - secular perennialism focuses on humanist traditions and reasoning, while religious perennialism emphasizes personal development and learning from external signs rather than within.
Educational Philosophy in relation to curriculumjoeri Neri
This document summarizes four educational philosophies - perennialism, essentialism, progressivism, and reconstructivism - and how they influence curriculum development. It describes the key aspects of each philosophy, including their aims of education, the role of teachers, curriculum focus, and trends. Additionally, it discusses how theories from philosophers like Piaget, Vygotsky, and influences from Reggio Emilia shape the curriculum at a child development center to be developmentally appropriate, child-centered, and focused on active learning through exploration and social interaction. Philosophy guides the overall goals and approaches to education, while curriculum implements these philosophically-driven ideas into specific learning experiences.
Perennialism focuses on eternal concepts and universal truths. It emphasizes transferring knowledge from teachers to students and is subject-centered. Essentialism believes there is essential knowledge everyone must have to participate in society. The teacher's role is to use verified strategies like lecture and students should listen and learn. Progressivism emphasizes learning by doing and is child-centered. The teacher facilitates while students actively engage. Reconstructionism aims to address social issues and reform society through education. The teacher and students critically examine social problems and take action for change.
The document discusses educational theories including idealism, realism, essentialism, progressivism, pragmatism, and social reconstructionism. It provides information on each theory's key beliefs and teaching methods through venn diagrams and charts. For example, it states that idealism believes reality is spirit while realism believes the world is real and material. Progressivism promotes learning by doing rather than just reading. Pragmatism, progressivism, and social reconstructionism aim to teach thinking to adjust to change and improve society, though they differ in their specific methods.
The document outlines 9 characteristics of an effective curriculum:
1. The curriculum continuously evolves to meet the changing needs of the community.
2. The curriculum is based on the needs and experiences of the people it serves.
3. The curriculum is developed democratically with input from many community stakeholders.
4. Developing the curriculum requires long-term effort to ensure its continued success.
5. The curriculum consists of interrelated details that work together to create a supportive learning environment.
Integrated curriculum brings together students and teachers to select topics of interest to study together. Students actively participate in deciding the direction of their learning. They explore issues to understand them and propose solutions. This develops essential skills while also building knowledge. Integrated programs emphasize making connections, developing significant topics, and seeing real purposes for learning. Students are involved in negotiating their learning and integrating knowledge, skills, attitudes, and values. The teacher acts as a guide rather than just imparting knowledge.
"CONTEMPORARY PHILOSOPHIES AND CURRICULUM DEVELOPMENT” in Philosophy of Educa...R.A Duhdra
After studying this chapter, the pupil Teachers can be able to
Explain the role of Contemporary Philosophies in education
Identify the suitable Philosophy for a Particular curriculum
Compare different philosophies for curriculum development
Develop their own philosophy for particular discipline
Behaviorism as a philosophy of educationobemrosalia
Behaviorism as a Philosophy of Education focuses on conditioning student behavior through reinforcement and consequences, based on the work of psychologists like Pavlov, Watson, and Skinner. It aims to modify behavior through techniques like rewarding desirable behaviors and punishing undesirable ones. While controversial, behaviorism has increasingly influenced education through conditioning students to behave in ways like sitting still and being quiet. According to behaviorists, teachers can and do apply behavioral principles in their classrooms through things like praise, rewards, and other reinforcements.
Western and Eastern educational philosophies differ in several key ways:
- Western education stresses active learning and encourages students to think critically, while Eastern education prefers passive learning where students receive knowledge from teachers.
- In the West, students are active participants in class, but in the East, teachers are the sole knowledge providers and classes focus on memorization.
- Teaching styles also differ, with Western teachers acting as facilitators and Eastern teachers being fully responsible for planning and delivering all classroom content.
- Pragmatism originated in the United States in the 1870s and was developed by classical pragmatists like Charles Sanders Peirce, William James, and John Dewey. It evaluates assertions based on their practical consequences and bearing on human interests.
- As a basis for education, pragmatism opposes predetermined curriculums and objectives. Values are seen as instrumental and evolving rather than fixed.
- The core idea of pragmatism is the pragmatist maxim, which clarifies hypotheses by tracing their practical consequences. For Peirce and James, this was applied to the concept of truth.
The document discusses the importance of teachers having a clear philosophy of education. A philosophy of education should include one's views on students, curriculum, and teaching methods. It also presents examples of different teachers' philosophies, which emphasize values, student-centered learning, and developing each child's potential. Additionally, the document reviews a study finding that communities view teachers as playing important roles in character development, discipline, and being respected models for children.
This document discusses several educational philosophies and their implications for curriculum. It begins by defining philosophy of education and its focus on questions around the purpose and function of education. It then examines the philosophies of perennialism, essentialism, progressivism, and reconstructionism. For each philosophy, it outlines their core beliefs and implications for curriculum, such as their views on subject emphasis, teaching methods, and the role of education in society.
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YJRNP<NSTTF<RMYEO::DYSTYYP<PTTPE A sleeper of ours behind enemy lines sent a message that the enemy's encryption had to do with the QWERTY keyboard layout. Decrypt the message and save lives.
Educational Philosophies Definitions and Comparison Chart
Within the epistemological frame that focuses on the nature of knowledge and how we come to
know, there are four major educational philosophies, each related to one or more of the general
or world philosophies just discussed. These educational philosophical approaches are currently
used in classrooms the world over. They are Perennialism, Essentialism, Progressivism, and
Reconstructionism. These educational philosophies focus heavily on WHAT we should teach,
the curriculum aspect.
Perennialism
For Perennialists, the aim of education is to ensure that students acquire understandings about
the great ideas of Western civilization. These ideas have the potential for solving problems in
any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are
constant, not changing, as the natural and human worlds at their most essential level, do not
change. Teaching these unchanging principles is critical. Humans are rational beings, and their
minds need to be developed. Thus, cultivation of the intellect is the highest priority in a
worthwhile education. The demanding curriculum focuses on attaining cultural literacy, stressing
students' growth in enduring disciplines. The loftiest accomplishments of humankind are
emphasized– the great works of literature and art, the laws or principles of science. Advocates
of this educational philosophy are Robert Maynard Hutchins who developed a Great Books
program in 1963 and Mortimer Adler, who further developed this curriculum based on 100 great
books of western civilization.
Essentialism
Essentialists believe that there is a common core of knowledge that needs to be transmitted to
students in a systematic, disciplined way. The emphasis in this conservative perspective is on
intellectual and moral standards that schools should teach. The core of the curriculum is
essential knowledge and skills and academic rigor. Although this educational philosophy is
similar in some ways to Perennialism, Essentialists accept the idea that this core curriculum
may change. Schooling should be practical, preparing students to become valuable members of
society ...
The document discusses conflicting aims in education in a liberal democracy. It mentions problems with homework completion by students and giving too much homework. It also discusses the need to inspire a desire to learn in students but that individual teachers have limited ability to change broader societal values around education.
The document discusses conflicting aims in education in a liberal democracy. It mentions logistics for a parent night, a blog response about not giving enough homework, and a dismal view of American education presented by Charles Sykes. It also asks what individual teachers can do to inspire learning in students given they cannot change the values that dominate education.
The document discusses the philosophical foundations of American education. It outlines four main branches of philosophy - metaphysics, epistemology, axiology, and logic. It then describes four philosophies of education - perennialism, essentialism, romanticism, and progressivism. For each philosophy, it discusses views on the nature of reality, knowledge, values, logic, the purpose of education, the role of the teacher, teaching strategies, curriculum, and the child. It notes that while each philosophy has a distinct approach, eclecticism involves selecting attractive features from different philosophies. Key terms related to philosophy of education are also defined.
This document discusses six philosophies of education:
- Pragmatism emphasizes learning through experience and interaction with the environment.
- Progressivism sees learners as active agents who learn through authentic experiences.
- Social Darwinism holds that education should prepare students for the competitive world through a process of natural selection.
- Social Reconstructionism asserts that schools should critique and transform society to match technological progress.
- Critical pedagogy believes education should empower the oppressed and promote social change through problem-posing dialogue.
- Freire's philosophy rejects the "banking model" where teachers deposit knowledge, and instead promotes collaborative inquiry.
The document discusses several major educational philosophies: naturalism, idealism, realism, pragmatism, existentialism, perennialism, essentialism, progressivism, and reconstructionism. It provides brief descriptions of each philosophy, including key thinkers associated with each approach and their beliefs about the nature of learning, the role of the teacher, curriculum, and goals of education.
Essentialism and perennialism are educational philosophies that focus on curriculum. Essentialism emphasizes teaching essential skills and knowledge to prepare students for society, using a structured curriculum focused on core subjects. Perennialism aims to develop students' intellect through studying great works of literature and philosophy that uncover universal truths. Progressivism believes education should engage students through experiences that arise from their own questions, with curriculum based on student interests and active learning methods.
This is philosophical roots of education. There are five philosophies and four theories of education. Comprehensive philosophies such as idealism and realism. For educational theories such originate from philosophies and from arising practice on education, school, curriculum, teaching, and learning.
Relationship between Education and Philosophy.SANA FATIMA
This document discusses the relationship between education and philosophy. It defines both education and philosophy, explaining that education is the process of facilitating learning, while philosophy is the study of fundamental problems concerning existence, knowledge, values, and more. It argues that education without philosophy is blind, as philosophy provides guidance on educational aims, harmonizes traditions, and prepares students for modern challenges. Philosophy of education helps determine goals, balance old and new approaches, and provide vision to educational leaders.
Critical pedagogy has its roots in critical theory and aims to help students question existing beliefs and power structures. It was influenced by Paulo Freire's work "Pedagogy of the Oppressed" and focuses on empowering oppressed groups through raising critical consciousness. Critical pedagogy views education as emancipatory and promotes understanding issues from different perspectives to facilitate social change. It encourages open discussion and recognizes multiple views on social issues.
The document discusses the Reggio Emilia educational philosophy, which views children as capable individuals and focuses on preschool and primary education using a child-centered approach. It emphasizes that learning in the Reggio Emilia schools reflects a constructivist approach and challenges traditional views of teacher competence. The philosophy solicits multiple perspectives from parents, teachers, and children to determine the direction of the school.
This document outlines several philosophies of general philosophy and educational philosophy. It discusses epistemology, ontology, and axiology as branches of general philosophy dealing with the nature of knowledge, reality, and values. For educational philosophy, it describes perennialism, essentialism, progressivism, and reconstructionism. Perennialism relies on universal knowledge and values, essentialism focuses on fundamentals, progressivism emphasizes thinking skills over content, and reconstructionism aims to strengthen social control of schools.
The document discusses four major philosophies of education: naturalism, idealism, realism, and pragmatism. It provides an overview of naturalism, which views nature as the only source of reality and sees humans as physical beings designed by nature. As an educational philosophy, naturalism emphasizes using empirical evidence and scientific methods to understand the learning process, which it sees as natural and subject to the laws of nature. It aims to align educational practices with principles governing the natural world and sees the learner from a physical perspective, with physical well-being as the top priority.
The document discusses the history of education in America during the colonial period from 1642-1776. It explains that the earliest schools in Massachusetts colonies were started by Puritan settlers and focused on religious education, with the main goal being to teach children to read passages from the Bible. The schools emphasized Puritan church doctrines and religious discipline. This established the foundation for the early history of education in America during the colonial period.
- Idealism focuses on the idea that reality exists in thoughts and ideas rather than material things, and promotes spiritual development. It emphasizes cultivating truth, beauty and goodness.
- Realism believes that reality exists in concrete, material things that can be observed and experienced. It focuses on preparing students for practical life based on child psychology and interests.
- Both philosophies influence curriculum and teaching methods. Idealism includes subjects that promote self-realization, while realism focuses on skills for life. Teachers in idealism guide self-development, while realist teachers present facts objectively.
Paulo Freire was a Brazilian educator and philosopher who advocated for critical pedagogy. He criticized the "banking" model of education, where teachers deposit information into passive students. Instead, he promoted problem-posing education through dialogue, where students and teachers learn from each other. Freire believed that education should empower the oppressed and teach critical thinking in order to promote social change. His work Pedagogy of the Oppressed explores these ideas and has strongly influenced progressive education.
Postmodernism rejects the central ideas of modernism in education such as rationality and objectivity. It emphasizes subjectivity, creativity, and individual differences. Postmodern philosophers like Derrida, Foucault, and Heidegger believe knowledge is constructed rather than discovered, and truth is relative rather than absolute. In education, this translates to a focus on open-ended problem solving rather than fact transmission, collaboration over domination, and facilitating self-guided learning instead of authority-based teaching.
Existentialism is a philosophy that emphasizes individual existence and freedom. Existentialists believe that people are defined by their choices and actions rather than by external forces. An existentialist curriculum allows students extensive individual freedom to ask their own questions, conduct inquiries, and draw their own conclusions. The teacher's role is to provide diversified options and engage students as individuals. Knowledge is seen as personally discovered through lived experiences rather than imparted from an authority.
This document outlines the consequences of plagiarism for students, academics, professionals, and legally. For students, plagiarism can result in having to attend workshops, failing courses, and suspension or expulsion. For academics and researchers, plagiarism can require notifying their institution and inquiries if federal funding was involved, potentially damaging their reputation. Professionals risk losing promotions, raises, or recommendations if they plagiarize at work. Legally, plagiarism may constitute copyright infringement and result in monetary penalties if sued.
This document summarizes several cases of alleged plagiarism by prominent Philippine politicians and public figures. It describes instances where Senator Tito Sotto, businessman Manny Pangilinan, and Supreme Court Justice Mariano Del Castillo were accused of lifting parts of speeches without proper attribution. It also outlines plagiarism allegations regarding tourism slogans and a photographer who submitted others' work as his own in competitions. The document discusses the responses and outcomes of these various cases.
This document defines plagiarism and discusses its various forms. Plagiarism involves using another's work or ideas without giving proper attribution. It has been defined by dictionaries and has its origins in a complaint by the Roman poet Martial about others passing off his work as their own. There are several categories and forms of plagiarism discussed, including paraphrasing without citation, mosaic plagiarism, direct copying, incorrect citation, and submitting others' work as one's own. International cases of plagiarism in writing are also presented. The Philippines has an Intellectual Property Code to address plagiarism and copyright issues.
An organization is a social unit of people that is structured and managed to meet a need or pursue a collective goal. Organizations have management structures that determine relationships between activities and members, and divide roles, responsibilities, and authority. Organizations interact with their external environment. The document then lists and describes 9 common types of organizations: large companies, public utilities, government agencies, franchise networks/chains, private hospitals/schools, not-for-profit businesses, small companies, cooperatives, and small associations/charities.
Organizational behavior (OB) provides a framework to understand life within organizations. OB uses scientific research to help understand and predict organizational dynamics and influences organizational events. It helps individuals understand themselves and others better. OB is important as it helps managers motivate employees, improve labor relations, predict and control human behavior, and effectively utilize resources which leads to higher organizational effectiveness and performance. Understanding OB plays a vital role for managers in assessing and improving an organization.
Organizational behavior can be understood through different models. This document discusses models of organizational behavior that can help explain how organizations function and the behavior of individuals within them. Key models include rational, natural, and open systems perspectives that view organizations through different lenses and provide insights into organizational dynamics.
The document discusses the nature of management and leadership in organizations. It defines management as planning, directing resources, and accomplishing goals. Key management functions include identifying objectives, developing plans, organizing work, motivating employees, and controlling results. The document also examines different managerial roles including interpersonal roles of figurehead, leader, and liaison. Informational roles involve monitoring and communicating information. Decisional roles include making decisions as an entrepreneur, conflict handler, and resource allocator. Different leadership styles are also discussed, including transformational leadership focused on change and emotional leadership that engages employees' emotions.
This document provides an overview of organizational behavior and the strategic approach. It defines organizational behavior as the actions of individuals and groups in an organizational context. The strategic approach involves effectively organizing and managing people's knowledge and skills to implement strategy and gain a competitive advantage. Key aspects of the strategic approach include selective hiring, extensive training, decision power for employees, information sharing, and incentive compensation. This high-involvement management can lead to satisfaction, productivity, and organizational success.
Decision making policy making and policy analysisArneyo
This document discusses decision-making, policy-making, and policy analysis. It defines decision-making as making a rationally calculated choice between two or more alternatives. Policy is defined as a set of interrelated decisions by actors concerning goals and means of achieving them. Policy-making is a complex process with three stages: formulation by identifying problems, developing alternatives, and selecting the best; implementation by considering policy content, resources, clients, and environment; and evaluation to determine if objectives are achieved. Policy analysis examines potential impact before formulation and seeks to answer questions about the policy, its determination, alternatives, effectiveness, success or failure, and potential improvements.
The document provides instructions for basic commands in Microsoft Excel, including how to save a file by clicking Save As or pressing Ctrl+S and entering a file name, how to copy and paste cell content by selecting cells, clicking Copy or pressing Ctrl+C, selecting destination cells and clicking Paste or pressing Ctrl+V, and how to cut and paste cell content by selecting cells, clicking Cut or pressing Ctrl+X, selecting destination cells and clicking Paste or pressing Ctrl+V to move the cut content. It also lists general editing shortcuts for copying, cutting, pasting, undoing and redoing actions.
The electronic class record user manual for grades 1 3 (self-contained class)Arneyo
This document provides instructions for using the Electronic Class Record (E-Class Record) for grades 1-3. It details the learning areas and subjects covered each quarter for each grade level. It then provides step-by-step instructions on how to input student data, encode scores, and view consolidated quarterly grades. Important reminders are included, such as keeping student names consistent each quarter and where to place names of students who transfer in. Technical support information is also listed.
This resource package provides teachers with modules to help them better understand and implement the Philippine Professional Standards for Teachers (PPST). The document introduces Module 9 which focuses on the indicator of selecting, developing, organizing and using appropriate teaching and learning resources, including information and communication technology, to address learning goals. It provides an overview of the module's contents and structure, which includes introductions, key concepts, examples of practices, and resources. The goal is to help teachers grow in their profession by understanding and applying the PPST standards.
This module focuses on the indicator "4.4.2 Participate in collegial discussions that use teacher and learner feedback to enrich teaching practice." It introduces key concepts related to professional collaboration such as collegial discussion, feedback, and professional collaboration. It prompts the teacher to reflect on their own knowledge, skills, and attitudes regarding professional collaboration using the framework of what they know, do, and feel as a proficient teacher. The support group then provides suggestions to improve the teacher's current practice through probing questions and recommendations.
This module focuses on planning, managing, and implementing developmentally sequenced teaching and learning processes to meet curriculum requirements through various teaching contexts. It discusses key concepts such as curriculum areas and developmentally sequenced teaching and learning processes. The module contains illustrations of practice that demonstrate how to plan developmentally sequenced lessons, including using a Daily Lesson Log template. It also provides guidance on managing and implementing developmentally sequenced lessons effectively. The overall goal is to help teachers fulfill their role in preserving quality teaching and learning processes in their classrooms.
This document provides an introduction to Module 6 of a teacher resource package on the Philippine Professional Standards for Teachers (PPST). The module focuses on Indicator 3.1.2 - using differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences. The introduction defines key concepts related to this indicator, such as differentiated teaching strategies, learners' gender, needs, strengths, and interests. It outlines the parts of each module, including an overview, self-reflection, key concepts, illustrations of practice, and a professional development plan. Teachers Jen and Mike introduce the module and will act as supports to help teachers understand and apply the indicator.
This resource package provides 12 modules that correspond to the 12 indicators of the Philippine Professional Standards for Teachers (PPST). Each module discusses a specific indicator, defines key concepts, and provides illustrations of practices to help teachers understand and attain the indicator. This module focuses on communicating learners' needs, progress, and achievement promptly and clearly to key stakeholders such as parents and guardians.
Here is my reflection:
As a teacher, I recognize the importance of continuously monitoring my learners' progress to determine if my instructional strategies are working and to identify learners who need additional support. However, I realize I can improve in systematically collecting and analyzing learner attainment data.
While I check for understanding during lessons and provide feedback, I do not have a consistent system for recording this data. I also rely more on summative assessments like tests and quizzes to evaluate learning rather than using a variety of formative and summative strategies.
In evaluating learner achievement, I can improve in analyzing assessment results to identify learning gaps and adjust my teaching approaches accordingly. I also need to effectively communicate results to stakeholders
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Is Email Marketing Really Effective In 2024?Rakesh Jalan
Slide 1
Is Email Marketing Really Effective in 2024?
Yes, Email Marketing is still a great method for direct marketing.
Slide 2
In this article we will cover:
- What is Email Marketing?
- Pros and cons of Email Marketing.
- Tools available for Email Marketing.
- Ways to make Email Marketing effective.
Slide 3
What Is Email Marketing?
Using email to contact customers is called Email Marketing. It's a quiet and effective communication method. Mastering it can significantly boost business. In digital marketing, two long-term assets are your website and your email list. Social media apps may change, but your website and email list remain constant.
Slide 4
Types of Email Marketing:
1. Welcome Emails
2. Information Emails
3. Transactional Emails
4. Newsletter Emails
5. Lead Nurturing Emails
6. Sponsorship Emails
7. Sales Letter Emails
8. Re-Engagement Emails
9. Brand Story Emails
10. Review Request Emails
Slide 5
Advantages Of Email Marketing
1. Cost-Effective: Cheaper than other methods.
2. Easy: Simple to learn and use.
3. Targeted Audience: Reach your exact audience.
4. Detailed Messages: Convey clear, detailed messages.
5. Non-Disturbing: Less intrusive than social media.
6. Non-Irritating: Customers are less likely to get annoyed.
7. Long Format: Use detailed text, photos, and videos.
8. Easy to Unsubscribe: Customers can easily opt out.
9. Easy Tracking: Track delivery, open rates, and clicks.
10. Professional: Seen as more professional; customers read carefully.
Slide 6
Disadvantages Of Email Marketing:
1. Irrelevant Emails: Costs can rise with irrelevant emails.
2. Poor Content: Boring emails can lead to disengagement.
3. Easy Unsubscribe: Customers can easily leave your list.
Slide 7
Email Marketing Tools
Choosing a good tool involves considering:
1. Deliverability: Email delivery rate.
2. Inbox Placement: Reaching inbox, not spam or promotions.
3. Ease of Use: Simplicity of use.
4. Cost: Affordability.
5. List Maintenance: Keeping the list clean.
6. Features: Regular features like Broadcast and Sequence.
7. Automation: Better with automation.
Slide 8
Top 5 Email Marketing Tools:
1. ConvertKit
2. Get Response
3. Mailchimp
4. Active Campaign
5. Aweber
Slide 9
Email Marketing Strategy
To get good results, consider:
1. Build your own list.
2. Never buy leads.
3. Respect your customers.
4. Always provide value.
5. Don’t email just to sell.
6. Write heartfelt emails.
7. Stick to a schedule.
8. Use photos and videos.
9. Segment your list.
10. Personalize emails.
11. Ensure mobile-friendliness.
12. Optimize timing.
13. Keep designs clean.
14. Remove cold leads.
Slide 10
Uses of Email Marketing:
1. Affiliate Marketing
2. Blogging
3. Customer Relationship Management (CRM)
4. Newsletter Circulation
5. Transaction Notifications
6. Information Dissemination
7. Gathering Feedback
8. Selling Courses
9. Selling Products/Services
Read Full Article:
https://digitalsamaaj.com/is-email-marketing-effective-in-2024/
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...
Comparison edu philo (1)
1. Educational Philosophies Definitions and Comparison Chart
Within the epistemological frame that focuses on the nature of knowledge and how we come to
know, there are four major educational philosophies, each related to one or more of the general
or world philosophies just discussed. These educational philosophical approaches are currently
used in classrooms the world over. They are Perennialism, Essentialism, Progressivism, and
Reconstructionism. These educational philosophies focus heavily on WHAT we should teach,
the curriculum aspect.
Perennialism
For Perennialists, the aim of education is to ensure that students acquire understandings about
the great ideas of Western civilization. These ideas have the potential for solving problems in
any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are
constant, not changing, as the natural and human worlds at their most essential level, do not
change. Teaching these unchanging principles is critical. Humans are rational beings, and their
minds need to be developed. Thus, cultivation of the intellect is the highest priority in a
worthwhile education. The demanding curriculum focuses on attaining cultural literacy, stressing
students' growth in enduring disciplines. The loftiest accomplishments of humankind are
emphasized– the great works of literature and art, the laws or principles of science. Advocates
of this educational philosophy are Robert Maynard Hutchins who developed a Great Books
program in 1963 and Mortimer Adler, who further developed this curriculum based on 100 great
books of western civilization.
Essentialism
Essentialists believe that there is a common core of knowledge that needs to be transmitted to
students in a systematic, disciplined way. The emphasis in this conservative perspective is on
intellectual and moral standards that schools should teach. The core of the curriculum is
essential knowledge and skills and academic rigor. Although this educational philosophy is
similar in some ways to Perennialism, Essentialists accept the idea that this core curriculum
may change. Schooling should be practical, preparing students to become valuable members of
society. It should focus on facts-the objective reality out there--and "the basics," training
students to read, write, speak, and compute clearly and logically. Schools should not try to set
or influence policies. Students should be taught hard work, respect for authority, and discipline.
Teachers are to help students keep their non-productive instincts in check, such as aggression
or mindlessness. This approach was in reaction to progressivist approaches prevalent in the
1920s and 30s. William Bagley, took progressivist approaches to task in the journal he formed
in 1934. Other proponents of Essentialism are: James D. Koerner (1959), H. G. Rickover
(1959), Paul Copperman (1978), and Theodore Sizer (1985).
Progressivism
Progressivists believe that education should focus on the whole child, rather than on the content
or the teacher. This educational philosophy stresses that students should test ideas by active
experimentation. Learning is rooted in the questions of learners that arise through experiencing
the world. It is active, not passive. The learner is a problem solver and thinker who makes
meaning through his or her individual experience in the physical and cultural context. Effective
teachers provide experiences so that students can learn by doing. Curriculum content is derived
from student interests and questions. The scientific method is used by progressivist educators
so that students can study matter and events systematically and first hand. The emphasis is on
process-how one comes to know. The Progressive education philosophy was established in
America from the mid 1920s through the mid 1950s. John Dewey was its foremost proponent.
2. One of his tenets was that the school should improve the way of life of our citizens through
experiencing freedom and democracy in schools. Shared decision making, planning of teachers
with students, student-selected topics are all aspects. Books are tools, rather than authority.
Reconstructionism/Critical Theory
Social reconstructionism is a philosophy that emphasizes the addressing of social questions
and a quest to create a better society and worldwide democracy. Reconstructionist educators
focus on a curriculum that highlights social reform as the aim of education. Theodore Brameld
(1904-1987) was the founder of social reconstructionism, in reaction against the realities of
World War II. He recognized the potential for either human annihilation through technology and
human cruelty or the capacity to create a beneficent society using technology and human
compassion. George Counts (1889-1974) recognized that education was the means of
preparing people for creating this new social order.
Critical theorists, like social reconstructionists, believe that systems must be changed to
overcome oppression and improve human conditions. Paulo Freire (1921-1997) was a Brazilian
whose experiences living in poverty led him to champion education and literacy as the vehicle
for social change. In his view, humans must learn to resist oppression and not become its
victims, nor oppress others. To do so requires dialog and critical consciousness, the
development of awareness to overcome domination and oppression. Rather than "teaching as
banking," in which the educator deposits information into students' heads, Freire saw teaching
and learning as a process of inquiry in which the child must invent and reinvent the world.
For social reconstructionists and critical theorists, curriculum focuses on student experience and
taking social action on real problems, such as violence, hunger, international terrorism, inflation,
and inequality. Strategies for dealing with controversial issues (particularly in social studies and
literature), inquiry, dialogue, and multiple perspectives are the focus. Community-based learning
and bringing the world into the classroom are also strategies.
Eclecticism
From Wikipedia, the free encyclopedia
Eclecticism is a conceptual approach that does not hold rigidly to a single paradigm or set of
assumptions, but instead draws upon multiple theories, styles, or ideas to gain complementary
insights into a subject, or applies different theories in particular cases.
It can be inelegant, and eclectics are sometimes criticised for lack of consistency in their
thinking, but it is common in many fields of study. For example, most psychologists accept parts
of behaviorism, but do not attempt to use the theory to explain all aspects of human behavior. A
statistician may use frequentist techniques on one occasion and Bayesian ones on another. An
example of eclecticism in economics is John Dunning's eclectic theory of international
production.
Existentialism
"Childhood is not adulthood; childhood is playing and no child ever gets enough play. The
Summerhill theory is that when a child has played enough he will start to work and face
difficulties, and I claim that this theory has been vindicated in our pupils' ability to do a good job
even when it involves a lot of unpleasant work."
3. • A. S. Neill
Man is nothing else but what he makes of himself. Such is the first principle of existentialism.' '
• Jean Paul Sartre
Existentialism as a Philosophical Term
The existentialist movement in education is based on an intellectual attitude that philosophers
term existentialism. Born in nineteenth-century Europe, existentialism is associated with such
diverse thinkers as
• Soren Kierkegaard (1813-1855), a passionate Christian, and
• Friedrich Nietzsche (1811 1900)
who wrote a book entitled The Antichrist and coined the phrase God is dead. While the famous
existentialists would passionately disagree with one another on many basic philosophical
issues, what they shared was a respect for individualism. In particular, they argued that
traditional approaches to philosophy do not adequately respect the unique concerns of each
individual.
Jean Paul Sartre's classic formulation of existentialism--that "existence precedes essence"--
means that there exists no universal, inborn human nature. We are born and exist, and then we
ourselves freely determine our essence (that is, our innermost nature). Some philosophers
commonly associated with the existentialist tradition never fully adopted the "existence precedes
essence" principle. Nevertheless, that principle is fundamental to the educational existentialist
movement.
Existentialism as an Educational Philosophy
Just as its namesake sprang from a strong rejection of traditional philosophy, educational
existentialism sprang from a strong rejection of the traditional, essentialist approach to
education. Existentialism rejects the existence of any source of objective, authoritative truth
about metaphysics, epistemology, and ethics. Instead, individuals are responsible for
4. determining for themselves what is "true" or "false," "right" or "wrong," "beautiful" or "ugly." For
the existentialist, there exists no universal form of human nature; each of us has the free will to
develop as we see fit.
In the existentialist classroom, subject matter takes second place to helping the students
understand and appreciate themselves as unique individuals who accept complete responsibility
for their thoughts, feelings, and actions. The teacher's role is to help students define their own
essence by exposing them to various paths they may take in life and creating an environment in
which they may freely choose their own preferred way. Since feeling is not divorced from reason
in decision making, the existentialist demands the education of the whole person, not just the
mind.
Although many existentialist educators provide some curricular structure, existentialism, more
than other educational philosophies, affords students great latitude in their choice of subject
matter. In an existentialist curriculum, students are given a wide variety of options from which to
choose.
To the extent that the staff, rather than the students, influence the curriculum, the humanities
are commonly given tremendous emphasis. They are explored as a means of providing
students with vicarious experiences that will help unleash their own creativity and self-
expression. For example, rather than emphasizing historical events, existentialists focus upon
the actions of historical individuals, each of whom provides possible models for the students'
own behavior. In contrast to the humanities, math and the natural sciences may be de-
emphasized, presumably because their subject matter would be considered "cold," "dry,"
"objective," and therefore less fruitful to self-awareness. Moreover, vocational education is
regarded more as a means of teaching students about themselves and their potential than of
earning a livelihood. In teaching art, existentialism encourages individual creativity and
imagination more than copying and imitating established models.
Existentialist methods focus on the individual. Learning is self-paced, self directed, and includes
a great deal of individual contact with the teacher, who relates to each student openly and
honestly. Although elements of existentialism occasionally appear in public schools, this
philosophy has found wider acceptance in private schools and ill alternative public schools
founded in the late 1960s and early 1970s.