“The old classroom model simply

does not fit our changing

needs. It’s a fundamentally

passive way of learning, while the

world requires more active

processing of information.”

- Salman Khan

DIRECT TEACHING

KNOWLEDGE AND SKILLS I ALREADY KNOW I CAN SHARE TODAY (Underline the words you already know well enough, Encircle the terms you want to learn more about)

RELEVANT EDUCATION

LEARNING BY DOING

SOCIAL SKILLS

PROBLEM SOLVING

SKILLS

ENGAGED READERS

STUDENT CENTERED TEACHING

SELF DIRECTED LEARNER

SOCIAL SKILLS

SAFE LEARNING ENVIRONM

ENT

VISUALIZING SCAFFOLDING

READING BUDDIES MONITORING

THOUGHTS PREDICTING

CRITICAL THINKING

MAKING CONNECTIONS

ASKING QUESTIONS

INDEPENDENT READING

READING JOURNAL

MODELING

BELIEF IN THE

LEARNER

using the smiley icons–rate how you

feel after the session on space provided

CREATIVE THINKING

SELF

ASSESSMENT

THE LEARNER- CENTERED CLASSROOM

Learner-Centered Classroom

• Focuses on the needs, preferences, and interests of the learners.

• Teachers act as facilitators of the learning process, providing direction and feedback rather than just instruction

LEARNER • Demonstrates knowledge in unique ways • Engages actively and participates in

individual and group learning activities

Features of Learner-Centered Classroom

TEACHER

•Encourages and facilitates learners’ participation and decision making

•Encourages learners to think for themselves

Features of Learner-Centered Classroom

INSTRUCTIONAL STRATEGIES • Include learning activities that are personally

relevant to learners

• Provide questions and tasks that stimulate learners’ thinking beyond rote memorization

Features of Learner-Centered Classroom

CURRICULUM • Organizes content and activities around themes

that are meaningful to learners • Allows learning activities that are global,

interdisciplinary and integrated • Has opportunities for all learners to engage

their higher-order thinking skills

Features of Learner-Centered Classroom

ASSESSMENT SYSTEM • Assesses different learners differently

• Promotes learners’ reflection on their growth

as learners through opportunities for self-assessment

Features of Learner-Centered Classroom

Teacher-Centered

• Focus is on the teacher

• Teacher talks, students listen

• Students work alone

• Teacher decides on the lesson

• Teacher evaluates student learning

• Classroom is quiet

Learner-Centered

• Focus is on both students and teachers

• Students work in pairs, in groups, or alone depending on the purpose of the activity

• Students have some choice of topics

• Students evaluates their own learning

• Classroom is often noisy and busy

For many years, teachers taught and

students were responsible for

learning the material.

It was the student’s responsibility

to acquire the knowledge for success.

The primary concern of the teacher

was to impart the knowledge.

Passive Learning •Slabs of Text

•Multiple Choice Questions

•Few opportunities to apply

knowledge

•Can’t learn from others

•Poor demonstration of skills

•Inadequate follow up with face

to face assessment/further

training

•High drop out rate/low

engagement

Student learning is the primary

goal of the teacher as opposed to

teaching.

The teacher must motivate the

students to learn, participate,

critically think and successfully

perform in tests.

TEACHER-CENTERED LEARNING

ICT

LEARNER-CENTERED LEARNING

“Technology will not have a significant impact on student learning until teachers change the way they teach.”

- Larry Cuban, 1986

ICT in education is a much needed

vehicle of achieving the modern

philosophy of education whereby a

student can decide on:

WHAT he learns

WHEN he learns

WHERE he learns, and

HOW he learns

Enabling new forms of learning

All shapes & sizes

•Learners exhibit a

variety of learning styles,

Computer literacy &

attitudes to learning

preferences

•Have a Goers

•Reflectors

•Watchers

•Listeners

Cater for them

• Reduce reliance on text thru

multimedia

(Audio, Visuals, Video)

• Engage learner to think

through online material

(learning activities)

• Assess the sharing of

perspectives

• Put back industry knowledge

• Technology helps change the

student/teacher roles and

relationships.

• Technology cannot teach; only

teachers can teach.

• Technology can enhance the

teaching- learning process.

What is Technology integration?

• Technology integration is the use of technology resources -- computers, Internet, e-mail, digital cameras, CD-ROMs, software applications, electronic publications, etc. -- in daily classroom practices, and in the management of a Classroom and school.

• ICTs provide an array of

powerful tools that may help in

transforming the present

isolated teacher-centered and

text - bound classrooms into

rich, student – focused,

interactive LEARNER-

CENTERED CLASSROOM.

Food for thought

“ Any technology which

increase the rate of

learning would enable the

teacher to teach less and

the learner to learn more”

Learning Facilitator

Collaborator

Trainer

Advisor

Knowledge Manager

Curriculum designer

Instructional designer

Team Coordinator

Co-learner

Assessment Specialist

Advantages of ICT

resource sharing;

wide variety of services;

flexibility;

reliability;

faster speed;

cheaper cost.

Learning tools: E-mail

Every teacher should have an e-mail account

Communicate with students

Communicate with parents

Students can submit assignment

Can have attachments

Create a paperless environment

Simple but effective

Efficient and cost effective

Web 2.0 tools

Learning tools: Chat & Video Conference

Synchronous communication tool

Communicate with students

Communicate with parents

More students participate

Collaborative learning

Can conduct a live lecture

Support by audio, chat and whiteboard

Support sharing of applications

Can be recorded for later use

Demonstrate process

Video Sources

•YouTube

•Vimeo

•Teacher Tube

•Create your own!

•Blog

•Flip Video

Capture tools

•NetVideoHunter

Learning tools: Online Forum Asynchronous discussion forum

Teacher can create discussion groups

Teacher could post a question and request students to comment

Students can post their comments

Can encourage community participation

Collaborative learning can be fostered

Feedback from diverse culture

Blogs

A blog is a website for which an individual or a group

frequently generates text, photographs, video or audio

files, and/or links, typically (but not always) on a daily

basis.

The term is a shortened form of weblog.

Authoring a blog, maintaining a blog or adding an article to an

existing blog is called "blogging".

Individual articles on a blog are called "blog posts," "posts," or

"entries".

The person who posts these entries is called a "blogger".

Interactivity, publishing, collective intelligence

Blogger http://blogger.com

Blogmeister - http://classblogmeister.com/

Edublogs - http://edublogs.org/

Blogs in School

Teacher Blogs

Homework

Keep Parents in the

Loop

Virtual Inservice

Professional

collaboration

Student Blogs

This week in class, we...

Student Work

Online portfolio

Peer/teacher feedback

Podcasts

iPod + Broadcast = Podcast

Amateur radio

Podcasting is the method of distributing multimedia files, such as audio programs or music videos, over the Internet using either the RSS or Atom syndication formats, for playback on mobile devices and personal computers.

Why use podcasts?

Podcasts enable students to share their knowledge and expertise with others through a creative outlet.

Podcasts tap into a mode of media input that is commonplace for digital natives.

Podcasts empower students to form relationships with the content and each other in relevant ways.

Why use podcasts?

Podcasting is yet another way for them

[students] to be creating and contributing ideas

to a larger conversation, and it’s a way of

archiving that contribution for future audiences

to use.

Will Richardson, Blogs, Wikis, Podcasts and Other

Powerful Web Tools for Classrooms

How can podcasts be used?

In the classroom, educators and students can use podcasts to inform others about class news, current events, and areas of interest.

Students can use a podcast forum to persuade their peers to help others, make a difference, or try something new.

Podcasts can also be used to edutain others through creative narratives.

How can podcasts be used?

Podcasts engage students in thinking

critically about their speaking fluency and

communication skills.

The opportunity to create a podcast about

what students would like to discuss and

share with others is extremely motivating.

Searching for Podcasts - iTunes

Subscribing to Podcasts

What is a Wiki?

A wiki is a type of website that allows users

easily to add, remove, or otherwise edit

and change most available content.

How is a Wiki Constructed?

A single page in a wiki is referred to as a

"wiki page", while the entire body of

pages, which are usually highly

interconnected via hyperlinks, is "the

wiki“

in effect, a wiki is actually a very simple,

easy-to-use user-maintained database for

searching and creating information.

Are Wikis Safe?

Wikis are generally designed

with the philosophy of making

it easy to correct mistakes,

rather than making it difficult

to make them.

Are Wikis Safe?

Thus while wikis are very open, they provide a means to verify the validity of recent additions to the body of pages. The most prominent, on almost every

wiki, is the "Recent Changes" page—a specific list numbering recent edits, or a list of all the edits made within a given timeframe.

Tracking Changes

Class Wikis - Webquests

Tools: Learning Management System (LMS)

Management of content

Tracking students

Administrative features

Integration with various tools such as

chat, forum, e-mail, etc.

Reporting

Portfolio of Multimedia Learning

System (MMLS)

Teacher Presence

The best teachers - according to students - are those who show their presence multiple times a week, and

at best, daily.

Professional Learning Communities

PLC – Professional Research

PLC – Virtual Training

PLC – Curricular Collaboration

PLC – Supporting Teachers

TeacherWeb

Create class pages, activities, templates

Free WebQuest generator

http://www.teacherweb.com/wq_home.html

http://www.teacherweb.com

Classroom Resources NoteStar enhanced research tools http://notestar.4teachers.org/

RubiStar rubric creation tools http://rubistar.4teachers.org/index.php

QuizStar online quiz creation tools http://quizstar.4teachers.org/

TrackStar online hotlist and Internet activity creation tools http://trackstar.4teachers.org/

Web Worksheet Wizard http://wizard.4teachers.org/

Project Poster online project-based activity creation tools http://poster.4teachers.org/

Discovery School Puzzle Maker http://www.puzzlemaker.com/

National Library of Virtual Manipulatives http://nlvm.usu.edu/en/nav/vlibrary.html

Other Enduring Benefits

Along with the use of technology there are certain responsibilities that educators and students need to follow. Educators need to instruct students on safe and

acceptable use of technology in and outside of the classroom.

Not only do students need to learn how to appropriately research, but also how to safely and properly share information online.

Allow students to learn first hand about copyright laws and fair use issues.

BE CREATIVE

ENGAGING STUDENTS

• STUDENTS ARE MOTIVATED

• STUDENT BEHAVIOR MANAGEMENT

• STUDENTS ARE ACCOUNTABLE FOR THEIR OWN LEARNING

• CREATING A CULTURE OF COLLABORATION AND LEARNING COMMUNITIES

SETTING UP THE READING BUDDIES

LET THEM READ BOOKS TOGETHER

SUPPLEMENT TO READING

• CLASS DISPLAY/ WORD WALL

WORD WALL

Why WORD WALL?

Creating a print rich environment that may help students to master spelling, be familiar with sight words, be reminded of pronunciation rules (vowels, consonants, diagraphs, blends etc.), review terms and enrich their vocabulary.

WORD WALL

You can use the entire wall inside your classroom, not just the bulletin board. You can post sight words that are currently in use by the class. Change the words as class goes along in their reading journey.

WORD WALL

Other subject area teachers can put MATH WORDS, SCIENCE WORDS, HISTORY and other TECHNICAL TERMS.

WORD WALL

You can simply post the words that student share every time they have READING session.

Ask them the meanings of those words and use in their own sentences.

WORD WALL

TEACHERS, REMEMBER:

• BASIC SIGHT WORDS SHOULD BE ON THE WORD WALL RIGHT AT THE BEGINNING OF EACH SCHOOL YEAR. JUST SLOWLY TAKE DOWN THE WORDS THAT HAVE BEEN MASTERED BY THE STUDENTS AS INDICATED IN YOUR REGULAR SPELLING TESTS AND REGULAR WRITING ACTIVITIES.

WORD GAMES

• WORD BALL

• READING RELAYS

• HEAR AND SAY THE WORDS

• PINOY HENYO

• PUZZLES

• PROBLEM SOLVING

SERVICE LEARNING ACTIVITIES

PRELUDE TO COMMUNICATION SKILLS: READING JOURNALS

• Students are encouraged to read books and write journals. They should follow the prompts given by the teacher.

• Teachers can better assess and talk with students about his progress in reading

• The journal is NOT to be GRADED. IT is for the STUDENT’S benefit and not yours.

READING JOURNALS: What it looks like

Date:_____

Title of the book:________

Page numbers read today:_____

(Prompts)

On page__ of the book I am reading, the character said”______________” and this made me think of the time when ____________________________.

What it looks like…

TALK BACK PROMPTS

I am thinking…

I am wondering…

This reminds me of…

This is confusing….

I like this part because….

I think the character is feeling ____ because….

Why is the character…..

I am surprised….

VISUALIZING

Please spell the words BACKWARDS

• COMPUTER,

• BIRD

• CELLPHONE

What did you do to spell the words backwards?

“CREATING PICTURES IN YOUR HEAD IN ORDER TO AID COMPREHENSION”

MIND MAP MAKING

SUMMARIZING AND ASKING QUESTIONS

• CREATE Ws and H questions and answer their own questions.

• Write the answers in METACARDS

• Post the meta cards in such a way that a summary is created

• GO BACK TO YOUR READING BUDDIES and SUMMARIZE A PAGE YOU FINISHED READING.

ASKING QUESTIONS

• PLEASE JOT DOWN 5 QUESTIONS ABOUT THE BOOK YOU ARE READING.

• SHARE IT WITH YOUR BUDDY

• TELL IF IT IS A LOW(THIN) OR HIGH (THICK) QUESTION

• THE GOAL IS TO IDENTIFY GOOD OR NOT SO GOOD QUESTIONS

QUESTION TREE

COLLABORATIVE ACTIVITIES= ACCOUNTABLE TALK

• CLASSROOM TALK THAT IS ACCOUNTABLE TO LEARNING- STUDENTS ARE ACCOUNTABLE TO THEIR OWN LEARNING

• RESPECTFUL FEEDBACK

• THEY NEED TO BE TRAINED TO LISTEN TO EACH OTHER AND STICK TO THE TOPIC

• GIVING EVIDENCES TO WHAT THEY ARE SAYING/GIVING PROOFS/PROBING/

• TURN AND TALK WITH THEIR BUDDIES

• STOP AND JOT DOWN QUESTIONS

ASSESSMENT

• OBSERVATIONS

• READING ALOUD

• WRITING AND SPELLING TESTS

• AUTHENTIC ASSESSMENTS (PORTFOLIO,ROLE PLAY, PUPPETS ETC.) IMPORTANT TO HAVE RUBRICS IN THE ASSESSMENT PROCESS.

Rubric – is a way of describing evaluation criteria (or

“grading standards”) based on the expected outcomes & performances of students.

Assessment Purposes

Improve the reliability of scoring performance (musical, procedural, sports, oral presentation & report) & product/output (arts, project, write-up, )

Clearly convey goals & performance expectations as related to scoring standards or point values of students

Engage students in critical evaluation of their own performance or output.

A useful tool in

integrating topics

and concepts

Graphic organizers are

designed to provide a visual

representation of facts and

concepts from a text and

their relationships to each

other

Graphic organizers are

powerful teaching and

learning tools that

encourage active

learning and facilitate

cooperative work.

Demonstrate that

learning is

interconnected

Fogarty, 1995

Muddiest Point

“What is the muddiest point (most unclear) in the story?”

_____________________

_____________________

Minute Paper

“What was the most useful or

important thing you learned

?”

___________________________

___

With the recent session in mind, kindly answer the following questions either in bullet form or in 1 or 2 sentences. Thank

You very much!

Plus, the good

points

Minus

the negative

features

Intriguing,

interesting

Creative or Alternative Assessment

Critique the usefulness of the session to your own class/subject matter.

A-”Ahem!”

Things fully

understood

A-”Ano daw?”

Interesting or

student’s questions

A- ”Aha!”

Discovered new

ideas

Another one: Creative or Alternative Assessment 3A’s

just right pacing

Encircle the word/s which describe/s how you feel or what you think after the session.

enlightened

bored

informed a lot

confused

enjoyed

could have been given more time eager to apply

lessons learned

needs a more comprehensive session

on the topic

thankful

needs to be clarified on

__________________

confident

increased confidence in

doing task

more time needed

able to absorb everything learned

satisfied not convinced

more examples please

unsure how to do it on my own

distracted by _____________

_____

helped

needs more practice

learned

fast-paced

using the smiley icons–rate how you feel after the session on space

provided

can’t wait to try to be creative

“Today’s education system faces irrelevance unless we bridge the gap

between how youth live and how they learn.”

Learning for the 21st Century

Shape it, Build it, Transform it, Act on it.