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Holistic education. Holistic education Philosophy each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to humanitarian values . The concept .

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Holistic education


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    1. Holistic education

    2. Holistic education Philosophy each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to humanitarian values.

    3. The concept in any field of study cannot be determined or explained by the sum of its component parts. Instead, the system as a whole determines how its parts behave. A holistic way of thinking integrate multiple layers of meaning and experience rather than defining human possibilities narrowly.

    4. Education with a holistic perspective is concerned with the development of every person’s intellectual, emotional, social, physical, artistic, creative and spiritual potentials.

    5. Tools/Teaching Strategies of Holistic Education transformative approach Holism understands knowledge as something that is constructed by the context in which a person lives. teach students to reflect critically on how we come to know or understand information

    6. connections education should not isolate learning into several different components. learners are, what they know, how they know it, and how they act in the world are not separate elements, but reflect the interdependencies between our world and ourselves

    7. Trans disciplinary inquiry Trans disciplinary approaches involve multiple disciplines and the space between the disciplines with the possibility of new perspectives ‘beyond’ those disciplines. Where multidisciplinary and interdisciplinary inquiry may focus on the contribution of disciplines

    8. Meaningfulness Meta-learning is another concept that connects to meaningfulness. In finding inherent meaning in the process of learning and coming to understand how they learn, students are expected to self-regulate their own learning.

    9. Community As relationships and learning about relationships are keys to understanding ourselves, so the aspect of community is vital in this learning process. In holistic education the classroom is often seen as a community, which is within the larger community of the school, which is within the larger community of the village, town, or city, and which is, by extension, within the larger community of humanity.

    10. Teacher’s Role less as person of authority leads and controls but rather -a friend, a mentor, a facilitator, experienced traveling companion An academic- a researcher Schools places where students and adults work toward a mutual goal. Open and honest communication Mutual respected and appreciation Cooperation is the norm. The reward of helping one another and growing together is emphasized

    11. Some Fundamental concepts

    12. Assignment colloquium Debate curriculum Aptitude Some Fundamental concepts Group Discussion Research Attitude Seminar skills syllabus Symposium Project conference

    13. curriculum

    14. a curriculum is the set of courses, and their content, offered at a school or university. curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults

    15. Curriculum means two things: (i) the range of courses from which students choose what subject matters to study, (ii) a specific learning program In the latter case, the curriculum collectively describes the teaching, learning, and assessment materials available for a given course of study.

    16. International General Certificate of Secondary Education [IGCSE] International Baccalaureate [IB] Central Board of Secondary Education [CBSE] Council for the Indian School Certificate Examinations [ICSE]

    17. Syllabus

    18. A syllabus (from Latin syllabus "list" probably of Greek origin), is an outline and summary of topics to be covered in an education or training course.

    19. assignment

    20. An assignment is a brief but detailed exploration of some narrowly defined aspect. It is the conceptual development. The details about a concept that can be understood easily .

    21. How To Write An Assignment INTRODUCTION The title question or brief of your assignment is very important.  It tells you and the reader what is going to happen in the assignment. It is important to practice the skills of analysing questions, titles and briefs in order to fully understand what is expected of you

    22. Identifying the Key Words You need to examine the precise wording of the title question or brief in order to establish what this particular assignment (and the tutor) is looking for in terms of evidence of achievement. Analysing the key words in the title will help you to clarify the criteria relating to both content and process.

    23. First, look for the process word – discuss, plan, review, evaluate, and so on.  The sort of words (usually verbs) tells you how you must deal with the content of the assignment.  Underline these key process words and check their meaning (see below). ECHNIQUES FOR UNDERSTANDING THE INSTRUCTIONS When you have underlined your key content and process words (and read the question through several times!) you will have some general idea of what you are being asked to do.

    24. CASE STUDIES Arun is asked to ‘critically discuss’ Arun has not analyzed closely the title of the essay.  In his haste, he failed to spot the key words ‘essential’ and ‘critically’ and instead writes a descriptive essay which supports the statement without giving any opposing arguments – eg around the area of ‘essential’.

    25. Writing an introduction: Introductions need to provide general information about the topic. Background, context or a general orientation to the topic so that the reader has a general understanding of the area you are discussing. Here is an example of an introduction:

    26. Writing the body: 1. Each paragraph should make a point which should be linked to your outline and thesis statement. 2. The most important consideration in the body paragraphs is the argument that you want to develop in response to the topic. This argument is developed by making and linking points in and between paragraphs. Try structuring paragraphs like this: 1. Open the paragraph by making a point in your topic sentence 2. Support the point with references and research 3. Close the paragraph by linking back to the point you made to open the paragraph and linking this to your thesis statement.

    27. Here is an example of a body paragraph from the essay about education and globalization:

    28. Writing the conclusion: This is usually structured as follows: 1. Describe in general terms the most important points made or the most important linkage of ideas 2. Do not include new information, therefore it does not usually contain references 3. End with a thought, for example by suggesting a way forward, or identifying issues that may be addressed in future research on the topic.

    29. Here is an example conclusion from the essay on education:

    30. Project

    31. A project is an assignment to find a solution to a problem through research . It is a scientific activity of truth finding and conclusion is development with rational arguments.

    32. 1. Select a general topic that interests you in some way. 2. List key words to help you look up information about the topic. 3. Go to an encyclopedia, or other reference source, to get an overview of the topic. 4. Using the general overview, begin to focus the topic into something you can cover well. 5. Write a statement of purpose about the focused topic. 6. Brainstorm questions about the focused topic.

    33. Topic Analysis Beginning research Beginning research Steps for successful Project Topic Analysis Brainstorming Beginning research Developing questions Reading critically Note taking Planning your writing Editing and proofreading

    34. Writing a project Headline Declaration - Guide and student Acknowledgement content Table Preface

    35. Deductive method- from general to particular and come down to the core area of your topic. A brief description about relevance of the topic. A brief literature review. Objectives Hypothesis Methodology Introduction Analysis Analysis of collected data- tabulation and description Findings/ conclusion Your finding from the analysis Suggestions if any Bibliography Annexure

    36. Reference Brown, R (2006). "Size of the Moon", Scientific American, 51(78). Miller, E (2005). The Sun, Academic Press. A citation is a line of text that uniquely identifies a source. For example: Ritter, Ron. The Oxford Style Manual, Oxford University Press, 2002, p. 1. Inline citations The Sun is pretty big,[1] but the Moon is not so big.[2] The Sun is also quite hot.[3] • Miller, E: The Sun, page 23. Academic Press, 2005. • Brown, R: "Size of the Moon", Scientific American, 51(78):46. • Miller, E: The Sun, page 34. Academic Press, 2005. While you should try to write citations correctly, what matters is that you add your source—provide enough information to identify the source, and others will improve the formatting if needed.

    37. bibliography A bibliography, the product of the practice of bibliography, is a systematic list of books and other works such as journal articles. Citation formats vary, but an entry for a book in a bibliography usually contains the following information: author(s) title publisher date of publication An entry for a journal or periodical article usually contains: author(s) article title journal title volume pages date of publication

    38. Belanger, Terry. "Descriptive Bibliography" Bibliographical Society of America, 2003. Excerpted from Jean Peters, ed., Book Collecting: A Modern Guide (New York and London: R. R. Bowker, 1977). • If you download an image from the web, you should give the URL: • Example:Source: Downloaded from • http://news.bbc.co.uk/1/hi/world/europe/4280841.stm

    39. debate

    40. 1. Define the topic Define the terminology you used- what does each word mean? For Example, If your assertion is that X is better than Y , Specify what is meant by ‘better’ This will bring clarity to the debate 2. Start Start the debate by asserting your position and then stating why you are correct Make sure to support claim with fevidence by using facts 3. Rebut Rebuttal connect s the arguments in a cohesive manner. During – the negative side must respond to the affirmative side’s point and then State its own argumenta States itown arguments

    41. Typical sequence of debate

    42. Tips Check your facts Where did you get your information from? Check with more than one source to gain a broader prospective Remember that ‘those who assert must prove’. Offer more than one argument Be respectful

    43. Symposium originally referred to a drinking party (the Greek verb sympotein means "to drink together") but has since come to refer to any academic conference, or a style of university class characterized by an openly discursive format, rather than a lecture and question–answer format.

    44. Anecdote An anecdote is always presented as based on a real incident involving actual persons, usually in an identifiable place. Conference Academic conference, in science and academia, a formal event where researchers present results, workshops, and other activities

    45. Seminar . any meeting for an exchange of ideas . a course offered for a small group of advanced students

    46. A seminar is a lecture or presentation delivered to an audience on a particular topic or set of topics that are educational in nature. It is usually held for groups of 10-50 individuals. A seminar is frequently held at a hotel meeting space or within an office conference room.

    47. CHOOSE A TOPIC. Make the topic something that will appeal to a wide range of people. CHOOSE A SPEAKER (AND PERHAPS A PANEL) Make sure this person is a good speaker and will cover your topic your way! Make sure that person knows what he or she is talking about and is arespected speaker or has a respected “title

    48. Development of a presentation appropriate to the specific topic identified Limit your prepared comments to 10-15 minutes to allow ample time for group discussion Encourage participation by all. Do not let one participant do all the talking.

    49. Each seminar leader should provide a one-page outline of the topics to be covered in the session. Copies of these outlines will be made available onsite to registered seminar attendees. If there is a co-presenter, be sure to keep in communication with him or her prior to the session. Consider using relevant cases as a way to spark discussion.