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    Activity 4

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    genelyn2002
    The document compares teacher, student, and instruction approaches from the past to current approaches. In the past, teachers lectured and students memorized under an instruction-based model focused on coverage and testing. Now, teachers guide student-centered and collaborative learning under an outcome-based model emphasizing skills, understanding, and real-world application.

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    Activity 4

    Uploaded by

    genelyn2002
    11 views2 pages
    The document compares teacher, student, and instruction approaches from the past to current approaches. In the past, teachers lectured and students memorized under an instruction-based model focused on coverage and testing. Now, teachers guide student-centered and collaborative learning under an outcome-based model emphasizing skills, understanding, and real-world application.

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    Then and Now (Teacher, Student, Instruction)

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    The document compares teacher, student, and instruction approaches from the past to current approaches. In the past, teachers lectured and students memorized under an instruction-based model focused on coverage and testing. Now, teachers guide student-centered and collaborative learning under an outcome-based model emphasizing skills, understanding, and real-world application.

    Copyright:

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

    Activity 4

    Uploaded by

    genelyn2002
    The document compares teacher, student, and instruction approaches from the past to current approaches. In the past, teachers lectured and students memorized under an instruction-based model focused on coverage and testing. Now, teachers guide student-centered and collaborative learning under an outcome-based model emphasizing skills, understanding, and real-world application.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Excellence | Service | Leadership and Good Governance | Innovation | Social Responsibility | Integrity | Professionalism | Spirituality

    COLLEGE OF TEACHER EDUCATION


    Technology for Teaching and Learning II

    Name: Genelyn T. Loquias Date Started: 5/5/2024


    Course & Section: BTLED 3-D Date Submitted: 5/10/2024
    Activity No. : 4 Rating:

    Then and Now

    Instruction: Complete the table below by providing the difference in terms of teacher,
    students and instruction then and now.

    Note: Provide a short discussion on your answer.


    ______________________________________________________________________________________________________________

    Teacher
    Then Now
    1. Teachers were traditionally regarded as 1. Teachers are now perceived as facilitators
    the main knowledge providers and authority and mentors guiding the learning process.
    figures.
    2. They heavily relied on conventional 2. They now prioritize defining clear learning
    teaching methods like lectures and textbooks. goals and crafting teaching strategies to help
    students reach those objectives.
    3. Their primary role was to deliver 3. Their primary role is to support and
    information to students. empower students to actively participate in
    their own learning.
    4. They were expected to possess deep 4. They are expected to establish inclusive
    subject knowledge and transmit it to learning environments that accommodate
    students. various student needs and learning styles.
    5. Their evaluation was typically based on 5. Their evaluation now hinges on their
    their ability to cover the curriculum and capacity to design impactful learning
    convey content effectively. experiences that foster measurable student
    progress and achievement.
    Students
    Then Now
    1. Students were often viewed as passive 1. Students are urged to actively participate
    receivers of information, expected to in their learning journey, concentrating on
    memorize grasping concepts and attaining specific
    objectives.
    2. Students learning was primarily assessed 2. Students learning encompass a range of
    through standardized tests and exams, approaches such as projects, presentations,
    measuring memorization and recall abilities. and portfolios, focusing on mastering skills
    and competencies.
    3. Students often worked independently, with 3. Students are prompted to collaborate and
    limited opportunities for collaboration or participate in peer learning endeavors,
    peer learning. cultivating teamwork and communication
    abilities.
    4. Students typically relied heavily on 4. Students have access to a wide range of
    Excellence | Service | Leadership and Good Governance | Innovation | Social Responsibility | Integrity | Professionalism | Spirituality

    textbooks and lectures as the main sources of resources including online platforms,
    information. interactive media, and experiential learning
    opportunities, enabling them to explore and
    engage with information in diverse ways.
    5. Student success was often measured solely 5. Student success is viewed holistically,
    by academic achievements and grades. considering not only academic performance
    but also social-emotional skills, character
    development, and preparedness for future
    endeavors.
    Instruction
    Then Now
    1. Instruction primarily followed a one-size- 1. Instruction is more personalized, with
    fits-all approach, with limited customization teachers adapting teaching strategies to
    to individual student needs. accommodate diverse learning styles and
    preferences.
    2. Learning activities were often passive and 2. Learning activities are interactive and
    lecture-based, with minimal student student-centered, encouraging active
    engagement. participation, collaboration, and problem-
    solving.
    3. Assessment focused on measuring the 3. Assessment emphasizes mastery of skills
    amount of content memorized, often through and competencies, with a focus on
    rote memorization and standardized tests. performance-based tasks and authentic
    assessments that mirror real-world contexts.
    4. Instructional goals were centered around 4. Instructional goals are defined by clear
    covering a predetermined curriculum within learning outcomes, with flexibility to adjust
    a set timeframe. pacing and content delivery to ensure
    students achieve mastery.
    5. Technology played a minimal role in the 5. Technology is integrated into instruction,
    instructional process, with limited access to providing access to a wealth of online
    digital resources and tools. resources, interactive simulations, and digital
    learning platforms to enhance engagement
    and facilitate personalized learning
    experiences.

    Short Discussion:

    In the past, teachers mainly lectured, and students memorized facts. This Instruction-Based
    Education (IBE) model focused on covering material and standardized testing. Today, Outcome-
    Based Education (OBE) has changed this. Teachers now guide students to understand concepts
    and achieve specific goals. Students engage actively, collaborate, and solve problems.
    Instruction is flexible and adapts to students' needs. Assessment emphasizes skills and real-
    world application. This shift empowers students to take charge of their learning, preparing
    them for success in today's dynamic world

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