jennifer

HE DISADVANTAGES OF S.C.L

- the students are already independent with their teachers
- expensive/impractical
- they will not given the chance to acquire knowledge on the basic subjects

THE ADVANTAGES OF S.C.L

- the students are given the chance to explore in their field of expertise
- the student can be updated for new gadgets.

disadvantages &advantages of traditional

THE DISADVANTAGES OF TRADITIONAL CLASSROOM SETTING

- the students are not allowed to talk because the teacher will do all the talking
- they have no chance to share their ideas
- they are spoon feed by the teacher
- they cannot voice out their concerns

THE ADVANTAGES OF TRADITIONAL CLASSROOM SETTING
- the information are already given to them therefore it is convenient for the students
- the teacher can maximize her teaching skills

Tuesday, September 1, 2009

student centered learning

Student-centered teaching methods shift the focus of activity from the teacher to the learners. These methods include active learning, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class; cooperative learning, in which students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability; and inductive teaching and learning, in which students are first presented with challenges (questions or problems) and learn the course material in the context of addressing the challenges. Inductive methods include inquiry-based learning, case-based instruction, problem-based learning, project-based learning, discovery learning, and just-in-time teaching. Student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, a conclusion that applies whether the assessed outcome is short-term mastery, long-term retention, or depth of understanding of course material, acquisition of critical thinking or creative problem-solving skills, formation of positive attitudes toward the subject being taught, or level of confidence in knowledge or skills.

Richard Felder has written or co-authored a number of papers about the use of active, cooperative, and inductive instructional methods in college science and engineering courses, some reporting on his own classroom research studies and some summarizing the literature. The references are listed below; those shown as hot links may be viewed and downloaded from this site. You may also view excerpts from an interview with Dr. Felder and see a list of good Web sites related to student-centered methods.

traditional classroom

Traditional teaching is concerned with the teacher being the controller of the learning environment. Power and responsibility are held by the teacher and they play the role of instructor (in the form of lectures) and decision maker (in regards to cirriculum content and specific outcomes). They regard students as having 'knowledge holes' that need to be filled with information. In short, the traditional teacher views that it is the teacher that causes learning to occur (Novak, 1998) The teacher that utilises this method effectively is constantly on the move. They may be engaged with the students as a classroom collective, individually or in groups. Their involvement would include questioning, disciplining, guiding, validating, monitoring, motivating, encouraging, suggesting, modelling and clarifying (McKenzie,2002)

Monday, August 31, 2009

NEW ZEALAND EDUCATIONAL TECHNOLOGY

TENZ is a professional network which has been set up to promote and support Technology Education in New Zealand. It is of interest to all those working in Technology Education, working in a technology-based enterprise with an interest in education, and those just plain interested!

TENZ is a network which:

Fosters the development of Technology in the New Zealand Curriculum.
Develops and maintains national and international links between those working in Technology Education and with the wider technological community.
Supports professional, curriculum, and resource development in Technology Education.
Encourages research in Technology Education.
Organises a national Technology Education conference every two years.

Members are kept informed through the electronic newsletter t-news, a planned twice yearly printed publication focusing in more detail on professional matters relating to technology education, and, of course, the TENZ website.

TENZ is a network which:

Fosters the development of Technology in the New Zealand Curriculum.
Develops and maintains national and international links between those working in Technology Education and with the wider technological community.
Supports professional, curriculum, and resource development in Technology Education.
Encourages research in Technology Education.
Organises a national Technology Education conference every two years.