FLCT Module 7 Activities PDF

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Facilitating Learner Centered Teaching

Facilitating Learner-Centered Teaching Module 7 (Lesson 1)

Lesson 1. Constructivism: Knowledge Construction/Concept Learning Activity Read the question below: What concepts/ideas/images came to your mind when you read “Teaching as filling up the pail”? Elaborate. ANSWER: The idea that came to my mind when I read teaching as filling up the pail is a scenario in which the teaching process is the one that is dominating in the journey of learning. This goes to show that the learners are the receivers of information that the teachers would provide. What concepts/ideas/images came to your mind when you read “Teaching is about lighting a fire”? Elaborate. ANSWER: Lighting a fire” begins a process that is expansive. It is extends and spreads, not only within the individual, but has the capacity to spread to others. The latter analogy indicates that education has the capacity to spread throughout life, families and societies. Regardless of the monetary cost, the cost of an uneducated society is ignorance.

Analysis What do you think the quotation meant? What two kinds of teaching are being referred to? ANSWER: Education is not the mere accumulation of facts in your head (the "filling of a pail") but when it occurs properly it is a process like a fire which once it starts, spreads rapidly. It not only spreads to others but it spreads within yourself. The more you learn the more you want to learn. Why does it spread? Because a truly educated person realizes how much there is to know and how little they know in comparison to what is yet to be learned. Such an attitude encourages a voracious appetite for learning more, what I would call a "thirst for knowledge." This quote is related to constructivism and rote learning and behaviorism.

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Facilitating Learner Centered Teaching Research Connection Read a research or study related to knowledge construction or concept learning. Fill out the matrix below. Title: Momentum Concept in the Process of Knowledge Construction Method This study designed to investigate into and implement the use of the abstraction process in science education was a qualitative one studying a case. In the direction of purpose, for this study, teaching materials were developed and the teaching was performed in accordance with the constructivist approach. Since the study was a descriptive one, it was limited to the student group to which the implementation was made. To analyze in detail the students’ abstraction process and their levels of understanding the pieces of knowledge which they constructed during this process, the methods of observation, document. Results and discussion In the study, the knowledge construction process related to the concept of momentum was analyzed. It was observed that the students’ constructing mental structures in relation to the concept of momentum were in harmony with recognizing, build-with and construction steps. In the study made, the students were able to determine the concepts related to the concept of momentum and the relationships between them.

Synapse Strengtheners 1.Having studied about constructivism and the application in teaching, give at least five characteristics of a constructivist teacher. You may express your answer by writing a poem or a drawing or a clip art/photo essay.    

the learners are actively involved. the environment is democratic. the activities are interactive and student-centered. the teacher facilitates a process of learning in which students are encouraged to be responsible and autonomous Application 1. Think of a topic related to your field of specialization. 2

Facilitating Learner Centered Teaching 2. Indicate how you can apply constructivism for your students to construct their own understanding of the topic. The first one is partially done for you. Constructivist Implication - Have few key ideas.

What I will do to teach the topic I will emphasize the following key ideas.

- Give varied examples.

I will use interactive way of giving examples which are intertwined to real life situation.

- Provide opportunities for experimentation.

I will let them put hands on for them to experience and find out things by themselves for a strong retention.

- Provide lots of opportunities for quality instruction.

Jolly realistic activities whether outdoors will be implemented. I will also use different instructional materials. More on experimentation, interaction and navigation

- Have lots of hands-on activities.

- Relate your topic to real life situations.

Real life problem solving. Such as explaining and solving some activities that are implicated in daily lives

- Do not depend on the explanation method all the time.

More on experience where bare hands will act and eyes will observe

Assessment Tasks 1.

Describe the role of constructivism in facilitating learning.

This theory function as facilitators whose role is to aid the student when it comes to their own understanding. It aims to make learners understand a few key ideas in an in-depth manner, rather than taking up so many topics superficially. Give varied examples. Provide opportunities for experimentation. Provide lots of opportunities for quality interaction.

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Describe strategies to promote knowledge construction

• Provide scaffolding - Instructors can open lessons with content that students already know, or ask students to perform brief exercises like brainstorming that make the class’s pooled knowledge public. Instructors can then gradually introduce new information, allowing time for making connections and clarifying issues to help students build their conceptual frameworks. • Visibly organize course content - To help students organize information in a logical way, instructors can provide a roadmap or outline for each class, invite students to help build a roadmap based on their knowledge and desired gains, and make explicit how topics connect with one another. 3

Facilitating Learner Centered Teaching

3.

Describe strategies to facilitate concept learning.

• Facilitate class, group, and one-on-one discussions and debates, Allow students to call on one another for answers, rather than the instructor. Ask questions that don't have one single answer. Leave it open-ended. Role-play different scenarios or play games to illustrate lessons.

5-minute non-stop writing Your 5-minute non-stop writing begins NOW! From the Module on Constructivism: Knowledge Construction/Concept Learning, I realized that . It is very important to actually begin with strategies, thinking of concepts once you enter a room. From that idea, as a teacher you will be fully armed to impart information to your information in a very interesting way. You are constructively ready in filling up the pail of the students same as through with lighting their fires. For at the end of the day, it’s your duty to fully equipped students with different strategies, concepts and ideas on how to handle things especially when it comes to learning.

LEARNING ACTIVITY 1 Lesson 2. Transfer of Learning Activity Reflect on this: -a thesis writer once remarked: “Buti na lang, we were required to do action research in the undergraduate. It helped me a lot in my thesis.” •There’s always a reason why you are encountering such things that makes you suffer but it will make a sense in the hardest time. It would provide more than what you think, more than what you do.

Analysis Find out: -why the skilled typist didn’t find any difficulty in using the computer keyboard. •This is because it takes time for the muscles in your hands to develop so you can make the controlled movements touch typing requires.

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Facilitating Learner Centered Teaching -why your teacher/classmate couldn’t use a cellphone different from his/her without assistance. - why the thesis writer found thesis writing much easier because of the action research s/he went through. •Because he had his experience that brought him to ideas on how to make the flow easier m there’s a background already on how to put ideas into one work and enhance it at the same time

Synapse Strengtheners 1.Read more about “mile-wide-inch-deep” curriculum. What are some advantages/ disadvantages of this? •Advantages are: you would 'cover a lot of ground' in terms of subject matter. The students would have a superficial awareness of a lot of topics. As you have a subject heavy curriculum it would be best to employ a formative assessment strategy - i.e. testing little and often throughout the course. •Students might have a terrific life in store for them in a field of which they have no or very little knowledge. 2.One disciplinary approach is Content-Based Instruction (CBI). Another is the thematic approach. Read about these and see how they can help the transfer of learning more effectively. (You may wish to refer to Corpuz. B. and Salandanan. G. (2207) Principles of Teaching 2). •It doesn’t include answer or reflection, but to give some idea, it gave me different realizations. It served me different approaches that would help me once I step my foot outside educational world.

Research Connection Read a research or study related to metacognition. Fill out the matrix below. Problem Research: The present study aimed to investigate the relationship between metacognitive awareness and students’ academic performance. Since learning is also implied at schools, academic performance is one way to assess a student’s learning. In this study, students’ academic performance will be measured based on the total average mark of their examination scores.

Methodology: Participants: Forty form 5 students (20 female, 20 male) and thirty three form 2 students ( 18 female, 15 male) from Sunny Hill, a private school in Kuching participated voluntarily in this study. The age range for the

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Facilitating Learner Centered Teaching participants from form 5 group was between 17 and 19 years (M = 18, SD = 3.1). The age range for the participants from form 2 group was between 14 and16 years (M = 14.5, SD = 2.9). Findings : •Student who has metacognition awareness understand himself as a learner, know the best learning strategies that work for him, and know when and why to use such strategies. More importantly, metacognitive students are very good at planning their learning, learning output, self-strengths and selfweaknesses through out the whole learning process. Metacognitive student has the ability to think about, understand and manage his own learning [19]. Previous studies shows that learners who score high on measures of metacognition are more strategic [13], and generally outperform learners who score low on metacognitive measures [16]. Students who have metacognition also tend to be successful learners [2, 4, 11, 21, 22, 23, 25, Conclusion •Metacognition enables one to be successful learner, Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature.

Assessment Tasks 1.In your own words, explain how transfer of learning occurs. •Transfer of learning happens when learning in one context or with one set of materials affects performance in another context or with other related materials. Simply put, it is applying to another situation what was previously learned. 2.Identify the factors that affect transfer of learning.        

Similarity between two learning situations Degree of meaningfulness/ relevance of training Length of Instructional time Variety of learning experiences Context for learner’s experiences Focus on principles rather than tasks Emphasis on metacognition

3.Apply principles of transfer in facilitating transfer of learning. 5-minute non-stop writing Your 5-minute non-stop writing begins NOW! From the Module on Transfer of Learning, I realized that . . 6

Facilitating Learner Centered Teaching •Transfer is a very significant concept in education and learning theory because most of those concerned in education aim to achieve transfer. Transfer of learning happens when learning in one context or with one set of materials affects performance in another context or with other related materials. Simply put, it is applying to another situation what was previously learned

Lesson 3. The Revised Bloom’s Taxonomy of Educational Objectives Introduction Activity Let’s play word scramble! Group A Scrambled Word inevaltauo hssyniset yianalss inplapactio precomnioshen ledwnokeg

Answer Evaluation Synthesis Analysis Application Comprehension Knowledge

Clues judge, criticize, assess combine, formulate, design take apart, examine, compare use, work with, utilize describe, retell, explain enumerate, list, define

Group B Scrambled Word eterea eevaltau yanaelz yaplp sundeadnrt emreremb

Answer Create Evaluate Analyze Apply Understand Remember

Clues design, invent, imagine assess, judge, appraise separate, compare, organize practice, implement, show explain, discuss, define recall, name, list

We hope the clues helped you get them all right! Analysis 1. Are the answers in Group A nouns or verbs? Nouns 2. Are the answers in Group B nouns or verbs? Verbs 3. Read the answers again. What do you notice about the order by which the words in Group A and B were presented? Write the answers here again. Group A 1.Evaluation 2. Synthesis 3. Analysis 4. Application 5. Comprehension 6. Knowledge

Group B Create Evaluate Analyze Apply Understand Remember

4. Compare and contrast the words in Group A and B.  For me, the words in A are the things which are enacted by answers in B. Application 7

Facilitating Learner Centered Teaching Think of a topic you really are interested to teach. Formulate learning outcomes for a unit on this topic. 1. Write at least 10 learning outcomes: Learning Outcome Learning Outcomes Number 1 Demonstrate familiarity with major literary periods and with several leading writers during those periods 2 Distinguish among contributions to world literature that are widely regarded as indicative of a particular culture. 3 Demonstrate familiarity with a variety of themes, genres, and literary periods. 4 Formulate questions and critical responses regarding these themes, genres, and periods. 5 6 7 8 9 10

Evaluate the and responses of classmates and other sources from an academically mature and sophisticated critical perspective Appraise criticism about their conclusions and defend or reevaluate their work after criticism. Appraise the English language and its varieties as vehicles for and manifestations of human creativity. Demonstrate knowledge of best practices in literature / language teaching and Colo. Content standards in English. Compose discourse in varied media for various audiences (electronic, written, spoken). Create written texts in a variety of literary genres that demonstrate an ability to apply literary techniques and discriminate among aesthetic values.

Research Connection Read a research or study related to the revised Bloom’s Taxonomy. Fill out the matrix below. Comparative study of knowledge and use of Bloom's digital taxonomy by teachers and students in virtual and conventional universities Findings The study reveals that the students of ODL are far better in using digital tools and activities that is, googling, collaborating and Skyping. They are good at understanding and application levels and are involved in higher-order thinking tasks, that is, publishing and podcasting as well. Unlike the students, the teachers of the virtual university are using digital tools of lower-order thinking. The authors infer that the students and teachers of the online universities are using these tools regularly because of the demands of the ODL environment. These findings suggest further research to explore the factors that hinder the use of higher-order thinking skills by the teachers in the online environment. Design/methodology/approach A survey research method was used for the study. All the students and teachers of the faculty of education from one virtual and one conventional university were the population of this study. Teachers were selected through census sampling. Student enrollment in the faculty of education of the virtual university during Spring 2019 was 1,139 while the conventional university had 1,809 students. In total, 20% of the 8

Facilitating Learner Centered Teaching students from each of the two universities were sampled by using a convenient proportionate sampling technique. A questionnaire was developed by the researchers and validated by three experts before administration. The reliability of the instrument was a = 0.934. Mean, SD, parametric and nonparametric statistics were applied for data analysis. Assessment Tasks 1. Formulate learning outcomes reflecting the different levels of the revised taxonomy..  Demonstrate knowledge of best practices in literature / language teaching and Colo. Content standards in English  Compose discourse in varied media for various audiences (electronic, written, spoken)  Distinguish among contributions to world literature that are widely regarded as indicative of a particular culture  Appraise the English language and its varieties as vehicles for and manifestations of human creativity  Evaluate the questions and responses of classmates and other sources from an academically mature and sophisticated critical perspective. 2. Surf the internet and explore one app for each category or level of thinking. Explain how you can use each in the teaching-learning process.. 5-minute non-stop writing Your 5-minute non-stop writing begins NOW!  From the Module on Bloom’s Taxonomy of Educational Objectives, I realized that . . . . . Bloom’s taxonomy was a model that described the different levels of learning outcomes that target what skills and competencies the teachers aim to develop in the learners. The taxonomy in the cognitive domain contains the levels from knowledge to evaluation.

Lesson 4. Sternberg’s Successful Intelligence Theory and WICS Model Activity Let’s say that in your Child and Adolescent class you finished a lesson about the causes and effects of bullying. Your teacher will now test what you learned from the lesson. Your teacher said you may choose to answer one of the tasks below. Which of the following evaluations tasks will you prefer or like to answer? Please check one. _____ Task #1. Answer a set of fill-in-the-blanks items about bullying. _____ Task #2. Read a true story about bullying and analyze the case. / Task #3. Create a poster/write a song or poem to stand up against bullying, _____ Task #4. Make a plan for a teacher to implement or do to address or handle bullying in her classroom. Analysis 1. Explain why this was your choice.  Task #3. Create a poster/write a song or poem to stand up against bullying, 2. What skills are needed for one to accomplish: Task #1 Analytical skills Task #2 Understanding skills and analytical skills 9

Facilitating Learner Centered Teaching Task #3 : Artistic skills and creative mind Task #4 : Creative mind and critical thinking skills

Synapse Strengtheners 1. Visit this url: http://www.sagepub.com./upm-data/27532__090319_Sternberg___Part_1.pdf You will find here an excerpt of the book that Sternberg and his colleagues wrote. Read the introduction and answer the WICS questionnaire. Find out your “Pattern of Strength”. You will be able to find out whether your preferences are more memory-based, analytical-based, creatively-based or practicallybased. Describe your preferences here. What did you discover about yourself?  I discovered that I really have to enhance wha...