By Swee Fong Ng
This booklet exhibits how video know-how can be utilized to notify lecturers’ own perform, and offers new facts and real-world case reports now not lined by way of any earlier booklet at the subject.
Initial chapters discover how working towards academics can view their very own recorded classes and take steps to enhance their equipment, whereas next chapters learn how pre-service and in-service academics can use recorded classes to enhance how they educate chosen techniques, or to raised express particular studying techniques equivalent to mathematical modeling and challenge solving.
Read Online or Download Cases of Mathematics Professional Development in East Asian Countries: Using Video to Support Grounded Analysis PDF
Similar educational psychology books
This certain and ground-breaking booklet is the results of 15 years study and synthesises over 800 meta-analyses at the impacts on fulfillment in school-aged scholars. It builds a narrative in regards to the strength of academics, suggestions, and a version of studying and knowing. The study consists of many hundreds of thousands of scholars and represents the most important ever proof dependent learn into what truly works in faculties to enhance studying.
Cooperative studying is commonly counseled as a pedagogical perform that promotes scholar studying. lately, the study concentration has moved to the function of lecturers’ discourse in the course of cooperative studying and its results at the caliber of crew discussions and the educational completed. even though, even though the advantages of cooperative studying are good documented, imposing this pedagogical perform in study rooms is a problem that many lecturers have problems attaining.
All of us wish humans to do stuff. even if you will want your consumers to shop for from you, owners to offer you much, your staff to take extra initiative, or your wife to make dinner—a great amount of daily is set getting the folk round you to do stuff. rather than utilizing your ordinary strategies that usually paintings and infrequently do not, what should you may harness the ability of psychology and mind technology to encourage humans to do the things you wish them to do - even getting humans to want to do the belongings you wish them to do.
This ebook covers what twelve steps university leaders have to take to make for a high-achieving university setting. It encompasses powerful management, imaginative and prescient and values, excessive expectancies, embedded specialist improvement, flexibility and resilience, and 7 extra steps. It concludes with a questionnaire, the excessive expectancies Environmental Scale (HEES), which you will follow in your association to figure out its point of excessive expectancies.
- Learning, Problem Solving, and Mindtools: Essays in Honor of David H. Jonassen
- Accelerated Learning: The Best Accelerated Learning Techniques to Learn More, Improve Memory, Enhance Intellect and Process Information Faster
- Cognitive perspectives on peer learning
- Intelligence, Instruction, and Assessment: Theory Into Practice
- ICT in Education: Multiple and Inclusive Perspectives
- Mathematics and Transition to School: International Perspectives
Additional info for Cases of Mathematics Professional Development in East Asian Countries: Using Video to Support Grounded Analysis
Explain why and how you choose the two fractions. Explain why your story sum is appropriate. • Whole class discussion: Selected groups are asked to present their story sums for activity 1 followed by activity 2. During the presentations, students are asked to explain why their story sums are appropriate Fig. 2 Fraction division lesson idea developed by the teachers • • • • Conversion Lesson Benchmarking using the height of one of the students Convert the height from cm to m Predict the length of the items before measuring and recording their answers on the worksheet provided Whole class discussion on reasonableness of measurement and accuracy of the conversion from cm to m Fig.
2010). Tracing primary 6 pupils’ model development within the mathematical modelling process. Journal of Mathematical Modelling and Application, 1(3), 40–57. Chan, C. M. , Ng, K. E. , & Seto, C. (2012). Assessment of primary 5 students’ mathematical modelling competencies. Journal of Science and Mathematics Education in Southeast Asia, 35(2), 146–178. Curriculum Planning and Development Division [CPDD]. (2006). Mathematics syllabus (Primary). Singapore: Ministry of Education. Curriculum Planning and Development Division [CPDD].
Later as you [John] guide him, Sean realise, ‘I shouldn’t have converted the first one’. I remember John did not tell Sean he was wrong. John did something and Sean realise for himself that he should not invert the first fraction. Do you remember what John did? I asked the rest of the class what their answers were. [L1] John asked for more answers and wrote the answers, 4 options, on the board. Then Sean realised he made a mistake. [L2] What do you think about this approach? Not telling Sean the correct answer, instead elicit more responses from the class and put the 4 options on the board for discussion?