SlideShare une entreprise Scribd logo
1  sur  25
Télécharger pour lire hors ligne
What  does it take to be an effective teacher in the year 2010 and beyond. Blah blah blah
 
 
 
Understanding Development ,[object Object],[object Object],[object Object],[object Object],[object Object]
Cognitive Development ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Behaviourism
Cognitive Learning ,[object Object],[object Object]
Constructivism ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
WHO   ARE YOU ? What is the nature of the 21 st  century learner? Collaborative Adaptive Creative Information, media and technology savvy Communicator Require instant gratification Multi-tasker.  .
 
DIGITAL NATIVES ,[object Object]
HOW DO WE TEACH YOU?
 
 
 
 
 
 
Learner Diversity   Culture & Language ,[object Object]
 
 
 
 
 

Contenu connexe

Tendances

A teacher for the 21st Century
A teacher for the 21st CenturyA teacher for the 21st Century
A teacher for the 21st CenturyKiran Budhrani
 
TOD May 2 2014 Session 2
TOD May 2 2014 Session 2TOD May 2 2014 Session 2
TOD May 2 2014 Session 2Karen Spencer
 
Culturally Situated Arts-Based Learning Seed Questions
Culturally Situated Arts-Based Learning Seed QuestionsCulturally Situated Arts-Based Learning Seed Questions
Culturally Situated Arts-Based Learning Seed QuestionsNettrice Gaskins, Ph.D.
 
Integrating 21st Century Skills into Teaching and Learning: Preparing All Stu...
Integrating 21st Century Skills into Teaching and Learning: Preparing All Stu...Integrating 21st Century Skills into Teaching and Learning: Preparing All Stu...
Integrating 21st Century Skills into Teaching and Learning: Preparing All Stu...National Partnership for Educational Access
 
Curriculum development – towards 21st century skills
Curriculum development – towards 21st century skillsCurriculum development – towards 21st century skills
Curriculum development – towards 21st century skillsTiina Sarisalmi
 
21st century Learning
21st century Learning21st century Learning
21st century LearningAcess Emanez
 
Education for 21st Century
Education for 21st CenturyEducation for 21st Century
Education for 21st CenturyM. S. Rahman
 
21st Century Skills: an Overview
21st Century Skills: an Overview21st Century Skills: an Overview
21st Century Skills: an OverviewSusmita Pruthi
 
Keys to Success for Education Leaders
Keys to Success for Education LeadersKeys to Success for Education Leaders
Keys to Success for Education LeadersCatherine Shinners
 
21st century skills
21st century skills21st century skills
21st century skillsdsharpcasio
 
Ci 350 character education powerpoint 12 4-13
Ci 350 character education powerpoint 12 4-13Ci 350 character education powerpoint 12 4-13
Ci 350 character education powerpoint 12 4-13bush64
 
21st Century Learning Session 1
21st Century Learning Session 121st Century Learning Session 1
21st Century Learning Session 1cuffleyl
 
21st century skills
21st century skills21st century skills
21st century skillsCarla Piper
 
Jan newcollaradopresentationpowerpoint
Jan newcollaradopresentationpowerpointJan newcollaradopresentationpowerpoint
Jan newcollaradopresentationpowerpointDr. Bonnie Mozer
 

Tendances (20)

A teacher for the 21st Century
A teacher for the 21st CenturyA teacher for the 21st Century
A teacher for the 21st Century
 
21st century skills
21st century skills21st century skills
21st century skills
 
TOD May 2 2014 Session 2
TOD May 2 2014 Session 2TOD May 2 2014 Session 2
TOD May 2 2014 Session 2
 
Culturally Situated Arts-Based Learning Seed Questions
Culturally Situated Arts-Based Learning Seed QuestionsCulturally Situated Arts-Based Learning Seed Questions
Culturally Situated Arts-Based Learning Seed Questions
 
Integrating 21st Century Skills into Teaching and Learning: Preparing All Stu...
Integrating 21st Century Skills into Teaching and Learning: Preparing All Stu...Integrating 21st Century Skills into Teaching and Learning: Preparing All Stu...
Integrating 21st Century Skills into Teaching and Learning: Preparing All Stu...
 
Curriculum development – towards 21st century skills
Curriculum development – towards 21st century skillsCurriculum development – towards 21st century skills
Curriculum development – towards 21st century skills
 
Part One
Part OnePart One
Part One
 
21st century Learning
21st century Learning21st century Learning
21st century Learning
 
Education for 21st Century
Education for 21st CenturyEducation for 21st Century
Education for 21st Century
 
Roles and function of educational technology
Roles and function of educational technologyRoles and function of educational technology
Roles and function of educational technology
 
21st Century Skills: an Overview
21st Century Skills: an Overview21st Century Skills: an Overview
21st Century Skills: an Overview
 
21st century skills
21st century skills21st century skills
21st century skills
 
Keys to Success for Education Leaders
Keys to Success for Education LeadersKeys to Success for Education Leaders
Keys to Success for Education Leaders
 
21st century skills
21st century skills21st century skills
21st century skills
 
21st century skills
21st century skills21st century skills
21st century skills
 
21st century learning
21st century learning21st century learning
21st century learning
 
Ci 350 character education powerpoint 12 4-13
Ci 350 character education powerpoint 12 4-13Ci 350 character education powerpoint 12 4-13
Ci 350 character education powerpoint 12 4-13
 
21st Century Learning Session 1
21st Century Learning Session 121st Century Learning Session 1
21st Century Learning Session 1
 
21st century skills
21st century skills21st century skills
21st century skills
 
Jan newcollaradopresentationpowerpoint
Jan newcollaradopresentationpowerpointJan newcollaradopresentationpowerpoint
Jan newcollaradopresentationpowerpoint
 

En vedette

Doug Henton
Doug HentonDoug Henton
Doug Henton3helix
 
Lawson 2008
Lawson 2008Lawson 2008
Lawson 2008nihledb
 
"No Decision": The blind spot that prevents lawyers from doubling their income
"No Decision": The blind spot that prevents lawyers from doubling their income"No Decision": The blind spot that prevents lawyers from doubling their income
"No Decision": The blind spot that prevents lawyers from doubling their incomeMike O'Horo
 
Yuriy Lirmak
Yuriy Lirmak Yuriy Lirmak
Yuriy Lirmak 3helix
 
Powertattoo.ppt
Powertattoo.pptPowertattoo.ppt
Powertattoo.ppttxaber1992
 

En vedette (7)

Day One with Jimmy Gentry: Understanding Financial Statements
Day One with Jimmy Gentry: Understanding Financial StatementsDay One with Jimmy Gentry: Understanding Financial Statements
Day One with Jimmy Gentry: Understanding Financial Statements
 
Hong Kong Web Analytics Wednesday #1
Hong Kong Web Analytics Wednesday #1Hong Kong Web Analytics Wednesday #1
Hong Kong Web Analytics Wednesday #1
 
Doug Henton
Doug HentonDoug Henton
Doug Henton
 
Lawson 2008
Lawson 2008Lawson 2008
Lawson 2008
 
"No Decision": The blind spot that prevents lawyers from doubling their income
"No Decision": The blind spot that prevents lawyers from doubling their income"No Decision": The blind spot that prevents lawyers from doubling their income
"No Decision": The blind spot that prevents lawyers from doubling their income
 
Yuriy Lirmak
Yuriy Lirmak Yuriy Lirmak
Yuriy Lirmak
 
Powertattoo.ppt
Powertattoo.pptPowertattoo.ppt
Powertattoo.ppt
 

Similaire à C:\Fakepath\Td Yd Urp Mb Kts Z Oq Or9 A=&Expires=1278457536&Aws Access Key Id=Akiajljt267 Degkzdheq

21st century skills report
21st century skills report21st century skills report
21st century skills reportRhyslynRufin1
 
هام طلاب القرن الحادي والعشرين بالتعلم الابتكاري والتدريس الإبداعي في فانيكول
هام طلاب القرن الحادي والعشرين بالتعلم الابتكاري والتدريس الإبداعي في فانيكولهام طلاب القرن الحادي والعشرين بالتعلم الابتكاري والتدريس الإبداعي في فانيكول
هام طلاب القرن الحادي والعشرين بالتعلم الابتكاري والتدريس الإبداعي في فانيكولIEFE
 
MODULE 1 A 1 Building and Enhancing New Literacies Across th Curriculum.pptx
MODULE 1  A 1 Building and Enhancing New Literacies Across th Curriculum.pptxMODULE 1  A 1 Building and Enhancing New Literacies Across th Curriculum.pptx
MODULE 1 A 1 Building and Enhancing New Literacies Across th Curriculum.pptxJIJIDEVILLA1
 
Learning for the 22nd century while Teaching in the 21st century
Learning for the 22nd century while Teaching in the 21st centuryLearning for the 22nd century while Teaching in the 21st century
Learning for the 22nd century while Teaching in the 21st centuryNehaNaayar
 
Wikiassignment 21stcenturyteachingskills-150930013124-lva1-app6892
Wikiassignment 21stcenturyteachingskills-150930013124-lva1-app6892Wikiassignment 21stcenturyteachingskills-150930013124-lva1-app6892
Wikiassignment 21stcenturyteachingskills-150930013124-lva1-app6892Sharon Bain
 
Using Video Games in EFL Classroom to Enhance Students' 21st Century Skills
Using Video Games in EFL Classroom to Enhance Students' 21st Century SkillsUsing Video Games in EFL Classroom to Enhance Students' 21st Century Skills
Using Video Games in EFL Classroom to Enhance Students' 21st Century SkillsYuliani Kusuma Putri
 
Education in the 21st century
Education in the 21st centuryEducation in the 21st century
Education in the 21st centuryraudahsarip
 
ICT in The EFL classroom : Why and How
ICT in The EFL classroom : Why and HowICT in The EFL classroom : Why and How
ICT in The EFL classroom : Why and HowHayfa Mejdoub
 
NEW-LITERACIES-AND-THE-21ST-CENTURY-SKILLS- (1).pptx
NEW-LITERACIES-AND-THE-21ST-CENTURY-SKILLS- (1).pptxNEW-LITERACIES-AND-THE-21ST-CENTURY-SKILLS- (1).pptx
NEW-LITERACIES-AND-THE-21ST-CENTURY-SKILLS- (1).pptxTommyPido
 
Reading Innovations International Part 4 (21st Century Literacy Skills).pdf
Reading Innovations International Part 4 (21st Century Literacy Skills).pdfReading Innovations International Part 4 (21st Century Literacy Skills).pdf
Reading Innovations International Part 4 (21st Century Literacy Skills).pdfSandyLagata1
 
Halina future education_final hbo_wiziq
Halina  future  education_final hbo_wiziqHalina  future  education_final hbo_wiziq
Halina future education_final hbo_wiziqSelf-employed
 
EDUFEST 2015 at IIT MADRAS - Paper Presentation on Re-conceiving school leade...
EDUFEST 2015 at IIT MADRAS - Paper Presentation on Re-conceiving school leade...EDUFEST 2015 at IIT MADRAS - Paper Presentation on Re-conceiving school leade...
EDUFEST 2015 at IIT MADRAS - Paper Presentation on Re-conceiving school leade...Eduexcellence
 
Schools in the 21st century.
Schools in the 21st century.Schools in the 21st century.
Schools in the 21st century.Dean Williams
 
Vision of the Future
Vision of the FutureVision of the Future
Vision of the Futuresnapenney
 
Group assignment
Group assignmentGroup assignment
Group assignmentshoes1970
 
Personalized learning connecting the dots (to action group) 2 may 2011
Personalized learning   connecting the dots (to action group) 2  may 2011Personalized learning   connecting the dots (to action group) 2  may 2011
Personalized learning connecting the dots (to action group) 2 may 2011slater_45
 
Curriculum pathway to curriculum innovation
Curriculum pathway to curriculum innovationCurriculum pathway to curriculum innovation
Curriculum pathway to curriculum innovationJune Wall
 

Similaire à C:\Fakepath\Td Yd Urp Mb Kts Z Oq Or9 A=&Expires=1278457536&Aws Access Key Id=Akiajljt267 Degkzdheq (20)

21st century skills report
21st century skills report21st century skills report
21st century skills report
 
21st century 2013
21st century 201321st century 2013
21st century 2013
 
هام طلاب القرن الحادي والعشرين بالتعلم الابتكاري والتدريس الإبداعي في فانيكول
هام طلاب القرن الحادي والعشرين بالتعلم الابتكاري والتدريس الإبداعي في فانيكولهام طلاب القرن الحادي والعشرين بالتعلم الابتكاري والتدريس الإبداعي في فانيكول
هام طلاب القرن الحادي والعشرين بالتعلم الابتكاري والتدريس الإبداعي في فانيكول
 
MODULE 1 A 1 Building and Enhancing New Literacies Across th Curriculum.pptx
MODULE 1  A 1 Building and Enhancing New Literacies Across th Curriculum.pptxMODULE 1  A 1 Building and Enhancing New Literacies Across th Curriculum.pptx
MODULE 1 A 1 Building and Enhancing New Literacies Across th Curriculum.pptx
 
Learning for the 22nd century while Teaching in the 21st century
Learning for the 22nd century while Teaching in the 21st centuryLearning for the 22nd century while Teaching in the 21st century
Learning for the 22nd century while Teaching in the 21st century
 
Wikiassignment 21stcenturyteachingskills-150930013124-lva1-app6892
Wikiassignment 21stcenturyteachingskills-150930013124-lva1-app6892Wikiassignment 21stcenturyteachingskills-150930013124-lva1-app6892
Wikiassignment 21stcenturyteachingskills-150930013124-lva1-app6892
 
Using Video Games in EFL Classroom to Enhance Students' 21st Century Skills
Using Video Games in EFL Classroom to Enhance Students' 21st Century SkillsUsing Video Games in EFL Classroom to Enhance Students' 21st Century Skills
Using Video Games in EFL Classroom to Enhance Students' 21st Century Skills
 
Education in the 21st century
Education in the 21st centuryEducation in the 21st century
Education in the 21st century
 
Part One
Part OnePart One
Part One
 
Research Trends.pptx
Research Trends.pptxResearch Trends.pptx
Research Trends.pptx
 
ICT in The EFL classroom : Why and How
ICT in The EFL classroom : Why and HowICT in The EFL classroom : Why and How
ICT in The EFL classroom : Why and How
 
NEW-LITERACIES-AND-THE-21ST-CENTURY-SKILLS- (1).pptx
NEW-LITERACIES-AND-THE-21ST-CENTURY-SKILLS- (1).pptxNEW-LITERACIES-AND-THE-21ST-CENTURY-SKILLS- (1).pptx
NEW-LITERACIES-AND-THE-21ST-CENTURY-SKILLS- (1).pptx
 
Reading Innovations International Part 4 (21st Century Literacy Skills).pdf
Reading Innovations International Part 4 (21st Century Literacy Skills).pdfReading Innovations International Part 4 (21st Century Literacy Skills).pdf
Reading Innovations International Part 4 (21st Century Literacy Skills).pdf
 
Halina future education_final hbo_wiziq
Halina  future  education_final hbo_wiziqHalina  future  education_final hbo_wiziq
Halina future education_final hbo_wiziq
 
EDUFEST 2015 at IIT MADRAS - Paper Presentation on Re-conceiving school leade...
EDUFEST 2015 at IIT MADRAS - Paper Presentation on Re-conceiving school leade...EDUFEST 2015 at IIT MADRAS - Paper Presentation on Re-conceiving school leade...
EDUFEST 2015 at IIT MADRAS - Paper Presentation on Re-conceiving school leade...
 
Schools in the 21st century.
Schools in the 21st century.Schools in the 21st century.
Schools in the 21st century.
 
Vision of the Future
Vision of the FutureVision of the Future
Vision of the Future
 
Group assignment
Group assignmentGroup assignment
Group assignment
 
Personalized learning connecting the dots (to action group) 2 may 2011
Personalized learning   connecting the dots (to action group) 2  may 2011Personalized learning   connecting the dots (to action group) 2  may 2011
Personalized learning connecting the dots (to action group) 2 may 2011
 
Curriculum pathway to curriculum innovation
Curriculum pathway to curriculum innovationCurriculum pathway to curriculum innovation
Curriculum pathway to curriculum innovation
 

Dernier

Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxDr. Santhosh Kumar. N
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphNetziValdelomar1
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptxraviapr7
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesMohammad Hassany
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17Celine George
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.EnglishCEIPdeSigeiro
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and stepobaje godwin sunday
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 

Dernier (20)

Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptx
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a Paragraph
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptxClinical Pharmacy  Introduction to Clinical Pharmacy, Concept of clinical pptx
Clinical Pharmacy Introduction to Clinical Pharmacy, Concept of clinical pptx
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming Classes
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and step
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 

C:\Fakepath\Td Yd Urp Mb Kts Z Oq Or9 A=&Expires=1278457536&Aws Access Key Id=Akiajljt267 Degkzdheq

  • 1. What does it take to be an effective teacher in the year 2010 and beyond. Blah blah blah
  • 2.  
  • 3.  
  • 4.  
  • 5.
  • 6.
  • 8.
  • 9.
  • 10. WHO ARE YOU ? What is the nature of the 21 st century learner? Collaborative Adaptive Creative Information, media and technology savvy Communicator Require instant gratification Multi-tasker. .
  • 11.  
  • 12.
  • 13. HOW DO WE TEACH YOU?
  • 14.  
  • 15.  
  • 16.  
  • 17.  
  • 18.  
  • 19.  
  • 20.
  • 21.  
  • 22.  
  • 23.  
  • 24.  
  • 25.  

Notes de l'éditeur

  1. Development is the process of changing and becoming larger, stronger, or more impressive, successful, or advanced (Encarta MSN, n.d.).     Theories show that development in learning occurs through:   -          Cognitive development – a student’s cognitive development changes as they grow through their personal experiences, culture and environment, learning experience and maturation. Each student develops at different rates and stages in life.   -          Behaviourism – a view of observable behaviour and the way student’s behaviour is influenced by stimuli from the environment.   -          Cognitive learning theory – how student’s learning changes in mental structures and processes of acquiring, organising and using knowledge.   -          Social Cognitive theory – changes that occur in a learner’s development through the observation of others. Social interaction in the classroom is essential to a student’s learning experience.   -          Constructivism –  a suggestion that learners create their own knowledge of the topics they study rather than receiving that knowledge as transmitted to them by some other source (Eggen & Kauchak, 2010). Social Constructivist, Vygotsky, suggests that learners construct knowledge in a social context and then internalise the knowledge individually.
  2. Cognitive development refers to how a person perceives, thinks, and gains understanding of his or her world through the interaction of genetic and learned factors (Health of Children, n.d.)    Piaget describes cognitive learning in four stages:   Sensorimotor stage (0-2 years)    Preoperational stage (2-7 years)     Concrete operational (7-11 years)            Formal operational (11 years-adult)   A teacher needs to be aware of which stage each student is at with their development and choose appropriate learning materials and context to increase and improve students’ knowledge and skills. There needs to be a match between the demands of a learning task and the current cognitive capacity (ability) of the learners (Ace SchoolNet, n.d.)  A teacher must also be aware of the importance social interaction has on development in the classroom. In today’s society, students come from a range of different cultures and backgrounds which influence the individual student’s learning development and experiences. By creating learning activities which involve interaction in groups and classroom discussions, students will help one another with learning new knowledge and skills. Vygotsky believes that knowledge is constructed through social interaction first and then internalised by individuals (Eggen & Kauchak, 2010).   Teachers must always aim to teach at the student’s Zone of Proximal Development. That is between a student’s ability to perform a task under adult guidance or with peer collaboration and the student’s ability solving the problem independently. Learners need to be in their zone of proximal development to benefit from the teacher’s assistance.   The use of scaffolding when teaching is also effective in assisting students to complete tasks that they are unable to complete independently by using types of scaffolding such as modelling, thinking-aloud, questions and prompts and cues.
  3. Learning behaviourism is changes in behaviour that occur as a result of experience and is a measurement of observable behaviours produced by a learner’s response to stimuli.   The main theories of behaviourism which a teacher of today can implement in their classroom are:   -      Classical conditioning - where a person learns involuntary emotional or psychological responses.  If a teacher greets the students in a warm, friendly manner when they enter the classroom, it creates a positive experience for each student and they will comfortable and safe. This is an important goal, and one that can be reached with classical conditioning (Eggen & Kauchak, 2010).    -       Operant Conditioning – is a consequence that changes observable responses. Where a teacher praises a student for giving a correct answer, this is a consequence, and the student is more likely to answer other questions.   -       Reinforcement can be positive and negative. A teacher can use positive reinforcement by offering rewards, such as stickers on the board that can lead to a prize/treat to students (a consequence) to increase the likelihood of the behaviour occurring and the teacher can use negative reinforcement in the classroom by instructing the class that if they do not do their work quietly they will not go out after lunch to play the game of basketball the teacher had organised for them to do.  -       Punishment - In some situations, teachers need to implement punishment to students. Effective forms of punishment teachers can use to discourage misbehaviour are signalling to the student to be quiet (detists), time outs, detentions and removal of reinforcers already given (response cost),   -       Antecedents – forms of antecedents are environmental conditions of the classroom such as lighting and prompts and cues which help the student produce the desirable behaviour.   Teachers need to control behaviour in the classroom so that students of the 21st century perceive the classroom as a positive place for learning.
  4. Cognitive learning theories are changes in the mental structure and processes involved in acquiring, organising and using knowledge (Eggen & Kauchak, 2010). Teachers need to know how learners acquire experiences used to construct knowledge, how learners combine prior knowledge with new experiences and where and in what form is the constructed knowledge stored in the students’ memory stores.   Teachers of the 21st century also need to know the cognitive processes:   -       Attention – teachers need to make sure their lessons will grab and maintain the student’s attention.   -       Perception – ask student’s questions to get their perspective of the object or events.   -       Encoding – teachers must create ways to help student encode the information learnt into their long term memory using strategies such as, imagery, organisation, schema activation and elaboration.     Social cognitive learning derives from changes in development after observing others. Teachers must constantly use activities in the classroom which involve social interaction through group work and class discussions. Vygotsky’s theory concludes that social interaction plays a fundamental role in the process of cognitive development (Learning-Theories, n.d.). Students experience learning through observing other students, teachers and their parents.    Modelling is the central concept of social cognitive theory (Eggen & Kauchak, 2010) and refers to the changes that occur from observing models. Students learn through imitating others, imitating characters in books and movies and copying observed acts. Teachers need to apply modelling in their every day teaching to allow students to gain experience and development through observing the model shown to them.   An effective way for a teacher to provide information/modelling to students which can be encoded in the students’ long term memory is by applying the information to the society of the 21st century learner. 
  5. Cognitive constructivists are of the view that students construct their own knowledge. Instead of teachers directing the classroom from the front of the classroom, schools are now moving towards teaching the key skills that equip pupils with the tools to become effective independent learners (Teachers TV, n.d.).    The characteristics of Constructivist Learning Theory are:   -       Learners construct knowledge that makes sense to them.   -       New learning depends on current understanding   -       Social Interaction facilitates learning   -       The most meaningful learning occurs within real-world tasks.   From a social constructivist perspective, creating learning environments in which learners exchange ideas and collaborate in solving problems is an essential teacher role (Eggen & Kauchak, 2010). Allowing the students to exchange ideas and tsee how the correct answer is found through another student’s perspective will allow for conceptual change which alters the students’ beliefs about a topic.  Teaching for conceptual change requires the teacher to implement Piaget’s concepts of disequilibrium, accommodation and assimilation. First the student must be dissatisfied with their existing concept of the topic to cause disequilibrium, second the teacher must provide an alternative conception of the topic to the student which the student can accommodate in a way which makes sense to them and thirdly, the teacher must use the concept to show how it can be used in the real world so that equilibrium can be re-established and the student is able to assimilate new experiences into it (Eggen & Kauchak, 2010).
  6. Generation Z: The net generation-the future of our tomorrow. This is a very young generation with the oldest currently around 12 years old. Despite their young age, the characteristics of this generation are quite apparent. They are exposed to technology very early in their lives and most already have an online identity. They are highly connected, many having had lifelong use of communications and media technologies such as the World Wide Web, instant messaging, text messaging, MP3 players, mobile phones and YouTube earning them the nickname “digital natives” They are also considered the most stressful generation for their involvement in too many extra-curricular activities.   http://www.articlesbase.com/culture-articles/generation-xyz-522842.html#ixzz0rqa8SCNh   Under Creative Commons License:  Attribution
  7. It is now clear that as a result of this technological environment and the sheer volume of their interaction with it, today's students think and process information fundamentally differently from their predecessors. These differences go far further and deeper than most educators suspect or realize. “Different kinds of experiences lead to different brain structures, “ says Dr. Bruce D. Perry of Baylor College of Medicine. Because these young people know no other reality than their Internet-based world, they are likely to have heightened technical expectations, attitudes, and beliefs. For example, they expect libraries and research resources to be accessible remotely (from home), where they can download a song, chat to a friend online, multitask comfortably and snack and watch television.
  8. Today’s students live and learn in a world of massive information-overload. Rather than more information, they desperately need an education in how to manage and make sense of it, in how to filter it intelligently and bring different aspects together in meaningful ways. Because of this exposure to information students are more likely to connect to real life situations for problem solving, generation Z does this everyday out of school, through the internet our children are learning to collaborate and to problem solve. To be an effective teacher we must maximize students learning by helping them to deal with this overload by organising information through meaningful learning. Through connecting ideas relationships between learning is formed reducing cognitive load. Both Piaget’s and Vygotsky’s views suggest that teachers limit lecturing and explaining as much as possible and move towards learning activities that put students in cognitively active roles. “Situated cognition suggests that “much of what is learned is specific to the situation in which it is learned” (J. Anderson et al.,1996, p.5.). What is good learning? That may be a subjective question. But it’s likely that many educators would give similar answers. … recognising differences in learning stages and abilities. … project-based learning, designed around real world contexts… … connecting with other students around the world, on topics of study…
  9. Teaching in the 21st century will involve learning skills to accommodate for such diversity as cultural, linguistic and religious beliefs. Approximately one quarter of all students in NSW government schools come from language backgrounds other than English. (Department  of Education & Training, NSW, 2005). These diverse students, speak over 80 different languages as their first language, and hold a range of religious and spiritual beliefs. Multicultural education is an approach to education that attempts to make classrooms welcoming for all students by recognising, valuing, and building on the perspectives and experiences of all students cultures. (Eggen & Kauchack, 2010).     Some strategies for Teachers in responding to such diversity are:   Communicating that you respect all cultures and value the contributions that such diversity brings to learning Involving all students in learning activities Using curriculum resources that highlight multicultural perspectives Using role plays to provide student empathy for different cultures Using concrete experiences as a reference to points for language development Targeting important vocabulary, providing opportunities for all students to practice language