1. independent learning
1.1. local
1.1.1. education should suit the local culture
1.1.2. what are we educationg for?
1.2. not only knowledges, but also teach this at UoM
1.2.1. transferable skills
1.2.2. activeparticipation
1.2.3. communication skills
1.2.4. independent thinking
1.2.5. peer learning
1.2.6. multidisciplinary learning
1.3. praxis
1.3.1. defination
1.3.1.1. based on critical and reflective thinking
1.3.1.2. about acting in the world in a way that contributes positively and meaningfully to society.
1.3.2. areas
1.3.2.1. engaged-engaging
1.3.2.2. supportive, ethical approaches
1.3.2.3. inclusive approaches to module content
1.3.2.4. assessment invulving active, pratice-based learning
2. blended learning
2.1. what is ‘blended learning’
2.1.1. Blends ‘face to face’ and ‘distance’ learning
2.1.2. Time is a key variable; learner can also work outside of the class at their own pace
2.1.3. key challenges
2.1.3.1. incorporating flexibility,
2.1.3.2. simulating interaction,
2.1.3.3. facilitating students’ learning process
2.1.3.4. fostering an affective learning climate
2.2. tools
2.2.1. kahoot
2.2.1.1. More “exciHng” version of SocraHve
2.2.1.2. Instant buzz amongst class
2.2.1.3. Lots of ready made resources
2.2.1.4. Not as good for tracking student answers
2.2.2. Socrative.com
2.2.2.1. complete multichoice questions
2.2.2.2. the website will automatically mark answers
2.2.3. Padlet.com
2.2.3.1. An online scrapbook
2.2.3.2. Curate relevant stories
2.2.3.3. Range of sources
2.2.4. Quizlet
2.2.4.1. Useful for testing definitions and to create a bit of competition
2.2.4.2. Thousands of free resources but be careful!
2.2.4.3. Matching game
2.3. pros and cons
2.3.1. pros
2.3.1.1. Cost effectiveness
2.3.1.2. Increased flexibility for learners (time/place)
2.3.1.3. Path (order in which learning is provided)
2.3.1.4. Teaches new skills (if managed well)
2.3.1.5. Saves time in delivery
2.3.2. cons
2.3.2.1. Could mean substitution of technology with traditional learning
2.3.2.2. Needs to be designed with progress in mind
2.3.2.3. Accessibility and training
2.3.2.4. Lack of supervision
2.3.2.5. Time to create
3. overview
3.1. 1st overview: assessment information and mindmap, key contents of approches of teaching and learning(APL)
3.2. 2nd:what is the identities of teachers and students in environment creating.(mostly about gender)
3.3. 3rd: what is the meaning of assesment for learning and how to use it properly.
3.4. 4th: creating learner-centred education to promote independent learning.
3.5. 5th:use different materials in teaching to promote blended learning.
3.6. 6th(linked with 5th): technology materials selection and design.
3.7. 7th: several activities for active learning
3.8. 8th: use group work to encourage task-based learning.
3.9. 9th: specific ways to plan a lesson,micro-teaching.
4. SI: education should promote students' self-evaluation, encourage them to not only rely on teachers' reward but their own intrinsic motivation.
5. TEL
5.1. technology enhanced learning
5.2. pros
5.2.1. effecting working processes and improving production
5.2.2. Supporting processes of checking, trialing and refinement;
5.2.3. Enhancing the variety and appeal of classroom activity;
5.2.4. Fostering pupil independence and peer support;
5.2.5. Overcoming pupil difficulties and building assurance;
5.2.6. Broadening reference and increasing currency of activity;
5.2.7. Focusing on overarching issues and accentuating
5.2.8. important features.
5.3. needs to
5.3.1. select the right tool
5.3.2. depend on the context
5.3.3. more resources
6. gender
6.1. phenomenon:
6.1.1. sociaty
6.1.1.1. cloth style, toy,( training them into engineer or housewife by dolls, cookery)
6.1.1.2. girls act like boys--'town boy'---cool; boys act like girls would be laugh at.
6.1.1.2.1. reason: assumed men have higher status, from lower to higher is 'cool'.
6.1.2. schools
6.1.2.1. example
6.1.2.1.1. call different way
6.1.2.1.2. treatment
6.2. ideas reinforced by schools
6.2.1. by build a phenomenon
6.2.2. possible results
6.2.2.1. girls who have high scores in maths, science are unwilling to be mathematician, scientists.
6.3. sexuality
6.3.1. heteronormativity
6.3.1.1. heterosexuality invisible
6.3.1.2. non-heterosexuality hyper-visible
6.3.2. homophobia
6.3.2.1. show negative views to homo
7. overview
7.1. defination of approaches to teaching and learning.
7.1.1. approaches
7.1.1.1. assumptions and beliefs about teaching and learning are specified
7.1.1.2. a way of looking at
7.1.1.3. describes how people acquire their knowledge…and makes statements about the conditions which will promote successful learning
7.1.2. teaching
7.1.2.1. How effectively we teach depends, first on what we think teaching is
7.1.2.2. The method and practice of teaching, especially as an academic subject or theoretical concept
7.2. assessment
7.2.1. portfolio
7.2.1.1. Context description (2-300 words)
7.2.1.1.1. background information
7.2.1.2. Lesson plan / teacher notes (variable depending on format)
7.2.1.2.1. cover a full lesson of a typical length for the setting, at a minimum 1 hour. It MUST include the learning objectives and use one or more of the approaches presented in the module.
7.2.1.2.2. can use the lesson plan template in the week 9 folder
7.2.1.3. Materials & activities
7.2.1.3.1. why certain materials are suitable for particular learners
7.2.1.4. Rationale (2-300 words)
7.2.1.4.1. explanation materails and activies specific to the context
7.2.1.5. Reflective report. (up to 1000 words)
7.2.1.5.1. what worked well in the lesson (and what didn’t)
7.2.1.5.2. peer feedback
7.2.1.6. Participation:
7.2.1.6.1. the feedback that you wrote for your peers. In this class
7.2.2. micro-teach
7.2.2.1. sample portion (<15min) DDL:26th April
7.2.2.2. conment on other menber DDL:3rd May
8. assessment
8.1. defination
8.1.1. for students know how well they learn
8.1.2. for teachers know how well they learn
8.1.3. for teachers know how to do next step
8.2. kinds
8.2.1. summative
8.2.1.1. after the learning
8.2.1.2. outcome focus
8.2.1.3. to measure learning
8.2.2. formative
8.2.2.1. during the learning
8.2.2.2. process focus
8.2.2.3. to improve learning
8.3. how
8.3.1. good or bad+reason(intention+criteria)+next step( ask questions+ give choices)
8.3.1.1. intention
8.3.1.1.1. lerning intention+context= learning objective----------1. to be able to (skills); 2. to know (knowledge); 3. to understand (concepts).
8.3.1.2. success criteria
8.3.1.2.1. need to be clear
8.4. reflection
8.4.1. clear criterias
8.4.2. how they are learning as learnings
8.4.3. evaluate themselves
9. active learning
9.1. learning theories (about other class)
9.2. active learning activities
9.2.1. connect to prior learning
9.2.1.1. recall and deep learning
9.2.2. think, pair, share
9.2.2.1. 1.Individually, think about what you know about social constructivism (one person)
9.2.2.2. 2. Turn to the person next to you and write down what you know together ( two person)
9.2.2.3. 3. Share your ideas with the class (all students)
9.2.3. silent sentences
9.2.3.1. total silence
9.2.3.2. sets of sentences which have been messed up, group work to collectively re-create a complete paragraph
9.2.3.2.1. contral difficulty
9.2.4. jigsaw activity
9.2.4.1. given informations
9.2.4.2. making notes to understand better
9.2.4.3. talk and share as a group
9.2.5. the 'boss' talks
9.2.5.1. Go back to your original team
9.2.5.2. Each member gives a two minute description of their learning theory to their team
9.2.5.3. Team members, you can write down the details of what you hear from your other team members
9.2.6. expert jigsaws
9.2.6.1. as a team, complete the quiz about all the learning theories
9.2.6.2. everyone needs to participate
9.2.6.3. if troubled, ask the expert
9.2.7. collective memory
9.2.7.1. short time to view and memorise the information
9.2.7.2. return to your team to write
9.2.7.3. group member selected repeat the process
9.2.8. snowballing
9.2.8.1. write down as many things as you can
9.2.9. showdown
9.2.9.1. questions provided each group
9.2.9.2. 'leader' reads out the question
9.2.9.3. you write their answers
9.2.9.4. leader shouts 'show down', everyone shows their responses.
9.2.9.5. the one who answered right becomes the new leader.
10. context, task-based learning
10.1. examples:
10.1.1. think-pair-share
10.1.2. assessment
10.1.2.1. portfolio include evaluations given by your group mates
10.1.2.2. you need to attend all micro-teaching sessions to give feadback
10.2. give a context to learning
10.2.1. “A key factor in understanding any teaching situation is the social and physical context – the rules, facilities, values, expectations, and personal backgrounds, which act as resources, constraints, and direct influences on teaching and learning” (Posner 1985: 2)
10.3. learner factors
10.3.1. ⮚Age ⮚ Interests ⮚ Level of proficiency in the language ⮚ Aptitude ⮚ Mother tongue ⮚ Academic and educational level ⮚ Attitudes to learning ⮚ Motivation ⮚ Reasons for learning ⮚ Preferred learning styles ⮚ Personality
10.4. Environmental Factors
10.4.1. ⮚The teachers ⮚ Management and administration ⮚ Resources available ⮚ Support personnel ⮚ The number of pupils ⮚ Time ⮚ Physical environment – the classroom ⮚ Socio-cultural environment ⮚ Types of test ⮚ Procedures of monitoring and evaluating learners
11. lesson planning
11.1. key processes
11.1.1. ● Student profile (context) ● Aims / objectvies ● Stages (of the lesson) ● Teacher / student interaction ● Timings (of the activities)