Embed Size (px)
Citation preview
!"#$%&'()*+,-,.*.,/0'.12'3242-5672/.'58'
9(:.'!2/.;<='%>,--:'85<'%5;.12*:.'?:,*/'@2*+12<:
$2A;,<2B'$2*B,/0:
C#$"9(
D&C?D'3E%!D?EF&$The views expressed in this document are the views of the author(s) and do not necessarily reflect !"#$%&#'($)*$+),&-&#($).$/01203$455360789$6"#$7#:!#*$;)#($:)!$<=>*>:!##$!"#$()=*-#?$)*&<&:>,&!@?$accuracy, completeness or reliability of any statement, information, data, finding, interpretation, >;%&-#?$)+&:&):?$)*$%&#'$+*#(#:!#;?$:)*$;)#($&!$A>B#$>:@$*#+*#(#:!>!&):$-):-#*:&:<$!"#$(>A#9''C(#$).$!"&($A>!#*&>,$&($,&A&!#;$!)$!"#$!"#$%&$D,#E&F,#$G#>*:&:<$7)=*(#9
!"#$%&'(&)'*+%*+,
$2*B,/0'(G $24,:,.,/0'.12')5;<'H,--*<:'58'D2*</,/0'I!"#$%&$'()#*'+,#-$./0/)/"1#)2$#3+4'#5/667'0#+*#8$7'"/"19#-+6$0#+*#)2$#5/667'0#/"#)2$#-$+'/$")7)/+"#
7":#-$+'17"/;7)/+"#+*#<4''/&464,J'()*+,-'.+/)
H
$2*B,/0'9G K15',:'*'D,82-5/0'D2*</2<L'I!"#$%&$'()#*'+,#-$./0/)/"1#8/*$6+"1#8$7'"/"1##*+'#)2$#=>0)#<$")4'?J01213-4,/5617/8)19)+3(
I
$2*B,/0'MG &,01.'N*O,.:'58'N,01-=P&882+.,42'9(:.'!2/.;<='@2*+12<:4():.6;<.1=
HJ
$2*B,/0'QG )*+,-,.*.,/0'D2*</,/0R'E::;2:'5/'D2*</2<P!2/.2<2B'@2*+1,/0>()?+,
KL
$2*B,/0'SG @2*+1,/0'*/B'D2*</,/0'H1,-5:561='*/B'%.<*.20,2:'":)#1@1,9=)
MJ
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 2
$24,:,.,/0'.12')5;<'H,--*<:'58'D2*</,/0
N@$O")=$5>:PO">)$QKRRSTQ1:$#E-#*+!$.*)A$!"#$A/6;)?B33+;=)/C)D1+;,B,@)C/;)9.1)#1/;B1,9+9B/,)+,2)
Reorganization of Curriculum Reflections and DiscussionsT9Retrieved from http://www.ibe.unesco.org/fileadmin/user_upload/COPs/Pages_documents/Competencies/Further_Reading/PillarsLearningZhou.pdf
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 9
$24,:,.,/0'.12')5;<'H,--*<:'58'D2*</,/0(N@$'./6)*+,-'.+/
4:$8$7'"/"19#@2$#@'$704'$#A/)2/"$QU#,)*(?$HIIST?$>$*#+)*!$$(=FA&!!#;$!)$C50/73$$by the International Commission on Education for the Twenty-first Century, learnPing throughout life is identified as a key to meet the challenges of the 21(!$-#:!=*@9$$6"#$U#,)*($*#+)*!$"&<",&<"!#;$!"#$:##;$.)*$&:;&%&;=>,($!)$V,#>*:$")'$!)$,#>*:W$!)$-)+#$'&!"$!"#$*>+&;$-">:<#($>:;$-">,,#:<#($).$!"#$+*#(#:!$>:;$!"#$.=!=*#9$$
6"#$ *#+)*!$;&(-=((#;$ !"#$ .)=*$+&,,>*($).$ ,#>*:&:<$ $ >($ .=:;>A#:!>,$+*&:-&+,#($ .)*$*#(">+&:<$KH(!$-#:!=*@$#;=->!&):9$$$6"#$.)=*$+&,,>*($>*#X$,#>*:&:<$!)$B:)'?$,#>*:&:<$!)$;)?$,#>*:&:<$!)$,&%#$!)<#!"#*?$>:;$,#>*:&:<$!)$F#9$$N#,)'$>*#$F*&#.$;#(-*&+!&):($.)*$#>-"$+&,,>*9
D2*</,/0'.5'>/5T'+*)%&;#($!"#$-)<:&!&%#$!)),($*#Y=&*#;$!)$F#!!#*$-)A+*#"#:;$!"#$')*,;$>:;$&!($-)A+,#E&!&#(?$>:;$!)$+*)%&;#$>:$>++*)+*&>!#$>:;$>;#Y=>!#$.)=:;>P!&):$.)*$.=!=*#$,#>*:&:<9
D2*</,/0' .5' B5'+*)%&;#($ !"#$ (B&,,($ !">!$')=,;$ #:>F,#$ &:;&%&;=>,($ !)$ #..#-!&%#,@$+>*!&-&+>!#$&:$!"#$<,)F>,$#-):)A@$>:;$()-&#!@9$
D2*</,/0'.5'O2'+*)%&;#($(#,.$>:>,@!&->,$>:;$()-&>,$(B&,,($!)$#:>F,#$&:;&%&;=>,($!)$;#%#,)+$!)$!"#&*$.=,,#(!$+)!#:!&>,$+(@-")P()-&>,,@?$>..#-!&%#,@$>($'#,,$>($+"@(&->,,@?$.)*$>:$>,,P*)=:;$Z-)A+,#!#$+#*():[9$$
D2*</,/0'.5'-,42'.502.12<'#E+)(#($&:;&%&;=>,($!)$!"#$%>,=#($&A+,&-&!$'&!"&:$"=A>:$*&<"!(?$;#A)-*>!&-$+*&:-&+,#(?$&:!#*-=,!=*>,$=:;#*(!>:;&:<$>:;$*#(+#-!$>:;$+#>-#$>!$>,,$,#%#,($).$()-&#!@$>:;$"=A>:$*#,>!&):("&+($!)$#:>F,#$&:;&%&;=>,($>:;$()-&#!&#($!)$,&%#$&:$+#>-#$>:;$">*A):@9
4:$ $ !"#$ 3+4'# 5/667'0# +*# 8$7'"/"1# *+'# )2$# -$+'/$")7)/+"# 7":# -$+'17"/;7)/+"# +*#Curriculum Reflections and Discussions, $5>:PO">)$QKRRST$+*)%&;#;$>$(:>+(")!$).$!"#$#((#:-#$).$!"#(#$+&,,>*($P$'">!$!"#(#$*#>,,@$>*#$&:$!"#$-):!#E!$).$#;=->!&):9$$1:$#E-#*+!$.*)A$!"&($>*!&-,#$&($+*)%&;#;$&:$!"#$.),,)'&:<$+><#(9
1)E,9;/26<9/;F)G+;+@;+G.)+,2)H;B1C)21=<;BG9B/,=)/C)9.1)C/6;)GB33+;=)/C)31+;,B,@)I1;1)9+J1,)C;/K)LD1+;,B,@8)M.1)M;1+=6;1)NB9.B,O)#1G/;9)9/)"*PQ:$)/C)9.1)E,91;,+9B/,+3):/KKB=-sion on Education for the Twenty-first Century,” Delors (1996).
:! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
D2*</,/0'.5'>/5T'
6"&($!@+#$).$,#>*:&:<$&($-):-#*:#;$,#(($'&!"$>-Y=&*&:<$(!*=-!=*#;$)*$.>-!=>,$B:)',P#;<#?$>($&($).!#:$(!*#((#;$&:$-):%#:!&):>,$-=**&-=,=A$>:;$&:$*)!#$,#>*:&:<9$\>!"#*$&!$&A+,&#($!"#$A>(!#*@$).$,#>*:&:<$!)),(9$
1-Y=&*&:<$B:)',#;<#$&($>$:#%#*P#:;&:<$+*)-#(($>:;$->:$F#$#:*&-"#;$F@$>,,$.)*A($).$ #E+#*&#:-#9$ $ ZG#>*:&:<$ !)$B:)'[$ &:-,=;#($ !"#$;#%#,)+A#:!$).$ !"#$ .>-=,!&#($).$A#A)*@?$&A><&:>!&):?$*#>():&:<?$+*)F,#AP(),%&:<?$>:;$!"#$>F&,&!@$!)$!"&:B$&:$>$-)P"#*#:!$>:;$-*&!&->,$'>@9$4!$&($>$+*)-#(($).$;&(-)%#*@?$'"&-"$!>B#($!&A#$>:;$&:%),%#($<)&:<$ A)*#$ ;##+,@$ &:!)$ !"#$ &:.)*A>!&):]B:)',#;<#$ ;#,&%#*#;$ !"*)=<"$ (=F^#-!$!#>-"&:<9
ZG#>*:&:<$!)$B:)'[$+*#(=++)(#($Z,#>*:&:<$!)$,#>*:?[$->,,&:<$=+):$!"#$+)'#*$).$-):Pcentration, memory and thought, so as to benefit from ongoing educational opporP!=:&!&#($-):!&:=)=(,@$>*&(&:<$Q.)*A>,,@$>:;$:):P.)*A>,,@T$!"*)=<")=!$,&.#9
6"#*#.)*#$Z,#>*:&:<$!)$B:)'[$->:$F#$*#<>*;#;$>($F)!"$>$A#>:($>:;$>:$#:;$&:$,#>*:P&:<$&!(#,.$>:;$&:$,&.#9$1($>$A#>:(?$&!$(#*%#($!)$#:>F,#$&:;&%&;=>,$,#>*:#*($!)$=:;#*P(!>:;$!"#$%#*@$,#>(!$#:)=<"$>F)=!$!"#$:>!=*#?$>F)=!$"=A>:B&:;$>:;$&!($"&(!)*@?$>F)=!$"&(]"#*$#:%&*):A#:!?$>:;$>F)=!$()-&#!@$>!$,>*<#9$1($>:$#:;?$&!$#:>F,#($!"#$,#>*:#*$!)$#E+#*&#:-#$!"#$+,#>(=*#$).$B:)'&:<?$;&(-)%#*&:<$>:;$=:;#*(!>:;&:<$>($>$+*)-#((9
D2*</,/0'.5'B5
6"&($+&,,>*$ ).$ ,#>*:&:<$ &A+,&#($ !"#$ >++,&->!&):$).$'">!$ ,#>*:#*($">%#$ ,#>*:#;$)*$B:)':$&:!)$+*>-!&-#_$&!$&($-,)(#,@$,&:B#;$!)$%)->!&):>,P!#-":&->,$#;=->!&):$>:;$')*B$skills training. However, it goes beyond narrowly defined skills development for ‘doing’ specific things or practical tasks required in traditional or industrial econoPA&#(9$$ZG#>*:&:<$!)$;)[$->,,($.)*$:#'$!@+#($).$(B&,,(?$A)*#$F#">%&)*>,$!">:$&:!#,,#-P!=>,9$
ZG#>*:&:<$!)$;)[$!"=($&A+,&#($>$("&.!$.*)A$(B&,,$!)$-)A+#!#:-#?$)*$>$A&E$).$"&<"#*Porder skills specific to each individual. The ascendancy of knowledge and inforPA>!&):$>($.>-!)*($).$+*);=-!&):$(@(!#A($&($A>B&:<$!"#$&;#>$).$)--=+>!&):>,$(B&,,($)F(),#!#$>:;$ &($F*&:<&:<$+#*():>,$-)A+#!#:-@$ !)$ !"#$ .)*#9$6"=($ Z,#>*:&:<$ !)$;)[$A#>:(?$>A):<$)!"#*$!"&:<(?$>F&,&!@$!)$-)AA=:&->!#$#..#-!&%#,@$'&!"$)!"#*(_$>+!&P!=;#$ !)'>*;$ !#>A$')*B_$ ()-&>,$ (B&,,($ &:$F=&,;&:<$A#>:&:<.=,$ &:!#*+#*():>,$ *#,>P
& -./012&)'34,%&2&/%5364%7&/%"76*8,& ;
!&):(_$>;>+!>F&,&!@$!)$-">:<#$&:$!"#$')*,;$).$')*B$>:;$&:$()-&>,$,&.#_$-)A+#!#:-@$&:$!*>:(.)*A&:<$B:)',#;<#$&:!)$&::)%>!&):($>:;$̂ )FP-*#>!&):_$>:;$>$*#>;&:#(($!)$!>B#$risks and resolve or manage conflicts.
D2*</,/0'.5'-,42'.502.12<
4:$!"#$-):!#E!$).$ &:-*#>(&:<$<,)F>,&`>!&):?$!"#$U#,)*($*#+)*!$+,>-#($>$(+#-&>,$#AP+">(&($):$!"&($+&,,>*$).$,#>*:&:<9$4!$&A+,&#($>:$#;=->!&):$!>B&:<$!')$-)A+,#A#:P!>*@$+>!"(X$):$):#$,#%#,?$!"#$;&(-)%#*@$).$)!"#*(?$>:;$):$>:)!"#*?$!"#$#E+#*&#:-#$).$shared purposes throughout life. Specifically, it implies the development of such Y=>,&!&#($>(X$B:)',#;<#$>:;$=:;#*(!>:;&:<$).$(#,.$>:;$)!"#*(_$>++*#-&>!&):$).$!"#$;&%#*(&!@$).$ !"#$"=A>:$*>-#?$>:;$>:$>'>*#:#(($).$ (&A&,>*&!&#($>:;$ &:!#*;#+#:;P#:-#$ $>A):<(!$+#)+,#_$#A+>!"@$>:;$-))+#*>!&%#$()-&>,$F#">%&)=*$ &:$->*&:<$>:;$(">*&:<_$*#(+#-!$.)*$)!"#*$+#)+,#$a$!"#&*$-=,!=*#($>:;$%>,=#$(@(!#A(_$->+>F&,&!@$).$encountering others and resolving conflicts through dialogue; and competency in ')*B&:<$!)'>*;($-)AA):$)F^#-!&%#(9
D2*</,/0'.5'O2
At its very first meeting, the Delors Commission powerfully re-asserted a fundaPA#:!>,$+*&:-&+,#X$#;=->!&):$(")=,;$-):!*&F=!#$!)$#%#*@$+#*():[($-)A+,#!#$;#%#,)+PA#:!$P$A&:;$>:;$F);@?$&:!#,,&<#:-#?$(#:(&!&%&!@?$>#(!"#!&-$>++*#-&>!&):$>:;$(+&*&!=P>,&!@9$6"#$*#+)*!$A#:!&):#;$!">!$>,,$+#)+,#$(")=,;$*#-#&%#$&:$!"#&*$-"&,;"));$>:;$@)=!"$>:$#;=->!&):$!">!$#Y=&+($!"#A$!)$;#%#,)+$!"#&*$)':$&:;#+#:;#:!?$-*&!&->,$'>@$).$!"&:B&:<$>:;$^=;<#A#:!$()$!">!$!"#@$->:$A>B#$=+$!"#&*$)':$A&:;($):$!"#$F#(!$-)=*(#($).$>-!&):$&:$!"#$;&..#*#:!$-&*-=A(!>:-#($&:$!"#&*$,&%#(9$
4:$!"&($*#(+#-!?$!"#$7)AA&((&):$#AF*>-#($):#$).$!"#$F>(&-$>((=A+!&):($(!>!#;$&:$!"#$*#+)*!$8$7'"/"1#)+#B$#QD>=*#?$HIJKT$a$!">!$!"#$>&A$).$;#%#,)+A#:!$&($!"#$-)APplete fulfilment of man, in all the richness of his personality, the complexity of "&($.)*A($).$#E+*#((&):$>:;$"&($%>*&)=($-)AA&!A#:!($P$>($&:;&%&;=>,?$A#AF#*$).$>$ .>A&,@$>:;$).$>$-)AA=:&!@?$-&!&`#:$>:;$+*);=-#*?$ &:%#:!)*$).$ !#-":&Y=#($>:;$Z-*#>!&%#$;*#>A#*[9$
ZG#>*:&:<$!)$F#[$A>@$!"#*#.)*#$F#$&:!#*+*#!#;$&:$):#$'>@$>($,#>*:&:<$!)$F#$"=A>:?$!"*)=<"$>-Y=&(&!&):$).$B:)',#;<#?$(B&,,($>:;$%>,=#($-):;=-&%#$!)$+#*():>,&!@$;#P%#,)+A#:!$&:$&!($&:!#,,#-!=>,?$A)*>,?$-=,!=*>,$>:;$+"@(&->,$;&A#:(&):(9$6"&($&A+,&#($>$-=**&-=,=A$>&A&:<$>!$-=,!&%>!&:<$Y=>,&!&#($).$&A><&:>!&):$>:;$-*#>!&%&!@_$>-Y=&*P&:<$=:&%#*(>,,@$(">*#;$"=A>:$%>,=#(_$;#%#,)+&:<$>(+#-!($).$>$+#*():[($+)!#:!&>,X$
<! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
A#A)*@?$*#>():&:<?$>#(!"#!&-$(#:(#?$+"@(&->,$->+>-&!@$>:;$-)AA=:&->!&):]()-&>,$(B&,,(_$;#%#,)+&:<$-*&!&->,$!"&:B&:<$>:;$#E#*-&(&:<$&:;#+#:;#:!$^=;<A#:!_$>:;$;#P%#,)+&:<$+#*():>,$-)AA&!A#:!$>:;$*#(+):(&F&,&!@9
4!$&($&A+)*!>:!$!)$:)!#$!">!$!"#$.)=*$+&,,>*($).$,#>*:&:<$*#,>!#$!)$>,,$+">(#($>:;$>*#>($).$#;=->!&):9$6"#@$(=++)*!$>:;$&:!#*+#:#!*>!#$):#$>:)!"#*$>:;$(")=,;$!"#*#.)*#$F#$>++,&#;$>($F>(&-$+*&:-&+,#(?$-*)((P-=!!&:<$!"#A#($>:;$<#:#*&-$-)A+#!#:-&#($.)*$&:!#<*>!&):$&:$>:;$>-*)(($(=F^#-!$>*#>($)*$,#>*:&:<$;)A>&:(9
H,--*<:'58'D2*</,/0'85<'$25<,2/.,/0'!;<<,+;-;7'"OU2+.,42:
b#:#*>,,@$(+#>B&:<?$(-")),$-=**&-=,=A$(##B($!)$>-"&#%#$!')$F*)>;$>&A(X$!)$+*)P%&;#$#Y=>,$)++)*!=:&!&#($ .)*$>,,$+=+&,($ !)$ ,#>*:$>:;$!)$>-"&#%#?$ .)*$F#(!$+)((&F,#$+*)<*#(($>:;$>!$!"#$"&<"#(!$>!!>&:A#:!_$>:;$!)$+*)A)!#$,#>*:#*([$(+&*&!=>,?$A)*>,?$()-&>,$>:;$-=,!=*>,$;#%#,)+A#:!$>:;$+*#+>*#$>,,$+=+&,($.)*$!"#$')*,;$).$')*B$>:;$()-&#!>,$*#(+):(&F&,&!&#(9
7=**&-=,=A$)F^#-!&%#($>*#$;#*&%#;$.*)A$)%#*P>*-"&:<$#;=->!&):>,$<)>,(?$'"&-"$>;P;*#(($"=A>:$;#%#,)+A#:!$>!$F)!"$+#*():>,$>:;$()-&#!>,$,#%#,(9$3:$!"#$):#$">:;$#;=->!&):$&($>$%#*@$&:;&%&;=>,&`#;$+*)-#((?$'")(#$(!><#($-)**#(+):;$!)$!")(#$).$!"#$ -):!&:=)=($A>!=*&:<$).$ !"#$+#*():>,&!@9$3:$ !"#$)!"#*$">:;?$ &!$ *#+*#(#:!($ Z>$+*)-#(($ ).$ -):(!*=-!&:<$ ()-&>,$ &:!#*>-!&):[$ QU#,)*(?$ HIIST9$ D*)A$ !"&($+#*(+#-!&%#?$!"#$.)=*$+&,,>*($).$,#>*:&:<$&:;&->!#$F*)>;$<)>,($).$#;=->!&):$&:$>$:#'$-#:!=*@$>:;$-)=,;$!"#*#F@$*#)*&#:!$!"#$(#!!&:<$).$-=**&-=,=A$)F^#-!&%#(9
AB;=93F, the pillar of ‘learning to be’ reflects a shift from an instrumental view of education, as a process one submits to achieve specific aims (e.g., economic +*);=-!&%&!@T?$ !)$ >$ "=A>:&(!&-$ %&#'$ ).$ #;=->!&):$ !">!$ #A+">(&`#($ !"#$ ;#%#,)+PA#:!$).$ !"#$ -)A+,#!#$+#*():?$ &:$ (")*!?$ Z,#>*:&:<$ !)$F#[$ QU#,)*(?$ HIIST9$6"#@$ &APply an education aimed at all-rounded development and full flowering of the "=A>:$ +)!#:!&>,$ ).$ &:;&%&;=>,$ ,#>*:#*(9$ 6"=(?$ (-")),$ -=**&-=,=A$ (")=,;$ F#$A)*#$ F>,>:-#;?$ !>B&:<$ &:!)$ >--)=:!$ :)!$ ):,@$ !"#$ -)<:&!&%#$ )*$ &:!#,,#-!=>,$ ;&PA#:(&):$ ).$ +#*():>,&!@$ F=!$ &!($ (+&*&!=>,?$A)*>,?$ ()-&>,$ (B&,,($ >:;$%>,=#($ >(+#-!(9
Q1</,23F?$ !"#$ +&,,>*($ ).$ ,#>*:&:<$ (!*#(($ >:$ &A+)*!>:!$ #;=->!&):>,$ <)>,$ &:$-):!*&F=!&:<$ !)$ ()-&>,$ -)"#(&):?$ &:!#*P-=,!=*>,$ >:;$ &:!#*P:>!&):>,$ =:;#*(!>:;&:<?$+#>-#.=,$ &:!#*-">:<#?$ >:;?$ &:;##;?$ ">*A):@9$ Z6"#(#$ >*#$ !"#$ %#*@$ !"&:<($ !">!$>*#$A)(!$ ,>-B&:<$ &:$)=*$')*,;$ !);>@[$ QU#,)*(?$HIIST9$6"&($<)>,$ !"#*#.)*#$ &A+,&#($
& -./012&)'34,%&2&/%5364%7&/%"76*8,& =
>$ *>;&->,,@$ :#'$ -=**&-=,=A$ ;)A>&:?$ &:$ '"&-"$ *#,#%>:!$ B:)',#;<#$ >:;$ >$*>:<#$).$ (B&,,($ >:;$%>,=#($ (")=,;$F#$ !>=<"!$ >:;$ ->=<"!$ !)$ *#(),%#$ >:;$A>:><#$conflicts for peace in family, at school, in community and in the world at large.
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
A/6;9.3F?$!"#$+&,,>*($).$,#>*:&:<$+)&:!$!)$>$<)>,$.)*$>$A=-"$-,)(#*$,&:B><#$F#!'##:$#;=->!&):$>:;$!"#$')*,;$).$')*B9$6"&($:)!$):,@$-):-#*:($Z,#>*:&:<$!)$;)[$F=!$!"#$)!"#*$ !"*##$+&,,>*($).$ ,#>*:&:<$>($):#$-#:!*>,$ .=:-!&):$).$#;=->!&):$ &($ !)$+*#+>*#$@)=:<$ ,#>*:#*($ !)$F#$(=--#((.=,$')*B#*($>:;$*#(+):(&F,#$-&!&`#:($ &:$ !"#&*$>;=,!P"));9$/-")),$-=**&-=,=A$->:$:)$,):<#*$F#$+=*#,@$>->;#A&-$>:;$-),,#<#PF)=:;_$&!$">($!)$ &A+>*!$#A+,)@>F,#$(B&,,(?$>:;$+)(&!&%#$>!!&!=;#($!)'>*;$')*B?$>:;$!)$;#P%#,)+$-)A+#!#:-@$ &:$>;>+!&:<$ !)$ -">:<#?$'"&-"$ &($ Z!"#$):,@$ !"&:<$ !">!$'&,,$:)!$-">:<#[9
Guide Questions for Reflection and Discussion
1. Reflect on the four pillars of learning. How can you apply these +*&:-&+,#($&:$@)=*$,&.#$>($>$!#>-"#*9
2. What are your significant learnings and insights from the article and why do you consider them significant?
%5;<+2R
Z. Nan-Zhao (2006). Revisiting the Four Pillars of Learning (An excerpt from the VA/6;)?B33+;=)/C)D1+;,B,@)C/;)9.1)#1/;B1,9+9B/,)+,2))#1/;@+,BR+9B/,)/C):6;;B<6-lum Reflections and DiscussionsWT9$$\#!*&#%#;$.*)A$$"!!+X]]'''9&F#9=:#(-)9org/fileadmin/user_upload/COPs/Pages_documents/Competencies/Further_Reading/PillarsLearningZhou.pdf))
& -./012&)'34,%&2&/%5364%7&/%"76*8,& >
K15',:'*'D,82-5/0'D2*</2<L
N@$79$2#;#,P1:)c=#%)?$#!$>,9$QKRRHTQ1:$#E-#*+!$.*)A$#17B=B9B,@)DBC13/,@)D1+;,B,@)C/;)9.1)%&=9):1,96;FT9$$
\#!*&#%#;$.*)A$"!!+X]]'''9=:#(-)9)*<]#;=->!&):]=&#]+;.]*#%&(&!&:<GGG9+;.
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 22
K15',:'*'D,82-5/0'D2*/2<L(V='Carol Medel-Anoñuevo, et al.
This article begins with a quote from the Faure Report (1972), that “lifelong education +=)9.1)K+=91;)</,<1G9)C/;)126<+9B/,+3)G/3B<B1=)B,)9.1)F1+;=)9/)</K1)C/;)H/9.)21713/G12)+,2)developing countries.” Then, it goes on to discuss the characteristics of a lifelong learner.
K15',:'*'D,82-5/0'D2*</2<L
1$*>:<#$).$>((=A+!&):($):$ !"#$ &:;&%&;=>,$>($ ,#>*:#*$">($#%),%#;$!"*)=<"$!&A#9$6"#*#$&($!"#$:)!&):$!">!$!"#$A)*#$!"#$,#>*:#*$">($>-Y=&*#;$&:.)*A>!&):?$!"#$A)*#$he/she is a qualified learner. There is the portrayal of the learner as uncritical in >-Y=&*&:<$>:;$>--#+!&:<$B:)',#;<#?'-):%#:!&):>,$&;#>($>:;$%>,=#(9$6"&($&('*#,>!#;$!)$!"#$>=!")*&!>*&>:$>++*)>-"?$'"&-"$,))B($>!$!"#$,#>*:#*$>($>$+>((&%#$><#:!$F#&:<$!*#>!#;$>($()A#):#$'&!")=!$>:@$-")&-#$&:$'">!$>:;$")'$!)$,#>*:?$>:;$!"#*#.)*#?$(")=,;$F#$,#-!=*#;?$!>=<"!$>:;$;&(-&+,&:#;9$6"&($>!!&!=;#$=:;#*#(!&A>!#($!"#$,#>*:P#*[($(#,.P->+>-&!@$!)$,#>*:$>:;$!)$-*#>!#9$D&:>,,@?$!"#*#$&($>,()$.>!>,&(A$&:$,#>*:&:<?$!"#$F#,&#.$ !">!$ ,#>*:&:<$ !>B#($+,>-#$>!$ !"#$A#*-@$).$)=*$"#*#;&!>*@$A>B#P=+$>:;$)=*$+>(!$F>;$#E+#*&#:-#($>:;$">:<P=+(?$>:;$):,@$'&!"&:$!"#$,&A&!($).$)=*$-=,!=*>,$F)=:;>*&#(9$
4:$!"&($(#-!&):?$'#$+*)+)(#$>$;&..#*#:!$-):(!#,,>!&):$).$-">*>-!#*&(!&-($).$!"#$,&.#,):<$,#>*:#*9
@12'-2*</2<'*:'*/'*+.,42'*/B'+<2*.,42'2W6-5<2<'58'.12'T5<-B
6"#$ ,#>*:#*$ ;)#($ :)!$ (&A+,@$ *#(+):;$ A#-">:&->,,@$ !)$ #:%&*):A#:!>,$ (!&A=,&]#%#:!(9$8#]("#$&($>:$>-!&%#$#E+,)*#*$>:;$-*#>!)*9$8&(]"#*$&:!#*>-!&):$'&!"$!"#$#:P%&*):A#:!$ &($ &:.)*A#;$ F@$ "&(]"#*$ "@+)!"#(#(?$ +#*-#+!&):(?$ >(+&*>!&):(?$ %>,=#(?$>!!&!=;#(?$ -)<:&!&%#$ (!@,#(?$ #!-9$ 6"#$ ,#>*:#*$ ->:$ >,()$ >:!&-&+>!#$ .=!=*#$ ;#%#,)+PA#:!(?$ !#(!$"@+)!"#(#($>:;$-*#>!#9$G#>*:&:<$ &($>:$ &:!#*+,>@$F#!'##:$ !"#$ ,#>*:#*$>:;$ "&(]"#*$ ,#>*:&:<$ #:%&*):A#:!(9$ d#*@$ #>*,@$ &:$ ,&.#$ :#'F)*:$ F>F&#($ ->:?$ .)*$#E>A+,#?$ +>@$ (#,#-!&%#$ >!!#:!&):$ !)$ ;&..#*#:!$ #:%&*):A#:!>,$ (!&A=,&$ Q#9<9?$A)!"P#*$ )*$ )F^#-!(T9$ 0%#:$ F#.)*#$ !"#$ >-Y=&(&!&):$ ).$ ,>:<=><#?$ %#*@$ @)=:<$ &:.>:!($ ->:$$
1 An excerpt from Medel-Añonuevo, C., et al. (2001). Revisiting Lifelong Learning for 9.1)%&=9):1,96;F()"*PQ:$)E,=9B9691)C/;)P26<+9B/,
21! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
>,*#>;@$ !"&:B$ >:;$ (),%#$ +*)F,#A(9$ D)*$ #E>A+,#?$ !"#$ :#'F)*:$ ()):$ ,#>*:($ !">!$-*@&:<$ ->:$ F#-)A#$ >:$ &:(!*=A#:!>,$ A#>:($ !)$ *#-#&%#$ !"#$ A)!"#*[($ "#,+$ !)$ *#Please his/her from hunger or discomfort. These scientific findings confirm that >,A)(!$.*)A$F&*!"$!"#$ ,#>*:#*$ &($Y=&!#$ &:!#,,&<#:!$>:;$A>:&.#(!($ !"#$->+>-&!@$>:;$;#(&*#$ !)$ >-!&%#,@$ #E+,)*#$ >:;$ A>B#$ (#:(#$ ).$ "&(]"#*$ ,#>*:&:<$ #:%&*):A#:!(9
The learner as a reflexive agent
Learning facilitates a process which enables the learner to reflect on his/her ,&.#$ >:;$ #:%&*):A#:!9$ D*)A$ !"#$ +)&:!$ ).$ %&#'$ ).$ >$ +*)%&;#*$ ).$ ,#>*:&:<$ )+P+)*!=:&!&#(?$ ,#>*:&:<$ A>!#*&>,($ >:;$ #%#:!($ A=(!$ F#$ )*<>:&`#;$ ()$ >($ !)$ "#,+$the learner learn how he/she learns. The learner’s reflexivity cannot be sufPficiently guaranteed by external learning resources or teachers and mentors >,):#9$ G&.#,):<$ ,#>*:&:<$ :##;($ !)$ >&A$ >!$ F=&,;&:<$ !"&($ -)A+#!#:-@$ !"*)=<"$ !"#$#@#($ ).$ !"#$ ,#>*:#*9$ \#(#>*-"$ ):$ ,):<P!#*A$ A#A)*&#($ <#:#*>,,@$ (=<<#(!$ !">!$A#>:&:<.=,$ A#A)*&#(?$ &:$ '"&-"$ !"#$ ,#>*:#*$ =:;#*(!>:;($ &!($ ,)<&-$ >:;$ >(()P-&>!&):(?$ >*#$ *#!>&:#;$ >:;$ *#!*&#%#;$ F#!!#*$ !">:$ (")*!P!#*A$ >:;$ *)!#$ A#A)*&#(9
Another way to promote learner reflexivity is to encourage his/her own active #:<><#A#:!$&:$+*)F,#A(9$6"#$,#>*:#*$:##;($!)$(#,.PY=#(!&):$>:;$-*&!&->,,@$>:>,@`#$,#>*:&:<$+*)-#((#($>:;$*#(=,!(9$G#>*:#*$-)A+*#"#:(&):$>:;$(#,.PA>:><#A#:!$).$,#>*:&:<$+*)-#((#($ >:;$ *#(=,!($ >*#$ !')$ &A+)*!>:!$ F>(#($ .)*$ !"#$;#%#,)+A#:!$ ).$self-reflexivity.
@12'-2*</2<'*:'*':2-8P*+.;*-,X,/0'*02/.
2)!&%>!&):$&($&:!*&:(&-$'"#:$>$+#*():$(!=;&#($F#->=(#$&!$&($#:^)@>F,#$>:;$&A+)*!>:!$&:$ &!(#,.9$2)!&%>!&):$ &($ #E!*&:(&-$'"#:$ ,#>*:&:<$;#+#:;($ ):$ *#'>*;($ #E!#*:>,$ !)$!"#$>-!&):$&!(#,.9$6"#$,#>*:#*$->:$F#$A)!&%>!#;$!)$(>!&(.@$+*&A>*@$:##;($Q#9<9?$.));?$water, shelter) but once these primary needs are fulfilled, he/she is motivated to fulfill secondary needs (e.g., social approval, competence, literacy, etc.). Many huPA>:$F#">%&)=*($>*#$A)!&%>!#;$&:!*&:(&->,,@9
Self-actualization (or fulfilling one’s potential as an individual), curiosity, and exP+,)*>!&):$>*#$,&.#,):<$;*&%#*($).$"=A>:$>-!&):9
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 29
@12'-2*</2<'*:'*/',/.20<*.5<'58'-2*</,/0
6"#$-">,,#:<#$.)*$!"#$,&.#,):<$,#>*:#*$&($!"#$()P->,,#;$&:!#<*>!&):$).$!"&:B&:<?$.##,P&:<$>:;$>-!&):9$e#$B:)'$!">!$&:.)*A>!&):$>:>,@(&($Q-)<:&!&):T$A)!&%>!#($=($!)$>-!9$4:$ *#-#:!$ @#>*(?$ !"#$ :)!&):$ ).$ A=,!&+,#$ &:!#,,&<#:-#($ '"&-"$ #:-)A+>((#($ V#A)P!&):>,W$&:!#,,&<#:-#$&($;*>'&:<$A)*#$>:;$A)*#$>!!#:!&):9$b),#A>:$QHIIfT$(=<<#(!($!">!$#A)!&):>,$&:!#,,&<#:-#$#:-)A+>((#($(#,.P>'>*#:#(($>:;$&A+=,(#$-):!*),?$+#*P(&(!#:-#?$`#>,$>:;$(#,.PA)!&%>!&):?$#A+>!"@?$>:;$()-&>,$;#.!:#((9$D)*$#E>A+,#?$'#$know that exercise is essential to fitness and health. But although many people >-B:)',#;<#$!"&(?$A)(!$).$=($->::)!$(=(!>&:$*#<=,>*$#E#*-&(#?$+#*">+($F#->=(#$)=*$cognitive understanding of it is insufficient. We need to put our thought into acP!&):$>:;$.##,$!"#$#..#-!($).$#E#*-&(#$;&*#-!,@$):$)=*$F);&#(9$4!$&($!"#*#.)*#$&A+)*!>:!$!)$&:!#<*>!#$)=*$!"&:B&:<?$.##,&:<$>:;$>-!&):9
1:)!"#*$>(+#-!$).$ &:!#<*>!&):$ &:%),%#($A>:><&:<$ ,#>*:&:<$)++)*!=:&!&#(?$ !>B&:<$>;%>:!><#$).$>,,$!"#$;&..#*#:!$,#>*:&:<$(#!!&:<(?$'"#!"#*$&:P(-")),$)*$)=!P).P(-")),?$.)*A>,$)*$&:.)*A>,?$>:;$>-*)(($>$'&;#$*>:<#$).$,#>*:&:<$-):!#:!9$
b&%#:$!"#$>F)%#$-">*>-!#*&(!&-($).$>$,&.#,):<$,#>*:#*?$!"#$(!>B#"),;#*($&:$!"#$#;=->Ptional field face the following challenges.
D,82-5/0'-2*</,/0'*:'56.,7,X,/0',/B,4,B;*-'B,882<2/+2:',/'-2*</,/0
U#F>!#$)%#*$")'$A=-"$)=*$F#">%&)=*$&:$<#:#*>,$&($(">+#;$F@$"#*#;&!>*@$Q:>!=*#T$)*$#:%&*):A#:!>,$ Q:=*!=*#T$ .>-!)*($ ,#>;($ !)$ !"#$-):-,=(&):$!">!$ !"#$ !')$ &:!#*>-!?$'&!"$:#&!"#*$">%&:<$+*&A>-@9$6"#$A)*#$&A+)*!>:!$Y=#(!&):$!"#:$&($")'$)=*$:#<>P!&%#$">F&!($)*$F#">%&)=*$->:$F#$=:,#>*:#;$)*$-)**#-!#;$!"*)=<"$,&.#,):<$,#>*:&:<9
G&.#,):<$,#>*:&:<$"#,+($!"#$&:;&%&;=>,$,#>*:#*$!)$*#;=-#$!"#$F=*;#:($).$"#*#;&!>*@$V">:;&->+(W9$1$F>;P!#A+#*#;$-"&,;$:##;($!)$,#>*:$>:;$!*>&:$"&A(#,.]"#*(#,.?$)%#*$>:$#E!#:;#;$+#*&);$).$!&A#?$!)$-):!*),$"&(]"#*$!#A+#*$>:;$-">::#,$"&(]"#*$#:#*<@$
M.1=1)</KK/,)G+991;,=)/;);.F9.K=)=./632),/9)+,2)<+,,/9)2B=@6B=1)9.1)/9.1;)<1,9;+3)C+<9)+H/69)3BC1=G+,)21713/GK1,98),+K13F)9.+9)9.1;1)+;1)B,2B7B26+3)
2BCC1;1,<1=)B,)9BKB,@)+,2)G+9.I+F=()(Bee, 1998)
2:! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
&:!)$-):(!*=-!&%#$+*).#((&):>,$>:;$()-&>,$>-!&%&!&#(9$G&.#,):<$,#>*:&:<$&($>$B#@$!)$)=*$;#>,&:<$'&!"$)=*$+>(!$#E+#*&#:-#($>:;$->:$;&A&:&("$!"#$#..#-!$).$"#*#;&!>*@$.>-!)*($that influence learning negatively.
4!$&($&A+)*!>:!$.)*$=($!)$,#>*:$:)!$!)$A>B#$">(!@$>:;$:#<>!&%#$-):-,=(&):($)*$^=;<#Pments about so-called “pathological” behavior or disabilities. People who exhibit (=-"$F#">%&)*$)*$">%#$()A#$()*!$).$;&(>F&,&!@$(")=,;$:)!$F#$,>F#,#;$V>F:)*A>,W?$,>-B&:<$&:$-#*!>&:$,#>*:&:<$(B&,,(9$G&.#,):<$,#>*:&:<$(")=,;$F#$&:-,=(&%#?$>&A&:<$>!$;#%#,)+&:<$=:;#*(!>:;&:<$>:;$(#:(&!&%&!@?$ ()$ !">!$ !"#$ ,#>*:#*($->:$ ,&%#$ !)<#!"#*$with these disadvantaged people and attend to their needs, difficulties and aspiraP!&):(9$1!$!"#$(>A#$!&A#?$):#$(")=,;$-):(&;#*$!">!$!"#(#$;&(>;%>:!><#;$+#)+,#$">%#$(+#-&>,$>F&,&!&#($).$!"#&*$)':9
D,82-5/0'-2*</,/0'*:'*'+5/.,/;,.='58'-2*</,/0'2W62<,2/+2:
6"#$-):-#+!$).$ -):!&:=&!@$).$ ,#>*:&:<$#E+#*&#:-#($ &($>$A>^)*$>*#>$).$"=A>:$;#Pvelopment research. Research findings in this area generally suggest that if you '#*#$>:$>-!&%#$,#>*:#*$'"#:$@)=$'#*#$@)=:<?$@)=$'&,,$(!>@$!">!$'>@$'"#:$@)=$>*#$),;#*9$
1,!")=<"$,#>*:#;$F#">%&)=*$>:;$>!!&!=;#($->:$-">:<#?$!"#(#$>,()$A>&:!>&:$-):!&P:=&!@?$#9<9?$!"#$=(#$).$!"#$A)!"#*$!):<=#?$-")&-#$).$.));?$%>,=#$(@(!#A(?$#!-9$e#$>,()$try to choose environments that fit our characteristics. We choose jobs that match our skills and personality. These facts indicate that our past learning influences )=*$+*#(#:!$>:;$.=!=*#$,#>*:&:<9
g#!$;&(-):!&:=&!@$).$ ,#>*:&:<$(>.#<=>*;($)=*$-*#>!&%&!@$>:;$)=*$>F&,&!@$ !)$>;^=(!$!)$)=*$-">:<&:<$#:%&*):A#:!9$G#>*:&:<$+*)%&;#($)++)*!=:&!&#($!)$&:;&%&;=>,($!)$;#%#,)+$ !"#$->+>-&!@$ !)$ &:!#<*>!#$:#'$#E+#*&#:-#($>:;$>;>+!$ !)$:#'$(&!=>!&):(9$e#$(##B$!)$,#>*:$F#->=(#$,#>*:&:<$#:>F,#($=($!)$-">:<#?$(=(!>&:$>:;$&A+*)%#$)=*$(B&,,(?$B:)',#;<#$>:;$>!!&!=;#($>-*)(($!"#$,&.#$(+>:9$7">:<#$&:%),%#($(#,.P<*)'!"?$self-actualization, the development of self-efficacy, skill development, knowledge
N1)I+,9)9/)9;F)9/)21=<;BH1)9.1)JB,2)/C)K+96;B9F)9.+9);1G;1=1,9=)+)<63KB,+9B/,8);+9.1;)9.+,)+)2/I,@;+218)B,)I.B<.)<6;B/=B9F)+,2)9.1)<+G+<B9F)9/)31+;,)</,9B,61)6,2BKB,B=.12)+,2)171,)@;/I)3/,@)+C91;)9.1)H/2FS=)9B==61=).+71)H1@6,)9/)C+33)
(Stone and Church, 1973).
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 2;
>-Y=&(&!&):?$>:;$-*#>!&%&!@$;#%#,)+A#:!9$1:;$:)!$):,@$-"&,;*#:$-">:<#$F=!$>;=,!($-">:<#$>($'#,,9$4:;##;?$&($&!$&A+)((&F,#$!)$&A><&:#$!">!$>;=,!($;)$:)!$-">:<#$)%#*$30 to 40 years?
D,82-5/0'+;-.;<2P-2*</,/0
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
1,!")=<"$,#>*:&:<$>F)=!$;&..#*#:!$-=,!=*#($&($:)!$>$:#'$!>(B?$&!$">($:)!$F##:$(@(P!#A>!&->,,@$)*<>:&`#;9$2>:><#A#:!$+*)<*>AA#($&:$!"&($>*#>$>*#$>$*>*&!@9$7=,!=*#$:##;($ !)$F#$ ,#>*:#;$A)*#$-):(-&)=(,@$>($+>*!$).$)=*$ ,&.#,):<$ ,#>*:&:<9$G#>*:&:<$>:;$!#>-"&:<$-):(-&)=(,@$):#[($)':$-=,!=*#$-)A+>*>!&%#,@$'&!"$)!"#*$-=,!=*#($&($>$=(#.=,$#:;#>%)*9$e"#:$>$+#*():$'")$&($F*)=<"!$=+$&:$):#$-=,!=*#$-):.*):!($>:$=:Pfamiliar culture and people, how does that person react? What learning processes are involved? What is the role of learning in anticipating and reducing culture shock in this global village? What is the role of language in understanding one’s culture and those of others? What are the advantages and difficulties of multilinPgual learning? How do we develop our positive and negative attitudes toward unPfamiliar people? What is the role of learning in combating racial stereotyping and prejudices? In reducing inter-cultural conflicts? In discouraging extreme rightPist movements? In changing a culture of dependency observed in developmental work? The lifelong learner needs to address these questions.
:6396;1)=.+G1=)9.1)I+F)I1)=11)9.1)I/;32()E9)9.1;1C/;1).+=)9.1#<+G+<B9F)9/)H;B,@#+H/69)9.1)<.+,@1)/C)+99B9621=),11212)9/)1,=6;1)G1+<1)+,2)=6=9+B,+H31)21713/GK1,98)I.B<.8)
we know, form the only possible way forward for life on Planet Earth. (...) When I1)=G1+J)+H/69)<6396;18)I1)+;1)3//JB,@)+9)I+F=)/C)3B7B,@)+=)B,2B7B26+3=)+,2)I+F=)/C)living together. A ‘living culture’ is one which—almost by definition—interacts
IB9.)/9.1;=8)B,)9.+9)B9)B,7/371=)G1/G31)<;1+9B,@8)H31,2B,@8)H/;;/IB,@)+,2);1B,71,9B,@)K1+,B,@=)IB9.)I.B<.)9.1F)<+,)B21,9BCF()
(Frederico Mayor, Preface, World Culture Report 1998, UNESCO)
2<! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
Guide Questions for Reflection and Discussion
1. What are your significant learnings and insights from the article and why do you consider them significant?
2. Do you consider yourself as a lifelong learner? Why or why not?
%5;<+2
79$2#;#,P1:)c=#%)?$#!$>,9$QKRRHT9$$Who is a Lifelong Learner? (1:$$#E-#*+!$$.*)A$$#17B=B9B,@)DBC13/,@)D1+;,B,@)C/;)9.1)%&=9):1,96;FT9$$\#!*&#%#;$.*)A$"!!+X]]'''9=:#(-)9)*<]#;=->!&):]=&#]+;.]*#%&(&!&:<GGG9+;.
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 2=
&,01.'N*O,.:'58'N,01-='&882+.,42'9(:.'!2/.;<='@2*+12<:
N@$19$7"=*-"#($QKRRhT4:!#*.>-#$2><>`&:#?$i=,@?$KRRh9$$
\#!*&#%#;$.*)A$.99GOTTIII(K+=91;,1IK12B+(/;@T91+<.B,@-=JB33=-I.+9-%&=9-<1,96;F-educators-need-to-learn-to-survive/#ixzz14kS3P1IG
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 2>
e">!$>*#$!"#$-">*>-!#*&(!&-($'#$')=,;$#E+#-!$!)$(##$&:$>$(=--#((.=,$KH(!$-#:!=*@$educator?
e#$B:)'$KH(!$-#:!=*@$#;=->!)*($>*#$(!=;#:!P-#:!*&-?$"),&(!&-$>:;$!"#@$>*#$!#>-"&:<$>F)=!$")'$!)$,#>*:$>($A=-"$>($!#>-"&:<$>F)=!$!"#$(=F^#-!$>*#>9$e#$B:)'$!))?$!">!$!"#@$A=(!$F#$KH(!$-#:!=*@$,#>*:#*($>($'#,,9$N=!$"&<",@$#..#-!&%#$!#>-"#*($&:$!);>@[($-,>((*))A($>*#$A)*#$!">:$!"&($P$A=-"$A)*#9
(G' ?B*6.,/0
8>*:#((#;$>($'#$>*#$!)$>:$>((#((A#:!P.)-=(#;$#;=->!&):$A);#,?$!"#$KH(!$-#:!=*@$#;=->!)*$A=(!$F#$>F,#$!)$>;>+!$!"#$-=**&-=,=A$>:;$!"#$*#Y=&*#A#:!($!)$!#>-"$!)$!"#$-=**&-=,=A$&:$&A><&:>!&%#$'>@(9$
0;=->!)*($A=(!$F#$>F,#$!)$>;>+!$().!'>*#$>:;$">*;'>*#$;#(&<:#;$.)*$>$F=(&:#(($A);#,$&:!)$!)),($!)$F#$=(#;$F@$>$%>*&#!@$).$><#$<*)=+($>:;$>F&,&!&#(9
0;=->!)*($A=(!$>,()$F#$>F,#$!)$>;>+!$!)$>$;@:>A&-$!#>-"&:<$#E+#*&#:-#9
e"#:$&!$>,,$<)#($'*):<$&:$!"#$A&;;,#$).$>$-,>((?$'"#:$!"#$!#-":),)<&#($.>&,?$ !"#$(")'$A=(!$<)$):9
&,01.'N*O,.:'58'N,01-='&882+.,42'9(:.'!2/.;<='@2*+12<:
N@)4,2;1I):.6;<.1=
KH(!$7#:!=*@$0;=->!)*
6"#$1;>+!)*
6"#$7)AA=:&->!)*
6"#$G#>*:#*
6"#$d&(&):>*@ 6"#$G#>;#*
6"#$2);#,
6"#$7),,>F)*>!)*
6"#$\&(B$6>B#*
6"#$7">*>-!#*&(!&-(
1?! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
9G'V2,/0'Y,:,5/*<=
4A><&:>!&):$&($>$-*=-&>,$-)A+):#:!$).$!"#$#;=->!)*$).$!);>@$>:;$!)A)**)'9$
0;=->!)*($A=(!$,))B$>-*)(($!"#$;&(-&+,&:#($>:;$!"*)=<"$!"#$-=**&-=,>_$!"#@$A=(!$(##$!"#$+)!#:!&>,$&:$!"#$#A#*<&:<$!)),($>:;$'#F$!#-":),)<&#(?$<*>(+$!"#(#$>:;$A>:&+=,>!#$!"#A$!)$(#*%#$!"#&*$:##;(9$
4.$'#$,))B$>!$!"#$!#-":),)<&#($'#$-=**#:!,@$(##$#A#*<&:<?$")'$A>:@$>*#$;#%#,Poped for education?
6"#$%&(&):>*@$!#>-"#*$->:$,))B$>!$)!"#*(j$&;#>($>:;$#:%&(><#$")'$!"#@$')=,;$=(#$!"#(#$&:$!"#&*$-,>((9$MG' !5--*O5<*.,/0
N,)<<#*?$e&B&(+>-#(?$N#F)?$2/5?$2@/+>-#?$/#-):;$,&.#?$6'&!!#*?$\//$P$>($#;=->P!)*($'#$A=(!$F#$>F,#$!)$,#%#*><#$!"#(#$-),,>F)*>!&%#$!)),($!)$#:">:-#$>:;$->+!&P%>!#$)=*$,#>*:#*(9$
0;=->!)*(?$!))?$A=(!$F#$-),,>F)*>!)*(X$
• sharing,
• contributing,
• adapting, and
• inventing.
$QG''@*>,/0'$,:>:
There is so much to learn. How can you as an educator know all these things?
• You must take risks and sometimes surrender yourself to the students' B:)',#;<#9
• Have a vision of what you want and what the technology can achieve.
• Identify the goals and facilitate the learning.
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 12
• Use the strengths of the digital natives to understand and navigate new +*);=-!(?$">%#$!"#A$!#>-"$#>-"$)!"#*9
• Trust your students.
$SG'D2*</,/0
0;=->!)*($#E+#-!$!"#&*$(!=;#:!($!)$F#$,&.#P,):<$,#>*:#*(9$6#>-"#*($A=(!$-):!&:=#$!)$>F()*F$#E+#*&#:-#($>:;$B:)',#;<#?$>($'#,,9$6"#@$A=(!$#:;#>%)=*$!)$(!>@$-=**#:!9$
I wonder: "How many people are still using their lesson and unit plans from five years ago?"
6)$F#$>$!#>-"#*?$@)=$A=(!$,#>*:$>:;$>;>+!$>($!"#$")*&`):($>:;$,>:;(->+#($-">:<#9$ZG'!577;/,+*.,/0
6)$">%#$>:@'"#*#?$>:@!&A#$,#>*:&:<?$!"#$!#>-"#*$A=(!$F#$>:@'"#*#$>:;$>:@!&A#9
6"#$KH(! century teacher is fluent in tools and technologies that enable communiP->!&):$>:;$-),,>F)*>!&):9$6"#@$<)$F#@):;$,#>*:&:<$^=(!$")'$!)$-)AA=:&->!#$>:;$-),,>F)*>!#_$!"#@$>,()$B:)'$")'$!)X
• facilitate,
• stimulate,
• control,
• moderate, and
• manage communication and collaboration.
$
11! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
[G'F5B2--,/0'V21*4,5;<
6"#*#$&($>:$#E+#-!>!&):$!">!$!#>-"#*($'&,,$!#>-"$%>,=#(?$()$'#$A=(!$A);#,$!"#$F#P">%&)*($!">!$'#$#E+#-!$.*)A$)=*$(!=;#:!(9$
6#>-"#*($>*#$).!#:$!"#$A)(!$-):(&(!#:!$+>*!$).$(!=;#:!(j$,&.#?$(##&:<$!"#A$A)*#$).!#:?$.)*$,):<#*$>:;$A)*#$*#,&>F,@$!">:$#%#:$(!=;#:!(j$+>*#:!(9$
6"#$KH(! century educator also models tolerance, global awareness, and reflective +*>-!&-#?$'"#!"#*$&!$&($!"#$Y=&#!?$+#*():>,$&:(+#-!&):$).$!"#&*$!#>-"&:<$>:;$,#>*:&:<?$)*$!"*)=<"$F,)<(?$6'&!!#*$>:;$)!"#*$A#;&>?$#..#-!&%#$#;=->!)*($,))B$F)!"$&:'>*;($>:;$)=!'>*;(9
\G'D2*B,/0
e"#!"#*$!"#@$>*#$>$-">A+&):$).$!"#$+*)-#(($).$$476$&:!#<*>!&):?$>$Y=&#!$!#-":),)<@$-)>-"?$!"#$KH(!$-#:!=*@$#;=->!)*$&($>$,#>;#*9$
G&B#$-,#>*$<)>,($>:;$)F^#-!&%#(?$,#>;#*("&+$&($-*=-&>,$!)$!"#$(=--#(($)*$.>&,=*#$).$>:@$+*)^#-!9
Guide Questions for Reflection and Discussion
1. Reflect on the eight habits of highly effective 21(!$-#:!=*@$!#>-"#*(9$8)'$would you describe yourself in terms of these attributes?
2. Which of the eight habits described in the article are you strongest? e"&-"$):#($>*#$@)=$'#>B#(!$>:;$")'$;)$@)=$+,>:$!)$&A+*)%#$):$!"#(#$areas?
%5;<+2
19$7"=*-"#($QKRRhT9$$0&<"!$">F&!($).$"&<",@$#..#-!&%#$KH(!$-#:!=*@$!#>-"#*(9$)E,91;-face Magazine, July, 20089$$\#!*&#%#;$.*)A$"!!+X]]'''9&:!#*.>-#A><>`&:#9co.nz/articles.cfm?c_id=10&id=28
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 19
)*+,-,.*.,/0'D2*</,/0R'E::;2:'5/'D2*</2<P!2/.2<2B'@2*+1,/0
By D. Pan (2008)7#:!#*$.)*$U#%#,)+A#:!$.)*$6#>-"&:<$>:;$G#>*:&:<?$
5>!&):>,$C:&%#*(&!@$).$/&:<>+)*#?$/&:<>+)*#9$\#!*&#%#;$.*)A$"!!+X]]'''9-;!,9:=(9#;=9(<]8>:;F))B],#>*:]&((=#(9"!A
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 1;
)*+,-,.*.,/0'D2*</,/0R'E::;2:'5/'D2*</2<P!2/.2<2B'@2*+1,/0N@$>()?+,
(G' &/1*/+,/0':.;B=':>,--:'
$ D)*$ (!=;#:!($ !)$ #:<><#$ +*);=-!&%#,@$ &:$ !"#&*$ )':$ ,#>*:&:<?$ !"#@$ :##;$ !)$ F#$-)A+#!#:!$ ,#>*:#*($'&!"$ !"#$ *#Y=&(&!#$ (B&,,($ Q#9<9?$ (B&,,($ &:$ !"&:B&:<?$ *#>;&:<?$'*&!&:<?$+*#(#:!>!&):?$:)!#P!>B&:<?$'*&!&:<$#E>A&:>!&):($>:;$!&A#$A>:><#A#:!T9$/)A#$ (!=;#:!(?$ ")'#%#*?$ :##;$ A)*#$ "#,+$ !">:$ )!"#*(9$ /)$ @)=$ A>@$ '&("$ !)$!>B#$!&A#$>:;$#:(=*#$!">!$@)=*$(!=;#:!($">%#$!"#$(B&,,($:#-#((>*@$.)*$#..#-!&%#$,#>*:&:<9$
9G' E76<54,/0',/:.<;+.,5/*-'B2:,0/'
$ U#(&<:$&:(!*=-!&):$!)$.>-&,&!>!#$,#>*:&:<9$$
• Capture and sustain attention.
$ 2>B#$=(#$).$ (=-"$ (!&A=,=($ !)),($ (=-"$ >($ &:!#:(&!@?$ -):!*>(!?$ -">:<#$ >:;$*#+#!&!&):9
• Enhance reception.
$ \#-)<:&(#$ .>-!)*($ >..#-!&:<$ *#-#+!&):$ ).$ &:.)*A>!&):$ (=-"$ >($ (!=;#:!([$&:!#*#(!$,#%#,?$+"@(&->,$-)A.)*!?$.>!&<=#$>:;$>:E&#!@9
• Introduce diversity.
$ U#%#,)+$ >$ '&;#*$ *#+#*!)&*#$ ).$ !#>-"&:<$ >++*)>-"#($ >:;$ (!@,#(?$ F)!"$ !)$-*#>!#$&:!#*#(!$!"*)=<"$%>*&#!@$>($'#,,$>($->!#*$!)$;&..#*#:!$,#>*:&:<$!>(B(9$D)*$ &:(!>:-#?$ +*)^#-!$ ')*B$ >:;$ ->(#$ (!=;&#($ ;#A>:;$ "&<"#*$ &:+=!$ .*)A$(!=;#:!(9
• Organise information.
$ 1$(!*=-!=*#;$+*#(#:!>!&):$+*)%&;#($>$-):-#+!=>,$.*>A#')*B$!">!$#:">:-#($reception and enables students to fit in their knowledge and ideas. These +*&:-&+,#($ (=<<#(!#;$ F@$b#(!>,!$ +(@-"),)<&(!($A>@$ F#$')*!"$ B##+&:<$ &:$A&:;X
1<! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
)$ -):!&:=&!@$ Q(!&A=,&$ !">!$ ">%#$ -):!&:=&!@$ '&,,$ (!>:;$ )=!$ .*)A$ !"#$F>-B<*)=:;$>:;$F#$)*<>:&(#;$!)<#!"#*T_
)$ +*)E&A&!@$Q(!&A=,&$!">!$>*#$-,)(#$!)<#!"#*$'&,,$!#:;$!)$F#$<*)=+#;$!)<#!"#*T_
)$ (&A&,>*&!@$Q(&A&,>*$!"&:<($!#:;$!)$F#$<*)=+#;$!)<#!"#*T_
)$ -):!*>(!$ Q(!&A=,&$ !">!$ >*#$ ;&..#*#:!$ .*)A$ !"#&*$ (=**)=:;&:<($ >*#$organised together and are seen as the figure);
)$ Z-"=:B&:<[$Q<*)=+&:<$&:.)*A>!&):$A>B#($!"#A$A)*#$A>:><#>F,#T_
)$ Z-,)(=*#[$Q+#*-#+!&):$&($-):;&!&):#;$F@$+*&)*$#E+#*&#:-#T9
MG' %.,7;-*.,/0'+<,.,+*-'*/B',/B262/B2/.'.1,/>,/0'
$ 4!$&($-*=-&>,$!">!$(!=;#:!($,#>*:$!)$!"&:B$.)*$!"#A(#,%#(9$
• Guard against spoon-feeding.
$ /!=;#:!($A=(!$F#$#:-)=*><#;$>:;$!*>&:#;$!)$.#:;$.)*$!"#A(#,%#(9$4:(!#>;$).$+*)%&;&:<$!"#A$'&!"$-)+&)=($:)!#(?$!#>-"$,&F*>*@$(B&,,($>:;$<=&;#$!"#A$'&!"$>$*#.#*#:-#$,&(!$!)$)F!>&:$&:.)*A>!&):$.)*$!"#A(#,%#(9$8>:;)=!($">%#$!"#&*$=(#(?$F=!$#:(=*#$!">!$!"#@$>*#$=(#;$^=;&-&)=(,@$>:;$:)!$!)$+#*+#!=>!#$(+)):P.##;&:<9$ 7):(#Y=#:!,@?$ (=AA>*&#(])=!,&:#(?$ ;&><*>A(?$ +*)F,#A(?$Y=#(!&):($>:;$*#>;&:<$,&(!(?$>*#$+#;><)<&->,,@$A)*#$;#.#:(&F,#$!">:$>$-)+@$).$!"#$.=,,$!#E!$).$!"#$,#-!=*#9$
• Do not condone low-level responses.
$ 2>B#$-,#>*$!)$(!=;#:!($!">!$!"#@$->::)!$<#!$F@$'&!"$*#<=*<&!>!&:<$.>-!=>,$&:.)*A>!&):$ Q#9<9?$ F@$ (#!!&:<$ -">,,#:<&:<$ !>(B(_$ F@$ >::)=:-&:<$ !">!$ >:$>((&<:A#:!$!">!$A#*#,@$->!>,)<=#($.>-!($'&,,$<#!$>$,)'$<*>;#T9$
• Demand demonstration of deep understanding.
$ C(#$ !#>-"&:<$ >-!&%&!&#($ !">!$ *#Y=&*#$ (!=;#:!($ !)$ #:<><#$ &:$ ;##+P,#%#,$+*)-#((&:<$).$'">!$&($,#>*:!9$
)$ \>&(#$+#*!&:#:!$Y=#(!&):($>:;$+*#(#:!$+*)F,#A($*>!"#*$!">:$+*)%&;#$>,,$!"#$>:('#*(9
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 1=
)$ /#!$ >((&<:A#:!($ !">!$ ;#A>:;$ &:%#(!&<>!&):?$ -)**#,>!&):$ >:;$>++,&->!&):$ *>!"#*$ !">:$ >$ Z*#+>-B><&:<[$ ).$ ,#-!=*#$ :)!#($ >:;$*#-)AA#:;#;$*#>;&:<(9
• Prioritise understanding.
)$ /+#:;$!&A#$"#,+&:<$(!=;#:!($!)$<*>(+$.=:;>A#:!>,$+*&:-&+,#($>:;$-):-#+!(9
)$ k##+$!"#$.>-!=>,$,)>;$!">!$">($!)$F#$A#A)*&(#;$!)$>$A&:&A=A9$6"&($'&,,?$).$-)=*(#?$%>*@$>A):<$;&(-&+,&:#(9
)$ b#!$(!=;#:!($">F&!=>!#;$!)$(##B&:<]<&%&:<$#E+,>:>!&):($.)*$>:('#*($!">!$>*#$<&%#:$F@$)!"#*($)*$A>;#$F@$!"#A(#,%#(_$!"&($'&,,$;&(-)=*><#$Z(!)-B[]*)!#P,#>*:!$>:('#*(9
• De-emphasise didactic teaching.
$ 1,,)->!#$A)*#$!&A#$!)$&:!#*>-!&%#$<*)=+$')*B$>:;$(#,.P;&*#-!#;$,#>*:&:<9$
• Review assessment procedures.
$ 0:(=*#$!">!$+*)-#;=*#($>*#$-):(&(!#:!$'&!"$#:-)=*><&:<$;##+$+*)-#((&:<$>:;$=:;#*(!>:;&:<X$
)$ e"&,#$A=,!&+,#P-")&-#$Y=#(!&):($>*#$#..#-!&%#$&:$-"#-B&:<$B:)',#;<#$).$.>-!(?$!"#@$>*#$,#(($#..#-!&%#$!">:$#((>@P!@+#$Y=#(!&):($&:$!#(!&:<$.)*$-*&!&->,$!"&:B&:<$>:;$=:;#*(!>:;&:<9
)$ 0E-#((&%#$'#&<"!><#$<&%#:$!)$(=AA>!&%#$>((#((A#:!$A>@$;&(-)=*><#$*&(BP!>B&:<$>:;$&:;#+#:;#:!$!"&:B&:<9
QG' H<575.,/0'*+.,42'-2*</,/0'
Much significant learning is acquired through doing.
$ \#(#>*-"$(=<<#(!($!">!$'"#*#$(!=;#:!($>*#$+>((&%#$)F(#*%#*($)*$*#-#&%#*(?$!"#@$A>@$,)(#$>($A=-"$>($fRl$).$(=F(!>:!&%#$-):!#:!$'&!"&:$>$.#'$A):!"(9$7):%#*(#,@?$,):<P!#*A$ A>(!#*@$ &($ A)*#$ ,&B#,@$ '"#:$ ,#>*:&:<$ &($ >-!&%#$ >:;$ A#>:&:<.=,9$1-!&%#$,#>*:&:<$&A+,&#($!"#$&:%),%#A#:!$).$!"#$(!=;#:!$&:$!"#$,#>*:&:<$+*)-#((?$>($)++)(#;$!)$!"#$A):),)<&-$A);#9$
1@! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
• Encourage more active and interactive learning.
$ /!=;#:!($:##;$!)$+>*!&-&+>!#?$:)!$A#*#,@$*#-#&%#_$!"#@$:##;$!)$=:;#*(!>:;?$)*<>:&(#$>:;$#:-);#$&:.)*A>!&):$&:!)$!"#&*$,):<P!#*A$A#A)*@9$6"#@$A=(!$,#>*:$ !)$ *#,>!#$ &!$ !)$ !"#&*$ )':$#E+#*&#:-#$ >:;$B:)',#;<#$>:;$F#$ >F,#$ !)$=(#$ &!$ ,)<&->,,@$ >:;$ -*#>!&%#,@9$ /A>,,P<*)=+$ ')*B$ >:;$ +*)^#-!$ ')*B$ >*#$+>*!&-=,>*,@$-):;=-&%#$!)$(=-"$>-!&%&!&#(9$
• Practise effective questioning skills.
Properly applied, this can provoke thinking and expression, encourage ;&(-=((&):$>:;$;#F>!#?$+*)A+!$.=*!"#*$>:;$A)*#$+*)F&:<$&:%#(!&<>!&):$).$!"#$(=F^#-!$>($'#,,$>($+*)%&;#$)++)*!=:&!&#($.)*$(!=;#:!($!)$>(B$Y=#(!&):($!)$-,>*&.@$!"#&*$=:;#*(!>:;&:<9$
)$ /!)+$ .)*$ Y=#(!&):($ )*$ -)AA#:!($ '"#:$ !"#$ :##;$ >*&(#(9$ 2>:@$!#>-"#*($!#:;$!)$'>&!$!&,,$!"#$,>(!$!#:$A&:=!#($F=!$!"&($&($=:,&B#,@$!)$be productive; there is perhaps no greater technique for stifling an intellectual exchange than to wait until the end of a fifty-minute period before asking: “Are there any questions?” Also, by then (!=;#:!($>*#$>:E&)=($!)$;>("$)..$!)$!"#&*$:#E!$-,>((9
)$ 3:-#$ &:$ >$'"&,#?$ +)(#$ Y=#(!&):(X$ #9<9?$ Ve">!$ ;)$ @)=$ +#*-#&%#$ >($the most significant thing/major points made in the last twenty minutes?”, “What is the question/thought uppermost in your mind now?”, “What is your view (about some controversial issue)?”, and >(B$ (!=;#:!($ !)$'*&!#$ ;)':$ !"#&*$ *#(+):(#(9$8>%#$ ()A#$ ).$ !"#A$*#>;$)=!$!"#&*$*#(+):(#($&:$-,>(($>:;$-),,#-!$!"#$*#(!$>!$!"#$#:;$).$!"#$(#((&):9$6"&($!*>&:($(!=;#:!($!)$,&(!#:$>:;$+*)-#(($&:.)*A>!&):$>:;$)*<>:&(#$!"#&*$!")=<"!($&:(!#>;$).$F,&:;,@$!*>:(-*&F&:<$!"#$,#-!=*#9
• Asking Questions
Why ask questions?
$ m=#(!&):($A>@$F#$=(#;$.)*$%>*&)=($&:(!*=-!&):>,$+=*+)(#(?$#9<9?
)$ !)$A)!&%>!#$(!=;#:!(?
)$ !)$#(!>F,&("$.)-=(?
)$ !)$-"#-B$):$-)A+*#"#:(&):?
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 1>
)$ !)$(!&A=,>!#$+>*!&-&+>!&):?
)$ !)$;&*#-!$)*$*#;&*#-!$!"#$;&(-=((&):9
$ /B&,,$ &:$ >(B&:<$ Y=#(!&):($ ;#+#:;($ ):$ >:$ >'>*#:#(($ ).$ !"#$ +=*+)(#$ >:;$;&*#-!&):$).$!"#$Y=#(!&):$>:;?$-)**#(+):;&:<,@?$!"#$>F&,&!@$!)$=(#$>$%>*&#!@$).$Y=#(!&):($!)$(=&!$;&..#*#:!$+=*+)(#($>:;$!)$A>B#$;&..#*#:!$;#A>:;(9$4!$&($-,#>*,@$=(#.=,$!)$">%#$>$*#+#*!)&*#$).$;&..#*#:!$!@+#($).$Y=#(!&):$()$!">!$F#!!#*$;#-&(&):($A>@$F#$A>;#$>F)=!$'"&-"$Y=#(!&):&:<$(!*>!#<&#($!)$>;)+!$&:$)*;#*$!)$.>-&,&!>!#$!#>-"&:<$>:;$,#>*:&:<9
$C+D#)+#!0E#F4$0)/+"0
• Plan questions that are purposefully focused rather than general and %><=#9
• Phrase the questions clearly.
• Ask one question at a time rather than a cluster of questions which may ,#>%#$(!=;#:!($=:-#*!>&:$'"&-"$!)$*#(+):;$!)9
• Pitch questions according to students’ capability but introduce some %>*&>!&):$&:$!"#$;#<*##$).$-)A+,#E&!@9$m=#(!&):($!">!$>*#$!))$(&A+,#$A>@$F#$&:(=,!&:<$!)$(!=;#:!($>:;$'&,,$:)!$F#$!>B#:$(#*&)=(,@9$m=#(!&):($!">!$>*#$!))$difficult might discourage effort, though this might be overcome by asking (!=;#:!($!)$;&(-=(($!"#$Y=#(!&):($'&!"$)!"#*(9
• Observe ‘wait time’ after posing a question to allow students to think and *#(+):;9
• Establish the expectation that responses are expected of questions asked.
• If there are no responses, rather than giving the answers immediately, try !"#$.),,)'&:<X$
)$ *#+"*>(&:<$!"#$Y=#(!&):
o asking students what/which part of the question they have difficulty '&!"
)$ >(B&:<$>$(&A+,#*$F=!$*#,>!#;$Y=#(!&):9
9?! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
• Acknowledge/follow up on students’ responses (e.g. incorporate students’ &;#>($&:!)$@)=*$*#(+):(#$!)$!"#$>:('#*T9
• Encourage other students in the group to respond to an answer by:
)$ 4:%&!&:<$-)AA#:!($>:;$#,>F)*>!&):($
)$ \#A>&:&:<$ (&,#:!$ >:;$ -):%#@&:<$ !"#$ &A+*#((&):$ ).$ #E+#-!&:<$*#(+):(#(
)$ 4.$:)$-)AA#:!($>*#$)..#*#;?$+>*>+"*>(#$!"#$&:&!&>,$*#(+):(#$!)$*#P(!>!#?$*#A&:;$>:;$+#*">+($-,>*&.@$>:;$><>&:$&:%&!#$-)AA#:!(9
• Vary questioning techniques according to students’ abilities (e.g. for (!=;#:!($'&!"$ ,)'#*$ >F&,&!@?$ +*)%&;#$ >$ ,):<#*$'>&!P!&A#?$A)*#$ -=#($ >:;$#:-)=*><#A#:!T9
• Guard against letting a few students monopolise the answering or asking ).$Y=#(!&):(9$
• Questions such as ‘Do you understand?’ or ‘Do you have any questions?’ >*#$ :)!$ %#*@$ =(#.=,9$ 4:(!#>;?$ >(B$ Y=#(!&):($'"&-"$ -"#-B$ .)*$ >:;$ *#Y=&*#$;#A):(!*>!&):$).$=:;#*(!>:;&:<9
A27)#7'$#)2$#G7/"#@?($0#+*#F4$0)/+"0H
m=#(!&):($:##;$!)$F#$.*>A#;$'&!"$>$%&#'$!)$!"#&*$+=*+)(#9
G))B&:<$A)*#$-,)(#,@$>!$!"#$,>(!$!')$->!#<)*&#(a!"#$-,)(#;$>:;$)+#:$Y=#(!&):(a>$!>E):)A@$A>@$F#$)..#*#;9
@*W5/57='58'];2:.,5/:
D>-!=>,$*#->,,$Y=#(!&):($
• Such questions require recall of specific information and may be used to !#(!$A>(!#*@$).$F>(&-$&:.)*A>!&):9$6"#@$>*#$>,()$=(#.=,$>($&-#PF*#>B#*(?$!"#&*$*#,>!&%#$(&A+,&-&!@$(#*%&:<$!)$#:-)=*><#$*#(+):(#9
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 92
• At the simplest level, this kind of questions is often associated with such words as define, memorise, repeat, record, list, recall, name, relate.
e.g., “What is nominalisation?”
• At a less simple level, they involve facts organised into some logical *#,>!&):("&+9$6"#@$>*#$).!#:$>(()-&>!#;$'&!"$')*;($(=-"$>($*#(!>!#?$;&(-=((?$;#(-*&F#?$*#-)<:&(#?$#E+,>&:?$#E+*#((?$&;#:!&.@?$,)->!#?$*#+)*!?$*#%&#'?$!#,,9$
e.g., “In what contexts would you use nominalisation?”
@=62 H;<65:2^:'*/B'&W*76-2:
\"#!)*&->,• For restatement or emphasis. e.g., “The point about ... seems fairly clear, doesn’t it?”
2>:><#*&>,
• To deal with ‘housekeeping’ matters; to manage class +*)-#((9
$ #9<9?$ V7>:$ #>-"$ ).$ @)=$ A>B#$ -)+&#($ ).$ @)=*$ !=!)*&>,$assignment for distribution to the rest of the group?”
“Can we move on now to look at the second text?”
7,)(#;
• To test for specific knowledge of facts and to focus >!!#:!&):9$ 6"#(#$ Y=#(!&):($ !#:;$ !)$ F#$ -):%#*<#:!$!"&:B&:<$>:;$-)<:&!&%#PA#A)*@$)+#*>!&):(9
$ #9<9?$Ve">!$>*#$&A+)*!>:!$.>-!)*($!)$-):(&;#*$&:$'*&!&:<$advertising copy?”
• A closed question can be recognised easily because it =(=>,,@$(!>*!($'&!"$')*;($).$+"*>(#($,&B#X$U)?$4(?$7>:?$7)=,;?$e&,,?$e)=,;?$/">,,?$/")=,;9$
3+#:
• To encourage divergent and evaluative thinking )+#*>!&):($ Q#9<9?$ -*&!&->,],>!#*>,$ !"&:B&:<?$ #%>,=>!&):?$>,!#*:>!&%#$%&#'+)&:!(?$;&(-=((&):?$&:!#*>-!&):T9
e.g., “How important is Eliot’s influence on modern poetry?”
• Open questions are designed to give information. They !#:;$ !)$ (!>*!$'&!"$')*;($(=-"$>(X$8)'?$e"@?$e"#:?$e"#*#?$e">!?$e")?$e"&-"9
91! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
• Questions of ‘who’, ‘what’, ‘when’, ‘where’ tend to ask for retrieval of &:.)*A>!&):_$Z'"@[$>:;$Z")'[$Y=#(!&):($<#:#*>,,@$!#(!$.)*$"&<"#*$,#%#,$(B&,,($F=!$A>@$>,()$F#$.)=:;$&:$-,)(#;$>:;$-):%#*<#:!$Y=#(!&):(9$
7#:!*&:<$Y=#(!&):($
• These help to focus attention and thinking on a particular topic or aspect of >$!)+&-9$7>*#.=,,@$-")(#:?$!"#@$A>@$>,()$(#*%#$!)$>*)=(#$(!=;#:!([$-=*&)(&!@$>:;$ &:!#*#(!$ >:;$ A)!&%>!#$ !"#A$ !)$ #:<><#$ &:$ ;&(-=((&):$ )*$ !")=<"!.=,$#E+,)*>!&):9$
e.g., “What is your stand on euthanasia?”
Probing questions
These may be a series of questions which require going beyond the first response.
• Clarifying
e.g., “Could you please elaborate on that point?” “Could you be more precise about what you mean?”
• Increasing critical awareness
e.g., “What are you assuming?” “What are your reasons for thinking that it is so?” “Is that all there is to it?” “How might someone in the opposite camp respond to your view?” “What is the question being addressed here?”
What are the essential features and conditions of the ERP? $ b&%#:$!"&($(&!=>!&):?$'">!$;)$@)=$!"&:B$'&,,$">++#:$>($>$*#(=,!$).$&!($$
introduction? What facts and generalisation support your prediction? What other things might happen as a result of this situation? If the predicted situation occurs, what will happen next? $ N>(#;$ ):$ !"#$ &:.)*A>!&):$ >:;$ +*#;&-!&):($ F#.)*#$ =(?$ '">!$ >*#$ !"#$
probable consequences you now see?$ e">!$ '&,,$ ,#>;$ =($ .*)A$ !"#$ -=**#:!$ (&!=>!&):$ !)$ !"#$ ):#$ @)=$
predicted?
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 99
• Generating ideas
#9<9?$ Ve&!"$!"#$(!>:;>*;$).$0:<,&("$(,&;&:<?$'">!$->:$'#$;)$>F)=!$&A+*)%&:<$it? Let’s brainstorm for a bit to see what ideas we can generate within !"#$:#E!$.#'$A&:=!#(9W
• Refocusing
e.g., “How does this relate to what you (someone else) said earlier?” “If this is so, what are the implications?” “Can we examine the argument more closely?”
• Prompting
#9<9?$ 6X$Ve">!$&A+,&->!&):($>*#$!"#*#$&:$!"#$&:!*);=-!&):$).$#,#-!*):&-$*)>;$$$pricing (ERP)?”
$ /X$V5)$&;#>9W$ T: “What about considering first the functions of the ERP?”
• Redirecting
e.g., T: “What is A Passage to India about?”$ /X$V4
9:! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
1:>,@!&->,]#%>,=>!&%#$Y=#(!&):($
• These questions require working out of an answer rather than merely *#->,,&:<$ &!9$ 6"#@$ *#Y=&*#$ <#:#*>,&(>!&):$ *#,>!#;$ !)$ .>-!($ &:$ A#>:&:<.=,$+>!!#*:(9
• They include questions which involve higher-order skills of application, >:>,@(&(?$(@:!"#(&(?$+*)F,#A$(),%&:<$>:;$#%>,=>!&):9
5' ?66-,+*.,5/'
$ 6"&($*#Y=&*#($!"#$=(#$).$>$-):-#+!$)*$+*&:-&+,#$&:$>$-):!#E!$;&..#*#:!$.*)A$!">!$&:$'"&-"$&!$'>($,#>*:!9$4!$&($).!#:$>(()-&>!#;$'&!"$')*;($(=-"$>($!*>:(,>!#?$&:!#*+*#!?$>++,@?$;#A):(!*>!#?$&,,=(!*>!#?$#A+,)@9
e.g., “Can you think of an example to fit this definition?”$ V8)'$ ->:$ <*)=+$ ;@:>A&-($ F#$ #E+,)&!#;$ &:$ !"#$ !=!)*&>,$
situation?”
5' ?/*-=:,:
$ 6"&($*#Y=&*#($!"#$;#!#*A&:&:<$).$'"#!"#*$&;#>(])F^#-!($>*#$(&A&,>*?$;&((&A&,>*?$ =:*#,>!#;$ )*$ -):!*>;&-!)*@9$ 4!$ &($ ).!#:$ >(()-&>!#;$'&!"$')*;($(=-"$>($;&(!&:<=&("?$>:>,@(#?$;&..#*#:!&>!#?$>++*>&(#?$->,-=,>!#?$#E+#*&A#:!?$ !#(!?$ -)A+>*#?$ -):!*>(!?$ -*&!&-&(#?$ &:(+#-!?$ ;#F>!#?$Y=#(!&):?$*#,>!#?$(),%#?$#E>A&:#9$
#9<9?$ V8)'$ ;)#($ !"#$ =(#$ ).$ !"#$ :>**>!)*$ &:$ VU1+;9) /C) >+;J,1==V$-)A+>*#$'&!"$!">!$&:$VM.1)!//2)Q/32B1;?”
$ V8)'$()=:;$&($!"#$+*)+)(>,$!)$&A+,#A#:!$:>!&):>,$(#*%&-#$.)*$women?”
5' %=/.12:,:'
$ 6"&($ *#Y=&*#($ +=!!&:<$ &;#>($ !)<#!"#*$ &:$ >$ :#'$ '>@$ !)$ .)*A=,>!#$"@+)!"#(#(?$+,>:$-)=*(#($).$>-!&):?$;#(&<:$#E+#*&A#:!($>:;$()$):9$4!$#:-)=*><#($#:<><#A#:!$&:$&A><&:>!&%#$>:;$)*&<&:>,$!"&:B&:<?$>:;$A>@$*#Y=&*#$&:;=-!&%#$)*$;#;=-!&%#$*#>():&:<9$4!$&($).!#:$>(()-&>!#;$'&!"$ ')*;($ (=-"$ >($ -)A+)(#?$ +,>:?$ +*)+)(#?$ ;#(&<:?$ .)*A=,>!#?$>**>:<#?$>((#AF,#?$-):(!*=-!?$-*#>!#?$;#(&<:?$(#!$=+?$)*<>:&(#9$
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 9;
#9<9?$ V8>%&:<$-):(&;#*#;$'">!$!"#(#$:)%#,($">%#$&:$-)AA):?$'">!$might be a possible definition of the modern novel? Why?”
5' H<5O-27P:5-4,/0'
$ 6"&($ *#Y=&*#($ !"#$ =(#$ ).$ +*#%&)=(,@$ ,#>*:#;$ B:)',#;<#$ !)$ (),%#$>$ +*)F,#A9$ 4!$ &:%),%#($ !"#$ >F&,&!@$ !)$ (##$ *#,>!&):("&+($ F#!'##:$B:)',#;<#$ >:;$ !"#$ +*)F,#A?$ !)$ ;&><:)(#$ A>!#*&>,(?$ (&!=>!&):(?$#:%&*):A#:!(?$!)$(#+>*>!#$!"#$+*)F,#A$&:!)$-)A+):#:!$+>*!(?$>:;$!)$*#,>!#$+>*!($!)$):#$>:)!"#*$>:;$!)$!"#$'"),#9
#9<9?$ Vg)=$">%#$F##:$>(B#;$!)$;#(&<:$>:$&:.)*A>!&%#$>;%#*!&(#A#:!$+*)A)!&:<$!"#$(#*%&-#($).$!"#$8)!#,$;=$G>-9$4:$!"#$,&<"!$).$@)=*$&:(&<"!($.*)A$!"#$>:>,@(&($).$!"#$(#!($).$>;%#*!&(#A#:!($&:$!"#$+*#%&)=($>((&<:A#:!?$!"&:B$->*#.=,,@$).$!"#$+)!#:!&>,$-,&#:!#,#$you want to attract, their specific forms of appreciation and their :)!&):($).$,&!#*>-@?$'"&-"$#E+*#(($-,>((P*#,>!#;$A#>:&:<(9W
5' &4*-;*.,5/'
$ 6"&($ *#Y=&*#($ ^=;<A#:!?$ %>,=#$ )*$ -")&-#$ F>(#;$ =+):$ -)A+>*&:<$&;#>($)*$)F^#-!($!)$#(!>F,&("#;$(!>:;>*;(9$4!$&($).!#:$>(()-&>!#;$'&!"$')*;($ (=-"$ >($ ^=;<#?$ >++*>&(#?$ #%>,=>!#?$ *>!#?$ -)A+>*#?$ %>,=#?$*#%&(#?$(-)*#?$(#,#-!?$-"))(#?$>((#((?$#(!&A>!#?$A#>(=*#9
#9<9?$ Vb&%#:$ !"#$ .>-!($ ).$ !"#$ ->(#?$ ")'$ ')=,;$ @)=$ >;%&(#$ @)=*$client?”
A2$"#)+#I0$#F4$0)/+"0
• Questions are useful and usable in both large-group and small-group .2*+1,/0G
$ 6")=<"$&!$&($)F%&)=(,@$#>(&#*$!)$=(#$!"#A$&:$!"#$,>!!#*?$&!$A&<"!$F#$>*<=#;$!">!$ !"#*#$ &($ +#*">+($ <*#>!#*$ :##;$ .)*$ !"#A$ &:$ !"#$ A)*#$ .)*A>,$ ,#-!=*#$(&!=>!&):$'"#*#X
)$ Y=#(!&):($ >*#$ "#,+.=,$ &:$ F*#>B&:<$ +)((&F,#$ A):)!):@?$ >:;$ &:$A):&!)*&:<$!"#$Z+=,(#[$).$!"#$-,>(($Q'"#!"#*$(!=;#:!($>*#$.),,)'&:<$>:;$=:;#*(!>:;&:<$'">!$&($F#&:<$(>&;T_
9<! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
)$ (!=;#:!($>*#$,#(($,&B#,@$!)$!>B#$!"#$&:&!&>!&%#$&:$*>&(&:<$Y=#(!&):(9
• Different types of questions have their respective and appropriate uses.
o At the start of a class, a specific, closed question may be less daunting >:;$!"=($A>@$#:-)=*><#$*#(+):(#($.*)A$(!=;#:!(9
)$ 6)$#:-)=*><#$!"#$("@$)*$,#(($>F,#$(!=;#:!(?$>$(&A+,#$.>-!=>,$*#->,,$Y=#(!&):$A>@$F#$A)*#$#..#-!&%#9$6"#$(>!&(.>-!&):$;#*&%#;$.*)A$<&%&:<$>$-)**#-!$>:('#*$->:$+*)%&;#$+)(&!&%#$*#&:.)*-#A#:!$>:;$#:-)=*><#$!"#A$!)$)..#*$(=F(#Y=#:!$*#(+):(#(9
)$ e"#*#$ !"#$ &:!#:!&):$ &($ !)$ >(-#*!>&:$ A>(!#*@$ ).$ >$ -#*!>&:$ F);@$ ).$&:.)*A>!&):?$-,)(#;$Y=#(!&):($')=,;$)F%&)=(,@$F#$>++*)+*&>!#9
)$ N#.)*#$(!>*!&:<$>$!)+&-?$)+#:$Y=#(!&):($->:$+*)%&;#$&:;&->!&):($).$(!=;#:!([$+*#PB:)',#;<#$>:;$%&#'(9
)$ 6)$ "#,+$ ;#-&;#$ ):$ >++*)>-"#(?$ >*#>($ !)$ &:%#(!&<>!#?$ >-!&%&!&#($ !)$#E+,)*#?$)+#:$Y=#(!&):($>*#$A)*#$,&B#,@$!)$@&#,;$=(#.=,$*#(+):(#(9
)$ 3+#:$Y=#(!&):($ ->:$F#$=(#;$ !)$ (!&A=,>!#$;&%#*<#:!$ !"&:B&:<$ >:;$<#:#*>!#$ >$ %>*&#!@$ ).$ *#(+):(#(9$ 7">,,#:<#$ (!=;#:!($ !)$ -):(&;#*$)!"#*$)+!&):($)*$.)*A=,>!#$>,!#*:>!&%#$"@+)!"#(#(9
)$ 6)'>*;($ !"#$ #:;$ ).$ >$ -,>((?$ )+#:$ Y=#(!&):($ A&<"!$ F#$ =(#.=,$ .)*$;&*#-!&:<$(!=;#:!($!)$!"&:B$.=*!"#*$):$!"#$(=F^#-!9
C+D#J+)#)+#!0E#
• Questioning strategies may be varied to suit the circumstance. Generally, !"#$>(BP+>=(#P->,,$>++*)>-"$&($A)*#$,&B#,@$!)$B##+$#%#*@):#$>!!#:!&%#?$(&:-#$>:@):#$A>@$F#$->,,#;$=+):$!)$*#(+):;9$4.$!"#*#$&($>$+*#;&-!>F,#$+>!!#*:$Q#9<9?$->,,&:<$):,@$):$!")(#$&:$.*):!$)*$F>-B$*)'$)*$(!>*!&:<$>!$):#$#:;$).$!"#$-,>(($>:;$')*B&:<$(@(!#A>!&->,,@$>:;$+*#;&-!>F,@$!"*)=<"$!"#$<*)=+T?$>!!#:!&):$).$!")(#$:)!$&:$&AA#;&>!#$Z;>:<#*[$).$F#&:<$->,,#;$=+):$A>@$(!*>@9
• However, there are occasions when it may be desirable to identify the intended respondent first, e.g., to give some forewarning so that there is a "&<"#*$;#<*##$).$-):-#:!*>!&):$>:;$+#*">+($>$A)*#$-):(&;#*#;$*#(+):(#9$1,()?$ .)*$ ("@$ (!=;#:!(?$ !"&($A>@$>,,)'$ .)*$ ()A#$A#:!>,$+*#+>*>!&):$>:;$A>B#$&!$,#(($+>&:.=,$.)*$!"#A$!)$*#(+):;9
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 9=
• Be aware of how questions are asked. It should convey an interest in finding out about what the learners know and encourage learners to think .=*!"#*$).$'">!$!"#@$(")=,;$B:)'9$4.$&!$&($+#*-#&%#;$>($>:$&:Y=&(&!&):?$&!$'&,,$&:!&A&;>!#$>:;$;#!#*$*&(BP!>B&:<$*#(+):(#(9
A27)#J+)#)+#!0E
Clearly, questions vary considerably in range and purpose. Properly applied, they ->:$+*)%)B#$!"&:B&:<?$#:-)=*><#$;&(-=((&):$>:;$;#F>!#?$+*)A+!$.=*!"#*$+*)F&:<$>:;$&:%#(!&<>!&):$).$ !"#$(=F^#-!$>($'#,,$>($+*)%&;#$)++)*!=:&!&#($.)*$(!=;#:!($!)$>(B$Y=#(!&):($!)$-,>*&.@$!"#&*$=:;#*(!>:;&:<9$3:$!"#$)!"#*$">:;?$%><=#?$;#>;P#:;?$strongly directive questions will stifle intellectual development and do little to help students cultivate self-confidence.
$$$$$$m=#(!&):($!)$>%)&;$&:-,=;#$!"#$.),,)'&:<X
• The ‘yes-no’ question
$ #9<9?$VU)#($#%#*@):#$=:;#*(!>:;$'">!$("&.!($!"#$;#A>:;$-=*%#$>:;$!"#$$ $supply curve up or down?”
• A better alternative might be: “Let’s review the salient factors that cause demand and supply curves to shift. What are these?”
• The ‘run-on’ question
' e.g., “Do you think Jim is a romantic? What do you understand by the term ‘romantic’? Remember what Stein said about Jim being a romantic and how that is both good and bad? Why do you think he said that? And what about Marlowe’s point of view?”
• By the time the questioner pauses for breath at the end of the series of Y=#(!&):(?$(!=;#:!($')=,;$+*)F>F,@$">%#$,)(!$!*>-B$).$!"#$)*&<&:>,$Y=#(!&):$>:;$F#$>!$>$,)(($>($!)$'"&-"$Y=#(!&):$!)$>;;*#((9$
• The ‘woolly’ question
e.g., “What about the imperialist theme?” “Well, what about it?”
9@! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
• The ‘guess-what’s-in-my-mind’/‘programmed response” question
e.g., “How would you go about encouraging participation in tutorials? Do you think that creating a conducive atmosphere might help? Might the way questions are asked help? What about the use of buzz-group activities?”
• The question steers the respondent towards an answer that the questioner '>:!($>:;$">A+#*($&:;#+#:;#:!$!"&:B&:<$>:;$!"#$>*!&-=,>!&):$).$&:;&%&;=>,$%&#'(9
• The ‘put-down’ question
e.g., “We’ve gone through the first sonnet. Any reasonably intelligent +#*():$(")=,;$F#$>F,#$!)$*#>;$!"#$*#(!$):$"&(]"#*$)':9$g)=$(")=,;:[!$">%#$any difficulty, should you?”
• Predictably, such questions do not encourage any further questions or *#(+):(#(9
• The personal question
e.g., “I hear you’re getting married soon. How about telling us about it?”
• The line between interest in a student and ‘nosiness’ is somewhat thin and !#>-"#*($ (")=,;$ <=>*;$ ><>&:(!$ !"#$ +)((&F&,&!@$ ).$ #AF>**>((&:<$ (!=;#:!($!"*)=<"$>(B&:<$Y=#(!&):($).$>$+#*():>,$:>!=*#?$#(+#-&>,,@$'"#*#$!"#*#$&($>:$>=;&#:-#9$1,()?$Y=#(!&):&:<$(!*>!#<&#($A>@$;&..#*9
A27)#/0#K+4'#F4$0)/+"/"1#B$27./+4'H
• Do you prepare questions in advance?$ D)*#!")=<"!$ #:(=*#($ !">!$ !"#$ *&<"!$ Y=#(!&):($ >*#$ =(#;$ .)*$ !"#$ &:!#:;#;$
#:;(9
• Do you observe questioning behaviour and class interaction?$ d&;#)$>$-,>((9$4.$!"#$+=*+)(#$).$!"&($&($#E+,>&:#;$!)$(!=;#:!(?$>:;$&.$&!$&($;):#$
+#*&);&->,,@$>:;$#(!>F,&("#;$>($>$*)=!&:#?$(!=;#:!($>*#$A)*#$,&B#,@$!)$>--#+!$'">!$&($>;A&!!#;,@$>$Z;&(!*>-!&):$.>-!)*[$&:$!"#$-,>((*))A9$g)=$-)=,;$>,()$'&("$!)$>(B$>$-),,#><=#$!)$)F(#*%#$):#$).$@)=*$-,>((#($>:;$+*)%&;#$@)=$'&!"$.##;F>-B9
& -./012&)'34,%&2&/%5364%7&/%"76*8,& 9>
• How often do you ask complex questions? $ U)$@)=$.*#Y=#:!,@$>(B$Y=#(!&):($!">!$*#Y=&*#$(!=;#:!($!)$<)$F#@):;$'">!$
they already know, and to evaluate and apply this information?
• Do you practise ‘inquiry’ rather than ‘inquisition’?$ 4:Y=&*@$&($()A#!"&:<$!#>-"#*($>:;$(!=;#:!($A>@$;)$!)<#!"#*9$4:Y=&(&!&):$&($
()A#!"&:<$!#>-"#*($;)$!)$(!=;#:!(9$
• Do you ask too many questions? $ 1($&:$A>:@$!"&:<(?$Y=>,&!@$*>!"#*$!">:$Y=>:!&!@$&($+*#.#**#;9$3+#:$Y=#(!&):(?$
'"&-"$(!&A=,>!#$A)*#$-)A+,#E$*#(+):(#($>:;$&:%)B#$"&<"#*P)*;#*$(B&,,(?$=(#;$'&!"$>++*)+*&>!#$+>=(#(?$>*#$,&B#,@$!)$<#:#*>!#$,):<#*$>:;$A)*#$&:P;#+!"$(!=;#:!$*#(+):(#(9
• Do most of the questions occur at the beginning of a class? $ 7,>((#($Y=&!#$).!#:$(!>*!$'&!"$Y=#(!&):($F=!$=:,#(($(=(!>&:#;?$!"#$;&>,)<&-$
A);#$->:$%#*@$#>(&,@$,>+(#$&:!)$!"#$A):),)<&-9$
• Are most of the questions answered by the same few people? $ 6"#*#$'&,,$>,'>@($F#$()A#$(!=;#:!($'")$>*#$A)*#$%)->,$!">:$)!"#*(?$>:;$
->*#$(")=,;$F#$!>B#:$!)$+*#%#:!$!"#A$.*)A$;)A&:>!&:<$!"#$;&(-=((&):$!)$!"#$#E-,=(&):$).$!"#$)!"#*($&:$!"#$<*)=+9$/)A#$(!*>!#<&#($&:-,=;#X
)$ (+#,,&:<$)=!$!"#$<*)=:;$*=,#($>!$!"#$)=!(#!?$.)*$#E>A+,#X
n$ #%#*@$+#*():$&:$!"#$<*)=+$A=(!$">%#$">;$>$-">:-#$>!$>:('#*&:<$>$Y=#(!&):$F#.)*#$>:@):#$<#!($>$(#-):;$)++)*!=:&!@$!)$*#(+):;_
n$ !"#$+#*():$(&!!&:<$:#E!$!)$!"#$+#*():$'")$>(B#;$>$Y=#(!&):$*#(+):;($!)$&!_
o specifically inviting the less vocal students to respond.
• Do you create a conducive classroom atmosphere? $ 5):P!"*#>!#:&:<?$!*=(!PF=&,;&:<$-):;&!&):($>*#$:#-#((>*@$&.$(!=;#:!($>*#$!)$
*#(+):;$!)$Y=#(!&):(?$#(+#-&>,,@$!"#$A)*#$)+#:$!@+#$'"&-"$&:%),%#($<*#>!#*$*&(BP!>B&:<$):$!"#$+>*!$).$!"#$(!=;#:!(9$e"#*#$(!=;#:!($.##,$!"*#>!#:#;$)*$#AF>**>((#;$>F)=!$*#>,$)*$+#*-#&%#;$ &:>;#Y=>-&#(?$ !"#@$>*#$:)!$ ,&B#,@$ !)$-):!*&F=!#$.*##,@9
:?! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
• Do you demonstrate respect for your student?
• Do you play down the authoritarian role for yourself?
• Do you treat all students fairly and impartially? Sometimes with a vocal (!=;#:!$&:$!"#$-,>((?$!"#*#$&($>$!#:;#:-@$.)*$!"#$;&(-=((&):$!)$F#-)A#$>$;&>,)<=#$F#!'##:$!"&($(!=;#:!$>:;$!"#$!#>-"#*9$6"&($&($;&(-)=*><&:<$!)$!"#$)!"#*$(!=;#:!($>:;$A>@$#%#:$F#$+#*-#&%#;$>($.>%)=*&!&(A9$
• Is the seating arrangement one that encourages group interaction, e.g., can group members see each other?
• Do you show, by example, that it is acceptable to offer answers other than ‘cast-iron safe’ responses, and to confess to ignorance?
• What are your personal philosophy of education and your perception of =5;<'<5-2'*:'*/'2B;+*.5<L
Is it to transmit information? Or is it to teach students to think, investigate and learn, and ultimately to do these for themselves and by themselves?
-$,/":$'0
6"#$>A)=:!$>$!#>-"#*$(>@($&($:)!$:#-#((>*&,@$;&*#-!,@$+*)+)*!&):>,$!)$!"#$>A)=:!$).$,#>*:&:<$#..#-!#;9$/!=;#:!($:##;$!&A#$!)$.)*A=,>!#$>:;$>*!&-=,>!#$>:$>:('#*9$4!$&($&A+)*!>:!?$!"#*#.)*#?$!)$A>B#$>$-):(-&)=($#..)*!$!)$+*)%&;#$Z'>&!$!&A#[?$:)!$):,@$>.!#*$>(B&:<$>$Y=#(!&):$F=!$>,()$>.!#*$>:$>:('#*$">($F##:$%),=:!##*#;?$>($!"#*#$A>@$F#$A)*#$!)$-)A#9
6#>-"#*$>(B($Y=#(!&):$P A U S E (30 seconds)\#(+):(#$.*)A$(!=;#:!P A U S E (30 seconds)\#(+):(#$.*)A$!#>-"#*
N5-B',._'
Don’t be the first to answer every question, especially those asked by yourself. \#.*>&:$.*)A$-)AA#:!&:<$>.!#*$>$*#(+):(#$&.$!"#*#$>*#$)!"#*($>:('#*&:<9$G#!$!"#A$have their say first.
& -./012&)'34,%&2&/%5364%7&/%"76*8,& :2
&/+5;<*02'<2:65/:2:'
4:%&!#?$%#*F>,,@$)*$:):P%#*F>,,@$Q#9<9?$#@#$-):!>-!T?$!"#$)!"#*($&:$!"#$<*)=+$!)$*#>-!$!)$>$Y=#(!&):$)*$>$*#(+):(#$A>;#$F@$):#$).$!"#A9$
Acknowledge students’ answers
\#>((=*#$>:;$#:-)=*><#$(!=;#:!($F@$:);;&:<?$+*>&(&:<$>$<));$>:('#*?$F=&,;&:<$):$>:$>:('#*?$F@$*#.#**&:<$'"#*#$*#,#%>:!$&:$!"#$(=F(#Y=#:!$;&(-=((&):$!)$>$+)&:!$)*$+)&:!($A>;#$&:$>:$>:('#*9
32*-'T,.1',/+5<<2+.'5<'6*<.,*--=',/+5<<2+.'*/:T2<:'+5/:.<;+.,42-=
7*&!&-&(A$&($;&(-)=*><&:<$F=!$)F%&)=(,@$>:$&:-)**#-!$>:('#*$->::)!$F#$>--#+!#;9$6"#$Z@#(999F=
:1! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
C;*<B'*0*,/:.';/T,..,/0-='6;..,/0'B5T/'*':.;B2/.
4:$!"#$=:#Y=>,$!#>-"#*P(!=;#:!$*#,>!&):("&+?$(!=;#:!($A>@$F#$A)*#$!">:$=(=>,,@$(#:(&!&%#$!)$-*&!&-&(A9$e">!$&($+#*-#&%#;$>($>$+=!P;)':$A>@$+=!$"&A]"#*$)..$!*@&:<$><>&:$>:;$*&(B&:<$.=*!"#*$"=A&,&>!&):9$
$2:.*.2'+576-2W'5<',/*;B,O-2'A;2:.,5/:
Alternatively, ask another member of the group to do so. This not only clarifies but >,()$!=*:($>:$&:;&%&;=>,[($Y=#(!&):$&:!)$Z<*)=+$+*)+#*!@[9
Deflect
Put a question back to the person who asked it by a counter or prompting question, e.g., “What do you think?” or “What do you mean by...?” Or turn the question over to another student: “..., how would you answer that question?”
“I don’t know”
For many of us, however, this is perhaps one of the most difficult responses, #(+#-&>,,@$ '"#:$ '#$ *#>,,@$ ;)$ :)!$ B:)'9$ 6"#*#$ >*#$ -#*!>&:$ +(@-"),)<&->,$ >:;$()-&),)<&->,$ .>-!)*(a+#*">+($ A)*#$ ()$ '&!"$ !"#$ 1(&>:$ &:-,&:>!&):$ !)$ Z(>%#$ .>-#[$'"&-"$-):!*&F=!#($!)$)=*$*#,=-!>:-#$!)$-):.#(($!)$&:>;#Y=>!#$B:)',#;<#9$U#(+&!#$!"#$difficulty, it is arguably better to admit that you do not know the answer. Students *#(+#-!$"):#(!@$>:;$-)A+,>&:!($>*#$=:,&B#,@$ &.$@)=$ &:;&->!#$@)=*$'&,,&:<:#(($ !)$find the answer and get it back to them at the next meeting. You could also call ):$!"#$"#,+$).$>:)!"#*$A#AF#*$).$!"#$<*)=+?$)*$!"#$<*)=+$>($>$'"),#$A&<"!$!*@$!)$')*B$)=!$!"#$>:('#*9
N=!$#%#:$'"#:$'#$;)$B:)'?$.#&<:&:<$&<:)*>:-#$A>@$()A#!&A#($F#$>$<));$A)%#$>($&!$A>@$(#*%#$!)$#:-)=*><#$(!=;#:!($!)$F#$A)*#$&:%),%#;$&:$>:;$!)$!>B#$*#(+):(&F&,&!@$.)*$!"#&*$)':$,#>*:&:<9
M/)+<9)9.1)C//3)B=)=/K19BK1=)9.1)@;1+91=9)IB=2/K())))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))V:+9/
& -./012&)'34,%&2&/%5364%7&/%"76*8,& :9
Don’t answer
6"&($ &($ )..#*#;$ 536$ >($ >:$ #:;)*(#A#:!$ ).$ ;#%&)=(:#((?$ #%>(&%#:#(($ >:;$&**#(+):(&F&,&!@?$F=!$>($>$*#A&:;#*$!">!$>:('#*&:<$Y=#(!&):($&($:)!$>,'>@($>$(>-*#;$)F,&<>!&):$>:;$!">!?$&:$()A#$&:(!>:-#(?$A)*#$A>@$F#$>-"&#%#;$F@$:)!$>:('#*&:<$questions, thereby redirecting the questioner to attempt finding the answer for "&A(#,.$)*$"#*(#,.9
5. Encouraging reflective learning
$ e">!$ -">*>-!#*&(#($ Z"&<"$ <*>;#[$ ,#>*:#*($ &($ !"#$ ->+>-&!@$ .)*$ !")=<"!.=,$ >:;$critical reflexivity. Reflective learning goes beyond active and experiential ,#>*:&:<$!)$#E+,)*#$'">!$">($F##:$#E+#*&#:-#;$&:$)*;#*$!)$#E!#:;$=:;#*(!>:;&:<$and effect self-transformation. Reflective learning is not only cognitive, but also A#!>-)<:&!&%#a>;;*#((&:<$:)!$):,@$'">!$ >:;$")'$ !)?$ F=!$'"@$>:;$'">!$ &.$a>:;$&!$&($#((#:!&>,$.)*$*#>,$A>(!#*@$>:;$&:;#+#:;#:!?$,&.#,):<$,#>*:&:<9$/)A#$ways to help students become reflective learners are suggested below:
• Train them to think critically. $ 7,>*&.@$!"#$-*&!#*&>$.)*$+#*.)*A>:-#$>:;$"#,+$(!=;#:!($!)$-=,!&%>!#$>$">F&!$).$
A&:;$'"&-"X
)$ !*&#($!)$A>B#$(#:(#$).$!"#$,#>*:&:<$#E+#*&#:-#$Q#9<9?$%>,&;&!@]=(#.=,:#(($).$-,>&A(?$Y=#(!&):($>(B#;]=:>(B#;?$-)A+,#!#:#(($).$;>!>]*#-)*;(T_
)$ Y=#(!&):($ !"#$ >((=A+!&):($ =+):$ '"&-"$ B:)',#;<#$ &($ +*#;&->!#;_$challenges established definitions;
)$ A>B#($ &:.)*A#;$ >:;$ ;&(-*&A&:>!#$ -")&-#(?$ !"=($ -):!&:=)=(,@$ *#P>((#((&:<$>:;$>;>+!&:<$!"#&*$,#>*:&:<_$>:;
)$ *#,>!#($%>,&;>!#;$:#'$,#>*:&:<$!)$"&(]"#*$#E&(!#:!$-):-#+!=>,$.*>A#')*B$>:;$F#">%&)=*?$'&!"$!"#$-):(#Y=#:!$+*)^#-!&):($).$")'$!"#$&:!#<*>!#;$,#>*:&:<$A>@$F#$>++,&#;$!)$.=!=*#$>-!&):(9
• Develop their confidence in self-evaluation. )$ d>,=#$!"#&*$&;#>(]%&#'(9
)$ b&%#$+*>-!&-#$&:$A>B&:<$&:;#+#:;#:!$^=;<#A#:!(9
::! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
)$ 8#,+$ !"#A$ ;#(-*&F#$ >($ )F^#-!&%#,@$ >($ +)((&F,#$ !"#&*$ +#*-#+!&):($ >:;$%&#'(?$>%)&;&:<$&:!#*+*#!>!&):($>:;$^=;<#A#:!>,$+*):)=:-#A#:!(9
• Allocate time for reflection. Ensure that time/opportunity for reflection is factored into any planning
of learning activities (e.g., set aside time for briefing/debriefing, provide opportunities for clarification, ask students to keep a journal recording !"#$+*)-#((#($ >:;$)=!-)A#($).$ !"#&*$ ,#>*:&:<T$ !)$">F&!=>!#$ (!=;#:!($ &:!)$associating learning with reflection on learning.
• Train students in the requisite skills. $ 4.$(!=;#:!($>*#$!)$F#-)A#$()+"&(!&->!#;$,#>*:#*(?$!"#@$A=(!$">%#$!"#$#((#:!&>,$
F>(&-$(B&,,($Q#9<9?$!"&:B&:<?$(!=;@?$*#(#>*-"?$'*&!&:<?$+*#(#:!>!&):?$>:;$!&A#$>:;$(!*#(($A>:><#A#:!$(B&,,(T9$
• Energise the learning process. $ /!&A=,>!#$ !"&:B&:<$ >:;$ #:<><#A#:!$ '&!"$ '">!$ &($ F#&:<$ ,#>*:!$ Q#9<9?$
>(B$ Y=#(!&):(?$ F*>&:(!)*A?$ (=<<#(!$ F=``P<*)=+$ >:;$ (@:;&->!#P<*)=+$>-!&%&!&#(T9$
• Listen attentively. Initially it may be difficult to persuade students that it is more productive
.)*$!"#A$!)$!>,B$!"*)=<"$>:;$.)*A=,>!#$!"#&*$&;#>($*>!"#*$!">:$F#$.#;$'&!"$*#>;@PA>;#$):#(9$N=!$+#*(&(!#:-#$&:$!"&($&($#((#:!&>,$&.$>=!):)A)=($,#>*:&:<$&($!"#$<)>,9$
• Help students recognise barriers to learning. Lack of self-confidence, for instance, may require efforts at validating the
')*!"$ ).$ !"#$ &:;&%&;=>,$ >:;])*$ <*)=+9$ 4!$ &($ &A+)*!>:!$ !)$ <&%#$ +)(&!&%#$*#&:.)*-#A#:!($ >:;$ F#$ (#:(&!&%#$ !)$ :):P%#*F>,$ (&<:($ F#!*>@&:<$ :#<>!&%#$#A)!&):(9$
• Offer strategies for productive reflection. $ C(#$(=++)*!&%#$Y=#(!&):&:<_$&:!*);=-#$,#>*:&:<$!#-":&Y=#($Q#9<9?$,#>*:&:<$
-):%#*(>!&):(?$-):-#+!$A>+(?$.*##$>(()-&>!&):$A#!");($)*$*#+#*!)*@$<*&;($!)$-,>*&.@$,#>*:#*[($-):(!*=-!(T9$
& -./012&)'34,%&2&/%5364%7&/%"76*8,& :;
%572'65::,O-2'6<5O-27:'58'-2*</2<P+2/.<2B'.2*+1,/0'
• It involves much more time and thought.
• It may not be able to cover as much ground (but the printed page and -)A+=!#*($ ->:$ #..#-!&%#,@$ ;#,&%#*$ >$ <));$ ;#>,$ ).$ &:.)*A>!&):?$ '&!"$ !"#$>;%>:!><#$).$&:;&%&;=>,$+>-&:<T9
• Not being the controlling figure may be potentially threatening for the !#>-"#*9
• There may be resistance from students and possibly other sources.
N#&:<$+*#+>*#;$.)*$(=-"$>:;$)!"#*$+)((&F,#$+*)F,#A($A>@$.)*#(!>,,$;&(-)=*><#A#:!9$6"#$("&.!$.*)A$!#>-"#*P-#:!*#;$!)$,#>*:#*P-#:!*#;$!#>-"&:<$&($:)!$>:$#>(@$):#?$F=!$&!$ (##A($ Y=&!#$ -,#>*,@$ >$A)%#A#:!$ &:$ !"#$ *&<"!$ ;&*#-!&):$ !)'>*;($ #E-#,,#:-#$ &:$!#>-"&:<9$
Guide Questions for Reflection and Discussion
1. Reflect on your teaching practices in the classroom and compare these '&!"$!"#$,#>*:#*P-#:!#*#;$!#>-"&:<$(!@,#$;&(-=((#;$&:$!"#$>*!&-,#9$$e)=,;$you consider your teaching style as learner-centered? Why/why not?
K9$$ e">!$-">,,#:<#($;)$@)=$.)*#(##$&:$>++,@&:<$!"#$+*&:-&+,#($).$,#>*:#*Pcentered instruction?
$%5;<+2
Pan, D. (2008). A+<B3B9+9B,@) D1+;,B,@O) E==61=) /,) D1+;,1;-:1,91;12) M1+<.B,@() f!"$ #;9$7#:!#*$ .)*$U#%#,)+A#:!$ .)*$6#>-"&:<$>:;$G#>*:&:<?$5>!&):>,$C:&%#*(&!@$).$/&:<>+)*#?$/&:<>+)*#9$QC(#;$'&!"$+#*A&((&):9T$\#!*&#%#;$.*)A$"!!+X]]'''9-;!,9:=(9#;=9(<]8>:;F))B],#>*:]&((=#(9"!A
& -./012&)'34,%&2&/%5364%7&/%"76*8,& :=
@2*+1,/0'*/B'D2*</,/0'H1,-5:561='?/B'%.<*.20,2:
N@$C7$\#<#:!($QKRRRT7"#A7)::#-!&):(93*<9$\#!*&#%#;$.*)A$
http://chemconnections.org/modules/tandl_philosophy.html
:@! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
@2*+1,/0'*/B'D2*</,/0'H1,-5:561='*/B'%.<*.20,2:N@$":)#1@1,9=
(G' @12'/*.;<2'58'.12'-2*</,/0'6<5+2::'
$ /!=;#:!($<>&:$B:)',#;<#$>:;$=:;#*(!>:;&:<$&:$>$()-&>,$(#!!&:<9$6"#@$&:!#*>-!$'&!"$+##*($>:;$&:(!*=-!)*($!"*)=<"$>$+*)-#(($).$:#<)!&>!&):9$6"#@$&:!#*>-!$'&!"$!"#$ F*)>;#*$ &:!#,,#-!=>,$ -)AA=:&!@$ !"*)=<"$ !")=<"!.=,$ *#>;&:<$).$ !#E!($ >:;$^)=*:>,(9$0>-"$(!=;#:!$(!>*!($.*)A$>:$&:&!&>,$F>(#$).$B:)',#;<#$>:;$#E+#*&#:-#9$1,,$(!=;#:!($')*B$.*)A$!"&($+)&:!$!)$F=&,;$>$A)*#$A#>:&:<.=,$=:;#*(!>:;&:<$).$the subject matter and to enhance their ability to ask questions and find answers. 6"#@$A=(!$ ,#>*:$")'$ !)$;#>,$'&!"$:#'$ (&!=>!&):($'&!"$ !)=<"$+*)F,#A($>:;$=:B:)':$>:('#*(9
9G' @12':.26:':.;B2/.:'7;:.'.*>2',/'.12'-2*</,/0'6<5+2::'
• 1*!&-=,>!#$&:&!&>,$B:)',#;<#$
• Add to what is already known to refine and enrich it with the student's )':$#..)*!($
• 1*!&-=,>!#$>:;$-)**#-!$A&(-):-#+!&):($
• 2>B#$-)::#-!&):($F#!'##:$-):-#+!($
• C:;#*(!>:;$!"#$%&#'+)&:!($).$)!"#*($
• \#>,&`#$!"#$,&A&!>!&):($).$!"#&*$)':$&;#>($
• 7*#>!#$>:;$!#(!$:#'$&;#>($
• N#$-):-#*:#;$'&!"$A#:!>,$+*)-#((#($>($'#,,$>($!"#$n>:('#*n$
• Reflect on the way their conceptions are changing
• Ask questions (what if..?)
• U#%#,)+$!"#$>F&,&!@$!)$F#$&A><&:>!&%#$>:;$-*#>!&%#$
& -./012&)'34,%&2&/%5364%7&/%"76*8,& :>
MG' @12',B2*-'-2*</,/0'2/4,<5/72/.'
• 4:&!&>,$ >-!&%&!&#($ >*#$ >--#((&F,#$ !)$ #%#*@):#$ >:;$ -)A#$ .*)A$ -)AA):$#E+#*&#:-#($
• 6"#$#:%&*):A#:!$&($F)!"$>--#+!&:<$>:;$-*&!&->,$
• /!=;#:!($>*#$A>;#$!)$.##,$.*##$!)$+*)+)(#$!"#&*$)':$&;#>($'&!")=!$+*#A>!=*#$^=;<A#:!$
• /!=;#:!($ ,#>*:$ !)$ (=++)*!$ !"#&*$ &;#>($ '"&,#$ &:!#*>-!&:<$ '&!"$ +##*($ >:;$&:(!*=-!)*($
• 7):%#*(>!&):($!>B#$+,>-#$&:$'"&-"$>,,$(!=;#:!($.##,$!"#@$->:$-):!*&F=!#$
• 4;#>($>*#$&,,=(!*>!#;$>:;$(!=;#:!$&:!#*#(!$#:<><#;$!"*)=<"$;#A):(!*>!&):($>:;$#E+#*&A#:!($
• 1:$#:%&*):A#:!$&($-*#>!#;$!">!$.)(!#*($(#,.$A)!&%>!&):$>A):<$!"#$(!=;#:!($
• 1$%>*&#!@$).$!@+#($).$,#>*:&:<$>-!&%&!&#($>*#$=(#;$!)$A##!$!"#$'&;#$*>:<#$).$(!=;#:!$:##;($
• /!=;#:!($A=(!$;#%#,)+$>$(#:(#$).$>--)A+,&("A#:!$>:;$(>!&(.>-!&):$
QG' $2:65/:,O,-,.,2:'58'.2*+12<:'
• 8#,+$(!=;#:!($,#>*:$!"#$,>:<=><#$).$!"#$;&(-&+,&:#$
• 0E+,>&:$<)>,($>:;$A#!");($
• d>,&;>!#$B:)',#;<#$F*)=<"!$F@$#>-"$(!=;#:!$
• 7*#>!#$&:!#*#(!$>:;$<#:#*>!#$-=*&)(&!@$
• 0:-)=*><#$(!=;#:!($!)$')*B$">*;$
• 7)AA=:&->!#$(!>:;>*;($).$^=;<A#:!$
• 8#,+$(!=;#:!($,#>*:$")'$!)$=(#$,>:<=><#$+*#-&(#,@$
• e#>:$(!=;#:!($.*)A$;#+#:;#:-#$):$&:(!*=-!)*($
• 1-!$>($>$*#()=*-#$'&!")=!$;&*#-!,@$>:('#*&:<$#%#*@$Y=#(!&):$
;?! -./0&12&)'34,%&2&/%5364%7&/%"76*8,
• Provide time to puzzle, wonder, and struggle
• U):j!$^=;<#$+*#A>!=*#,@$
• Provide fair criticism
• 0:-)=*><#$-),,>F)*>!&):$
• N#$>:$>-!&%#$,&(!#:#*$>:;$,#>*:#*$
• 0:-)=*><#$(!=;#:!($!)$')*B$&:$:#'$(&!=>!&):($
• m=#(!&):$ (!=;#:!($ ()$ !"#@$ *#>,&`#$ !"#$+*)-#(($ ).$ (##B&:<$ #E+,>:>!&):($ &($-*&!&->,,@$&A+)*!>:!$
SG' $2:65/:,O,-,.,2:'58':.;B2/.:'
• 2>B#$=(#$).$&:&!&>,$B:)',#;<#$
• 6"&:B$.*##,@$
• 0:<><#$ &:$ >:$ >-!&%#$ ()-&>,$ +*)-#(($ ).$ !#(!&:<$ >:;$ -,>*&.@&:<$ !"#&*$=:;#*(!>:;&:<$
• U#%#,)+$!"#$>F&,&!@$!)$')*B$#..#-!&%#,@$>:;$&:!#:(#,@$
• 1%)&;$+*#A>!=*#$^=;<A#:!$).$!"#A(#,%#($)*$)!"#*($
• 1(B$Y=#(!&):($
• 7>*#.=,,@$-):(&;#*$!"#$&;#>($).$)!"#*($
• G#>*:$!)$!"&:B$&:;#+#:;#:!,@$>:;$!>B#$*#(+):(&F&,&!@$.)*$!"#&*$)':$>-!&):($
• d>,=#$)!"#*($>($=(#.=,$-),,#><=#($
• 0%>,=>!#$!"#&*$)':$+*)<*#(($&:$>:$)F^#-!&%#$A>::#*$
& -./012&)'34,%&2&/%5364%7&/%"76*8,& ;2
Guide Questions for Reflection and Discussion
H9$ e">!$>*#$@)=*$(&<:&.&->:!$ ,#>*:&:<($>:;$&:(&<"!($.*)A$!"#$>*!&-,#$>:;$why do you consider them as significant?
K9$ Reflect on the teaching and learning philosophy and strategies discussed &:$!"#$>*!&-,#9$4:$'">!$'>@($>*#$!"#@$(&A&,>*$)*$;&..#*#:!$.*)A$@)=*$)':$$instructional philosophy and classroom strategies?
%5;<+2
C7$ \#<#:!($ QKRRRT9$ M1+<.B,@) +,2) D1+;,B,@) ?.B3/=/G.F) +,2) Q9;+91@B1=()))7"#A7)::#-!&):(93*<9$ \#!*&#%#;$ .*)A$ "!!+X]]-"#A-)::#-!&):(9)*<]modules/tandl_philosophy.html
SOUTHEAST ASIAN MINISTERS OF EDUCATION ORGANIZATIONREGIONAL CENTER FOR EDUCATIONAL INNOVATION AND TECHNOLOGY
Commonwealth Avenue, Diliman, Quezon City 1101 PhilippinesTel. (+632) 9247681 to 84 • Fax: (+632) 9210224www.seameo-innotech.org
9 789710 487554
ISBN 978-971-0487-55-4ISBN 978-971-0487-55-4Copyright of the readings included in this compilationrests with the original authors/publishers.SEAMEO INNOTECH has been granted permissionto reproduce the said readings for educational use.No unauthorized reproduction is permitted.
![Kant - Kritik af den rene fornuft [A19-130/B33-169]](https://img.pdfslide.net/doc/110x75/54f7e7904a79597b198b49a2/kant-kritik-af-den-rene-fornuft-a19-130b33-169.jpg)
![Dnevni avaz [broj 5364, 11.8.2010]](https://img.pdfslide.net/doc/110x75/552741384a79597a118b4699/dnevni-avaz-broj-5364-1182010.jpg)
