MODEL INSTRUCTIONAL MAMA.doc

8/18/2019 MODEL INSTRUCTIONAL MAMA.doc

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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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MODEL INSTRUCTIONAL MAMA.doc

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