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Education 421 - Coggle Diagram
Education 421
Zone of Proximal Development
Level 3: what does it mean to assist students to do a task that they could not do on their own?
Level 4: Will students always learn when given tasks that they can do only with assistance?
Level: 5 Will students learn more if they operate at the furthest limits of their capacity in the ZPD?
Level 2: How can we teach students to do something that is beyond their ability?
Level 6: How does the teaching environment influence potential learning?
Level 1: What does it mean to teach?
Scaffolding
Provides clear direction and reduces students' confusion.
Points students to worthy sources.
Keeps students on task.
Clarifies purpose.
Clarifies expectations and incorporates assessment and feedback.
Reduces uncertainty, surprise, and disappointment.
Cooperative Learning
Traditional Classroom Learning group
Cooperative Learning group
Pseudo-Learning group
High-performance cooperative learning group
Basic elements of Cooperation
Positive interdependence
Individual Accountability
Face to face promotive interaction
social skills
group processing
Types of Cooperative learning
Formal cooperative learning
Informal cooperative learning
Project Base Learning
Disciplinary
Authentic
Iterative
Collaborative
Summative
Formative
Backward Design
Stage 1: Identify the Desired Results
Stage 3: Plan Learning Experiences
Stage 2: Determine Acceptable Evidence
Blooms Taxonomy
Structures of the knowledge dimension
Factual Knowledge
Conceptual knowledge
Procedural knowledge
Metacognitive knowledge
Structure of the Cognitive Process Dimension
Understand
Apply
Remember
Analyze
Evaluating
Create
Inquiry method
Aspects of Planning in the Inquiry Method
Planning behavioral objectives, designing teaching materials
Designing questioning strategies
Designing teaching and learning strategies,
Evaluation
Authentic Assessment
Creating Authentic Assessment
Be constructive, sequential, and interlinked.
Require students to use and engage with progressively higher-order cognitive processes.
Be authentic, real -world, and relevant.
Be aligned with each other and the desired learning outcome.
Provide challenge, interest, and motivation to learn.
Constructive Learning Theory