According to Heather Coffey (2004), Bloom’s Taxonomy can be used across grade levels and content areas. By using Bloom’s Taxonomy in the classroom, teachers can evaluate learners on multiple learning outcomes. Within each level of the taxonomy, there are a number of tasks that move learners through the thought
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.
The most important thing is to know what learning theory or theories your brain reacts to better. In my case I am very adapted to constructivism and Piaget theory. Constructivism for me is learning by personal experience and developing my own mental modes of the current event. Whatever is being taught I would literally have to set bases for myself within the lesson plan and develop real life events in my mind and thoughts in which will better my understanding of the teachers angle. In constructivism there are several key factors but the one I focus most on is curriculum.
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.
Communication theory is a driving force behind instructional design. Instruction is designed so that its objectives can be properly communicated and received by the learner. Both the learner and the designer receive feedback about the instructional process. System theory System theory is an inter-disciplinary theory which consist a set of concept, construct, facts and terms which describe and explain the characteristics and phenomena affecting with any system. Thinking instructional design as a concept of system or ‘a set of interrelated and interacting parts that work together toward some common goal’ (Smith & Ragan, 2005, p. 24)
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. A key argument is that students are already assessing their own work and generating their own feedback, and that higher education should build on this ability” (Nicol & Macfarland-Dick, 2006, p.
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
A Philosophy of Special Education The profession of teaching can be challenging at times. It is a constant juggling act of ongoing responsibilities; including classroom management, engagement, and curriculum. Add in the prospect of teaching multiple students with special needs and it is downright overwhelming.
Teachers look for ways of making learning a pleasant experience. They adopt different strategies to cater to the needs of their students and one of these many strategies is cooperative learning. Johnson and Johnson (2016) give us a very comprehensive description of the nature of a cooperative task. Accordingly, constructive controversy theory posits that conflict among ideas, theories, or conclusions leads to uncertainty about the correctness of one’s views, which leads to epistemic curiosity and the active search for additional information and perspectives, which, in turn, leads to reconceptualized and refined conclusions. This process results in constructive outcomes when it occurs in a cooperative context, when students are skilled in
Teachers ensure that their detailed strategies are tailored closely to learners’ needs and to covering what needs to be taught. Alongside this, they regularly assess how thoroughly learning is taking place. Because of this, they are able to reshape their approaches appropriately, quickly, confidently and with impact. Teachers refer constantly to the skills that are being learnt and use the setting of skill-based objectives at the start of learning activities wisely. They ensure a purpose linked to learning points in doing every activity or task (Ofsted, 2014).