Pgcap600 Section 1 Critical Review

All too often, students tried to memorize the equations and solve the problems by a formula seeking process. In my discussion session, I emphasized the big picture and the physics behind the problems. I recapped the lectures and led group discussions to help the students understand the new material and the connection between the new one and the old ones before solving problems. I also encouraged the students to discuss the problems in groups, so that they could focus more on how to think and solve the problems rather than go through the notes to find the right formula. To help them understand the physics behind the formulas, I pushed them to explain not just what to do, but

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

Another strategy, is reviewing your notes. I find that it’s easy to forget what we have wrote down. Reviewing your notes allows maximum recall of the material you write down. Recording the general main idea and details can be more useful than verbal notes. Notes serve to record information for recall and should show the main points of the lecture in an organized manner so that the relationship between points and details are easy to tell apart.

From day one, I noticed the relative ease of the course. The two friendly instructors welcomed the entire class, and they presented the material in a simple and comprehensible manner. The small, four-room classroom accompanied a total of eight students

I noticed that many students pretended to not understand and they just wanted to prolong until the class was over. I didn’t think it was necessary to repeat the video maybe more than three times. The teacher gave out the worksheet to the students prior to the video and the worksheet was going to be scored, so the teacher wanted to make sure that the students did ok. Most of the activities the teacher did for the class were limited to one activity and that was to practice with the groups, reviewing and practicing what the teacher just

A final way differentiated instruction prepares students from the 21st century workplace is through direct instruction. Whether students go to college or enter the workforce, students will be required to receive information directly from one, or many, people and think critically about it. Whether it is sitting through a lecture in college, or a meeting at work, students will need to have the ability to take in information verbally and apply it to their area of study or expertise. In my classroom, I try to begin a lesson and end a lesson with some form of short discussion or lecture. I believe that it helps to either set up, or bring closure to, the information we are covering. For example, at the beginning a lesson this week I spoke for about fifteen minutes introducing the struggle for equality that African-Americans faced in the early 1900s. This short lecture helped lay the groundwork for the next two days and assisted in giving my students context for the upcoming hybrid stations.

Learners should be given the opportunity to provide feedback throughout the course, this is necessary in order to evaluate teaching. Feedback from learners can be obtained informally as a group discussion or individually. Daines advises (2006:29) “People do expect feedback about what they are doing. Constructive feedback tells them that they are on the right lines, working to an appropriate standard and provides them with ideas on how to improve and develop. It is, motivating and confirms that what’s being

There are many kinds of feedback forms, and it is always wise to have several in a trainer’s tool kit. Within the authors sector the courses are primarily one day events, feedback questionnaires are usually presented at the end of the session. These are usually generic, and do not always meet the needs of the learners or given course. To achieve qualitative data the author tailors the questionnaires to the session, with predominantly open style questions, demanding a full response. As apposed to closed questions with yes/no answers, which usually achieves only quantative data. Feedback must be recorded and filed for quality assurance purposes, further action, planning, audit trails and management review. Feedback can help the trainer to evaluate their courses and learners.

To summarize, the topic presented in this article is about online courses which are widely used in colleges providing easy access to course materials, classroom discussions, and feedback to instructors. The course materials and activities may be accessed from any computer, whether it is from the University or from the comfort of your own home.

In order to thoroughly engage learners and their specific brain dominance it is important to discuss subject matter with a big picture approach and then to discuss the details. This will involve learning from the left side as the small details flow into a larger subject. The right side of the brain will also be engaged when learning a subject through visualization of the big picture. In today’s school systems subjects tend to be taught the same: different subtopics are broken up and taught at different times until all material is covered. The big picture of the new material is not usually united to the many small groups of details that create it. This makes learning much more challenging instead of a natural reaction that teachers should strive for.

More instructional time would allow the students a larger understanding of the topic. Even though, it only adds four minutes to each class, when combining many days worth of extra time, it adds up to a exceptional amount of instructional time. In many students’ classes, the teacher is unable to finish explaining the lesson. If four minutes were to be added, the class would be able to learn and move on to another topic.

For the most part I enjoyed my time spent in that course. I definitely plan on attending future screenings, as a community member. However, I do feel that the course has some room for improvement. My first suggestion would be opening to the public at a later time because it was distracting having other people in the room, holding conversations, while you were giving us feedback or instructions on assignments. Another suggestion would be possibly providing your students with examples of “A” worthy reflections because half of the time did not know what you were expecting of us and anything that came to mind while writing these critiques sounded like a research paper. In addition to examples of well written reflections, adding more detailed comments

Application: Schema Theory’s application in the learning environment can be seen in a variety of ways in the learning environment. Schema Theory relies heavily on building connections to prior learning. Therefore, it is crucial to employ teaching to expand learner’s general knowledge and concepts in order to provide a base for schematic connections. Teachers can be seen reminding students of what they already know in order to build on previous knowledge and help make connections to new ideas. However, teachers must understand that not all learner’s schemata are the same.

Just an extra hour a day would the trick. The hour would just be used to preview next class's work like read through the textbook. They don’t need to read word by word. Just skim through it, so you know tomorrow’s topics and the main points. So when the teacher does the lesson, the students will at least have an idea of what the teacher is talking about instead of being completely clueless. This way, the teacher can teach a lot more because he or she can go through the lesson faster. This previewing strategy is used in a lot of asian countries such as China, Singapore, Japan and

When a class is boring and not interactive students tend to daydream, and get off task. While the students are off task this disables them to learn anything from the lecture. According to Dr Sandi Mann’s study “75% of colleagues in the University of Central Lancashire day dream during a boring lecture.” However, if lectures were more interactive and fun students wouldn’t be bored during class. This would also increase their production in learning.