The CAPS aims to establish knowledge and skills, that learners acquire, that are meaningful. Constructivism supports that learners should be dependent on learning from meaningful sources because it will ensure their proficiency with certain knowledge (2016:61). The CAPS promotes a procedure of learning that is active as well as critical. Constructivism states that learning should be an active process where the self-determination of learners is motivated and the purpose of the learners taken into account (2016:33). The CAPS strives towards a classroom environment where learners are able to work as individuals as well as part of a team.
This type of learning does not concentrate on one skill at one time, but instead, it’s on achieving and learning many skills at one time. Problem-based learning allows students to discover answers to the real life problems. Is it also a learning setting in which the problem that is asked will determine the learning. Which means, to answer the problem that is been given to you, you will need to look things to learn new material before answering the question properly. The problem is given because the students have to determine that they need to learn new knowledge before they can answer or resolve any problem.
Independent learning is when an individual is able to think, act and pursue their own studies autonomously, without the same levels of support they would receive from a teacher in school. There are certain approaches to independent learning, one of which is self-directed learning. Self-directed learning is a type of instructional strategy where students take charge of their learning process, they decide what and how they will learn with guidance from the teacher. It can be done individually or with group learning but the overall concept is that the students take ownership of their learning, formulating their own goals and evaluating their learning outcomes. The other approach is known as Discovery and Inquiry, in this approach
This has led to us to believe that the best way to learn is by having students construct their own knowledge instead of having someone construct it for them. As teachers we need to think different ways on how can we deliver our daily teaching in such a way that it empowers students through ownership of knowledge and allows for constructivist learning. I’ve noticed that in their age, cooperative learning is appropriate. Students can benefit from working with peers. Cooperative learning helps students develop the skills they will need later for education success.
The teacher in a classroom that uses formative assessment must give up some control and encourage students to participate in developing learning goals and outcomes. In addition, they stress that there is a need for teachers to pay close attention to the nature, contextualization, and timing of formative assessments. If implemented incorrectly, they can have negative outcomes. The authors make several suggestions for effective implementation of formative assessments: 1. Formative assessments should not include too many recall/rote activities.
You are watching, thinking, feeling and doing which in my eyes are all very important factors needed in your daily life for learning. The second type of experiential learning is ‘education that occurs as a direct participation in the events of life’ (Houle 1980: 221). Kolb and Fry argued that effective learning entails the possession of four different abilities (seen on their model): concrete experience abilities, reflective observation abilities, abstract conceptualization abilities and active experimentation abilities. From this Kolb and Fry proceeded to identify four basic learning
(Moss & Brookhart, 2012) define learning targets as a guide learning where the author describe the class use “language that students understand, the lesson-sized chunk of information, skills, and reasoning processes that students will come to know deeply.” In addition to that (Moss & Brookhart, 2012) also mentioned that “teachers share the target with their students by telling, showing, and—most important—engaging students in a performance of understanding, an activity that simultaneously shows students what the target is, develops their understanding of the concepts and skills that make up the target, and produces evidence of their progress toward the target. Together, teachers and students use that evidence to make decisions about further learning” (p.2).Based on the above statement, it shows that student are given chance to explore real world problem and challenges by teachers conducting problem based learning in the lesson. Therefore, the lesson will be active and student stay engages in the lesson as well as could increase their motivation to obtain a deeper knowledge of the subjects they're
PBL is a type of teaching curriculum based on making students to face problems in certain framework then ask from them to find appropriate solutions by providing a good educational environment to them. The purpose from this strategy is to motivate the active independent learning and thinking of students, and to improve
10. Inquiry through discussion: It is a form of inquiry in which teacher teaches the students through discussion. The teacher secures feedback as opposed to inquiry through questioning. 11. Inquiry through laboratory work: This strategy is based on the experiences generated in the various social encounters by the learners themselves and which aims to influence attitudes and develop competencies towards learning about human interaction (Schein and Bennis, 1965).
PART C The Teacher’s Role, Student’s Role, Content Organisation, Delivery and Assessment in Learner-Centred Teaching Learner-centred teaching focuses on the process of student learning. It is based on the constructivist learning theory that emphasizes the student’s critical role in constructing knowledge through gathering and synthesizing new information and prior experiences. Furthermore, learner-centred teaching focuses on skills and practices that could be integrating in the general skills of inquiry, communication, critical thinking, problems solving and so on. This is to enable students to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students. As a result, students are developed