Dp summ
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The document discusses issues with practical knowledge imparted through textbooks in schools. It notes that textbook activities and experiments are often neglected by both students and teachers due to a lack of time and interest. Students focus more on grades rather than conceptual understanding, and are under pressure from exams and parents. The objective is to enhance the realization of practical knowledge among students by addressing the psychological factors contributing to these issues and intervening at a primary stage of development, such as providing tangible simulations to spark curiosity.
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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.Module #5
Module #5John Gomes
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The document discusses the importance of using both hard and soft data to understand student needs and adapt teaching methods accordingly. It emphasizes knowing students' entry points for effective instruction, implementing flexibility in teaching approaches, and providing constructive feedback to foster student growth. Through examples and research, it illustrates how personalized support and attention to individual challenges can significantly enhance learning outcomes for students, particularly those from disadvantaged backgrounds.Action research#1
Action research#1Robert Hattam
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This document provides an introduction to action research for teachers. It discusses key concepts of action research including that it is focused on improving practice, owned by teachers, involves systematically examining evidence to produce knowledge about what works in a particular context. It also notes action research is collaborative and aims to problem-pose rather than problem-solve. The document provides some examples of action research questions and models, including describing a problem, intervention, data collection and understanding if the intervention is successful. It aims to give teachers an overview of action research and how it can be applied to improve teaching practices.Introduction to backward design 070212
Introduction to backward design 070212Raymond Cummings
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This document provides an introduction to the backward design process for curriculum development. It outlines the three stages of backward design: 1) identify desired results, 2) determine acceptable evidence, and 3) plan learning experiences and instruction. For stage 1, it discusses identifying goals, essential questions, understandings, knowledge, and skills. It emphasizes that the purpose is to be thoughtful about learning goals rather than just gaining technical skills. It also notes that the process is not always linear and the stages don't need to be followed strictly step-by-step.An innovative mechanisms to increase the effectiveness of independent educati...
An innovative mechanisms to increase the effectiveness of independent educati...SubmissionResearchpa
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This article discusses innovative methods to enhance independent education for future defectologists, focusing on 'transformed education' and mixed learning technologies. It outlines recommendations for teachers to improve research activities, communication, and methodology in general and special education institutions. The paper emphasizes the importance of socio-cultural competencies and structured phases in organizing effective teaching and learning processes.Deliverable 02 WorksheetInstructions The following worksheet
Deliverable 02 WorksheetInstructions The following worksheetLinaCovington707
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The document outlines a worksheet for helping students understand statistical problems, specifically focusing on normal distributions and z-scores, along with a research assignment on integrating audiovisual technologies in early childhood education. It highlights the challenges faced by educators in implementing technology and aims to explore effective methods for improving the learning environment. Additionally, it includes a qualitative research framework that seeks to examine the use of audiovisual aids for children under ten in California, guided by social learning theory principles.Interactive didactics
Interactive didacticsOnno Hansen-Staszyski
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The document discusses the limitations of the traditional transmission model of teaching in European schools and advocates for interactive didactics. This method promotes student co-responsibility for learning and emphasizes ongoing formative assessments to improve understanding and engagement among all students, especially those who are lower-achieving or from diverse backgrounds. It suggests practical strategies such as diagnostic questioning, using signals for comprehension, and random selection of students to answer questions to enhance the teaching and learning experience.Murnane, K.P.B.A.C. J. (2020). Data Wise, Revised and Expanded.docx
Murnane, K.P.B.A.C. J. (2020). Data Wise, Revised and Expanded.docxkendalfarrier
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The document discusses a math department's effort to understand and address students' struggles with multistep problems through collaborative discussions and examination of teaching practices. It emphasizes reframing learner-centered problems as 'problems of practice' to focus on what educators can control, highlighting the importance of linking learning with teaching and developing teachers' skills for observing and analyzing instructional practices. The process involves collective brainstorming, structured protocols, and a focus on evidence-based discussions to redefine instructional effectiveness and improve student learning outcomes.An innovative mechanisms to increase the effectiveness of independent educati...
An innovative mechanisms to increase the effectiveness of independent educati...SubmissionResearchpa
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- 1. Avinandan Basu, Linu George, Neeraj Talukdar, Prince Bharali, Rupam Das DESCRIPTION : Theoretical knowledge in school textbooks is often interleaved with exercises and experiments which serves the purpose of a complementary practical knowledge. But it is often seen and realized that these Do it yourself exercises and experiments are neglected due to a phlegmatic approach on the part of both students and teachers. OBSERVATIONS : From CBSE- The CBSE imparts practical knowledge to students via two mediums: - Textbook activities - Explicit Lab experiments The explicit laboratory activities provided by the CBSE were not conducted when the corresponding theory was being taught. The lack of in-time procedural knowledge is a factor behind the non-reflective nature of the students interactions and also behind their lack of interest. OBJECTIVE : As the above logo depicts, to remove the very basic mindset usually given to most of the children and the teachers about the education system and determine the reason behind the mentioned problem and to give an appropriate solution by enhancing the interaction between the text, student and the teacher. Do it yourself ?: Enhancing realization of practical knowledge imparted through textbooks among students
- 2. From Teachers- The factor of time has been observed to be a critical factor which hinders teachers from indulging the students in exploratory, student directed inquiry methods. Less time is generated due to the following reasons: -Pressure from CBSE (formative evaluation) -Limited class hours -Extra-curricular activities Brickhouse and Bodner (1992) reported that students concerns about their grades has a strong influence on teachers practices. More specifically, they suggested that some teachers will emphasize goals for learning and use teaching techniques that are aligned with students ability to earn high grades. The very same was supported by the field study. From Students- It has been observed in the field study that students also lack time due to the diverse activities they are involved in. Also they lack interest. The most important point is that their goal is highly influenced by grades and their parents. Parental pressure is one of the major factor affecting the academic and social goal of the students. Many students engage in laboratory activities in which they follow recipes and gather and record data without a clear sense of the purposes and procedures of their investigation and their interconnections. They may perceive that manipulating equipment and measuring are goals but fail to perceive much more important conceptual or even procedural goals and they seldom note the discrepancies between their own concepts, the concepts of their peers, and those of the science community. An exam-oriented approach towards academics with significant parental pressure generates a competitive environment, which subdues the curiosity of the students. FROM HERE ON : A specific target group is to be found in the primary stage of development. Some kind of intervention( as for now, tangible or simulation ) is necessary and tested with the students to find the best possible solution to the given problem. WHAT IS TO BE DONE : A change in the psychological perspective of the student needs to be brought about and this is possible if interventions are made at a primary stage of development. The idea that Lab needs to be a place not for manipulating equipment but manipulating ideas, must be brought to focus. In-time conceptual knowledge is to be imparted through somes means of intervention.