The passage criticizes the traditional classroom model of passive learning and argues that a more active approach is needed. It notes that the traditional model does not fit changing needs and is a passive way of learning, while the modern world requires a more active processing of information.

1. “The old classroom model simply
does not fit our changing
needs. It’s a fundamentally
passive way of learning, while the
world requires more active
processing of information.”
- Salman Khan

2. DIRECT TEACHING
KNOWLEDGE AND SKILLS I
ALREADY KNOW I CAN SHARE
TODAY (Underline the words you already
know well enough, Encircle the terms you want to
learn more about)
RELEVANT
EDUCATION
LEARNING
BY DOING
SOCIAL
SKILLS
PROBLEM
SOLVING
SKILLS
ENGAGED
READERS
STUDENT
CENTERED
TEACHING
SELF
DIRECTED
LEARNER
SOCIAL
SKILLS
SAFE
LEARNING
ENVIRONM
ENT
VISUALIZING
SCAFFOLDING
READING
BUDDIES
MONITORING
THOUGHTS PREDICTING
CRITICAL
THINKING
MAKING
CONNECTIONS
ASKING
QUESTIONS
INDEPENDENT
READING
READING
JOURNAL
MODELING
BELIEF IN
THE
LEARNER
using the smiley
icons–rate how you
feel after the session
on space provided
CREATIVETHINKING
SELF
ASSESSMENT

3. THE LEARNER-
CENTERED CLASSROOM

4. Learner-Centered Classroom
• Focuses on the needs, preferences, and
interests of the learners.
• Teachers act as facilitators of the learning
process, providing direction and feedback
rather than just instruction

5. LEARNER
• Demonstrates knowledge in unique ways
• Engages actively and participates in
individual and group learning activities
Features of Learner-
Centered Classroom

6. TEACHER
•Encourages and facilitates learners’
participation and decision making
•Encourages learners to think for
themselves
Features of Learner-
Centered Classroom

7. INSTRUCTIONAL STRATEGIES
• Include learning activities that are personally
relevant to learners
• Provide questions and tasks that stimulate
learners’ thinking beyond rote memorization
Features of Learner-
Centered Classroom

8. CURRICULUM
• Organizes content and activities around themes
that are meaningful to learners
• Allows learning activities that are global,
interdisciplinary and integrated
• Has opportunities for all learners to engage
their higher-order thinking skills
Features of Learner-
Centered Classroom

9. ASSESSMENT SYSTEM
• Assesses different learners differently
• Promotes learners’ reflection on their growth
as learners through opportunities for self-
assessment
Features of Learner-
Centered Classroom

10. Teacher-Centered
• Focus is on the teacher
• Teacher talks, students
listen
• Students work alone
• Teacher decides on the
lesson
• Teacher evaluates
student learning
• Classroom is quiet
Learner-Centered
• Focus is on both
students and teachers
• Students work in pairs, in
groups, or alone
depending on the
purpose of the activity
• Students have some
choice of topics
• Students evaluates their
own learning
• Classroom is often noisy
and busy

11. For many years, teachers taught and
students were responsible for
learning the material.
It was the student’s responsibility
to acquire the knowledge for success.
The primary concern of the teacher
was to impart the knowledge.

12. Passive Learning
•Slabs of Text
•Multiple Choice Questions
•Few opportunities to apply
knowledge
•Can’t learn from others
•Poor demonstration of skills
•Inadequate follow up with face
to face assessment/further
training
•High drop out rate/low
engagement

13. Student learning is the primary
goal of the teacher as opposed to
teaching.
 The teacher must motivate the
students to learn, participate,
critically think and successfully
perform in tests.

14. TEACHER-CENTERED LEARNING
ICT
LEARNER-CENTERED LEARNING

15. “Technology will not have a significant impact on student learning until teachers
change the way they teach.”
- Larry Cuban, 1986

16. ICT in education is a much needed
vehicle of achieving the modern
philosophy of education whereby a
student can decide on:
WHAT he learns
WHEN he learns
WHERE he learns, and
HOW he learns

17. Enabling new forms of learning

18. All shapes & sizes
•Learners exhibit a
variety of learning styles,
Computer literacy &
attitudes to learning
preferences
•Have a Goers
•Reflectors
•Watchers
•Listeners

19. Cater for them
•Reduce reliance on text thru
multimedia
(Audio, Visuals, Video)
•Engage learner to think
through online material
(learning activities)
•Assess the sharing of
perspectives
•Put back industry knowledge

21. • Technology helps change the
student/teacher roles and
relationships.
• Technology cannot teach; only
teachers can teach.
• Technology can enhance the
teaching- learning process.

22. What is Technology integration?
• Technology integration is the
use of technology resources --
computers, Internet, e-mail,
digital cameras, CD-ROMs,
software applications,
electronic publications, etc. --
in daily classroom practices,
and in the management of a
Classroom and school.

23. • ICTs provide an array of
powerful tools that may help in
transforming the present
isolated teacher-centered and
text - bound classrooms into
rich, student – focused,
interactive LEARNER-
CENTERED CLASSROOM.

24. Food for thought
“ Any technology which
increase the rate of
learning would enable the
teacher to teach less and
the learner to learn more”

25.  Learning Facilitator
 Collaborator
 Trainer
 Advisor
 Knowledge Manager
 Curriculum designer
 Instructional designer
 Team Coordinator
 Co-learner
 Assessment Specialist

26. Advantages of ICT
resource sharing;
wide variety of services;
flexibility;
reliability;
faster speed;
cheaper cost.

27. Learning tools: E-mail
 Every teacher should have an e-mail account
 Communicate with students
 Communicate with parents
 Students can submit assignment
 Can have attachments
 Create a paperless environment
 Simple but effective
 Efficient and cost effective

28. Web 2.0 tools

29. Learning tools: Chat &
Video Conference
 Synchronous communication tool
 Communicate with students
 Communicate with parents
 More students participate
 Collaborative learning
 Can conduct a live lecture
 Support by audio, chat and whiteboard
 Support sharing of applications
 Can be recorded for later use
 Demonstrate process

30. Video Sources
•YouTube
•Vimeo
•Teacher Tube
•Create your own!
•Blog
•Flip Video
Capture tools
•NetVideoHunter

31. Learning tools: Online Forum
 Asynchronous discussion forum
 Teacher can create discussion groups
 Teacher could post a question and request students to
comment
 Students can post their comments
 Can encourage community participation
 Collaborative learning can be fostered
 Feedback from diverse culture

32. Blogs
 A blog is a website for which an individual or a group
frequently generates text, photographs, video or audio
files, and/or links, typically (but not always) on a daily
basis.
 The term is a shortened form of weblog.
 Authoring a blog, maintaining a blog or adding an article to an
existing blog is called "blogging".
 Individual articles on a blog are called "blog posts," "posts," or
"entries".
 The person who posts these entries is called a "blogger".

33. Interactivity, publishing, collective intelligence
Blogger http://blogger.com
Blogmeister - http://classblogmeister.com/
Edublogs - http://edublogs.org/

34. Blogs in School
Teacher Blogs
 Homework
 Keep Parents in the
Loop
 Virtual Inservice
 Professional
collaboration
Student Blogs
 This week in class, we...
 Student Work
 Online portfolio
 Peer/teacher feedback

35. Podcasts
iPod + Broadcast = Podcast
Amateur radio
Podcasting is the method of distributing
multimedia files, such as audio programs or music
videos, over the Internet using either the RSS or
Atom syndication formats, for playback on mobile
devices and personal computers.

36. Why use podcasts?
Podcasts enable students to share their
knowledge and expertise with others through a
creative outlet.
Podcasts tap into a mode of media input that is
commonplace for digital natives.
Podcasts empower students to form
relationships with the content and each other in
relevant ways.

37. Why use podcasts?
Podcasting is yet another way for them
[students] to be creating and contributing ideas
to a larger conversation, and it’s a way of
archiving that contribution for future audiences
to use.
Will Richardson, Blogs, Wikis, Podcasts and Other
Powerful Web Tools for Classrooms

38. How can podcasts be used?
In the classroom, educators and students
can use podcasts to inform others about
class news, current events, and areas of
interest.
Students can use a podcast forum to
persuade their peers to help others, make
a difference, or try something new.
Podcasts can also be used to edutain
others through creative narratives.

39. How can podcasts be used?
Podcasts engage students in thinking
critically about their speaking fluency and
communication skills.
The opportunity to create a podcast about
what students would like to discuss and
share with others is extremely motivating.

40. Searching for Podcasts - iTunes

41. Subscribing to Podcasts

42. What is a Wiki?
A wiki is a type of website that allows users
easily to add, remove, or otherwise edit
and change most available content.

43. How is a Wiki Constructed?
A single page in a wiki is referred to as a
"wiki page", while the entire body of
pages, which are usually highly
interconnected via hyperlinks, is "the
wiki“
in effect, a wiki is actually a very simple,
easy-to-use user-maintained database for
searching and creating information.

44. Are Wikis Safe?
Wikis are generally designed
with the philosophy of making
it easy to correct mistakes,
rather than making it difficult
to make them.

45. Are Wikis Safe?
Thus while wikis are very open, they
provide a means to verify the
validity of recent additions to the
body of pages.
The most prominent, on almost every
wiki, is the "Recent Changes" page—a
specific list numbering recent edits, or a
list of all the edits made within a given
timeframe.

46. Tracking Changes

47. Class Wikis - Webquests

48. Tools: Learning Management
System (LMS)
Management of content
Tracking students
Administrative features
Integration with various tools such as
chat, forum, e-mail, etc.
Reporting
Portfolio of Multimedia Learning
System (MMLS)

49. Teacher Presence
The best teachers - according to
students - are those who show their
presence multiple times a week, and
at best, daily.

50. Professional Learning Communities

51. PLC – Professional Research

52. PLC – Virtual Training

53. PLC – Curricular Collaboration

54. PLC – Supporting Teachers

60. TeacherWebCreate class pages, activities, templates
Free WebQuest generator
http://www.teacherweb.com/wq_home.html
http://www.teacherweb.com

61. Classroom Resources
 NoteStar enhanced research tools http://notestar.4teachers.org/
 RubiStar rubric creation tools http://rubistar.4teachers.org/index.php
 QuizStar online quiz creation tools http://quizstar.4teachers.org/
 TrackStar online hotlist and Internet activity creation tools
http://trackstar.4teachers.org/
 Web Worksheet Wizard http://wizard.4teachers.org/
 Project Poster online project-based activity creation tools
http://poster.4teachers.org/
 Discovery School Puzzle Maker http://www.puzzlemaker.com/
 National Library of Virtual Manipulatives
http://nlvm.usu.edu/en/nav/vlibrary.html

62. Other Enduring Benefits
Along with the use of technology there are
certain responsibilities that educators and
students need to follow.
Educators need to instruct students on safe and
acceptable use of technology in and outside of the
classroom.
Not only do students need to learn how to
appropriately research, but also how to safely and
properly share information online.
Allow students to learn first hand about copyright
laws and fair use issues.

64. BE CREATIVE

65. ENGAGING STUDENTS
• STUDENTS ARE MOTIVATED
• STUDENT BEHAVIOR MANAGEMENT
• STUDENTS ARE ACCOUNTABLE FOR THEIR
OWN LEARNING
• CREATING A CULTURE OF COLLABORATION
AND LEARNING COMMUNITIES

66. SETTING UP THE READING BUDDIES
LET THEM
READ
BOOKS
TOGETHER

67. SUPPLEMENT TO READING
• CLASS DISPLAY/ WORD WALL

68. WORD WALL
Why WORD WALL?
Creating a print rich environment that may help students to master
spelling, be familiar with sight words, be reminded of pronunciation
rules (vowels, consonants, diagraphs, blends etc.), review terms and
enrich their vocabulary.

69. WORD WALL
You can use the entire wall inside your classroom, not
just the bulletin board. You can post sight words
that are currently in use by the class. Change the
words as class goes along in their reading journey.

70. WORD WALL
Other subject area teachers can put MATH WORDS,
SCIENCE WORDS, HISTORY and other TECHNICAL
TERMS.

71. WORD WALL
You can simply post the words that student share
every time they have READING session.
Ask them the meanings of those words and use in
their own sentences.

72. WORD WALL

73. TEACHERS, REMEMBER:
• BASIC SIGHT WORDS SHOULD BE ON THE
WORD WALL RIGHT AT THE BEGINNING OF
EACH SCHOOL YEAR. JUST SLOWLY TAKE
DOWN THE WORDS THAT HAVE BEEN
MASTERED BY THE STUDENTS AS INDICATED
IN YOUR REGULAR SPELLING TESTS AND
REGULAR WRITING ACTIVITIES.

74. WORD GAMES
• WORD BALL
• READING RELAYS
• HEAR AND SAY THE WORDS
• PINOY HENYO
• PUZZLES
• PROBLEM SOLVING

75. SERVICE LEARNING ACTIVITIES

76. PRELUDE TO COMMUNICATION
SKILLS: READING JOURNALS
• Students are encouraged to read books and
write journals. They should follow the
prompts given by the teacher.
• Teachers can better assess and talk with
students about his progress in reading
• The journal is NOT to be GRADED. IT is for the
STUDENT’S benefit and not yours.

77. READING JOURNALS: What it looks
like
Date:_____
Title of the book:________
Page numbers read today:_____
(Prompts)
On page__ of the book I am reading, the
character said”______________” and this
made me think of the time when
____________________________.

78. What it looks like…
TALK BACK PROMPTS
I am thinking…
I am wondering…
This reminds me of…
This is confusing….
I like this part because….
I think the character is feeling ____ because….
Why is the character…..
I am surprised….

79. VISUALIZING
Please spell the words BACKWARDS
• COMPUTER,
• BIRD
• CELLPHONE
What did you do to spell the words backwards?
“CREATING PICTURES IN YOUR HEAD IN ORDER
TO AID COMPREHENSION”
MIND MAP MAKING

80. SUMMARIZING AND ASKING
QUESTIONS
• CREATE Ws and H questions and answer their
own questions.
• Write the answers in METACARDS
• Post the meta cards in such a way that a
summary is created
• GO BACK TO YOUR READING BUDDIES and
SUMMARIZE A PAGE YOU FINISHED READING.

81. ASKING QUESTIONS
• PLEASE JOT DOWN 5 QUESTIONS ABOUT THE
BOOK YOU ARE READING.
• SHARE IT WITH YOUR BUDDY
• TELL IF IT IS A LOW(THIN) OR HIGH (THICK)
QUESTION
• THE GOAL IS TO IDENTIFY GOOD OR NOT SO
GOOD QUESTIONS

83. QUESTION TREE

84. COLLABORATIVE ACTIVITIES=
ACCOUNTABLE TALK
• CLASSROOM TALK THAT IS ACCOUNTABLE TO
LEARNING- STUDENTS ARE ACCOUNTABLE TO THEIR
OWN LEARNING
• RESPECTFUL FEEDBACK
• THEY NEED TO BE TRAINED TO LISTEN TO EACH
OTHER AND STICK TO THE TOPIC
• GIVING EVIDENCES TO WHAT THEY ARE
SAYING/GIVING PROOFS/PROBING/
• TURN AND TALK WITH THEIR BUDDIES
• STOP AND JOT DOWN QUESTIONS

85. ASSESSMENT
• OBSERVATIONS
• READING ALOUD
• WRITING AND SPELLING TESTS
• AUTHENTIC ASSESSMENTS (PORTFOLIO,ROLE
PLAY, PUPPETS ETC.) IMPORTANT TO HAVE
RUBRICS IN THE ASSESSMENT PROCESS.

86. Rubric
– is a way of describing evaluation criteria (or
“grading standards”) based on the expected
outcomes & performances of students.
Assessment Purposes
 Improve the reliability of scoring performance
(musical, procedural, sports, oral presentation &
report) & product/output (arts, project, write-up, )
 Clearly convey goals & performance expectations
as related to scoring standards or point values of
students
 Engage students in critical evaluation of their own
performance or output.

87. A useful tool in
integrating topics
and concepts
Graphic organizers are
designed to provide a visual
representation of facts and
concepts from a text and
their relationships to each
other
Graphic organizers are
powerful teaching and
learning tools that
encourage active
learning and facilitate
cooperative work.
Demonstrate that
learning is
interconnected

88. Fogarty, 1995

89. Muddiest Point
“What is the muddiest point (most
unclear) in the story?”
_____________________
_____________________
Minute Paper
“What was the most useful or
important thing you learned
?”
___________________________
With the recent session in mind, kindly answer the following
questions either in bullet form or in 1 or 2 sentences. Thank
You very much!

90. Plus, the good
points
Minus
the negative
features
Intriguing,
interesting
Creative or Alternative Assessment
Critique the usefulness of the session to your own
class/subject matter.

91. A-”Ahem!”
Things fully
understood
A-”Ano daw?”
Interesting or
student’s questions
A- ”Aha!”
Discovered new
ideas
Another one: Creative or Alternative Assessment 3A’s

93. just right pacing
Encircle the word/s which describe/s
how you feel or what you think after
the session.
enlightened
bored
informed a lot
confused
enjoyed
could have been
given more time
eager to apply
lessons learned
needs a more
comprehensive session
on the topic
thankful
needs to be
clarified on
_____________
_____
confident
increased
confidence in
doing task
more time needed
able to absorb
everything learned
satisfied
not convinced
more examples
please
unsure how to do
it on my own
distracted by
_____________
_____
helped
needs more
practice
learned
fast-paced
using the smiley icons–
rate how you feel after
the session on space
provided
can’t wait to try
to be creative

94. “Today’s education system faces irrelevance unless we bridge the gap
between how youth live and how they learn.”
Learning for the 21st Century

95. Shape it,
Build it,
Transform it,
Act on it.