To add links to your Blogs
Go to setting and scrol down the program
and the following segment after the profiles
Change the links accordingly
Friday, July 13, 2007
To get links
To add links to your Blogs
Go to setting and scrol down the program
and the following segment after the profiles
Change the links accordingly
Thursday, July 12, 2007
Group work or collaborative learning
Group work or collaborative learning
This model was developed to achieve at least three important instructional goals: academic achievement, acceptance of diversity and social skill development.
One of the founders of cooperative learning, Slavin (1996) believes the group focus can change norms of youth culture and make it more acceptable to excel in academic learning tasks.
Important effect is a wider acceptance of people who are different by virtue of their race, social class, ability or disability.
Cooperative learning is to teach the students skills of cooperation and collaboration
Effects of group work
The cooperative behavior is generated from the corporative learning, both verbal and non-verbal than whole class teaching. The students display less competitive behaviors and more cross Ethnic Corporation.
Students with less ability learn more by working alongside those who have greater abilities and they later benefit from the process of serving as tutors to their lesser able peers.
Humans learn from their experiences and strive participation in small groups helping students to learn important social skills while simultaneously developing academic skills and democratic attitudes.
Planning tasks for teachers
Choose an appropriate content
Form student teams
Develop materials
Plan for orientating students to tasks and roles
Plan for the use and space.
Conducting cooperative learning sessions
There are six phases they include
Clarify aims and establish set.
Present information verbally or in text
Organize students in study teams
Assists team work and study
Test on the materials
Proved recognition.
Arends, R. I. (2001). Learning to teach. (5th Eds). Singapore: McGraw-Hill.
This model was developed to achieve at least three important instructional goals: academic achievement, acceptance of diversity and social skill development.
One of the founders of cooperative learning, Slavin (1996) believes the group focus can change norms of youth culture and make it more acceptable to excel in academic learning tasks.
Important effect is a wider acceptance of people who are different by virtue of their race, social class, ability or disability.
Cooperative learning is to teach the students skills of cooperation and collaboration
Effects of group work
The cooperative behavior is generated from the corporative learning, both verbal and non-verbal than whole class teaching. The students display less competitive behaviors and more cross Ethnic Corporation.
Students with less ability learn more by working alongside those who have greater abilities and they later benefit from the process of serving as tutors to their lesser able peers.
Humans learn from their experiences and strive participation in small groups helping students to learn important social skills while simultaneously developing academic skills and democratic attitudes.
Planning tasks for teachers
Choose an appropriate content
Form student teams
Develop materials
Plan for orientating students to tasks and roles
Plan for the use and space.
Conducting cooperative learning sessions
There are six phases they include
Clarify aims and establish set.
Present information verbally or in text
Organize students in study teams
Assists team work and study
Test on the materials
Proved recognition.
Arends, R. I. (2001). Learning to teach. (5th Eds). Singapore: McGraw-Hill.
Wednesday, July 11, 2007
Leadership and ICT
A lot of research has been done in the developed countries conserning the role of leadership in enhancing ICT integration in science. I did my reserch on ICT integration by the Middle manager that is the subject leader. Below is the abstract of the research.
ABSTRACT
Leadership has an influence over the development and implementation of an innovation in a department. In a bid to integrate ICT teachers have been developed and facilities are provided. In contrast the prevalent status is use of ICT as an addition in projects and delegation of the integration to the “ICT specialists” by the science subject leaders (SSL). Exploring the SSL leadership will identify the practices that can enhance ICT integration and thus improve student learning experiences. Therefore the question “How does a SSL perceive and enact her roles to enhance ICT integration in PBL” and What are the factors influencing SSL in the integration of ICT in PBL” was the focus of the study to contribute to the current body of knowledge in leadership.
The study was conducted through qualitative case study which was explorative and interpretive in nature within a grounded approach. Data from field notes, interviews, and document and artifact analysis was used to explore the SSL leadership. Leadership is fluid and not identified within an individual but a responsibility hence the SSL was the focus and the team she interacted with in the projects also participated. The study observed a ten lesson (six weeks) project cycle in a private middle school in Pakistan undertaking IGCSE curriculum.
Three aspects emerged to inform on the leadership of the SSL in integrating ICT; these were: leading manifest in leadership styles and technophile, technologic that is possession of skill and knowledge, utility level and training others, administration in shared planning, monitoring, mentoring and reviewing. I argue that the personality and technologic influenced the teachers to enhance integration. The study revealed that the empowerment of a SSL builds up the leadership capacity. Thus SSL knowledge perceptions and roles must be attended to and not taken for granted. The implications of the study include a) develop knowledge and skill of SSL b) empowering the SSL c) allowing interdepartmental collaborated activities d) provision of resources. Nevertheless training and equipment require SSL leadership for integration to be enhanced.
The study was limited within one project cycle due to time factor; however, many cycles may have identified a variety of characterizing influences.
ABSTRACT
Leadership has an influence over the development and implementation of an innovation in a department. In a bid to integrate ICT teachers have been developed and facilities are provided. In contrast the prevalent status is use of ICT as an addition in projects and delegation of the integration to the “ICT specialists” by the science subject leaders (SSL). Exploring the SSL leadership will identify the practices that can enhance ICT integration and thus improve student learning experiences. Therefore the question “How does a SSL perceive and enact her roles to enhance ICT integration in PBL” and What are the factors influencing SSL in the integration of ICT in PBL” was the focus of the study to contribute to the current body of knowledge in leadership.
The study was conducted through qualitative case study which was explorative and interpretive in nature within a grounded approach. Data from field notes, interviews, and document and artifact analysis was used to explore the SSL leadership. Leadership is fluid and not identified within an individual but a responsibility hence the SSL was the focus and the team she interacted with in the projects also participated. The study observed a ten lesson (six weeks) project cycle in a private middle school in Pakistan undertaking IGCSE curriculum.
Three aspects emerged to inform on the leadership of the SSL in integrating ICT; these were: leading manifest in leadership styles and technophile, technologic that is possession of skill and knowledge, utility level and training others, administration in shared planning, monitoring, mentoring and reviewing. I argue that the personality and technologic influenced the teachers to enhance integration. The study revealed that the empowerment of a SSL builds up the leadership capacity. Thus SSL knowledge perceptions and roles must be attended to and not taken for granted. The implications of the study include a) develop knowledge and skill of SSL b) empowering the SSL c) allowing interdepartmental collaborated activities d) provision of resources. Nevertheless training and equipment require SSL leadership for integration to be enhanced.
The study was limited within one project cycle due to time factor; however, many cycles may have identified a variety of characterizing influences.
Wednesday, June 20, 2007
The Course is almost OVER
The M E.d course is comming to an end. After two years we are soon going to clear it.
Subscribe to:
Posts (Atom)
