This is an Instructional Pedagogy April 2019 Examination paper for a teaching training program at diploma level.
During the fall of 2017, art educator B. Stephen Carpenter II began a residency at the MIT Center for Art, Science & Technology (CAST). He provided new perspectives on issues of access, privilege, and the global water crisis through a series of seminars, performances, and workshops. Carpenter's seminars illustrated ways of disrupting systems of oppression and ways to increase access to potable water in politically marginalized communites in the United States and abroad.
Many folks are using this crisis moment as an opportunity to consider what we are doing in our classrooms. Our face-to-face courses have imposed a variety of structures on us (e.g., credit hours) that have shaped our teaching. But, moving towards the fall, we’d like to prompt you to think about it more in terms of the actual time spent doing the work. Think through the work you think is fair for your students to do, think about how much work you can reasonably do – and design accordingly. How much work is too much (or too little) work for my students? How much work is too much work for my TAs or for me? How do I design an online course? This book will help guide your thinking about how best to design your course so it works for everyone, and offers meaningful opportunities for engagement. If you are completely new to teaching online, consider starting with our previous book 12 Key Ideas: An Introduction to Teaching Online.
The microscopic world is full of phenomena very different from what we see in everyday life. Some of those phenomena can only be explained using quantum mechanics. This activity introduces basic quantum mechanics concepts about electrons that are essential to understanding modern and future technology, especially nanotechnology. Start by exploring probability distribution, then discover the behavior of electrons with a series of simulations.
Founded in 2001, the Journal of the Scholarship of Teaching and Learning (JoSoTL) is a forum for the dissemination of the Scholarship of Teaching and Learning in higher education for the community of teacher-scholars. Our peer reviewed Journal promotes SoTL investigations that are theory-based and supported by evidence. JoSoTL's objective is to publish articles that promote effective practices in teaching and learning and add to the knowledge base. The themes of the Journal reflect the breadth of interest in the pedagogy forum.
KICTCFT: The teacher can use ICT to support traditional methods of teaching and learning in the classroom. Specific Objectives: By the end of the unit you should be able to: 1] Identify ICT tools suitable for didactic teaching and learning, 2] Describe how didactic teaching and learning and ICT can be used to support student's acquisition of school subject matter knowledge, and 3] Incorporate appropriate ICT activities into lesson plans so as to support student's acquisition of school subject matter knowledge
Welcome to this unit on ICT to support collaboration and communication. In this unit we will look at how we can enhance collaboration and communication in classroom teaching using various ICT tools. What tools do we usually use to communicate? Can we use the same tools to communicate in the classroom? Let us find out.
This guide will help you prepare for online learning success by introducing you to the online learning environments at Niagara College in addition to your role as a learner within them.As you come to understand yourself as an online learner, you will also be introduced to effective learning strategies: time management for online learners, information management, professional communication, etc.
This seminar explores experiments in education and discusses how education and learning might be done, through reading and discussion. This seminar is not a survey of experiments in education, but rather, its goal is to determine how learning should happen and what kinds of contexts allow it to happen.
This presentation introduces practical considerations for new world history educators or for educators looking to incorporate world history methods into their classrooms. The presentation considers challenges educators may face such as choosing the chronology and pivot points of the course and choosing a textbook. It also offers strategies for student engagement and world history resources.
The National Foreign Language Resource Center (NFLRC) at the University of Hawai'i is one of the fifteen National Foreign Language Resource Centers established under Title VI of the U.S. Department of Education. NFLRC focuses on the less commonly taught languages of Asia and the Pacific, including Arabic. The website offers publications available for sale and frequently hosts conferences and workshops.
This course examines the philosophical and theoretical foundations of constructionism as a paradigm for formulating and evaluating new theories for learning and approaches to education. One of the goals of this course is to help new learning researchers situate their work within the constructionist framework through readings and projects that will focus on the rich interplay between the process of knowledge construction and the development and co-evolution of ideas, learners, tools, and contexts.
BioGO is a platform to manage large scale treasure hunts.See https://www.botany.one/2019/11/biogo-a-treasure-hunt-to-teach-biology/ , for instance, for more explanations.
A short introduction video about open education pedagogy for simple education purposes. The goal is to help educational organizations increase inclusivity, belonging, equity and diversity. This is done by designing curriculum with the student, instead of for the student.
What do plants eat? This unit explores plants and how they make food.
Delve into a microscopic world working with models that show how electron waves can tunnel through certain types of barriers. Learn about the novel devices and apparatuses that have been invented using this concept. Discover how tunneling makes it possible for computers to run faster and for scientists to look more deeply into the microscopic world.
This article discusses research findings about classroom questioning and provides tips for teachers and online and print resources.
Untangling the various approaches to language teaching and their history, Gerdi Quist maps recent thinking in language studies at university. Using an interdisciplinary theoretical framework, drawn from educational philosophy, cultural studies, intercultural studies and language pedagogy, the author discusses the many tensions and currents in contemporary language teaching. The author puts forward an alternative pedagogy, that of a cultuurtekst-perspective, which engages learners at complex linguistic and cultural levels. In discussing the case study in which this approach is tested, the author develops her argument for embracing various critical perspectives through the personal engagement of students. From the start the author acknowledges her own engaged position as a language teacher in a liberal humanistic educational environment. She adopts a self -critical perspective through which her engagement with adverse student reaction leads to deepening insights both for the author and her students as part of the non-linear process of learning. Gerdi Quist teaches Dutch language and lectures on multiculturalism and intercultural communication. Recent publications included a book chapter and journal articles on language pedagogy and intercultural communication.
This game is designed to test, reinforce, and enhance students' understanding of Social Security Law. I've used it in several different ways: as a game that students play in class, with a prize for the winning student or team (playing the game and discussing the correct answers takes about one hour of class time); as a closed-book quiz that students take in class, followed by discussion of the correct answers (again, about one hour of class time); and as an open-book assignment that students complete before class, followed by discussion of the correct answers in class (about 30 minutes of class time).