The document discusses several methods to promote student efforts in learning, including enhancing students' self-belief in their abilities as learners, enabling students to work autonomously and with others, recognizing the central role of teachers in engagement, creating active and collaborative learning experiences, ensuring educational experiences challenge students, and investing in support services. Specific techniques mentioned include collaborative learning, cooperative learning, interactive sessions, dealing with heterogeneous groups, project work, and workshops/seminars. The goal is to shift students from passive learning to taking an active role in their education.
There are different types of learning processes, including habit formation and generating cognitive skills/strategies. Successful learners are active, goal-directed, self-regulating, and take responsibility for their learning. Learners must generate and pursue personally relevant goals to construct knowledge representations and acquire thinking/learning strategies over their lifespan. Educators can help learners create meaningful goals aligned with interests. Knowledge deepens as learners build links between new and existing information in various forms. Educators can assist with strategies like concept mapping to help learners integrate knowledge. Successful learners use strategic thinking and understand various strategies to achieve goals and apply knowledge flexibly.
The project method is a teaching method that requires students to present the results of information gathered about a concept through a concrete project. It emphasizes learning by doing and develops students' manipulative and creative skills. Guidelines for effective use include assigning appropriate students to projects, providing clear objectives and evaluation criteria, carefully designing and checking projects, and recognizing outstanding work.
This document outlines 14 principles for learner-centered education. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experiences. Successful learners are active, goal-directed, and assume responsibility for their own learning. Learning is influenced by a variety of cognitive, motivational, developmental, social, and individual factors. The 14 principles aim to address the holistic needs of all learners.
1. The document discusses modern instructional approaches for cooperative learning. It defines cooperative learning as students working in small groups to help each other learn and divide work to complete tasks.
2. Cooperative learning involves positive interdependence where students rely on each other to achieve goals, individual accountability, and face-to-face interaction to provide support and feedback. It helps develop social skills like leadership and communication.
3. The conclusion states that cooperative learning is effective because it makes learning active and interesting for students. It can be used across subjects and helps students learn from each other through problem-solving and decision making. The teacher takes on a facilitator role rather than solely controlling the class.
Using Educational Theory and Moral Psychology to Inform the Teaching of Ethic...Jeanne Winstead
The document discusses using educational theory and moral psychology to inform the teaching of ethics in computing. It summarizes key challenges in information security, and theories of moral development. It argues that constructivism and critical theory are best suited for teaching ethics, as constructivism addresses the developmental nature of learning ethics through experience, while critical theory empowers students. An effective approach provides experiential learning and takes students' perspectives into account to help them develop reasoned ethical decision-making.
11 principles of effective character educationMann Rentoy
The 11-principle document outlines best practices for effective character education programs. It discusses 11 principles for character education, with each principle consisting of 3 sub-principles. The principles covered include having core ethical values, taking a comprehensive approach, creating a caring community, providing opportunities for moral action, offering a meaningful curriculum, and developing self-motivation. For each principle, it provides brief explanations, examples from character education schools, and insights from experts in the field.
What was your best learning experience? Our story about using stories to solv...Patrick Lowenthal
This document describes a study examining an instructional strategy used by two university professors to help students in an online instructional design program understand and apply learning theory. The strategy involved having students share and analyze "best learning experience" stories from their own educational backgrounds. Through this process, students discovered that engaging learning experiences tend to be learner-centered, contextual, active, social, and supportive. They then used this framework to evaluate their own instructional designs. The professors found this strategy helped students see the relevance of learning theory to their technical work and increased student engagement with theoretical concepts.
Introduction
Objectives
Teaching Skills
Set Induction
Presentation
Identifying Learning Difficulties of Students
Preparing Lessons According to the Individual Needs
Students’ Evaluation
Self Assessment Questions
Suggested Readings
References
Blended learning is the natural evolution of electronic learningAlexander Decker
This document discusses blended learning as the natural evolution of e-learning. It defines blended learning as blending modern techniques like online learning with traditional classroom methods. The key points are:
1. Blended learning offers the benefits of different teaching methods in an organized way to meet the needs of different learning situations.
2. Success requires excellent instructional content, teachers and students skilled in technology, and adequate financial resources.
3. Barriers include the cost of technology and some teachers' and students' lack of experience with instructional technology.
4. Blended learning creates rich interactive environments that engage students and improve learning outcomes.
Collaborative learning and cooperative learning.mineNoura Al-Budeiwi
This article describes the differences and similarities of collaborative and cooperative learning. It also discusses their usage for young learners. Please add your own ideas and thoughts in the comment section.
Jim Rickabaugh on Personalized Learning - E. Carver Co. Schools, Dec. 8, 2014ECarverCoSchools
Jim Rickabaugh of the Institute @ CESA 1 in Wisconsin spoke Dec. 8, 2014 to parents and staff of Eastern Carver County Schools. The audio that goes with this presentation is here: https://soundcloud.com/e-c-c-s/jim-rickabaugh-presentation-e-carver-co-schools. His talk introduces personalized learning for the general audience -- the reasons for it and how it's different.
Bloom's Taxonomy is a classification of learning objectives created by Benjamin Bloom in 1956 to promote higher forms of thinking. It divides educational objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and knowledge, such as remembering facts, understanding concepts, and higher-order thinking like analysis and evaluation. The affective domain involves growth in feelings and attitudes. The psychomotor domain involves physical skills and motor abilities. Bloom's Taxonomy is commonly used today in designing educational systems to classify learning from basic recall to evaluation.
Jones, M., NTA 2015 Basic Level Webinar AssessmentMaya Jones
This document provides information from a basic level tutor assessment for Maya Jones by the National Tutoring Association. It includes definitions of tutoring, benefits of certification for tutors, qualities of effective tutors, the roles and responsibilities of tutors, communication skills, and how the Family Educational Rights and Privacy Act (FERPA) affects tutors. The document tests Maya Jones' knowledge on these topics through multiple choice and short answer questions.
A child-centered curriculum is based on students' interests and ideas rather than standardized tests. The teacher's role is to guide and support students by providing opportunities based on their interests to encourage independence. It allows children to become teachers by constructing knowledge through hands-on learning and experiences. The curriculum is built on students' interests, abilities, and needs through learning by doing rather than memorization. The teacher acts as a facilitator to guide and support interest-based learning. The document provides examples of how the author's early childhood program supports this approach through choices, exploration, and focusing on the process over products. Benefits include increased motivation, creativity, and life skills while challenges include adapting quickly to changing interests and lack of consistency.
Curriculum procedure and curriculum evaluationNANCYLARGADO1
This document discusses curriculum development and instructional supervision. It covers topics like curriculum adaptation, mastery learning, cooperative learning, computer-assisted instruction, and curriculum evaluation. For curriculum adaptation, it explains that this is modifying the prescribed program of studies to meet students' learning needs. Mastery learning aims to help all students achieve a high level of understanding in a given domain. Cooperative learning involves small groups working together to maximize their own and each other's learning. Computer-assisted instruction provides feedback to students on their answers. Curriculum evaluation measures the extent to which planned courses and programs achieve expected results.
This document discusses and compares cooperative learning and collaborative learning. It defines cooperative learning as students working together in small groups to achieve a common academic goal, with each member responsible for their own learning and helping others. Collaborative learning is defined as two or more people learning together through group work and discussion. The document outlines the basic assumptions, approaches, procedures, and advantages of cooperative learning, as well as the features, instructional phases, applications, and advantages of collaborative learning. It concludes that both are important constructivist instructional methods that are more time consuming than traditional methods.
Principles of education and teaching learning processNursing Path
The document discusses the origins, definitions, aims, and philosophies of education. It traces the term "education" to its Latin roots meaning "to lead out." Several quotes provide definitions of education from different historical figures. The aims of education are discussed according to different commissions and include intellectual, individual, social, moral, spiritual, and vocational aims. Specific philosophies of education mentioned include naturalism, idealism, and pragmatism.
Dynamic education focuses on recognizing each student's unique gifts and adapting to meet changing needs and diversity. It encourages thinking outside the box and anticipating the future. Traditional schools provide structured learning divided into grades but may lack student motivation and restrict other activities. Both approaches have strengths - dynamic schools embrace change while traditional schools build responsibility - and weaknesses to consider.
The document summarizes a teacher's philosophy of education through discussing why they teach, their educational values and goals, and the methods and strategies they employ. The teacher's goal is to develop higher-level thinking in students and help them succeed through nurturing relationships, teamwork, and making learning fun. Feedback from students and colleagues indicates the teacher is successful in achieving student learning and being an excellent educator through living their values of nurturing students and helping them achieve.
Gill Colbourne's presentation at CILIP West Midlands event on promoting your service. The presentation highlights examples of promotion work from Warwickshire library and information service.
Students at Catalyst Charter Middle School use various programs and methods like ALEKS, group work, projects, and presentations to learn math concepts at their own pace. Students apply their knowledge by collaborating on activities and presenting their work to demonstrate their understanding. Major projects involve students engineering devices and vehicles to showcase their skills in STEM subjects and how they apply principles of science, while also developing their collaboration and communication abilities.
Promoting Student Learning discusses key components of establishing a positive learning environment including effective classroom management, teacher collaboration, student relationships, and family relationships. Effective classroom management involves establishing proper rapport with students, rules and expectations, and consistency. Teacher collaboration is based on shared goals and accountability and is improved with common planning time and communication. Student relationships foster positive interdependence and learning through group work and projects. Strong family relationships that engage families as partners can transform schools and increase student achievement.
This presentation will discuss strategies for promoting collaboration between stakeholders, topics that relate to effective collaboration, and resources and/or references that address these topics and can help instructors grow professionally.
The concept of intelligence and its role in lifelong learning and successaliceproject
The document discusses various theories of intelligence and their role in lifelong learning. It describes Sternberg's view of intelligence as the ability to adapt to one's environment and learn from experiences. It also discusses emotional intelligence, social intelligence, practical intelligence, multiple intelligence theory, and successful intelligence. The conclusion states that intelligence is required to understand what needs to be changed to adapt to one's environment and that learning from emotional and multiple intelligences helps gain education and use successful intelligence.
Classroom management, teacher collaboration, and relationships between students, schools, families, and communities are all important for student success. When expectations are clear and all parties work together to support learning, students achieve more and enjoy school. Effective classroom management creates an environment where students feel safe to learn. Teacher collaboration promotes consistency, while involvement from families, schools and communities provides resources and real-world connections to enhance learning.
This document discusses collaborative learning, which involves students working together in small groups on a common task or project. The key aspects of collaborative learning covered include:
- Students work together to explore a question or create a project, and are responsible for their own and each other's learning.
- It promotes active, shared learning over passive receipt of information from a teacher.
- Advantages include developing higher-order thinking skills, understanding different perspectives, building community, and enhancing achievement through motivation.
- Potential impediments include preference for teacher-centered learning and objections to group work.
- Effective design involves phases of engagement, exploration, transformation, presentation, and reflection.
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.
In this guide, we'll explore the importance of student engagement strategies for enhancing engagement in the classroom, and practical tips for implementation.
1. The document discusses advanced pedagogy, which refers to innovative teaching strategies that actively engage learners. It involves integrating techniques like blended learning, flipped classrooms, and educational technologies.
2. Advanced pedagogy aims to strengthen motivation, promote discovery learning, and help students learn in different ways. It allows teachers to adapt to changing environments and scientific study of the teaching process.
3. The document outlines principles of advanced pedagogy like supporting learner independence and assessment practices that encourage reflection. It emphasizes connecting learning to real-world communities and practices.
1. The document discusses advanced pedagogy, which refers to innovative teaching strategies that actively engage learners. It involves integrating techniques like blended learning, flipped classrooms, and educational technologies.
2. Advanced pedagogy aims to strengthen motivation, promote discovery learning, and help students learn in different ways. It allows teachers to adapt to changing environments and scientific study of the teaching process.
3. The principles of advanced pedagogy include supporting student independence and collaboration, reflecting student backgrounds, challenging deep thinking, and using assessment to inform instruction. This approach connects learning to real-world communities and practices.
Top 10 benefits of peer assisted learningmwinfield1
The document outlines 10 benefits of peer assisted learning. It notes that peer assisted learning helps students learn from each other while also contributing to others' learning, fostering interpersonal skills and content understanding. It also states that peer learning creates a trusting environment where students can support each other emotionally and academically during the learning process. Finally, the summary mentions that peer learning can help develop students' communication, creativity, problem solving and confidence.
Collaborative learning refers to instructional methods where students work together in small groups toward a common goal. It allows students to learn from one another and take responsibility for their own learning as well as their peers'. The teacher acts as a guide rather than sole authority, and students develop interpersonal skills. Collaborative learning has advantages like promoting critical thinking, acknowledging individual differences, and developing interpersonal skills. However, it can take more time to implement than individual learning.
Innovative approaches for Teaching and Learningjagannath Dange
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.
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.
Peer teaching has benefits for both peer teachers and learners. As peers share similar experiences and backgrounds, they can provide relevant information to each other in an honest and meaningful way. Peer teaching improves academic achievement and engagement for students while also encouraging cooperation. It allows for individualized learning and frees up teacher time. Specific peer teaching methods like think-pair-share and reciprocal peer tutoring promote critical thinking as students discuss and explain material to each other. However, effective peer teaching requires support from teachers and administrators to implement properly in classrooms.
Peer teaching involves students teaching other students and has several benefits. It allows for a cooperative learning process where both the student teaching and learning actively engage in constructing knowledge. Peer teaching improves student achievement and engagement, encourages cooperation, supports struggling students, and gives teachers more time to focus on lessons while students receive individualized learning. However, effective peer teaching programs require time and support to implement and overcome potential resistance from parents and students.
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.
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.
The document discusses inquiry-based learning, which emphasizes students' questions and observations. Instructors encourage students to share ideas and challenge each other respectfully. When done correctly, inquiry-based learning can develop higher-order thinking, information literacy, critical thinking, and lifelong problem-solving skills. The process involves students planning investigations, retrieving and processing information, creating projects, sharing their work, and evaluating their findings and methods. Setting up an inquiry-based classroom requires equipping it with various learning materials to stimulate students' inquiries.
There are three types of variables that affect teaching and learning:
1. Independent variables - Elements that a teacher or researcher manipulates, such as using multimedia displays, to see their effect on other variables.
2. Dependent variables - Outcomes or results that are measured in response to changes in the independent variable, such as students' understanding of a concept.
3. Extraneous variables - Other variables besides the independent variable that could influence the dependent variable, like student characteristics, and need to be controlled for.
The document outlines 12 principles of effective teaching: 1) sharing intellectual control with students, 2) providing opportunities for students to work things out themselves, 3) allowing student choice and independent decision making, 4) providing diverse ways for students to experience success, 5) promoting exploratory talk, 6) encouraging students to learn from each other, 7) building a supportive environment for risk taking, 8) using a variety of challenging teaching procedures, 9) using procedures to promote specific learning aspects, 10) developing student awareness of the big picture, 11) raising awareness of quality learning, and 12) promoting assessment as part of the learning process.
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.
Collaborative learning, cooperative learning, and experiential learning are innovative instructional strategies that can provide effective learning experiences for commerce students. Collaborative learning involves groups of students working together to solve problems or create projects, while developing skills like communication. Cooperative learning structures students into academic groups where they work interdependently toward common goals. Experiential learning involves learning through reflection on real-world experiences outside the classroom, such as internships or field trips. These strategies encourage active, student-centered learning over passive listening and aim to develop students' higher-order thinking and practical skills.
PRESS RELEASE - UNIVERSITY OF GHANA, JULY 16, 2024.pdfnservice241
The University of Ghana has launched a new vision and strategic plan, which will focus on transforming lives and societies through unparalleled scholarship, innovation, and result-oriented discoveries.
Topics to be Covered
Beginning of Pedagogy
What is Pedagogy?
Definition of Pedagogy
Features of Pedagogy
What Is Pedagogy In Teaching?
What Is Teacher Pedagogy?
What Is The Pedagogy Approach?
What are Pedagogy Approaches?
Teaching and Learning Pedagogical approaches?
Importance of Pedagogy in Teaching & Learning
Role of Pedagogy in Effective Learning
Pedagogy Impact on Learner
Pedagogical Skills
10 Innovative Learning Strategies For Modern Pedagogy
Types of Pedagogy
Life of Ah Gong and Ah Kim ~ A Story with Life Lessons (Hokkien, English & Ch...OH TEIK BIN
A PowerPoint Presentation of a fictitious story that imparts Life Lessons on loving-kindness, virtue, compassion and wisdom.
The texts are in Romanized Hokkien, English and Chinese.
For the Video Presentation with audio narration in Hokkien, please check out the Link:
https://vimeo.com/manage/videos/987932748
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...Codeavour International
Unlocking potential across borders! 🌍✨ Discover the transformative journey of Codeavour 5.0 International, where young innovators from over 60 countries converged to pioneer solutions in AI, Coding, Robotics, and AR-VR. Through hands-on learning and mentorship, 57 teams emerged victorious, showcasing projects aligned with UN SDGs. 🚀
Codeavour 5.0 International empowered students from 800 schools worldwide to tackle pressing global challenges, from bustling cities to remote villages. With participation exceeding 5,000 students, this year's competition fostered creativity and critical thinking among the next generation of changemakers. Projects ranged from AI-driven healthcare innovations to sustainable agriculture solutions, each addressing local and global issues with technological prowess.
The journey began with a collective vision to harness technology for social good, as students collaborated across continents, guided by mentors and educators dedicated to nurturing their potential. Witnessing the impact firsthand, teams hailing from diverse backgrounds united to code for a better future, demonstrating the power of innovation in driving positive change.
As Codeavour continues to expand its global footprint, it not only celebrates technological innovation but also cultivates a spirit of collaboration and compassion. These young minds are not just coding; they are reshaping our world with creativity and resilience, laying the groundwork for a sustainable and inclusive future. Together, they inspire us to believe in the limitless possibilities of innovation and the profound impact of young voices united by a common goal.
Read the full impact report to learn more about the Codeavour 5.0 International.
How To Sell Hamster Kombat Coin In Pre-marketSikandar Ali
How To Sell Hamster Kombat Coin In Pre Market
When you need to promote a cryptocurrency like Hamster Kombat Coin earlier than it officially hits the market, you want to connect to ability shoppers in locations wherein early trading occurs. Here’s how you can do it:
Make a message that explains why Hamster Kombat Coin is extremely good and why people have to spend money on it. Talk approximately its cool functions, the network in the back of it, or its destiny plans.
Search for cryptocurrency boards, social media groups (like Discord or Telegram), or special pre-market buying and selling structures wherein new crypto cash are traded. You can search for forums or companies that focus on new or lesser-acknowledged coins.
Join the Right Communities: If you are no longer already a member, be a part of those groups. Be active, share helpful statistics, and display which you recognize your stuff.
Post Your Offer: Once you experience comfortable and feature come to be a acquainted face, put up your offer to sell Hamster Kombat Coin. Be honest about how plenty you have got and the price you need.
Be short to reply to any questions capability customers may have. They may need to realize how the coin works, its destiny capability, or technical details. Make positive you have got the answers equipped.
Talk without delay with involved customers to agree on a charge and finalize the sale. Make sure both facets apprehend how the coins and money could be exchanged.
How To Sell Hamster Kombat Coin In Pre Market
Once everything is settled, move beforehand with the transaction as deliberate. You might switch the cash immediately or use a provider to assist.
Stay in Touch: After the sale, check in with the customer to ensure they were given the coins. If viable, leave feedback in the network to expose you’re truthful.
How To Sell Hamster Kombat Coin In Pre Market
When you need to promote a cryptocurrency like Hamster Kombat Coin earlier than it officially hits the market, you want to connect to ability shoppers in locations wherein early trading occurs. Here’s how you can do it:
Make a message that explains why Hamster Kombat Coin is extremely good and why people have to spend money on it. Talk approximately its cool functions, the network in the back of it, or its destiny plans.
Search for cryptocurrency boards, social media groups (like Discord or Telegram), or special pre-market buying and selling structures wherein new crypto cash are traded. You can search for forums or companies that focus on new or lesser-acknowledged coins.
Join the Right Communities: If you are no longer already a member, be a part of those groups. Be active, share helpful statistics, and display which you recognize your stuff.
Post Your Offer: Once you experience comfortable and feature come to be a acquainted face, put up your offer to sell Hamster Kombat Coin. Be honest about how plenty you have got and the price you need.
Hamster kombat free money Withdraw Easy free $500 mo
Demonstration module in Odoo 17 - Odoo 17 SlidesCeline George
In Odoo, a module represents a unit of functionality that can be added to the Odoo system to extend its features or customize its behavior. Each module typically consists of various components, such as models, views, controllers, security rules, data files, and more. Lets dive into the structure of a module in Odoo 17
2. INTRODUCTION
It is important for us to remember that what students believe about learning and
themselves as learners plays a key role in determining their success as learners. Research
evidence is very clear on this issue. If a student believes that no matter what they do, they won’t
succeed in a course, even being in a course with a highly rated effective teacher does not change
the effects of those beliefs.
Because their beliefs matter so much, we must show students that their efforts do make a
difference and explain why we propose they use certain strategies. I don’t think we’re always as
diligent about this as we should be. A lot of times when we use a learning strategy, whether its
concept maps, a reading preparation assignment, or a think-pair-share activity, we don’t explain
to students why we’ve chosen this strategy. We don’t tell them that research has shown that
when students taking courses like theirs used this strategy, it improved their performance in the
course or it developed necessary learning skills like critical thinking and problem solving.
Most faculties don’t know as much as they should about learning, but most students
know even less. Even without that knowledge, students still have beliefs about their abilities as
learners, and those beliefs affect their motivation to learn and the success of their efforts. We can
help students by changing what they know about learning and by showing them how the
strategies we propose do help them learn.
WAYS TO PROMOTE STUDENT EFFORTS IN LEARNING
Several methods have been demonstrated to promote higher levels of student
engagement. Instructors can enhance student engagement by encouraging students to become
3. more active participants in their education through setting and achieving goals and by
providing collaborative opportunities for educational research, planning, teaching, evaluation,
and decision-making. Providing teachers with training on how to promote student autonomy was
beneficial in enhancing student engagement by providing students with a more autonomous
environment, rather than a controlling environment. Another method of promoting student
engagement is through the use of learning communities, a technique that has a group of students
taking the same classes together. By being part of a group taking the same classes, students show
an increase in academic performance and collaborative skills. Increasing student engagement is
especially important at the university level in increasing student persistence. It may also increase
students’ mastery of challenging material.
1. Enhance students’ self-belief — There is no agreement in the research literature as to what
motivates learners to engage, but the dominant view is that students engage when they act as
their own learning agents working to achieve goals meaningful to them. This means that what
students believe about themselves as learners is very important. They must believe they can
learn, including that they can overcome and learn from failure. Giving students some control
over learning processes helps develop this confidence and commitment to learning.
2. Enable students to work autonomously, enjoy learning relationships with others, and feel
they are competent to achieve their own objectives — When institutions provide opportunities
for students to learn both autonomously and with others, and to develop their sense of
competence, students are more likely to be motivated, to engage and succeed. Not unrelated to
the first recommendation, the focus here is on cultivating intrinsic motivation, which fosters the
self-determination that leads to engagement.
3. Recognize that teaching and teachers are central to engagement — Much research places
teachers at the heart of engagement. For example, the teacher is perceived to be approachable,
well prepared, and sensitive to student needs, students are committed to work harder, get more
out of the session, and are more willing to express their opinion.
4. Create learning that is active, collaborative, and fosters learning relationships -- Active
learning in groups, peer relationships, and social skills are important in engaging learners.
5. Create educational experiences for students that are challenging and enriching and that
extend their academic abilities — Easy learning activities and assignments are not as effective
at engaging students as activities and assignments that challenge them. When students are
reflecting, questioning, conjecturing, evaluating, and making connections between ideas, they are
engaged. Teachers need to create rich educational experiences that challenge students’ ideas and
stretch them as far as they can go.
6. Ensure that institutional cultures are welcoming to students from diverse backgrounds
— To become engaged, students must feel they are accepted and affirmed. They must feel they
belong at an institution.
4. 7. Invest in a variety of support services — Sometimes it seems as though students don’t take
advantage of support services like learning and advising centers, but a wide variety of research
findings confirms the importance of these support services. They are perceived as part of the
institutional culture, and students engage when that culture values and supports their efforts to
learn.
8. Adapt to changing student expectations — An institution should never be satisfied with
how it is promoting student engagement. As students change and new research evidence
emerges, institutional practices should be adjusted. Engagement cannot just be promoted, it must
also be maintained.
9. Enable students to become active citizens — What is needed is a democratic-critical
conception of engagement that goes beyond strategies, techniques, behaviours, and a conception
in which engagement is participatory, dialogic and leads not only to academic achievement but
to success as an active citizen.
10. Enable students to develop their social and cultural capital — This kind of capital derives
from a sense of belonging, from active relationships with others, and from knowing how things
work around the institution. It is especially essential for minority students who need to be
successful not only in the classroom but beyond it as well.
There are some other methods in our curriculum to promote student efforts in learning. Some of
the are collaborative learning, co-operative learning, interactive sessions, dealing with
heterogeneous groups, project work, work shop, seminar, symposia, debates, anchoring, event
management,etc.
1. COLLABORATIVE LEARNING
Collaborative learning is a situation in which two or more people learn or attempt to learn
something together. Unlike individual learning, people engaged in collaborative learning
capitalize on one another’s resources and skills (asking one another for information, evaluating
one another’s ideas, monitoring one another’s work, etc.). More specifically, collaborative
learning is based on the model that knowledge can be created within a population where
members actively interact by sharing experiences and take on asymmetry roles. Put
differently, collaborative learning refers to methodologies and environments in which learners
engage in a common task where each individual depends on and is accountable to each other.
These include both face-to-face conversations and computer discussions (online forums, chat
rooms, etc.). Methods for examining collaborative learning processes include conversation
analysis and statistical discourse analysis.
Collaborative learning is an educational approach to teaching and learning that involves groups
of students working together to solve a problem, complete a task, or create a product.
5. Collaborative learning is based on the idea that learning is a naturally social act in which the
participants talk among themselves. It is through the talk that learning occurs.
There are many approaches to collaborative learning.
1. Learning is an active process whereby students assimilate the information and relate this
new knowledge to a framework of prior knowledge.
2. Learning requires a challenge that opens the door for the learner to actively engage
his/her peers, and to process and synthesize information rather than simply memorize and
regurgitate it.
3. Learners benefit when exposed to diverse viewpoints from people with varied
backgrounds.
4. Learning flourishes in a social environment where conversation between learners takes
place. During this intellectual gymnastics, the learner creates a framework and meaning
to the discourse.
5. In the collaborative learning environment, the learners are challenged both socially and
emotionally as they listen to different perspectives, and are required to articulate and
defend their ideas. In so doing, the learners begin to create their own unique conceptual
frameworks and not rely solely on an expert's or a text's framework. Thus, in a
collaborative learning setting, learners have the opportunity to converse with peers,
present and defend ideas, exchange diverse beliefs, question other conceptual
frameworks, and are actively engaged.
Collaborative learning processes can be incorporated into a typical 50-minute class in a
variety of ways. Some require a thorough preparation, such as a long-term project, while
others require less preparation, such as posing a question during lecture and asking
students to discuss their ideas with their neighbors. In collaborative classrooms, the
lecturing/listening/note-taking process may not disappear entirely, but it lives alongside
other processes that are based in students' discussion and active work with the course
material. Regardless of the specific approach taken or how much of the ubiquitous
lecture-based course is replaced, the goal is the same: to shift learning from a teacher-
centered to a student-centered model.
2. CO-OPERATIVE LEARNING
Cooperative learning is a successful teaching strategy in which small teams, each with
students of different levels of ability, use a variety of learning activities to improve their
understanding of a subject. Cooperative Learning is an instructional strategy that simultaneously
addresses academic and social skill learning by students. It is an instructional strategy and has
been reported to be highly successful in the classroom because of its increasing need for
6. interdependence in all levels, providing students with the tools to effectively learn from each
other. Students work towards fulfilling academic and social skill goals that are clearly stated. It is
a team approach where the success of the group depends upon everyone pulling his or her
weight. Students receive training in small group social skills. Activities are structured with each
student having a specific role. The teacher observes, listens and intervenes in a group when
necessary. Students submit work at the end of class for evaluation. Students assess individual and
group performance.
Cooperative learning, which will be the primary focus of this workshop, is a specific kind of
collaborative learning. In cooperative learning, students work together in small groups on a
structured activity. They are individually accountable for their work, and the work of the group
as a whole is also assessed. Cooperative groups work face-to-face and learn to work as a team.
In small groups, students can share strengths and also develop their weaker skills. They develop
their interpersonal skills. They learn to deal with conflict. When cooperative groups are guided
by clear objectives, students engage in numerous activities that improve their understanding of
subjects explored.
In order to create an environment in which cooperative learning can take place, three things are
necessary. First, students need to feel safe, but also challenged. Second, groups need to be small
enough that everyone can contribute. Third, the task students’ work together on must be clearly
defined. The cooperative and collaborative learning techniques presented here should help make
this possible for teachers.
Also, in cooperative learning small groups provide a place where:
learners actively participate;
teachers become learners at times, and learners sometimes teach;
respect is given to every member;
projects and questions interest and challenge students;
diversity is celebrated, and all contributions are valued;
students learn skills for resolving conflicts when they arise;
members draw upon their past experience and knowledge;
goals are clearly identified and used as a guide;
research tools such as Internet access are made available;
Students are invested in their own learning.
3. INTERACTIVE SESSIONS
7. Interactive sessions are a way for students to engage with energy professionals and get hands-on
experience or pitch in their own innovative ideas, work in teams to solve critical problems and
learn new ways of communication!
Interactive sessions are designed to transfer the focus from teacher-based lectures to learner
centric participation. Interactive sessions engage and encourage the participant to be active in
their learning. They allow the learner to process new knowledge by connecting what they have
just learned to their existing knowledge base. The average adult attention span is approximately
20 minutes. However, allowing the brain to break from lecture by participating in experiential
learning extends concentration through practical application of new knowledge. Group sessions
with interactive learning can turn into team building outings. Adding an element of fin and
cooperation among co-workers can further enhance the learning experience and increase
knowledge retention.
4. DEALING WITH HETEROGENEOUS GROUPS
Heterogeneous Groups are groups that include students with a wide variety of instructional
levels. Heterogeneous Groups stem from the education precept that a positive interdependence
can arise from students with varied learning levels working together and helping each other to
reach an instructional goal. Heterogeneous grouping is a type of distribution of students among
various classrooms of a certain grade within a school. In this method, children of approximately
the same age are placed in different classrooms in order to create a relatively even distribution of
students of different abilities as well as different educational and emotional needs. Gifted
children will be scattered throughout the various grade level classrooms, rather than all together
in one classroom.
Heterogeneous or nongraded education is the practice of teaching children of different ages
and ability levels together in the same classroom, without dividing them or the curriculum into
steps labeled by "grade" designations. The practice is also known by several other terms which
basically designate the same concept; ungraded education, multi-age grouping, mixed age
grouping, open education, vertical grouping and family grouping.
Multi aged grouping does away with grade levels, and combines younger and older students
together. Adherence to chronological age/grade groupings or ability groupings is disregarded.
Children progress at their own rates, making continuous progress rather than being "promoted"
to the next grade. This eliminates the necessity of retaining students and the stigma many low
performing children face. Usually students in this program keep the same teacher or team of
teachers for more than one year. Students move from group to group, classroom to classroom,
based on their individual needs and interests. School becomes a fluid environment, where
coursework may change weekly, even daily, depending on a student’s progress. The structure for
play and projects is more closely linked to real life in which children spontaneously group
themselves. Individuals are allowed to learn at their own pace in their own ways. The approach is
8. child-centered, with an emphasis on recognition and honoring of individual differences. The
approach to nongraded groupings encourages spontantey and better reflects naturalistic settings
such as family groupings.
Once we expand our definition on success, we come to the conclusion that research strongly
supports the positive effects of heterogeneous groupings of students because of its noticeable
effects on; attitude toward school, increase of self-concepts as learners, relationships with peers,
reduction of anxiety, and future aspirations. Students in a nongraded setting increased their
interactions with other students and their teachers. The increased interactions as a result of
pairing older/younger students were even noticeable in pre-school children. Leadership skills
increased in older children, prosocial behaviors increased while aggression among students
lessened. Unfortunately, the idea of grouping students heterogeneously is not without its’
criticisms. One concern voiced by teachers and parents of gifted students is that the advantages
of high-achieving students would be compromised. Parents criticize schools for not offering
separate enrichment classes. It is interesting to note that in most cases, parents’ criticisms are not
concerned with the quality of the curriculum, but rather with that fact that their children are no
longer singled out and treated differently. For the teacher, the increased time spent for lesson
preparation is also a drawback. Even though children interact better with others older and
younger than themselves, they often experience difficulties in making same sex/same age friends
since they do not have a pool of peers to draw from, as students in graded classrooms have.
The results of the studies mentioned here indicate that educators cannot assume that students
who are in multi-age classrooms will perform better academically, but they can safely conclude
that students probably will do no worse. Multi-age grouping can be an effective way of dealing
with different rates of development so that instruction is appropriate for all students, not just
those who happen to be on grade level. As we enter the new millennium, we must work even
harder to ensure that no student is left behind. Multi-age classrooms can help make this goal a
reality.
5. PROJECT WORK
Too often we hear from middle school students that school is boring and that they cannot relate
to nor understand the material that is presented to them each day in class. To those of us who
teach and love our subjects, it seems incomprehensible that students are not passionate about
them. Rather than feel disheartened, we need to understand that we have before us both a
challenge and an opportunity. Project-based learning experiences will help us figure out how to
make learning come alive for our middle school students. Imagine what a classroom would look
and sound like when students are actively engaged in inquiry work, where they are reading,
talking, questioning, analyzing and creating products, in large groups, small groups,
9. independently – toward the goal of demonstrating their learning based on self-selected
compelling questions and topics. The purpose of project-based learning is to provide a structure
through which students can demonstrate mastery of a subject by creating, and presenting, a
research-based project that is driven by their own interest in a topic and allows them to work
within the same parameters as real researchers. While the projects can assess the students’
knowledge of content, concepts and skills and the level of depth and complexity to which
students have understood them, they also allow students to think deeply and analytically and to
question a topic which has particular resonance and meaning for them.
The use of project-based learning results in increased student engagement for several reasons.
First, students thrive when they have the opportunity to become experts with what some
researchers call “exportable knowledge.” Students who work on in-depth projects tend to learn
even more about the subject than they demonstrate within the confines of their final product.
They translate the information they discover to real knowledge and then share (or “export” into
conversations) with others. Second, projects usually present opportunities for authentic
investigations and presentations. There is a real reason for students to learn something and for
them to present their learning. Students identify real problems to pursue and they investigate
them through real-world sources of information (e.g., interviews, Internet sites, magazine
articles, primary sources). Because students are doing their own research, they find connections
to their own (real) interests. Third, learning is social. Projects lend themselves to students’
working and learning collaboratively. Students are highly motivated when they have frequent
opportunities to talk over ideas with their peers. Lastly, projects enable students to be active
learners. They take charge, question, make decisions, analyze, think critically, create, present –
they become independent thinkers. Nothing is more engaging to a middle scholar than that.
6. WORKSHOP
In education, a workshop is a brief intensive course, a seminar or a series of meetings
emphasizing interaction and exchange of information among a (usually small) number of
participants.
The workshop itself:
1. Create a relaxed atmosphere for learning. If this is your first class, introduce yourself and
have the class get to know each other. Open yourself up to questions and suggestions.
2. Outline your objectives for the workshop. Explain to the class what you hope to accomplish
in the available time. Outline what is expected of them and the purpose behind all the tasks.
Provide a schedule setting benchmarks that they can aim for. Get feedback on where the class
stands and be prepared to make some changes to best meet the needs of the students.
10. 3. Encourage active participation and allow for problem solving and/or skill acquisition. Involve
the group in all phases of the workshop. Invite questions, group discussion, and debate.
Encourage the students to learn from each other – if a problem is presented, allow the class to
offer their solutions rather than giving them the answer.
4. Provide relevant and practical information. Although active participation and interaction are
essential to a successful workshop, students must also feel that they have learned something.
Begin class with a mini-lecture setting the tone for the activities, covering the required
knowledge, and ensuring a common ground for all students.
5. Vary your activities and your style. Keep the workshops flowing at a pace that keeps
participants’ attention, leaving room for the group to slow down or speed up.
6. Summarize your workshop and request feedback from the class. Leave time at the end to
restate the learning objectives and what you hoped to achieve, synthesize the main points and tie
the activities in to concrete learning goals for the course. Ask students to summarize what they
have learned during the workshop and if they found the method helpful.
7. SEMINAR
The most important first step in planning a seminar programme is to ensure that activities
complement the lecture programme. In contrast to lectures, seminars offer good opportunities for
interaction between the tutor and students, and the key function of a seminar is to exploit these
opportunities. Tutors are able to diagnose students’ difficulties and present challenges that
should focus students’ efforts on the more critical ideas to understand and techniques to master.
Students are able to check their understanding and seek advice when they recognize that their
understanding is incomplete. Through these interactions, students should be able to deepen their
understanding, recognize the relevance of ideas introduced in the lecture and make connections
between ideas and evidence presented in different lectures. If a seminar begins to resemble a
mini-lecture, it has completely lost its way.
A seminar is a group meeting led by an expert that focuses on a specific topic or discipline, such
as business, job searches or a university field such as literature. Seminars typically take place
over the course of a few days and involve cooperative discussion, multiple speakers and
opportunities to share perspectives and issues related to the topic. Attending a seminar has
numerous benefits, including improving communication skills, gaining expert knowledge,
networking with others and renewing motivation and confidence.
11. 8. SYMPOSIA
A symposium is a public meeting about a topic in which people give presentations. If your
knitting club holds a symposium, various knitters will give presentations about anything
having to do with knitting.
A symposium can be a one-time conference or a regular meeting, but it will probably include
some amount of discussion or public speeches on a particular subject. Many people who
attend symposiums will be part of the audience for many of the presentations, but during the
course of the event, give their own presentation or be part of a panel discussion.
9. DEBATES
The core of competitive high school debate is to examine every side of important and
controversial issues in an atmosphere of reasoned argument and respectful discourse. The
enormous effort that students put forth to succeed in this intellectually exciting activity is
truly inspiring. They devote a huge number of hours to research, discussion, case writing, and
practicing for competitions. They spend countless evenings and weekends at tournaments
competing for their schools and teammates. The benefits they accrue as a result of all their
hard work are numerous. Here are just a few:
Rigorous and Critical Thinking
Perhaps the most important skill debaters learn is the ability to think rigorously and critically.
A number of studies have reported that participation in debate increasing the critical thinking
of debate students. Debate participation promotes problem solving and innovative thinking,
and helps students to build links between words and ideas that make concepts more
meaningful. Debate students are taught to synthesize wide bodies of complex information,
and to exercise creativity and implement different ways of knowing. Learning to think well
has far reaching effects into every aspect of a student’s life.
Academic Skills
Many studies show marked improvement in a wide variety of academic skills as a result of
participation in competitive debate. Debate students excel in written and oral communication,
and greatly improve their reading comprehension (sometimes 25% more than their peers). 4
Students become comfortable with new concepts and unfamiliar language, and gain access to
a wide array of new information such as college-level philosophy, history, public policy and
current events.5 Perhaps most importantly, debaters become self-directed learners, allowing
them to take control of their education experience and continue to learn throughout their
lives.6 This makes competitive debate a particularly affective vehicle for gifted and talented
education.
12. Mental and Emotional Maturity
Debate requires students to engage serious subject matter in a mature and professional
environment. Debate students show more maturity in the face of adversity and tend to
develop stronger relationships with peers and mentors than the average student. Debate
teaches students to recognize how others think, which improves their ability to cooperate and
resolve conflicts. This makes debate one of the most successful vehicles for providing
affective education to at-risk students. Ultimately, debate increases students’ self-confidence
by helping to teach them the skills necessary to become competent adults.
Academic and Occupational Achievement
All of these skills ultimately lead debate students to notable academic achievement. Debate
students consistently receive impressive grades throughout high school and college. The
average debate team has a GPA of 3.75 (and it is often higher), and the average debate
student is in the top 10% of his or her high school class. Improvement in academic
performance is common to all debate students, regardless of their level of academic
achievement prior to joining the activity. Debate students also score better on the ACT and
SAT than their peers, and are consistently admitted to prestigious post-secondary institutions.
A stunning 98.58% of debate students attend college, and debate participation increases the
chances of being offered college scholarships. Many debate students go on to earn advanced
degrees. Beyond their academic careers, debaters tend to enjoy success in the world of work.
Many top corporate executives and high-ranking officials in all branches of government are
former high school debaters.Debate students tend to become leaders in their schools and
communities because they develop strong listening skills, tact, self-confidence, and often
take on strong leadership roles within their teams. Finally, debate students tend to be
politically active and have high levels of civic engagement. This is particularly true for
women and students of color, because debate skills help to break down traditional barriers to
civic engagement. All considered, it is not surprising that many students report that
participation in competitive debate was the most educational and rewarding aspect of their
high school careers.
10. ANCHORING
Anchoring or focalism is a cognitive bias that describes the common human tendency to rely too
heavily on the first piece of information offered (the "anchor") when making decisions.
During decision making, anchoring occurs when individuals use an initial piece of information to
make subsequent judgments. Once an anchor is set, other judgments are made by adjusting away
from that anchor, and there is a bias toward interpreting other information around the anchor. For
13. example, the initial price offered for a used car sets the standard for the rest of the negotiations,
so that prices lower than the initial price seem more reasonable even if they are still higher than
what the car is really worth.
Anchoring is a technique used to manage emotional states in Neuro-Linguistic Programming. It
involves setting up an association with a desired mental state such as happiness or calm by
creating an anchor stimulus to that state. Anchoring is one of various NLP techniques which
have applications not only in terms of managing thinking and feeling but also as classroom
activities to support other learning aims.
Example
Hearing a song and remembering a sad experience, or smelling a particular food and
recalling a time in childhood, are both examples of anchors.
In the classroom
Anchoring can be used to reduce affective factors such as stress. Learners - and teachers
in stressful situations such as exams or observations - can be encouraged to make associations
with a previous, happier experience that they have created an anchor to.
11. EVENT MANAGEMENT
Event management is the application of project management to the creation and development
of large scale events such as festivals, conferences, ceremonies, formal parties, concerts,
or conventions. It involves studying the brand, identifying the target audience, devising the event
concept, planning the logistics and coordinating the technical aspects before actually launching
the event.
Event management is vital for the following purposes:
1. Develops the theme of the Event: - The event management team develops the theme of the
event. The theme of the event should be linked to the purpose of the event. It should develop
team sprit or friendship between two clubs or states or nations. Therefore, the theme of the event
may be described as ‘The friendship Series’ or ‘The Good will Series’.
2. Provides Career Opportunities: - Event management Provides career opportunities. Apart
from event manager, there are several other job opportunities in the Event management such as:
1. Operation and Logistics managers.
2. Entertainment manager’s
3.Sponsorship managers.
14. 4. Event coordinator
5.Event Designer
6.Security Coordinator, etc.
3. Develops leadership qualities: - Event management develops leadership qualities. To manage
an event, the managers require good leadership qualities to influence and motivate the
subordinates to work effectively in making the event more successful.
4. DevelopTeam sprit: - Event management helps to develops team spirit in the employees. The
success of the Event management largely depends upon the team effort. Therefore, there is need
for team work between managers and their subordinates, and between the various departments in
the organisation, so as to make the event more successful.
5. Enhances Corporate Image: -Proper Event management helps to develop corporate image of
an organisation. If the event is well managed, then there is a possibility of greater success.
6. Encourages Creativity: - Event management encourages and develops creativity in the
managers. Managers need to be dynamic or innovative in managing the event. The mangers have
to find out new and innovative ways in managing the event.
7. Ensures safety and security: - Event management team ensures safety and security of the
people during the event. The Event management team makes proper security and safety
arrangements. For instance, the event management team makes proper arrangement to deal with
the certain crisis such as occurrence of fire, failure of lighting or air conditioning, gas leaks, and
so on.
8. Financial Management: -The Event management team may be responsible for the financial
management of the event. The event management team may be responsible for:
· Preparation of budget for the event.
· Determining break-even point
· Preparation of cash-flow analysis, and
. Preparation of profit and loss statement, etc.
15. CONCLUSION
Though they are still limited in scope, there are now a number of efforts to reshape the
classroom by altering the way academic support is provided, improving the usability of
assessment and feedback techniques, and restructuring patterns of student engagement in the
curriculum and classroom. Several of these deserve special attention, not only because of
evidence that supports their effectiveness, but also because of their capacity to reshape the nature
of classroom learning, and in turn enhance classroom success -- in particular, but not only, for
those who enter college academically underprepared. The best lessons, books, and materials in
the world won’t get students excited about learning and willing to work hard if they’re not
motivated. Motivation, both intrinsic and extrinsic, is a key factor in the success of students at all
stages of their education, and teachers can play a pivotal role in providing and encouraging that
motivation in their students. Of course that’s much easier said than done, as all students are
motivated differently and it takes time and a lot of effort to learn to get a classroom full of kids
enthusiastic about learning, working hard, and pushing themselves to excel. Even the most well-
intentioned and educated teachers sometimes lack the skills to keep kids on track, so whether
you’re a new teacher or an experienced one, try using these methods to motivate your students
and to encourage them to live up to their true potential