Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000). Differentiated instruction can be known as an organizing framework in teaching and learning which calls for a major restructuring in the classroom and syllabus, if done in the proper way, its benefits will transgress the costs.
By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, making questions for discussing with learners, and providing feedback on student work. This resource is divided into different levels each with Keywords that exemplify the level and questions that focus on that same critical thinking level. Questions for Critical Thinking can be used in the classroom to develop all levels of thinking within the cognitive domain. The results will be improved attention to detail, increased comprehension and prolonged problem solving skills. One way to challenge learners in the classroom is through the use of Bloom’s Taxonomy.
i. The School and College Administration should be bound to Revise practices, policies, and regulations to ensure complete privacy and information protection while enabling a model of assessment that includes ongoing gathering and sharing of data for continuous improvement of learning and teaching. ii. The School and College Administration should design, develop, and implement learning dashboards, response systems, and communication pathways that give students, educators, families, and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices. iii.
It is teacher directed and follows a definite structure with specific steps to guide pupils toward achieving clearly defined learning outcomes. The teacher maintains the locus of control over the instructional process and monitors pupils ' learning throughout the process. Benefits of direct instruction include delivering large amounts of information in a timely manner. Also, because this model is
For a teacher to be successful assessors, a deep understanding of assessments needs to be developed, and the following questions are able to be answered: why do assessments; when to do assessments; and how to assess in ways that have an impact on students learning in a positive way. Once a teacher has the knowledge to make meaningful decisions based on these questions, assessments that are planned, designed and implemented can be used to provide formative, meaningful information and support learning
Framework of the Study Cognitive Theory Cognitive theory is the dominant theory in instructional design and many of the instructional strategies advocated and utilized by behaviorists are also used by cognitivists. When designing from a behaviorist-cognitivist position, the designer will study the situation and sets a goal. Learning objectives are developed and individual tasks are broken down. In this approach, the designer selects what is significant for the learner to know and recognize, and tries to transfer that knowledge to the learner. Cognitivists consider learners develop learning through receiving, storing, and retrieving information.
Teaching techniques is one initiative or means used by teachers to achieve immediate results while delivering a maximum of teaching. Technique invented and determined before the implementation of teaching. Each of the techniques used are consistent with the method used and is in line with the approach held. Teaching techniques may also be referred to as a tool used by teachers to deliver teaching materials that have been selected for their students. Continuous with the approach used, the selection of problem-solving techniques can help to achieve the teaching content standards adopted by the
Autonomy support concurs and accords, in a sense, with learner-centered approach to learning. Autonomy supportive teachers mould an environment redounding to student-dominated setting where learning and teaching works together for boosting confidence and resultant engagement in achieving success. Autonomy-supportive instructors provide choice, accord respect, encourage and confidence in their students, give a rationale for tasks and circumscription, acknowledge learners’ feelings, platforms and experiences, allow opportunities to take initiatives and do individualized work, purvey un-controlled informational feedback, eschew controlling behaviors, and preclude ego-involvement in learners (Gillet, Robert, Emmanuel, Lucie, and Sophie, 2011). Support of autonomy is considered as a dimension of teaching style which is realized itself in
The relevance to the dimension of quality is that it is possible to identify the features of courses that foster a surface or deep approach (Entwistle, 2000). In addition, learning is argued as an activity that combines the aspects of ‘what’ and ‘how’ and, most importantly, how the two aspects are integrated during the learning process. The ‘what’ aspect concerns the activity of learning, and the ‘how’ aspect concerns the structure of a learning task (how learning is done). How the two aspects are merged inform whether students employ a deep approach or a surface approach to learning (Ramsden, 2003). Thus, if learning is focused on the content, e.g.
STEAM (STEM) learning has become a central objective for guiding curriculum and instruction for both educators and students across the country. Through curricular frameworks like Common Core and the Next Generation Science Standards, the concepts and standards which students are expected to attain in demonstrating academic preparedness and achievement have become reflective of the need for schools and educators to find the cross section between comprehension and application. Arts integration is the vehicle most schools have utilized to accomplish a more inter-relational focus for curriculum and instruction. Most programs employ a combination of visual and performing arts respective to the subject content and concepts being taught. Though these
Once a student has successfully completed their course to earn their cosmetology license, they have the choice of on focusing on one particular area in the field or do everything the profession offers. The options they can choose from are to be makeup artists, hair stylists, nail technicians, or estheticians (Huntington). A makeup artist works with colors to apply cosmetic products to their clients’ faces and even provide skin care treatments. A hair stylist maintains and basically styles the clients hair to their desired liking. A nail technician performs treatments on the hands, nails, and feet - generally manicures and pedicures- and also including aromatherapy treatments and massages to the areas.