HALLMARKS OF VIBAL TEXTBOOKCarlo Magno, [email protected]
Contemporary Perspectives in Learning
The Learner is a processor of information
Learning is active and constructive Learning is cumulative Learning is self-regulated Learning is goal-oriented Learning is situated in social/cultural
practice Learning is individually…
The Textbook Source of
information Transmission of
facts
Provides theory
For reading
Facilitates learning
Builds higher order thinking skills
Provides real life experiences and current events
Opportunity for self-reflection
Hallmarks
Essential Questions
Inquiry-based
Authentic-based tasksLearner-centered
Essential QuestionWhy do we ask questions at the
beginning of the lesson?
Establishes the relevance of the content Provides expository exercises and
challenges to enhance critical thinking Focuses on what needs to be learned
Essential Question What provocative questions will foster
inquiry, understanding, and transfer of learning?
Science What are Newton’s Law of Motion? How does friction affect motion? Why do objects move in circles?
Essential Question Mathematics:
Why do people find art and architecture, which incorporate the golden ratio, visually appealing?
Why is factoring important in graphing polynomial functions?
What is an analytic proof? How does it differ from the usual geometric proof?
Ekonomiya Paano nakakatulong ang mga pinagkukunang yaman
ng Pilipinas sa pagkamit ng pambansang kaunlaran? Ano ang kakapusan at ano ang mga implikasyon
nito?
Inquiry-based Approach
Inquiry-based Students inquire naturally when they are
puzzled They can become conscious of and learn
to analyze their thinking strategies New strategies can be taught directly
and added to the students existing ones. Cooperative inquiry enriches thinking
and helps students to learn about the tentative, emergent nature of knowledge and to appreciate alternative explanations.
Inquiry-based Phase 1: Confrontation with the problem
Explain inquiry procedures Present discrepant event
Phase 2: Data gathering, verification Verify the nature of objects and conditions Verify the occurrence of the problem situation
Phase 3: Data gathering, experimentation Isolate relevant variables Hypothesize causal relationship
Inquiry-based Phase 4: Organizing, formulating an
explanation Formulate rules or explanations
Phase 5: Analysis of the inquiry process Analyze inquiry strategy and develop more
effective ones
Inquiry-based Mga sinaunang kabihasnan at Imperyo
sa Africa at America P1: Confrontation of the Problem
Natutukoy mo ba ang nasa larawan? Saan ito matatagpuan? Saan ito nagmula?
Inquiry-based P2: Data gathering, verification
Gaano na katagal ang mga bagay na ito? Ano ang sinasabi nito tungkol sa mga tao noong unang
panahon? P3: Data Gathering, experimentation
Paano malalaman na mayroong sibilisasyon sa pamamagitan ng mga bagay na ito?
P4: Organizing, formulating an explanation Bakit mahalaga na pag araan at itago ang mga gusali at
bagay na iniwan ng ating mga ninuno? P5: Analysis of the inquiry process
Ano pa ang ibang maaring gawin upang malaman ang mga paraan ng pamumuhay sa mga sinauanang sibilisasyon?
Inquiry-based Mathematics P1: Confrontation with the problem
Find the 18th term of the arithmetic sequence 3, 10, 17, 24...
P2: Verification Determine the common difference 10-3=7, 17-10=7, 24-17=7
P3: Experimentation/P4: Organizing an=a1(n-1)d an=3(18-7)7 an=122
Analysis of the inquiry Add 7 to 24 and so on until 122 is derived.
Authentic-based Task
Authentic tasks (Wiggins, 1998) Six Standards for Judging the Degree
of Authenticity 1. Is realistic – The task replicates
the ways in which a person’s knoweldge and abilities are tested in real world situations.
2. Requires judgment and innovation – The student has to use knowledge and skills to solve unstructured problems, and solution involves more than following a set of rules.
Authentic tasks 3. Asks the students to do the
subject – the student has to carry out exploration and work within the discipline of the subject area, rather than restating what is already known.
4. Replicates or simulates the contents in which adults are tested in the workplace, in civic life, and personal life – Contexts involve specific situations that have particular constraints , purposes, and audiences. Students need to experience what it is like to do tasks in the workplace or real life context.
Authentic tasks 5. Assesses the student’s ability to
efficiently and effectively use a repertoire of knowledge and skill to negotiate a complex task – Students should be required to integrate all knowledge and skills needed, rather than demonstrate competence of isolated knowledge and skills.
Authentic tasks (Wiggins, 1998) 6. Allows appropriate opportunities to
rehearse, practice, consult resources, and get feedback on and refine performances and products – Rather than rely on secure tests as an audit of performance, learning should be focused through cycles of performance-feedback-revision-performance, on the production of known high quality products and standards, and learning in context.
Authentic Tasks Ekonomiks
Pagkonsumo: Magbigay ng halimbawa na nagpapakita ng ugnayan ng utility at kakapusan, pagkonsumo, at eat-all you can.
Science Earthquake: Prepare a list of items to be
included in an emergency bag that can be used during natural disasters like earthquake.
Prepare an earthquake logbook that highlight some of the hazards we encounter in the Philipines or in other countries.
Authentic tasks Literature: After reading The Analects of
Confucius versus from The Book of Tao and The Wonderful Pear Tree, what lesson about life and universe can be applied when dealing with your friends in the following situations: A friend borrowing money A friend who forgot to bring art materials A friend who lost her money
Learner-Centered Framework
Learner-Centered Framework McCombs (1999) have developed the Assessment
for Learner-centered Practices and the subscales include:
Encourages Positive Relations - the ability to develop positive interpersonal relationships with students and the instructor’s ability to value and respect students as persons.
Honor’s Student Voices – The teachers appreciates the learners point of view, gets feedback from students and provides freedom for students to raise their ideas.
Promotes Higher Order Thinking Skills - the instructors ability to encourage students to monitor their own learning process
Adapts to Individual Differences and Developmental Differences - the ability to be flexible in order to address students’ needs.
Learner Centered Principles
Metacognitive and Cognitive Factors
Motivational and Affective Factors
Individual Differences Developmental and Social Factors
P1: Nature of the learning processP2: Goals of the learning process P3: Construction of knowledgeP4: Strategic thinkingP5: Thinking about thinkingP6: Context of learning
P7: Motivational and emotional influences of learningP8: Intrinsic motivation to learnP9: Effects of motivation on effort
P10: Developmental influences of learningP11: Social Influences of learning
P12: Individual differences of learningP13: Learning and diversityP14: Standards and assessment
Learner-centered Filipino
Principle 2: Goals of the Learning Process
Learner-Centered framework Principle 9: Effects of Motivation on Effort
Learner-centered Framework Principle 4: Thinking about thinking
Paano isinulat ang usapan ng mga tauhan? Bakit may mga usapan sa akda?
Magkakaugnay ba ang mga ito? Principle 3: Construction of Knowledge
Pokus na tanong Paano malalaman na ang isang tula ay
nagsasadula? Bakit dapat pag-aralan ang mga tulang dula?
Learner-centered Framework Mathematics: Locating the Position of an
Object in a Data Principle 3: Construction of Knowledge
Share what you know In your recent quarterly math exam, would it be
more desirable to earn a grade with a high or low quartile?
After knowing all the descriptive measures of central tendency in statistics such as mean, median, and mode, do you think those measures gives ou an idea on how the data is distributed around the center?
Learner-centered Framework Principle 12: Individual Differences of
learning Illustrating the meaning of fractiles
Learner-centered framework Principle 14: Standards and Assessment
Formative Assessments Let’s try Check your understanding (Formative
assessment) Individual work Extend your understading Think about this
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