Reflection Paper 1 About the explicit curriculum Vs implicit curriculum In order to clarify about preferring of explicit curriculum or implicit curriculum, the learners must be understood how both curriculums works as a field of education. Teachers designing their curriculum must consider how the environment of the classroom will impact students. A student will learn from what is taught in a class and from how that class is taught. That student will also take lessons from how her/his class and school are organized. These are the concepts of explicit and implicit curriculum, and they help educators think about the different ways students learn so they can design more effective methods of teaching.
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.
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.
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.
These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. Although formative assessment strategies appear in a variety of formats, there are some distinct ways to distinguish them from summative assessments. We do not hold students accountable in "grade book fashion" for skills and concepts they have just been introduced to or are learning. The formative assessment will help our teachers determine next steps during the learning process as the instruction approaches the summative assessment of student
In learner-centred learning, students "construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, problem solving and so on" (Perumal, 2015). How do learners learn in learner-centred teaching? The term 'learner-centred' depicts that learners are the active agents who determine how learning occurs. They "influence the content, activities, materials, and pace of learning" (Froyd & Simpson, 2000) and thus take responsibility of their own learning. The teacher, who takes the role of facilitator and coach, plays the key role of creating the necessary environment for the students so that they can learn independently.
One assumes that students will be different after a unit of work has been taught. The question arises as to the degree of difference. Hence, measurement assessment, and evaluation are important to determine the degree of difference. Within this context, classroom instruction enables students to achieve intended learning outcomes. In so doing, the teacher becomes a predictor.
A social constructivist viewpoint needs a view that teachers have a responsibility for understanding the nature and level of each child’s learning and to use that knowledge to build their practices in a way that is relevant for particular children in particular contexts. Such a viewpoint can notify practices for insertion that are based on a very dynamic model of children’s learning. Finally, contructivism 's utmost influence to education may be through the change in emphasis from knowledge as a creation to deliberate as a process. This legacy of constructivism to be expected demonstrates to be a fixed and significant modification in the structure of
Learner Centered ideology incorporates both developmental and constructivist learning theories meaning children create their own learning experiences appropriate for their developmental maturity and according to their own pace. Important to realize, this places teachers in the role of a facilitator. Teachers must observe and analyze student needs and interests, set up the environment, and then flow between student and environment to assist student learning. Consequently, students are provided a carefully planned menu of activities that they can choose from. One element unique to learner Centered theory is that learning can occur any place or time.
a teacher. The zone of proximal development is based on the idea of comparing the skills and abilities that can be obtained by the child on his or her own, with those that can be achieved with support from someone else who is more skilled. It doesn’t just have to refer to a teacher; the ZPD can be further developed through peer and parental interaction. Vygotsky’s style of teaching and learning is used within many approaches to learning for children with special educational needs. This type of support is known as ‘scaffolding’; where children develop into being able to carry out activities, and attain specific levels of knowledge, the support can be gradually removed, step by step.