6. INDICATOR # 7
Apply a range of successful strategies that maintain learning
environments that motivate learners to work productively by assuming
responsibility for their own learning.
7. LAW OF RECENCY
•THE RECENCY EFFECT IS THE
TENDENCY TO REMEMBER THE MOST
RECENTLY PRESENTED INFORMATION
BEST. FOR EXAMPLE, IF YOU ARE
TRYING TO MEMORIZE A LIST OF ITEMS,
THE RECENCY EFFECT MEANS YOU ARE
MORE LIKELY TO RECALL THE ITEMS
FROM THE LIST THAT YOU STUDIED
LAST.
11. STRATEGY USED: K-W-L CHART
•ENGAGE STUDENTS IN A NEW TOPIC,
ACTIVATE THEIR PRIOR KNOWLEDGE AND
MONITOR STUDENTS’ LEARNING.
12.
13. EXPLORE
INDICATOR # 4
Establish safe and
secure learning
environments to
enhance learning
through the consistent
implementation of
policies, guidelines, and
procedures.
22. STRATEGY USED:
LANGUAGE-BASED STRATEGY (ONE-WORD
SPLASH) •Its simple but it
requires higher
processing
skills to help
learners digest
what they have
learned.
24. INDICATOR # 3
Use effective verbal and
non-verbal classroom
communication
strategies to support
learner understanding,
participation,
engagement and
achievement.
25. •This principle states that those things most often
repeated are best remembered. They will learn
best and retain information longer when they
have meaningful practice and repetition.
44. CONSTRUCTIVISM
•A BASIC UNDERSTANDING OF CONSTRUCTIVISM REQUIRES A
CLEAR VISION OF WHAT IT MEANS TO ALLOW A LEARNER TO
CONNECT THEIR OWN EXPERIENCES TO NEW KNOWLEDGE.
IN ORDER TO BETTER ILLUSTRATE THE USE OF
CONSTRUCTIVISM IN THE CLASSROOM, THE NEXT SECTION
DESCRIBES THE ROLE OF BOTH THE LEARNER AND THE
INSTRUCTOR.
45. AS A LEARNER
• THROUGHOUT THE LEARNING PROCESS, THE LEARNER IS EXPECTED TO
CONSIDER THE INFORMATION BEING TAUGHT AND CONSTRUCT AN
INTERPRETATION. THE INTERPRETATION IS CONSTRUCTED BASED ON PAST
EXPERIENCES, PERSONAL VIEWS, AND CULTURAL BACKGROUND.
FOLLOWING THE INTERPRETATION, THE LEARNER IS EXPECTED TO
REFLECT ON THE NEW KNOWLEDGE. RADICAL AND SOCIAL
CONSTRUCTIVISM GENERALLY REGARD THE NATURE OF THE LEARNER IN
A SIMILAR FASHION.
46. ROLE OF INSTRUCTOR
• ACCORDING TO THE SOCIAL CONSTRUCTIVIST APPROACH, INSTRUCTORS HAVE
TO ADAPT TO THE ROLE OF FACILITATORS AND NOT TEACHERS (BAUERSFELD,
1995). A FACILITATOR HELPS THE LEARNER TO GET TO HIS OR HER OWN
UNDERSTANDING OF THE CONTENT INSTEAD OF SIMPLY EXPLAINING A
PRINCIPLE. IN THE LATTER SCENARIO, THE LEARNER DOES NOT PARTICIPATE
DEFINITIVELY, AND IN THE FORMER SCENARIO, THE LEARNER IS ACTIVELY
ENGAGED. THE GOAL IS THUS TO TURN THE EMPHASIS AWAY FROM THE
INSTRUCTOR AND THE CONTENT AND TOWARDS THE LEARNER (GAMORAN,
SECADA, & MARRETT, 1998).
47. Constructionism is one application of constructivism. An
example of constructionism is an instructor teaching a class
of learners about engineering by assigning them to build a
bridge. The process the learners would embark on to learn
how to build a bridge would in theory teach them all the
nuances of engineering concepts. The learning would come
mostly through trial and error as the learners adapted their
past experiences to the current task.
