The work of the teacher is to find ways or approaches that will motivate learners to construct their knowledge based on prior knowledge, experience and their view of the real world. This theory rests on the assumption that knowledge is constructed by learners as they attempt to make sense of their own experiences (Driscoll, 1994). The theory suggests that pupils, not the teacher, are the center and controller of learning. Instead of acquiring knowledge from the teacher, the pupil has multiple sources of information in the process of constructing knowledge (teacher, students, library, Internet, textbooks, etc.). From the perspective of constructivist theory, the use of technology in learning becomes more essential to fulfilling the demands of a constructivist approach.
The Technological Pedagological Content Knowledge was developed as a form of instructional design framework with an aim of integrating technology, content, and pedagogy for design as well as for delivery of various types of content. Technological Pedagological Content Knowledge is an extension of Shulman’s (1987) classic construct of the pedagological content knowledge. This has actually been helpful construct especially while conce... ... middle of paper ... ...lternate formats, or rescheduling classroom locations. It can also be through arranging other accommodations for students with disability. In conclusion, the response to intervention model is intended to build on the theoretical constructs of TPACk and it is important for the practitioners to take time and reflect on the existing Evidence based Practices for providing instruction, the demands of curriculum and the needs of individual students.
Who do they remind you of in your school or classroom? Contemplating on the idea of differentiated classroom, it can be seen that it involves the collaborative attempt of both the teacher and students to create a classroom environment that embraces diversity and differences. With these differences, it helps create the realization towards finding new ways to improve the level of appreciation and learning of content. With these, it helps the educator determine the patterns or methods of instruction that can best apply and supplement the needs of students in the classroom. From this perspective, I do believe that this serves as an important foundation for shaping a differentiated classroom.
Constructivism represents a paradigm shift form education based on cognitive theories. This concept assumes that learners construct their own knowledge on the basis of interaction with their environment. (Gagnon & Collay, 200?) The role of the teacher as a constructor of the learning experience to ensure authentic curriculum and assessment which is responsive to the skills, needs and experiences of the learner, within established curriculum framework and with the reference to the achievement of literacy, numeracy, retention and attainment of outcomes. Krause, Bochner and Duchesne (p.157) comment that “as learners interact with their environment, they link information learned through experience to previous knowledge, and so construct new understandings and knowledge.” Constructivism then inturn encourages Teachers and Learning Managers to recognise the value of prior knowledge and experiences that each child brings with them into the classroom, and help them (the students) build on their understandings of the world by providing appropriate learning experience plans.
This theory stresses on the significance of the zone of proximal development and scaffolding in student learning. Researching these two approaches will help guide me through my goal, improve student learning. Background
Concerning these, Bloxham and Boyd (2007) argued that “for assessment to function in a formative way that supports students’ future learning, the findings have to adjust teaching”. For the case of practice learning, it helps mentors to get a clearer view of where learners are experiencing difficulties and they can adjust their support and guidance provided to the learners. This is supported by Black and William (1998) who suggested that assessment becomes ‘formative’ when the evidence is actually used to adapt the teaching to meet the needs of students or by the students themselves to change the way they work at their own learning. Formative assessment seeks to present learners with explicit goals or outcomes of instruction, to help them assess their current position in relation to these goals, and to equip them with the tools to bridge the gap between the two. Thus, effective formative assessment must help students answer the following questions: 1.
Linking instruction and assessment is critical to effective learning. Educators should provide students with various options for learning that include: different ways to learning (style and time), di... ... middle of paper ... ...re provided with ample opportunities to demonstrate their abilities. MI theory is used as formal and informal assessment in the classroom to allow students to be grasp and understand concepts. The use of multiple types of assessments in the classroom yield richer and more qualitative information about a child's achievement. If the ultimate goal is student learning, then there is a place for both standardized testing and authentic assessment using the MI theory in today's classroom.
Thirdly, recognizing the need to integrate theoretical discourses with hands on experiences, the motif of extension and outreach is constituted as the third pedagogical principle of the institution. The extension and outreach programmes of the institution are envisaged to enrich and challenge the classroom learning and to facilitate the students to have a wholesome experience in the field (lab to land). Every outreach activity is followed up by a collective reflection and personal integration process whereby the students critically assimilate the insights gained from the experience in
In contrast, formative assessment draws on information gathered in assessment process to identify learning needs and hence adjusting teaching accordingly. Summative assessment is also referred as assessment of learning whereas formative assessment, as assessment for learning. The reason for raised importance of assessment derives from the increasing realisation of the value of continuous assessment in informing teaching and improving learning. In this essay, a brief description of the main features, principles and strategies that underpin the concept of both types of assessment has been discussed. Findings about their impact and effect on teaching and learning are presented.
Teachers make curriculum decisions based on a set of educational beliefs or value orientations. Value orientations influence a teacher's curriculum content priorities relative to student needs and interests, school-oriented socialization, and knowledge demands. The Academic Rationalist view of education is to teach the basic fields of study and academic disciplines. The role of the teacher is to help students acquire the content, concepts, and ideas of the classic academic disciplines. And the major function of school is to foster intellectual growth in subject areas that are most important.