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KNOWLEDGE IS CONSTRUCTED AND NOT ABSORBED

LEARNING IS ACTIVE

KNOWLEDGE IS PERSONAL AND IS SOCIALLY CONSTRUCTED

LEARNING EXISTS IN THE MIND

Here learners are proactive and involve in activities and discussion.

We have Cognitive constructivism and social constructivism.

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Jean Peaget is the one who started constructivism.

1. Knowledge is constructed on pre existing knowledge

2. Learning should be active

3. Knowledge is personal and socially constructed.

4. Learners needs to be motivated for active learning.

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I communicate with confidence and clarity

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I am good listener who is ready to consider new ideas, perspective and information. Always happy to inquire and dive deep into subjects..

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I am who ignites imaginations and push the boundaries..

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The strategies we follow, the pedagogies, planning, lesson plan all these revolve around learning outcomes of the learners. To make learners achieve all the ATL skills.

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Collaboration with other educator and facilitators 8th Jan

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Collaboration with other educator and facilitators 8th Jan

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All of us are learners, we share and learn together. We are called facilitators who facilitate learnings to our learners.

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Learners learn through

1. Experience

2. Peer learning

3. Facilitators

4. Demonstrations

5. Learning by doing

6. Real life experience

7. Observation

8. Read from resources available

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1st Theory - Behaviourism - Learning through reward or punishment.

Facilitator focuses on conditioning the learners. It is mostly drill and practice.

Advantages

1. Get the attention of the learners

2. Self discipline

3. Learns the basics

Disadvantages

1. Learners are passive.

2. Conditioning is not learner centric

3. Facilitators driven

4. Do no focus on learner's ability

3 important contents of Behaviourism theory

Stimulus

Response

Reinforcement

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Classical conditioning and Operant conditioning

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Classical conditioning and Operant conditioning

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When my class is out of control, or children are not listening,

I immediately start singing my instructions, this always worked for me. So they immediately become alert. Sometimes they even sing and answer to my instructions.

Classical conditioning - once its end of day, and its time for dispersal, children expect star stickers from facilitator. They know they will be getting it everyday during dispersal.

Operant conditioning - They understand that their action will earn them a star sticker. When facilitator asks question, learners know if they answer quickly they get a star. This makes them grab the opportunity and answer the question.

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Cognitive Constructivism by Bloom's taxanomy

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Cognitive Constructivism by Bloom's taxanomy

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We follow Bloom's taxonomy - Unknown to known

Blooms' taxonomy talks about the journey of learning happens from unknow to known.

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Children will be in 3 zones

Too easy zone - Children can perform this activity without help

Proximal zone- Children need some help to do this activity

Too hard zone - These are activities beyond children ability

Here facilitators help children by scaffolding or hand holding, motivating, asking questions.

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The major difference between traditional and Constructivism classroom

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The major difference between traditional and Constructivism classroom

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Traditional classroom is where teacher gives all the information, it is like a lecture. More of text book knowledge. It is more of one way communication, without considering child's understanding level. There will not be differentiation to cater the needs of children. Children have to just follow the text book and there is minimum room for creativity.

When it comes to constructivism classroom, it is very interactive. This theory is student centric. It is practical learning where students are exposed to real life learning. We take children out to garden or nursery explain them different stages or plant life cycle, rather than just text book knowledge. Take them to sun and show them how shadows formed, what are shadow puppets. Outdoor experience matter a lot compared to traditional classroom experience.

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Few learning strategies for constructivism or active classroom 

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Few learning strategies for constructivism or active classroom 

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1. One minute paper, here children are given 60 sec to list their understanding of last session

2. Think pair and share, Children are asked to think about the last session, then pair up with peer , discuss and share their understanding. (peer learning)

3. Online poll, Children are asked to give their understanding about a concept individually. Then the whole class discuss comes to a common understanding of the same concept.

4. Muddiest point- Children are asked to mention which part of the session or lesson that was unclear or muddiest point. So the teacher can work on it and bridge the gap. (we do frequent assessments by asking them to listen and write the letters and numbers, so we can understand where the child is lacking. This helps us to work with the child for learning enhancement)

5. Aha wall - here children are asked to write the best part of the session or that day. So we know what went well. Our children are too young, we ask questions end of the activity which part was their favourite. On children's day celebration we asked children which activity was their favourite, so we can give feedback to management on what to include next year.

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This is whole child approach. Here along with academic development we also focus on child's mental health, emotional health, social well being.

The most important principle of Humanism is self evaluation. This theory helps us to develop a healthy human being in the child.

Abraham Maslow's theory says that humans are driven to fulfil certain needs. When one need is fulfilled, we think to satisfy the next need. This theory also called motivational theory. His theory talks about five stages of needs called Hierarchy of needs to be fulfilled for an effective learning. It includes

1. Physiological needs of the child( food , shelter, sleep)

2. safety and security of the child ( health, family members)

3. Love and belonging (here we focus on friendship, relationship with family, enough attention for the child, care)

4. Self esteem - Here child will develop confidence and respect for self to be unique. Learns to respect others.

5. Self Actualization - Once all the above needs are met, then child will start realizing what is the purpose of him learning. He or she will start choosing the right things on their own.

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I would like to relate this theory with my resent workshop I attended with IPN Academy, Where is learnt about Panchakosha from NEP 2020 which is followed in India for a long time.

Panchakosha also talks about the child's needs that should be met to achieve effective learning.

1. Annamaya kosha - physical needs

2. Pranamaya kosha - Life energy

3. Manamaya kosha - Emotional and mental health

4. Vijnanamaya kosha - Intellectual wisdom.

5. Anandamaya kosha- self actualization.

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Metacognition is where children become self aware, monitor their continuous learning, assess and work on where they lack.

Learners learn to think.

They can reflect on their understanding.

Learners are able to be self aware of their level of understanding.

Learners are able to identify their strengths and weakness and work on the same.

Learners are able to track their learning or monitor it continuously.

Learners can self evaluate learning process, self reflect and self correct.

Here teachers acts as a trigger to children to think.

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This is an invaluable tool for personal growth and self improvement.

As the name says, learning is achieved through experience.

The four stages are

Concrete Learning - Learning a new experience

Reflective learning - Learner reflects on the new experience and understands better

Abstract Conceptualisation - Learner constructs new ideas based on new experience and reflection.

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Every learners are unique. It is important to cater to different needs of learners through different strategies but achieve the same learning outcome.

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Brain plays major role in learning in Cognitivism theory.

Cognitivism focuses on brain to store information, memory, process it, retrieve and problem solving when required to make a meaningful connections.

Cognitivism looks beyond observable behaviour, viewing learning as an internal mental process. Learners are involved in the process of knowledge, memory, thinking and problem solving areas for development.

An example from my classroom:-

Introduction to letter Gg and its sound,

Learners 1st observe and learn.

Memories the sound of the letter.

When we ask them to give words that begins with G sound, they give us the words from their memory.

When we ask them to make sentence with the same word, they think , process and frame a sentence.

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Active learning means students think harder to use the new knowledge and skills in order to develop deeper understanding.

Active Learning​ -

Constructivsm, builds or constructs their understanding​

Knowledge moves from short to long term ​

Social constructivism, learning from social interactions from teachers and peers.​

Scaffolding, support provided to students to achieve their learning goals, which will be slowly withdrawn to make them independent.​

Bloom's taxanomy,  engage students in more complex thinking , evaluate and create, build a knowledge base.​

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Which learning theory focus on Motivation?

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Which learning theory focus on Motivation?

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Humanism - whole child development

Behaviourism - Extrinsic- rewards

Intrinsic - self motivation, self reflections.

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To keep my class more lively and interactive.

Understand the child psychology better. (in terms of their needs)

Plan better

Formulating action plan - What do you plan to do?

Implementing the plans - Where and how are you going to implement?

Evaluating the practice - Rate your implementation success.

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Assessments - Formative and summative both

Oral response - recall and review

Feedback of the practice

Reflection questionnaire for the learners or facilitators

Self evaluation questionnaire

Summarising learning - Questioning

Observations - feedbacks - what went well, what can be worked upon

Building on the experiences to better ourselves

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Which Learning theory is focusing more on motivating students?

Humanism - emotions and feelings play a role in motivating.

Differentiated learning. Whole child development. Individual attention- overcome limitation

Self motivation.

Behaviourism - Extrinsic rewards- children are motivated with rewards.

Intrinsic - self motivation, self reflection.

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Kolb's Learning cycle- Reflection theory

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Kolb's Learning cycle- Reflection theory

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In classroom example

Having the experience - Children were introduced to shadows. They enjoyed watching their own shadows.

Observing or reflecting on experience - Later they understood about how shadow's positions are based on Sun's position. If sun is in the front, then shadows are behind and sun is behind us, then shadows are in front of us.

Learning from experience - Later they used their fingers to make puppets and experimented.

Active experimenting- Later children used other things like papers, paper rocket, ID cards and did shadow puppets and understood how shadow puppets work.

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22nd Jan Austin's Butterfly - models, critics and descriptive feedback

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22nd Jan Austin's Butterfly - models, critics and descriptive feedback

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The power of critique and descriptive feedback.

It tells about how we can look, listen, and learn to achieve excellence in what we do, including our ability to continually improve and innovate.

To refer - https://www.cambridge-community.org.uk/professional-development/gswrp/index.html

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What is the research behind reflective practice?

Educational researchers have long promoted the importance of reflecting on practice to support student learning and staff development.

There are many different models of reflective practice. However, they all share the same basic aim: to get the best results from the learning, for both the teacher and students.
Each model of reflection aims to unpick learning to make links between the 'doing' and the 'thinking'.

Kolb's learning cycle
David Kolb, educational researcher, developed a four-stage reflective model. Kolb's Learning Cycle (1984) highlights reflective practice as a tool to gain conclusions and ideas from an experience. The aim is to take the learning into new experiences, completing the cycle. Kolb's cycle follows four stages.

First, practitioners have a concrete experience. This means experiencing something new for the first time in the classroom. The experience should be an active one, used to test out new ideas and teaching methods.
This is followed by...

Observation of the concrete experience, then reflecting on the experience. Here practitioners should consider the strengths of the experience and areas of development. Practitioners need to form an understanding of what helped students' learning and what hindered it.
This should lead to...

The formation of abstract concepts. The practitioner needs to make sense of what has happened. They should do this through making links between what they have done, what they already know and what they need to learn. The practitioner should draw on ideas from research and textbooks to help support development and understanding. They could also draw on support from other colleagues and their previous knowledge. Practitioners should modify their ideas or devise new approaches, based on what they have learnt from their observations and wider research.
The final stage of this cycle is when...

The practitioner considers how they are going to put what they have learnt into practice. The practitioner's abstract concepts are made concrete as they use these to test ideas in future situations, resulting in new experiences. The ideas from the observations and conceptualisations are made into active experimentation as they are implemented into future teaching. The cycle is then repeated on this new method.

Kolb's model aims to draw on the importance of using both our own everyday experiences and educational research to help us improve. It is not simply enough for you to reflect. This reflection must drive a change which is rooted in educational research.

Gibbs' reflective cycle

The theoretical approach of reflection as a cyclical model was further developed by Gibbs (1998). This model is based on a six-stage approach, leading from a description of the experience through to conclusions and considerations for future events. While most of the core principles are similar to Kolb's, Gibbs' model is broken down further to encourage the teacher to reflect on their own thoughts and feelings.

Gibbs' model is an effective tool to help you reflect after the experience, and is a useful model if you are new to reflection as it is broken down into clearly defined sections.

Description
In this section, the practitioner should clearly outline the experience. This needs to be a factual account of what happened in the classroom. It should not be analytical at this stage.

Feelings
This section encourages the practitioner to explore any thoughts or feelings they had at the time of the event. Here the practitioner should explain feelings and give examples which directly reference the teaching experience. It is important the practitioner is honest with how they feel, even if these feelings might be negative. Only once the feelings have been identified can the practitioner implement strategies to overcome these barriers.

Evaluation
The evaluation section gives the opportunity for the practitioner to discuss what went well and analyse practice. It is also important to consider areas needed for development and things that did not work out as initially planned. This evaluation should consider both the practitioner's learning and the students' learning.

Analysis
This section is where the practitioner makes sense of the experience. They consider what might have helped the learning or hindered it. It is in this stage that the practitioner refers to any relevant literature or research to help make sense of the experience. For example, if you felt the instructions you gave were not clear, you could consult educational research on how to communicate effectively.

Conclusion
At this stage, the practitioner draws all the ideas together. They should now understand what they need to improve on and have some ideas on how to do this based on their wider research.

Action plan
During this final stage, the practitioner sums up all previous elements of this cycle. They create a step-by-step plan for the new learning experience. The practitioner identifies what they will keep, what they will develop and what they will do differently. The action plan might also outline the next steps needed to overcome any barriers, for example enrolling on a course or observing another colleague.

In Gibbs' model the first three sections are concerned with what happened. The final three sections relate to making sense of the experience and how you, as the teacher, can improve on the situation.

'Reflection-in-action' and 'reflection-on-action'

Another approach to reflection is the work by Schön. Schön (1991) distinguishes between reflection-in-action and reflection-on-action.

Reflection-in-action is reflection during the 'doing' stage (that is, reflecting on the incident while it can still benefit the learning). This is carried out during the lesson rather than reflecting on how you would do things differently in the future. This is an extremely efficient method of reflection as it allows you to react and change an event at the time it happens. For example, in the classroom you may be teaching a topic which you can see the students are not understanding. Your reflection-in-action allows you to understand why this has happened and how to respond to overcome this situation.

Reflection-in-action allows you to deal with surprising incidents that may happen in a learning environment. It allows you to be responsible and resourceful, drawing on your own knowledge and allowing you to apply it to new experiences. It also allows for personalised learning as, rather than using preconceived ideas about what you should do in a particular situation, you decide what works best at that time for that unique experience and student.

Reflection-on-action, on the other hand, involves reflecting on how practice can be developed after the lesson has been taught. Schön recognises the importance of reflecting back 'in order to discover how our knowing-in-action may have contributed to an unexpected outcome' (Schön, 1983).

Reflection-on-action means you reflect after the event on how your knowledge of previous teaching may have directed you to the experience you had.

Reflection-on-action should encourage ideas on what you need to change for the future. You carry out reflection-on-action outside the classroom, where you consider the situation again. This requires deeper thought, for example, as to why the students did not understand the topic. It encourages you to consider causes and options, which should be informed by a wider network of understanding from research.

By following any of the above models of reflection, you will have a questioning approach to teaching. You will consider why things are as they are, and how they could be. You will consider the strengths and areas of development in your own practice, questioning why learning experiences might be this way and considering how to develop them. As a result, what you do in the classroom will be carefully planned, informed by research and previous experience, and focused, with logical reasons. All of these models stress the importance of repeating the cycle to make sure knowledge is secure and progression is continued.

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Getting started with Reflective Practice

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Educational researchers have long promoted the importance of reflecting on practice to support student learning and staff development. There are many different models of reflective practice. However, they all share the same basic aim: to get the best results from the learning, for both the teacher and students.Each model of reflection aims to unpick learning to make links between the 'doing' and the 'thinking'.

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The idea in spiral progression approach is to expose the learners into a wide variety of concepts/topics and disciplines, until they mastered it by studying it over and over again but with different deepening of complexity.

The same topic is revisited every year in every grade, but the knowledge is widening with deeper complexity. Every we keep building on same topic elaborately.

This spiral of professional learning, talks about teacher's Reflection, observation and learning from an experienced colleague

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1. Observations

2. Analyse the data / Interpret the data- find out if they are not getting the concept, then revisit the concept to everyone in the class

3. take a decision - planning and process

My experience as a learner about assessment

1. scary and since no clarity in concept/ anxious , nervous dependent on preparation

2. no variety in assessment strategies, Result announcement day was very anxious. No differentiation in assessment

3. There was no immediate feedbacks/ that too not a clear feedback. Only marks based feedback.

4. Qualitative assessments were considered for making reports.

5. Pressure as a topper/ getting a rank/ cannot make mistakes

6. Qualitative assessment

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AOL - Assessment of learning, AFL assessment for learning

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AOL - Assessment of learning, AFL assessment for learning

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AOL - end of term, Unit test , summative assessment

AFL - ongoing , formative assessment, continuous process.

AOL is to grade the child, it is formal and to report the child's performance. Analyse, reflect and evaluate the child's performance and work for betterment of the child. AOL also helps teachers to predict the performance of students in board exams.

AFL - To take ongoing feedback, change the teaching strategies for better objective achievement. To fill the gaps in teaching. Support the learning, reinforcement learning. The teaching is still not completed, its is still on going.

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We have ongoing assessments for literacy and numeracy.

However for topics, we have assessments like show and tell.

But not continuous. It will be wonderful if we have continuous assessment for topics every week , and more strategies.

Along with show and tell, like a drawing or reflection of what they learnt in this topic. Teacher can anecdote what the child drew. Also a worksheet with emojis to understand which part of the topic the child enjoyed.

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We have assessments for literacy and numeracy every week.

When in comes to topics, we have show and tells but not every week.

If we have more strategies to assess the topics covered it will be great for teachers to plan for next year.

1. Draw pictures of what you learnt in topic this week, like a reflection and assessment.

2. Color the picture that you enjoyed learning.(printed worksheet)

3. Color the emoji, if you understood that part, if you did not understand color the sad emoji. (printed worksheet)

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We have assessments for literacy and numeracy every week.

When in comes to topics, we have show and tells but not every week.

If we have more strategies to assess the topics covered it will be great for teachers to plan for next year.

1. Draw pictures of what you learnt in topic this week, like a reflection and assessment.

2. Color the picture that you enjoyed learning.(printed worksheet)

3. Color the emoji, if you understood that part, if you did not understand color the sad emoji. (printed worksheet)

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AOL Assessment of Learning, AFL Assessment for learing

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AOL Assessment of Learning, AFL Assessment for learing

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AOL - Summative, unit test, term test, to grade the child, report their performance, analyse , report and evaluate the performance.

AFL - Ongoing, formative assessment, worksheets, for better teaching strategies, plan the session better, revisit and reinforce the topic.

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Difference between Assessment and Evaluation

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Difference between Assessment and Evaluation

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Assessment - is feedback of the learning process, gives feedback to the learner about how and how much they have learnt. Where are they with regards to that learning objective.

Evaluation - Its an end process. Feedback for the facilitator, evaluation is for the facilitator to know whether that technique worked for the learning process. Evaluate facilitators own programe.

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One thing that went well in my lesson, and why?

My communication, it was very clear, and I introduced the topic step by step, connecting to previous class. children were able to understand the topic clearly. I repeated as much as possible, as children of that age learn to repetition.

One thing that could have been improved in my lesson, and how?

Use of videos to reiterate on the topic of bundling, however due to time constrain, I could not use videos.

How best I should plan my next lesson including videos? as per Klob's learning cycle.

I would like to include 1 min video which can help children connect better. Try not to spend much time counting but to quickly move to bundling introduction, which will help me save a min time.

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I have changed the order based on priority as per my understanding.

Reflective practice encourages innovation.

Reflective practice encourages engagement.

Reflective practice helps create confident teachers.

Reflective practice makes sure you are responsible for yourself and your students.

Reflective practice benefits all.

Being reflective will also make sure you have a wider range of skills as you find new ways to teach.

By reflecting, you will develop abilities to solve problems.

https://www.cambridge-community.org.uk/professional-development/gswrp/index.html

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What is the research behind reflective practice?

Educational researchers have long promoted the importance of reflecting on practice to support student learning and staff development.

There are many different models of reflective practice. However, they all share the same basic aim: to get the best results from the learning, for both the teacher and students.
Each model of reflection aims to unpick learning to make links between the 'doing' and the 'thinking'.

Kolb's learning cycle
David Kolb, educational researcher, developed a four-stage reflective model. Kolb's Learning Cycle (1984) highlights reflective practice as a tool to gain conclusions and ideas from an experience. The aim is to take the learning into new experiences, completing the cycle. Kolb's cycle follows four stages.

First, practitioners have a concrete experience. This means experiencing something new for the first time in the classroom. The experience should be an active one, used to test out new ideas and teaching methods.
This is followed by...

Observation of the concrete experience, then reflecting on the experience. Here practitioners should consider the strengths of the experience and areas of development. Practitioners need to form an understanding of what helped students' learning and what hindered it.
This should lead to...

The formation of abstract concepts. The practitioner needs to make sense of what has happened. They should do this through making links between what they have done, what they already know and what they need to learn. The practitioner should draw on ideas from research and textbooks to help support development and understanding. They could also draw on support from other colleagues and their previous knowledge. Practitioners should modify their ideas or devise new approaches, based on what they have learnt from their observations and wider research.
The final stage of this cycle is when...

The practitioner considers how they are going to put what they have learnt into practice. The practitioner's abstract concepts are made concrete as they use these to test ideas in future situations, resulting in new experiences. The ideas from the observations and conceptualisations are made into active experimentation as they are implemented into future teaching. The cycle is then repeated on this new method.

Kolb's model aims to draw on the importance of using both our own everyday experiences and educational research to help us improve. It is not simply enough for you to reflect. This reflection must drive a change which is rooted in educational research.

Gibbs' reflective cycle

The theoretical approach of reflection as a cyclical model was further developed by Gibbs (1998). This model is based on a six-stage approach, leading from a description of the experience through to conclusions and considerations for future events. While most of the core principles are similar to Kolb's, Gibbs' model is broken down further to encourage the teacher to reflect on their own thoughts and feelings.

Gibbs' model is an effective tool to help you reflect after the experience, and is a useful model if you are new to reflection as it is broken down into clearly defined sections.

Description
In this section, the practitioner should clearly outline the experience. This needs to be a factual account of what happened in the classroom. It should not be analytical at this stage.

Feelings
This section encourages the practitioner to explore any thoughts or feelings they had at the time of the event. Here the practitioner should explain feelings and give examples which directly reference the teaching experience. It is important the practitioner is honest with how they feel, even if these feelings might be negative. Only once the feelings have been identified can the practitioner implement strategies to overcome these barriers.

Evaluation
The evaluation section gives the opportunity for the practitioner to discuss what went well and analyse practice. It is also important to consider areas needed for development and things that did not work out as initially planned. This evaluation should consider both the practitioner's learning and the students' learning.

Analysis
This section is where the practitioner makes sense of the experience. They consider what might have helped the learning or hindered it. It is in this stage that the practitioner refers to any relevant literature or research to help make sense of the experience. For example, if you felt the instructions you gave were not clear, you could consult educational research on how to communicate effectively.

Conclusion
At this stage, the practitioner draws all the ideas together. They should now understand what they need to improve on and have some ideas on how to do this based on their wider research.

Action plan
During this final stage, the practitioner sums up all previous elements of this cycle. They create a step-by-step plan for the new learning experience. The practitioner identifies what they will keep, what they will develop and what they will do differently. The action plan might also outline the next steps needed to overcome any barriers, for example enrolling on a course or observing another colleague.

In Gibbs' model the first three sections are concerned with what happened. The final three sections relate to making sense of the experience and how you, as the teacher, can improve on the situation.

'Reflection-in-action' and 'reflection-on-action'

Another approach to reflection is the work by Schön. Schön (1991) distinguishes between reflection-in-action and reflection-on-action.

Reflection-in-action is reflection during the 'doing' stage (that is, reflecting on the incident while it can still benefit the learning). This is carried out during the lesson rather than reflecting on how you would do things differently in the future. This is an extremely efficient method of reflection as it allows you to react and change an event at the time it happens. For example, in the classroom you may be teaching a topic which you can see the students are not understanding. Your reflection-in-action allows you to understand why this has happened and how to respond to overcome this situation.

Reflection-in-action allows you to deal with surprising incidents that may happen in a learning environment. It allows you to be responsible and resourceful, drawing on your own knowledge and allowing you to apply it to new experiences. It also allows for personalised learning as, rather than using preconceived ideas about what you should do in a particular situation, you decide what works best at that time for that unique experience and student.

Reflection-on-action, on the other hand, involves reflecting on how practice can be developed after the lesson has been taught. Schön recognises the importance of reflecting back 'in order to discover how our knowing-in-action may have contributed to an unexpected outcome' (Schön, 1983).

Reflection-on-action means you reflect after the event on how your knowledge of previous teaching may have directed you to the experience you had.

Reflection-on-action should encourage ideas on what you need to change for the future. You carry out reflection-on-action outside the classroom, where you consider the situation again. This requires deeper thought, for example, as to why the students did not understand the topic. It encourages you to consider causes and options, which should be informed by a wider network of understanding from research.

By following any of the above models of reflection, you will have a questioning approach to teaching. You will consider why things are as they are, and how they could be. You will consider the strengths and areas of development in your own practice, questioning why learning experiences might be this way and considering how to develop them. As a result, what you do in the classroom will be carefully planned, informed by research and previous experience, and focused, with logical reasons. All of these models stress the importance of repeating the cycle to make sure knowledge is secure and progression is continued.

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Getting started with Reflective Practice

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Educational researchers have long promoted the importance of reflecting on practice to support student learning and staff development. There are many different models of reflective practice. However, they all share the same basic aim: to get the best results from the learning, for both the teacher and students.Each model of reflection aims to unpick learning to make links between the 'doing' and the 'thinking'.

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Gibbs reflective cycle is repetitive in nature. Its focus more or discuss in detail about reflection.

Where as Klobs learning cycle is a progressive. It lets us upskill or go deeper every time we learn the same topic.

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Difference between Kolbs and Gibbs Reflection cycle

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Difference between Kolbs and Gibbs Reflection cycle

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What is the Difference Between Kolb and Gibbs Reflective Cycle | Compare the Difference Between Similar Terms

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The four lenses of Adult development as proposed by Mr David M Daloz

1. Instrumental Learning - Instrumental learning is the process of acquiring specific skills and knowledge to meet practical needs and goals. It is focused on the acquisition of tangible and immediately applicable abilities. Example :Cooking skills , carpentry, skills that are applied immediately.

2. Communicative : Communicative learning involves the development of interpersonal and communication skills. This lens emphasizes the importance of social interaction and collaboration in the learning process. Adults learn through dialogue and shared experiences. Example Speech, language, good mannerisms

3. Navigational :Navigational learning is about developing a sense of identity, purpose, and direction in life. It involves exploring one's values, beliefs, and personal meaning. This lens is concerned with the individual's journey toward self-discovery and life purpose. `

4. Transformative learning- It involves change in one's belief and perception, when they undergo significant personal and cognitive changes.

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Brookfield's Four Lenses is a framework developed by Stephen D. Brookfield

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Brookfield's Four Lenses is a framework developed by Stephen D. Brookfield

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1. Learning through self reflection.

2. Understanding the learner's style, capabilities, backgrounds, this helps facilitators to connect and plan better.

3. Collaboration and learning from colleagues.

4. Educators to integrate educational theories into teaching practices, critically analyzing methods in light of scholarly perspectives. It emphasizes staying current with research findings, informing pedagogical choices, and facilitating continuous learning for more effective and informed teaching.

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Plan a lesson that has clear aims and objectives and a coherent structure

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Plan a lesson that has clear aims and objectives and a coherent structure

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Why is lesson planning an important part of a teacher’s role?

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how to make tea?

Learners will understand how tea is made

Prior knowledge question:

What do you drink in the morning, what does your parents drink in the morning?

Introduce the word tea and explain what is it to learners.

Show a video of how the tea is made.

Activity, teacher to show the ingredients and the utensil used for making tea and children to feel it. Now teacher to make the children stand in circle to show how the tea is made with the above. If permitted with fire or without fire just pretending.

Now give them the worksheet and ask them to number the ingredients in sequence as to what goes in making tea.

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pros and cons of differentiation learning

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pros and cons of differentiation learning

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pros

Gets the best out the learners

always address the learners style of learning

learners are engaged and they love it.

learners connect better and enjoy a better learning experience

cons

one assessment for all learners

not fair enough for all learners

Time is a constrain

not possible for all learning outcomes

plannin is a challenge

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Muddiest point - what was unclear from the session

Mongolian wheel - small wheel, spokes, outer circle

socratic debate - answering the question, here facilitator can be the one who is answering the questions or the peers can be answering also

Quiz - question and answer.

Think, pair, share-

three way summaries -

one minute papers -

role play -

collage - mindmap

Panel discussion-

Hot seat -

JAM -

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How can teacher measure the impact of their teaching has had on the students learning?

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How can teacher measure the impact of their teaching has had on the students learning?

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Use the evidences only referred in EOR or EOL.

or make sure u are mentioning it in the EOR and EOL

format to rename the artefacts

GL_Guided learning

ICL_ individual collaborative learning

Work based learning WBL_