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.
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.
Conclusion Towards an Evaluation of Gamification Praxis Kapp, Blair & Mesch (2014) stated that there are several reasons to engage gamification successfully into the teaching and learning practices: First, gamification has to be used in a way that allows for creating interaction and interconnectivity among the learners. Second, it has to foster motivation and promote engagement in the learning activities. Third, it has to facilitate the execution of critical thinking skills. Fourth, it should invite a positive behavior change in the learners. Fifth, authentic learning activities have to result from the successful integration of gamification.
The information frameworks of psychological structures are effectively developed by learners in view of previous subjective structures on account of learning dynamic digestion and convenience of new data to existing intellectual structures however in the event of inspiring learners to set their own particular objectives and propel themselves to learn. Therapists say that as opposed to acquiring information from what's before us, we frequently learn by comprehending the relationship between what's new and old. Since we have an interesting point of view of the world, people can produce their own learning encounters and translate data that might be the same for another
(Vygotsky, 1978 : 86). Within the general cognitive heading, the cognitive developmentalists attribute these effects to processes outlined by scholars such as Piaget (1926) and Vygotsky (1978). Vygotsky’s (1978) work stressed benefits of collaborating with a more expert peer because what a student carries out jointly with another could be incorporated into his or her individual repertoire. Piaget’s work stressed the benefits of cognitive conflicts among students that expose students’ misconceptions and lead to higher-quality understandings. Work from the cognitive elaboration perspectives asserts that learners must engage in some manner of cognitive restructuring of new materials in order to learn them.
In this theory learning take place when new knowledge obtained or previous knowledge is modified. Environment, feedback, social interaction and some other factors are used to assist in the implement the learning process. Cognitive learning theory plays important role when we use education technology in learning theories. In the learning process through technology not only had potential to create different and unique learning environment but also effectual learning environment that promote learning the
The attention of students can be increased by using models that are viewed as competent, prestigious and similar to themselves. Through purposeful use of rewards and punishments, the motivational aspects of observational learning may be supported. These consequences, further, should shape the behavior of students when they are provided either to the learner or to a model. What basic assumptions/principles of this theory are relevant to instructional design? Specific assumptions or principles that have direct relevance to instructional design include the following: • The highest level of observational learning is achieved by first organizing and rehearsing the modeled behavior symbolically and then enacting it overtly.
Reflective teaching Reflective teaching has been one of the essential tends in education since it helps teachers and leaners in problem solving and decision-making processes and it foster critical-thinking abilities. Study and learning of students comes from the different approaches, strategies and even methods and principles. Learning is said to be the change in the behavior of a student or a learner. Reflective practice is not just understanding of what is to be understood, reflection involves thinking about and critical analyzing our action’s and experiences. It help us in improving or learning and understanding.
The knowledge that has already instilled to the student and the capacity of the student to have long term memory will be a determinant on the understanding of the student and what the student learned from the given instruction. Prior knowledge is activated by giving the students triggers that could stimulate the ideas of the student and the student will know how to analyze & integrate the information that has been presented. Knowledge is already designed; meaning availability of knowledge is based on how it is systematized in the memory. Instructional activities helps the students to develop and store the knowledge they have gained in this way it can be easily retrieved when needed in the future. Attaining lifelong learning is really helpful to the students especially in this modern society.
Authentic instruction to promote creative and innovative thinking this includes explaining different types of creative skills ,interacting characteristics of real authentic instruction into your teaching, explaining technologies that supports authentic instruction and incorporating teacher directed instruction in response to student needs and facilitate creative and innovative thinking within the context of meeting content standard. Developing creative thinking through authentic instruction. The documents developed by national professional teaching organizations are made to help teachers achieve the best practice, this is and of instruction that gives and inspires student creativity and learning according to large number of national curricular