...method has been used as the basic pedagogy for teaching throughout the world. This method is based on the assumption that the teacher IS a fountain of knowledge and h is capable of disseminating this knowledge by telling students the historical facts regarding the discipline being taught. The concepts and principles which have been developed by scholars and researchers are communicated to the students and real life situations are sometimes quoted as examples for the validity of these concepts. The use of such examples is made more frequently by teachers of Medicine, Law and Business Administration. Since the start of the twentieth century, a gradual change in the traditional approach of teaching has been taking place. It has been observed that apart from knowing things it is necessary that the class room activity should also develop the quality of mind amongst the participants. The teachers have also started recognizing that such an enormous expansion has taken place in various disciplines, that complete knowledge regarding the subject cannot be provided in the classroom session, and due to increase in variables it is not possible for them to resolve the problems of their students fully. They have to include many "ifs" and "buts" in the principles and concepts, hence limiting the horizons of know edge. These methods, which have attained importance as a teaching device through its widespread use in teaching of law was introduced by Langdell in 1871 as an alternative to the...
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...Guide to Case Analysis A case presents a situation involving a managerial problem or issue that requires a decision. Typically, cases describe a variety of conditions and circumstances facing an organization at a particular time. This description often includes information regarding the organization's goals and objectives, its financial condition, the attitudes and beliefs of managers and employees, market conditions, competitors' activities, and various environmental forces that may affect the organization's present or proposed marketing strategy. Your responsibility is to carefully sift through the information provided in order to identify the opportunity, problem, or decision facing the organization; to carefully identify and evaluate alternative courses of action; and to propose a solution or decision based on your analysis. This guide provides an overview of the case method. It begins with a discussion of the role that cases play in the teaching/learning process. This is followed by a series of guidelines for case analysis. After carefully reading this material, you should be prepared to tackle your first case analysis. Even if you have had previous experience with cases, this guide will provide a useful review. Why Cases? • The case method differs substantially from other teaching/learning approaches such as lectures and discussion. Lecture- and discussion-oriented classes provide students with information about concepts, practices, and theories. In contrast...
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...A constructivist theory is defined as learning method where students construct their understanding of things, situations or certain knowledge using their own experience and analyzing these experiences. It means people associate any new things to their surroundings with a previous similar situation or experience. They may either consider these new experiences as a support to their current belief, change their outlook or may disregard these as something irrelevant. It all depends on how we assess our own thinking and to be able to do this, we ask questions, we debate internally until we come up with a reasonable idea how to regard this new information. Now we question, how does the principles of constructivist theory support a learning-centered classroom. As I go through the principles of learning-centered classroom, I understand that to create a classroom that is learner-centered, teachers like me must incorporate lessons that are age-appropriate and relevant to student needs and interests and that these lessons are based on connecting life experiences to promote self analysis thru questioning. These methods help students become skilled at thinking purposefully as they are provided with connections to real-world experiences. Learner-centered activities often include student-produced products that demonstrate the results of their learning. I very much agree to “All student activities involve active cognitive processes, such as creating, problem solving, reasoning, decision-making...
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...data use requires district and school administrators, teacher leaders, and classroom teachers to be data literate—that is able to use multiple types of assessment and other data to inform decisions that lead to higher student achievement.” (Fox, 2013). Victoria Bernhardt (2000 & 2003) also talks about the importance of intersecting multiple data categories. She says, "Not until you intersect all data categories at the school level and over time will you be able to answer questions that allow you to predict whether the actions, processes, and programs that you are operating will meet the needs of all students. By crossing all four data categories, you are taking into account who your students are, how they prefer to learn, which subgroups of students are achieving, and with which process students achieve." According to Bernhardt (2002 & 2003), there are four kinds of data (demographic, student learning, perceptions and school processes). Demographic data provide information on enrollment, attendance, grade level, ethnicity, gender, native language, etc. Student learning data provide information in terms of standardized test results, grade point averages, standards assessments, etc. To help us understand what all stakeholders (students, parents, teachers and others) think about the learning environment, we use perceptions data. School process data define programs, instructional strategies and classroom practices that occur in a building. Demographic Data Demographic data are...
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...are determined. | Evaluation referrers to the process designed to provide information that will help us make judgment about a given situation. | 2 | Measurement uses standard instruments to determine the magnitude of physical quantities. | Evaluation sometimes relies on the information from measurements and assessments to determine the worthiness or appropriateness of something or a given situation. | 3 | Measurement involves the systematic way of assigning numerals to persons, objects or places based on a logical and acceptable goal. | Evaluation involves value based judgments on quantified attributes of a person, situation, objects or places to determine the goodness, validity, legality, etc. | 4 | Measurement is the process of quantifying observations or descriptions about a quantity or attribute of a thing or person. Thondike and Hagen (1986). It is the process of quantifying assessment data. | Evaluation referrers to the comparison of data to a standard for the purpose of judging worth or quality. | 5 | Measurement houses only test of magnitudes and numbers | Evaluation houses measurement and testing | 6 | To apply a standard scale or measuring device to an object, series of objects, events, or conditions, according to practices accepted by those who are skilled in the use of the device or scale. | To classify objects, situations, people, conditions, etc., according to defined criteria of quality. Indication of quality must be given in the defined...
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...Apple Classrooms of Tomorrow Research Report Number 10 Teaching in High–Tech Environments: Classroom Management Revisited First – Fourth Year Findings Judith Haymore Sandholtz, Ph.D. Cathy Ringstaff, Ph.D. David C. Dwyer, Ph.D. Apple Computer, Inc. Apple Computer, Inc. 1 Infinite Loop Cupertino, CA 95014 acot@applelink.apple.com Introduction Since 1985, the Apple Classrooms of Tomorrow (ACOT)SM research project has provided teachers and students at five public school sites with individual computers for use at school and at home. Consequently, these teachers have spent more time teaching in high-tech classrooms than any other teachers in the world. Although most ACOT teachers taught for years before entering the project, the introduction of computers into their classrooms significantly altered their teaching environments. In many ways, they felt like novices again. None anticipated the range of student misbehavior, changes in the physical environment, shift in their teaching roles, and technical problems that would accompany the new technology. Nor did they anticipate how quickly they would learn to utilize the technology to their advantage in managing the classroom in areas such as grading, individualizing instruction, developing materials, and increasing motivation. While preservice teacher education typically includes training in classroom management techniques, little is known about classroom management in high-access-to-technology environments...
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...use of Applied Behavior Analysis (ABA) with students who have Autism. Aims The aim of my project was to gain knowledge of Applied Behaviour Analysis and its effectiveness in working with children with Autism. My focus questions ask • What are the key principles underlying Applied Behaviour Analysis and how and why it benefits children who are autistic? • What is involved in setting up an Applied Behaviour Analysis program in the classroom environment? Both focus questions have helped me to investigate ABA, implement strategies that ABA employ and reflect on the program as a whole. I became part of a withdrawal program established for the purpose of intensive early intervention based on the principles of ABA. Harris, (2002 p19) explains “Applied Behavior Analysis takes basic principles in behaviour science and emphasizes the intensity that is needed for particular children”. As I progressed through my journey I discovered that ABA was indeed an extremely effective intervention program for autistic children. I felt that the whole process was a huge learning curve which in turn has had positive affects on my future practice. PARTS OF THE REPORT Rationale Explains why I embarked on this particular topic, process I used in decided topic, list of research strategies to achieve aims, Kemmis & McTaggarts (1988) Action Research Planner model Process -What were the key principles underlying Applied Behaviour Analysis and how and why this benefits...
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...reading; promote understanding via explanations; respond to student misconceptions or difficulties; create or engage interest in a new area; motivate reading or other assignments | Discussions | Practice thinking and communicating in the subject/discipline; evaluate positions, arguments, or designs; defend own position; identify problems, conflicts and inconsistencies; get feedback from/about students; draw on students’ expertise and prior knowledge | Case studies | Actively involve students in learning; apply disciplinary methods of analysis; practice problem solving; practice high-level cognitive skills (i.e., application, analysis, synthesis, evaluation); think critically; blend cognitive and affective dimensions (if the case has ethical or controversial dimensions); develop collaborative skills; relate knowledge to real world; formulate arguments and counterarguments | Writing | Develop systematic relationships among ideas; application, analysis, synthesis and evaluation; reflect on own thinking; record the evolution of own thinking; practice disciplinary conventions (e.g., APA style);...
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...DOES THE USE OF TECHNOLOGY IN THE CLASSROOM INCREASE STUDENTS‟ OVERALL ACADEMIC PERFORMANCE? A Thesis Presented to the Faculty in Communication and Organizational Leadership Studies School of Professional Studies Gonzaga University Under the Supervision and Mentorship of Dr. Heather Crandall In Partial Fulfillment Of the Requirements for the Degree Master of Arts in Communication and Leadership Studies By J. Mariah Brown December 2011 Technology in the Classroom 2 Abstract Technological advances and a decrease in the cost of technology have resulted in nearly 93 percent of public schools classrooms in the United States having access to the Internet, and a considerable increase in educational programs that incorporate technology into the curriculum (North Central Regional Educational Laboratory, 2005). Due to the prevalence of technology in the classroom, the effectiveness of such programs has become a prevailing research topic amongst social scientists. This thesis reviews past research and provides an analysis of relevant studies conducted within the last ten years. Using Daft and Lengel‟s media richness theory as a basis, this meta-analysis provides a comprehensive overview of the effect of technology enhanced learning (TEL) programs on K-12 students‟ overall academic performance and factors that can increase the effectiveness of such programs. Technology in the Classroom 3 Technology in the Classroom 4 Table of Contents CHAPTER I:...
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...Qualitative Approaches to Classroom Research 1 Qualitative Approaches to Classroom Research with English Language Learners Patricia A. Duff University of British Columbia Address: Department of Language & Literacy Education University of British Columbia 2125 Main Mall Vancouver, BC V6T 1Z4 Canada Courier: 2034 Lower Mall Road University of British Columbia Vancouver, BC V6T 1Z2 Canada Qualitative Approaches to Classroom Research 2 ABSTRACT This chapter provides an overview of recent qualitative research in classrooms examining English language learners (ELLs). I first present common features of qualitative research and review debates regarding research paradigms in the social sciences and humanities. I also discuss the role of triangulation and capturing participants’ insider or emic perspectives in qualitative research and highlight various data collection methods and ways of combining macro-level and micro-level analyses, particularly in ethnographic research. Ethical issues, difficulties obtaining informed consent in classroom research, and criteria for evaluating qualitative research are then considered. Three qualitative studies that have been deemed exemplary and meritorious by scholars in English language education are then presented and some common themes in current qualitative classroom research with ELLs are identified. The chapter concludes with directions for future qualitative research. Introduction Over the past 2 decades, research...
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...cmgt 410 PROJECT PLANNING & IMPLEMENTATION [pic] CONTRIBUTORS THE UNIVERSITY GRATEFULLY ACKNOWLEDGES THE CONTRIBUTION OF THE FOLLOWING PROFESSIONALS TO THE COMPLETION OF THIS COURSE. 1. Stephen Northam, MA, Faculty Member, University of Phoenix. 2. Kenneth Sardoni, MCIS, Faculty Member, University of Phoenix. 3. Blair Smith, MBA, Associate Dean, College of Information Systems and Technology. 4. Claudia Avila, BSBA, Curriculum Development Manager, College of Information Systems and Technology. 5. Adam Honea, Ph.D., Dean, College of Information Systems and Technology. Copyright ( 2001 by the University of Phoenix. All rights reserved. The University of Phoenix® and UniModuleTM are marks of Apollo Group, Inc. in the United States and/or other countries. Edited in accordance with University of PhoenixSM editorial standards and practices. (Template U1.0) Overview COURSE DESCRIPTION This course provides the foundation for understanding the broad concepts of successful planning, organization, and implementation within the realm of information technology. This course uses real-world examples and identifies common mistakes and pitfalls in project management. Topics covered include project scoping, estimating, budgeting, scheduling, tracking and controlling. TOPICS AND OBJECTIVES Project Management and the Organization • Define Project Life Cycle. • Identify roles in project management. • Identify project manager's skills. • Demonstrate...
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...do you have to do in this unit? • Warming up discussions • Input reading • Self-assessment questions (SAQS) • Exploratory tasks • Integrated task Warming up discussion 0 Warm up the concept of a “communicative situation” (situation, in which it is necessary to communicate orally and/or through writing in order to achieve a certain goal). Produce a “mind map” of the concept listing most typical communicative situations in your own real world Communicative situations Input reading 1 The way towards communicative teaching Warming-up discussion 1.1 Rate in order of importance the items that the students need in order to master the language communicatively (more than one item can get one rank) |Items |Rating | |Vocabulary | | |Grammar | | |Pronunciation | | |Knowledge of typical situations | | |Target culture | ...
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...concepts on how to work with students and to help them achieve success in the classroom. The objective of the course Math for Elementary teachers two is to assist the learner with understanding day to day applications of mathematics, and to give different ideas on how to differentiate learning. There were several ideas covered in this course but there are several of the major mathematical concepts that stand out to me. The National Council of Teachers of Mathematics principals and standards was a very big help in guiding me to understand what was required to teach specific grades based on the common core. The major mathematical concepts that are in this course are, data analysis, probability, introduction to geometry, applications of geometry, application of measurement and mathematical connections. In data analysis we used appropriate statistical methods to analyze data such as detecting patterns, developing explanations and testing hypotheses. Teaching the children how to sort the data such as using tally marks for how many people like a certain object over something else. Bar graphs, pie graphs, line graphs and pictographs. Learning data is a very important concept that the students will need for the rest of the educational career. Probability which is the measure of how likely something is was also a concept that was covered in the class. With probability you have the experiment which is the situation that involves the probability. The outcome is the result of the trial of...
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...To Teach Effective Writing, Model Effective Writing ORIGINALLY PUBLISHED: JUNE 10, 2014 | UPDATED: JULY 14, 2015 * ------------------------------------------------- 8.1KSHARES * ------------------------------------------------- * ------------------------------------------------- * ------------------------------------------------- * ------------------------------------------------- I strive to teach my high school students the value of criticism, especially when it comes to improving their writing. To do so, I model how criticism continues to help me become a better writer. Earlier this year, for example, I shared a draft of one of my education feature articles, which included detailed feedback from an editor at a prominent media company. I asked my classes for advice on how to address several edits, dealing with sources, transitions, terminology, and structure. A few days later, I directed my budding writers to the much-improved final draft. This easy but worthwhile activity helped more of my students feel comfortable receiving criticism, and not view it as an affront. As a result, they improved their writing by taking the time and care to consider and respond to reader insight. I want my students to feel secure in the knowledge that nobody is beyond criticism (even their teacher), and that the bigger challenge is developing the good sense to acknowledge and successfully respond to feedback. Along those lines, I also offer the suggestions below...
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...evaluation methods, performance standards, and feedback after the training is completed. Each of the five sales representatives will need training, however they are on different levels for sales knowledge and product knowledge and this needs to be assessed. The ultimate goal of the training will be to inform the sales representatives while increasing revenue for the organization. New Training Needs and Objectives The training needs within InterClean encompass product training and sales training. These are two areas both the older sales representatives and the newer representatives can always grow. This will assist the sales reps. sell InterClean’s products better through sales tactics and product knowledge. The demographic analysis will help determine the needs of each individual group. The older representatives are more advanced with their selling skills so they will need a different type of training then a newer sales rep. In breaking up the different sales representatives into two groups you separate them into their given skill sets. The newer representatives should be informed on basic sales tactics such as the four decision...
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