PEDAGOGICAL DIMENSION Q1. Does the course provide clear instructional goals (or are clear learning outcomes specified?) Q2. If appropriate, are objectives for each section of the course clearly specified? Q3. What is the instructor’s role? · More facilitator than didactic · More didactic than facilitative · A combination of both Q4. […]
PEDAGOGICAL DIMENSION Q1. Does the course provide clear instructional goals (or are clear learning outcomes specified?) Q2. If appropriate, are objectives for each section of the course clearly specified? Q3. What is the instructor’s role? · More facilitator than didactic · More didactic than facilitative · A combination of both Q4.
PEDAGOGICAL DIMENSION Q1. Does the course provide clear instructional goals (or are clear learning outcomes specified?) Q2. If appropriate, are objectives for each section of the course clearly specified? Q3. What is the instructor’s role? · More facilitator than didactic · More didactic than facilitative · A combination of both Q4.
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PEDAGOGICAL DIMENSION Q1. Does the course provide clear instructional goals (or are clear learning outcomes specified?) Q2. If appropriate, are objectives for each section of the course clearly specified? Q3. What is the instructor’s role? · More facilitator than didactic · More didactic than facilitative · A combination of both Q4.
If appropriate, are objectives for each section of the course clearly specified? Read More »
PEDAGOGICAL DIMENSION Q1. Does the course provide clear instructional goals (or are clear learning outcomes specified?) Q2. If appropriate, are objectives for each section of the course clearly specified? Q3. What is the instructor’s role? · More facilitator than didactic · More didactic than facilitative · A combination of both Q4.
PEDAGOGICAL DIMENSION Q1. Does the course provide clear instructional goals (or are clear learning outcomes specified?) Q2. If appropriate, are objectives for each section of the course clearly specified? Q3. What is the instructor’s role? · More facilitator than didactic · More didactic than facilitative · A combination of both Q4.
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Evaluation of E-Learning Courses The following matrix designed by Badrul Khan, an expert on e-learning and educational technology, to evaluate online courses. If the question does not apply to the course being evaluated, print Not Applicable (N/A). Question Place Your Order Here!
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A few parting words Adults must be sagacious (wise) in providing exposure to, and support for, learning rare words in preschool. We must be sophisticated (complex) in our selection and consider- ation of worthy words and bathe children in supportive talk about these words. Finally, we must be sedulous (diligent) in preparation for teaching and
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Thinking outside the book Children’s exposure to sophisticated vocabulary must extend beyond discussions about storybooks. Using the words deliberately with children throughout the day, such as in conversations and during activities, provides repeated exposure and helps develop meaning across contexts. For example, a teacher might explain the word persevere when it is first encountered in
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Implications for teaching Teaching sophisticated vocabulary from storybook read- ing and discussions of words requires that adults know the words and their variations across contexts. Helping children to use words beyond the story-reading context requires expanding instruction, or “thinking outside the book.” Knowing what to know Children need to know the basic definition of a
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