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    DELM214

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    This document discusses different approaches to teaching: cooperative learning, integrated approach, direct demonstration method, metacognitive approach, and constructivist approach. It also discusses why it is important to understand the nature of assessment. The approaches emphasize hands-on learning, making connections across subjects, teacher demonstration of concepts, developing reflective thinking skills, and learners actively constructing their own understanding. Understanding assessment is crucial because it influences how learners approach tasks and what study behaviors they use, helps them identify and correct errors to improve.

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    DELM214

    Uploaded by

    rosaliesolis118
    46 views2 pages
    This document discusses different approaches to teaching: cooperative learning, integrated approach, direct demonstration method, metacognitive approach, and constructivist approach. It also discusses why it is important to understand the nature of assessment. The approaches emphasize hands-on learning, making connections across subjects, teacher demonstration of concepts, developing reflective thinking skills, and learners actively constructing their own understanding. Understanding assessment is crucial because it influences how learners approach tasks and what study behaviors they use, helps them identify and correct errors to improve.

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    activities in PHD

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    This document discusses different approaches to teaching: cooperative learning, integrated approach, direct demonstration method, metacognitive approach, and constructivist approach. It also discusses why it is important to understand the nature of assessment. The approaches emphasize hands-on learning, making connections across subjects, teacher demonstration of concepts, developing reflective thinking skills, and learners actively constructing their own understanding. Understanding assessment is crucial because it influences how learners approach tasks and what study behaviors they use, helps them identify and correct errors to improve.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    46 views2 pages

    DELM214

    Uploaded by

    rosaliesolis118
    This document discusses different approaches to teaching: cooperative learning, integrated approach, direct demonstration method, metacognitive approach, and constructivist approach. It also discusses why it is important to understand the nature of assessment. The approaches emphasize hands-on learning, making connections across subjects, teacher demonstration of concepts, developing reflective thinking skills, and learners actively constructing their own understanding. Understanding assessment is crucial because it influences how learners approach tasks and what study behaviors they use, helps them identify and correct errors to improve.

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    of 2

    Universidad de Dagupan

    SCHOOL OF PROFESSIONAL STUDIES

    DOCTOR OF PHILOSOPHY
    MAJOR IN EDUCATIONAL LEADERSHIP AND MANAGEMENT
    ACTIVITY 1

    INSTRUCTION:
     Give a detailed response to the following questions. Your answers should be coherent essays
    demonstrating a mastery of the subject matter. Answer only the subjects you enrolled this semester.

    DELM 214 - CURRICULUM, INSTRUCTION, AND ASSESSMENT


    1. Discuss the following approaches and methods of teaching:
    a. Cooperative Learning
    Cooperative Learning is an approach to teaching that makes maximum use of cooperative
    activities involving pairs and small groups of learners in the classroom. It involves learners working
    together on activities or learning tasks in a group small enough to ensure that everyone participates.
    Learners in the group may work on separate tasks contributing to a common overall outcome, or
    work together on a shared task.

    b. Integrated Approach
    Integrated approach to teaching and learning means creating learning experiences that enable
    learners to draw meaningful connections across their learning experiences and between their learning
    and life experiences. It helps them understand how concepts and skills are linked and can be applied
    in different situations or contexts. Creativity, adaptability, critical thinking, and collaboration are
    valuable skills in this environment. To foster these skills in the classroom, an integrated learning
    approach is an effective method for helping learners develop multi-disciplinary expertise and grasp
    the importance of interconnections in the real world. This approach prioritizes learning within the
    curriculum and emphasizes the connection of concepts and experiences, allowing for the application
    of knowledge and skills to new and complex problems. The integrated curriculum focuses on
    establishing meaningful connections between subjects and skills that span multiple areas of study,
    leading to a more enriching learning experience.

    c. Direct Demonstration Method


    Direct Demonstration Method is defined as giving a demo or performing a specific activity or
    concept. In other words, it is a teaching-learning process carried out in a very systematic manner.
    Demonstration often occurs when learners have difficulty connecting theories to actual practice or
    are unable to understand the application of theories. It is a direct teaching strategy as the teacher
    disseminates information (presentation), asks the learners questions to check to understand
    (recitation), and finally asks questions to integrate knowledge. It is a teacher-centered strategy as the
    teacher is the principal provider of information,relating examples of an abstraction being taught.
    d. Metacognitive Approach
    Metacognition goes beyond simply pondering the idea of thinking. It requires learners to
    “externalize mental events” (Bransford, Brown, & Cocking, 2000, p. 67) and examine what is
    required to accomplish a specific learning outcome. In addition to developing thinking strategies, the
    learner must have a “critical awareness” of both themselves and the task at hand. Learners must
    consider their strengths and weaknesses and develop strategies to compensate for any areas of need.
    Teachers can facilitate metacognition by modeling their own thinking aloud and by creating
    questions that prompt reflective thinking in learners. Explicit instruction in the way one thinks
    through a task is essential to building these skills in learners. Therefore, teachers must not only
    incorporate questions about thinking into their lessons, but model for learners what responses to
    these questions might be by playing the role of both a successful and unsuccessful learner.
    Metacognitive strategies fall into three categories: planning, monitoring, and evaluating one’s
    thinking. In the planning stage, learners engage in practices that deal with the question, “How will I
    accomplish the desired learning outcome?” While monitoring their thinking, students ask, “How am
    I doing in my execution of my plan and in my understanding/execution?” And either at intervals
    throughout the learning process or at the end, students evaluate their thinking and consider, “What
    went well and what could I do better next time?”. Metacognitive strategies can be transcend into
    multiple categories, especially as one considers the idea that learning is a constant pursuit that
    sometimes requires backtracking, revision, and amendment, and therefore flows fluidly through
    cycles of planning, monitoring, and evaluating.

    e. Constructivist Approach
    Constructivism is a learning theory that emphasizes the active role of learners in building their own
    understanding. Rather than passively receiving information, learners reflect on their experiences, create
    mental representations, and incorporate new knowledge into their schemas. This promotes deeper learning
    and understanding. It is an approach to learning that holds that people actively construct or make their own
    knowledge and that reality is determined by the experiences of the learner (Elliott et al., 2000, p. 256). In
    elaborating on constructionist's ideas, Constructivism believes in the personal construction of meaning by
    the learner through experience and that meaning is influenced by the interaction of prior knowledge and new
    events (Arends, 1998).

    Cognitivist teaching methods aim to assist learners in assimilating new information to existing
    knowledge, and enabling them to make the appropriate modifications to their existing intellectual framework
    to accommodate that information. According to Social Constructivism, learning is a collaborative process,
    and knowledge develops from individuals” interactions with their culture and society. It is also a way of
    teaching where instead of just telling learners what to believe, teachers encourage them to think for
    themselves. This means that teachers need to believe that learners are capable of thinking and coming up
    with their own ideas.

    2. Why is it important to know the nature of assessment?

    Assessment plays an important role in the process of learning and motivation. The types of
    assessment tasks that we ask our learners to do determine how learners will approach the learning task
    and what study behaviors they will use. It will help the learners understand their errors, understand the
    feedback received on their errors, and help them improve. Assessments may also provide another
    opportunity to assimilate the new information and re-do the exam to improve performance.

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