Life Skills- Empathy 9. Teaching Techniques- Multiple Intelligences 10. Other Teaching Techniques 11. Student Assessment- Blooms Taxonomy 12. Learning Disabilities 13. Principles/Steps for Lesson Planning 14. Preparing Lesson Plans 15. Social Studies lesson planning 16. Children’s Assessment using blooms Taxonomy 17. Learning Disabilities 18. Preparation for next phase of training 2 Life Skills Approach to Teaching INTRODUCTION
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Guide Educational philosophies are complex and wide-ranging. In this TES Essential Guide‚ James Williams‚ a lecturer in education at the University of Sussex‚ makes sense of it all. Theory and practice 4 What it’s all about. Bloom’s taxonomy of learning 8 Bloom’s theory links the knowledge we have to how to we think‚ explains how attitude affects motivation and how our ability to do practical things changes the way we learn. Behaviourist approaches 12 Behaviourist theories
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City and Guilds Preparing to Teach in the Lifelong Learning Sector Level 4 Theory Assessment 4 Analyse the ways in which you would establish ground rules with your learners‚ and which underpin behaviour and respect for others. In this assignment I will define what ground rules are and why we set ground rules during the process of teaching/training learners. I will seek to analyse the different ways I would establish ground rules with learners and how these ground rules will help ensure inclusivity
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Curriculum Influences Curriculum Curriculum Ideologies and Models Philosophies The inclusive curriculum Bloom (Differentiation) Recommendations Curriculum Equality Act 2010 development Evaluation and delivery Title Abstract/overview Name Bruner (1960) theorised that any knowledge or skill can be taught to a learner at any level‚ providing the teaching is structured and delivered appropriately. The complexity of understanding develops r Create Evaluate Analyse Apply Understand Remember
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Examine the key factors influencing inclusive teaching and learning Inclusive teaching means recognising‚ accommodating and meeting the learning needs of all students‚ regardless of age‚ gender‚ ethnicity‚ religion‚ disability or sexual orientation. This starts with acknowledging that students are members of diverse communities‚ have a range of individual learning needs‚ and deserve equal opportunity to access the learning experience. Applying inclusive learning is increasingly important in our
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Korea http://www.ifla.org/IV/ifla72/index.htm Abstract The prevailing models of information literacy education (ILE) are contextually grounded in Western social and intellectual structures. For the most part these models follow the taxonomy developed in the 1950s by Bloom‚ which has been adopted as appropriate for developing societies without considering the contexts from which they are derived‚ and in which they are being applied. For ILE to be meaningfully embedded in the educational fabric of a
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In lifelong learning‚ a variety of different types of assessment can be used to monitor progress‚ check understanding‚ identify development needs‚ identify achievement‚ demonstrate tutor and learner competency‚ and confirm learning outcomes have been met. Initial Assessments provide the information needed to plan an individuals learning and improve their chances of learning effectively. Initial assessment is the entry point on the teaching/training cycle‚ the learners’ motivations‚ the learners’
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Chapter 11 Learning and Cognition in the Content Areas Expert knowledge Subject matter knowledge Excellent knowledge about content of a particular discipline Pedagogical content knowledge Knowledge about how to effectively reach a particular discipline Teaching effectiveness Reading Steve Stahl Goals: 1. Automatically recognize words 2. Comprehend text 3. Motivated to read 4. Appreciation of reading Rich Mayer Focused on the cognitive processes a child needs to go through
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CRITICAL THINKING: AN EXTENDED DEFINITION Petress‚ Ken < http://www.findarticles.com/p/articles/mi_qa3673/is_200404/ai_n9345203> Critical thinking is a pervasive academic literature term that is seldom clearly or comprehensively defined. The definitions that are available in various sources are quite disparate and are often narrowly field dependent. "Definitions tend to so broad they are not always helpful in the sense of defining a concrete entity."1 For a term that is often expressed
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colleagues. 2.What Kind of questions should be constructed ? The answer to this question is partially dependent upon the Educational Objectives you want to include in the test. Since the 1950’s researchers have developed several taxonomies (or hierarchical categorization) of cognitive‚ affective‚ and psychomotor objectives to be
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