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  • Category:Teaching Philosophy - UCD - CTAG
    of Teaching and Learning Introduction Exploring Your Own Conceptions of Teaching and Learning Teaching Philosophy Statement E cont Exploring Your Own Conceptions of Teaching and Learning Writing your own teaching philosophy statement T Teaching Philosophy Module Descriptor Teaching Philosophy Session Descriptor T cont Teaching Philosophy Session Map Teaching Philosophy Session Materials Teaching Philosophy Session Overview Retrieved from http www ucdoer ie index php title Category Teaching Philosophy oldid 969 Page

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  • View source for Category:Teaching Philosophy - UCD - CTAG
    Page Header Plain div div class category items h2 Teaching Philosophy Session Overview h2 h2 Teaching Philosophy Session Descriptor h2 h2 Teaching Philosophy Session Map h2 h2 Teaching Philosophy Session Materials h2 div span class back step link Main Page Back to the Homepage span br class clear Template used on this page Template Page Header Plain view source Return to Category Teaching Philosophy Retrieved from http www ucdoer ie

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  • Revision history of "Category:Teaching Philosophy" - UCD - CTAG
    Djennings Talk contribs 415 bytes 1 cur prev 12 56 24 May 2010 Djennings Talk contribs 414 bytes 61 cur prev 12 29 17 January 2010 Djennings Talk contribs m 353 bytes 0 Protected Category Teaching Philosophy edit sysop indefinite move sysop indefinite cur prev 12 04 17 January 2010 Djennings Talk contribs 353 bytes 353 Created page with NOTITLE NOTOC div class yellow corner Template Page Header Plain div

    Original URL path: http://www.ucdoer.ie/index.php?title=Category:Teaching_Philosophy&action=history (2016-02-14)
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  • Referenced Articles/Index - UCD - CTAG
    id at this point Please inform us if you come across a link that no longer works The state of access may have changed at the time of updating Session Plans and Modules Assessing and Teaching for Learning Teaching Philosophy The Scholarship of Teaching Engaging Students Generic Teaching and Learning External Resources Recommended Internet Resources Intute Higher Education 1 BUBL Catalogue of Higher Education Internet Resources 2 Recommended databases ERIC

    Original URL path: http://www.ucdoer.ie/index.php?title=Referenced_Articles (2016-02-14)
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  • UCD Teaching and Learning Resources - UCD - CTAG
    directly within the UCDOER core sections Each area has an independent web page and or additional print resources available therein Take the time to browse these valuable resources Teaching Toolkit Module Design Enhancement Overview Assessment Innovative Teaching E Learning Programme Design Development Retrieved from http www ucdoer ie index php title UCD Teaching and Learning Resources oldid 1766 Page tools Printable version A Z glossary of terms Who s online

    Original URL path: http://www.ucdoer.ie/index.php?title=UCD_Teaching_and_Learning_Resources (2016-02-14)
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  • How We Learn - UCD - CTAG
    on the individual Rose 1985 Visual Learners prefer to learn with visual reinforcement such as charts and diagrams Auditory Learners prefer to learn by listening Kinaesthetic Learners prefer to learn through moving doing and touching Honey and Mumford 1996 Theoretical Learners prefer to learn by reading and listening to the experts Pragmatic Learners like to be able to see the practical application of theory They like to use deductive reasoning to focus on problems and they prefer situations where there is a single correct answer or solution Reflective Learners tend to be imaginative and emotional They work well in group discussions Activist Learners are action oriented They learn by doing Gardener 1993 Visual Spatial Intelligence Puzzle building reading writing understanding charts and graphs a good sense of direction sketching painting creating visual metaphors and analogies perhaps through the visual arts manipulating images constructing fixing designing practical objects interpreting visual images Verbal Linguistic Intelligence Listening speaking writing story telling explaining teaching using humour understanding the syntax and meaning of words remembering information convincing someone of their point of view analysing language usage Logical Mathematical Intelligence Problem solving classifying and categorising information working with abstract concepts to figure out the relationship of each to the other handling long chains of reason to make local progressions doing controlled experiments questioning and wondering about natural events performing complex mathematical calculations working with geometric shapes Bodily Kinaesthetic Intelligence Dancing physical co ordination sports hands on experimentation using body language crafts acting miming using their hands to create or build expressing emotions through the body Musical Rhythmic Intelligence Singing whistling playing musical instruments recognising tonal patterns composing music remembering melodies understanding the structure and rhythm of music Interpersonal Intelligence Seeing things from other perspectives dual perspective listening using empathy understanding other people s moods and feelings

    Original URL path: http://www.ucdoer.ie/index.php?title=How_We_Learn (2016-02-14)
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  • How We Learn/Approaches to Learning - UCD - CTAG
    ways surface deep and strategic Marton et al 1997 One of the key reasons why we would seek to promote the deep approach to learning is that in this realm the learners genuinely engage with the materials information and learning opportunities seeing it as relevant to themselves and their experiences of the moment and going forward Deep Approach Surface Approach Actively seek to understand the material Try to learn in order to repeat what they have learned Interact vigorously with the content Make use of rote learning Make use of evidence inquiry and evaluation Take a narrow view concentrate on detail Motivated by interest Fail to distinguish principles from examples Relate new ideas to previous knowledge Tend to stick closely to the course requirements Relate concepts to everyday experience Are motivated by fear of failure Tend to read and study beyond the course requirements Active Learning Template Lecturer s Name School Unit Number of students in the session Stage Year Topic Present Method New Method to Encourage Active Learning Challenges Back to Resources and Literature SocialRewardingMostViewedArticles show true SocialRewardingMostViewedArticles Retrieved from http www ucdoer ie index php title How We Learn Approaches to Learning oldid 611 Page tools Printable version

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  • Assessment Methods - UCD - CTAG
    Competence checklists Used in number of professions to ensure particular abilities have been undertaken assessed Grid in which students identify when they observed an activity rehearsed it estimated themselves ready to be assessed date the assessment took place outcome tutor s name and any further comments Case studies Used to enable student to demonstrate skills learned in professional contexts to other settings This can involve requiring them to provide recommendations or solutions or to write their own case studies based on their own experiences Logs diaries reflective journals All used where students are marked on practice and reflection Can range from simple logs checklists to more detailed reflective journals Portfolios Widely used to provide evidence of competence from their practice Good method to help students assess their own level of competence by asking them to select evidence that best demonstrates their ability Strong guidelines required though to prevent it from becoming a collection of random and irrelevant info Observation This refers to the observation of the skills in practice watching a professional and learning from the experience Can be simple checklists or more detailed requiring subjective responses Artefacts Tend to be physical products of students professional practice e g art work models computer programmes dental bridges etc Important to have clear criteria established beforehand Good idea to have sample artefacts before students begin and frequent checks throughout so time resources aren t wasted Eye witness testimonials Can form part of a portfolio or a separate way to evidence technical competence May be a statement by a tutor or placement supervisor who has been observing responsible for the student In tray exercises Students are presented with a dossier of paper which they have an opportunity to peruse before the question is presented The dossier includes a range of information some relevant

    Original URL path: http://www.ucdoer.ie/index.php?title=Assessment_Methods (2016-02-14)
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