Quality assessment and effective feedback have a strong impact in systemizing educational governance. In the same way, it can enable all learners to enhance their learning or leads to increase learning and teachers in their teaching. Some research evidence such as Nicol and Macfarlane –Dick (2006)
2. The Advantages of Treffinger Learning Model The advantages of applying Treffinger learning model according to Huda (2013: p. 320) are as follows: a. Make the students more active in learning and have confidence to speak their ideas. b. Develop students' thinking skills because it presented a problem in the early learning and provide flexibility to students to find their own solutions. Students are given discretion in determining alternative solutions.
In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them. Dialogic teaching Dialogic teaching harnesses the power of talk to stimulate and extend students’ thinking, and advance their learning and understanding (Alexander 2010).
Knowledge is viewed as a combination of a moral/ethical stance and intelligence. Schiro (2008) states, “Knowledge gives children the ability to interpret and reconstruct their society” (Schiro, 2008, pg 177). In this case, an educator recognizes that knowledge is presented through the individual 's solution to the social issue. If the student can critically analyze and interpret the social issue and present a well-thought out solution that provides a positive response for the vast majority of the society, then the knowledge is present. Comparatively, the knowledge of learning is another valuable element to Social Reconstructionists.
Vygotsky theorized that interaction and language are two central factors in cognitive development (Corpus & Lucas, 2010). (Beriones, 2010) emphasized that effective learning happens through participation in social activities, making the social context of learning crucial. Parents, teachers and other adults in the learner’s environment all contribute to the process. When children with special needs are given an environment that is conducive to learning, they too will become fruitful members of the community. In addition, Lev Vygotsky Socio-Cultural Theory states that students’ learning could be more effective if it is provided with support or scaffold.
Research in educational domain is likewise exploiting this advancement by highlighting all aspects of individuals which are worth the investigation and consideration for an effective learning to occur. This prompted researchers to pedagogically extend an operational definition for self-regulated learning. Learners are much more valued in the contemporary educational system in so far as their roles as the builders of knowledge are more gratified. SR is congruent with constructivism and learner-centered education.
Other theories which underpins authentic assessment is Experiential Learning Theory by David Kolb and Situated Learning Theory which was theorized by Lave and Wenger. Experiential learning occurs by making sense of direct everyday experiences. Concrete experiences provide the information that serves as a basis for reflection. On the other hand, Situated Learning Theory is learning in the same contexts in which concepts and theories are applied. Research has shown that real-life applied activities and problem-solving activities establish a contextual setting for many lessons, providing motivation and encouraging curiosity.
The basic concept of learning is based on this theory. The mental processes as they are being influenced by either intrinsic and/or extrinsic factors, which eventually results in learning acquisition of an individual. Knowledge systems of cognitive structures are actively constructed by learners based on pre-existing cognitive structures. The teacher facilitates learning by providing an environment that promotes discovery and assimilation/accommodation. The cognitive processes are: observing, categorizing, and forming generalizations about our environment.
Real objects are needed to use as teaching materials as well as they are closer to reality. It makes learning more meaningful that children can use what they have learnt from school in daily lives, and knowledge is easier for them to memorize as they have first-hand learning experiences. Through assimilation and accommodation, children are in an incessant progression of self-correction and learning is a continuing renovation of
Conclusion Towards an Evaluation of Gamification Praxis Kapp, Blair & Mesch (2014) stated that there are several reasons to engage gamification successfully into the teaching and learning practices: First, gamification has to be used in a way that allows for creating interaction and interconnectivity among the learners. Second, it has to foster motivation and promote engagement in the learning activities. Third, it has to facilitate the execution of critical thinking skills. Fourth, it should invite a positive behavior change in the learners.
A course such as this one is a source of collegiality; an atmosphere where students are able to collaborate, share ideas, and further one another’s understanding. This class not only encourages frequent discussion, but implements into the daily routine, allowing students to speak, listen, and learn. The Human Event promotes discussion, providing students with the opportunity to cultivate their own ideas into words and communicate these original interpretations clearly and effectively. This opportunity doesn’t just benefit the speaker, but also the listeners. When new ideas are shared, the group as a whole can advance their understanding.
“But he didn’t go to college..” When talking about what it means to be an educated person, the first thing that comes to most people’s mind is an individual who is the top of their class and graduates both high school and college with a 4.0. While in high school, the pressure to go to college is obscene, because now, the majority of Americans see a college education as an indicator of an intelligent, educated human being. In the article What Does it Mean to be Well Educated? by Alfie Kohn, he argues that “to be well-educated.. is to have the desire as well as the means to make sure that learning never ends” (Kohn).