...in the air experiment |Age Group: 3 year olds | Goal/Objective : Children learn the dangers of fire | Materials Needed: · plate · candle, & matches · play dough · jar & colored | Process and Teaching Strategies · Use playdough to stand candle up in the middle of the plate, then pour colored water around the candle. Teacher then lights the candle and talks to children about the danger of matches and fire. Put the jar over the candle and watch the flames disappear| How is this activity developmentally appropriate? It teaches children they should only handle with an adult | Resource II - Language and Literacy | Activity: Learning to write your name |Age Group: 3 year olds | Goal/Objective : help child write his/ her name | Materials Needed: · chalk · sidewalk· | Process and Teaching Strategies · Let the child see his/her name. Make marks everywhere. Provide a vertical writing surface. Give fingers a workout. Hunt for letters| How is this activity developmentally appropriate? It gives the child a chance to write and see their name spelled out | Resource II - Creative Arts | Activity: Foot Tracing|Age Group: 3 year olds | Goal/Objective : Team work | Materials Needed: · drawing paper· crayons· markers | Process and Teaching Strategies · Give each child a partner and take turns tracing each others foot | How is this activity developmentally appropriate? Gives the opportunity to interact with one another | ...
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...University of Tasmania Annual Teaching Matters Conference Sharing practice 10th Teaching Matters Annual Conference 22nd-23rd November, Hobart, Tasmania Suggested format for citing papers: Author, I. (2011). Title of paper. In J. Skalicky, A. Adam, D. Abbott, & G. Kregor (Eds.), Proceedings of the 10th Teaching Matters Annual Conference. Sharing practice [online], Hobart: Centre for the Advancement of Learning and Teaching, University of Tasmania. © CALT 2011. The works included in these conference papers are the property of their authors and are used by permission. Readers should apply the same principles of fair use to the works in this electronic journal that they would to a published, printed journal. These works may be read online, downloaded for personal use, or the URL of a document (from this server) included in another electronic document. The text itself may not be published commercially (in print or electronic form), edited, or otherwise altered without the permission of the author. As with printed materials, care should be taken when excerpting or referencing text to ensure that the views, opinions and arguments of the author accurately reflect those contained in the original work. Applying the Bioecological Theory of Human Development to learning: Enhancing student engagement in online learning. Dr Lindsay Smith University of Tasmania, Launceston, Australia L.M.Smith@utas.edu.au Abstract: This paper explores the application of the bioecological theory...
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...’ S G U I D E T O TEACHING ASSESSMENT & EVALUATION INTRODUCTION NEED FOR THE GUIDE The Teaching Assessment and Evaluation Guide provides instructors with starting-points for reflecting on their teaching, and with advice on how to gather feedback on their teaching practices and effectiveness as part of a systematic program of teaching development. As well, the Guide provides guidance on how teaching might be fairly and effectively evaluated, which characteristics of teaching might be considered, and which evaluation techniques are best suited for different purposes. The Teaching Assessment and Evaluation Guide is a companion to the Teaching Documentation Guide (1993), also prepared by the Senate Committee on Teaching and Learning (SCOTL). The Documentation Guide (available at the Centre for the Support of Teaching and on the SCOTL website) aims to provide instructors with advice and concrete suggestions on how to document the variety and complexity of their teaching contributions. Teaching is a complex and personal activity that is best assessed and evaluated using multiple techniques and broadly-based criteria. Assessment for formative purposes is designed to stimulate growth, change and improvement in teaching through reflective practice. Evaluation, in contrast, is used for summative purposes to give an overview of a particular instructor’s teaching in a particular course and setting. Informed judgements on teaching effectiveness can best...
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...May I Have Your Attention Please?: Teaching Student Writers with ADHD This research paper will investigate attention deficit hyperactivity disorder (ADHD) in order to encourage teachers to view the symptoms and behaviors of ADHD as variability, and to discuss how we can address variability in our teaching philosophies and pedagogies. The initial objective is to provide an understanding of the symptoms and behaviors of ADHD in order to make educators evocative of how students with ADHD function and to discuss strategies proven help students with ADHD succeed in the classroom. An additional objective of this paper is to address why teaching children with ADHD is challenging and encourage changes in teaching philosophy and pedagogy. Most teachers...
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...Lexical Competence Vocabulary teaching and learning in English language teaching (ELT) had been long considered unimportant until the light started to gleam gradually on the field in the 1980s to the 1990s (Nation, 2011; Henriksen, 1999). It has become widely known that slow vocabulary development blocks learners’ ability to comprehend L2 content through reading and listening (August, Carlo, Dressler, and Snow, 2005). Studies also show that because EFL learners have very much fewer productive vocabulary than receptive vocabulary, they often encounter difficulties in language production (Zhong, 2011). As an EFL learner myself, I have experienced such problems as well. Oftentimes, my vocabulary limitations interfere with my communication in L2. Therefore, it kindles my personal interest in studies of L2 vocabulary development. Because vocabulary has become one of the key elements in ELT and ELL, through decades, many research have been conducted to identify how vocabulary is learned and developed, and what factors that impede or boost learners’ lexical competence. Hence, this study attempts to respond to the research questions as follow: 1. What are existing vocabulary learning strategies that EFL learners use? 2. What are factors that affect vocabulary development in EFL learners? 3. What are effective vocabulary learning strategies for EFL learners? The findings suggested that EFL learners learn L2 vocabulary through multifarious strategies such as making a personal word...
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...VARK Learning Style Analysis Paper Learning style is the way in which person learns. Learning different from person to person. Knowing ones learning style help the student to study more effectively and teacher to prepare for classes more appropriately. VARK learning style assessment questionnaire is a great tool that is easy to use and can give student information on how to improve their learning. According Fleming’s (2011) VARK model there are various categorization of learners that are Visual, Auditory, Reading/writing, Tactile Kinesthetic. The writer of this paper belongs to the multimodal that is using more than one learning styles. Combining different method of learning information can be helpful for multimodal learning style. This paper give reader information about multimodal learning styles, strategies, comparison of multimodal with other identified strategies and also discuss awareness of the individual learning styles influences in teaching and learning. Writer’s Preferred learning style Preferred learning style is the way in which one learns best. The writer of this paper preferred learning style diagnosed as multimodal through VARK questionnaire. . Multi model prefer several different ways of ingesting information. According to Fleming (2011) the several learning ways are visual, auditory, reading/writing, tactile kinesthetic .It has been observed that visual learners prefer visual aids than words like pictures, graph, brochures etc...
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...Techniques-One Minute Paper Kendra Strenth Samford University Classroom Assessment Techniques-One Minute Paper Classroom assessment techniques (CAT’s) are assessments conducted in the classroom to assess student learning. This type of assessment helps identify progress of the student and also identify areas that may need improvement. All types of CAT’s are to help facilitate the learning environment (Rowles, 2009). CAT’s are a formative type of assessment which involves immediate interaction between the instructor and student. They are used to assess students’ learning, attitudes, study habits, response to classroom teaching strategies and to help the instructor plan for future teaching strategies and concepts (Rowles, 2009). There are three phases to developing and using CAT’s. The first phase involves the planning phase: determining what setting it will be used in, what information will be obtained and what CAT will be used. The second phase is the actual implementation of the CAT. The final stage involves the results and responding to the CAT. The instructor should review the results and report the finding to the class and reflect on the CAT to identify if it accomplished the goal of the first phase (Rowles, 2009). I chose to evaluate the One-Minute Paper CAT. The One-Minute-Paper has been used the most and is a quick and easy way to assess classroom teaching and learning (Angelo & Cross, 1993). To use the One-Minute Paper, the instructor ask the...
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...This paper concentrates on the observations made during lessons. It also focuses on how learning English for the first time as a language can be taught in a way that would be better and easy to understand. The students that I will deal with are those of grade one and two. Learning activities highly influence on how a student appreciate. Making sure that learning activities are of high quality which can be coupled with situations gives the students’ different perspectives which they can appreciate. They are several relevant skills that are a student is supposed to practice during learning. The skills are clarification, value analysis and problem-solving. The experience which students get during learning are the ones that give the opportunity...
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...Faculty Of Education and Languages September 2012 ( SMP KHAS ) HBMT 2103 Teaching of Elementary Mathematics Part 1 Table of Contents 1.0 Introduction 2 2.1 Objective 4 2.0 Definitions and Explanatory Concept 3.2 Conceptual Knowledge 5 3.3 Procedural Knowledge 5 3.4 Understanding Relational 6 3.0 Teaching and Learning Topics “Time” 4.5 Approaches,strategies and resources used 8 4.6 Proposed teaching and learning activities 10 4.7 Important of understanding Relational in Learning and teaching 12 4.0 Teaching and Learning Topics “Money” 5.8 Approaches,strategies and resources used 13 5.9 Proposed teaching and learning activities 16...
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...Analysis Paper Doug Walker Grand Canyon Family Centered Health Promotion NRS-429V-0501 Renita Holmes August 26, 2015 VARK Analysis Paper Neil Fleming, the designer of VARK, uses sixteen questions to determine the learning style preferences of individual students. This preference is the ways in which information is processed into our brain, and the way our brain outputs the information. The VARK approach considers visual (V), aural (A), read/write (R) and kinesthetic (K) preferences for learning. (Wright & Stokes, 2015, p. 62).The purposes of this paper are to discuss VARK’s different learning modes, this writer’s preferred learning styles and strategies, and to discuss how awareness of our personal learning preferences can influence how we teach or learn. Multimodal learning style Multimodal explains my brain preferred mode of learning styles. This style consists of all the VARK modalities which incorporates (V), (A), (R), and (K). Visual learners learn by looking at and producing pictures, graphs, tables, charts, and labeled diagrams. This mode could have been labeled as Graphic (G). Aural learners learn by listening to and participating in discussions, speeches, and question and answer sessions. Read/write learners learn by reading and writing text associated with the books, class notes, etc., and the kinesthetic learners learn by engaging in physical experiences and manipulating objects. (Ranganath & Priya, 2015, p. 196). Learning strategies The strategies...
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...properties | Waves | Number of Days – 20 days | Content Standards * Demonstrate understanding on: * the nature of waves as energy carriers and the wave properties of reflection, refraction, diffraction, and interference * differences between electromagnetic waves and mechanical waves and give examples of each * characteristics of waves, amplitude, crest, frequency, period, trough, and wavelength * different properties of waves | Performance StandardsConduct research works, carry out mathematical equations, and produce outputs that will reflect the existence of waves including their importance and impact to man and his environment | Lesson Number/Title | Key Understanding and Key Questions | Knowledge | Skills | Teaching Strategies | Assessment Strategies | Resources | 1. Vibrational MotionNumber of Days: 5 daysLesson Focus: * - Simple Harmonic Motion * -Kinds of Waves | KU:-Wave is an important component in the transmission of energy and information.-Knowing wave motion is essential in understanding the physical world.KQ:-What are the factors that determine the type of waves produced?-Can a vibrating object lose or dissipate its energy over time?-How do waves transmit energy? | -Energy propagation though wave motion-Hooke’s Law-Vocabulary...
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...__________________________________________________________ Final Paper Presented to the Open University System Polytechnic University of the Philippines Maragondon, Cavite _________________________________________ In Partial Fulfillment of the Requirements In Organizational Development and Leadership Effectiveness ________________________ Submitted by: CATHERINE M. SALGADO RENNALYN S. VELARDE AVELINA D. PISCOSO BERLITA B. TANAGON Submitted to: DR. APOLONIO A. DUQUE THE PROBLEM AND ITS BACKGROUND Introduction There is a substantial literature on the relationship between teacher characteristics and student learning. Most prior research on this topic has focused on teachers’ educational background, years of teaching experience and salaries. The results of this work are mixed. While it is clear that certain teachers are more effective than others at increasing student performance, there is considerably less consensus on whether specific, observable teacher characteristics such as education or experience produce higher performance. While most research has focused on general skills, school districts and states often rely on in-service staff development as a way to improve student learning. This on-the-job training seeks to instruct teachers in content as well as pedagogy. Professional development is an extremely widespread practice in U.S. Public Schools. 72 percent of teachers report having engaged in training related to the subject area of their main teaching assignment during the previous...
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...a kinesthetic learning style, they use their past experiences and other realist things to learn material. (VARK) Some key words that were associated with this preference include senses, practical exercises, examples, cases, and trial & error. (VARK) Some of the preferred learning strategies that one can associate myself with is attending classes, attending discussions and tutorials, discussing topics with others, listening to professors who supply realistic examples, doing hands-on activities, and reviewing previous exam papers. All of these learning strategies help to create the type of student people see myself as. After doing the questionnaire and receiving the result the identified learning strategies associated with my identified learning style includes: using all your senses - sight, touch, taste, smell, and hearing, working in laboratories, going on field trips, going on field tours, using examples of principles, listening to lecturers who give real-life examples, using applications, using hands-on approaches, using trial and error, and reviewing previous exam papers. (VARK) Some of these strategies are the same as the ones that would identify myself. However, most of these aren’t strategies that one would identify myself with. To study, the result that were given were converting notes into a learnable package by...
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...Complex dynamics in academics' developmental processes in teaching Caroline Trautwein, Matthias Nückles & Marianne Merkt To cite this article: Caroline Trautwein, Matthias Nückles & Marianne Merkt (2015) Complex dynamics in academics' developmental processes in teaching, Higher Education Research & Development, 34:3, 641-657, DOI: 10.1080/07294360.2014.973376 To link to this article: http://dx.doi.org/10.1080/07294360.2014.973376 Published online: 14 Nov 2014. Submit your article to this journal Article views: 135 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=cher20 Download by: [COMSATS Headquarters] Date: 22 October 2015, At: 14:24 Higher Education Research & Development, 2015 Vol. 34, No. 3, 641–657, http://dx.doi.org/10.1080/07294360.2014.973376 Complex dynamics in academics’ developmental processes in teaching Caroline Trautweina*, Matthias Nücklesb and Marianne Merktc a Centre for Higher and Further Education, University of Hamburg, Hamburg, Germany; Department of Educational Science, University of Freiburg, Freiburg, Germany; cCentre for Academic Development and Applied Higher Education Research, Magdeburg-Stendal University of Applied Sciences, Magdeburg, Germany Downloaded by [COMSATS Headquarters] at 14:24 22 October 2015 b Improving teaching in higher education is a concern for universities worldwide...
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...The VARK Learning Analysis Paper Peggy Lynn, R.N. Grand Canyon University: NRS-429V November 21, 2014 VARK: Learning Strategies and Analysis With the number of psychological tests available today it is no surprise that the VARK questionnaire is a popular and useful tool to determine individual learning strategies. VARK is a visual, aural, reading and kinesthetic learning assessment tool and commonly used to assess learning styles. People come from different backgrounds with a variety of personality traits and so it is no surprise that people have different learning styles. When learning styles are understood education and learning can be maximized. The VARK Learning Assessment is a questionnaire used to identify 4 categories of learning styles. The purpose of this paper is to explore the learning style of student X. The results of student X learning style will be observed, as well as, the preferred learning style. Then a comparison of the assessed learning style and the preferred learning style will be compared. Concluding this paper will discuss the awareness of the preferred learning style and how it may influence learning and teaching strategies. Summary of Student X Learning Style Kinesthetic learners like field trips, trial and error, doing things to understand them, laboratories, recipes and solutions to problems, hands-on approaches, using their senses, and collections of samples. Fleming (2001) They prefer to have physical or tactile contact or...
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