Likewise, this theory often described in a school education field. Richardson V (1997) mentioned that the classroom from this theory should be taught as follows. The teacher must pursuit asking students questions continually to encourage their intellectual curiosity along with a curriculum which is based on big concepts rather than specific knowledge. Also, the interactive learning should help the student to build their own knowledge that the assessment should be included this
The information technology as a tool to support teaching, give full play to information technology in student learning, active exploration, cooperation and exchange of advantages, a good teacher's role to achieve change. The role of information technology in teaching should not be underestimated, it assisted the students in cognitive function to be better than any previous technology. But it is only an auxiliary tool for classroom teaching. Core teaching process is the process of emotional interaction between teachers and students, the process of information technology education can not be replaced. Teacher-student interaction in teaching and learning process, IT has become a problem to produce teaching and promoting the proliferation of signs of student thinking.
It is very necessary on the part of the teacher to perform effectively in order to bring out the desired outcomes of the learners and this requires effective and appropriate use of teaching skills in classroom. Teachers are asked not only to present information, but to help students grow in creativity, curiosity, social adjustment, problem solving, and responsibility; teachers are also asked to help students develop a good attitude toward classmates and their school. The accomplishment of these goals has a greater chance if teachers use effective teaching competencies. In the fast changing world of the early 21st century, secondary education is also changing; the role of teachers will also change. New social challenges and demands towards education and teachers, change schools into institutions with modern aims and social contracts.
Situation Analysis The primary objective of educational institutions is students’ learning, and learning requires using such processes as planning, application of knowledge, monitoring, regulation and reflection (Azevedo, 2009). Aristotle pointed out that the mind uses a different power above and beyond seeing and hearing, thus, laid the foundations for thinking about metacognition (Sandi-Ureña, 2008). Metacognitive skills appear to be highly independent. By means of thorough task orientation, a metacognitively skilled student is likely to focus on relevant information given in the task assignment, necessary for building an adequate task representation. A detailed action plan can be designed.
Introduction A theory of learning by J.Novack, “Meaningful learning underline the constructive integration of thinking, feeling, and acting leading to empowerment for commitment and responsibility.” This showed that meaningful learning is the key concept of the education, which students and teachers had to negotiate and integrate to know and fully understand the knowledge or fact. J.Novack, (2010), had also claimed that the central purpose of education is to empower learners to take a change of their own meaning making. Therefore, teaching and learning process has to take place to inspire, motivate, and suit the learners to construct their own cognitive to learn and make learning meaningful. This can only happen if the learners can relate new information to ideas the learners already knows. The learner became better or different from the others was based on the concept attainment of the new material and the quality and the quantity of the relevant knowledge that learners gained as meaningful learning.
In the privilege of assisting students in their educational and life goals, we also face the challenge of building students’ mindsets for success and social-emotional growth. It is a fact that learner-centered pedagogy encourages questioning, fosters balanced, deep and collaborative learning, and changes the narrow canon of assessment practices. We’ve looked at the kinds of pedagogies and curriculum that can bring about powerful learning in students, to promote their self-direction, self-efficacy, confidence, motivation, and desire to learn—having the most impact when teachers are role models of curiosity, open-mindedness, and shared power (McCombs & Miller, 2007; Weimer, 2002). The shelf life of knowledge is shorter than ever in our information-rich society, making the learning of facts less important than teaching students how to think, problem-solve, create, evaluate, and work in teams. As we face the challenge and privilege of training successful college graduates—escalated from 3 percent to 32 in the last 100 years—we are called to participate in a paradigm shift in the role we play at this pivotal point in their lives (Spence, 2001).
Therefore, teachers must create an ideal classroom environment that is encouraging to learning. Also, teachers should be trained to support expanded role for class interaction to make effective. Teachers should consider various strategies that can capitalize on student engagement and success in the classroom. As instructors, we can create an ideal classroom environment that is favorable to learning. Learning is intrinsically hard-work; it is pushing the brain to its limits, and it can only possible with the help of motivation.
Educators also recognize the importance of developing these technological skills in students. As we sail through the 21st century, technology in the classroom is becoming more and more predominant. The impact that technology has had on today’s schools has been quite significant. This widespread adoption of technology has completely changed how teachers teach and students learn. Teachers are learning how to teach with emerging technologies (tablets, iPads, Smart Boards, digital cameras, computers), while students are using advanced technology to shape how they learn.
But when the necessary regulations have been made, it is a good way to interchange the information that has been thought. Educational system is a system that there can be multiple materials and ways to educate student. (Ewans & Waring, 2011) In a differentiated classroom, the teacher assumes that different learners have different needs. Therefore, the teacher should proactively plan a number of ways to get at and express learning. Also, In differentiation instruction, the student is center, so it is necessary for learners to be active in such a class.
It also emphasizes young people to learn about themselves and about healthy relationships along with social and emotional development. Most of the educators and schools view education as an approach that is independent from the rest of the individual. There were times when concentrating generally on the intellectual aspect of students made sense. Beyond any doubt, a part of education is to get ready students for what lies ahead. However, the greater part should be to take full advantage of what is going on right now.