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This Concept Map, created with IHMC CmapTools, has information related to: QCP520 Final Assigment on Instructional Principles, Instructional Principle examples of instructional principles a) Collaboration b) Empowerment of students c) Continual refinement of understanding through reflection, Instructional Principle with reference to what we are supposed to do the assignment 1. State and describe three instructional principles which you will apply to your lesson design and teaching. (20%), Instructional Principle what i'll like to do for the assignment Princple: Welcoming wrong answer Source from: [Learning Theory - Constructivism] - Students form their own knowledge about the world within themselves through personal interactions and experience, and apply it to Physics. Justification 1: Their self-formed knowledge can very well be an alternative concept. Hence, it is important to elicit and clarify students' alternative conceptions on Physics knowledge. And if we do not carry out activities to elicit and identify the alternative concept, it is likely to remain in the student. For example, since children may form knowledge that yellow colour is a primary colour while green is a secondary colour, because yellow can be combined with blue to form green. They then apply this alternative concept to the primary colours of light. Application: POE activity, Instructional Principle what i'll like to do for the assignment Principle: Collaborative Learning to facilitate the learning of Physics. Source from: Learning Theory - Social Constructivism] - Students can learn from their peers and teachers through sharing of ideas. Justification 1: Students find physics an abstract, faraway, intimidating-to-approach knowledge, rather than something close to their everyday life. For exampls girls on mechanical parts of a machine relating to physics topics such as torque, moments, electromagnetism and induction. Justification 2: Students do not know how to go about learning the subject, probably due to various hurdles such as language barrier, weak mathematical strength & inability to make meaning out of words. Justification 3: Different students have different perspectives. Hence, they can have a more holistic view through listening and learning from their peers., 1. Respecting peers 2. Sharing ideas and negotiating the ideas (concept cartoons) 3. Welcoming wrong answer (POE) used to elicit and identify pre-service teachers’ understanding, 1. Respecting peers 2. Sharing ideas and negotiating the ideas (concept cartoons) 3. Welcoming wrong answer (POE) drawn from source like learning theory - social constructivist learning, Instructional Principle what i'll like to do for the assignment Instructional Theory I propose to develop: Completivism, Developmental Theory There should be a complete development environment for the learning of Physics. Development environment include mental space, instrinsic desire, capabilities to master and joy from understanding the world better and ability to share. What this theory allows me to do: It is a discipline that focuses on how to structure material for promoting the education of my students. It helps me to make predictions, explain different strategies that will enhance learning and organize instruction., Instructional Principle what i'll like to do for the assignment Principle: Empowerment of the students. This allows them to take ownership of their own learning. Source from: [Self-determination Theory] - Intrinsic Needs for competence, autonomy and relatedness. Students who are intrinsically motivated to learn are more likely to put in more effort to achieve a desired result, as compared to extrinsically motivated students. Justification 1: A student who loves life wishes to learn more about science and the world to appreciate the world better. For example, he may be curious to know how light diffusion makes the sky blue in the day and reddish orange in the evening. His intrinsic motivation comes from relating to the world around him through Physics. Hence, if a teacher can arouse interest in students regarding Physics, so that they will be intrinsically motivated to learn. Then, students will not end up learning Physics by memorising formulae, working steps to complete a question. Instead, they take interest in understanding the concepts. Justification 2: Through discussions and sharing of ideas, they get more intelluctually and emotionally involved in the learning process. This involvement serves as an intrinsic motivation for them to attain a firm understanding in Physics to make sound and convincing arguments. Hence, if a teacher can induce the students to discuss and share their idea, they will be more likely to take ownership of their learning. They may become more creative in finding out information of interest, making use of different types of resources, to satisfy their intrinsic need for competence. Application: Teacher can make use of concept cartoons as an interesting trigger activity to start off the physics topic. The concept cartoon is also fulfills the anchored instruction pedagogy when the students have a focal point of discussion to ensure they are constantly on track. Possible strategies include think-pair-share and forum discussions., Instructional Principle with reference to what we are supposed to do the assignment 2. Justify how each of these principles help students learn physics better, more effectively and/or important. (20%), Instructional Principle examples of instructional principles 1. Respecting peers 2. Sharing ideas and negotiating the ideas (concept cartoons) 3. Welcoming wrong answer (POE), Instructional Principle with reference to what we are supposed to do the assignment 3. describe how these principles can be applied in the design and/or implementation of a physics lesson. (10%), Instructional Principle can be drawn from sources such as learning theories, pedagogical theories, needs of the society (national policies), understanding of misconceptions, individual differences, beliefs about physics, etc., a) Collaboration b) Empowerment of students c) Continual refinement of understanding through reflection drawn from sources like pedagogical theories - knowledge building learning theory - constructivism need of the society - current needs of the teaching profession