Reflection in Educ.13

CHAPTER 6 INSTRUCTIONAL PLANNING AND DEVELOPMENT Instructional Planning and Development is comparing the traditional and standard based framework for planning instruction . The Process of Instructional Planning A B Select a topic from the curriculum Select standards from among those students need to know Design instructional activities Design an assessment through which students will have an opportunity to demonstrate those things Design and give an assessment Decide what learning opportunities students will need to lead those things and plan appropriate instruction to assure that each student has adequate opportunities to learn.  The Process of Instructional Planning A B Give grade or feedback Use data from assessment to give feedback, reteach or move to next level Move on to new topic Outcomes – Base Education (OBE) and Understanding by Design (UbD) *One of the features of OBE is “design down”. *Understanding by design also...

CHAPTER 5 RESEARCH-BASED TEACHING AND LEARNING IN THE 21 ST CENTURY Research-based Teaching means that the learners, teachers and the curriculum apply research- based approach in the learning- teaching process with an open outcome . The demands of the 21 st century are solving problems flexibly, thinking critically and creatively, using knowledge and skills in new situations, collaboration and communication skills and technology literacy . The principles of teaching for the 21 ST century identified by Suzanne Donovan and John Bransford (2005) 1 . Teacher must address and build upon prior knowledge to promote student learning . 2 . In order to develop understanding and effectively retrieve and apply knowledge in real-world contexts . 3 . Students learn more effectively when they are aware of how they learn and know how to monitor and reflect on their own learning . To help students learn for mastery the teacher must ensure mastery by seeing to it that he/she creates a...

CHAPTER 4 PROBLEM-BASED LEARNING AND PROJECT-BASED LEARNING Problem-Based Learning is an approach that challenges students to learn through engagement in a real problem . It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations . Students learn about a subject through the experience of solving an open-ended problem found in trigger material . Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns . In a PBL course, students and the instructor become co learners, co planners, coproduces, and co evaluators as they design, implement, and continually refine their curricula . The PBL approach is grounded in solid academic research on learning a...

CHAPTER 3 CONSTRUCTIVIST TEACHING: INTERACTIVE, COLLABORATIVE, INTEGRATIVE, AND INQUIRY-BASED Constructivist teaching is based on constructivist learning theory . “Constructivist learning theory meaning is seen as a cognitive activity that produces mental models that represent perceptions of reality” . Generally, CLT aims to identify how to implement learning processes in the classroom, and how knowledge is constructed (Butler and Griffin, 2010) . Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and   knowledge construction   as opposed to   passively receiving information . Learners are the makers of meaning and knowledge . The features of Constructivist Teaching are 1 . ) Authentic activities and real-world environments 2 . ) Multiple Perspectives 3 . ) Holistic, Integrative 4 . ) Self-directed learners and 5 . ) Meaningful Learning . Constructivist teaching involves different app...