This is a short toolkit discussing constructivism. Its founders, history, uses, and advantages and disadvantages are all discussed. Several videos and a knowledge check are included. All sources are listed at the end of the toolkit.
This Source helps the reader to frame the lesson plan based on the 5E approach of lesson planning.
The (Advanced Instructional Design) course provides students with the knowledge and skills for designing and facilitating highly contextualized, engaging, and meaningful learning experiences based on the principles of constructivism, situated cognition, and connectivism. Readings expose students to a range of epistemological and theoretical perspectives as evidenced by instructional design literature and applications.The focus is on grounded or theory-based design. The course emphasizes the design of online or technology-supported learning environments (TSLEs) using a variety of pedagogical models such as situated learning, anchored instruction, problem-based learning, cognitive apprenticeship, and cognitive flexibility hypertext.
It is a CLE presentation on the flight simulations. It includes a comparison between an example of an objectivist learning environment and a CLE on flight simulation
The CLE presentation presents theoretical principles and instructional characteristics of Constructivist Learning Environments (CLEs), contrast these to the theoretical principles and instructional characteristics of Objectivist Learning Environments (OLEs), share an example of a CLE that is technology supported , and critique the extent to which the selected CLE example embodies the principles of constructivism.
This series of eight brief videos by Karolyn Kinane, Associate Director of Pedagogy and Faculty Engagement at the Contemplative Sciences Center at the University of Virginia, offers college instructors some basic vocabulary and skills to start engaging in teaching as a contemplative practice. The series introduces contemplative pedagogy with special attention to its role in backward design, offering specific examples from online learning environments in higher education. The videos demonstrate the relationship between course design best practices such as alignment and transparency and contemplative values such as presence, awareness, and compassion. Viewers can engage in exercises to identify the beliefs, habits, and intentions that undergird instructors’ teaching philosophies and practices. Viewers are encouraged to develop strategies to design learning experiences in line with one’s most pressing goals for student-learning.
This University of Edinburgh OER will enable you to make your own contribution to opening access to and broadening participation in artistic learning; it will inspire you to support your peers by codifying and sharing artistic practices.
Art education today is porous and ubiquitous: it exists in a wide variety of formal and informal arts contexts and in can be found in many different cultures and societies. It takes many diverse organisational forms, traversing virtual communities, small artist-led initiatives, international biennials, art academies and artistic practices.
This course combines and practises a range of peer-based learning theories and theories of knowledge production. You will consider how to extend online open access into the types of ‘Third Places’ (Soja, 1996) frequently produced by artists (galleries, schools, studios, workshops, public sites, virtual environments….) by learning how to practise paragogics, a set of learning principles that offer a flexible framework for peer learning and knowledge production. The course is scaffolded to begin. It slowly removes this scaffold to enable peer-support for each other’s learning, then, finally, requires you to lead teaching and feedback.
Attribution-NonCommercial-ShareAlike 4.0 International Neil Mulholland 2021 CC BY-NC-SA
This Wikibook is about educational psychology—the study of how learning and teaching occur in educational settings.
Short Description:
This openly licensed text, created with students, approaches contemporary families from an equity lens. It asks two questions relevant to the Difference, Power, and Discrimination outcomes at Linn-Benton Community College and Oregon State University: “What do families need?” and “How do society and institutions support or get in the way of families getting what they need?" Original content is licensed under CC BY, except as otherwise noted. More specific information can be found under Licenses and Attributions at the bottom of each section. Print copy: https://www.lulu.com/en/us/shop/elizabeth-pearce/contemporary-families/paperback/product-rjq8mm.html
Long Description:
This openly licensed text approaches contemporary families from an equity lens. It was created by a Human Development and Family Services (HDFS) faculty member and 12 HDFS students at Linn-Benton Community College (LBCC), using an open pedagogy approach. It asks two questions relevant to the Difference, Power, and Discrimination outcomes at LBCC: “What do families need?” and “ How do society and institutions support or get in the way of families getting what they need?” This book includes remixed content. Please note that some sections may have more restrictive licenses, and some all rights reserved content is included under fair use. More specific information can be found under Licenses and Attributions at the bottom of each section. Print copy: https://www.lulu.com/en/us/shop/elizabeth-pearce/contemporary-families/paperback/product-rjq8mm.html
Word Count: 95165
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Short Description:
This openly licensed text, created with students, approaches the current status of contemporary families in the U.S. from an equity lens. It asks and answers the questions “What do families need?” and “How do society and institutions support or get in the way of families getting what they need?" Original content is licensed under CC BY, except as otherwise noted. More specific information can be found under Licenses and Attributions at the bottom of each section. Print copy: https://www.lulu.com/en/us/shop/elizabeth-pearce/contemporary-families/paperback/product-rjq8mm.html
Long Description:
This openly licensed text approaches contemporary families from an equity lens. It was created by a Human Development and Family Services (HDFS) faculty member and 13 students from a variety of majors at Linn-Benton Community College (LBCC), using an open pedagogy approach. It asks two questions relevant to the Difference, Power, and Discrimination outcomes at LBCC: “What do families need?” and “ How do society and institutions support or get in the way of families getting what they need?” This book includes remixed content. Please note that some sections may have more restrictive licenses, and some all rights reserved content is included under fair use. More specific information can be found under Licenses and Attributions at the bottom of each section. Print copy: https://www.lulu.com/en/us/shop/elizabeth-pearce/contemporary-families/paperback/product-rjq8mm.html
Word Count: 97187
ISBN: 978-1-63635-078-3
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
This theme-based English course integrates reading, writing, listening, speaking, and critical thinking skills around assignments and activities focusing on Environmental Science and Contemporary World Problems. Topics include population, ecology, climate change, pollution, food systems, environmental racism, and sustainability. Students will specifically focus on environmental issues related to the Pacific Northwest. Laboratories and field trips are included. This competency-based class allows students to work at their own pace, exit at a level appropriate to demonstrated skills and knowledge, and earn possible high school completion English, Lab Science, Contemporary World Problems and/or elective credits.
Content Area Literacy courses have long been a requirement in teacher education programs for pre-service teachers for the secondary level and, sometimes, for the elementary level. The 2020 World-class Instructional Design and Assessment (WIDA) Framework takes a genre approach that aligns well with the traditional Content Area Literacy courses in teacher preparation programs. WIDA argues for an educational approach that fosters (a) equity of opportunity and access, (b) integration of content and language, (c) collaboration among stakeholders, and (d) a functional approach to language development. This textbook examines the elements that make up the Simple View of Reading with adjustments made for the increasing Multilingual student population. Then, the text focuses on the Key Uses of Language (KLUs) developed by WIDA with examples of how these are employed in different Content Areas. The final chapters focus on the unique needs and benefits of Multilingual students within U.S. classrooms.
Dr. Royce observes a lesson on water evaporation in Ms. Maronpots class, gives her feedback, and visits again one week later. See the changes Ms. M makes in her lesson before and after the visit.
This module is about the foundational information of content integration. You will first read and watch videos about the general defintion of content integration. Next you will see common misconceptions and why they aren't displaying content integration alsong with the fixes you can make for those misunderstandings. Finally you will read and watch a video that are sample lesson plans that incorporate content integration. After reading this module you should have a basic understanding of content integration and an idea of how you can incorporate it into a classroom environment.
This Module is all about showing how to integrate other subjects with Science for Elementary level mini-lesson plans. Examples are given for integrating Science with Math, Lauange Arts, Social Studies, and Art. This module also includes the basic steps on how to create a mini-lesson with ease.
This template gives an insight of what content learning centers look like in a second grade classroom. It briefly discusses the definition, benefits, and examples of core subject centers. This template will also show you how to set up a center including your role in the process.
This project is about Learning Centers: What are learning centers, how they are beneficial for children and teachers. The main goals within learning centers, and how to design appropriate centers sufficiently. Also included are examples and informational videos.
On this OER, My group and I focused on Content Learning Center, and we focused on how students and teachers were able to include centers into their curriculm.
This is strictly a content sample for demonstration purposes.
Teachers are required to implement the adopted content standards and to make the connection between standards-based curriculum and the planning and designing of lessons to ensure that students meet expected content standards. This Module serves as a basic guide for the process (est. completion time: 2.5 hours).