Curriculum models provide a structure for teachers to “systematically and transparently map out the rationale for the use of particular teaching, learning and assessment approaches” in the classroom, and are regarded as an effective and essential framework for successful teachers (O’Neill 2015, p27). Feeding into a particular curricular stance, it is essential to recognise the multiplicity of sources which will govern this individual framework. Oronstein and Hunkins observe that, when designing a curricular stance, educators must first consider the “philosophical and learning theories” which will inform their “design decisions” (2009, p182). This approach is essential to ensure that the curricular approaches one selects are “consonant with
34) stated “the constructive alignment based on constructivism in learning and alignment in teaching where aims, objectives and assessment and teaching and learning activities align constructively” (p. 34). The most essential thing is whatever evaluation assignment we utilize it ought to be obviously adjusted to the learning result and showing and learning exercises Assessing the learner’s performances is a crucial tool in the teaching and learning process and must reliable with the objectives and what is taught and learnt such as assessments tasks, learning objectives, and instructional strategies. This paper will be a discussion based on, what is the most appropriate methods of assessment should be use to measure and evaluate student learning? “The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self-regulated learners.
Self-regulated learning is in parallel with constructivist view of learning and teaching in that it puts learner at the epicenter of learning and construction of knowledge and, hence, it merits more heed in contemporary education. Constructivism underscores the importance of individual self in building meaning (Vygotsky, 1978). Learners act as an umpire of feeding inlet of knowledge to
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.
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
HOW THE CURRICULUM SUPPORTS LEARNING By Name Course Professor Institutional affiliation Date How the Curriculum Supports Learning How does the curriculum support learning in your setting? Discuss with reference to the relevant curriculum documents, national and local initiatives and frameworks used in your setting? Support your argument with reference to theory and practice. The curriculum is the set of rules that occur in an education system and they refer to how people carry themselves in a school institutions. It defines the experiences that the students go through.
OUTCOMES BASED EDUCATION: A FOCUSED EDUCATION Abstract: Outcome-based education, an execution based methodology at the bleeding edge of educational modules improvement, offers a capable and engaging method for transforming and overseeing building instruction. Outcomes based education (OBE) is a process that involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course credits” (Tucker, 2004). Accordingly the essential point of OBE is to encourage craved changes inside the learners, by expanding information, creating abilities and/or decidedly affecting demeanors, qualities and judgment. OBE typifies the possibility
The general goal of the model is to improve the effectiveness of instruction through the identification and matching of individual learning styles with appropriate learning opportunities. It utilizes complex elements such as environmental, emotional, sociological, physiological, and psychological which affect an individual’s learning. The use of the learning styles model requires teachers to reorganize the instructional environment and instructional procedures to change from lecture dominated methods of teaching to flexible classrooms that facilitate several simultaneous approaches to
DISCUSSION 2.1 Definition of education Education is a conscious and well planned effort to create an atmosphere of learning actively developing it is potential to have spiritual power religious, selfhating, personality, intelligence, noble character and skill it needs, society nation and state ( UU No.20 Tahun 2003) Education is helping people to learn how to do things and encouraging them to think about what they learn. And it is important for educators to teach ways to find and use information. There are different methods of categorizing types of education. There are divide into formal education, non formal education and informal education. Formal education is usually in school, where a person may learn basic, academic and trade skills.