2. •Multifarious Behavioral Objectives (Application of Bloom’s Taxonomy)
•Plurality of Learning Experiences
•Activity based Learning Process
•Competency Oriented Modes of Assessment
•CAT (Classroom Assessment Techniques)
•Learners Autonomy and CCE
3. •Learner’s autonomy implies learner’s growing
independence and responsibility to his/her self direction in
the learning process and to enable greater control of
his/her learning.
•“ Learner’s Autonomy is a perennial dynamic process
amenable to ‘educational interventions’ rather than a
static product. It is the goal of an ideal
pedagogy”…….Thanasoulas (2013)
7. Curricular
Areas
Physical and Health
Education
Art and Craft
Education
Work Education
Human Rights and
Gender Studies
Financial Marketing
Management
Mass Media
Co-Curricular
Areas
Personal and Social
Qualities
Willingness to learn
Sense of
responsibility
Positive Attitude
Values
Soft Skills
Interests and Beleifs
8. • Constructivist Instructional Approaches
• Peer Tutoring
• Reciprocal Teaching and Classroom Discussion
• Assigning of group project
• Multidisciplinary Project
9. Constructivism is a kind of teaching philosophy based on the
concept of learning.
It is a process that happens along with learning. Learning is
the result of prior knowledge, so that learners can construct
their own knowledge by thinking about their previous
knowledge and by adding new information on it.
Each learner tries to make a mental note and build their
critical thinking which makes them an independent learner.
10. The main goal of adopting constructivist teaching is to instill in
them an exploration of thinking. Some of the methods that are used
are
•Learning is activity based. It might be experimentation, or
projects.
•Whole group of learners are actively involved.
•The activity sessions should be interactive.
•The teacher must discuss and negotiate with the learners.
•The teachers must motivate the learners and provide them with
feedbacks.
11. Conceptualized that learning is an active process of construction
rather than a passive assimilation of information or rote
memorization.
•Believed all learning is constructed, whether it is something
we are taught or something we learn on our own.
• Whether or not we are taught in a “constructivist” manner, Piaget
believed we are constructing knowledge in all our learning.
12. According to him
•Two main states – equilibrium & disequilibrium
Believed that we are driven or motivated to learn when we are
in disequilibrium
–We want to understand things
–The level of disequilibrium must be just right or optimal
13.
14.
15. As a Partner
As a mediator
As a Facilitator
16. Problem solving and competence based testing
To nurture Higher Order Thinking Skills
Learning without burden
Periodical assessment
Classroom assessment Techniques
17.
18. Prior Knowledge Inventory
Misconception/Preconception Check
Focused Listing or Memory Matrix
Minute Paper
Assessing Understanding (Muddiest Point)
Assessing analysis and critical thinking
A proper feedback system to know about
the learning
19. The shift of learning responsibility from teachers to learners does
not exist in a vacuum, rather in certain context. Continuous and
Comprehensive Evaluation is the context.
It is one of the interventions to provide multifarious opportunities
and to create favorable ground for nurturing and flourishing
autonomy in learner.
