Teaching Practices Overview

Teaching Practices using the Lower Order Intellectual Quality Curriculum.

CONTENT

• Content is not necessarily learned in context
• The content is most important
• Students master knowledge through drill and practice.
• Gives more emphasis on cognitive aspect of learning

INSTRUCTION

• The teacher is the instructor and decision maker.
• A teacher centered environment
• Power and responsibility are primarily teacher centered
• Students passively receive information.

CLASSROOM ENVIRONMENT

• The learning experience is often competitive in nature. The competition is usually between students. Students resent others using their ideas.
• Competition is tight among classmates.

ASSESSMENT

• Teaching and assessing are separate
• Assessment is used to monitor learning, which gives emphasis on the right answer, and the desired learning is assessed through the use of objectively scored tests.

TECHNOLOGY

• The teacher makes use of educational technology to make lessons easier and more comprehensible for students. Such as power point, spreadsheets, and multimedia

Teaching Practices using the Higher Order Intellectual Quality Curriculum.

CONTENT

• Content is learned in a relevant context.
• The way information is processed and used is most important.
• Students evaluate, make decisions and are responsible for their own learning. Students master knowledge by constructing it.
• Gives emphasis on constructivist aspect of learning.

INSTRUCTION

• The teacher is a facilitator and guide. The students are the decision makers.
• A student centered environment.
• Power and responsibility is primarily student centered.
• Students are actively involved in learning.

CLASSROOM ENVIRONMENT

• Construct new knowledge and skills by building on their current knowledge and skills
• Learning may be co-operative, collaborative or independent. Students work together to reach a common goal. Students willingly help each other sharing/exchanging skills and ideas.  Students compete with their own previous performance, not against peers.
• Close cooperation among students.

ASSESSMENT

• students participate in the evaluation of their learning wherein students are involved in deciding how to demonstrate their learning.
• Teaching and assessing are intertwined.
• Assessment is used to promote and diagnose learning.

TECHNOLOGY

• There is unlimited technological application dedicated on education nowadays, ranging from drill and practice, tutorials, simulations, and instructional games.

Ex. Spell it deluxe, sim city, geo safari

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