1) Developmentally appropriate practice‚ often shortened to DAP‚ is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development.DAP involves teachers meeting young children where they are (by stage of development)‚ both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals.
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References: Webb‚ D.‚ Metha‚ A.‚ Jordan‚ K. (2010). Foundations of American education. Columbus‚ OH: Pearson. Bloom‚ B.S. (Ed.). Engelhart‚ M.D.‚ Furst‚ E.J.‚ Hill‚ W.H.‚ Krathwohl‚ D.R. (1956). Taxonomy of Educational Objectives‚ Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html .
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THEORIES OF EDUCATION INSTRUCTIONAL DESIGN Oleh By: Ni Made Ary Kartika Sari 08 - 2802 (Vi) FACULTY OF TEACHERS TRAINING AND EDUCATION ENGLISH DEPARTMENT UNIVERSITY OF MAHASARASWATI DENPASAR 2010/2011 1. Jean Piaget’s Theory Jean Piaget was primarily interested in how knowledge developed in human organisms. Cognitive structuring of the knowledge was fundamental in his theory. According to his theory‚ cognitive structures are patterns
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moments when students have taken a surface learning approach and suggest reasons for such an approach as well as discuss the approaches taken in the facilitation methods adopted to ensure a deep approach to learning Finally using Blooms taxonomy and the revised Bloom‟s taxonomy‚ I suggest some of the intended learning outcomes‚ assessment criteria and assessment tasks. Constructivism and Constructive alignment The following diagramme best describes constructivism and constructive alignment as I understand
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Module 5: Curriculum development process [Source: adaptation of www.freeclipart.com] In Module 2‚ 3 and 4‚ we discussed how philosophy‚ psychology‚ society and history events influence curriculum. In Modules 5‚ 6‚ 7 and 8‚ we will examine the different phases of the curriculum development process. The first phase is curriculum planning followed by curriculum design‚ curriculum implementation
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Although‚ students do not always appreciate the journey to a solution‚ particularly an incorrect one‚ this navigation is where learning is occurring. Aspects of Bloom’s Taxonomy of Cognitive Levels and Gardner’s Multiple Intelligences are utilised in the conducting of this new format tutorial session. 2.1 Bloom’s Taxonomy Bloom identified three domains of learning: Cognitive‚ Affective and Psycho-Motor (though
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how you would modify the activity in such a way that it becomes a constructivist one. [TOTAL: 20 MARKS] Question 2 Bloom categorises learning into six different levels of cognition‚ famously known as the Bloom’s Taxonomy. Identify and briefly explain the meaning of each level of cognition in Bloom’s taxonomy. Following that‚ discuss with clear illustration how Bloom’s taxonomy could be applied in assessment. [TOTAL: 20 MARKS] PARTB INSTRUCTIONS: 1. THERE ARE FIVE (5) QUESTIONS IN THIS PART
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01 Student: ___________________________________________________________________________ 1. Efficiency means doing the right things to create the most value for the company. True False 2. Effectiveness means doing the right things to create the most value for the company. True False 3. A doctor completes a surgical procedure on a patient without error. The patient dies anyway. In operations management terms‚ we could refer to this doctor as being efficient but not effective. True False 4.
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References: Beauchamp‚ G. A. (1981). Curriculum theory (4th ed.). Itasca‚ IL: F.E. Peacock. Bloom‚ B. S. (1956). Taxonomy of educational objectives: Handbook I‚ Cognitive domain. New York‚ NY: Longman. Harrow‚ A. J. (1972). A taxonomy of the psychomotor domain. New York‚ NY: Longman. Krathwohl‚ D. R.‚ Bloom‚ B. S.‚ & Masia‚ B. B. (1964). Taxonomy of educational objectives: Handbook II‚ Affective domain. New York‚ NY: Longman. Oliva‚ P. F. (2009). Developing the curriculum
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Writing Learning Outcomes This job aid is designed to help you to write learning outcomes for your courses. After using this job aid‚ you should be able to: define learning outcomes define the categories (domains) of learning outcomes identify the levels within these categories describe the relationship between program goals and learning outcomes discuss the preferred number of learning outcomes for a course use the checklist to write better learning outcomes. ® LEARNING RESOURCES UNIT 3700
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