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Learning theory constructivism encourages students to construct their own knowledge rather than passively taking in the information.

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Constructivism is about allowing the students to build their own knowledge about the content rather than them learning passively (having the content spoken to them).

Add more practical engagement in theory sessions where the students can engage with the theory and then explain what they have learn or do something that relates to what they have learnt

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At the beginning of each session start with what the students already know about the subject.

Provide case studies and then get the the students to identify components that relate to real world scenarios of the topic

Have discussions and debates

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Question 2: Based on what you shared today, I will focus more on student-centered learning. I will encourage active engagement through questioning, collaboration, and reflection, helping my students build knowledge based on what they already know

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It’s very important as a teacher/lecturer to always keep students engaged at all times. Irrespective of any teaching strategy or approach you choose. I will focus more on student-centered approach where students are actively engaged and they are active participants rather than being the solely provider of information. At first, I need to understand my students and learn which strategy works for them- this also can lead to a teacher resorting to differentiated learning method. i will integrate constructivism by letting students work in pairs or have peer assessments while I facilitate their discussions. Also, we can have more of a flipped classroom where they can watch a video before the actual lesson then have them present their ideas on what they have observed.

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It is a collaborative process where understanding and learning is constructed by the learner and supported by the lecturer.

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Outcome : Compare the difference between the brain and the mind. 

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Outcome : Compare the difference between the brain and the mind. 

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Ice Task: Create a table where you list 5 differences and 5 similarities between the brain and the mind.

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Outcome: Explain how an information system works using the four main components.

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Outcome: Explain how an information system works using the four main components.

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Ice task:

In groups role play of the four main components of information systems working and what happen issues occur.

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Outcome: Identify the verbs in the sentences and demonstrate their usage.

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Outcome: Identify the verbs in the sentences and demonstrate their usage.

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1. The students are having an English lesson.

2. The students are sleeping.

3. We are dancing.

4. What happened in our lesson today?

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Activity Title: From Symptom to Solution

Topic: Psychopathology – Case Analysis & Clinical Reasoning

Time: 15–20 minutes

Instructions (Bloom’s Levels):

1. Remember – List three hallmark symptoms of Major Depressive Disorder (MDD) and Generalized Anxiety Disorder (GAD).

2. Understand – Summarize how these disorders can overlap and how they differ.

3. Apply – Given Case Vignette:

“A 27-year-old reports persistent fatigue, low mood, difficulty concentrating, and excessive worry about daily life for the past 8 months.”

• Identify which symptoms align with MDD and which with GAD.

4. Analyze – Map the symptoms into a simple Venn diagram showing shared vs. distinct features.

5. Evaluate – Debate in pairs: Which diagnosis is primary, and why? What further information is essential?

6. Create – Draft a brief, evidence-based treatment plan (3–4 bullet points) combining psychological and lifestyle interventions.

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1. Create - set the scenario. Explain the ordinary trade of the entity

2. Evaluate - read the required and identify exactly what is being asked. Identity definitions of verbs.

3. Analyse - read through the scenario and identify key points that will affect how answer should be structured.

4. Apply - answer the question ensuring every aspect of the required has been correctly applied.

5. Understand & remember - falls part of the feedback to students after marking assessment in order bridge the gaps in students knowledge.