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Open Learning Environment
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In Pakistan, the focus of educators and policy makers has been primarily limited to curricular planning and policy making, with little or no attention given to the worldwide changing trend in early childhood education; the construction of a stimulating learning environment, and its subsequent influence on the performance of a child. The present study was aimed at assessing the quality of the offered learning environment in private early childhood education centers of Lahore, with the globally accepted tool for quality assessment of classroom environments, the Early Childhood Environment Rating Scale-Revised (ECERS-R). A non-probability convenience sampling method was used, primarily due to willingness to participate of private institutes offering early childhood education services for children aged between 3-5 years. From the findings it was concluded that while there is a varying range in quality of available learning environments, an overall low quality is under practice by majority schools. In the light of these findings, implications for further research to stress the overwhelming impact of learning environments on child performance are discussed, along with the need for policy makers and educators to re-think and re-design the current curriculum and practices of early childhood education accordingly
Learning Environment In Early Childhood Education Centers Of Lahore
Learning Environment In Early Childhood Education Centers Of Lahore
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Open Learning Environment
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florayang331
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Next generation of digital tools for teaching and learning
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walshps
In Pakistan, the focus of educators and policy makers has been primarily limited to curricular planning and policy making, with little or no attention given to the worldwide changing trend in early childhood education; the construction of a stimulating learning environment, and its subsequent influence on the performance of a child. The present study was aimed at assessing the quality of the offered learning environment in private early childhood education centers of Lahore, with the globally accepted tool for quality assessment of classroom environments, the Early Childhood Environment Rating Scale-Revised (ECERS-R). A non-probability convenience sampling method was used, primarily due to willingness to participate of private institutes offering early childhood education services for children aged between 3-5 years. From the findings it was concluded that while there is a varying range in quality of available learning environments, an overall low quality is under practice by majority schools. In the light of these findings, implications for further research to stress the overwhelming impact of learning environments on child performance are discussed, along with the need for policy makers and educators to re-think and re-design the current curriculum and practices of early childhood education accordingly
Learning Environment In Early Childhood Education Centers Of Lahore
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This initiative focuses on how educator professional learning must change to support deep implementation of Common Core standards, new assessments, and educator evaluation systems. Part of the transformation of professional learning is the use of technology to personalize and expand access to professional learning for all educators so they have the needed supports to implement the Common Core standards.
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Week 2 Discussion: Learning Contract · Analyze two learning gaps that you have with the concepts of this course. . Post a brief analysis of your 2 learning gaps to the discussion board. . Write a brief learning contract addressing how you will address these learning gaps by the end of the course. Read: Self-Directed Learning: Learning Contracts: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-learning-contracts 23 Chapter 4 The Andragogical Process Model for Learning Introduction The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education the instructor (teacher or trainer or curriculum committee) decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content (lectures, readings, laboratory exercises, films, tapes, etc.), and then develops a plan for presenting these content units in some sort of sequence. This is a content model (or design). The andragogical instructor (teacher, facilitator, consultant, change agent) prepares in advance a set of procedures for involving the learners and other relevant parties in a process involving these elements: (1) preparing the learner; (2) establishing a climate conducive to learning; (3) creating a mechanism for mutual planning; (4) diagnosing the needs for learning; (5) formulating program objectives (which is content) that will satisfy these needs; (6) designing a pattern of learning experiences; (7) conducting these learning experiences with suitable techniques and materials; and (8) evaluating the learning outcomes and rediagnosing learning needs. This is a process model. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills, whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. A comparison of these two models and their underlying assumptions is presented in Table 4.1 in which the content model is conceived as being pedagogical and the process model as being andragogical. Table 4.1 Process elements of andragogy Preparing the Learner It was not until 1995 (Knowles, 1995) that it became apparent that the preparation of the learner step needed to be added as a separate step to the process model. Previously the process model had consisted of only seven steps, all of which will be discussed in this chapter. It became apparent that an important aspect of program design flowed from the adult educational models that assumed a high degree of responsibility for learning to be taken by the learner. Especially in the andragogical and learning projects models, the entire systems are built around ...
Week 2 Discussion Learning Contract· Analyze two learning gaps .docx
Week 2 Discussion Learning Contract· Analyze two learning gaps .docx
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This is the presentation I made to my committee for my proposal for research. I am focusing on creating Personal Learning Environments for two students with special needs. I am using their IEPs to design an on line learning environment to supplement their curriculum from school. For my doctorate, I would like to implement the PLEs into their school day and possible replace some of the activities they are doing with the intervention specialist. Any feedback will be helpful. However, please keep in mind that I have to work with and around the school's firewall system. Thank you, Sharon Shaffer
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This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
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Organisational success today depends on effective communication and collaboration with individuals from cultures with varying beliefs and practices. Indeed, with the workforce increasingly comprised of people of varying cultural backgrounds, leaders must now prioritise the significance of cultural competence in the workplace. Ensuring cultural competence at every level of your organisation cannot be understated. While cultural disparities can manifest in different ways, as a leader, you must build deep and nuanced cultural competence skills and education to accurately spot, address and alleviate the various scenarios that can arise. Failing to recognise the importance of cultural competence or not acting to improve it can lead to cultural negligence. There are a few things to consider to ensure your organisation is on the right track. In this deck, you'll understand the importance of building cultural competence in the workplace. You'll also learn • The three (3) dimensions of Cultural Competence in the workplace • Key strategies to build a culturally competent workforce • Major benefits you stand to gain by having a culturally competent team.
Cracking the Cultural Competence Code.pptx
Cracking the Cultural Competence Code.pptx
Workforce Group
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B.COM Unit – 4 ( CORPORATE SOCIAL RESPONSIBILITY ( CSR ).pptx
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