Creating active learners

•Descargar como PPT, PDF•

0 recomendaciones•272 vistas

sustick

Educación Tecnología

Creating Meaningful Teaching ,[object Object],[object Object],[object Object]

Learning is Authentic ,[object Object],[object Object]

Learning is Social and Interactive ,[object Object],[object Object],[object Object]

Students Learn By Doing ,[object Object],[object Object],[object Object],[object Object]

Assessment is Ongoing ,[object Object],[object Object],[object Object]

Student Inquiry Process ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Works Cited ,[object Object],[object Object],[object Object]

Más contenido relacionado

La actualidad más candente

Social studies pedagogy in the secondary school by Kathy Swan

Ateneo de Davao University

Program Overview Mankato

History Day in MN

Peer Revision Molly 2006

Kevin Hodgson

Culturally Responsive Teaching

Shajaira Lopez

My Resume.doc

Charlotte Wilson

Week 15 presentation - culturally responsive teaching

WCPS

Culturally responsive teaching

tuckerf

Literacy coaching cycle

Deee Styma

NTLTC 2011 - Supporting relationships between teachers and students in tertiary

NTLT Conference

Progressivism

Independence High School

Culturally responsive teaching

AngieCMS

Top Ten Concerns of Social Studies Teachers

Teachers of India

Read 5453 fall polyniak arp

Richie Cullins

Instructional materials

JaneCells

Kress Behen Resume 7

Kress Behlen

Original Contribution

Amanda Stanley

Thematic Unit

Carla Piper

District communication

lovellbr

Education nation

Fariha Rafique

La actualidad más candente (19)

Social studies pedagogy in the secondary school by Kathy Swan

Program Overview Mankato

Peer Revision Molly 2006

Culturally Responsive Teaching

My Resume.doc

Week 15 presentation - culturally responsive teaching

Culturally responsive teaching

Literacy coaching cycle

NTLTC 2011 - Supporting relationships between teachers and students in tertiary

Progressivism

Culturally responsive teaching

Top Ten Concerns of Social Studies Teachers

Read 5453 fall polyniak arp

Instructional materials

Kress Behen Resume 7

Original Contribution

Thematic Unit

District communication

Education nation

Destacado

CRM - Retours d'expérience de NGL Technology

INES CRM FRANCE

Grienergy Presents Hydrocarbon Solutions

inihse2011

WQD2011 – INNOVATION – SILVER WINNER – The Kanoo Group - Corrosion Protection...

Dubai Quality Group

CWI Tank Cleaning

CWI

Crude oil washing system

Coolrich Engineering (M) Sdn Bhd

Introduction to Storage Tanks

Ankur Sharma

Storage tanks basic training (rev 2)

ledzung

Destacado (7)

CRM - Retours d'expérience de NGL Technology

Grienergy Presents Hydrocarbon Solutions

WQD2011 – INNOVATION – SILVER WINNER – The Kanoo Group - Corrosion Protection...

CWI Tank Cleaning

Crude oil washing system

Introduction to Storage Tanks

Storage tanks basic training (rev 2)

Similar a Creating active learners

A literate environment

staylor9

Student Persistence: How the library makes a difference.

Wil Weston

Hammick b.literate.environment.pp

Brittany Lynn

Instructional Partnerships that Deliver Success

Sabrina Carnesi

Dual Credit: Skills That Transfer

NgaireIsobel79

Developing sustainable skills using discovery method

Tatjana Strigalova

Literate Environment Analysis Presentation

mmonroe1415

Inking Your Thinking - Summary Report

Microsoft Education AU

CHS281 Recap and assignment guidance This module addressed creative approaches to the primary curriculum. What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils. Hence, we talk about pedagogic approaches that are promoting connections. Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating. Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”. Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.” Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others. HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects. Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly. What is the theoretical underpinning of cross-curricular approaches? Cross-curricular approaches reflect a constructivist and social constructivist approach to learning. In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills. Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning. Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment. Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important. Creative approaches Story Project/problem-based Enquiry Outdoors Environmental Education Education for sustainability Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts. Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...

CHS281Recap and assignment guidanceThis module addressed

VinaOconner450

Re-imagining the Classroom through Social Justice Projects-Portraying Student...

Nuria Villalobos

RESEARCH GROUP 3 HINDI DUKHA GROUP

Verizeyh

The literate environment

Pamela Willoughby

Ideological Stance

Robeun Lee

Experiential learningabroad oea&service learning.csbsju

St. Cloud State University

ASSESSING THE MOTIVATIONS OF STUDENTS ENROLLED IN “APPROACHES TO SERVICE-LEAR...

Iowa Campus Compact

483 Salika A. Lawrence | Kelly McNeal | Melda N. YildizBy using popular culture, teachers can help students engage in a variety of multimedia projects that help them make connections between reading, writing, and technology. Summer Program Helps Adolescents Merge Technology, Popular Culture, Reading, and Writing for Academic Purposes Research has documented that adolescents engage in many literacy practices outside of school (Cutler, 1999; Fisher, 2003; Hinchman, Alvermann, Boyd, Brozo, & Vacca, 2003/2004; Mahiri & Sablo, 1996; Moje, 2000), where they have the choice and freedom to make their own decisions with few restrictions and opportunities to interact with a wide array of texts in different forms. Recent reports suggest that today’s adolescents have “multiple literacies” (King & O’Brien, 2002) because they interact with multiple forms of nontraditional texts and different sources of information, access popular culture and mass media, and communicate with people from diverse backgrounds and perspectives through the use of new technologies (Moore, Bean, Birdyshaw, & Rycik, 1999). Adolescents’ current reliance on technology prompts a redefinition of literacy that represents a generation of youths who read less print-based text (Collier, 2007) and rely instead on visual images as a means of comprehending text while sorting through a plethora of digital information, technology, and media. Although they now “read” more images, youths still need and use critical thinking skills such as exploring and critiquing the “text” when they shift through different sources of digital information. Previous research falls short of distinguishing between the technological literacy practices adolescents engage in outside of school, namely e-mailing and surfing the Web (Moore et al., 1999), and the academic and critical literacy expectations identified in media and visual literacy standards, namely evaluating sources, synthesizing information, and using different media. These practices ref lect “21st-century literacies...[which] includes new ideas about what can be considered texts” (Collier, 2007, p. 4) and students’ interac- tions with those texts. Collier (2007) reported that students in our 21st-century context increas- ingly interact with nontraditional texts such as rap lyrics and graphic nov- els. In this context teachers have had to reexamine their classroom practices Journal of Adolescen t & Adul t L i teracy 5 2 (6) March 2 0 0 9 doi:10 .15 9 8 /JA A L . 5 2 . 6 . 3 © 2 0 0 9 In ternat ional Reading A ssociat ion (pp. 4 8 3 – 4 9 4) 484 J o u rn a l o f A d o le sc e n t & A d u lt L it e ra cy 5 2 (6 ) M a rc h 2 0 0 9 because of the increasing inf luence of technology on students’ literacy practices. The problem is that teachers...assume students already know all the “tech stuff,” and need only to have their writing and thinking s.

483Salika A. Lawrence Kelly McNeal Melda N. YildizBy u.docx

gilbertkpeters11344

Teaching portfolio

eileen crawford

Teaching Children's Literature

Johan Koren

Creating a Literate Environment

amandargross

Knifley Literate Environment Analysis

lknifley

Similar a Creating active learners (20)

A literate environment

Student Persistence: How the library makes a difference.

Hammick b.literate.environment.pp

Instructional Partnerships that Deliver Success

Dual Credit: Skills That Transfer

Developing sustainable skills using discovery method

Literate Environment Analysis Presentation

Inking Your Thinking - Summary Report

CHS281Recap and assignment guidanceThis module addressed

Re-imagining the Classroom through Social Justice Projects-Portraying Student...

RESEARCH GROUP 3 HINDI DUKHA GROUP

The literate environment

Ideological Stance

Experiential learningabroad oea&service learning.csbsju

ASSESSING THE MOTIVATIONS OF STUDENTS ENROLLED IN “APPROACHES TO SERVICE-LEAR...

483Salika A. Lawrence Kelly McNeal Melda N. YildizBy u.docx

Teaching portfolio

Teaching Children's Literature

Creating a Literate Environment

Knifley Literate Environment Analysis

Último

In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

Making and Justifying Mathematical Decisions.pdf

Chris Hunter

INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx

RAM LAL ANAND COLLEGE, DELHI UNIVERSITY.

Paris 2024 Olympic Geographies - an activity

GeoBlogs

Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi Welcome to VIP Call Girl In Delhi Hello! Delhi Call Girls is one of the most popular cities in India. Girls who call in Delhi frequently Advertise their services in small promgons in magazines, as well as on the Internet but We do not act as a direct-promoter. We will do everything we can to make sure that you're safe to the max to the best of our abilities and making sure of our ability and ensuring that you're obtained to the best of our abilities and making sure that you get what you want. Sexuality of our females is recognized by our Business proposals. Top-of-the-line, fully-featured Delhi girl call number and we offer To be aware of it is a major reason in deciding to use our services to ensure that our customers realize the worth of their lives swiftly and in a pleasant manner by engaging with web series performers for a cost of 10000.Here you are able to be Relax knowing that personal information is stored in the business proposals, giving an appearance of like you're as if you are a full affirmation. Call Girls Service Now Delhi +91-9899900591 *********** N.M.************* 01/04/2024 ▬█⓿▀█▀ 𝐈𝐍𝐃𝐄𝐏𝐄𝐍𝐃𝐄𝐍𝐓 CALL 𝐆𝐈𝐑𝐋 𝐕𝐈𝐏 𝐄𝐒𝐂𝐎𝐑𝐓 SERVICE ✅ ❣️ ⭐➡️HOT & SEXY MODELS // COLLEGE GIRLS AVAILABLE FOR COMPLETE ENJOYMENT WITH HIGH PROFILE INDIAN MODEL AVAILABLE HOTEL & HOME ★ SAFE AND SECURE HIGH CLASS SERVICE AFFORDABLE RATE ★ SATISFACTION,UNLIMITED ENJOYMENT. ★ All Meetings are confidential and no information is provided to any one at any cost. ★ EXCLUSIVE PROFILes Are Safe and Consensual with Most Limits Respected ★ Service Available In: - HOME & HOTEL Star Hotel Service .In Call & Out call SeRvIcEs : ★ A-Level (star escort) ★ Strip-tease ★ BBBJ (Bareback Blowjob)Receive advanced sexual techniques in different mode make their life more pleasurable. ★ Spending time in hotel rooms ★ BJ (Blowjob Without a Condom) ★ Completion (Oral to completion) ★ Covered (Covered blowjob Without condom SAFE AND SECURE

Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi

kauryashika82

Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...

EduSkills OECD

psychiatric nursing HISTORY COLLECTION .docx

PoojaSen20

1029 - Danh muc Sach Giao Khoa 10 . pdf

QucHHunhnh

Measures of Central Tendency: Mean, Median and Mode

Thiyagu K

Basic Civil Engineering notes first year Notes Building notes Selection of site for Building Layout of a Building What is Burjis, Mutam Building Bye laws Basic Concept of sunlight ventilation in building National Building Code of India Set back or building line Types of Buildings Floor Space Index (F.S.I) Institutional Vs Educational Building Components & function Sills, Lintels, Cantilever Doors, Windows and Ventilators Types of Foundation AND THEIR USES Plinth Area Shallow and Deep Foundation Super Built-up & carpet area Floor Area Ratio (F.A.R) RCC Reinforced Cement Concrete RCC VS PCC

Basic Civil Engineering first year Notes- Chapter 4 Building.pptx

Denish Jangid

The basics of sentences session 2pptx copy.pptx

heathfieldcps1

APM Welcome Tuesday 30 April 2024 APM North West Network Conference, Synergies Across Sectors Presented by: Professor Adam Boddison OBE, Chief Executive Officer, APM Conference overview: https://www.apm.org.uk/community/apm-north-west-branch-conference/ Content description: APM welcome from CEO The main conference objective was to promote the Project Management profession with interaction between project practitioners, APM Corporate members, current project management students, academia and all who have an interest in projects.

APM Welcome, APM North West Network Conference, Synergies Across Sectors

Association for Project Management

Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes

Celine George

Application orientated numerical on hev.ppt

RamjanShidvankar

Holdier Curriculum Vitae (April 2024).pdf

agholdier

ICT Role in 21st Century Education & its Challenges.pptx

AreebaZafar22

Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"

National Information Standards Organization (NISO)

Accessible design: Minimum effort, maximum impact

dawncurless

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...

Shubhangi Sonawane

Measures of Dispersion and Variability: Range, QD, AD and SD

Thiyagu K

Nutritional Needs Presentation - HLTH 104

misteraugie