The Teaching-Learning Process is all about decision making
|
Teaching-Learning Matrix OVERVIEW and READING
(html) |
| Teaching-Learning DOCUMENTS for PRINTING(PDF) |
| The Social Studies Place |
|
1 Operating
Instructions 1.
Media 2.
Organization |
ÝREAD TLM ON-LINE. The sidebar in the left-hand column of this document serves as a complete index to each of the Chapters and Topics addressed in the Teaching Learning Machine. (Note: Chapters 6 and are available only as PDF's until Jan 2005) |
|
2-Background 3.
Diagnostic and prescriptive |
ÝAll children can learn if given resources, motivation, and opportunity.Ý Not all children learn in the same way.Ý Teachers must adjust to individual differences by being diagnostic and prescriptive in determining appropriate educational activities.Ý Ed technology, cooperative learning groups and systematic constructivist teaching "reaches" and teaches most students, including those at risk. |
|
3-Getting Started 1. Classroom 2.
Students 3. Curriculum 5.
Evaluation |
The shape ofÝ
the classroom and its overall size, though inflexible variables,Ý areÝ manageable
(and thus, in a sense, "flexible" ) if correct decisions are
made concerning in-classroom furniture, resources, and traffic pattern.
Purposeful manipulation ofÝ these
variables is not arbitrary. |
|
4-L=TBC: The
Formula 1. Basis 2. Whole
class 3. Continuum |
This formula, (Learning=Thinking,+Building Knowledge+Communicating What Has Been Learned) has its basis in the realities of the Information Age, in current learning theory, in age-appropriate Constructivist Pedagogy, and in successful practice in the middle school and university levels. |
|
5-L=TBC: Models 1.
Generic 2. Canada 3.
Belize |
These are models of actual teaching unts. They intended is to enable the users to design their own units of instruction. These units are: (1) inter-disciplinary (2) Constructivist (3) Enhanced with extensive application of educational technology |
|
Ý6-Meeting Student
Needs 4. Matching Resources to Student Need 5.
Alt. Assessment: Tools and Pedagogy
|
Today's economy places value on broad knowledge and skills, flexibility, cross-training, multi-tasking, teaming, problem-solving and project-based work. (Skills 2003) |
|
7-Problems |
When problems occur, they usually manifest themselves through the behavior of certain individuals in the classroom. However, these individuals, out of a combination of frustration and rebellion, soon seek and gain support from other students in class who otherwise would be successful, cooperative, and "problem-free". Negative and non-productive attitudes can be grouped into three problem areas: classroom management; lack of focus; and unwillingness to change, cooperate, and progress. (See 8.1 Solutions) |
|
3. HyperStudio |
The first and most essential step on the to forming and implementing solutions to L+TBC problems is to correctly identify and analyze the problem. (See 7.1 Problems) |
|
The research supporting the ideas in Chapter 6... focusing on the 21st Century Literacy Skills. |
|
10-The Library 1. Print
media 2.
HyperStudio 3. Web-based 4. CD-based 5.
On-Line |
NOEETE: |
| NOTE: Continuous updating and additions to the Teaching Learning Matrix can be found at the Social Studies Place web site. | |
| BACK to theTOP | BACK to theTOP |