door Taniela Seruvatu 2 jaren geleden
147
Meer zoals dit
7. UNESCO (2004). Changing teaching practices: Using curriculum differentiation to respond to students’ diversity. UNESDOC Digital Library. http://unesdoc.unesco.org/images/0013/001365/136583e.pdf
support students
facilitate the process
where they are
demonstrate what they have learned
what they learn
How to seek information
tasks
etc
individual goal settings
reflective Discussion
age level
complext enough to feel positively challenged
meaningful
engaging
appealing
insist on individual accountability
collaboration
could work collaboratively
same culture have a diverse family
need to feel included
culturally sensitive
create a ssense of community
values each student equally
Wlcoming
learners
knowledge,experiences, interest, learning profiles
different belief system
sexual orientation
different cultures
different ethnicity
fair assessment pp 13
knowledge teaching
differentiated approach
changing the assessment
changing the method
changing the content
Envrionment
encourage Experimentation and sharing within their own cultural context
rigid curriculum pp 12
use examination pass to measure teachers' success
content loaded examinations
education system
Flexibility in attitudes and practices can help teachers address changing needs
needs to accept the changing classrooms
influence of the soiciety
awareness
learning needs
learning experience
different learning backgrounds
Different learning styles
root
lingual
ethnic
financisal
social
Resources available
helps adapt, modify, and differentiate teaching for better learning
Teacher Education Resource Pack
social and Professional responsibilities
give a fair assessment
make teaching strategy interesting which could avoid dropouts
ensure the relevancy of their work
reaching out to all the children
in a position to make the goals of Dakar Frameworkd for Action, Education for All possible.
key to widens people's choices
Key to enhancing people's capabilities
4. Riener, C., & Willingham, D. (2010). The Myth of Learning Styles. Change, the Magazine of Higher Education, 42 (5), 32-35. Retrieved from https://www.researchgate.net/publication/249039450_The_Myth_of_Learning_Styles
Kasilingam, G., Ramalingam, M., & Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education. Journal of Young Pharmacists, 6 (4), 27- 33. https://www.jyoungpharm.org/sites/default/files/10.5530-jyp.2014.1.5.pdf
The level of learning we strive to impact will vary across learning experiences depending on
(1) the nature of the experience,
(2) the developmental levels of the participating students and
(3) the duration and intensity of the experience.
Psychomotor domain focuses on performing sequences of motor activities to a specified level of accuracy, smoothness, rapidity, or force.
Psychomotor learning can be included in science classes, vocational courses, physical education courses, and performing arts.
The psychomotor domain is best assessed in a face-to-face situation. Videos, demonstrations, online text descriptions, or with pictures of each step in the sequence can be used to teach the psychomotor domain.
The affective domain is critical for learning, but is often not specifically addressed.
The affective domain is best handled with class meetings or audio clips.
To design COs for the courses, educators should give importance to the affective domain, and include keywords that are related to the affective domain.
Affective evaluation systems can be used to verify competence in the affective domain, and to change behavior.
They are assessed through quizzes based on previous class lectures, streaming course videos, lecture notes, etc.
The cognitive domain is the core of the learning domain and is well-suited for online assessment. It is the "thinking" domain and is familiar to educators.
As we move up the cognitive domain, collaborative assignments requiring students to engage in problem or project-based activities are important to determine whether the students have achieved that level of learning or not.
The cognitive domain is easy to measure compared with other two domains, and
the assessment of the cognitive domain will have an impact on other domains.
The lecturer for each course should maintain a detailed course syllabus, which carefully delineates both the content and learning domains addressed by the course.
A course objective (CO) is a statement that describes the significant and essential learning that learners have achieved and can reliably demonstrate at the end of a course. The achievement of an objective (PO) can be measured through Final exam, Mid Semester Exam, Laboratory, Assignments, etc.
Reflect on your own teaching practices or beliefs as they relate to the three learning domains included in this unit.
Do you see evidence of all three domains in your pedagogy?
Do some domains seems more prevalent given your classroom demands? Comment on where in your curriculum you see opportunities to include or revise your teaching strategies or lesson plans. Do you feel that a variety of domains is even necessary?
To inspire your reflection, consider these suggestions:
In the Seifert, K. & Sutton, R reading, the authors write,
“Taxonomies related to abilities and skills that are physical, or psychomotor, have also been used less widely than affective taxonomies, with the notable exception of one area of teaching where they are obviously relevant: physical education” (p. 223).
Do you feel this to be an accurate sentiment of your class or (if you’re not currently teaching) your teaching
Think about the conditions that shape your lesson plan construction (calendar year, length of class period, assessments, community factors, etc.).
Examination timetable
Government expectation for promotion
Community expetation for a pass in examination
Centalize Exam Oriented Curriculum
6. Seifert, K., & Sutton, R. (2009). Educational psychology. The Saylor Foundation. https://www.saylor.org/site/wp-content/uploads/2012/06/Educational-Psychology.pdf licensed under CC BY 3.0
pp 219
domains of psychological functioning.
pp 222
transformational teaching
believes about their capabilities to acquire, synthsize, anlyze and use knowledge meaningfully
enhance learning related capabilities
instill self directed learning
improves self-regulation
pp 220
Revised blooms taxonomy
. Pearson Education, Inc. (2016). Learning styles [Whitepaper]. https://www.pearsoned.com/wp-content/uploads/INSTR6230_LearningStyles_WP-2.pdf
. https://www.enkivillage.org/how-to-write-a-rationale.htm
Step 1
Step 2
Step 3
Step 4
http://inservice.ascd.org/four-ways-teachers-can-differentiate-in-the-classroom/
Teachers can buy curriculum from a publisher that has all of their lesson plans created for them, but master teachers create their own materials that fit the lesson sequence and keep students' learning styles in mind.
https://www.adelaide.edu.au/flipped-classroom/the-flipped-classroom-explained
If you have data about how your students are learning in your classroom, you can adjust your instruction based on how they learn, rather than how you would like to teach.
A teacher was telling me that she would spend the weekend grading multiple choice tests. We talked about creating projects, student-made videos, and even various drawings or diagrams to show off student learning.
In music class, students differentiate based on their own learning styles by choosing an instrument that generally fits their body type and personality. They then implement various learning techniques during rehearsals to properly navigate the music.
. Wilson, O. L. (n.d). The three domains of learning: cognitive, affective and psychomotor/kinesthetic. TheSecondprinciple. http://thesecondprinciple.com/wp-content/uploads/2016/10/The-Three-domains-of-learning-10-2016.pdf
The affective domain is critical for learning, but is often not specifically addressed.
Teachers expect their students to be willing to show up, participate in teaching-learning activities, and sustain effort throughout the course duration.
Class meetings and initial class meetings to support an online course are excellent ways to engage the affective domain.
To design learning objectives that promote affective learning, educators should collect inputs from alumni, academic advisory panel members, industry advisory panel members, lecturers, and other stakeholders, and motivate students to set reasonable individual objectives.
Psychomotor domain is used in the higher education environment for courses such as lab courses for science classes, vocational courses, physical education courses, and performing arts.
Psychomotor domain skills can be taught through videos, demonstrations, online text descriptions, or with pictures of each step in the sequence. Students who are new to a content area will generally benefit more from "hands on" learning.
The cognitive domain is the core of the learning domain and is well-suited for online environment of assessment. The levels in the cognitive domain can be measured through: knowledge, comprehension, application, analysis, synthesis, and evaluation.
Class discussions, organized class notes, tutorials, power point slides, real time examples, self-check quizzes, project/problem based learnings, and practice questions.
As we move up the cognitive domain, collaborative assignments requiring students to engage in the problem or project-based activities serve as an important way to determine whether the students have achieved that level of learning or not.
