Dr. Deepika Kohli presented innovative techniques for engaging diverse learners in the classroom. Some of the techniques discussed included spaced learning, flipping the classroom, mind mapping, argumentation, micro-e-learning, peer learning, collaborative learning, and blended learning. These techniques encourage students to learn through a variety of interactive and participatory methods rather than passive lecturing alone. The goal is to keep students engaged with the material in a way that works for different learning styles and abilities.
This document discusses cooperative learning instructional strategies and their benefits based on research. It defines cooperative learning as students working in small teams to maximize individual and collective learning. Key aspects include positive interdependence, individual accountability, developing social skills, face-to-face interaction, and group processing. Major researchers such as Johnson, Slavin, and Sharan are discussed and their findings that cooperative learning improves academic performance, social skills, and reduces prejudice. Specific cooperative learning models developed by these researchers are also outlined.
These slides are from a webinar on why reading mathematics is challenging for many students and what teachers can do. We will examine how mathematics symbols, vocabulary, and content presentation can create roadblocks to students’ mathematics understanding. Learn how to address students’ difficulties by approaching mathematics as a language and to use specific strategies to improve mathematics learning.
This document provides a detailed lesson plan for a 9th grade mathematics class on parallelograms and triangle similarity. The lesson plan includes objectives, content, learning resources, procedures, and evaluation. The procedures involve a jigsaw activity to identify shapes, a discussion of properties of quadrilaterals, an activity to determine if statements about quadrilaterals are true or false, drawing and describing different quadrilaterals, and making a short jingle about what was learned. The evaluation consists of individually answering questions to draw and identify various quadrilaterals and determine if statements about them are true or false.
Here is the improved and edited detailed lesson plan with a subject matter SSS Congruence Postulate. I uploaded the old version and now I upload the edited one. you can always download this one..maybe it could help you.
Translating Verbal Phrases to Algebraic ExpressionCarlo Luna
1. The document provides examples of verbal phrases translated to mathematical expressions involving addition, subtraction, multiplication, division, and inequalities.
2. It also contains 30 word problems each followed by the corresponding mathematical expression to solve for the unknown number.
3. The problems involve translating phrases such as "the sum of", "more than", and "times" to algebraic expressions and solving basic equations.
The document discusses various properties and theorems related to triangles. It begins by defining different types of triangles based on side lengths and angle measures. It then covers the four congruence rules for triangles: SAS, ASA, AAS, and SSS. The document proceeds to prove several theorems about relationships between sides and angles of triangles, such as opposite sides/angles of isosceles triangles being equal, larger sides having greater opposite angles, and the sum of any two angles being greater than the third side. It concludes by proving that the perpendicular from a point to a line is the shortest segment.
This document discusses cooperative learning instructional strategies and their benefits based on research. It defines cooperative learning as students working in small teams to maximize individual and collective learning. Key aspects include positive interdependence, individual accountability, developing social skills, face-to-face interaction, and group processing. Major researchers such as Johnson, Slavin, and Sharan are discussed and their findings that cooperative learning improves academic performance, social skills, and reduces prejudice. Specific cooperative learning models developed by these researchers are also outlined.
These slides are from a webinar on why reading mathematics is challenging for many students and what teachers can do. We will examine how mathematics symbols, vocabulary, and content presentation can create roadblocks to students’ mathematics understanding. Learn how to address students’ difficulties by approaching mathematics as a language and to use specific strategies to improve mathematics learning.
This document provides a detailed lesson plan for a 9th grade mathematics class on parallelograms and triangle similarity. The lesson plan includes objectives, content, learning resources, procedures, and evaluation. The procedures involve a jigsaw activity to identify shapes, a discussion of properties of quadrilaterals, an activity to determine if statements about quadrilaterals are true or false, drawing and describing different quadrilaterals, and making a short jingle about what was learned. The evaluation consists of individually answering questions to draw and identify various quadrilaterals and determine if statements about them are true or false.
Here is the improved and edited detailed lesson plan with a subject matter SSS Congruence Postulate. I uploaded the old version and now I upload the edited one. you can always download this one..maybe it could help you.
Translating Verbal Phrases to Algebraic ExpressionCarlo Luna
1. The document provides examples of verbal phrases translated to mathematical expressions involving addition, subtraction, multiplication, division, and inequalities.
2. It also contains 30 word problems each followed by the corresponding mathematical expression to solve for the unknown number.
3. The problems involve translating phrases such as "the sum of", "more than", and "times" to algebraic expressions and solving basic equations.
The document discusses various properties and theorems related to triangles. It begins by defining different types of triangles based on side lengths and angle measures. It then covers the four congruence rules for triangles: SAS, ASA, AAS, and SSS. The document proceeds to prove several theorems about relationships between sides and angles of triangles, such as opposite sides/angles of isosceles triangles being equal, larger sides having greater opposite angles, and the sum of any two angles being greater than the third side. It concludes by proving that the perpendicular from a point to a line is the shortest segment.
Addition and subtraction of polynomialsjesus abalos
The document provides information about adding and subtracting algebraic expressions:
- Like terms are algebraic expressions with the same variables and exponents.
- Unlike terms cannot be combined.
- To add algebraic expressions, combine like terms by adding the coefficients.
- To subtract expressions, change the sign of the second expression and then add as if adding.
This presentation discusses cooperative learning, which involves students working in small groups to maximize their own and each other's learning. It defines cooperative learning and traces its origins back to 1867. The presentation outlines the key elements of cooperative learning, including positive interdependence and individual accountability. It also discusses types of cooperative learning groups and the benefits of cooperative learning for students, such as greater academic achievement and improved social and emotional development.
The document discusses like and unlike terms in algebra. It defines like terms as terms that have the same algebraic (variable) factors, while unlike terms have different algebraic factors. To determine if two terms are like or unlike, ignore the numerical coefficient and check if the terms have the same algebraic factors. Examples are provided to illustrate identifying like and unlike terms and their factors. Students are assigned classwork and homework practicing working with like and unlike terms.
Detailed Lesson plan of Product Rule for Exponent Using the Deductive MethodLorie Jane Letada
The document outlines the procedures for a lesson on the product rule for exponent-like terms with exponents. It includes the objectives, subject content, materials, and steps of the lesson. The teacher leads the students in examples of applying the product rule to simplify expressions with the same bases and adds the exponents. Students then practice applying the rule to example expressions on their own.
The document provides a detailed lesson plan for a mathematics class on evaluating algebraic expressions. It includes objectives, subject matter, instructional procedures, evaluation, and assignment. The lesson involves identifying steps to evaluate expressions, applying those steps through group activities, and showing appreciation for group work. Students work in groups to evaluate expressions when given values for variables. They are evaluated based on accuracy, timeliness, and cooperation. For an assignment, students evaluate expressions when given different values for two variables.
Detailed lesson plan of Similar Triangles in Inductive MethodLorie Jane Letada
1) The document describes a lesson plan on similar triangles taught by instructor Lorie Jane L. Letada.
2) The lesson introduces similar triangles and how to use ratio and proportion to calculate unknown side lengths. It includes examples of setting up and solving similar triangle ratios.
3) Students watch a video demonstrating how similar triangles can be used with a mirror to measure the height of an object without climbing it. They then practice applying ratio and proportion to similar triangle problems.
The document contains assessments of a student's daily math warmups, homework, tests, and research papers. It evaluates categories such as completeness, neatness, mathematical concepts, errors, and behavior. For group work, it examines contributions, time management, working with others, quality of work, and attitude. The assessments provide scores to indicate performance as excellent, good, satisfactory, or needs improvement in each category.
Rubrics evaluation of the performance taskJONATHAN DIZON
This document outlines a rubric to evaluate written mathematical work across four categories: mathematical computation, answer, neatness and attractiveness, and use of labels/explanations. For each category, criteria are provided to assess work as fantastic, good, fair, poor, or no score. Mathematical computation is evaluated on correctness and showing of steps. The answer is assessed for accuracy and proper labeling. Neatness is judged on design, layout, and messiness. Labels/explanations are rated based on use and clarity.
The document discusses mutually exclusive and non-mutually exclusive events. It provides examples to illustrate the difference, including examples involving drawing balls from a jar numbered 1-15 and rolling a die. It discusses how to calculate the probability of unions of events depending on whether they are mutually exclusive or not. Key points are that for mutually exclusive events, the probability of their union is the sum of their individual probabilities, while for non-mutually exclusive events it is the sum of their probabilities minus their intersection.
The document outlines a lesson plan on the Pythagorean theorem, with the objective of having 85% of students able to derive and solve problems using the theorem and show enthusiasm for it. It details preparing students through motivation, teaching the proper use of the theorem through worked examples and applications, generalizing the key ideas, and evaluating understanding through an assignment involving calculating missing lengths of right triangles.
The lesson plan summarizes teaching students how to solve linear equations and inequalities involving absolute value. It includes learning objectives, concepts, materials, strategies, and sample problems. The lesson will begin with a review of absolute value concepts and properties. Students will then work through examples of solving absolute value equations and inequalities as a class and independently. Formative assessment includes students presenting solutions on the board and a quiz to evaluate understanding. The homework assignment is to study word problems involving numbers, integers, ages, and distances.
The lesson plan details teaching measures of central tendency of ungrouped data to 7th grade students. The objectives are for students to calculate the mean, median, and mode of data sets with at least 90% proficiency. Examples are provided to demonstrate finding the mean by adding all values and dividing by the number of items, and the median by arranging data from least to greatest and taking the middle value or average of the two middle values for even numbers of items. Students will practice these skills by working through examples of finding the mean, median, and mode of various data sets.
Lesson plan demo in algebra facilitating in learningjoellerios48
The document outlines a lesson plan for teaching students how to multiply binomial expressions in high school algebra. The objectives are for students to learn the F.O.I.L. method of multiplying binomials, solve problems collaboratively, and appreciate the procedure. The plan includes reviewing previous lessons, demonstrating the F.O.I.L. method, having students work problems individually and in groups, and assessing their understanding with additional problems.
05 Performing Fundamental Operations on Integers.pptxMerrykrisIgnacio
This document provides an overview of operations on integers. It begins by stating the objectives of being able to add, subtract, multiply and divide integers accurately. It then explains the rules and patterns for adding, subtracting, multiplying and dividing integers through examples. Students are provided practice problems and solutions for adding, subtracting, multiplying and dividing integers. The document emphasizes getting the correct answer when doing math operations and provides links for further learning.
This document provides an overview of abstract algebra and key concepts such as groups. It discusses how the word "algebra" is derived from an Arabian word meaning "union of broken parts." It also outlines important mathematicians who contributed to the development of algebra, such as Al Khwarizmi, the "father of algebra." The document defines what a set and group are, including the properties a group must satisfy like closure, associative, identity, and inverse elements. Examples of groups are given like integers, rational numbers, and matrices. Applications of group theory in fields like physics, chemistry, and technology are mentioned.
MATH Lesson Plan sample for demo teaching preyaleandrina
This is my first made lesson plan ...
i thought before that its hard to make lesson plan but being just resourceful and with the help of different methods and strategies in teaching we can have our guide for highly and better teaching instruction:)..
Lesson plan on Evaluating Rational Algebraic ExpressionLorie Jane Letada
This document is a lesson plan for teaching evaluating rational algebraic expressions in Math 8. It outlines the intended learning outcomes, learning content including reference materials, and learning experiences including an interactive game and riddle for students to solve rational expressions. The lesson plan was prepared by Lorie Jane L. Letada and will be observed by Assistant Principal Eleanor D. Gallardo during their class meeting on Google Meet from 2-3 PM on November 24, 2020.
This document defines and provides examples of different types of sets: empty sets, singleton sets, finite and infinite sets, union of sets, intersection of sets, difference of sets, subset of a set, disjoint sets, and equality of two sets. Empty sets have no elements. Singleton sets contain one element. Finite sets have a predetermined number of elements while infinite sets may be countable or uncountable. The union of sets contains all elements that are in either set. The intersection contains elements common to both sets. The difference contains elements in the first set that are not in the second. A set is a subset if all its elements are also in another set. Sets are disjoint if their intersection is empty. Two sets are equal
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, the emphasis of cooperative/collaborative learning, and examples of applying the Jigsaw Method and Think-Pair-Share in a classroom.
Addition and subtraction of polynomialsjesus abalos
The document provides information about adding and subtracting algebraic expressions:
- Like terms are algebraic expressions with the same variables and exponents.
- Unlike terms cannot be combined.
- To add algebraic expressions, combine like terms by adding the coefficients.
- To subtract expressions, change the sign of the second expression and then add as if adding.
This presentation discusses cooperative learning, which involves students working in small groups to maximize their own and each other's learning. It defines cooperative learning and traces its origins back to 1867. The presentation outlines the key elements of cooperative learning, including positive interdependence and individual accountability. It also discusses types of cooperative learning groups and the benefits of cooperative learning for students, such as greater academic achievement and improved social and emotional development.
The document discusses like and unlike terms in algebra. It defines like terms as terms that have the same algebraic (variable) factors, while unlike terms have different algebraic factors. To determine if two terms are like or unlike, ignore the numerical coefficient and check if the terms have the same algebraic factors. Examples are provided to illustrate identifying like and unlike terms and their factors. Students are assigned classwork and homework practicing working with like and unlike terms.
Detailed Lesson plan of Product Rule for Exponent Using the Deductive MethodLorie Jane Letada
The document outlines the procedures for a lesson on the product rule for exponent-like terms with exponents. It includes the objectives, subject content, materials, and steps of the lesson. The teacher leads the students in examples of applying the product rule to simplify expressions with the same bases and adds the exponents. Students then practice applying the rule to example expressions on their own.
The document provides a detailed lesson plan for a mathematics class on evaluating algebraic expressions. It includes objectives, subject matter, instructional procedures, evaluation, and assignment. The lesson involves identifying steps to evaluate expressions, applying those steps through group activities, and showing appreciation for group work. Students work in groups to evaluate expressions when given values for variables. They are evaluated based on accuracy, timeliness, and cooperation. For an assignment, students evaluate expressions when given different values for two variables.
Detailed lesson plan of Similar Triangles in Inductive MethodLorie Jane Letada
1) The document describes a lesson plan on similar triangles taught by instructor Lorie Jane L. Letada.
2) The lesson introduces similar triangles and how to use ratio and proportion to calculate unknown side lengths. It includes examples of setting up and solving similar triangle ratios.
3) Students watch a video demonstrating how similar triangles can be used with a mirror to measure the height of an object without climbing it. They then practice applying ratio and proportion to similar triangle problems.
The document contains assessments of a student's daily math warmups, homework, tests, and research papers. It evaluates categories such as completeness, neatness, mathematical concepts, errors, and behavior. For group work, it examines contributions, time management, working with others, quality of work, and attitude. The assessments provide scores to indicate performance as excellent, good, satisfactory, or needs improvement in each category.
Rubrics evaluation of the performance taskJONATHAN DIZON
This document outlines a rubric to evaluate written mathematical work across four categories: mathematical computation, answer, neatness and attractiveness, and use of labels/explanations. For each category, criteria are provided to assess work as fantastic, good, fair, poor, or no score. Mathematical computation is evaluated on correctness and showing of steps. The answer is assessed for accuracy and proper labeling. Neatness is judged on design, layout, and messiness. Labels/explanations are rated based on use and clarity.
The document discusses mutually exclusive and non-mutually exclusive events. It provides examples to illustrate the difference, including examples involving drawing balls from a jar numbered 1-15 and rolling a die. It discusses how to calculate the probability of unions of events depending on whether they are mutually exclusive or not. Key points are that for mutually exclusive events, the probability of their union is the sum of their individual probabilities, while for non-mutually exclusive events it is the sum of their probabilities minus their intersection.
The document outlines a lesson plan on the Pythagorean theorem, with the objective of having 85% of students able to derive and solve problems using the theorem and show enthusiasm for it. It details preparing students through motivation, teaching the proper use of the theorem through worked examples and applications, generalizing the key ideas, and evaluating understanding through an assignment involving calculating missing lengths of right triangles.
The lesson plan summarizes teaching students how to solve linear equations and inequalities involving absolute value. It includes learning objectives, concepts, materials, strategies, and sample problems. The lesson will begin with a review of absolute value concepts and properties. Students will then work through examples of solving absolute value equations and inequalities as a class and independently. Formative assessment includes students presenting solutions on the board and a quiz to evaluate understanding. The homework assignment is to study word problems involving numbers, integers, ages, and distances.
The lesson plan details teaching measures of central tendency of ungrouped data to 7th grade students. The objectives are for students to calculate the mean, median, and mode of data sets with at least 90% proficiency. Examples are provided to demonstrate finding the mean by adding all values and dividing by the number of items, and the median by arranging data from least to greatest and taking the middle value or average of the two middle values for even numbers of items. Students will practice these skills by working through examples of finding the mean, median, and mode of various data sets.
Lesson plan demo in algebra facilitating in learningjoellerios48
The document outlines a lesson plan for teaching students how to multiply binomial expressions in high school algebra. The objectives are for students to learn the F.O.I.L. method of multiplying binomials, solve problems collaboratively, and appreciate the procedure. The plan includes reviewing previous lessons, demonstrating the F.O.I.L. method, having students work problems individually and in groups, and assessing their understanding with additional problems.
05 Performing Fundamental Operations on Integers.pptxMerrykrisIgnacio
This document provides an overview of operations on integers. It begins by stating the objectives of being able to add, subtract, multiply and divide integers accurately. It then explains the rules and patterns for adding, subtracting, multiplying and dividing integers through examples. Students are provided practice problems and solutions for adding, subtracting, multiplying and dividing integers. The document emphasizes getting the correct answer when doing math operations and provides links for further learning.
This document provides an overview of abstract algebra and key concepts such as groups. It discusses how the word "algebra" is derived from an Arabian word meaning "union of broken parts." It also outlines important mathematicians who contributed to the development of algebra, such as Al Khwarizmi, the "father of algebra." The document defines what a set and group are, including the properties a group must satisfy like closure, associative, identity, and inverse elements. Examples of groups are given like integers, rational numbers, and matrices. Applications of group theory in fields like physics, chemistry, and technology are mentioned.
MATH Lesson Plan sample for demo teaching preyaleandrina
This is my first made lesson plan ...
i thought before that its hard to make lesson plan but being just resourceful and with the help of different methods and strategies in teaching we can have our guide for highly and better teaching instruction:)..
Lesson plan on Evaluating Rational Algebraic ExpressionLorie Jane Letada
This document is a lesson plan for teaching evaluating rational algebraic expressions in Math 8. It outlines the intended learning outcomes, learning content including reference materials, and learning experiences including an interactive game and riddle for students to solve rational expressions. The lesson plan was prepared by Lorie Jane L. Letada and will be observed by Assistant Principal Eleanor D. Gallardo during their class meeting on Google Meet from 2-3 PM on November 24, 2020.
This document defines and provides examples of different types of sets: empty sets, singleton sets, finite and infinite sets, union of sets, intersection of sets, difference of sets, subset of a set, disjoint sets, and equality of two sets. Empty sets have no elements. Singleton sets contain one element. Finite sets have a predetermined number of elements while infinite sets may be countable or uncountable. The union of sets contains all elements that are in either set. The intersection contains elements common to both sets. The difference contains elements in the first set that are not in the second. A set is a subset if all its elements are also in another set. Sets are disjoint if their intersection is empty. Two sets are equal
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, the emphasis of cooperative/collaborative learning, and examples of applying the Jigsaw Method and Think-Pair-Share in a classroom.
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, the emphasis of cooperative/collaborative learning, and examples of applying the Jigsaw Method and Think-Pair-Share in a classroom.
This document discusses several teaching strategies for math: Lecture-Discussion Method, Cooperative and Collaborative Learning, Jigsaw Method, and Think-Pair-Share. It provides details on how each strategy works, including applying the Lecture-Discussion Method with its nine events of instruction, how cooperative learning differs from collaborative learning, and examples of implementing the Jigsaw Method and Think-Pair-Share in a classroom.
Active learning is an instructional approach that engages students in activities that require analysis, synthesis, and evaluation. This helps develop higher-order thinking skills. Examples of active learning include brainstorming, group problem-solving, debates, role-playing, and case studies. These activities aim to motivate students, encourage independent learning, and foster collaboration. Similarly, flipped learning shifts direct instruction to individual time outside of class, allowing class time to be used for hands-on activities and problem-solving with teacher guidance. The four pillars of flipped learning are flexible environment, learning culture, intentional content, and professional educator. While both approaches have benefits like increased student engagement, they also have disadvantages such as increased workload for teachers.
The document discusses designing effective classroom learning activities. It explains that active learning is based on the ideas that learning requires effort and people learn differently. There are many activities that can promote active learning across disciplines and class sizes, including case studies, collaborative learning, think-pair-share, debates, games/simulations, minute papers, and having students teach or generate exam questions. These activities vary in complexity and require less time to implement but can still be highly effective for student learning. Instructors are encouraged to be creative in their choice and use of active learning activities.
This document discusses various collaborative activities and tools that can be used to build classroom community and encourage active learning. It recommends getting to know students' names, welcoming questions, and using group activities. Specific collaborative techniques described include think-pair-share, group projects, case-based learning, jigsaw activities, and checklist for creating collaborative activities. Web-based collaboration tools like Google Docs, Stixy and Popplet are also mentioned. The overall message is that collaborative learning allows students to take responsibility for learning together and has benefits for motivation, critical thinking, and knowledge development.
1. Active and cooperative learning provides opportunities for higher-order thinking and greater interaction among students and faculty. It allows students to discuss and process information in small groups.
2. This interaction reinforces listening skills, provides immediate feedback, and allows students to help each other understand course material. It also gives professors a chance to assist students individually.
3. Specific techniques described for active learning include think-pair-share, where students work individually, then discuss in pairs before sharing with the class; jigsaw, where students divide content and become "experts" to teach peers; and pairs checking, where students take turns solving problems and explaining their reasoning to each other.
The document discusses collaborative learning, cooperative learning, and active learning. It defines collaborative learning as students working together to solve problems or complete projects. Cooperative learning is related and involves students working in small groups on specific tasks. Active learning techniques engage students more than passive listening, and can include discussions, think-pair-share activities, learning cells, and games. The key aspects of these student-centered approaches are that they involve students working directly with each other to discuss and apply the course material.
Collaborative, cooperative, active learningtavosmm
The document discusses collaborative learning, cooperative learning, and active learning strategies. It defines collaborative learning as students working together to solve problems or complete projects. Effective collaborative learning involves properly composed groups, clear tasks, and good communication. Cooperative learning is related and involves students working in face-to-face groups to complete specific activities while developing interpersonal skills. Active learning strategies engage students more than passive listening and include techniques like think-pair-share, learning cells, short writing exercises, group projects, debates, and games.
15 reflection strategies to help students retain what you just taught them ...EquidaddeGneroIjtb
15 reflection strategies to help students retain what was just taught:
1. Pair students to verbally share and discuss lessons to reinforce learning and allow teachers to assess understanding.
2. Use sentence stems to guide students into structured critical thinking patterns.
3. Create "layered texts" with hyperlinks that allow students to revisit and comment on lessons.
4. Ask students to summarize lessons in 140 characters or less to focus relection.
The document discusses cooperative learning strategies and techniques. It provides an overview of cooperative learning, including its definition and principles. Some key principles discussed are heterogeneous grouping, collaborative skills, group autonomy, simultaneous interaction, equal participation, individual accountability, and positive interdependence. The document also outlines several cooperative learning strategies and techniques, such as jigsaw, think-pair-share, round robin, and focused listing. It emphasizes that cooperative learning involves students working together in groups to maximize their own and each other's learning.
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.
1. The document discusses interactive lectures, which engage students by incorporating engagement triggers and interactive activities during lectures. This breaks up the traditional lecture format and allows students to immediately apply the content.
2. The basic structure of interactive lectures includes alternating segments of lecture with segments where students interact, such as think-pair-shares or discussion of a headline. This format change engages students and provides opportunities to receive feedback.
3. Conducting interactive lectures in large courses can be challenging but instructors can encourage participation and use technologies to incorporate interactivity even with hundreds of students. With planning, interactive segments can engage students in large classes.
Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods
The term active learning "was introduced by the English scholar R W Revans (1907–2003).
Active learning is a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content.
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.
20 Best Interactive Teaching Activities | CIO Women MagazineCIOWomenMagazine
Here are some interactive teaching activities; 1. Think, pair, and share 2. Brainstorming 3. Buzz session 4. Exit slips 5. Misconception check 6. Circle the questions
This document discusses cooperative learning, an instructional method where students work in groups to help each other master material presented by the teacher. There are two main types - formal, lasting one class period to weeks, and informal, lasting minutes to one class period. Effective cooperative learning utilizes principles like positive interdependence and individual accountability. Several specific cooperative learning strategies are described, including Think-Pair-Share, Three-Step Interview, Jigsaw Technique, and Three-Minute Review. Cooperative learning has been shown to increase self-confidence, communication skills, and critical thinking when implemented properly in the classroom.
Content Mastery in Science 4, 5, and 6.pptxGlycelEnriquez
The document describes the 5 Es instructional model, which is based on constructivism. The 5 Es - Engage, Explore, Explain, Elaborate, and Evaluate - represent phases of learning. Each phase begins with an activity: in Engage, teachers start the learning process; Explore involves hands-on activities; Explain has teachers and students formally discuss concepts; Elaborate extends student understanding; and Evaluate assesses student comprehension. The document provides details about activities and goals for each phase.
Ähnlich wie INNOVATIVE TECHNIQUES IN THE CLASSROOM-DR.DEEPIKA KOHLI (20)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
INNOVATIVE TECHNIQUES IN THE CLASSROOM-DR.DEEPIKA KOHLI
1. PRESENTED BY:
Dr. Deepika Kohli
Assistant Professor
Khalsa College of Education
Amritsar
INNOVATIVE TECHNIQUES IN THE CLASSROOM
2. Call of the day ………….
Making learners the effective thinkers
Making teachers the effective facilitators
Image Credit: Sociedade da informação, do ...pt.slideshare.net
4. SpacedLearning
Condensed learning content is repeated two or
three times, with two 10-minute breaks during
which activities are performed by the students.
Encourages students to quickly switch through
activities.
For example: providing ten minutes of knowledge
on the respiratory system with a PowerPoint
presentation and then having 10 minutes of
discussion or any game would be the way to get
the better grades.
Allowing learners to relax.
5. Flip your classroominstruction (Inverting your class)
The Flipped Classroom Model basically involves
encouraging students to prepare for the lesson
before class.
To put it simply, in a flipped classroom model,
students work on ‘homework’ in the classroom
and watch ‘lectures’ at home.
This allows students to go beyond their normal
boundaries and explore their natural curiosity.
6. Pair works : Pairs who learntogether
Two pupils with similar abilities carry out a task co-
operatively. This is a homogeneous pair.
In the case of pairs who learn together, one child has
weaker abilities than the other. The pupil with the
better abilities acts as a “teacher” (teaching while
learning). This is heterogeneous pair.
May carry out several functions (reading, writing,
counting, thinking).
7. MINDMAP
Diagram used to visually organize information.
Learning and remembering by using the full range of visual and
sensory tools
Help to recollect information for long time.
Image Credit: https://images.app.goo.gl/wv51oqzMj2hYE21n7
8. Learning ThroughArgumentation
Students can advance their understanding of
science and mathematics by arguing in ways
similar to professional scientists and
mathematicians.
Argumentation helps students attend to
contrasting ideas, which can deepen their
learning.
It also allows students to refine ideas with others,
so they learn how scientists work together to
establish or refute claims.
9. 7 Micro e- LearningTechniques
Micro-games online
Lesson-based Podcasts recording a small amount of
information, that can be discoursed far and wide, can give
learners the chance to gather important data and knowledge
from the comfort of their own homes or offices
Online Multimedia presentations (slide shows)
Simulations that teach a skill set You can also use
simulations, either online or in group settings, that teach a
particular skill set.
Instructional videos
Online assessment and quizzes
Educational blog posts
10. Free Online Learning Tools
Encourage your students to use free online learning tools
for Mind Maps, Flashcards, Quizzes , Notes and many
more.
Create a Group and invite others to become a member.
Share study resources directly with other students online
For Example: Refer www. noodle.com
Clever
Schoology
Desmos
InstaGrok
Plotly
Edmodo
Kahoot
11. Z TO A APPROACH
Application of a particular concept first and explain the
effects of such applications later on.
Helps in creating long lasting memory / correlation of a
concept.
Example we may try is that in science Have you ever wondered
how fast a heavy object falls compared with a lighter one?
Imagine if you dropped both of them at the same time. Which
would hit the ground first? Would it be the heavier one because it
weighs more? Or would they hit the ground at the same time? n
this activity you'll do some of your own tests to determine
whether heavier objects fall faster than lighter ones.
Example we can try is that in accounting the Income statement
and Balance Sheet can be explained first and later drawing their
attention to double entry system of book keeping.
12. Peer Learningor instruction or tutoring or teaching
Is a type of collaborative learning
that involves students working in pairs or small groups to discuss
concepts or find solutions to problems.
This often occurs in a class session after students are introduced to course
material through readings or videos before class, and/or through
instructor’s lectures.
Similar to the idea that two or three heads are better than one
Students teach each other by addressing misunderstandings and clarifying
misconceptions.
13. Peer Learning Strategies
Buzz Groups: A large group of students is subdivided into smaller
groups of 4–5 students to consider the issues surrounding a problem.
After about 20 minutes of discussion, one member of each sub-group
presents the findings of the sub-group to the whole group.
Affinity Groups: Groups of 4–5 students are each assigned particular
tasks to work on outside of formal contact time. At the next formal
meeting with the teacher, the sub-group, or a group representative,
presents the sub-group’s findings to the whole tutorial group.
Solution and Critic Groups: One sub-group is assigned a discussion
topic for a tutorial and the other groups constitute ‘critics’ who observe,
offer comments and evaluate the sub-group’s presentation.
14. ‘Teach-Write-Discuss’: At the end of a unit of instruction,
students have to answer short questions and justify their answers.
After working on the questions individually, students compare
their answers with each other’s.
Role-play, debates, case studies and integrated
projects are other exciting and effective teaching techniques
that stir students’ enthusiasm and encourage peer learning.
Students thus have diverse opportunities to experience in a
reasonably ‘safe’ and unconstrained context (while perhaps being
evaluated by another group and/or the teacher), reactions to
complex and ‘real’ problems they may face later in their careers.
15. Analytics Of Emotions
Automated methods of eye tracking and facial
recognition can analyze how students learn, then
respond differently to their emotional and cognitive
states.
For classroom teaching, a promising approach is to
combine computer-based systems for cognitive
tutoring with the expertise of human teachers in
responding to students’ emotions and dispositions, so
that teaching can become more responsive to the whole
learner.
16. 3–2–1 Countdown
When students learn something they find useful, they’re likely
to want to use that learning in some way.
Give them cards to write on, or they can respond orally. They
are required to respond to three separate statements:
3 things you didn’t know before
2 things that surprised you about this topic
1 thing you want to start doing with what you’ve learned
You can also ask them different kinds of questions.
17. Collaborative learning or groupwork
Knowledge is a social construct.
Act of giving the responsibility of the learning to the
students.
Students team together to explore a significant question or
create a meaningful project.
Online collaborative learning: A group of students
discussing a lecture or students from different schools
working together over the Internet on a shared assignment
are both examples of collaborative learning.
Variety of forms, such as quick, active learning activities
in class or more involved group projects that span the
course of a semester.
18. Collaborative activities
Think-pair-share
This activity helps to relieve the anxiety and mental block of
being called on to answer a question in class. The rules are as
follows:
1. Ask an open-ended question or pose a problem to the students.
2. Give the students a time limit in which they can ponder the
answer.
3. Have them discuss their answer with someone sitting next to
them.
4. Call on different pairs to share their answers.
19. Phillips 66
Phillips 66 helps to get the class into discussion mode:
1. Choose six people in the class (preferably in different
parts of the room)
2. Ask a question about the homework, the reading, or any
other pertinent subject about the class.
3. Tell them they have six minutes to discuss the topic.
Role play
Debates
Group projects
20. Cooperative learning
Specific kind of collaborative learning.
Students work together in small
groups on a structured activity.
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.
Within a school or class
21. Categories of COOPERATIVE LEARNING
Discussion: communicating like Think-pair-share, Three-step
interview
Reciprocal teaching: explaining, providing feedback,
understanding alternative perspectives
Note-taking pairs
Jigsaw (for more complex problems), this structure provides
students the opportunity to develop expertise in one of many
components of a problem by first participating in a group solely
focused on a single component. In the second stage of the
exercise, groups are reformed with a representative from each
expert group who together now have sufficient expertise to
tackle the whole problem.
22. Graphic organizers: Discovering patterns and relationships
(Concept mapping)
Sequence chains: The goal of this exercise is to provide a visual
representation of a series of events, actions, roles, or decisions
Writing: organizing and synthesizing information
Dyadic (interaction between a pair of individuals) essays in
class, students exchange essay questions and write a spontaneous
answer essay. Students then pair up, compare and contrast the model
answer and the spontaneously generated answer. Subsequently,
questions and answers can be shared with the larger class.
Peer editing: As opposed to the editing process that often appears
only at the final stage of a paper, peer editing pairs up students at the
idea generation stage and peers provide feedback throughout the
process.
Problem solving
23. BLENDEDLEARNING
The terms "blended learning," "hybrid learning,"
"technology-mediated instruction," "web-enhanced
instruction," and "mixed-mode instruction" are
often used interchangeably in research literature.
Practice of using both online and in-
person learning experiences when teaching
students.
Facilitated by the effective combination of
different mode of delivery, models of teaching
and styles of learning.
24. Flexible Fridays
An in-depth session of a subject having a whole day
of mathematics or some other subject.
To help each student to study and learn what is the
most difficult for him/her personally.
Somebody repeats, somebody learns.
Focus on one thing while in school.
It means that students don’t have a breaking point by
spending hours struggling with a subject along at
home.
To Grasp difficult concepts.
25. Social Media
With little motivation engaged the students with social
media in the classroom settings.
For example: Initiative carried out by the
Brazilian Academy of Languages “Red Ballon”,
which encouraged students to review the tweets of
their favourite artists and correct grammatical
errors that they committed in an effort to improve
their English language skills!
Make What’s up group, use of E-blogs, Twitter,
Facebook etc.
26. virtual classroom
An online classroom that allows participants to
communicate with one another, view presentations or
videos, interact with other participants, and engage with
resources in work groups.
Online learning environment: The environment can be
web-based and accessed through a portal or software-based
and require a downloadable executable file.
Just like in a real-world classroom, a student in a virtual
classroom participates in synchronous instruction,
which means that the teacher and students are logged into
the virtual learning environment at the same time.
27. web based instruction
Sometimes called e-learning is anywhere, any-time
instruction delivered over the Internet or a corporate
intranet to browser-equipped learners.
Two primary models
(i) Synchronous (instructor-facilitated)
(ii) Asynchronous (self-directed, self-paced).
• Combination of static methods (learning portals,
hyperlinked pages, screen cam tutorials, streaming
audio/video, and live Web broadcasts) and
interactive methods (threaded discussions, chats,
and desk-top video conferencing).
28. Mnemonics(Memorytechnique)
Encode difficult-to-remember information in a way that
is much easier to remember.
Memory devices that help learners recall larger pieces of
information, especially in the form of lists like
characteristics, steps, stages, parts, phases, etc.
The 9 basic types of mnemonics include song, rhyme,
image, or phrase, Name, Expression/Word, Model,
Ode/Rhyme, Note Organization, Image, Connection, and
Spelling Mnemonics.
29. Other Innovative Techniques
TEACHING WITH SENSE OF HUMOUR
ROLE PLAYING
SCENARIO ANALYSIS BASED TEACHING
INQUIRY BASED LEARNING
CASE-BASED LEARNING
FIELD ENGAGEMENT
DRAMAAS A TECHNIQUE
BRAIN STORMING TECHNIQUE
30. PLATFORMS YOU MAY USE FOR THESE
TECHNQUIES
IN THE FACE TO FACE
CLASSROOM MODE
ZOOM PLATFORM
GOOGLEMEET OR
ANY MEETING APPS
31. REFERENCES
101 ideas for innovative teachers by Microsoft Hungary
Innovative Methods of Teaching by Dr. Damodharan V. S.
ACCA, AICWA and Mr. Rengarajan.V AICWA
http://searchsoa.techtarget.com/definition/Web-based-
training
https://www.google.co.in/?gfe_rd=cr&ei=VM99V4b9LMKL8
Qev8KqABw#q=peer+learning
Image Credit:
https://images.app.goo.gl/wv51oqzMj2hYE21n7
Image Credit: Sociedade da informação, do
...pt.slideshare.net
https://uwaterloo.ca/centre-for-teaching-
excellence/teaching-resources/teaching-
tips/developing-assignments/group-work/group-work-
classroom-types-small-groups