Peer tutoring
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This document discusses peer tutoring and social learning. It defines peer tutoring as the process where students teach each other, which can occur between students of the same or different ages. There are two types of peer tutoring: incidental, which occurs informally, and structured, which follows a planned lesson. The document provides tips for implementing peer tutoring and lists advantages such as individualized instruction and students learning to teach others. It also explains social learning theory, which posits that people learn from observing others, and discusses how to apply social learning principles in classrooms by creating collaborative spaces for students to share ideas.
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Integrated Education
Integrated education involves educating students with disabilities alongside their non-disabled peers. It aims to avoid segregating students and promote inclusion. The key benefits are that it helps disabled students avoid feelings of difference and inferiority, allows them to learn from peers, and ensures social integration. However, integrated education requires coordination between regular and special teachers, preparation of students, positive school attitudes, and assistive materials and resources to support disabled students. It also must focus on both equality and equity of education for all students.
Teacher Education- Aims and Objectives
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
Presentation on integration and inclusion
Integrated education involves exceptional children attending regular classes either part-time or full-time, with some specialized support. Inclusive education is broader, including all students regardless of physical, mental, economic, social, or other attributes. The key differences are that integrated education has its own criteria, is narrower in scope, and does not require formal planning or specialized infrastructure, staff, or curriculum. Inclusive education does not have set criteria, is broader, and formalizes planning with dedicated infrastructure, trained staff, and customized curriculum to cater to students' needs.
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING.pptx
The State Council of Educational Research and Training (SCERT) came into existence through the transformation and upgradation of the former State Institute of Education. SCERT works to enhance the quality of education through research, improve teacher education, enhance the quality of educational institutions, and upgrade educational methodology. It oversees departments related to curriculum development, teacher training, examinations, research coordination, and subjects like science, art, and adult education.
Nature of education as a discipline, types and levels of education
Contemporary India and Education - unit 1 - Nature of education as a discipline, types, and levels of education
Scert and diet functions
The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India.
SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.
Structure of Teacher Education System in India by Garima Tandon
The document summarizes the structure of the teacher education system in India. It discusses the key agencies involved in teacher education at the international, national, state, and local levels. At the national level, important agencies include NCTE, UGC, NCERT, and NUEPA. At the state level, key agencies are SIE/SCERT and SBTE. Important local level agencies include DIET. The document also outlines the various teacher education programs in India based on level and eligibility.
Brc and crc
BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
Recommandé
Integrated Education
Integrated education involves educating students with disabilities alongside their non-disabled peers. It aims to avoid segregating students and promote inclusion. The key benefits are that it helps disabled students avoid feelings of difference and inferiority, allows them to learn from peers, and ensures social integration. However, integrated education requires coordination between regular and special teachers, preparation of students, positive school attitudes, and assistive materials and resources to support disabled students. It also must focus on both equality and equity of education for all students.
Teacher Education- Aims and Objectives
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
Presentation on integration and inclusion
Integrated education involves exceptional children attending regular classes either part-time or full-time, with some specialized support. Inclusive education is broader, including all students regardless of physical, mental, economic, social, or other attributes. The key differences are that integrated education has its own criteria, is narrower in scope, and does not require formal planning or specialized infrastructure, staff, or curriculum. Inclusive education does not have set criteria, is broader, and formalizes planning with dedicated infrastructure, trained staff, and customized curriculum to cater to students' needs.
STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING.pptx
The State Council of Educational Research and Training (SCERT) came into existence through the transformation and upgradation of the former State Institute of Education. SCERT works to enhance the quality of education through research, improve teacher education, enhance the quality of educational institutions, and upgrade educational methodology. It oversees departments related to curriculum development, teacher training, examinations, research coordination, and subjects like science, art, and adult education.
Nature of education as a discipline, types and levels of education
Contemporary India and Education - unit 1 - Nature of education as a discipline, types, and levels of education
Scert and diet functions
The document provides information on the functions of the State Council of Educational Research and Training (SCERT) and District Institutes of Education and Training (DIET) in Delhi, India.
SCERT is responsible for curriculum development, teacher education programs, and material development for pre-primary and elementary education. It oversees 9 DIETs. DIETs provide in-service training to elementary school teachers and conduct research. Their functions include teacher training, academic support to schools, and action research on education issues in their districts.
Structure of Teacher Education System in India by Garima Tandon
The document summarizes the structure of the teacher education system in India. It discusses the key agencies involved in teacher education at the international, national, state, and local levels. At the national level, important agencies include NCTE, UGC, NCERT, and NUEPA. At the state level, key agencies are SIE/SCERT and SBTE. Important local level agencies include DIET. The document also outlines the various teacher education programs in India based on level and eligibility.
Brc and crc
BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
In service Teacher Education
This document outlines key aspects of effective in-service teacher education programs. It discusses the goals of improving teacher skills and student learning. There are typically two categories of in-service programs: extended courses mirroring pre-service education or workshops and professional development activities. Key principles for effective programs include involving teachers in planning, emphasizing pedagogical content knowledge, building reflective practice, including all teachers, and linking programs to school improvement. Various models are described, such as standardized cascading models and site-based approaches like lesson study. Challenges and indicators of success are also discussed.
Teacher education in india
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
Rashtriya Uchchatar Shiksha Abiyan (RUSA)
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is India's National Higher Education Mission initiated in 2013. It aims to increase India's Gross Enrollment Ratio in higher education from 18% to 30% by providing strategic funding to higher education institutions. The funding is distributed from the central government to state governments, with the central government contributing 65% of total grants and states contributing 35%. RUSA's objectives include improving quality, access, and governance in state higher education systems.
Case study
The document discusses the case study method of qualitative research. It defines a case study as an in-depth analysis of an individual, group, or event. The case study method involves two stages: diagnosis, where information is collected to analyze the causes of a problem, and treatment, where the clinician tries to modify behavior and the environment. Key steps in a case study include identifying the problem, collecting and analyzing data from multiple sources, identifying causes, and suggesting and implementing remedial measures. While time-consuming, case studies provide comprehensive understanding of individual behavior in context.
Structure of teacher education in India || structure of Teacher Education pro...
The document discusses the structure of teacher education in India, including its merits and limitations. It outlines the following key points:
1. The structure includes pre-service programs like DPSE, D.El.Ed, B.Ed, M.Ed, and Integrated B.Ed as well as in-service programs like induction courses, workshops, and seminars.
2. The merits are that it provides teachers with subject knowledge, pedagogical skills, understanding of child psychology, and the ability to use instructional facilities.
3. However, the structure also has limitations like a lack of uniformity across programs, inadequate facilities and funding, and insufficient emphasis on in-service training.
DISTRICT PRIMARY EDUCATION PROGRAMME
The document discusses the District Primary Education Programme (DPEP) in India. The Government of India collaborated with the UN and World Bank to implement the People with Disabilities Act. As part of this, the DPEP was established with the goal of universal primary education by 2000, specifically focusing on including children with mild to moderate disabilities in schools. By 2006, DPEP was operating in 23 districts across 3 Indian states and had enrolled 600,000 children with disabilities.
Tools and Techniques for assessment for learning
This document discusses various tools and techniques for classroom assessment, including observation, self-reporting, anecdotal records, checklists, rating scales, tests, and rubrics. It provides definitions and examples of each technique. Observation techniques include both structured and unstructured observation. Self-reporting involves asking students about their own experiences and attitudes. Anecdotal records involve recording significant episodes in a student's learning. Checklists and rating scales are used to evaluate skills and progress. Tests are formal ways of measuring achievement or ability. Rubrics provide clear criteria for grading student work. The document emphasizes that classroom assessment should empower both teachers and students to improve learning.
Importance of education as a discipline
The document discusses education as a discipline, outlining several key elements. It notes that education has a distinct body of knowledge that has developed over a long history and is based on philosophical, psychological, and sociological foundations. This body of knowledge contains concepts, theories, and principles that form an interconnected theoretical structure. Education also has its own research methodology focused on theory building. The document emphasizes that studying education as a discipline is important as it can help improve education processes and methods, develop new approaches to education, and inform how to understand learners and the responsibilities of teachers.
Nrt and crt
The document discusses norm-referenced tests (NRTs) and criterion-referenced tests (CRTs).
- NRTs indicate how a pupil's performance compares to other pupils based on a norm group. CRTs indicate how a pupil's performance compares to an established standard or criterion thought to indicate mastery of a skill.
- The purpose of testing, information desired, and type of test required are related - NRTs are used to rank students compared to a norm, while CRTs are used to assess proficiency against a standard.
- Key differences are that NRTs compare students to a norm group while CRTs assess against a set standard, and CRT results
Dpep
The District Primary Education Programme aims to provide all children, including those with disabilities, access to primary education through formal schooling or non-formal programs. It seeks to facilitate access for disadvantaged groups like girls, socially backward communities, and children with disabilities. The program also aims to improve teaching effectiveness through teacher training, developing learning materials, and upgrading infrastructure, as well as providing short training to primary teachers on educating children with disabilities and appointing special teachers for support.
Universalization of Secondary Education in India
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
Assessment techniques
The document discusses various innovative assessment techniques that can be used in education. It begins by defining assessment and explaining its purposes, including diagnostic, formative, and summative assessment. It then describes different types of classroom assessment techniques such as exit cards, peer assessment, journal reflections, concept maps, and Socratic seminars. The document also covers personality, aptitude, and achievement tests as well as interpreting test results using norms, criteria, and performance standards. Overall, the document provides an overview of the meaning and goals of assessment along with specific innovative techniques that can be implemented in the classroom.
NUEPA.pptx
NUEPA is a research-focused university located in New Delhi that was established in 1962 to provide training and conduct research related to educational planning and administration. It was originally called the National Institute of Educational Planning and Administration but was granted university status and renamed the National University of Educational Planning and Administration in 2006. NUEPA has 8 departments that focus on topics like educational planning, finance, management, and policy, as well as 5 centers that conduct research and training. The university aims to improve educational planning, administration, and policy in India through research, training programs, and collaboration with other organizations.
Sarva Shiksha Abhiyaan 2002
This presentation is related to B.Ed. syllabus. It covers main points of SSA with reference to Inclusive education.
Programme Of Action ,1992
The Programme of Action (POA) of 1992 aimed to implement the National Policy on Education (NPE) of 1986 in a revised manner. It envisioned conducting a common entrance exam on an all-India basis for admission to professional programs. Key features included promoting education for all through measures like equal access, adult literacy programs, vocational education, and emphasis on early childhood education, education for women and minorities. The policy strengthened primary, secondary and higher education as well as emerging areas like open universities and technical education.
Achievement Test,
Achievement tests are designed to measure the knowledge and skills students learned in school or to determine the academic progress they have made over a period of time. The tests may also be used to evaluate the effectiveness of a schools and teachers, or identify the appropriate academic placement for a student—i.e., what courses or programs may be deemed most suitable, or what forms of academic support they may need. Achievement tests are “backward-looking” in that they measure how well students have learned what they were expected to learn.
“The type of ability test that describes what a person has learned to do is called an achievement test”.
__ Thornike and Hagen (1969)
Universalization of elementary education
This document discusses universalization of elementary education in India. It defines universalization as providing education for all children up to age 14 without discrimination. It notes factors like ensuring provision of schools within walking distance for all children, universal enrollment of all 6-14 year olds, and universal retention through completion of 8th class. The importance of elementary education is discussed in terms of personal, social and economic development as well as cultural preservation. Problems in achieving universalization like inadequate funding, large populations, and illiterate parents are outlined. Suggested measures include increasing funding, mid-day meals, free supplies, and improving teaching quality. Wastage and stagnation in schools is also examined along with their causes and suggestions to address them
Educational financing in India: Features and Statistics
A presentation on educational financing in India. concurrent list.finance commission. ,planning commission
COMPARATIVE EDUCATION.pptx
This PPT is aims to provide understanding about the concept of Comparative education, Meaning, Objective and its Scope in the field of Education.
Personal guidance
Personal guidance aims to help individuals with problems relating to health, emotional adjustment, social adjustment, and leisure activities. It involves understanding oneself, developing good habits and attitudes, solving life problems, and becoming a well-adjusted member of society. Personal guidance is needed at different stages of education to assist students with developmentally appropriate issues. In primary school, it focuses on social skills and self-expression. In secondary school, it addresses challenges of adolescence like adjustment, self-consciousness, and identity development. At the university level, it promotes social responsibility and independent decision-making. Effective personal guidance involves collecting student information, diagnosing problems, considering remedies, providing assistance, and follow-up support.
Presentation1
This document discusses collaborative learning and cooperative learning. It defines collaborative learning as situations where two or more people work together on a common task and build knowledge through active interaction. Cooperative learning is structured to organize classroom activities into academic and social learning experiences where students work in groups to achieve goals. Some benefits listed are that collaborative and cooperative learning allow students to learn from diverse perspectives, develop social skills, and receive more personalized feedback.
CH 10 Social Constructivist Approaches.ppt
Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
children’s learning.
Discuss effective
decisions in structuring small-group work.
Contenu connexe
Tendances
In service Teacher Education
This document outlines key aspects of effective in-service teacher education programs. It discusses the goals of improving teacher skills and student learning. There are typically two categories of in-service programs: extended courses mirroring pre-service education or workshops and professional development activities. Key principles for effective programs include involving teachers in planning, emphasizing pedagogical content knowledge, building reflective practice, including all teachers, and linking programs to school improvement. Various models are described, such as standardized cascading models and site-based approaches like lesson study. Challenges and indicators of success are also discussed.
Teacher education in india
Teacher education in India aims to equip prospective teachers with the necessary knowledge, skills, and attitudes to be effective in the classroom. It encompasses teaching skills, pedagogical theory, and professional skills. The objectives of teacher education are to impart subject knowledge, pedagogical skills, understanding of child psychology, proper attitudes, self-confidence, and ability to use instructional facilities. Teacher education is provided through various universities and institutions and regulated by the National Council of Teacher Education. Recent reforms emphasize a student-centered approach, reflective practice, and developing teachers' capacities for self-directed learning.
Rashtriya Uchchatar Shiksha Abiyan (RUSA)
Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is India's National Higher Education Mission initiated in 2013. It aims to increase India's Gross Enrollment Ratio in higher education from 18% to 30% by providing strategic funding to higher education institutions. The funding is distributed from the central government to state governments, with the central government contributing 65% of total grants and states contributing 35%. RUSA's objectives include improving quality, access, and governance in state higher education systems.
Case study
The document discusses the case study method of qualitative research. It defines a case study as an in-depth analysis of an individual, group, or event. The case study method involves two stages: diagnosis, where information is collected to analyze the causes of a problem, and treatment, where the clinician tries to modify behavior and the environment. Key steps in a case study include identifying the problem, collecting and analyzing data from multiple sources, identifying causes, and suggesting and implementing remedial measures. While time-consuming, case studies provide comprehensive understanding of individual behavior in context.
Structure of teacher education in India || structure of Teacher Education pro...
The document discusses the structure of teacher education in India, including its merits and limitations. It outlines the following key points:
1. The structure includes pre-service programs like DPSE, D.El.Ed, B.Ed, M.Ed, and Integrated B.Ed as well as in-service programs like induction courses, workshops, and seminars.
2. The merits are that it provides teachers with subject knowledge, pedagogical skills, understanding of child psychology, and the ability to use instructional facilities.
3. However, the structure also has limitations like a lack of uniformity across programs, inadequate facilities and funding, and insufficient emphasis on in-service training.
DISTRICT PRIMARY EDUCATION PROGRAMME
The document discusses the District Primary Education Programme (DPEP) in India. The Government of India collaborated with the UN and World Bank to implement the People with Disabilities Act. As part of this, the DPEP was established with the goal of universal primary education by 2000, specifically focusing on including children with mild to moderate disabilities in schools. By 2006, DPEP was operating in 23 districts across 3 Indian states and had enrolled 600,000 children with disabilities.
Tools and Techniques for assessment for learning
This document discusses various tools and techniques for classroom assessment, including observation, self-reporting, anecdotal records, checklists, rating scales, tests, and rubrics. It provides definitions and examples of each technique. Observation techniques include both structured and unstructured observation. Self-reporting involves asking students about their own experiences and attitudes. Anecdotal records involve recording significant episodes in a student's learning. Checklists and rating scales are used to evaluate skills and progress. Tests are formal ways of measuring achievement or ability. Rubrics provide clear criteria for grading student work. The document emphasizes that classroom assessment should empower both teachers and students to improve learning.
Importance of education as a discipline
The document discusses education as a discipline, outlining several key elements. It notes that education has a distinct body of knowledge that has developed over a long history and is based on philosophical, psychological, and sociological foundations. This body of knowledge contains concepts, theories, and principles that form an interconnected theoretical structure. Education also has its own research methodology focused on theory building. The document emphasizes that studying education as a discipline is important as it can help improve education processes and methods, develop new approaches to education, and inform how to understand learners and the responsibilities of teachers.
Nrt and crt
The document discusses norm-referenced tests (NRTs) and criterion-referenced tests (CRTs).
- NRTs indicate how a pupil's performance compares to other pupils based on a norm group. CRTs indicate how a pupil's performance compares to an established standard or criterion thought to indicate mastery of a skill.
- The purpose of testing, information desired, and type of test required are related - NRTs are used to rank students compared to a norm, while CRTs are used to assess proficiency against a standard.
- Key differences are that NRTs compare students to a norm group while CRTs assess against a set standard, and CRT results
Dpep
The District Primary Education Programme aims to provide all children, including those with disabilities, access to primary education through formal schooling or non-formal programs. It seeks to facilitate access for disadvantaged groups like girls, socially backward communities, and children with disabilities. The program also aims to improve teaching effectiveness through teacher training, developing learning materials, and upgrading infrastructure, as well as providing short training to primary teachers on educating children with disabilities and appointing special teachers for support.
Universalization of Secondary Education in India
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
Assessment techniques
The document discusses various innovative assessment techniques that can be used in education. It begins by defining assessment and explaining its purposes, including diagnostic, formative, and summative assessment. It then describes different types of classroom assessment techniques such as exit cards, peer assessment, journal reflections, concept maps, and Socratic seminars. The document also covers personality, aptitude, and achievement tests as well as interpreting test results using norms, criteria, and performance standards. Overall, the document provides an overview of the meaning and goals of assessment along with specific innovative techniques that can be implemented in the classroom.
NUEPA.pptx
NUEPA is a research-focused university located in New Delhi that was established in 1962 to provide training and conduct research related to educational planning and administration. It was originally called the National Institute of Educational Planning and Administration but was granted university status and renamed the National University of Educational Planning and Administration in 2006. NUEPA has 8 departments that focus on topics like educational planning, finance, management, and policy, as well as 5 centers that conduct research and training. The university aims to improve educational planning, administration, and policy in India through research, training programs, and collaboration with other organizations.
Sarva Shiksha Abhiyaan 2002
This presentation is related to B.Ed. syllabus. It covers main points of SSA with reference to Inclusive education.
Programme Of Action ,1992
The Programme of Action (POA) of 1992 aimed to implement the National Policy on Education (NPE) of 1986 in a revised manner. It envisioned conducting a common entrance exam on an all-India basis for admission to professional programs. Key features included promoting education for all through measures like equal access, adult literacy programs, vocational education, and emphasis on early childhood education, education for women and minorities. The policy strengthened primary, secondary and higher education as well as emerging areas like open universities and technical education.
Achievement Test,
Achievement tests are designed to measure the knowledge and skills students learned in school or to determine the academic progress they have made over a period of time. The tests may also be used to evaluate the effectiveness of a schools and teachers, or identify the appropriate academic placement for a student—i.e., what courses or programs may be deemed most suitable, or what forms of academic support they may need. Achievement tests are “backward-looking” in that they measure how well students have learned what they were expected to learn.
“The type of ability test that describes what a person has learned to do is called an achievement test”.
__ Thornike and Hagen (1969)
Universalization of elementary education
This document discusses universalization of elementary education in India. It defines universalization as providing education for all children up to age 14 without discrimination. It notes factors like ensuring provision of schools within walking distance for all children, universal enrollment of all 6-14 year olds, and universal retention through completion of 8th class. The importance of elementary education is discussed in terms of personal, social and economic development as well as cultural preservation. Problems in achieving universalization like inadequate funding, large populations, and illiterate parents are outlined. Suggested measures include increasing funding, mid-day meals, free supplies, and improving teaching quality. Wastage and stagnation in schools is also examined along with their causes and suggestions to address them
Educational financing in India: Features and Statistics
A presentation on educational financing in India. concurrent list.finance commission. ,planning commission
COMPARATIVE EDUCATION.pptx
This PPT is aims to provide understanding about the concept of Comparative education, Meaning, Objective and its Scope in the field of Education.
Personal guidance
Personal guidance aims to help individuals with problems relating to health, emotional adjustment, social adjustment, and leisure activities. It involves understanding oneself, developing good habits and attitudes, solving life problems, and becoming a well-adjusted member of society. Personal guidance is needed at different stages of education to assist students with developmentally appropriate issues. In primary school, it focuses on social skills and self-expression. In secondary school, it addresses challenges of adolescence like adjustment, self-consciousness, and identity development. At the university level, it promotes social responsibility and independent decision-making. Effective personal guidance involves collecting student information, diagnosing problems, considering remedies, providing assistance, and follow-up support.
Tendances (20)
Structure of teacher education in India || structure of Teacher Education pro...
Structure of teacher education in India || structure of Teacher Education pro...
Educational financing in India: Features and Statistics
Educational financing in India: Features and Statistics
Similaire à Peer tutoring
Presentation1
This document discusses collaborative learning and cooperative learning. It defines collaborative learning as situations where two or more people work together on a common task and build knowledge through active interaction. Cooperative learning is structured to organize classroom activities into academic and social learning experiences where students work in groups to achieve goals. Some benefits listed are that collaborative and cooperative learning allow students to learn from diverse perspectives, develop social skills, and receive more personalized feedback.
CH 10 Social Constructivist Approaches.ppt
Compare the social
constructivist approach with other
constructivist approaches.
Explain how teachers
and peers can jointly contribute to
children’s learning.
Discuss effective
decisions in structuring small-group work.
online assignment
Collaborative learning involves groups of students working together to learn a subject. It differs from individual learning in that students can benefit from each other's skills and resources by asking one another questions, evaluating ideas, and monitoring work. Collaborative learning is based on the idea that knowledge is constructed socially between group members. It has benefits like improved higher-order thinking skills, responsibility, and understanding diverse perspectives. For collaborative learning to be effective, groups must have shared goals and individual members must be accountable for contributing to the work.
assignment
Collaborative learning is a teaching method where students work together in small groups to solve problems, complete tasks, or create a product. It is based on the idea that learning happens naturally through social interaction. Some key aspects of collaborative learning are positive interdependence among group members, individual accountability, face-to-face interaction, development of collaborative skills, and self-assessment. When implemented effectively in small groups, it allows students to share knowledge, improve weaker skills, develop interpersonal skills, and engage more with the learning process.
DISCUSSION ISSUES ON TEACHING APPROACHES
This document discusses issues related to teaching approaches for mathematics science. It begins with an introduction on the importance of mathematics education and constructivist learning. It then describes several different teaching approaches: constructivism, cooperative learning, contextual learning, and mastery learning. For each approach, it provides the definition, principles or elements, example classroom activities, and an example question. The document is intended as a reference for discussing different teaching methods in mathematics.
Webinar 1
Collaborative learning involves students working together in groups to solve problems or complete projects. It has benefits like celebrating diversity and developing interpersonal skills. Cooperative learning is a specific type where students work in groups on structured activities and each student is accountable for their own and their group's work. Both involve active learning but cooperative learning includes student roles and evaluation of individual work. Active learning techniques discussed include listening, viewing images, presentations, role playing, and writing.
Online assignment
This document discusses modern instructional approaches for cooperative and collaborative learning. It describes techniques like jigsaw, circle learning, concept mapping, and think-pair-share. Jigsaw involves dividing a topic into parts and having students learn and then teach their part to others. Circle learning organizes groups to share wisdom and work on projects together. Concept mapping uses diagrams to show relationships between concepts. Think-pair-share has students think individually, discuss in pairs, and share with the class. These techniques aim to make learning more effective by engaging students in group work and peer teaching.
Teaching approches
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
Teaching approches
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
Research Paper On Cooperative Learning
This document discusses cooperative learning and its benefits for students. It describes cooperative learning as an instructional strategy where small groups of students work together on structured activities to help each other learn. The document outlines five essential elements of cooperative learning: positive interdependence, individual accountability, face-to-face interaction, appropriate use of interpersonal and small group skills, and group processing. Research shows that cooperative learning improves academic achievement and student attitudes compared to individual learning. It also enhances conceptual understanding and allows students to capitalize on one another's skills and resources.
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The document discusses the constructivist approach to learning, specifically the 5E model. It provides background on constructivism, outlining key principles like knowledge being actively constructed by learners based on their experiences. The 5E model is then explained in detail, with each "E" standing for a phase of instruction: Engage, Explore, Explain, Elaborate, Evaluate. Examples of activities for each phase are given. The document also discusses benefits and criticisms of constructivism, noting it emphasizes collaborative, active learning but may disadvantage some students.
Principles of teaching
This document discusses different models of teaching and where they come from. It describes several families of teaching models, including social models, information-processing models, personal models, and behavioral system models. The models provide tools for designing instruction, curriculums, and learning environments to best support students' learning and development.
Four Principles Of Collaborative Learning
The document discusses developing a collaborative learning model using cloud technology to enhance ICT competency. It introduces how information and communication technologies have changed education in recent decades, making online learning more effective and convenient. The rationale is that many institutions now offer collaborative learning opportunities using technology. The study aims to develop a modern collaborative learning model called the "borderless classroom" that utilizes both technology and collaborative learning to enhance higher education students' critical thinking skills and gauge student satisfaction with the new model.
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The document discusses learner-centered instruction and how it differs from traditional teacher-centered approaches. In learner-centered instruction, the learner is at the center of the learning process and plays an active role in influencing course content and activities. The instructor takes on the role of facilitator rather than transmitter of knowledge. Key aspects of learner-centered instruction include empowering learners, facilitating active learning experiences, and learners taking a proactive role in their learning through reflection.
Innovative approaches for Teaching and Learning
This document discusses education and teaching approaches. It begins by outlining the session objectives, which are to discuss the background and status of education, teaching approaches, and the shifting role of teachers. It then discusses how education increases capabilities and economic outcomes. It also examines factors like poverty that lead to disparities in education. The document outlines that schools often struggle due to issues like unprepared learners, ineffective teaching, and poor management. It then discusses characteristics of learners and different teaching approaches like teacher-centered, learner-centered, and constructivist approaches. The document concludes by explaining collaborative and cooperative learning.
Relevance of collaborative learning in classrooms
Collaborative learning has several benefits in classroom settings. When students work together in groups, they can discuss new concepts, clarify misunderstandings, and learn from one another's strengths. Collaborative activities also help students develop important skills like critical thinking, communication, and social interaction. Effective collaborative learning involves students both teaching and learning from each other, with teachers taking on more of a facilitating role.
Online assignment
cooperative learning and collaborative learning( think pair- share, jigsaw classroom, the learning circle)
Online assignment
This document discusses various cooperative and collaborative learning techniques. It describes think-pair-share, where students individually think about a question, discuss their answers with a partner, and share with the class. The jigsaw technique divides a lesson into parts and assigns one part to each student to teach peers. Collaborative learning involves groups working together on a project through different stages from forming to performing. The learning circle is a highly interactive structure where students build and share knowledge through open dialogue and reflection to achieve a shared outcome. These techniques increase student engagement and help develop social skills.
Cooperative Learning with the Computer
Cooperative learning or collaborative learning is learning by a small groups of students who work together in a common learning task.
Meaning of educational model report
An educational model consists of compiling different pedagogical theories to guide teaching and learning. It abstracts from real teaching behaviors and can represent learning or teaching theories. Knowing educational models helps teachers develop curricula and generate better classroom results. Traditional models focus on study programs without social factors, using lectures. 21st century models respond to economic/technological changes and develop skills for students' future careers. Effective learning models for students include hands-on activities, collaborative projects, experiential learning, and direct instruction.
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CONSTRUCTIVIST APPROACH TO LEARNING Method- 5E MODEL-PPT
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Plus de Dr.Jaganmohana Rao Gurugubelli
1 Teaching mathematics-introduction (meaning, nature & values)
1. Mathematics is defined as both the science of numbers and space, as well as the science of measurement, quantity and magnitude.
2. Mathematics has various values including utilitarian, cultural, social, recreational, disciplinary, intellectual, aesthetic, vocational, and moral values.
3. Key aims in teaching mathematics include enabling students to solve daily life problems, understand mathematics' role in culture and civilization, develop thinking and reasoning skills, and prepare students for further education and careers that involve mathematics.
6 co-curricular activities in science
This document discusses co-curricular activities in science. It defines co-curricular activities as activities that supplement the main curriculum by developing students' skills and abilities outside of academics. Some examples of science-related co-curricular activities mentioned include science clubs, science fairs, field trips, and educational tours to science museums. The objectives of these activities are to encourage creativity, critical thinking, and applying scientific knowledge to real-life situations. Organizing various co-curricular activities in schools helps students learn beyond the classroom and develop important skills.
4 scientific method
The document discusses the scientific method, which is a series of steps that scientists follow to answer questions about the natural world through observation and experimentation. The key steps are: 1) making an observation, 2) asking a question about the observation, 3) formulating a hypothesis or predicted explanation, 4) designing and conducting an experiment to test the hypothesis, 5) analyzing the results, and 6) drawing a conclusion about whether the experiment supported or failed to support the hypothesis. The scientific method aims to systematically investigate natural phenomena through objective and empirical means to develop generalizable knowledge.
3 scientific temper meaning and nature
This document discusses the concept of scientific temper and how it can be developed in learners. It defines scientific temper as a way of thinking critically and logically about the world using evidence and facts. Scientific temper involves attributes like critical thinking, logical thinking, respect for evidence, objectivity, open-mindedness, honesty, skepticism, and perseverance. The document provides examples of how teachers can nurture these attributes in students, such as by encouraging reflection, discussion, questioning beliefs, and accepting failures as learning experiences. Developing scientific temper is important for applying the scientific approach to life and problem-solving.
2 importance of science as a subject of study in school curriculum
Science is an important subject that should be included in school curriculums for several reasons. It provides intellectual, aesthetic, utilitarian, vocational, cultural, moral, and psychological value. Science helps improve agriculture, health, trade, industry, and educational opportunities. It promotes logical thinking, curiosity, and a passion for truth and nature. Incorporating science into education helps develop scientific attitudes and temper in students. Both the UNESCO and Kothari Commission have strongly recommended making science a core subject throughout primary and secondary school.
1 meaning and nature of science
Science is an expanding body of knowledge developed through a process of inquiry using observation, experimentation, and logical reasoning. It is a way of thinking and perceiving the world rationally. India's constitution recognizes the importance of developing a scientific temperament among citizens. Science involves making hypotheses based on patterns observed in nature, devising models to explain phenomena, and using experiments to verify or falsify theories. It is a dynamic, interdisciplinary field that uses empirical evidence and is tentative in nature, with scientific knowledge being subject to change.
5 concept of disciplines and their relation to various school subjects
5 concept of disciplines and their relation to various school subjectsDr.Jaganmohana Rao Gurugubelli
The document discusses the concepts of disciplines and their relationship to school subjects. It defines discipline as a branch of learning or instruction, with academics disciplines representing rigorous scientific training. Disciplines are generally classified as humanities, social sciences, natural sciences, mathematics, or business. Characteristics of academic disciplines include a specialized body of knowledge, theories, concepts, terminology, defined research methodology and domain. Disciplines can also be basic/pure which have their own conceptual structures, or applied which use knowledge from basic disciplines in technological or problem-solving applications. The document also discusses multidisciplinary and interdisciplinary areas which draw on multiple disciplines to address complex topics.4 knowledge & Experience - forms of knowledge
As per these slides we can understand the difference between Knowledge & Experience and also Forms of Knowledge
3 how knowledge is constructed
The document discusses the process of knowledge construction in education. It identifies three key processes: activating existing knowledge, communication between stakeholders, and envisioning how new systems may change practices. Activating knowledge makes it explicit, communication creates shared understanding through interaction, and envisioning builds new understandings for the future. Constructivism hypothesizes that learning is an active process where learners construct their own understandings. Essentials for knowledge construction include building on prior knowledge, considering learners' backgrounds and environments, and hands-on experiences. In constructivist classrooms, students work in groups through dynamic interaction and activities like experiments, research projects, field trips, and class discussions.
2 information, knowledge, belief, truth and different ways of knowing
This presentation can give some idea about to understand different terminology like Information, Knowledge, Belief and Truth and also the concept different ways of Knowing
meaning & definition of knowledge-course-4
The document discusses the definition and branches of philosophy. It begins by defining philosophy as the love of wisdom, derived from the Greek words "philos" meaning love and "sophia" meaning wisdom. The main branches of philosophy are discussed as metaphysics, epistemology, axiology, and logic. Epistemology is then defined as the philosophical study of the nature, origin, and justification of human knowledge. The document goes on to discuss various definitions of knowledge put forth by Plato, Locke, and Dewey.
Mental retardation (i.d)
Mental retardation, now referred to as cognitive disability, refers to limitations in mental functioning and skills such as communication, self-care, and social skills that cause children to learn and develop more slowly than typical children. It can range from mild to severe. Common causes include infections, trauma, genetic conditions like Down syndrome, and prenatal factors. Teachers can help by using repetition, role playing, group work, and involving parents and community members to support students with cognitive disabilities.
Hearing impairment
In this PPT you can understand concept of Hearing Loss, Classification of Hearing Loss & Characteristics of H.I
Visual impairment
This document discusses visual impairment and defines different levels of visual impairment. It describes how visual impairment is measured using the Snellen chart and defines blindness and partial sightedness. It outlines characteristics that may indicate visual impairment in children and problems visually impaired children may face in the classroom, such as difficulty seeing the blackboard. Finally, it discusses common causes of visual impairment and instruments that can help the visually impaired, such as Braille materials, magnifiers, and long canes.
Concept of inclusive education, nature and it’s objectives
Inclusive education aims to educate children with disabilities alongside their non-disabled peers. It promotes equal opportunities and full participation for all students regardless of their abilities. The key principles are non-discrimination, equal opportunities, adapting to student needs, listening to student perspectives, and valuing diversity. The government of India has implemented several initiatives and reforms to promote inclusive education through policies, teacher training, curriculum adaptations, classroom accommodations, and programs to support students with special needs. The overall goal is to fulfill the constitutional right to education for all children.
Objectives of teaching mathematics & Blooms Taxonomy
The document discusses Bloom's Taxonomy and its classification of learning objectives into three domains: cognitive, affective, and psychomotor. It explains the differences between goals, aims, and objectives. Objectives are specific, measurable statements of what will be achieved through instruction, while aims are broader ideals requiring long-term planning. Bloom's Taxonomy hierarchies the objectives in each domain from simpler to more complex behaviors and provides examples, such as recalling facts in the cognitive "Remember" level versus creating new understanding in the higher "Create" level. The document also outlines the levels within each domain, from basic awareness to integrated characterization of values in affective, and imitation to naturalized motor skills in psychomotor.
Rci act 1992
The Rehabilitation Council of India Act established the Rehabilitation Council of India as a statutory body in 1993 to regulate training programs for people with disabilities. The RCI maintains the Central Rehabilitation Register, which documents all qualified professionals working in the disability field. The Act gives the RCI powers to regulate and monitor disability services, standardize curricula, and take action against unqualified practitioners. The aims of the RCI Act are to standardize training, prescribe minimum education standards, recognize training institutions, promote research, and maintain the Central Rehabilitation Register.
Pwd act 1995
The document summarizes the Persons with Disability (Equal Opportunities, Protection of Rights and Full Participation) Act of 1995. The act aims to provide equal opportunities, protection of rights, and full participation of persons with disabilities. It mandates free education for children with disabilities until age 18, reservations in government jobs, non-discrimination, and social security. The act was replaced by the Rights of Persons with Disabilities Act in 2016 to further strengthen these provisions.
National policy for disability 2006
The National Policy for Persons with Disabilities-2006 aims to provide physical, educational, and economic rehabilitation for people with disabilities in India. It focuses on prevention of disabilities, rehabilitation measures like physical, educational, and economic support, as well as ensuring rights and support for women, children, and people with disabilities generally. The policy aims to promote a barrier-free environment and issues of disability certification, social security, research, and sports/cultural activities for people with disabilities. Implementation involves coordination between various central and state government ministries and organizations.
Programme & schemes of education for CWSN
The document discusses several key schemes and programmes in India related to education for children with disabilities. The Integrated Education for Disabled Children (IEDC) scheme launched in 1974 aims to integrate disabled children into normal school systems. The National Handicapped Finance and Development Corporation provides loans for self-employment, entrepreneurship, education, and assistive devices. The Inclusive Education for Disabled at Secondary Stage (IEDSS) scheme launched in 2009 provides support for children with disabilities to complete secondary education in inclusive environments.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Peer tutoring
- 1. Dr.Jaganmohana Rao Faculty of Education MITE, Kohima
- 2. Peer Tutoring & Social Learning Peer tutoring is the process between two or more students in a group where one of the students acts as a tutor for the other group- mate(s). Peer tutoring can be applied among students of the same age or students belonging to different age groups.
- 3. Types of Peer Tutoring: Incidental Peer Tutoring Incidental Peer Tutoring Whenever children are cooperating, playing or studying and one guides the others, it may be stated that we have a kind of incidental peer tutoring. Structured Peer Tutoring Structured Peer Tutoring This refers to peer tutoring implemented in specific cases and for specific subjects, following a well- structured plan prepared by the teacher.
- 4. How to use: Select the lesson that you consider convenient for you to implement peer tutoring. Make any necessary rearrangements of your time schedule in order to be able to proceed with the activity in the selected subject. Set up mixed age groups of students for the subject you want to teach. Select the peer tutors for each group and design activities Develop special modules and worksheets for students if necessary Pairing older students with younger students (ex. Sixth graders tutoring with fifth graders)
- 5. Designing, Developing & Implementing peer Tutoring Activities Good Planning Careful selection of tutors Detailed design of tutoring activities Ongoing supervision and support for tutors Utilise school resources and ICT infrastructure Keep record of the students’ activities Discuss with peer tutors Discuss with tutees
- 6. Advantages of Using Peer Tutoring Tutees receive individualized instruction, as through their own teacher. Immediately, errors are corrected and rewards for good performance are awarded. Values of cooperation, respect for one another and reciprocal attitudes are inculcated. Working in smaller groups with monitors around minimizes discipline problems or indifferences to get actively involved. Tutors develop their ability and skill to teach and guide other students.
- 7. SOCIAL LEARNING Psychologist Albert Bandura’s theory on social learning is simple – by nature, humans are social beings who learn from observing others and their surroundings. People learn from one another, either by imitation, modelling or observance.
- 8. How social learning works There are four main stages of social learning: Attention – external or internal factors that influence whether attention is increased or decreased. Social Cognitive Theory implies that students must pay attention if they want to learn. Retention – absorbing what you paid attention to and being able to remember it. Reproduction – being able to reproduce what was learnt. Motivation – the drive behind being able to imitate information. (+ve Reinforcement)
- 9. How to utilise social learning in the modern classroom: Social learning is one approach to education, where “formal” learning is combined with learning from the community. Social learning is about helping each other and building networks, which is why it’s crucial to create more collaborative spaces for students where they can share knowledge and have conversations about their learning. A virtual community where students can share ideas and knowledge, without some of the stress that is associated with speaking up in class, will make for an effective way of learning.
- 10. Some benefits of social learning include: Increased engagement across disengaged learners Students developing self organisation skills Encouraged collaboration Developing skills that can be used in the workforce Develop and encouraging classroom environment Bridges the gap between cognitive and behavioural learning theories It encompasses attention, memory and motivation