Hallmarks of textbook

HALLMARKS OF VIBAL TEXTBOOKCarlo Magno, PhD.crlmgn@yahoo.com

Contemporary Perspectives in Learning

The Learner is a processor of information

Learning is active and constructive Learning is cumulative Learning is self-regulated Learning is goal-oriented Learning is situated in social/cultural

practice Learning is individually…

The Textbook Source of

information Transmission of

facts

Provides theory

For reading

Facilitates learning

Builds higher order thinking skills

Provides real life experiences and current events

Opportunity for self-reflection

Hallmarks

Essential Questions

Inquiry-based

Authentic-based tasksLearner-centered

Essential QuestionWhy do we ask questions at the

beginning of the lesson?

Establishes the relevance of the content Provides expository exercises and

challenges to enhance critical thinking Focuses on what needs to be learned

Essential Question What provocative questions will foster

inquiry, understanding, and transfer of learning?

Science What are Newton’s Law of Motion? How does friction affect motion? Why do objects move in circles?

Essential Question Mathematics:

Why do people find art and architecture, which incorporate the golden ratio, visually appealing?

Why is factoring important in graphing polynomial functions?

What is an analytic proof? How does it differ from the usual geometric proof?

Ekonomiya Paano nakakatulong ang mga pinagkukunang yaman

ng Pilipinas sa pagkamit ng pambansang kaunlaran? Ano ang kakapusan at ano ang mga implikasyon

nito?

Inquiry-based Approach

Inquiry-based Students inquire naturally when they are

puzzled They can become conscious of and learn

to analyze their thinking strategies New strategies can be taught directly

and added to the students existing ones. Cooperative inquiry enriches thinking

and helps students to learn about the tentative, emergent nature of knowledge and to appreciate alternative explanations.

Inquiry-based Phase 1: Confrontation with the problem

Explain inquiry procedures Present discrepant event

 Phase 2: Data gathering, verification Verify the nature of objects and conditions Verify the occurrence of the problem situation

Phase 3: Data gathering, experimentation Isolate relevant variables Hypothesize causal relationship

Inquiry-based Phase 4: Organizing, formulating an

explanation Formulate rules or explanations

 Phase 5: Analysis of the inquiry process Analyze inquiry strategy and develop more

effective ones

Inquiry-based Mga sinaunang kabihasnan at Imperyo

sa Africa at America P1: Confrontation of the Problem

Natutukoy mo ba ang nasa larawan? Saan ito matatagpuan? Saan ito nagmula?

Inquiry-based P2: Data gathering, verification

Gaano na katagal ang mga bagay na ito? Ano ang sinasabi nito tungkol sa mga tao noong unang

panahon? P3: Data Gathering, experimentation

Paano malalaman na mayroong sibilisasyon sa pamamagitan ng mga bagay na ito?

P4: Organizing, formulating an explanation Bakit mahalaga na pag araan at itago ang mga gusali at

bagay na iniwan ng ating mga ninuno? P5: Analysis of the inquiry process

Ano pa ang ibang maaring gawin upang malaman ang mga paraan ng pamumuhay sa mga sinauanang sibilisasyon?

Inquiry-based Mathematics P1: Confrontation with the problem

Find the 18th term of the arithmetic sequence 3, 10, 17, 24...

P2: Verification Determine the common difference 10-3=7, 17-10=7, 24-17=7

P3: Experimentation/P4: Organizing an=a1(n-1)d an=3(18-7)7 an=122

Analysis of the inquiry Add 7 to 24 and so on until 122 is derived.

Authentic-based Task

Authentic tasks (Wiggins, 1998) Six Standards for Judging the Degree

of Authenticity 1. Is realistic – The task replicates

the ways in which a person’s knoweldge and abilities are tested in real world situations.

2. Requires judgment and innovation – The student has to use knowledge and skills to solve unstructured problems, and solution involves more than following a set of rules.

Authentic tasks 3. Asks the students to do the

subject – the student has to carry out exploration and work within the discipline of the subject area, rather than restating what is already known.

4. Replicates or simulates the contents in which adults are tested in the workplace, in civic life, and personal life – Contexts involve specific situations that have particular constraints , purposes, and audiences. Students need to experience what it is like to do tasks in the workplace or real life context.

Authentic tasks 5. Assesses the student’s ability to

efficiently and effectively use a repertoire of knowledge and skill to negotiate a complex task – Students should be required to integrate all knowledge and skills needed, rather than demonstrate competence of isolated knowledge and skills.

Authentic tasks (Wiggins, 1998) 6. Allows appropriate opportunities to

rehearse, practice, consult resources, and get feedback on and refine performances and products – Rather than rely on secure tests as an audit of performance, learning should be focused through cycles of performance-feedback-revision-performance, on the production of known high quality products and standards, and learning in context.

Authentic Tasks Ekonomiks

Pagkonsumo: Magbigay ng halimbawa na nagpapakita ng ugnayan ng utility at kakapusan, pagkonsumo, at eat-all you can.

Science Earthquake: Prepare a list of items to be

included in an emergency bag that can be used during natural disasters like earthquake.

Prepare an earthquake logbook that highlight some of the hazards we encounter in the Philipines or in other countries.

Authentic tasks Literature: After reading The Analects of

Confucius versus from The Book of Tao and The Wonderful Pear Tree, what lesson about life and universe can be applied when dealing with your friends in the following situations: A friend borrowing money A friend who forgot to bring art materials A friend who lost her money

Learner-Centered Framework

Learner-Centered Framework McCombs (1999) have developed the Assessment

for Learner-centered Practices and the subscales include:

Encourages Positive Relations - the ability to develop positive interpersonal relationships with students and the instructor’s ability to value and respect students as persons.

Honor’s Student Voices – The teachers appreciates the learners point of view, gets feedback from students and provides freedom for students to raise their ideas.

Promotes Higher Order Thinking Skills - the instructors ability to encourage students to monitor their own learning process

Adapts to Individual Differences and Developmental Differences - the ability to be flexible in order to address students’ needs.

Learner Centered Principles

Metacognitive and Cognitive Factors

Motivational and Affective Factors

Individual Differences Developmental and Social Factors

P1: Nature of the learning processP2: Goals of the learning process P3: Construction of knowledgeP4: Strategic thinkingP5: Thinking about thinkingP6: Context of learning

P7: Motivational and emotional influences of learningP8: Intrinsic motivation to learnP9: Effects of motivation on effort

P10: Developmental influences of learningP11: Social Influences of learning

P12: Individual differences of learningP13: Learning and diversityP14: Standards and assessment

Learner-centered Filipino

Principle 2: Goals of the Learning Process

Learner-Centered framework Principle 9: Effects of Motivation on Effort

Learner-centered Framework Principle 4: Thinking about thinking

Paano isinulat ang usapan ng mga tauhan? Bakit may mga usapan sa akda?

Magkakaugnay ba ang mga ito? Principle 3: Construction of Knowledge

Pokus na tanong Paano malalaman na ang isang tula ay

nagsasadula? Bakit dapat pag-aralan ang mga tulang dula?

Learner-centered Framework Mathematics: Locating the Position of an

Object in a Data Principle 3: Construction of Knowledge

Share what you know In your recent quarterly math exam, would it be

more desirable to earn a grade with a high or low quartile?

After knowing all the descriptive measures of central tendency in statistics such as mean, median, and mode, do you think those measures gives ou an idea on how the data is distributed around the center?

Learner-centered Framework Principle 12: Individual Differences of

learning Illustrating the meaning of fractiles

Learner-centered framework Principle 14: Standards and Assessment

Formative Assessments Let’s try Check your understanding (Formative

assessment) Individual work Extend your understading Think about this

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