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Vocational education is education that prepares people for a skilled craft as an artisan,trade as a tradesperson,or work as a technician. Vocational education can also be seen as that type of education given to an individual to prepare that individual to be gainfully employed or self employed with requisite skill. Vocational education is known by a variety of names,depending on the country concerned,including career and technical education,or acronyms such as TVET and TAFE.
A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has take into account the learner,the nature of the subject matter,and the type of learning it is supposed to bring about.
Student-centered learning,also known as learner-centered education,broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. In original usage,student-centered learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students by imparting to them skills,and the basis on how to learn a specific subject and schemata required to measure up to the specific performance requirement. Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. Student-centered learning theory and practice are based on the constructivist learning theory that emphasizes the learner's critical role in constructing meaning from new information and prior experience.
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is not interchangeable with experiential learning;however experiential learning is a sub-field and operates under the methodologies of experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge,develop skills,clarify values,and develop people's capacity to contribute to their communities". Experiential education is the term for the philosophy and educational progressivism is the movement which it informed. The Journal of Experiential Education publishes peer-reviewed empirical and theoretical academic research within the field.
Experiential learning (ExL) is the process of learning through experience,and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning,but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning,in which the learner plays a comparatively passive role. It is related to,but not synonymous with,other forms of active learning such as action learning,adventure learning,free-choice learning,cooperative learning,service-learning,and situated learning.
Learning styles refer to a range of theories that aim to account for differences in individuals' learning. Although there is ample evidence that individuals express personal preferences for how they prefer to receive information,few studies have found any validity in using learning styles in education. Many theories share the proposition that humans can be classified according to their "style" of learning,but differ in how the proposed styles should be defined,categorized and assessed. A common concept is that individuals differ in how they learn.
Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question,challenge,or problem. It is a style of active learning and inquiry-based learning. PBL contrasts with paper-based,rote memorization,or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions,problems,or scenarios.
This is an index of education articles.
Soft skills,also known as power skills,common skills,essential skills,or core skills,are skills applicable to all professions. These include critical thinking,problem solving,public speaking,professional writing,teamwork,digital literacy,leadership,professional attitude,work ethic,career management and intercultural fluency. This is in contrast to hard skills,which are specific to individual professions.
Editing technology is the use of technology tools in general content areas in education in order to allow students to apply computer and technology skills to learning and problem-solving. Generally speaking,the curriculum drives the use of technology and not vice versa. Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense,technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school,to integrate disparate SaaS applications,databases,and programs used by an educational institution so that their data can be shared in real-time across all systems on campus,thus supporting students' education by improving data quality and access for faculty and staff.
"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective technology integration is achieved when students can select technology tools to help them obtain information on time,analyze and synthesize it,and present it professionally to an authentic audience. Technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome,not the technology."
The National Curriculum Framework 2005 is the fourth National Curriculum Framework published in 2005 by the National Council of Educational Research and Training (NCERT) in India. Its predecessors were published in 1975,1988,2000.
Multiliteracy is an approach to literacy theory and pedagogy coined in the mid-1990s by the New London Group. The approach is characterized by two key aspects of literacy - linguistic diversity and multimodal forms of linguistic expressions and representation. It was coined in response to two major changes in the globalized environment. One such change was the growing linguistic and cultural diversity due to increased transnational migration. The second major change was the proliferation of new mediums of communication due to advancement in communication technologies e.g the internet,multimedia,and digital media. As a scholarly approach,multiliteracy focuses on the new "literacy" that is developing in response to the changes in the way people communicate globally due to technological shifts and the interplay between different cultures and languages.
Learning power refers to the collection of psychological traits and skills that enable a person to engage effectively with a variety of learning challenges. The concept emerged during the 1980s and 90s,for example in the writings of the cognitive scientist Guy Claxton,as a way of describing the form of intelligence possessed by someone who,to quote Jean Piaget's phrase,"…knows what to do when they don't know what to do." The forms of learning envisaged are typically broader than those encountered in formal educational settings,for example those that are of most use in learning sports or musical instruments,or in mastering complex social situations.
Creative Pedagogy is the science and art of creative teaching. It is a sub-field of Pedagogy,opposed to Critical pedagogy. "In its essence,creative pedagogy teaches learners how to learn creatively and become creators of themselves and creators of their future."
The Acera School is an independent,nonprofit,co-educational day school in Winchester,Massachusetts,United States,serving gifted students in grades K–11.
Cognitive Emotional Pedagogy (CEP) is a method of teaching and learning based on cognitive psychology and constructivist learning theory which claims that construction and retention of new concepts and skills is most effective if the learning content is associated with creativity and emotionally distinct experiences. The theoretical framework was created by Joni Mäkivirta.
Open educational practices (OEP) are part of the broader open education landscape,including the openness movement in general. It is a term with multiple layers and dimensions and is often used interchangeably with open pedagogy or open practices. OEP represent teaching and learning techniques that draw upon open and participatory technologies and high-quality open educational resources (OER) in order to facilitate collaborative and flexible learning. Because OEP emerged from the study of OER,there is a strong connection between the two concepts. OEP,for example,often,but not always,involve the application of OER to the teaching and learning process. Open educational practices aim to take the focus beyond building further access to OER and consider how in practice,such resources support education and promote quality and innovation in teaching and learning. The focus in OEP is on reproduction/understanding,connecting information,application,competence,and responsibility rather than the availability of good resources. OEP is a broad concept which can be characterised by a range of collaborative pedagogical practices that include the use,reuse,and creation of OER and that often employ social and participatory technologies for interaction,peer-learning,knowledge creation and sharing,empowerment of learners,and open sharing of teaching practices.
In U.S. education,deeper learning is a set of student educational outcomes including acquisition of robust core academic content,higher-order thinking skills,and learning dispositions. Deeper learning is based on the premise that the nature of work,civic,and everyday life is changing and therefore increasingly requires that formal education provides young people with mastery of skills like analytic reasoning,complex problem solving,and teamwork.
21st century skills comprise skills,abilities,and learning dispositions that have been identified as being required for success in 21st century society and workplaces by educators,business leaders,academics,and governmental agencies. This is part of a growing international movement focusing on the skills required for students to master in preparation for success in a rapidly changing,digital society. Many of these skills are also associated with deeper learning,which is based on mastering skills such as analytic reasoning,complex problem solving,and teamwork. These skills differ from traditional academic skills in that they are not primarily content knowledge-based.
Creative education is when students are able to use imagination and critical thinking to create new and meaningful forms of ideas where they can take risks,be independent and flexible. Instead of being taught to reiterate what was learned,students learn to develop their ability to find various solutions to a problem. Coming up with various out-of-the box solutions is known as divergent thinking and there is no one way of cultivating this skill - largely due to the newness of the concept and the limited scientific information on creativity.
References
- 1 2 3 "Professor Bill Lucas".
- ↑ "The impact of Critical and Creative Thinking on achievement in Literacy and Numeracy: An initial review of the evidence".
- ↑ "Progression in Student Creativity in School" (PDF).
- ↑ "Big Ideas: The Future of Engineering in Schools".
- ↑ "Authors' Response to Open Dialogue Review of ideas in 'Educating Ruby: what our children really need to learn'".
- ↑ "Using School Grounds as an Educational Resource" (PDF).
- ↑ "Centre for Real-World Learning".
- ↑ "Bill Lucas".
- ↑ "Durham Commission on Creativity in Education".
- ↑ "The English Project".
- ↑ "Winchester Academy Trust".
- ↑ "Interview: Bill Lucas, education adviser at Winchester Cathedral".
- ↑ "Bill Lucas".
- ↑ "How to teach vocational education: a theory of vocational pedagogy".
- ↑ "A Five Dimensional Model of Creativity and its Assessment in Schools".
- ↑ "The habits of an improver".
- ↑ "Zest for Learning : Developing curious learners who relish real-world challenges".
- ↑ "Fostering Students' Creativity and Critical Thinking".
- ↑ "Campaign chief".
- ↑ "Policy and Practice round-up December 2019". 9 December 2019.
