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ASSIGNMENT
MAY 2015 SEMESTER
SUBJECT CODE : EMI 643
SUBJECT TITLE : MODELS OF INSTRUCTION
LEVEL : MASTER OF EDUCATION
STUDENT’S NAME : KASAINI BINTI SIMIN
MATRIC NO. : E6010115010
!ROGRAMME : MASTER OF EDUCATION
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ACADEMIC FACILITATOR :
LEARNING CENTRE : RANAU SABA"
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PART A
MY PHILOSOPHY OF TEACHING
INTRODUCTIONA teaching philosophy is a self-re ective statement of our beliefs about
teaching and learning. In addition to general comments, our teaching
philosophy should discuss how we put our beliefs into practice by including
concrete examples of what we do or anticipate doing in the classroom.
Teaching philosophies are typically may be longer or shorter depending
on our circumstances. They are written for two particular audiences. The rst
is search committees, since teaching philosophies are increasingly becoming
part of the academic !ob. The second audience is ourself and our colleagues.
In this case, the teaching philosophy serves a formative purpose " a
document that helps us re ect on and improve our teaching.
#tarting a teaching philosophy can be a di$cult tas%, but it need not be.
The steps outlined in this tutorial provide a structure for ta%ing you through
the drafting process step by step. &f course, there are as many di'erent ways
of writing teaching philosophies as there are writers. (hat we suggest here is
one possible approach to drafting the essay. )eel free to deviate from thisplan, s%ipping or adding steps to accommodate your personal writing style.
This tutorial follows a basic three-part process.
*. (e+ll begin by generating ideas for our teaching philosophy based on
our attitudes, values, and beliefs about teaching and learning.
. ext, we+ll organi e our ideas and create a wor%ing draft. we+ll also
chec% to ma%e sure that we+ve illustrated our personal beliefs with
speci c examples of classroom practice that ta%e into account
disciplinary contexts and constants.
3. )inally, we+ll assess our rst draft, comparing it to a rubric " a set of
guidelines " for e'ective teaching philosophies. our assessment should
point the way toward gaps in the essay or areas that need to be
rewor%ed during subse/uent revisions.
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1eep in mind that the teaching philosophy is a document in progress. As our
teaching changes and our professional identity grows, our teaching
philosophy will also change and grow. #o revisit it periodically and rewrite it
as our beliefs and experiences progress and change.
MY PHILOSOPHY OF TEACHING
There are many types of teaching philosophies. The examples of those
philosophies that our professors have chosen to teach us in 2olleges are not
chosen for their excellence, but to show us a range of choices of styles,
structures and possible content in teaching philosophy statements. (hen we
read through the extracts, thin% about the following /uestions
4 (hat do we li%e5disli%e about the statement6
4 (ho do we thin% the statement is written for6
4 Is the statement written in a personal way6
4 Are the teaching methods clear6
4 Is there a balance between theory and practice6
4 Are examples given6
4 (hat words reveal the educator7s teaching values6
4 (hat will we remember most about this statement6
#econdary #chool I see teaching as involving a reciprocal relationship
between teachers and students. I believe that teachers have duties to their
students and that students have duties to their teachers. I believe that it is
my responsibility as a teacher to provide students with the following
4 an environment conducive to learning,4 %nowledge that will help them be successful in achieving their lives+
goals,4 materials, opportunities, and feedbac% that will help them learn, and4 help in becoming and remaining motivated to be successful both in their
studies and in applying their %nowledge to solve problems in their lives.
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I also believe that my students have duties to me, to their fellow
students, and to themselves. I believe that these duties support me in
ful lling my duties to students. Thus, I believe that it is the students+
responsibility to be supportive of the teacher and fellow students by being
4 tolerant of di'erent points of view,
4 prepared for class,
4 willing to wor% hard to complete course activities,
4 willing to bring their life experiences into the class to enrich discussions,
4 willing to try to apply what they learn in class to solve the problems they
face on their !obs and in their lives.
Therefore, because of the reciprocal nature of the duties between
teachers and students, I believe that it is a fundamental mista%e to see
students as customers or as clients because such a view incorrectly implies
that the primary duties in the relationship are the teachers+ duties to the
students and virtually ignores the duties of students to their teachers, fellow
students, and themselves. #ince I teach four di'erent courses that span threedi'erent areas of management, I provide a more detailed discussion of how
my teaching philosophy relates to what and how I do things in each individual
course.
Our Comments may compr se t!e "o##o$ n%&
• 9ducation I am a teacher educator because I want to change the world.
(hile I reali e what I hope to accomplish is limited, I %now education iswhere I can have the greatest impact. I want my students to understand
that the professional world they will inhabit, the school, is not immutable.• As future teachers they can ma%e a di'erence and their classrooms can
be healthy, supportive environments in which their own students can
grow and learn. Thus, my students need opportunities to collaborate with
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each other, as well as with me, to learn and gain expertise about the act
of teaching. To be e'ective teachers, my students must have the
opportunity to ta%e responsibility for becoming life-long learners. This
means sharing with others what they learn about teaching and reali ing
all the things that they have not yet discovered. I want my students tobecome empowered by their own learning and development as teachers.
I create situations where students can ta%e charge for what they learn
and how it applies in their classrooms. )inally, I want students to reali e
that they don+t teach sub!ects but rather people. ;y goal is to teach the
whole person, i.e., the cognitive, a'ective, and behavioral dimensions of
the human being.• An e'ective teacher is li%e the wi ard who must help each individual
appreciate the potential that resides within all of us -- the potential toma%e the best use of our minds, our hearts, and those behaviors that can
ma%e the world a better place. It is impossible for me to be all things to
all students. It is healthy for my students to see that I don+t have all the
answers and that I must deal with contradictions about teaching and life
!ust as they will. To embrace these contradictions and gaps in %nowledge
creates the opportunity for new understandings and ways of loo%ing at
the world.• Technology is an important part of my wor% because as an instructional
tool it brings up contradictions for teachers regarding their conceptions of
what it means to teach and learn in the Information Aged. )urthermore,
the rapidity of change in instructional uses of technology %eeps me
constantly searching for ways to show teachers what are the educational
potentials of culturally transforming developments such as the Internet.• In summary, I believe that as much as possible future teachers should be
in control and responsible for what they learn. )urthermore, I believe their
accepting responsibility for learning does not occur in a vacuum It also
involves those with whom they wor%. I develop a sense of community in
my classes. As members of that community, students are responsible not
only to themselves, but to the other members of the community,
including me.
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CONCLUSION
;y philosophy of teaching is to provide a classroom environment where
students are encouraged to express their own ideas and participate in their
education experience. Although I stress individual responsibility for learning
in the class, I also provide explanation and guidance regarding the course
materials and sub!ect matter.
I want my students to en!oy the interaction in my classroom and to be
challenged by the intellectual discussion of course material. The purpose of
this document is to illustrate my philosophy of teaching. At the end of each
class that I teach, I would li%e to have my students remember the following
about me as a teacher
4 =e care about me as a person and valued my contributions to classdiscussions.
4 =e create an environment in the classroom which inspired learning and
encouraged individual responsibility for education.
I use these statements as the guide for my performance in the classroom
and to de ne my teaching philosophy. In the remainder of this assignment, I
provide examples of how I apply these guides in my teaching. >ecognition of Individuality, the diverse bac%grounds of my students enable them to bring to
my classroom a variety of ideas relating to the class material.
I want my students to feel that my classroom is a discussion room where they
can share their ideas about the sub!ect matter and contribute to the
educational experience. &n the rst day of class, I as% each student to ll out
an individual information sheet.
I use this information to learn about my students. Throughout the semester, Iattempt to call on each student by name and to %now a little about his or her
bac%ground. (hen I %now my students, they feel valued and en!oy the
experience of participating in my class. ?earning 9nvironment As an
instructor, I have the responsibility to help my students learn how to learn. I
hope to inspire my students with a desire to learn more on their own.
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I encourage students to ta%e advantage of resources other than standard
course materials and lectures. )or example, I assign pro!ects which re/uire
interaction with the (orld (ide (eb, electronic mail, and other Internet
related resources.
y doing so, I hope to show my students the tremendous availability of
resources to use in learning about almost any sub!ect matter they are
studying.
I expect students to ta%e individual responsibility for their education by
coming prepared to participate in class. To encourage student participation, I
use active learning techni/ues to draw individuals into class discussions.
Buring class meetings, I as% students /uestions and use their responses as a
foundation for the concepts to be covered in the class period.
In addition, I attempt to redirect /uestions posed by students in the class
to other students. y using active learning techni/ues, I hope to help my
students understand they are responsible for their own education experience.
PART B
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C
THE CREATIVITY CLASSROOM
INTRODUCTION
Firstly, let me state my understanding of the word “Creativity”. Creativity is the bringing
into being of something which did not exist before, either as a product, a process or a
thought. I will attempt to demonstrate what creativity is:
• Invent something which has never existed before• Invent something which exists elsewhere but you are not aware of • Invent a new process for doing something• eapply an existing process or product into a new or different mar!et• "evelop a new way of loo!ing at something #bringing a new idea into existence$• Change the way someone else loo!s at something
In fact, we are all creative every day because we are constantly changing the ideas which
we hold about the world about us. Creativity does not have to be about developing
something new to the world, it is more to do with developing something new to
ourselves. %hen we change ourselves, the world changes with us, both in the way that
the world is affected by our changed actions and in the changed way that we experience
the world.
&eachers share big and small ideas for ma!ing any classroom a more creative place.Creativity is on our minds. &hat's because it's central, along with s!ills li!e collaboration,
critical thin!ing, and communication, to the shift from teacher(directed learning to a more
student(centered, pro)ect(based approach. %e don't want our students' creativity to end
with the comments they leave on their friends' Faceboo! pages. %e want them to loo! at
every problem they face with a creative eye: *ow can I best answer this +uestion -m I
thin!ing of all the possible alternatives %hat's the most interesting approach for me
HOW TO CREATE CREATIVITY IN CLASSROOM
%ith practice, ongoing creative thin!ing #the continuous investigation, +uestioning and
analysis that develops through education, training and self(awareness$ occurs all the time.
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ngoing creativity maximi/es both accidental and deliberate creative thin!ing. ngoing
creativity ta!es time and deliberate practice to become s!illful at, but it0s surprising how
+uic!ly it becomes an attitude, not a techni+ue.
&he first step to ta!e is to learn the creative thin!ing techni+ues so that we can
deliberately use them to come up with new ideas. %e will then be at an immediate
advantage over those who don0t !now how to use them. %e should then practice the
techni+ues to increase our s!ill at ongoing creative thin!ing. #-fter a while we may even
find it unnecessary to use specific techni+ues because we may be having too many ideas
anyway.$ %e can create much creativity by trying to find the answers to the following
+uestions:
• %hat is the state of creativity in our classroom• *ow many of our lessons involve students as!ing +uestions, brainstorming
solutions, and wor!ing with their peers• *ow often do we ta!e a brea! from the boo!s and try ma!ing movies or creating
dioramas instead• %hat are our goals with regard to creativity• %here do you want to be in one, two, or three years
1a!e a deeper research by ta!ing an assessment on the teaching style applied. 1a!e a
plan to increase the number of pro)ect(based assessments in our own classroom. - firstgoal might be to replace one traditional assessment with a pro)ect that incorporates cross(
curricular concepts and creativity. 2how our plan to our principal to get him on board.
%hen it is successful, we'll have grounding to step up the number of pro)ects throughout
the year.
Fellow teachers who believe in the value of creativity are our best allies. &ogether,
we can brainstorm strategies for developing new approaches to the traditional curriculum
that encourage students to find their own answers to problems, instead of memori/ing the
ones in the textboo!. %e can issue creative learning challenges that capture students'
attention and engage their minds.
Creative teaching
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In order to teach creativity, one must teach creatively3 that is, it will ta!e a great deal of
creative effort to bring out the most creative thin!ing in our classes. f course, creativity
is not the only re+uired element for creative instructors. &hey must also !now their fields
and !now how to create an appropriate learning environment.
%hen will it be most important for you to offer direct instruction %hen is discovery
most important %hat are our expectations and how can we best communicate them
4ecause answers to these +uestions are so diverse 5 even for individual instructors
teaching different courses or at various times of the semester 5 no one techni+ue will fit
all needs. *ere are several approaches or techni+ues for teaching creatively, both general
and specific to certain fields .
Genera Techni!"e#
It can be fun when a teacher decides to sha!e things up in the classroom. &ruth be told,
some of my best classes were ones where the teachers' teaching methods were anything
but traditional. In fact, I had seen numerous teachers that completely relied upon
creativity and inspiration as the guiding forces in their teachings.
-t first, I was a little weary of these one(of(a(!ind teachers 6 thin!ing that they were
only going to complicate things as opposed to expand my creative learning. In the end,
however, I learned more from these uni+ue teachers than I did the rest of my traditional,
teach(by(the(boo! teachers. For those of us who are loo!ing to integrate creative teaching
and learning into the classroom, here are four exciting ways to do so.
*ost a class blog ( ne of the best classes I ever too! was one that featured a
collaborative class blog. 7ach day, my art history lecturer would go over a particular art period or movement in class and then invite students to contribute to the class blog about
their thoughts or insights into the various topics we discussed. 8ot only did the blog
allow people to explain and explore further insight into what we learned, it also
encouraged them to get more excited and involved in the class itself. In case you haven't
tried them out already, blogs are a great way to get students more intrigued and active in
http://www.celt.iastate.edu/teaching-resources/classroom-practice/teaching-techniques-strategies/creativity/techniques-creative-teaching/#fieldhttp://www.celt.iastate.edu/teaching-resources/classroom-practice/teaching-techniques-strategies/creativity/techniques-creative-teaching/#field
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the classroom. 2ome students don't li!e to publish their thoughts directly on a blog3
therefore, some teachers encourage their students to have class )ournals instead. I'm not
tal!ing about the traditional, wire(bound )ournal you ta!e notes in3 I'm tal!ing about a
class diary: a place where students get to express their thoughts, insights, and concerns
about the class.
A##"$%ti&n B"#ting
What' -n assumption is an un+uestioned, assumed truth. -ssumption busting is
particularly effective when one is stuc! in current thin!ing paradigms or has run out of
ideas.
Bene(it#' 7veryone ma!es assumptions about how the world around us, which in
creative situations, can prevent seeing or generating possibilities. "eliberately see!ing
out and addressing previously un+uestioned assumptions stimulates creative thin!ing.
H&)' 9ist assumptions associated with a tas! or problem, for example, that a
solution is impossible due to time and cost constraints3 something wor!s because certain
rules or conditions3 and people believe, need or thin! of certain things. &hen as! under
what conditions these assumptions are not true, continue the process of examination as
old assumptions are challenged and new ones are created. -n alternative way of
proceeding is to find ways to force assumptions to be true. &his is the opposite of
challenging assumptions in the previous step
St"*ent# C a## +&"rna #
- few of my teachers would collect these )ournals from time to time as a way of
assigning participation grades and gauging how students felt about the class in general.
ften times, teachers that incorporated class )ournals into their curriculum were the ones
students respected and admired most. 1uch li!e the classroom blog, these diaries
encouraged students to be more actively involved in the classroom.
http://www.mycoted.com/Assumption_Bustinghttp://www.mycoted.com/Assumption_Busting
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Brain#t&r$ing
What' 4rainstorming, a useful tool to develop creative solutions to a problem, is a lateral
thin!ing process by which students are as!ed to develop ideas or thoughts that may seem
cra/y or shoc!ing at first. articipants can then change and improve them into original
and useful ideas. 4rainstorming can help define an issue, diagnose a problem, or possible
solutions and resistance to proposed solutions.
H&)' "efine the problem clearly lay out any criteria to be met. ;eep the session
focused on the problem, but be sure that no one critici/es or evaluates ideas during the
session, even if they are clearly impractical. Criticism dampens creativity in the initial
stages of a brainstorming session. Ideas should be listed, rather than developed deeply on
the spot3 the idea is to generate possibilities. -ccordingly, participants should be
encouraged to pic! up on ideas offered to create new ones. ne person should be
appointed as note(ta!er, and ideas should be studied and evaluated after the session.
C&nce%t Ma%%ing
What' Concept maps represent !nowledge graphic form. 8etwor!s consist of nods,
which represent concepts, and lin!s, which represent relationships between concepts.
Bene(it#' Concept maps can aid in generating ideas, designing complex structures, or
communicating complex ideas. 4ecause they ma!e explicit the integration of old and new
!nowledge concept maps can help instructors assess students' understanding.
H&)' Create a focus +uestion specifying the problem or issue the map should help
resolve. 9ist the !ey concepts #roughly
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CONCLUSION
-s one considers the possibility of an instructional balance, it is evident that the topic of
standards and creativity offers two opposite spectrum of thin!ing. %hen determining
how to e+uali/e standards and creativity, it is essential to examine each component in
relation to the needs of gifted learners. In this article, the author examines how to
integrate creativity in a standards(based system and discusses the benefits of balancing
standards and creativity. &he author also describes three components, including teacher
behavior, learning environment, and instructional strategies, that may be used to achieve
this e+uilibrium, and offers several strategies in implementing creativity in the classroom
in order to balance instruction. "esigning for the 2tudents %hen creating an environment
for a student(centered approach to learning, it is imperative that one ta!e the needs of the
students into consideration. &eachers should as! themselves about what types of
disabilities will be entering their classroom, what types of behavior are expected from the
incoming group, and will all students be able to hear instruction from the seating
arrangements I believe an issue that is still an issue today when other said, as a society,
we haven't yet come to grips with some of the subtler aspects of disabilities legislation,
which aims at ensuring that disabled people participate e+ually in all the opportunitiesthat we provide to the able(bodied. In schools, this means ma!ing sure that, to the
greatest degree possible students are able to en)oy access to all parts of the curriculum.
PART C
TEACHER'S(STUDENT'S ROLE IN LEARNER(CENTERED TEACHING
INTRODUCTION
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Teacher-centered Teaching ;ethods are activities, and techni/ues where the
teacher decides what is to be learned, what is to be tested, and how the class
is to be run. &ften the teacher is in the center of the classroom giving
instruction with little input from students. The teacher decides the goals of
the class based on some outside criteria. The term student-centeredlearning refers to a wide variety of educational programs, learning
experiences , instructional approaches, and academic-support strategies that
are intended to address the distinct learning needs, interests, aspirations, or
cultural bac%grounds of individual students and groups of students. To
accomplish this goal, schools, teachers, guidance counselors, and other
educational specialists may employ a wide variety of educational methods,
from modifying assignments and instructional strategies in the classroom to
entirely redesigning the ways in which students are grouped and taught in a
school.
TEACHER )ERSUS LEARNER(CENTERED TEACHING
T!e Ro#e o" t!e Teac!er n Learner(centere* Teac! n%
The ma!or purpose of this study is to document the classroom management
beliefs and practices of three teachers reputed to implement student-
centered teaching and to examine the relationship between their instructional
and managerial approaches. All three teachers7 approaches also re ected the
principles of good classroom management derived from studies conducted in
the in the past in traditional transmission classrooms. >esults also will
indicate that the teachers thin% about the relationship between teaching and
classroom management, but not in terms of using student-centeredmanagement to support their student-centered instruction. >ather, they
thought about what management strategies were necessary to successfully
implement a particular lesson.
The primary emphasis for classroom management in a behavioral
http://edglossary.org/learning-experience/http://edglossary.org/learning-experience/http://edglossary.org/academic-support/http://edglossary.org/learning-experience/http://edglossary.org/learning-experience/http://edglossary.org/academic-support/
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model is the use of techni/ues that bring students7 behavior under stimulus
control. These behavioral approaches to classroom management are
consistent with a traditional or transmission approach to instruction. &ver the
last decade, however, views on good instruction have shifted. Teachers are
encouraged to implement an instructional approach based on constructivistprinciples of learning. 9xpert teacher explains that in these classrooms
students are expected to strive to make sense of what they are learning by
relating it to prior knowledge and by discussing it with others . The class acts
as a learning community that constructs shared understanding . To
complement this shift in instructional approach, schools reformers and
researchers propose a shift in classroom management approach. ;any expert
educators suggest that such a shift re/uires teachers to adopt a person-
centered, rather than a teacher-centered, orientation toward classroom
management, which features shared leadership, community building, and a
balance between the needs of teachers and students.
#ome educators argue that a management system that orients
students toward passivity and compliance with rigid rules undercuts the
potential e'ects of an instructional system that is designed to emphasi e
active learning, higher order thin%ing, and the social construction of
%nowledge. #imilarly, they warn that e'orts to promote constructivist learning
and teaching have created an oxymoron a curriculum that urges problem
solving and critical thin%ing and a management system that re/uires
compliance and narrow obedience. Bespite the concerns of educators about a
potential mismatch between instruction and management, from a theoretical
point of view, it seems reasonable to expect that teachers would actually
strive to match their instructional and managerial approaches. Teachers who
are committed to student-centered instruction, presumably base their
instructional decisions on a basic set of assumptions about the way children
learn and what they need in the classroom. )or example, if such teachers
believe that children need to be active participants in the learning process,
engage in critical thin%ing and participate in the problem-solving process, it
seems logical to expect them to choose classroom management strategies
such as con ict resolution and peer mediation that foster the same s%ills.
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Enfortunately, there have been very few studies of the management
practices used by teachers implementing constructivist or student-centered
instruction. This lac% of empirical data, argues that leave educators with -
Fournal of 2lassroom Interaction #tudent-2entered and Teacher- 2entered
2lassroom ;anagement out clear direction and understandings of what%nowledge and practices teachers utili e in creating and managing socially
complex learning environments. This study is an e'ort to address this need.
#peci cally, I see% to document the classroom management beliefs and
practices of three teachers reputed to implement student-centered
instruction and to examine the relationship between their instruction and
managerial approaches.
Teacher-2entered and #tudent-2entered 2lassroom ;anagement
2lassroom management is a multi-faceted concept that includes the
organi ation of the physical environment, the establishment of rules and
routines, the development of e'ective relationships, and the prevention of
and response to misbehavior.
#ome researchers suggest that it is helpful to view classroom management
beliefs and practices on a continuum from teacher-centered to student-
centered. )or example, may nd that educators vary along a continuum of
beliefs about the way children learn to behave and conceptuali ed this as
one7s pupil-control ideology. At one end of the continuum is the custodial
Gteacher-centeredH educator and at the other end is the humanistic Gstudent-
centeredH educator. The extremes in the continuum of beliefs are described in
the following way
aH The educator with a custodial orientation is li%ely to be highly controlling,
employing punitive sanctions, moralistic perceptions, highly impersonal
relationships with students, attitudes of general mistrust and a ma!or focus
on the maintenance of order.
bH The educator with a more humanistic orientation is li%ely to maintain a
classroom climate in which active interaction and communication, close
personal relationships with students, mutual respect, positive attitudes, and
exibility of rules, as well as student self-discipline, self determination and
independence are fostered.
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Instructional 2ontinuum Teacher-2entered ?ecture Teacher ta%es an
active role and presents information to the entire class while the students7
main role is to listen to the new information being provided >ecitation The
classroom interaction follows the speci c pattern of teacher initiates a
/uestion, student responds and teacher evaluates the response Brill andJractice The teacher provides a series of independent tas%s to reinforce a
concept Bemonstration The teacher helps the child7s learning by showing him
or her how to use materials and special tools, or how to accomplish a particular
tas% Biscussion 2onversation designed to stimulate students to respond
divergently and at higher cognitive levels to what they have been learning.
2ooperative Kroup #mall group wor% that features positive interdependence,
individual accountability and collaboration s%ills Kuided Biscovery The teacher
structures an experience or problem for students and provides a series of steps
for students to follow to discover the principle, rule or generali ation 2ontracts
The teacher and student form a written agreement about what wor% will be
completed and when >ole Jlay #tudents act out real life dilemmas or decisions
to solve problems Jro!ects An investigation is underta%en by a student or group
of students to learn more about a topic In/uiry An instructional strategy where
the teaching begins with /uestions and relies on them heavily thereafter as
ways to stimulate student exploration, discovery and critical thin%ing about
sub!ect matter #elf assessment The student has responsibility for evaluating
his or her own wor% as a means of learning #tudent-2entered #tudent-centered
ote. Teacher Jarticipants I used principal recommendation and self-report to
identify teacher participants. oth measures were based on an instructional
continuum adapted, which lists various instructional strategies ranging from
teacher-centered to student-centered. Thus, for the purpose of this study, a
student-centered teacher was de ned as a teacher who implements
instructional strategies designed to foster active engagement and experiential
learning.
T!e Ro#e o" t!e Stu*ents n Learner(centere* Teac! n%
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*C
4ecause student-centered learning has broad implications, and the term may encompass a
wide variety of potential instructional strategies and academic programs, it may be
difficult to determine precisely what the term is referring to when it is used without
+ualification, specific examples, or additional explanation. In some cases, the term may
have a very specific, technical meaning, but in others it may be vague, undecipherable
)argon. For example, some educators use the term synonymously with personalized
learning , while others see personali/ed learning as one aspect of student(centered
learning, but not a synonymous term or concept. For these reasons, it is important to
investigate precisely how the term is being used, and what it is referring to, in a specific
educational context.
&he term student-centered learning most li!ely arose in response to educational decisions
that did not fully consider what students needed to !now or what methods would be most
effective in facilitating learning for individual students or groups of students. For
example, many traditional approaches to schooling could be considered school-centered ,
rather than student(centered, because schools are often organi/ed and managed in ways
that wor! well for organi/ational operations, but that might not reflect the most effective
ways to educate students.
CONTENT ORGANI,ATION -S"./ect area an* )hat i# t& .e ta"ght $
Curriculum?2yllabus and?or framewor! is learner centered and differentiated based on
students' ability, interests, bac!grounds, local culture, tradition, Islamic values, locally
relevant livelihoods and life s!ills.
E$erging 0 -ll members of the school community are aware of and utili/e the
national curriculum and?or framewor! in all aspects of teaching and learning.
Curriculum?framewor! for Jre-%indergarten through rimary @ reflects local and
international standards and addresses !nowledge and s!ills for lifelong learning and
prepare students for employment?careers. Curriculum?framewor! is learner centered,
based on the interests of the child, relevant, and re+uires active engagement of students.
Curriculum?framewor! includes a balance of !nowledge and s!ill building benchmar!s
http://edglossary.org/personalized-learning/http://edglossary.org/personalized-learning/http://edglossary.org/personalized-learning/http://edglossary.org/personalized-learning/
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D
and indicators. &eaching and learning materials have literature and images portraying
positive attitude towards other cultures, gender and people with special needs
Pr&gre##ing 0 7vidence of all of 7merging plus the following: 9earner centered
curriculum ? syllabus is differentiated, and integrates technology and multi(media. -llmembers of the school community provide input into and evaluate the curriculum ?
syllabus. -ll members of the school community discuss benchmar!s and ob)ectives of the
curriculum ? syllabus. . lanned activities demonstrate respect and e+uality, and value
people of other cultures, gender, and difference in ability.
Achieving 0 7vidence of all of rogressing plus the following: Curriculum ? syllabus
is annually evaluated by representatives of members of the school community. -nnual
evaluation of the curriculum?syllabus includes examination of differentiation, relevance,cultural sensitivity, interests, ability, and values. 7valuation process determines the extent
to which curriculum? syllabus effectively supports the learner centered approach and
improvements in student achievement -ll revisions to curriculum?syllabus contribute to
continues improvement of the +uality of education 2tudents discuss their performance
levels, and identify their own g
Achieve* 0 7vidence of all of -chieving plus the following: Curriculum?syllabus is
learner centered, and improves student learning, and is a model for other schools in the
country and region. Children see the curriculum? syllabus as relevant, interesting and
challenging. Children recogni/e that their input is important to their future and the future
of others.
CONCLUSION AND ASSESSEMENT
&eacher(centered typically refers to learning situations in which the teacher asserts
control over the material that students study and the ways in which they study it.
In contrast, student-centered typically refers to forms of instruction that, for
example, give students opportunities to lead learning activities, participate more actively
in discussions, design their own learning pro)ects, explore topics that interest them, and
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*
generally contribute to the design of their own course of study. -dditionally, student(
centered instruction is often associated with classrooms that feature des!s arranged in
circles or small groups #rather than rows of des!s that face the teacher$, with “self(
guided” or “self(paced” learning, or with learning experiences that occur outside of
traditional classroom settings or dual(enrollment courses .
%hile the definition of the term is still evolving, advocates of student(centered
learning tend to emphasi/e a few fundamental characteristics:
aH Teaching and learning is personalized , meaning that it addresses the
distinct learning needs, interests, aspirations, or cultural bac%grounds of
individual students.
bH #tudents advance in their education when they demonstrate they have
learned the %nowledge and s%ills they are expected to learn Gfor a moredetailed discussion, see pro ciency-based learning H.
cH #tudents have the exibility to learn Lanytime and anywhere,M meaning
that student learning can ta%e place outside of traditional classroom and
school-based settings, such as through wor%-study programs or online
courses such as on nights and wee%ends.
dH #tudents are given opportunities to ma%e choices about their own
learning and contribute to the design of learning experiences.
http://edglossary.org/dual-enrollment/http://edglossary.org/personalized-learning/http://edglossary.org/proficiency-based-learning/http://edglossary.org/dual-enrollment/http://edglossary.org/personalized-learning/http://edglossary.org/proficiency-based-learning/
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SECTION D
LESSON PLAN
&heme : Investigation of natural materials
&opic : 1aterial roperties
2ub &opic : 1aterial roperty
&ime : @= minutes
b)ectives : -t the end of teaching and learning pupils will be able to:
A. Identifying conductors and insulation materials.
-pproach : In+uiry based learning
2trategies : experiment and discussion
&eaching -ids :
bservations form, bric!, pencil, paper clip, paper, plastic spoon, coin A= cents, nails,
eraser, plastic ruler, glass rod, wor!sheet.
PARTS1TIME
CONTENT TEACHING AND LEARNINGACTIVITIES
NOTES
Induction
2et
#> minutes$
%hy there are
different types of
material in an
electric tool.
A. &he teacher is tal!ing about the
experience exposed a small electric
shoc!.
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3
Forecast
Idea
#A= minutes$
Identify the
ob)ect of
conductors and
insulation
A. &eacher distributes a variety of
ob)ects to students.
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0
materials. # 7F97C&$
OBSERVATION 2ORM
2tandard Content : >.A nderstand 1aterial properties
2tandard 9earning : >.A.D Identifying Conductors and Insulation 1aterials
lease thic! # ? $
OB+ECT
THE STATE O2 THE OB+ECT A2TER THE BULB ISCONNECTED
LIGHTS UP DOES NOT GO ON
ubber eraser
aper clip
encil
lastic ruler
coin A= cents
lastic spoon
8ails
aper
lass rod
4ric!
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8
WOR3SHEET' MIND MAP
& IC : GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG
I82& 2C&I 82: 4uild mind map.
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:
IN4UIRY BASED LEARNING
I8H I 4-27" 97- 8I8 C C97
AS3
It begins with the desire to discover. 1eaningful +uestions are inspired by genuine
curiosity about real(world experiences. - +uestion or a problem comes into focus at this
stage, and the learner begins to define or describe.
4ased on the lesson plan above, in a set of induction, a teacher told about her
experience exposed to electric shoc!. Its purpose is to raise +uestions. -s! and answer
with students about their experiences. &he +uestion is “%hy there are different types of material in an electric tool ”
INVESTIGATE
A#1
I N9#TI
KAT9
2>9AT9BI#2E##
>9)?92T
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<
-t this stage the students begins to gather information: researching resources, studying,
crafting an experiment, observing, or interviewing, to name a few. 2tudents may recast
the +uestion, refine a line of +uery, or plunge down a new path that the original +uestion
did not or could not(anticipate. &he information(gathering stage becomes a self motivated
process that is wholly owned by the engaged learner.
&hrough investigation, we turn curiosity into action. 2tudents gather information,
study, craft an experiment, observe, or interview. 7xperiments conducted to ensure that
the properties of the materials studied. 7ach material investigated and noted its decision.
&hrough the observation of students can verify the substance of a conductor and
insulation
CREATE
2tudents ma!e observations of the results of the experiment. &he 2tate of the current light
bulbs experiments demonstrate the materials studied. &he observation that allows
students to build an understanding that all material has properties either electrical
conductor or not electrical conductor.
DISCUSS
-fter complete the experiment, students ma!e discussion to get the validity of hypothesis.
&hey will present the results. 2tudents were able to conclude that the nature of the
material is a conductor and insulation . &eacher strengthens revenue and provides
definitions of conductors and insulation.
RE2LECTION
-t the end of the lesson the students will ma!e summary as a reflection to the learning
session. 2tudents will ma!e a mind map about the nature of the material. &he properties
of the materials are divided into two types, namely conductors and insulation. 2tudents
are also able to identify types of conductors and insulation materials.
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