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Hallmarks of textbook

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This presentation covers new perspectives in using books in the classroom. The utility of books are integrated with pedagogical practices such as essential questions, inquiry-based approach, authentic-based tasks, and learner-centeredness

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Hallmarks of textbook

  1. 1. HALLMARKS OF VIBAL TEXTBOOK Carlo Magno, PhD. crlmgn@yahoo.com
  2. 2. Contemporary Perspectives in Learning  The Learner is a processor of information  Learning is active and constructive  Learning is cumulative  Learning is self-regulated  Learning is goal-oriented  Learning is situated in social/cultural practice  Learning is individually…
  3. 3. The Textbook  Source of information  Transmission of facts  Provides theory  For reading  Facilitates learning  Builds higher order thinking skills  Provides real life experiences and current events  Opportunity for self- reflection
  4. 4. Hallmarks Essential Questions Inquiry-based Authentic-based tasks Learner-centered
  5. 5. Essential Question Why do we ask questions at the beginning of the lesson?  Establishes the relevance of the content  Provides expository exercises and challenges to enhance critical thinking  Focuses on what needs to be learned
  6. 6. Essential Question  What provocative questions will foster inquiry, understanding, and transfer of learning?  Science  What are Newton’s Law of Motion?  How does friction affect motion?  Why do objects move in circles?
  7. 7. Essential Question  Mathematics:  Why do people find art and architecture, which incorporate the golden ratio, visually appealing?  Why is factoring important in graphing polynomial functions?  What is an analytic proof? How does it differ from the usual geometric proof?  Ekonomiya  Paano nakakatulong ang mga pinagkukunang yaman ng Pilipinas sa pagkamit ng pambansang kaunlaran?  Ano ang kakapusan at ano ang mga implikasyon nito?
  8. 8. Inquiry-based Approach
  9. 9. Inquiry-based  Students inquire naturally when they are puzzled  They can become conscious of and learn to analyze their thinking strategies  New strategies can be taught directly and added to the students existing ones.  Cooperative inquiry enriches thinking and helps students to learn about the tentative, emergent nature of knowledge and to appreciate alternative explanations.
  10. 10. Inquiry-based  Phase 1: Confrontation with the problem  Explain inquiry procedures  Present discrepant event  Phase 2: Data gathering, verification  Verify the nature of objects and conditions  Verify the occurrence of the problem situation  Phase 3: Data gathering, experimentation  Isolate relevant variables  Hypothesize causal relationship
  11. 11. Inquiry-based  Phase 4: Organizing, formulating an explanation  Formulate rules or explanations  Phase 5: Analysis of the inquiry process  Analyze inquiry strategy and develop more effective ones
  12. 12. Inquiry-based  Mga sinaunang kabihasnan at Imperyo sa Africa at America  P1: Confrontation of the Problem  Natutukoy mo ba ang nasa larawan?  Saan ito matatagpuan?  Saan ito nagmula?
  13. 13. Inquiry-based  P2: Data gathering, verification  Gaano na katagal ang mga bagay na ito?  Ano ang sinasabi nito tungkol sa mga tao noong unang panahon?  P3: Data Gathering, experimentation  Paano malalaman na mayroong sibilisasyon sa pamamagitan ng mga bagay na ito?  P4: Organizing, formulating an explanation  Bakit mahalaga na pag araan at itago ang mga gusali at bagay na iniwan ng ating mga ninuno?  P5: Analysis of the inquiry process  Ano pa ang ibang maaring gawin upang malaman ang mga paraan ng pamumuhay sa mga sinauanang sibilisasyon?
  14. 14. Inquiry-based  Mathematics  P1: Confrontation with the problem  Find the 18th term of the arithmetic sequence 3, 10, 17, 24...  P2: Verification  Determine the common difference  10-3=7, 17-10=7, 24-17=7  P3: Experimentation/P4: Organizing  an=a1(n-1)d  an=3(18-7)7  an=122  Analysis of the inquiry  Add 7 to 24 and so on until 122 is derived.
  15. 15. Authentic-based Task
  16. 16. Authentic tasks  (Wiggins, 1998)  Six Standards for Judging the Degree of Authenticity  1. Is realistic – The task replicates the ways in which a person’s knoweldge and abilities are tested in real world situations.  2. Requires judgment and innovation – The student has to use knowledge and skills to solve unstructured problems, and solution involves more than following a set of rules.
  17. 17. Authentic tasks  3. Asks the students to do the subject – the student has to carry out exploration and work within the discipline of the subject area, rather than restating what is already known.  4. Replicates or simulates the contents in which adults are tested in the workplace, in civic life, and personal life – Contexts involve specific situations that have particular constraints , purposes, and audiences. Students need to experience
  18. 18. Authentic tasks  5. Assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and skill to negotiate a complex task – Students should be required to integrate all knowledge and skills needed, rather than demonstrate competence of isolated knowledge and skills.
  19. 19. Authentic tasks (Wiggins, 1998)  6. Allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performances and products – Rather than rely on secure tests as an audit of performance, learning should be focused through cycles of performance-feedback-revision- performance, on the production of known high quality products and standards, and learning in context.
  20. 20. Authentic Tasks  Ekonomiks  Pagkonsumo: Magbigay ng halimbawa na nagpapakita ng ugnayan ng utility at kakapusan, pagkonsumo, at eat-all you can.  Science  Earthquake: Prepare a list of items to be included in an emergency bag that can be used during natural disasters like earthquake.  Prepare an earthquake logbook that highlight some of the hazards we encounter in the Philipines or in other countries.
  21. 21. Authentic tasks  Literature: After reading The Analects of Confucius versus from The Book of Tao and The Wonderful Pear Tree, what lesson about life and universe can be applied when dealing with your friends in the following situations:  A friend borrowing money  A friend who forgot to bring art materials  A friend who lost her money
  22. 22. Learner-Centered Framework
  23. 23. Learner-Centered Framework  McCombs (1999) have developed the Assessment for Learner-centered Practices and the subscales include:  Encourages Positive Relations - the ability to develop positive interpersonal relationships with students and the instructor’s ability to value and respect students as persons.  Honor’s Student Voices – The teachers appreciates the learners point of view, gets feedback from students and provides freedom for students to raise their ideas.  Promotes Higher Order Thinking Skills - the instructors ability to encourage students to monitor their own learning process  Adapts to Individual Differences and Developmental
  24. 24. Learner Centered Principles Metacognitive and Cognitive Factors Motivational and Affective Factors Individual Differences Developmental and Social Factors P1: Nature of the learning process P2: Goals of the learning process P3: Construction of knowledge P4: Strategic thinking P5: Thinking about thinking P6: Context of learning P7: Motivational and emotional influences of learning P8: Intrinsic motivation to learn P9: Effects of motivation on effort P10: Developmental influences of learning P11: Social Influences of P12: Individual differences of learning P13: Learning and diversity P14: Standards and assessment
  25. 25. Learner-centered  Filipino  Principle 2: Goals of the Learning Process
  26. 26. Learner-Centered framework  Principle 9: Effects of Motivation on Effort
  27. 27. Learner-centered Framework  Principle 4: Thinking about thinking  Paano isinulat ang usapan ng mga tauhan?  Bakit may mga usapan sa akda? Magkakaugnay ba ang mga ito?  Principle 3: Construction of Knowledge  Pokus na tanong  Paano malalaman na ang isang tula ay nagsasadula?  Bakit dapat pag-aralan ang mga tulang dula?
  28. 28. Learner-centered Framework  Mathematics: Locating the Position of an Object in a Data  Principle 3: Construction of Knowledge  Share what you know  In your recent quarterly math exam, would it be more desirable to earn a grade with a high or low quartile?  After knowing all the descriptive measures of central tendency in statistics such as mean, median, and mode, do you think those measures gives ou an idea on how the data is distributed around the center?
  29. 29. Learner-centered Framework  Principle 12: Individual Differences of learning  Illustrating the meaning of fractiles
  30. 30. Learner-centered framework  Principle 14: Standards and Assessment  Formative Assessments  Let’s try  Check your understanding (Formative assessment)  Individual work  Extend your understading  Think about this
  31. 31. End of presentation  www.slideshare.net  crlmgn@yahoo.com

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