This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
Curriculum criteria are guidelines used to make decisions about curriculum and evaluate learning achievement. They include clearly stating curriculum goals and using them to choose content, materials, and activities. The criteria also involve engaging students in planning goals and assessing whether goals relate to society, community, individual learners, and are used to select learning materials and evaluate achievement. Characteristics of a good curriculum are that it evolves over time, is based on community needs, involves democratic input, results from long-term efforts, includes detailed plans, sequences subjects logically, complements other community programs, has educational quality, and allows flexible administration.
Person A scored an 87 on a physics test with a class average of 80 and standard deviation of 5. Person B scored an 82 on a test with a class average of 73 and standard deviation of 6. The document discusses different types of test scores such as raw scores, percentile ranks, and standard scores including z-scores, t-scores, stanines, and normal curve equivalents. It also discusses interpreting test scores using norm-referenced and criterion-referenced approaches.
A standards-aligned curriculum ensures that teachers teach the most important content based on learning standards and eliminate gaps. When the curriculum is not standards-based, test scores drop as students are not taught what is assessed, teachers lack guides to help all students learn, materials may not be appropriate for all, and students are unprepared for further education. A standards-based curriculum provides guidelines for effective planning, consistent assessments, and supports for all students.
The document discusses the intended, implemented, and achieved curriculum in the context of the Basic Education Curriculum (BEC) implemented in the Philippines. It outlines the goals of the BEC as the intended curriculum, how it was implemented through various reforms and teaching approaches, and some initial achievements observed, though no formal evaluation was cited. The key points made are that the BEC aimed to improve quality of education and decongest the curriculum, it was implemented through teacher training and interdisciplinary teaching, and early signs of success included increased student motivation and performance.
The document discusses assessing curriculum in three parts: intended, implemented, and achieved curriculum.
1) The intended curriculum refers to initial goals and objectives, the implemented curriculum refers to learning activities and experiences provided to students, and the achieved curriculum refers to actual learning outcomes based on the first two.
2) Examples are provided for assessing each part, such as whether intended objectives are clear and measurable, whether implemented activities align with objectives, and whether achieved outcomes meet intended standards.
3) Criteria for curriculum assessment include goals and objectives being specific, observable, and able to guide instruction and evaluation of student performance.
Standards-based curriculum aims to define what students should know and be able to do. It includes content standards that outline the knowledge students should acquire, performance standards that describe how students can demonstrate their knowledge, and proficiency standards regarding students' ability levels. An effective standards-based curriculum has clear, measurable standards that are connected to students' needs and allow teachers flexibility. It assesses students' formative and summative progress across different subject areas while developing their communication, cultural understanding, ability to make connections, awareness of cultural comparisons, and engagement with communities.
Basic principles of curriculum developmentJhoanne Rafon
This document outlines Tyler's model for curriculum development which includes determining educational purposes, organizing learning experiences to meet those purposes, and evaluating whether the purposes were achieved. It discusses that purposes can be determined by studying learners, contemporary life, and subject specialists. Learning experiences should give opportunities to practice objectives, be satisfying, and be appropriately challenging. Experiences should contribute to multiple objectives and developing thinking abilities. Organization of experiences requires continuity, appropriate sequencing, and integration. Evaluation assesses changes in student behavior from early and later assessments to determine if objectives were realized.
Curriculum criteria are guidelines used to make decisions about curriculum and evaluate learning achievement. They include clearly stating curriculum goals and using them to choose content, materials, and activities. The criteria also involve engaging students in planning goals and assessing whether goals relate to society, community, individual learners, and are used to select learning materials and evaluate achievement. Characteristics of a good curriculum are that it evolves over time, is based on community needs, involves democratic input, results from long-term efforts, includes detailed plans, sequences subjects logically, complements other community programs, has educational quality, and allows flexible administration.
Person A scored an 87 on a physics test with a class average of 80 and standard deviation of 5. Person B scored an 82 on a test with a class average of 73 and standard deviation of 6. The document discusses different types of test scores such as raw scores, percentile ranks, and standard scores including z-scores, t-scores, stanines, and normal curve equivalents. It also discusses interpreting test scores using norm-referenced and criterion-referenced approaches.
A standards-aligned curriculum ensures that teachers teach the most important content based on learning standards and eliminate gaps. When the curriculum is not standards-based, test scores drop as students are not taught what is assessed, teachers lack guides to help all students learn, materials may not be appropriate for all, and students are unprepared for further education. A standards-based curriculum provides guidelines for effective planning, consistent assessments, and supports for all students.
The document discusses the intended, implemented, and achieved curriculum in the context of the Basic Education Curriculum (BEC) implemented in the Philippines. It outlines the goals of the BEC as the intended curriculum, how it was implemented through various reforms and teaching approaches, and some initial achievements observed, though no formal evaluation was cited. The key points made are that the BEC aimed to improve quality of education and decongest the curriculum, it was implemented through teacher training and interdisciplinary teaching, and early signs of success included increased student motivation and performance.
The document discusses assessing curriculum in three parts: intended, implemented, and achieved curriculum.
1) The intended curriculum refers to initial goals and objectives, the implemented curriculum refers to learning activities and experiences provided to students, and the achieved curriculum refers to actual learning outcomes based on the first two.
2) Examples are provided for assessing each part, such as whether intended objectives are clear and measurable, whether implemented activities align with objectives, and whether achieved outcomes meet intended standards.
3) Criteria for curriculum assessment include goals and objectives being specific, observable, and able to guide instruction and evaluation of student performance.
Standards-based curriculum aims to define what students should know and be able to do. It includes content standards that outline the knowledge students should acquire, performance standards that describe how students can demonstrate their knowledge, and proficiency standards regarding students' ability levels. An effective standards-based curriculum has clear, measurable standards that are connected to students' needs and allow teachers flexibility. It assesses students' formative and summative progress across different subject areas while developing their communication, cultural understanding, ability to make connections, awareness of cultural comparisons, and engagement with communities.
Basic principles of curriculum developmentJhoanne Rafon
This document outlines Tyler's model for curriculum development which includes determining educational purposes, organizing learning experiences to meet those purposes, and evaluating whether the purposes were achieved. It discusses that purposes can be determined by studying learners, contemporary life, and subject specialists. Learning experiences should give opportunities to practice objectives, be satisfying, and be appropriately challenging. Experiences should contribute to multiple objectives and developing thinking abilities. Organization of experiences requires continuity, appropriate sequencing, and integration. Evaluation assesses changes in student behavior from early and later assessments to determine if objectives were realized.
The document outlines the components and elements of curriculum in the Philippine educational system. It describes the three levels of education - primary, secondary, and tertiary. The primary level aims to provide knowledge, skills, values for personal development and awareness of societal changes. The secondary level continues these aims and discovers student aptitudes. The tertiary level provides general education and trains professionals needed for national development through research. The document also discusses aims, vision, mission, goals, educational objectives, and the interrelationship between curriculum components like content, methods, and evaluation.
Curriculum Development: Criteria for Curriculum Assessment_Hand-outAlyssa Denise Valino
This document discusses criteria for assessing curriculum. It defines criteria as standards used to evaluate different elements of a curriculum. It outlines several criteria for evaluating curriculum goals and objectives, including that they are syntactically correct, comply with legal requirements, can pass the "stranger test" and "so what test," address both knowledge and behavior, and are aligned. It also discusses two approaches to instruction - supplantive and generative. Finally, it lists characteristics of a good curriculum, such as being continuously evolving, based on community needs, and providing logical sequencing of subject matter.
This document outlines the key provisions of the Education Act of 1982 in the Philippines. It establishes the national policy of developing a complete and integrated education system to achieve economic and social progress. The objectives of the education system are to provide broad general education, train manpower, develop professions, and respond to changing national needs. It also defines the educational community, which includes parents, students, school personnel, and schools. It aims to foster cooperation within this community and participation in school governance.
The document discusses curriculum evaluation and the role of teachers. It defines evaluation as making judgments about student learning based on established criteria. Curriculum evaluation focuses on determining if the curriculum outlined in the master plan is being implemented in the classroom. There are different types of criteria that can be used for evaluation, including aims and objectives, achievement standards, comprehensive externally developed criteria, and locally developed criteria.
This document discusses different views and approaches to curriculum. It addresses traditional and progressive points of view on curriculum. The traditional view sees curriculum as a set of subjects to be taught, while the progressive view defines curriculum as the total learning experiences of the individual, both in and out of school. The document also summarizes Ralph Tyler's model of curriculum development and Hilda Taba's grassroots approach. It outlines different types of curriculum operating in schools and lists major philosophical foundations of curriculum.
The document discusses the importance and phases of teaching internship. It defines internship as the placement of aspiring teachers in a work environment to gain professional experience. Teaching internship is important as it allows students to apply what they've learned, perform various roles, and work under a cooperating teacher. The phases include orientation, observation, on-site tasks, and a final demonstration. The document also lists several laws related to the teaching profession, including the Code of Ethics for Professional Teachers, the Anti-Bullying Act, the Anti-Sexual Harassment Act, and the Child Protection Policy.
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
Importance of Instructional Design for TeachersMoon Starr
This document discusses the importance of instructional design for teachers. It defines instructional design as the process of analyzing learning needs and systematically developing instructional materials to improve learning. The document notes that effective instructional design can help teachers create dynamic lessons that engage students and promote lifelong learning. It also introduces the ADDIE model as a systematic instructional design process consisting of analysis, design, development, implementation, and evaluation.
This document discusses the major foundations of curriculum: philosophical, psychological, historical, and social. It provides examples of influential curriculum theorists like Franklin Bobbitt, Werret Charters, Harold Rugg, and William Kilpatrick who helped establish the historical foundations. The psychological foundations are based on behaviorist, cognitive, and humanistic learning theories. Finally, the social foundations recognize that schools exist within a social context and curriculum aims to understand globalization and changes in society.
The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers as curriculum developers, implementers, and facilitators of learning. School administrators are identified as managers responsible for overseeing curriculum implementation. Other stakeholders mentioned include parents, community members, professional organizations, and government agencies that influence or regulate education curricula.
This rubric evaluates a lesson plan on several indicators:
1) It assesses whether the lesson plan includes clear achievement targets and objectives that meet the intent of the lesson.
2) It examines the level of special planning and preparation that went into the lesson.
3) It judges how well the lesson plan introduces the content in a organized manner and considers modifications for diverse students.
4) It evaluates how clearly the lesson plan conveys instructions and examples to keep students on task.
5) It determines if the lesson plan adequately addresses the required skills and standards.
6) It assesses whether the lesson plan provides an appropriate closing activity.
7) It examines how well the lesson plan follows the specified
The Tyler Model is a classic 4-step approach to curriculum development consisting of determining objectives, identifying learning experiences, organizing experiences, and evaluating objectives. The model was developed by Ralph Tyler in the 1940s and has influenced curriculum development. It focuses on aligning learning experiences with objectives based on the needs and philosophy of the school. Objectives are indicators of student mastery, experiences help achieve the objectives, experiences are logically organized, and objectives are then evaluated through assessment of student achievement.
The document provides guidance on planning a written test by setting objectives and developing a table of specifications (TOS). It discusses the importance of setting clear instructional objectives and designing a TOS to ensure the test adequately measures the intended outcomes. The TOS should map objectives to content areas, cognitive levels, item formats, and weights. It then provides steps for creating a TOS, including determining objectives, topic coverage, weights, item numbers, and formats like one-way, two-way, and three-way tables. Sample test questions and exercises are included to help understand applying the concepts when developing assessments.
This document discusses curriculum and its various components. It defines curriculum as subjects, learning experiences, intended outcomes, and planned experiences. It also describes different types of curriculum, including ideal curriculum, written curriculum prescribed by governing bodies, implemented curriculum actually taught by teachers, achieved curriculum learned by students, and tested curriculum assessed on exams. The document outlines foundations of curriculum including objectives, student characteristics, learning processes, teaching methods, and evaluation procedures. It also discusses conceptions that guide curriculum design like academic, cognitive, humanistic, social reconstructionist, technological, and eclectic conceptions. Key elements of curriculum are identified as intent, content, learning experiences, and evaluation.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help relax the body and reduce stress levels.
The document discusses outcome-based education (OBE), which focuses on measuring student performance on learning outcomes. It defines OBE and explains that the approach specifies what students should learn and arranges the curriculum to achieve intended outcomes. The document outlines key aspects of OBE, including clearly articulating outcomes, communicating them broadly, and regularly monitoring and assessing them. It presents research questions on how assessment and measuring student learning are done in OBE. The objectives are to help understand assessment criteria, methods, and advantages/disadvantages of OBE. The methodology involved studying literature and presentations to write the paper.
The document defines curriculum from both traditional and progressive viewpoints. Traditionally, curriculum focuses on core academic subjects like grammar, literature, math, and emphasizes knowledge from established disciplines. Progressively, curriculum incorporates all planned learning experiences, emphasizes experiential learning, and aims to develop thinking and social skills. Overall, the document concludes that curriculum encompasses all that is taught in school through a set of subjects, materials, courses, and experiences planned by teachers to promote student growth.
This document is the Republic Act No. 7784 which aims to strengthen teacher education in the Philippines by establishing Centers of Excellence for teacher education. It creates the Teacher Education Council to identify these centers of excellence based on criteria like qualified faculty, adequate facilities, and effective education programs. The Council will also formulate policies to improve teacher education across public and private institutions. It appropriates 100 million pesos to fund the initial activities of the Centers of Excellence and Council.
This document discusses teaching personnel, including their selection, appointment, tenure, and compensation. It covers:
1. Teaching personnel includes school administrators, supervisors, teachers, and librarians. Selection is governed by civil service rules and regulations, with appointments made by the Secretary of Education.
2. Public school teachers are appointed as regular, temporary, emergency, or substitute based on their qualifications and civil service eligibility. Private school instructors, assistant professors, associate professors, and professors also have different educational and experience requirements.
3. Tenure for public and private school teachers is governed by laws protecting them from removal or suspension without cause. Their compensation is standardized according to the Public School Teachers Standardization Act
Modern aims of education in the philippinesAlvin Dionson
The document discusses the aims and goals of modern education in the Philippines. It provides context on progressive education and its focus on individual needs and informal curriculum. It then discusses several specific aims of modern Philippine education, including developing students physically, mentally, and spiritually, with emphasis on social transformation and preparing citizens. Additional goals mentioned include preparing students for an increasingly globalized and technical world through reorienting the educational system. Specific programs discussed to modernize schools include computerization, library upgrades, distance learning, and improving science laboratories. The K-12 education program in the Philippines is also summarized, with its goals being to improve educational standards, equip students for work or further education, address shortages in schools, and develop 21st century
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
1) The document discusses strategies for improving teacher effectiveness and raising student achievement. It focuses on developing strategic teachers who have a repertoire of research-based instructional strategies, can apply strategies appropriately to classroom situations, and collaborate with other teachers.
2) A case study is described where a teacher leadership model was used across 10 districts to train over 2,000 teachers in using instructional guides to build their strategy expertise through learning clubs. Participating districts saw gains in state accountability measures that exceeded state averages.
3) Feedback from education leaders praised the initiative's positive impact on teacher professional growth and ability to close achievement gaps. The document advocates developing strategic teachers as key to improving instruction and student outcomes.
The document outlines the components and elements of curriculum in the Philippine educational system. It describes the three levels of education - primary, secondary, and tertiary. The primary level aims to provide knowledge, skills, values for personal development and awareness of societal changes. The secondary level continues these aims and discovers student aptitudes. The tertiary level provides general education and trains professionals needed for national development through research. The document also discusses aims, vision, mission, goals, educational objectives, and the interrelationship between curriculum components like content, methods, and evaluation.
Curriculum Development: Criteria for Curriculum Assessment_Hand-outAlyssa Denise Valino
This document discusses criteria for assessing curriculum. It defines criteria as standards used to evaluate different elements of a curriculum. It outlines several criteria for evaluating curriculum goals and objectives, including that they are syntactically correct, comply with legal requirements, can pass the "stranger test" and "so what test," address both knowledge and behavior, and are aligned. It also discusses two approaches to instruction - supplantive and generative. Finally, it lists characteristics of a good curriculum, such as being continuously evolving, based on community needs, and providing logical sequencing of subject matter.
This document outlines the key provisions of the Education Act of 1982 in the Philippines. It establishes the national policy of developing a complete and integrated education system to achieve economic and social progress. The objectives of the education system are to provide broad general education, train manpower, develop professions, and respond to changing national needs. It also defines the educational community, which includes parents, students, school personnel, and schools. It aims to foster cooperation within this community and participation in school governance.
The document discusses curriculum evaluation and the role of teachers. It defines evaluation as making judgments about student learning based on established criteria. Curriculum evaluation focuses on determining if the curriculum outlined in the master plan is being implemented in the classroom. There are different types of criteria that can be used for evaluation, including aims and objectives, achievement standards, comprehensive externally developed criteria, and locally developed criteria.
This document discusses different views and approaches to curriculum. It addresses traditional and progressive points of view on curriculum. The traditional view sees curriculum as a set of subjects to be taught, while the progressive view defines curriculum as the total learning experiences of the individual, both in and out of school. The document also summarizes Ralph Tyler's model of curriculum development and Hilda Taba's grassroots approach. It outlines different types of curriculum operating in schools and lists major philosophical foundations of curriculum.
The document discusses the importance and phases of teaching internship. It defines internship as the placement of aspiring teachers in a work environment to gain professional experience. Teaching internship is important as it allows students to apply what they've learned, perform various roles, and work under a cooperating teacher. The phases include orientation, observation, on-site tasks, and a final demonstration. The document also lists several laws related to the teaching profession, including the Code of Ethics for Professional Teachers, the Anti-Bullying Act, the Anti-Sexual Harassment Act, and the Child Protection Policy.
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
Importance of Instructional Design for TeachersMoon Starr
This document discusses the importance of instructional design for teachers. It defines instructional design as the process of analyzing learning needs and systematically developing instructional materials to improve learning. The document notes that effective instructional design can help teachers create dynamic lessons that engage students and promote lifelong learning. It also introduces the ADDIE model as a systematic instructional design process consisting of analysis, design, development, implementation, and evaluation.
This document discusses the major foundations of curriculum: philosophical, psychological, historical, and social. It provides examples of influential curriculum theorists like Franklin Bobbitt, Werret Charters, Harold Rugg, and William Kilpatrick who helped establish the historical foundations. The psychological foundations are based on behaviorist, cognitive, and humanistic learning theories. Finally, the social foundations recognize that schools exist within a social context and curriculum aims to understand globalization and changes in society.
The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers as curriculum developers, implementers, and facilitators of learning. School administrators are identified as managers responsible for overseeing curriculum implementation. Other stakeholders mentioned include parents, community members, professional organizations, and government agencies that influence or regulate education curricula.
This rubric evaluates a lesson plan on several indicators:
1) It assesses whether the lesson plan includes clear achievement targets and objectives that meet the intent of the lesson.
2) It examines the level of special planning and preparation that went into the lesson.
3) It judges how well the lesson plan introduces the content in a organized manner and considers modifications for diverse students.
4) It evaluates how clearly the lesson plan conveys instructions and examples to keep students on task.
5) It determines if the lesson plan adequately addresses the required skills and standards.
6) It assesses whether the lesson plan provides an appropriate closing activity.
7) It examines how well the lesson plan follows the specified
The Tyler Model is a classic 4-step approach to curriculum development consisting of determining objectives, identifying learning experiences, organizing experiences, and evaluating objectives. The model was developed by Ralph Tyler in the 1940s and has influenced curriculum development. It focuses on aligning learning experiences with objectives based on the needs and philosophy of the school. Objectives are indicators of student mastery, experiences help achieve the objectives, experiences are logically organized, and objectives are then evaluated through assessment of student achievement.
The document provides guidance on planning a written test by setting objectives and developing a table of specifications (TOS). It discusses the importance of setting clear instructional objectives and designing a TOS to ensure the test adequately measures the intended outcomes. The TOS should map objectives to content areas, cognitive levels, item formats, and weights. It then provides steps for creating a TOS, including determining objectives, topic coverage, weights, item numbers, and formats like one-way, two-way, and three-way tables. Sample test questions and exercises are included to help understand applying the concepts when developing assessments.
This document discusses curriculum and its various components. It defines curriculum as subjects, learning experiences, intended outcomes, and planned experiences. It also describes different types of curriculum, including ideal curriculum, written curriculum prescribed by governing bodies, implemented curriculum actually taught by teachers, achieved curriculum learned by students, and tested curriculum assessed on exams. The document outlines foundations of curriculum including objectives, student characteristics, learning processes, teaching methods, and evaluation procedures. It also discusses conceptions that guide curriculum design like academic, cognitive, humanistic, social reconstructionist, technological, and eclectic conceptions. Key elements of curriculum are identified as intent, content, learning experiences, and evaluation.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help relax the body and reduce stress levels.
The document discusses outcome-based education (OBE), which focuses on measuring student performance on learning outcomes. It defines OBE and explains that the approach specifies what students should learn and arranges the curriculum to achieve intended outcomes. The document outlines key aspects of OBE, including clearly articulating outcomes, communicating them broadly, and regularly monitoring and assessing them. It presents research questions on how assessment and measuring student learning are done in OBE. The objectives are to help understand assessment criteria, methods, and advantages/disadvantages of OBE. The methodology involved studying literature and presentations to write the paper.
The document defines curriculum from both traditional and progressive viewpoints. Traditionally, curriculum focuses on core academic subjects like grammar, literature, math, and emphasizes knowledge from established disciplines. Progressively, curriculum incorporates all planned learning experiences, emphasizes experiential learning, and aims to develop thinking and social skills. Overall, the document concludes that curriculum encompasses all that is taught in school through a set of subjects, materials, courses, and experiences planned by teachers to promote student growth.
This document is the Republic Act No. 7784 which aims to strengthen teacher education in the Philippines by establishing Centers of Excellence for teacher education. It creates the Teacher Education Council to identify these centers of excellence based on criteria like qualified faculty, adequate facilities, and effective education programs. The Council will also formulate policies to improve teacher education across public and private institutions. It appropriates 100 million pesos to fund the initial activities of the Centers of Excellence and Council.
This document discusses teaching personnel, including their selection, appointment, tenure, and compensation. It covers:
1. Teaching personnel includes school administrators, supervisors, teachers, and librarians. Selection is governed by civil service rules and regulations, with appointments made by the Secretary of Education.
2. Public school teachers are appointed as regular, temporary, emergency, or substitute based on their qualifications and civil service eligibility. Private school instructors, assistant professors, associate professors, and professors also have different educational and experience requirements.
3. Tenure for public and private school teachers is governed by laws protecting them from removal or suspension without cause. Their compensation is standardized according to the Public School Teachers Standardization Act
Modern aims of education in the philippinesAlvin Dionson
The document discusses the aims and goals of modern education in the Philippines. It provides context on progressive education and its focus on individual needs and informal curriculum. It then discusses several specific aims of modern Philippine education, including developing students physically, mentally, and spiritually, with emphasis on social transformation and preparing citizens. Additional goals mentioned include preparing students for an increasingly globalized and technical world through reorienting the educational system. Specific programs discussed to modernize schools include computerization, library upgrades, distance learning, and improving science laboratories. The K-12 education program in the Philippines is also summarized, with its goals being to improve educational standards, equip students for work or further education, address shortages in schools, and develop 21st century
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
1) The document discusses strategies for improving teacher effectiveness and raising student achievement. It focuses on developing strategic teachers who have a repertoire of research-based instructional strategies, can apply strategies appropriately to classroom situations, and collaborate with other teachers.
2) A case study is described where a teacher leadership model was used across 10 districts to train over 2,000 teachers in using instructional guides to build their strategy expertise through learning clubs. Participating districts saw gains in state accountability measures that exceeded state averages.
3) Feedback from education leaders praised the initiative's positive impact on teacher professional growth and ability to close achievement gaps. The document advocates developing strategic teachers as key to improving instruction and student outcomes.
ED ET 755 - Research Synthesis Assignmentknsmith620
Kayla Smith conducted research on learning strategies for students in distance education. She reviewed numerous scholarly articles and research studies on the topic. The research showed that effective strategies include developing motivation, metacognition, and resource management skills. Students must aim to engage deeply with content and interact with instructors and peers to promote meaningful learning from their own experiences.
Example of TITLE, STATEMENT OF THE PROBLEM AND QUESTIONNAIRE.pptxAbrahamBernalteJrUnt
The document discusses a study that aims to assess the instructional competencies of general education faculty at the University of Cagayan Valley and their influence on students' academic performance. It outlines 7 dimensions of instructional competence that will be used to evaluate faculty: mastery of subject matter, teaching methods/strategies, communication skills, evaluation techniques, learning environment, diversity of learners, and interpersonal skills. The study seeks to understand faculty profiles, competence levels as assessed by faculty and students, differences in assessments, student academic performance, and relationships between competence/profiles and performance. It provides a questionnaire for faculty to self-assess competence across the 7 dimensions.
Name Chere’ DoveCourse ELM 535 Strategies for Student Enga.docxmayank272369
This document contains a learning plan template for a 5th grade math class. It includes sections on fostering student ownership, learning objectives, assessments, questioning/feedback, and references. The template provides guidance for teachers in developing instructional strategies, checking student understanding, communicating objectives, using formative/summative assessments, and promoting higher-order thinking.
1. cognitive and metacognitive factors of learning 2. developing metacognitio...AhL'Dn Daliva
1. The document discusses cognitive and metacognitive factors that influence the learning process. It describes how successful learners actively construct meaning, set goals, and integrate new knowledge with prior understanding.
2. Successful learners use strategic thinking and learning strategies, and can reflect on and monitor their thinking. Their learning is influenced by environmental contexts like culture and instructional practices.
3. Developing metacognition involves connecting new information to existing knowledge, selecting thinking strategies, and planning, monitoring, and evaluating cognitive processes.
This document provides an overview of various teaching methods and aspects of curriculum development. It discusses the importance of clarity and organization in curriculum and teaching. It then describes several common teaching methods like lecturing, demonstrating, collaboration, classroom discussion, and debriefing. It also outlines several models of curriculum development, including the Tyler model and grassroots model, and discusses curriculum evaluation.
This exploratory study was aimed at evaluating a module on the basis of the constructivist learning strategies to enhance the students’ motivation in Statistics learning. The design and development followed the Universal Design of Learning principles. The design included flexible instructional materials, techniques, and strategies for differentiating instruction which benefited the students of English Education Department taking the Statistics course. The study used a survey covering of 33 students. The students’ and teacher’ responses to questionnaires revealed that the students’ motivation and satisfaction increased toward the Statistics course in which Universal Design of Learning using various means of representation, action, and engagement was applied. It also suggested that the module was effective and that the Universal Design of Learning Model from the learners’ viewpoint put more emphasis on instruction. Its content was suitable in designing and developing module on Statistics in the higher educational context in Indonesia. The study results are expected to reveal information on how to further improve the Statistics teaching and learning quality. The implications of the research are provided along with suggestions.
This document discusses methods for effective teaching. It covers three main topics: 1) the basic teaching functions of planning, implementing, and assessing, 2) essential teacher characteristics like knowledge, skills, and dispositions, and 3) expectations for teacher effectiveness including measures like value-added models and the Every Student Succeeds Act. Effective teachers must possess knowledge of content, pedagogy, learners, and assessment and apply skills in planning, instruction, and evaluation to promote learning for all students.
The document summarizes Chapter 3 of the textbook "Integrating Technology and Media into Instruction: The ASSURE Model". It discusses the ASSURE instructional design model, which consists of 6 steps - Analyze Learners, State Objectives, Select Methods/Media/Materials, Utilize Media & Materials, Require Learner Participation, and Evaluate & Revise. The first step of analyzing learners involves identifying learners, investigating their characteristics, analyzing entry competencies, and identifying suitable learning styles. Learning objectives are an important part of lesson planning as they indicate the learning outcomes and help teachers select appropriate instructional methods. Methods to elicit student participation when using technology/media include engaging activities like games and group work, providing feedback
The purpose of this study is to analyze the relationship between
metacognitive ability and learning autonomy as a strategy for improving
student learning outcomes. Metacognition has a major contribution to the
success of learners because it is mainly concerned with the process of
thinking. For this reason, the classroom environment must be designed to
allow learners the opportunity to autonomously determine their learning
strategies. Autonomous learning itself has a close relationship with the ability
of learners to express, be more creative, have self-esteem, and understand
conceptual learning that is more challenging. The method used in this
research is the descriptive correlational method, with a sample of 30 students
from the Department of Language and Arts. The research sample was
students from the first semester of 2018/2019, who were chosen randomly.
Data were collected through questionnaires and tests. The results showed that
there was a significant correlation between metacognitive ability, learner’s
autonomy, and learning outcomes in Indonesian language courses. These
results indicate that there is an encouragement for students to increase their
learning capacity for themselves. Also, they are encouraged to develop their
learning strategies and have the opportunity to make decisions, especially in
developing ideas.
The document outlines California's Teaching Performance Expectations (TPEs) which describe the skills and knowledge beginning teachers should have. The TPEs are organized into 6 domains covering areas like subject matter expertise, student assessment, student engagement, and professional conduct. There are 13 specific TPEs further explaining the domains. The TPEs form the basis for teacher credential programs and ensure teachers can support student learning and meet state standards.
The document discusses strategies for motivating and teaching students with learning problems. It emphasizes that motivation is essential for effective interventions and describes intrinsic and extrinsic motivation techniques. It also discusses teaching learning strategies, adapting content instruction, providing tutoring and homework support, improving test performance, and developing study skills. The goal is to help students learn independently and find academic success.
Running head TECHNOLOGY IN EDUCATION 1TECHNOLOGY IN EDUCATIO.docxtodd521
Running head: TECHNOLOGY IN EDUCATION 1
TECHNOLOGY IN EDUCATION 8
Technology In Education
Lauren Klevis
Strayer University
EDU 533
Dr. Manuel B Johnican, Sr
February 15, 2020
Introduction
In the current world, schools have embraced technology in many ways that have eased the processes, delivery, and propagation of knowledge; technology has assisted institutions and made communication efficient and effective. I firmly believe that implementation of technology in schools and classrooms will improve the quality of education and makes learning more attractive to students, technology is not static and implementing it in education sector makes students get to know the current and develop skills to cope with new ones that he or she might meet in the job market, the objective of this paper is to focus on use of technology in schools and classrooms and its benefits it can accrue when fully implemented (Clark,2015). This is an essential objective since technology forms a significant part of our daily lives, and it is necessary for the students to have positive attitudes towards it early. This will enable them to adapt better in their lives outside school and consequently become more productive individuals in society.
Three Learning instructional strategies
Instructional strategies require that teachers require some experience and at least know the student's way of learning, his or her interest, this is quite necessary since it makes them know leaner development levels, making this such decision requires student assessment which is linked to the learning goals and the processes of learning. This kind of strategy can be categorized into five, which relate to each other.
Direct instruction strategy is commonly used and is mainly based on the direct engagement of the teacher and the student. This method may include plain teaching where teachers engaged student directly, and it is also include lecturing, drilling, and demonstrations, this method is effective and good enough to provide sufficient information as well as developing skills step by step hence help students construct knowledge, applying technology with his strategy can help the teacher to introduced other teaching methods, effective direct instructional strategy is more complicated than it appears. The use of technology in this would make it a bit dull to use.
Instructional strategies appropriate for the project
Indirect Instructional strategy unlike to direct instructional strategy indirect instructional is significantly student-centered, in this method, it majorly involve in decision making and problem-solving, indirect instruction may be used effectively with the proper application of technology in situations of attitudes and values of students are desired and also when ego involvement and intrinsic motivation are and when long-lasting learning ability is desired. Indirect instruction tends to acquire a high degree standard of participation in making proper investigation, ob.
Running head TECHNOLOGY IN EDUCATION 1TECHNOLOGY IN EDUCATIO.docxjeanettehully
Running head: TECHNOLOGY IN EDUCATION 1
TECHNOLOGY IN EDUCATION 8
Technology In Education
Lauren Klevis
Strayer University
EDU 533
Dr. Manuel B Johnican, Sr
February 15, 2020
Introduction
In the current world, schools have embraced technology in many ways that have eased the processes, delivery, and propagation of knowledge; technology has assisted institutions and made communication efficient and effective. I firmly believe that implementation of technology in schools and classrooms will improve the quality of education and makes learning more attractive to students, technology is not static and implementing it in education sector makes students get to know the current and develop skills to cope with new ones that he or she might meet in the job market, the objective of this paper is to focus on use of technology in schools and classrooms and its benefits it can accrue when fully implemented (Clark,2015). This is an essential objective since technology forms a significant part of our daily lives, and it is necessary for the students to have positive attitudes towards it early. This will enable them to adapt better in their lives outside school and consequently become more productive individuals in society.
Three Learning instructional strategies
Instructional strategies require that teachers require some experience and at least know the student's way of learning, his or her interest, this is quite necessary since it makes them know leaner development levels, making this such decision requires student assessment which is linked to the learning goals and the processes of learning. This kind of strategy can be categorized into five, which relate to each other.
Direct instruction strategy is commonly used and is mainly based on the direct engagement of the teacher and the student. This method may include plain teaching where teachers engaged student directly, and it is also include lecturing, drilling, and demonstrations, this method is effective and good enough to provide sufficient information as well as developing skills step by step hence help students construct knowledge, applying technology with his strategy can help the teacher to introduced other teaching methods, effective direct instructional strategy is more complicated than it appears. The use of technology in this would make it a bit dull to use.
Instructional strategies appropriate for the project
Indirect Instructional strategy unlike to direct instructional strategy indirect instructional is significantly student-centered, in this method, it majorly involve in decision making and problem-solving, indirect instruction may be used effectively with the proper application of technology in situations of attitudes and values of students are desired and also when ego involvement and intrinsic motivation are and when long-lasting learning ability is desired. Indirect instruction tends to acquire a high degree standard of participation in making proper investigation, ob ...
Twenty First Century Teaching Strategies for Secondary School Teachersjostmedjos
This document discusses strategies for 21st century teaching in secondary schools. It begins by covering the historical contexts of different eras and defines key concepts like teaching, strategies, and methods. It then discusses the differences between teaching methods and strategies. Several strategies are described in detail, including flipped classroom, gamification, project-based learning, cooperative learning, and peer teaching. The strategies emphasize developing skills like critical thinking, communication, collaboration, and creativity to prepare students for the modern world.
BSEDEarly Childhood Teacher Work SamplePerformance Prompt.docxcurwenmichaela
BSED/Early Childhood Teacher Work Sample
Performance Prompt
Teaching Processes
Standards and Indicators
Scoring Rubrics
Developed by members of the Title II Renaissance Partnership for Improving Teacher Quality. These materials may be not reproduced and used without citing the Title II Renaissance Partnership for Improving Teacher Quality Project
Prompt for Teacher Work Sample for early childhood education
The Vision
Successful early childhood teacher candidates support learning by designing a Teacher Work Sample that employs a range of developmentally appropriate teaching strategies designed to teach children birth- eight years old. The work samples build on each student’s strengths, needs, and prior experiences. Through this performance assessment, Early Childhood teacher candidates provide credible evidence of their ability to facilitate the learning of young children by meeting the following standards:
· The teacher uses Contextual Factor information about the unique learning/teaching context appropriate to the developing child and adjusts content according to student individual differences to establish developmentally effective learning goals and objectives, plan an interactive instructional plan, and assess learning.
· The teacher sets significant, challenging, varied, and developmentally effective learning goals and objectives.
· The teacher uses multiple assessment modes and approaches aligned with developmentally effective learning goals and objectives to assess student learning before, during, and after instruction.
· The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts.
· The teacher uses on-going analysis of student learning to make instructional decisions.
· The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.
· The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.
Your Assignment
You are required to teach a unit, based on developmentally effective instructional goals and objectives utilizing the seven NAEYC Standards. You will also need to create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment), and after (summative assessment) instruction. Finally, you need to analyze and reflect on the developmental appropriateness of your instructional design, the age level educational context, the NAEYC Standards that were applied, and the individual learning gains demonstrated by your students while referring to the cognitive, socio-emotional, and physical domains of development.
The unit may take the form of one of the following, depending on the population of students in your early childhood classroom.
· Unit Work Sample: This is the traditional Teacher Work Sample, based on academic content that is appropriate to the age of .
This document outlines the principles of effective teaching presented in a training for educators. It covers understanding different learning styles, creating an inclusive classroom environment, utilizing active learning techniques, implementing effective assessment strategies, fostering collaboration, adapting teaching methods for diverse students, promoting critical thinking and problem-solving skills. The goal is to provide educators with strategies to engage students and create a positive learning environment that promotes success.
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WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING STYLES IN MIDDLE SCHOOLS?
1. International Journal on Integrating Technology in Education (IJITE) Vol.6, No.4, December 2017
DOI :10.5121/ijite.2017.6403 25
WHAT ARE THE SUITABLE INSTRUCTIONAL
STRATEGY AND MEDIA FOR STUDENT LEARNING
STYLES IN MIDDLE SCHOOLS?
Raditya Bayu Rahadian1
and C. Asri Budiningsih2
Department of Instructional Technology, Postgraduate Program, Yogyakarta State
University, Yogyakarta, Indonesia
ABSTRACT
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th
to 9th
grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
KEYWORDS
Instructional Strategy, Instructional Media, Learning Style, Learning Style Adaptations, Middle Schools
1. INTRODUCTION
Student characteristic has known as the most important variabel in instructional design [1], [2].
This variable influence instructional strategy and media selecting for learning. Students have
individual characteristics that facilitate the degree of success they have with particular
intervention programs [3]. Different ways of learning make different strategy and media as
learning materials. Why? The different ways of doing the course helps in raising the learning
abilities of the student. The teacher displays the information in different ways, with different
resources, making the learning process easier due to the fact that some people are more receptive
to some kind of information than the others [4].
Student learning styles is one of the most influence student characteristics [1], [5]–[8], but in fact
not well applicated yet by the teachers in the classroom. By the pre investigation has known that
teachers especially in middle school doesn’t understand how make a good method for implement
the result of student learning style practically. Therefore, instructional implementation going to
draging on and unmeaningful for the student. With the result that, need an effort to give a
guidance for the teachers in middle school to connecting the selected preferences instructional
strategy and media based on the student learning styles.
With regard to the purpose, this paper begins with a literatur review in Section 2. This is then
followed by a review of the methodology used for conducting this study in Section 3. Section 4
presents the result of the study. The last part of the paper includes the conclusion and
recommendation of the study.
2. International Journal on Integrating Technology in Education (IJITE) Vol.6, No.4, December 2017
26
2. LITERATURE REVIEW
2.1. LEARNING STYLES
There is no one single method of learning. There are many and works best depends on the task,
the context and student personality. Student will be a more effective learner if aware of the range
of possible learning methods, and know when to apply it for the best results [9]. Oftentimes, the
decision of instructional design concern with too much learning matters, so that omitting
consideration on how student can learn it’s matters, and selecting the method to achieve
instructional goals. Even if the student himself oftenly unrealized with their conditions,
preferences, and strenghtness for better learning. While the key of effective and efficiencies of
instructional depend on how student care with their preferences of learning that highly connected
with learning styles.
Learning style is a kind of student characteristics that include on the instructional condition
variables. The framework connections between all instructional variables describe on Figure 1.
Figure 1. Frameworks connection between all instructional variables [1]
As describe on Figure 1, instructional condition variables influence other variables in straight
down arrow. This is mean that the condition variables must consider first before designing an
instructional program to achieve desire outcome. This variables must accept without any question
and could not manipulated in instructional. In addition to design an instructional, condition
variables influence selecting methods of learning. Condition variables are always be independent,
even in descriptive theory or in prescriptive theory of instruction [1]. Therefore analyzing this
variables have to correctly and objectively so that convenient with the desirable instructional
goals.
Theoretically the student have differences on personality, general potencies, and knowledge in
one or two subject matter [10], as clearly describe on Figure 2.
3. International Journal on Integrating
Figure 2. Student characteristics influence the selection of instructional strategies
The variety of student characteristics as describe on
instructional method variables. For example the information of intelectual levels influence the
selection of instructional component.
ability for receive and determining
openness to change if new evidence is forthcoming
helping teachers to supporting media or learning experiences that match with the level of students
cognitive developmental, so that
progress. So with the other kind of student characteristics have
strategies such as selection and organizationing of matters, strategies, media, and other lea
resources.
Learning styles has been choosen as one of the student characteristics in this study due to it’s big
effect for developmenting instructional strategy and media. Knowing student learning styles
useful not only for the teachers in addition
for the students to more understanding their stre
of knowing learning styles for students:
a. Help student understand their own likely
how to use that basic approach better
b. Increase student learning ability
c. Povide some guidence for helping student develop
d. Maximize the benefit of learning styles their own to support
individually [11], [13].
While the benefit of knowing learning styles for teachers are:
a. Help teacher deliver the different choices apropriate with student learning styles
b. Identify the overall assessment strategy
c. Develop individual programmes for the children in the class in accordance with the
curriculum content and objectives
d. Plan how the content can be differentiated in terms of presentation
e. Identify resources that will be necessary to support the range of styles
f. Identify and plan the classroom environment that can incorporate the range of styles
As describe first, learning style influence development of the instructional
Felder & Silverman stated that student learning styles according to where they fit on a number of
scales pertaining to the ways they receive and process information
definition of learning styles as the way in which each person begins to concentrate on, process,
Intelectual
levels
Selecting
instructional
component
Pre Knowledge
Organizing,
delivery of
content
International Journal on Integrating Technology in Education (IJITE) Vol.6, No.4, December 2017
Figure 2. Student characteristics influence the selection of instructional strategies
The variety of student characteristics as describe on Figure 2 influence the selection of other
instructional method variables. For example the information of intelectual levels influence the
selection of instructional component. The cognitive development connected with the
determining truth and preferences to gather evidence judgments, and
openness to change if new evidence is forthcoming [5]. The information of cognitive styles
helping teachers to supporting media or learning experiences that match with the level of students
cognitive developmental, so that student feel comfort and equal with instructional activities on
So with the other kind of student characteristics have different effect in instructional
strategies such as selection and organizationing of matters, strategies, media, and other lea
Learning styles has been choosen as one of the student characteristics in this study due to it’s big
instructional strategy and media. Knowing student learning styles
useful not only for the teachers in addition to design instructional with excellent quality, but also
for the students to more understanding their strength for learning optimally. There is the benefit
of knowing learning styles for students:
their own likely approach to learning opportunities, and perhaps
use that basic approach better [11].
Increase student learning ability [11].
guidence for helping student develop self-direction and self-assessment
Maximize the benefit of learning styles their own to support range of styles to le
the benefit of knowing learning styles for teachers are:
Help teacher deliver the different choices apropriate with student learning styles
Identify the overall assessment strategy – for example, self-report, observation [12]
Develop individual programmes for the children in the class in accordance with the
curriculum content and objectives [12].
Plan how the content can be differentiated in terms of presentation [12].
ill be necessary to support the range of styles [12].
Identify and plan the classroom environment that can incorporate the range of styles
As describe first, learning style influence development of the instructional strategy and media.
Felder & Silverman stated that student learning styles according to where they fit on a number of
scales pertaining to the ways they receive and process information [14]. Other expert give the
definition of learning styles as the way in which each person begins to concentrate on, process,
Student
Characteristics
Cognitive
Styles
Development
instructional
strategy
Learning styles
Development
instructional
strategy and
media
Motivation
Delivering
matters and
motivational
management
Sosio
Technology in Education (IJITE) Vol.6, No.4, December 2017
27
Figure 2. Student characteristics influence the selection of instructional strategies
influence the selection of other
instructional method variables. For example the information of intelectual levels influence the
connected with the student
to gather evidence judgments, and
The information of cognitive styles
helping teachers to supporting media or learning experiences that match with the level of students
ctional activities on
different effect in instructional
strategies such as selection and organizationing of matters, strategies, media, and other learning
Learning styles has been choosen as one of the student characteristics in this study due to it’s big
instructional strategy and media. Knowing student learning styles
quality, but also
There is the benefit
approach to learning opportunities, and perhaps
assessment [12].
range of styles to learn
Help teacher deliver the different choices apropriate with student learning styles [11]–[13].
[12].
Develop individual programmes for the children in the class in accordance with the
Identify and plan the classroom environment that can incorporate the range of styles [12].
strategy and media.
Felder & Silverman stated that student learning styles according to where they fit on a number of
Other expert give the
definition of learning styles as the way in which each person begins to concentrate on, process,
Sosio-culture
Delivering
matters and
managing
instructional
activities
4. International Journal on Integrating Technology in Education (IJITE) Vol.6, No.4, December 2017
28
and retain new and difficult information. Concentration occurs differently for different people at
different times [13]. Hartley defines learning styles as the strategies students adopt when
studying. Different strategies can be selected by learners to deal with different tasks [15]. In
different manner, learning styles can be interpreted on two ways, (a) differential preferences for
processing certain types of information or (b) for processing information in certain ways [16].
More comprehensive definition of learning styles has been defined by Alan Pritchard; (a) a
particular way in which an individual learns; (b) a mode of learning – an individual’s preferred or
best manner(s) in which to think, process information and demonstrate learning; (c) an
individual’s preferred means of acquiring knowledge and skills; and (d) habits, strategies, or
regular mental behaviours concerning learning, particularly deliberate educational learning, that
an individual displays [17].
Some definitions has been explained that basically someone have strenght, character, and specific
preferences to receive and process information while at the same time more like certain
information when learning than others. This is show that everyone have a special way for learning
that makes different look to other ones. Undoubtable that learning styles refers to the fact that
every person has its own method or set of strategies when learning [4].
There are several models of learning style. Some of them are Kolb learning styles [5], [15],
Honey & Mumford models [15], [17], V-A-R-K models [17], Myers-Briggs Type Indicator
(MBTI) models [5], [17], [18], Felder-Silverman models [5], [6]. On this study selected Felder-
Silverman models for the following reasons:
a. It is one strong proponent of learning styles and their influence on both learning and the
design of instruction [6].
b. It has been successfully implemented in recent study about the adaptation of student learning
styles to the use of instructional matters and strategies [4], [19]–[24].
c. It is user friendly even if for student him/her self and the result is easy to interpretate [4],
[25].
d. The Index Learning Styles (ILS) is trough a deep and long validation so that proper to
defining student learning styles [26]–[31].
e. The Index Learning Styles (ILS) is available free to individuals and instructors who wish to
use it for teaching and research on their own classes [32].
2.2. FELDER-SILVERMAN LEARNING STYLES MODEL
The power of Felder-Silverman learning styles model is adressed on the combination of four
dimension learning styles, perception, entry channel, processing, and understanding. Each
dimensions have two type that contrary another. Felder-Silverman model of learning styles is
based on the answer of four questions [4], [5], [14]:
a. What kind of information does the student tend to receive (perception):
1) Sensitive (S): from external agents (places, sounds, physical sensations)
2) Intuitive (I): from internal agents (memories, possibilities, ideas, insights)
b. Through which sensorial channel do the students tend to receive information more
effectively (entry chanel)?
1) Visual (Vi): images, picture, flowchart, diagrams, graphics, demostrations
2) Verbal (Ve): spoken words, sounds, written text
c. How is the information processed (processing)?
1) Actively (A): physical activities and discussions
2) Reflectively (R): introspection
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d. How does the student make progress (understanding)?
1) Sequentially (S): continuous step in a logical progression of incremental steps
2) Globally (G): leaps in large “big pictures” jumps and an integral approaches
Table 1 shows the conditions of content and learners must have paid attention according to the
type of learning styles.
Table 1. The conditions of content and learners according to the type of learning styles
Dimensions
of learning
styles
Type of
learning styles
The content The learners
Processing
Active (A) must be applicable
do not learn much in situations
that require them to be passive,
work well in groups, tend to be
experimentalists
Reflective (R)
must be related with
experiences
do not learn much in situations
that provide no opportunity to
think about the information
being presented, work better by
themselves or with at most one
other person, tend to be
theoreticians
Perception
Sensitive (S)
concrete, practical,
immediate
connection with the
real word
oriented toward facts and hands-
on procedures
Intuitif (I)
innovative, oriented
to theory and
meanings, avoiding
repetitive methods
comfortable with abstractions,
rapid and innovative problem
solvers
Entry channel
Visual (Vi)
heavy on visual
components,
information
gathering must use
visual
representations
actions to visualize, remember
best what they see, will probably
forget something is simply said
to them
Verbal (Ve)
lot of oral and
textual components,
the information
gathering must use
textual
representations
remember much of what they
hear and more of what they hear
and then say
Understanding
Sequential (Se)
must be written
orderly, step by step,
associated to the
problems being
solved
tend to think in a linear manner
and are able to function with
only partial understanding of
material they have been taught
Global (G)
must be written in
big leaps, suddenly
and almost randomly
can solve complex problems
quickly and put things together
in an innovative way but may
have difficulties to explain how
they did it
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Index Learning Styles (ILS) is used to categorize the type of learning style. It is a fourty four item
forced choice instrument to assess preferences on the four scales of the Felder-Silverman model.
Each question have two choices that determine the strenght or preferences of their learning styles
[33]. Each of learning style dimensions have specific implication on selecting instructional
strategy and media. Perception influence selecting of matter. Entry channel influence on
presentation. Processing influence student participation. Understanding influence view of student
perspective learning [14].
The combination of learning style is composed of sixteen type of learning style as clearly describe
on Table 2.
Table 2. Combinations of Felder-Silverman learning styles
No Combinations of Felder-Silverman Learning Styles Initials
1 Active, Sensitive, Visual, Sequential A-S-Vi-Se
2 Active, Sensitive, Visual, Global A-S-Vi-G
3 Active, Intuitive, Visual, Sequential A-I-Vi-Se
4 Active, Intuitive, Visual, Global A-I-Vi-G
5 Active, Sensitive, Verbal, Sequential A-S-Ve-Se
6 Active, Sensitive, Verbal, Global A-S-Ve-G
7 Active, Intuitive, Verbal, Sequential A-I-Ve-Se
8 Active, Intuitive, Verbal, Global A-I-Ve-G
9 Reflective, Sensitive, Visual, Sequential R-S-Vi-Se
10 Reflective, Sensitive, Visual, Global R-S-Vi-G
11 Reflective, Intutive, Visual, Sequential R-I-Vi-Se
12 Reflective, Intutive, Visual, Global R-I-Vi-G
13 Reflective, Sensitive, Verbal, Sequential R-S-Ve-Se
14 Reflective, Sensitive, Verbal, Global R-S-Ve-G
15 Reflective, Intuitive, Verbal, Sequential R-I-Ve-Se
16 Reflective, Intuitive, Verbal, Global R-I-Ve-G
Every combination is assosiated with instructional strategy and media that much suitable by
student him self. The instructional strategy and media that much prefer to each type of learning
style can be made as a references for the teachers when prepare instructional activity, especially
for middle schools.
2.3. INSTRUCTIONAL STRATEGIES
Strategy on instructional is about the special way that teacher gives to the student to help
facilitating their circumstantial understanding while learning an information. This is connected
with planning, programming, elaborating, and determining the attainment of learning matters.
In middle school, student need autonomy and the ability to maker their own decisions. So that
teacher must provide more group work, with an emphasis on effort and improvement. Teachers
can also provide students more choices to allow for greater autonomy [34]. Applications of
instructional strategies in middle school then must be done in addition to increasing the student
abilities on perceiving, analizing, expressing opinion, drawing hypothesis, finding solutions, and
exploring knowledge autonomously.
By the recent study there are kind of instructional strategies that could be applicated: games and
simulations, problem solving based learning, role playing, lectures, student presentations, panel
discussions, brainstorming, case study, question and answer, and project design [4], [35], [36].
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2.4. INSTRUCTIONAL MEDIA
A media is a means of communication and source of information. It is refers to anything that
carries information between a source and a receiver. When they provide messages with an
instructional purpose, then these are considered as an instructional media [10]. The main purpose
of instructional media is to facilitate communication and learning.
Six basic concept of media are text, audio, visuals, motion media, manipulatives (objects), and
people [10]. The widely kinds of media are still picture, pictures/cartoon, chart/graphics, posters,
audio recorded, audio conference, online group learning, chatting/messenger, e-mail, computer
animations, simulations, magazines, newspapers, book/e-book, hypertext/web page, slidshows,
internet research, tutorials, live video recorded, and video conference [4], [10].
According to the widely kinds of instructional strategy and media need a limitation as suitable for
the purpose of the study. The limitation is based on the strategy and media use in schools where
this study take place. So that only real instructional strategy and media are applicated really in the
class is used in this study that might perhaps different from what described first.
2.5. RELATED WORKS
Recent investigations about adaptation models of Felder-Silverman’s learning styles try to
integrate instructional strategies and also media based on Felder-Silverman learning style. The
model has described that learning styles could made differences on giving vary of instructional
strategies and media in addition to give more effectivenes and efficiences learning.
Table 3. Adaptation models of Felder-Silverman learning styles
Author(s) On based adaptation models Applications
Franzoni & Assar,
2009 [4]
types of electronic media are more
suitable to a particular learning styles
e-learning
Dorca et.al, 2016
[19]
recommendation learning objects
considering students learning styles
e-learning
Lopes & Fernandes,
2009 [35]
some instructional actions are more
appropriate for a learning style than others
e-learning
Kowalski &
Kowalski, 2013 [21]
Student learning styles effect in interactive
simulations are coupled with real-time
formative assessment
Both e-learning and real
classroom
Li, 2015 [22] identify specific learning style preferences
that might be favourable to accepting the
proposed pedagogy
Integrate a collaborative
technology in
classroom
Popescu, Badica, &
Moraret, 2010 [23]
Provide an extensive review of existing
learning style-based adaptive educational
systems
e-learning
Psycharis, Botsari, &
Chatzarakis, 2014
[36]
examine the impact of the computational
experiment approach, learning styles,
epistemic beliefs, and engagement with
the inquiry process on the learning
performance
Computer based
learning
Rajper at.al, 2016
[24]
Automatic detection of E-learners’
learning styles is an important requirement
for personalized e-learning
e-learning
This review shows that Felder-Silverman learning style have been applicated on instructional
with several adaptations to find the finest ways of learning. This is including the application of
8. International Journal on Integrating Technology in Education (IJITE) Vol.6, No.4, December 2017
32
instructional system, media, and learning approaches. However, the adaptations seems to be
limited, while it is depending on the specific goals to each study. It is like the appropriate level of
student and kind of learning applications. Except Franzoni & Assar [4] adaptations that
appropriate for at least high school students, they are more appropriate for college levels. Also
most of them is used for e-learning and computer based learning, not for the real classroom,
except Kowalski & Kowalski [21] and Li [22]. So that need more study to find the finest way of
adaptations the Felder-Silverman learning styles to apply in middle schools, especially to help
teachers selecting the instructional strategy and media based on the real student needs. In this
sense, this work is new and significantly different from the previous study done in the field.
3. METHODOLOGY
3.1. CONTEXT AND PARTICIPANTS
Student learning styles is one of the most influence student characteristics [1], [5]–[8], but in fact
not well applicated yet by teachers in the classroom. By the pre investigation has known that
teachers in middle schools doesn’t understand what the suitable methods will be given to the
students that match with their learning styles. This study aims to find out the middle schools
students most suitable instructional strategy and media according to their preferences of learning
styles. This investigations based on their own likely strategy and media that mostly applicated in
the classrooms. The population used in this study included 307 middle schools students of 7th
to
9th
grade from three middle schools.
3.2. PROCEDURE
This study took place after end of semester exam before the break so that student can remember
all about instructional they have been done before for all semester without worrying the exam.
Index of Learning Styles [33] was used as a questionnaire to find out the students learning styles.
List of questions was used to know what are the instructional strategy and media that have been
used in classrooms by the teachers. The students were also asked with the questions to know their
likely much with the instructional strategy and media have been used before. The answer will be
classified by the proper of student learning style, strategy and media their prefer in instructional
programs.
3.3. RESEARCH DESIGN
Students fill in the ILS questionnaire to know their type of learning styles. Students answer the
questions about instructional strategy and media that have been used in classrooms by the
teachers. This information is used to know what instructional strategy and media use in middle
schools. The students were also asked with the questions to know the instructional strategy and
media have been used before in classrooms as they like much. The design of study as shown in
Figure 3.
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Figure 3. Design of study
4. RESULTS
4.1. RESULT OF THE QUESTIONNAIRE
The questionnaire used Index of Learning Styles (ILS). It is an instrument to assess preferences
on the four scales of the Felder-Silverman model. All 307 participants responded to the
questionnaire. The result as shown in Table 4.
Table 4. Result of ILS questionnaire
Dimensions of learning
styles
Type of learning styles
Amount of
student
Percentage
Processing
Active 220 72%
Reflective 87 28%
Perception
Sensitive 242 79%
Intuitif 65 21%
Entry channel
Visual 157 51%
Verbal 150 49%
Understanding
Sequential 194 63%
Global 113 37%
The results show that in the processing dimension, students are more active than reflective. In the
perception dimension there are most significant difference, where 79% students came out to be
sensitive and only 21% were intuitif. In the entry channel dimension, it was found that the
students are almost equal both visual and verbal. Finally, in the understanding dimension, it
shows that they are more sequential than global. As a result generally, the predominant
combination for each dimension style of the study is Active-Sensitive-Visual-Sequential (A-S-Vi-
Se). After categorizing the type of learning styles, next step is categorizing each type to the
combinations of learning styles. Is the A-S-Vi-Se still predominating the combinations? The
result will be known in Table 5.
The students:
1. Fill in questionnaire of ILS to categorize the type of learning styles
2. Answering questions about instructional strategy and media was used in classrooms
3. Answering questions about what instructional strategy and media they like much
Grouping instructional strategy and media was used in classroom
Calculate amount of student with their prefered instructional strategy and media
Categorizing type of student learning styles based on the answer of ILS questionnaire
Categorizing type of learning styles with suitable instructional strategy and media
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Table 5. Result of Felder-Silverman learning styles combinations
No. Learning Styles Combinations Amount of student Percentage
1 A-S-Vi-Se 57 19%
2 A-S-Vi-G 30 10%
3 A-I-Vi-Se 12 4%
4 A-I-Vi-G 13 4%
5 A-S-Ve-Se 49 16%
6 A-S-Ve-G 40 13%
7 A-I-Ve-Se 13 4%
8 A-I-Ve-G 6 2%
9 R-S-Vi-Se 20 7%
10 R-S-Vi-G 13 4%
11 R-I-Vi-Se 12 4%
12 R-I-Vi-G 0 0%
13 R-S-Ve-Se 18 6%
14 R-S-Ve-G 9 3%
15 R-I-Ve-Se 13 4%
16 R-I-Ve-G 2 1%
As could be seen in Table 5, there are all learning style combinations except combinations
number 12, R-I-Vi-G. The A-S-Vi-Se is still predominating the combination of learning styles in
this study.
4.2. RESULT OF THE QUESTIONS ANSWERED
Student was asked with four items about the instructional strategies and media in their own
classroom and what they prefer much about it. Number of participants is 307 students. It is same
students who fill in the ILS questionnaire above.
Item number 1: What was the instructional strategies used in your classroom by teachers? Write
three kinds of instructional strategies that most often used by your teachers.
Item number 2: According to the answer of item number 1, choose two instructional strategies
that you most like to used.
The result of the item number 1 and 2 as shown in Table 6.
Table 6. Instructional strategies was used in classrooms
No. Instructional strategies
Used in
classrooms
Liked by
students
1 Question and answer methods 75% 59%
2 Student presentation 57% 35%
3 Games and simulations 45% 26%
4 Lectures 43% 27%
5 Problem solving based 40% 24%
6 Role playing 21% 14%
7 Panel discussions 19% 16%
Item number 3: What was the instructional media used in your classroom by teachers? Write three
kinds of instructional media that most often used by your teachers.
Item number 4: According to the answer of item number 3, choose two instructional media that
you most like to used?
The result of the item number 3 and 4 as shown in Table 7.
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Table 7. Instructional media was used in classrooms
No. Instructional media
Used in
classrooms
Liked by
students
1 Pictures 61% 53%
2 Graphics 32% 16%
3 Video 30% 23%
4 Simulations 23% 10%
5 Online group learning 22% 14%
6 Newspapers 22% 15%
7 Chatting/mesengger 21% 12%
8 Powerpoint slides 19% 9%
9 Computer Animations 16% 11%
10 Book/e-book 16% 9%
11 Magazines 15% 9%
12 Audio recording 13% 10%
13 E-mail 9% 8%
Instructional strategies and media were liked by students then checked off with the combinations
of student learning styles that had known by the result of ILS questionnaire. This is the final
result as the aim of this study as shown in Table 8 and 9.
Table 8. Suitable instructional strategies for the combinations of student learning styles
No
Learning Styles
Combinations
Questionand
answer
Student
presentations
Gamesand
simulations
Lectures
Promblemsolving
basedlearning
Roleplaying
Paneldiscussions
1 A-S-Vi-Se 25% 14% 26% 14% 16% 5% 0%
2 A-S-Vi-G 19% 11% 37% 11% 22% 0% 0%
3 A-I-Vi-Se 25% 25% 25% 17% 8% 0% 0%
4 A-I-Vi-G 8% 8% 31% 15% 23% 0% 15%
5 A-S-Ve-Se 35% 14% 12% 14% 11% 10% 5%
6 A-S-Ve-G 33% 18% 25% 8% 13% 3% 3%
7 A-I-Ve-Se 15% 23% 8% 23% 31% 0% 0%
8 A-I-Ve-G 20% 0% 40% 0% 20% 20% 0%
9 R-S-Vi-Se 15% 0% 30% 35% 15% 0% 5%
10 R-S-Vi-G 8% 31% 23% 8% 15% 8% 8%
11 R-I-Vi-Se 42% 0% 25% 0% 17% 17% 0%
12 R-I-Vi-G 0% 0% 0% 0% 0% 0% 0%
13 R-S-Ve-Se 18% 6% 29% 6% 41% 0% 0%
14 R-S-Ve-G 50% 13% 0% 13% 13% 13% 0%
15 R-I-Ve-Se 38% 8% 15% 15% 8% 15% 0%
16 R-I-Ve-G 50% 50% 0% 0% 0% 0% 0%
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Table 9. Suitable instructional media for the combinations of student learning styles
5. DISCUSSION AND CONCLUSION
This study aimed to find out what instructional strategy and media more suitable based on student
learning styles in middle schools. The goal of this study was also to help teachers selecting the
instructional strategy and media based on the real student needs. This is the way to achieve a
meaningful learning for students [9]. The different approaches to the kinds of student learning
styles would be riched the resources of instructional [11]–[13].
According to the result of the study, the instructional strategies that could be applicated in middle
schools are question and answer methods, student presentations, games and simulations, lectures,
problem solving based learning, role playing, and panel discussions. Although question and
answer methods is the predominant strategy than others, lectures still interesting in middle
schools. This is show that even student need autonomy and the ability to maker their own
decisions [34], they still need the teachers to explained some of the learning content.
The instructional media that could be applicated according to the result of the study are pictures,
graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. All the
instructional media as written in this study perhaps is the most applicated media in the class and
be the most liked by student as their prefered learning styles. Hence the range of instructional
media become a much according to the most student prefer with.
13. International Journal on Integrating Technology in Education (IJITE) Vol.6, No.4, December 2017
37
According to the result, the most suitable instructional strategies and media based on the student
learning styles could be used by teachers in middle schools. Big percentage of strategy or media
could be considered as the most suitable ones. For example, the combination of learning style A-
S-Vi-Se (active, sensitive, visual, sequential) more suitable with games and simulations, questions
and answer methods, problem solving based learning, and student presentations, but maybe still
need lecture and role playing for some learning content. A-S-Vi-Se is also more suitable with
pictures, videos, or graphics. But sometimes maybe still need an audio recorded in case that the
weight of visual and verbal learners on this study almost equal.
There is none of the participant who have the R-I-Vi-G (Reflective, Intuitive, Visual, Global)
learning style combination. But according to the resemble combinations (R-I-Ve-G, and R-I-Vi-
Se) could be considered to use the questions and answer methods, student presentations, and
games and simulations as the suitable instructional strategies. And also the use of pictures, email,
and chatting/messenger as the suitable instructional media for R-I-Vi-G learning styles
combination could be considered on. However need more study to declare the suitable
instructional strategies and media for the R-I-Vi-G combination appropriately based on the real
data.
The future study should collect data on the relationship of this application with the result of the
student learning. This will help better undestanding the suitable instructional strategies and media
when apllied in the suitable learning style will give better result for the student or not, and what
should be.
ACKNOWLEDGEMENTS
We would like to express our sincerest thanks and appreciation to Indonesia Endowment Fund for
Education (LPDP) as a funder of this research.
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AUTHORS
Raditya Bayu Rahadian hold his master’s degree in instructional technology from
Yogyakarta State University, Yogyakarta, Indonesia. He is an instructional technologist
developer in South Bangka Regency, Indonesia since 2010. He is interested in research in
the field of educational technology, including instructional technology, educational
services, and educational management.
C. Asri Budiningsih is a professor in Yogyakarta State University. She holds her Doctor in
instructional technology from Malang State University, Indonesia. She is a senior researcher in
department of education in Yogyakarta State University. She is interested in research in the
field of general educational system, including educational philosophy, educational curricullum,
and educational/instructional technology.