The CAPS strives towards a classroom environment where learners are able to work as individuals as well as part of a team. Constructivism states that learners should participate in cooperative learning so that they can be able to learn from their More Knowledgeable Other (2016:61). The CAPS promotes the use of different communication methods in the classroom in order to teach efficiently. In addition, teachers should make use of visual, symbolic and language skills simultaneously. Constructivism promotes the use of technology in the classroom in order to support teaching (2016:98).
Constructivism focuses on personal experience as the foundation for learning new material, Co-operative Learning utilizes not only the student’s own experience to solidify knowledge, but also uses the experiences of others. Both theories emphasise the importance of interactivity with respect to the design and implementation of lesson plans. In the constructivist classroom, the focus tends to shift from the teacher to the students. The classroom is no longer a place where the teacher ("expert") pours knowledge into passive students, who wait like empty vessels to be filled. In the constructivist model, the students are urged to be actively involved in their own process of learning.
The teacher can regulate instructions rapidly during learning development, allowing students to benefit from these rapid adjustments by means of regulating and emerging own learning progress. Feedback occurs while learning takes place, and effective feedback identifies the gap between where student remains at and where student desires to be. The teacher can be confronted with predicaments performed during formative assessments. There remain no obvious solutions to a situation, and a decision made, exists dependent on the individual situation, appropriate to the teacher and student involved. The teacher relies on professional judgement, formatively assessing the purpose of provoked action.
My concern being that help seeking is a vital component of learning as in interacting and engagement in class content. This problem can be encountered by conducting the atmosphere in the classroom to concentrate in positivity and providing inclusion. As Newman writes, “teachers and peers can facilitate adaptive help seeking by providing students with involvement, support for autonomy, and support for competence” (Newman,
These learners also depend on comment from teacher to moderate or change their approach and behaviors when not capable to primarily achieve their goals (Zimmerman, 1989). This displays the student participation in the learning practice as they are called to be proactive member. Our experiences in the classroom benefit advise us about the way the principles of Self-regulated learning can benefit focus on educating and learning. In the following section we start by examining at the early state of self-regulating inside the classroom. Then, based on our testing, we explain how reasoning models rooted in rich mathematical activity, composed with reflection across taking notes, opened up chances for learners to observe and examine their own and further’ mathematical learning and finding the solution of the assigned problem or task.
. Problem-Solving: It is an instrumental technique where teachers and students attempt in a conscious planned and purpose full effort to arrive at some solution. (Aggarawal, 1996) Problem solving focuses on activities that are relevant and useful to the life of the learners than just learning by memorizing of facts. That may have no connection with their life. According to, Lue (2000), problem based learning is derived from the conviction that the learner is an active and creative with the will and ability to seek individual knowledge and solve development.
The most important part of the assessment is the interpretation and the use of the information that is gleaned for its intended purpose assessment is embedded in the learning process, it is tightly interconnected with curriculum and instruction. As teachers and students work towards the achievement of curriculum outcomes, assessments plays a consent role in informing instruction, guiding the student’s next steps, and checking progress and achievement. Teachers use many different process and strategies for classroom assessment, and adapt them to suit the assessment purpose and needs of individual students. Research shows that students learn best when assessment are based on clear learning goals. It differs according to students learning
The integration meets the needs of all students instead of one primary style. This tool is abundantly important for today’s modern classroom and for the teacher to seek activities that use the whiteboard to its greatest source usefulness and capabilities. Therefore, the literature review intends to review the connection between technology diffusion in the classroom, the teacher’s openness becoming the student’s level of openness but also how this defines the design and intent of specific activities used in bilingual learning strategies. Literature serves to review how these technological advances are defined but also how CLIL uses the IWB to connect content within a context that meets the needs of the students as they also create a connection with his or her learning environment.
In our classroom, instruction must be organized, sequenced and presented in proper manner. This can be meaningful and understandable for the learner. So in the teaching strategy virtual aid must be used in our classroom for help the students. After the implementation of virtual aids in cognitivism teachers can do much better job of understanding, retaining and recalling the long division process. Flippen (2012), explained that cognitivism focuses on mind and especially mental process.
It teaches students to manage their time in flexible ways to match individually needs and gives students increasing responsibilities for the learning process. Furthermore, it also teaches students to master learning objectives and encourage compatible interdisciplinary investigation. In this learning process, students are taught to solve problems, answer questions and formulate questions of their own through cooperative, collaborative and supportive learning environment. Moreover, in this learning environment, students are able to work on problems and projects under conditions that assure both positive interdependence and individual