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Module 14 18

The document discusses constructivism in education, highlighting two main views: individual constructivism, based on Piaget's theory, which emphasizes personal knowledge construction, and social constructivism, based on Vygotsky's theory, which focuses on knowledge as a social construct. It outlines key characteristics of constructivism, such as the active role of learners in constructing understanding and the importance of social interaction in learning. Additionally, it provides strategies for effective concept learning and the principles of transfer of learning, emphasizing the need for meaningful connections between new and existing knowledge.

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6 views63 pages

Module 14 18

The document discusses constructivism in education, highlighting two main views: individual constructivism, based on Piaget's theory, which emphasizes personal knowledge construction, and social constructivism, based on Vygotsky's theory, which focuses on knowledge as a social construct. It outlines key characteristics of constructivism, such as the active role of learners in constructing understanding and the importance of social interaction in learning. Additionally, it provides strategies for effective concept learning and the principles of transfer of learning, emphasizing the need for meaningful connections between new and existing knowledge.

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ricamaraerikam.pupglqc21
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© All Rights Reserved
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| Module 14: i “ie a 5 Constructivism: & A m = Knowledge Construction/! g i Concept Learning ST” Teaching is not about filling up a pail; { it is about lighting a fire > a a Share Edit on PC cen Coser SS” -born June 13, 1865, Sandymount, Dublin, Ireland— -died January 28, 1939, Roquebrune- Cap-Martin, France), -Irish poet, dramatist, and prose writer, one of the greatest English language poets of the 20th century. -He received the Nobel Prize for Literature in 1923. =~ 4 wo Views of Constructivisr ler Yeats -Individual Constructvisraily -Social Constructivism Individual Constructivismi -also called cognitive constructivism! -it emphasizes individual, internal construction of knowledge, ! -largely based on Piaget's theory. Individual ConstructivismiX Se = SS” -born June 13, 1865, Sandymount, Dublin, Ireland— -died January 28, 1939, Roquebrune- Cap-Martin, France), -Irish poet, dramatist, and prose writer, one of the greatest English- language poets of the 20th century. tler Yeats He received the Nobel Prize for Literature in 1923. = Two Views of Constructivisr -Individual Constructivist -Social Constructivism aN Individual Constructivismil -also called cognitive constructivism! i -it emphasizes individual, internal construction of knowledge, ! -largely based on Piaget's theory. Individual Constructivism menial tent ait es Individual Constructivismid -learners should be allowed to discover principles through their own exploration rather than direct instruction by the teacher. =~ c Social Constructivismial a -emphasizes that "knowledge exists in a a social context and is initially shared with others instead of being represented solely in the mind of an individual -based on Vygotsky's theory. Social Constructivismia -According to social constructivists, the opportunity to interact and share among learners help to shape and refine their ideas. -Knowledge construction becomes soi not individual . . ~ oS FR Characteristics of Constructivism ak According to Eggen and Kauchi 1. Learners construct understanding! 2. New learning depends on current understanding. 3. Learning is facilitated by social interaction. FR Characteristics of Constructivis According to Eggen and Kauchal 1. Learners construct understanding! 2. New learning depends on current understanding. 3. Learning is facilitated by social interaction. i] 4. Meaningful learning occurs within authentic learning tasks! . . ~ ss. FR Characteristics of Constructivis 1. Learners construct understanding} -constructivists do not view learners as just empty vessels waiting to be filled up. -They see learners as active thinkers who interpret new information based on what they already — know. -They construct knowledge in a way that makes sense to them. liil ~ FR Characteristics of Constructivismil aa 2. New learning depends on current understanding. -Background information is very important, {J -It is through the present views or scheme that the — learner has that new information will be interpreted. iil A! Characteristics of Constructivisrii a 3. Learning is facilitated by social interaction. Constructivists believe in creating a “community _ of learners" within classrooms. !/ (&. NOW [CaN GEpenas OF CUIert understanding.8 -Background information is very important, | -It is through the present views or scheme that the — learner has that new information will be interpreted. 8 di! Characteristics of Constructivisrif a 3. Learning is facilitated by social interaction. -Constructivists believe in creating a "community of learners" within classrooms. | -Learners have a lot of opportunities to cooperate and collaborate to solve problems and discover things. & FR Characteristics of Constructivism) a 4. Meaningful learning occurs within authentic learning tasksil -An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed wee" applied in the real world. 8 Module 14: & Constructivism: if Knowledge Construction/i Concept Learning®l Thank you! ate Wicolot- 3 eeckstourd Soles 8 Bena “rome” UZ Hie Background Groprice nee Side Inert Ie )eotay Themes side | Close Maser Layout Placebo Dette» Sues | Most View at Master aterLaout at theme sect ground | sue | chose me s Module 14: Constructivism: ~ Knowledge Construction/ Concept Learning = Organizing Knowledge HO type here to search wk. # >u GOH oe Q@ Cac mH a2G8o ne aie a pate [Colote> Ci) Background tylee Fonte» [1 Hide Background Grephice i] om am | [4 Gena Ince ret (20 2A se |S sae | Core Maaer Loyouk ERPreere | (yous placeholders ames | Gleteci Soev | Mose View eaten ran oe atten acpi lise a ieee rm = | CONCEPTS | | ° A way of grouping or categorizing objects or events in our mind. * A concept of "seach" inthndes a group of tasks as model, discuss, illustrate, explain, assist, etc. / I fl Seal @ awe Slide Master [2 English Phiiopines 8 mF -— b+» = 248 am @ ee sm ae Won vom, O D Iype neteto search =) Roerate a Jers* {3} Bockaround Ses The Maaer Lajos 6 Prsen Practoter ClFosters: | MS | etcrecies Soev | Mose View eaten nau oe atten acpi seen nes ° Learning a concept involves ae wie features that characterize positive instance of the concept Included hereare defining features and correlational feature. <<) ° A defining feature is a characteristic present in ALL instances. "| i=} Slide Master [2 English Phiiopines Bo ff FO penser i Ht Se SH ew 966 @ Wee -m46Ga nc awe =. b+ e Costes Themes D Iype neteto search “Aa| | Bicol 2S)sockaround Ses i el ee Crsteeteeecenees| |! |e Side | Close Dettecis Sae | MasterView can Theme eargound we | cose Concepts as Prototype ° A prototype is an idea or a visual image of a "typical" example. * It is usually formed based ou the positive instances / that learners encounter most often. awe Bo 8 & F -—t—_+m 9 Sue OHR HERO OG @ Mee amas Gane Om = = Bim “Aa| | Bicol 2S)sockaround Ses I | [alFome> Ll Hise Background Grephies is] IR Delete Gena oO a a Ine Se Sh aie TES ese Macer Layout ERP reserve eae ames | Gleteci Maste View eaten nau oe atten acpi hse rm s eats) seer a vat = SE ee * It allows learners to know that an example under a _ | | concept may have variability, / | led awe Slide Master [2 English Phiiopines 8 mF -— b+» SP yereomm Pt Se eS PASO Gi @ Ax -waoagane M5 Se Ege am | [Ba] [Meme Stecammamie Tj] gg Gena Forte [Z Hide Background Grophice Insert Side Inset vows Inset Zl roters Temes side | Close Master Layout P= | Layo Placnalders 2 tes Siev | Mater Vew at Master master Layout cat Theme reakground sl sue | close a ae a ara E | ‘THANK YOU! al | [ a | | | f i i ‘Slide Master [English Philippines) B cs & F -——+——+ ™ MD vpercocen Bt Se Se EAS OG @ Ax -ecdane EO at LU (OR irin) Concept — learning Effective Making Concept — learning Effective ‘As a future teacher, you can help students learn concepts by doing the following + Provide a clear definition ofthe concept + Make the defining features very concrete and prominent + Give a variety of postive instances + Givenegative instances + Gitea “best example” ora prototype + Provide opportunity fr learners to identify positive and negative instances + Asklearers to think oftheir own example ofthe concept + Point out how concepts can be related to each other Schemas and scripts Schema + an organized body of knowledge about something + [tis like a file of information you holdin your mind about something. * + Like a schema of what a teacher i. Script * Na (OR clin) following: + Provide a clear definition ofthe concept Make the defining features very concrete and prominent + Give a variety of positive instances Give negative instances Cite. “best example” or a prototype + Provide opportunity for learners to identify positive and negative instances + Askleamers te think oftheir own example of the concent Point out how concepts can be related to each other Schemas and scripts Schema + an organized body of knowledge about something + Itislike a file of information you hold in your mind about something, * + Like a schema of what a teacher is Script is.a schema that includes a series of predictable events about a specific activity when the teacher arrives ey Applying Constructivism in Facilitating Learning + im to make learners understand a few key ideas nan in-depth manner,rather | than taking up so many topics superficial Give varied examples. + Provide opportunities for experimentation. Provide lots of opportunities for quality interaction Have lots of hands-on activites, Relate your topic to real life situations. Do not depend on the explanation method all the time Thank you! 161 In this Modute, chatenp | RE Yourself to attain the following learning ors that affect transfer of learning, apply principles of transte learning, facilitating transfer of | Teachers want their students I} th tudents to apply the knowledge and skills they lean geass to other situations, When one recognizes a Similar in’a way to what he has ex the knowledge and skills he has leamed to this new situation. This is whi Reasfer of learning is about | (ai RCO | Transfer of Leaning Conditions and Principles of Transfer 1 difficult to use the computer keyboard ass this: me yill a skilled typist find ‘when tbe encodes shose eeliphone features differ from sa clssmate, whose cetiphone features ifr from yours, use YOu eatnhone, Was ee liph ‘i Jol. Or did sihe mew ‘yithout your helP- yur teacher “Buti na lang, we were required to marked: "A thesis et on he Heetergradante. 1! eiped me a lot in my ibis is writ do action roses rarova uEARNER-CENTE nd the Sea of ( - se py of the Dend Sen and the See of Ci J Res Oued this aalony of the Oem ving thing A preacher: a is Os Dead Sea di ees wat he receives with othen es wha | shares Find out ie ‘@ why the skilled typist didn’t find any difficulty in using the comp keyboard, © why your teacher/classmate couldn't use a cellphone different f higher without assistance © why the thesis writer found thesis writing much easier because of th action research s/he went through ¢ how your understanding of a true and happy life was made con by the use of the analogy of the Dead Sea and Transfer of learning happens when leamin; Set of materials affects performance in another ¢ materials. Simply put, itis applying to another situation leamed. For example, learning to use roller skates lat team more quickly to ice skate. Learning to get along with Preschool helps the child adjust and relate well with classmat school, or even playing. highly: competitive the Sea of Galilee or with other re ter helps a persor on-line computer games migh thinker in politics or busine: concept in education and c tion aim to achieve tr 8s. Transfer is iming theory because most of ransfer. from the Situations when what i it learned is to ISB) Within complex tasks), As a 1 Bsfer occurs. This makes 1 By be true that in most cases the B real life situations is not achieved have Understanding of how of Teaming is facilitated. After a Bac’s With tons of knowledge and 8 Bem when they need to It, the insfer a very Pesltve tranate : a Negative ¢ 3 : tk - aI P de : | eve aud When speaking. in E Near transfer ref ‘ s i in their seamen Far transfer re , Seemeerance, 5, ae BRUCE EK c peneral transfer, Fog tn alien to Aesop’s fable of SEC torporations. He said we should eke wes & To be successful in business we should wk ie Conditions and Principles of Transfer These pi ‘iples are based on the | Conditions/Factors affecting Principl le of transfer ‘a isfer of learning between two The more similar the situations siations ar, the ge ‘the chances that learn from one situation wi transferred to the ot situation s ‘Meaningful leaming leacs to grater transfer than | por rote learning Jlink new material to what leamed in the past “The longer the time spen! Tie ‘ransier, teach a Jpainsiuaton, the greater | few topes in depth rather the probably of transfer | 0 mary topics tackled na shallow manner Tere | 164 FACAITATING LEARNER CENTERED THAOM 7 TondlionaFactore affecting | _ Principle of transfer “ ae bo man ih cepts io iiustrate new concepts: Variety of leamin posure to many and 4 ~ vortunitios for practic | varity Of ‘examples. Plan creournges vanslor ‘activities that allow your ea loamers to practice the rowly learod skits Relate @ topic in one subject 10 topics in other subjects oF discipline Relate it also 10 real situations Transfer of earning most likely to happen when leamers discover that what they learned is applicable to various contexts Content for leamer's expenences | Zero in on principles related to each topic together with strategies based on those principles Emphasis on metacognition | Student reflection im- Encourage students to proves transfer of fearing | take responsibilty for their own leaming, and to reflect on what they jeamed Focus on principles rather | Principles transfer easier than tasks than facts about “mile-wide inch-deep” curriculum. What are some jon (CBI) Beach Read about these and see how Of leaming more effectively. (Y aming effectively. (You may B. and Salandanan, G (2007) Principles of fi 5:06 PM RE Pall & Sul Ge) <_ Module-1..ves-Part-1 G@® Module 16 Slide 1 of 20 The Revise Bloom’s Taxonomy of Educational Objectives Introduction > Imagine that you are all ready working as a teacher. How would you feel if you enter your classroom ‘without specific learning outcomes? How would you proceed without clear and specific targets? Being sure bout your learning outcomes will help you to facilitate learning effectively. With appropriate, clear and specific learning outcomes,you do not need to guess nor grope in the dark on what to accomplish. This module will present the original and the revised Bloom's Taxonomy of Educational Sblective Although the revised taxonomy came out years ago,it is important to stil present both the old and the revised to have a complete understanding and better appreciation of the taxonomy’s use in education. Taxonomy »A hierarchical model that describes classification and sequencing procedures > + ya Present Notes Edit Find Share qd O° 5:06 PM RE Sal & Sul Ga) >The Old taxonomy >The Original Bloom’s taxonomy >The revised taxonomy »Practical guide to the Revised ee taxonomy > Uses of revised taxonomy Blooms taxonomy pls a classification of learning objectives within education Benjamin S. Bloom > He was the Associate university of Chicago. > Avay of classifying questions shared by faculty mrembers to form a test > Faaleny tom 134010 fechas a Heese wn eee objectives. Old Taxonomy > In 1956. The taxonomy of Education objectives. The Classification of education Goals Handbook I. Cognative domain was established > Initially, the purpose was simply to have a framework to classify test questions that faculty members shared. 1 Fventually it hecame so ralevant and useful in education. ge: Ea a pL 8 qd O° 5:06 PM RE Pal & Cul Ga) Old Taxonomy > In 1956, The taxonomy of Education objectives. The Classification of education Goals Handbook I. Cognative domain was established > Initially, the purpose was simply to have a framework to classify test questions that faculty members shared. > Eventually, it became so relevant and useful in education. > Since then, it has been used in planning the curriculum, planning learning activities and assessment. > In 1964,8l00m and his colleagues published Handbook Il, The Affective Domain > Eventually, other published taxonomy for the psychomater domain in 1966,1970 and 1972 Original Bloom’s taxonomy > Bloom's Taxonomy was a model that described the different levels of learning outcomes that target what skills and competencies the teachers aim to develop in the learner's > The taxonomy in the cognitive domain contains the level from Knowledge to evaluation. > The six levels progress from simple by more complex level of ig the lass three being referred to as “Higher order thinking skills’ or HOTS... = we Higher order thinking skills (HOTS) > Evaluation > Synthesis > Analysis Knowledge a Farte ctatina mamnrizad qd O° 5:06 PM RE Sul & Sul GH) Knowledge » Facts, stating memorized rules,principles or definations > Including memorizing, recog! recalling factual information > Use list,identify,name,recite and define Comprehension » Understanding concepts, rules and principles » Organizing describing and interpreting concepts >Use describe, interpret, explain, illustrate, summarize Application » Using the concepts and principles in real life situation >Use apply, classify, demonstrate, discover, predict, show, solve and compare Analysis » Concepts rules and principles are broken down into parts >Use analyze, ascertain, diagram, qd O° 5:06 PM RLS Pal & Sul Ga) Synthesis > Student put together elements of what had been learned in a new way »They come up with a holistic, complete, more integrated, or even a new view or perspective of what was learned Evaluation > Students can now access or judge, based on a set of standards, on what they have learned > Expected to make thoughtful value decisions with reference to knowledge, develop person: opinions, judgments and decisions > Use assess, critique, judge, contrast, evaluate, y recommend The Original Bloom’s Taxonomy Cognitive Domain levels and their Subcategories ‘Noowede Define. describe ram entity label ocateym cerorze name tecterecogne sale sate, vante 1.1 Koontede of Specifics ‘int Terminology, tz pectc facts 4.2 Koonledge of ways and means of desing a.s esters 125 methodology Paraptrase summarize estat, rte strate 2.3 wanton 22 interpretation qd O° = le “Sul Gea) 16 PM. 1.2 koomtadge of ways and means of eating ith specie 122 trends and sequences 12:3 claulneation and categories trea 412'3 methodology Paraporase summarize estate rtelustra Aaralysis ‘Anayze subdivide take ‘spar nvestigate compare contrast infer 5.1 production of unigue communication 5.2 prosction of plan or proposed set of dervation ofa st of abstract elton 6 Evaluation assess apprate critique jude recomment ‘6 ta ot rl {6.2 in term of external evidence Thank you... Polytechnic University of the Philippin REVISED TAXONOMY Subject; FACILATATING LEARNER-CENTERED TEACHING | Submitby: DYRINE T. POSTRADO Polytechnic University of the Philippine Lorin Anderson & David Krathwohl e REVISED TAXONOMY 3 | [Link] | Polytechnic University of the Philippine BLOOM'S TAXONOMY OF EDUCATIONAL OBJECTIVES Figure 1. The Old and the Revised Taxonomy DIFFERENCES BETWEEN THE OLD AND REVISED TAXONOMIES 1. Levels of categories of thinking in old taxonomy were nouns, while in the revised taxonomy they were verbs. 3. The knowledge level was changed to remember. 2. The Revised Taxonomy remains to be in hierarchical levels of increasing complexity, it is intended to be more flexible, in yhat allows the categories to overlap. 4. The comprehension level was changed to understand. DIFFERENCES BETWEEN THE OLD AND REVISED TAXONOMIES 5. Synthesis was changed to 6. The cognitive now includes two create and was placed as the dimensions; the cognitive dimension highest level. and the knowlegde dimension. Polytechnic University of the Gwe g& Philippine The Revised Taxonomy with Two Dimensions of the Cognitive Domain (Krathwohl, 2002) | Q The Cognitive Dimension ~*~ | | Q The Knowledge Dimension * | [Link] A. Factual Reviewing relevant The basic elements that knowledge from long term the students must know. Knowledge of: memory . a. terminology 1.1 Recognizing b. specific details and 1.2 Recalling elements The Revised Taxonomy with Two Dimensions of the Cognitive Domain (Krathwohl, 2002) | Q The Cognitive Dimension * | | Q The Knowledge Dimension * | 2. Understand A. Conceptual Determining the meaning of The interrelationship instructional messages. among the basic elements within 2.1 Interpreting a larger structure that enable 2.2 Exemplifying them to function together. 2.3 Classifying Knowledge of: 2.4 Summarizing a. Classification and categories 2.5 Inferring b. principle and generalization The Revised Taxonomy with Two Dimensions of the Cognitive Domain (Krathwohl, 2002) | Q The Cognitive Dimension ~*~ | | Q The Knowledge Dimension * | 3. Apply A. Procedural Knowledge Carrying out or using a How to do something; procedure in a given situation methods of inquiry and criteria 3.1 executing for using skills, algorithms, 3.2 implementing techniques and methods. Knowledge of: a. subject-specific skills and algorithms. The Revised Taxonomy with Two Dimensions of the Cognitive Domain (Krathwohl, 2002) | Q The Cognitive Dimension * | | Q TheCognitive Dimension * | 6. Create Making judgement based on Putting elements together criteria and standards. to form a novel, coherent whole 5.1 Checking or make an original product. 5.2 critiquing 6.1 generating 6.2 planning 6.3 producing 5. Evaluate COGNITIVE DIMENSION Includes the hierarchical on ordered Level of thinking. KNOWLEDGE DIMENSION It is the knowledge that teacher aim to teach and students aim to learn. Bloom's Taxonomy KNOWLEDGE DIMENSION FACTUAL CONCEPTUAL PROCEDURAL METACOGNITIVE REMEMBER Recognize recall Terminology, specific details, elements, Remember Facts & list the ingredients of kore-hore Classifications, categories, principles and generalizations, theories, models, structures. Remember Concepts Flipine ash ‘Subject-specific skills Algorithms, techniques and methods, criteria to determining when [Link] the rocedures Remember Procedures & Recalthe stepin cooking ‘Strategic knowledge, cognitive tasks- contextual and conditional knowledge, self- knowledge Remember Metacognitive Knowledge & Review tasks accomplished in cooking kore kore UNDERSTAND Inceroret, cass, summarize, expen, compare, ge, exemoily Understand Facts &. ‘Summarize the features ofthe latest smartphone ‘model Understand Concepts. & Classify smartphones according to operating Understand Procedures Ex Describe the procedure of sending group message using cell phones Understand Metacognitive Knowledge fe Choose best strategies to adjust quickly in using a siferentemarphone Bloom's Taxonomy KNOWLEDGE DIMENSION ‘COGNITIVE DIMENSION FACTUAL ‘CONCEPTUAL PROCEDURAL METACOGNITIVE “APPLY execute implement ‘Apply Facts & Use fats in answering ‘Apply Concepts & Demonstrate coherence in answering questions ‘Apply Procedures Fallow the PAAR stepsin reading a chapter ‘Apply Metacognitive Knowledge (Use the bes strategy to "ANALYZE iereniore, organi, ‘nribute ‘Analyze Facts & Ident the key words the dentin of anger ‘Analyze Concepts & deny wiggers of among ‘Analyze Procedures & Examine the eiferent steps family members {ake to manage anger ‘Analyze Metacognitive Knowledge Relecton one’s bity to manage anger EVALUATE heck crtique Evaluate Facts Select the most complete lst of iestment bane, Evaluate Concepts, Citique the itterent ews about franca Evaluate Procedures Evaluate Metacognitive Knowledge be esas ones financial ‘CREATE Generate, pln, produce ‘Create Facts & Produce a presentation showing award-winning adobe recipes ‘Create Concepts ex Wirite an informal essay about what authet ‘obo (Create Procedures & (reat anew recipe for ‘ooking adobo Create Metacognitive knowledge & Make a project about adobo a Flin dish basa on o's talents Bloom's Taxonomy Practical Guide In Using Revised Taxonomy Cognitive Dimension Level Sample Action Words Suggested Activities, Outputs or Outcomes Remember (recalling information) Recall Tell Write Name Reproduce Find Uist Describe Underline State Locate Define Recitation Charts Worksheets Lists Definition Fact Understand (explaining information and concept) Explain Describe Translate Define Interpret Report Discuss Predict Story Problems Drawing show and tell ‘Summary Paraphrasing Apply (using information in a new way) Use Practice Solve Execute Implement Demonstrate Construct ___Dramatize Presentation Model Role Playing Scrapbook Simulation Product Collection Analyze (distinguishing different parts of a whole) Contrast Separate Investigate Differentiate Infer Sequence Chart Summary Plan Survey Questionnaire Spreadsheet Evaluate (defending a concept or idea) ‘Assess Dispute Check Debate Judge Decide Defend Appraise Justify Rate Self-evaluation Position paper Critique Opinion Judgement Recommendation Report Create (Creating something new) Change Improve Invent Design Plan. Devise Formulate Propose Generate Compose Combine Framework Poem Model Haiku Story Song Multimedia Presentation Essay Bloom's Taxonomy ——_____G==s USES OF THE REVISED TAXONOMY It provides educators with a common set of terms and level about learning outcomes that help in planning across subject matter and grade levels. It helps in the drafting of learning standards across level. It serves as a guide in evaluating school’s It guides the teacher in formulating curriculum objectives, activities and learning outcomes that tap higher order assessment. thinking skills. Stenberg’s Successful Intelligence Theory and WICS Model Module 17 In this module, challenge yourself to attain the ff: OExplain Stenberg’s Successful theory and WICS Model ODemonstrate enjoyment of working on WICS based activities OPrepare a lesson guide based on WICS model Who is Robert J Stenberg? * Born on December 9, 1949 in New Jersey He is a cognitive psychologits He has 13 honorary doctorate degrees including by De La Salle University, Manila Philippines in 2011. He received numerous awards and has written 20 major books with topics ranging from intelligence, giftedness, creativity, love and hate. > Stenberg did not perform well on test before that might fueled his interest in the field that led to come up with the TRIARCHIC THEORY OF INTELLIGENCE in the 1980's. > TRIARCHIC THEORY OF INTELLIGENCE to SUCCESSFUL INTELLIGENCE THEORY Stenberg's Successful Intelligence Theory and WICS Model Applying the WICS Model Successful WICS Model * Teaching Analytical Intelligence + Wisdom ee rarieaia * Memory + Intelligence Creatively fre ical + Creativity * Teaching * Creative b cynthoeizad Practically * Practical ynthesize * Teaching for Wisdom. Successful Intelligence Theory >Memory Skills — helps us recall facts and pieces of information. It helps us retain the knowledge we acquire. »Analytical skills - help the person determine if a certain idea is good. >Creative Skills — allow a person to come up with a new idea, usually to answer a need or solve a problem. It makes one flexible and able to adjust to changes in one's situation. »Practical Skills - enable a person to apply what one has learned. It also allows one to carry through or implement a plan. WICS MODEL > Intelligence is viewed as a set of fluid abilities to learn from experience and to adapt one's surroundings. | Abilities Competencies | Expertise WICS stands for oWisdom OIntelligence OCreativity oSynthesized “The basic idea is that citizens of the world need creativity to form a vision of where they want to go and to cope with changes in the environment, analytical intelligence to ascertain whether their creative ideas are good ones, practical intelligence to implement their ideas and to persuade others of the value of their ideas, and wisdom in order to ensure that the ideas will help achieve some ethically-based common good, over the long and short term rather than just want is good for them and their families and friends” Your role as a teacher is not to educate the mind alone, but to educate the soul as well. Accept this not just as a job but embrace it as a wisdom. iar at) Applying WICS Model G5 Module 17: Applying WICS Model Propared by : Erika Ricamara ics Movet | 2023 OBJECTIVES At the end of this lesson, you are expected to: Understand how to apply WICS Model in instruction and assessment. Demonstrate enjoyment of working WICS based tasks and activities, cs MoDeL | 2023 APPLYING THE WICS MODEL * + Uses of WICS Model — admission, instruction and assessments. - this lesson focuses on instructional and assessment uses of this model. + WICS Model in Instruction — happens when YOU reflect and make choices on the tasks and activities to be given to teach and assess your students. ~ a teacher can choose to teach wes Monet | 2023 ane deat Nea Site Kelme g How do you teach Analytically? Make your students think critically,Design tasks or activities that provide opportunity for your learners to: 1, Analyze [Link] [Link] [Link] and Contrast [Link] [Link] is Medel | 2023 EXAMPLES: Here are some examples for Analytical Intelligence: @ Analyse the development of | @ Critique the design and the character of Ibarra in features of the latest smart Noli Me Tangere. phone. ics Medel | 2023 @ Assess the strategy ofthe @ Evaluate the validity the manila city government to theory of evolution. Write a improve the traffic term paper on this, situation around the city. How do you teach Creatively? It is important to encourage and sustain your student's creative ideas. Let them Think out of the box, by designing activities that provide opportunity for your learners to: |. Create [Link]. [Link] [Link] if. [Link] that... [Link] is Medel | 2023 EXAMPLES: Here are some examples for Creative Intelligence: © Create an alternative @ Invent adialogue that ending to"Florante at would transpire if Jose Rizal et Pac) Serene EXAMPLES: Here are some examples for Creative Intelligence: © Create an alternative @ Invent a dialogue that ending to "Florante at would transpire if Jose Rizal Laura™ (ie and Ninoy Aquino met ics Medel | 2023 @ DiscoveraWayto explain @ Suppose that you were to why heavy ships Float at sea, design a computer game to A help children learn about love and sacrifice. How do you teach Practicality? Have in mind real life situations students can use what they learn to meet their own and also other's practical needs. Design tasks and activities that allow your students to: f, Apply Use. : . Put into practice ai 5. mploy [Link] practical what ‘they know is Medel | 2023 EXAMPLES: Here are some examples for Practical Intelligence: © Apply addition conceptin @ Put into practice what you determining number of learn about classroom rules boys and girls i in making your own classroom classroom rules poster cs Mode! | 2023 Use the kr led of Excel louse cree eso oes @ inplenenteleereuried household expenses that one has made How do poe teach for Wieden Se eer han a How do you teach for Wisdom? One of the goal isforlearnerstolearn tose =: and understand the point of view of others. Itis developing your learners to consistently act based on positive ethical values. You teach for wisdom when you are able to move your students t ics Medel | 2023 How do you teach for Wisdom? wy |. Trytofind a common good. 2, See things from others’ points of view. 3. Balance your own interests with those of others and of. ns. 4, Lookat the long term as well as the short term. 5. Reflect about how one can base his every decision on positive ethical values, 6. Appreciate that in life what is seen as true and effective may vary over time and place, is Medel | 2023 EXAMPLES: Here are some examples for Wisdom: @ What might be a solution for : ‘ the common good in the @ How is global warming Philippines and china claim going to affect the world, on Spratly islands (4/01 and the Philippines in particular? What can you Jo? wis Medel | 2023 @ Should parents expect their children to take care of themwhen they are old? Why? How WICS Model is useful in Admission and Assessment? According to the studies of Sternberg's and his colleagues, WICS Model was successful for teachers and learners because: |. Celebrated the differences of learners through supportive cs Medel | 2023 Beet hat) institutions. Look at the long term as well as the short term. 5. Reflect about how one can base his every decision: ethical values. . Appreciate that in life what is seen as true and effective may vary over time and place. EXAMPLES: Here are some examples for Wisdom: @ What might be a solution for : the common good in the @ How is global warming Philippines and china claim going to affect the world, ‘on Spratly islands and the Philippines in particular? What can you @ Should parents expect their a children to take care of themwhen they are old? Why? How WICS Model is useful in Admission and Assessment? According to the studies of Sternberg's and his colleagues, WICS Model was successful for teachers and learners because: |. Celebrated the differences of learners through supportive learning environment. 2. Made students remember what they learned, 3, Build on the strengths of the learners and 4, Strengthened the motivation of the learners. ‘ICS Model] 2023 THANK YOU Problem Solving and Creativity, Module 18 Learning Outcomes is explain the four criteria of creativity by Torrance practice creative thinking apply problem- solving skills Problem-Solving/Creativity Torrance’s Creativity Framework Fluency Flexibility Elaboration Originality - He was born on October 8, 1915 and died on July 12, 2003. - “Father of Creativity” - Professor emeritus of educational psychology. -The “Torrance Test Creative Thinking’. of Edward Paul Torrance % Torrance Framework for Creative Thinking A common framework _ for creative thinking process (Torrance, 1979). Production of a great number = of ideas or alternate ; solutions to a problem. ‘A 7 r Fluency 2 2 ee Application Activities: - Trace a picture and label the parts - Outline an article you find on your topic. - How many uses can you think of for a clothes hanger? - List 15 things that are commonly red or contain red. Production ofideas thatshow GiB a variety of possibilities or realms of thought. Flexibility S$ «] a 8 Application Ideas: « How would you group the ideas about “red” into categories? - Example: Fruit, Safety features, Vehicles. apple exit sign fire truck cherry fire alarm tricycle rasberry stop sign wagon < . . a Process of enhancing ideas GB by providing more details. Less e cl all A

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