Topic-3-Instructional-Learning-Process.pdf

PRINCIPLES AND METHODS IN TEACHING ACCOUNTING 1 Topic 3: Instructional Learning Process Learning Objectives Create useful and meaningful objectives based on the skills, knowledge, attitudes and values Apply the what, how and why of the teaching content...

PRINCIPLES AND METHODS IN TEACHING ACCOUNTING 1 Topic 3: Instructional Learning Process Learning Objectives Create useful and meaningful objectives based on the skills, knowledge, attitudes and values Apply the what, how and why of the teaching content 2 Goals and Objectives GOALS Institutional Intended Learning Outcomes General statements about what Program Intended Learning Outcomes schools are expected to accomplish OBJECTIVES Course Intended Learning Outcomes An intent communicated by statement describing a proposed Intended Learning Outcomes change in a learner 3  AIMS CONSTITUTIONAL AIMS Broad statements about the Fundamental legal basis of intent of education as a whole AIMS education in the Philippines GOALS INSTITUTIONAL/ General statements about GOALS PROGRAM GOALS what schools are expected to Derived from Vision-Mission accomplish Statements of the institution LEARNING OBJECTIVES CLASSROOM OBJECTIVES Intents communicated by Designed by the teachers which OBJECTIVES are based on the Learning statements describing atandards provided by CHED/ proposed changes in a learner DEPED 4 Objective Specifications Learning is categorized into three main groups or domains Domains The Nature of the Learner Goal of Life Cognitive is for HEAD to nurture the Mind in order to Know Affective is for HEART to nurture the Spirit in order to Love Psychomotor BODY to move the Limbs in order to Serve 5 Three Types of Learners The Big It is not enough that a school produces Head Tiny graduates with excellent academic Heart standing, who later assumes prominent Learner positions in the government and uses his intelligence for corruption to get rich or purports the idea or conflict or war It is not good to pass/promote a learner because he is kind, nice, or behaves The Big well in your class. He should also learn Heart Tiny the fundamental knowledge necessary Mind for daily living activities so that he can Learner perform well in the world of work As teachers, it is our mission to mold The each learner to become balance individual Holistic capable of using his knowledge for a Learner noble cause. 6 Dwyer’s Hierarchy of Learning Problem-Solving Rules/Principles Concepts Facts 7 Dwyer’s Hierarchy of Learning In order for students to learn concepts, they should have a basic supporting knowledge or facts. In order for students to solve problems, they need to understand the concepts and rules. Lower Order Thinking Skills (LOTS) serves as a baseline foundation in order for the learners to perform the Higher Order Thinking Skills (HOTS) 8 Blooms’ Taxonomy Bloom’s Taxonomy is a classification of the different outcomes and skills that educators set for their students The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. It was updated by Lorin Anderson to include the following six levels of learning. These 6 levels can be used to structure the learning outcomes, lessons, and assessments of your course. : Remembering: Retrieving, recognizing, and recalling relevant knowledge from long‐term memory. 9 Blooms’ Taxonomy Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying: Carrying out or using a procedure for executing, or implementing. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. 10 Blooms’ Taxonomy Evaluating: Making judgments based on criteria and standards through checking and critiquing. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, producing. 11  Descriptors of the Major Categoies Key Words Mnemonics in Cognitive Domain (Illustrative Verbs) REMEMBERING defines lists recalls L R Recall or retrieve previous learned information describes identifies matches names reproduces selects labels outlines states O UNDERSTANDING converts Comprehending the meaning defends extends paraphrase generalizes predicts T Un translation, intrepretation distinguish infers rewrites of instructions and problems. estimates interprets summrizes explains translates APPLYING applies discovers prepares S Use a concept and applies changes manipulates produces Ap what was learned in the classroom computes constructs modifies operates relates shows demonstrates predicts solves ANALYZING analyses deconstructs illustrates H An Separates concepts into component parts so that its breaks down differentiate infers compares discriminate outlines organizational structure may contracts distinguish relates O be understood EVALUATING diagrams appraises identifies critiques selects explins Make jusdments about the compares defends interpret T E value of ideas or materials. concludes contrasts discriminate justifies evaluate relates criticizes describes supports S CREATING categorizes explains Builds a structure or pattern combines generates rearranges revises C from diverse elements. compiles composes modifies origanizes rewrites summarizes 12 creates reconstructs reorganizes  Descriptors of the Major Categoies Key Words Mnemonics in Cognitive Domain (Illustrative Verbs) ANALYZING analyses deconstructs illustrates H An Separates concepts into component parts so that its breaks down differentiate infers compares discriminate outlines organizational structure may contracts distinguish relates O be understood EVALUATING diagrams appraises identifies critiques selects explins Make jusdments about the compares defends interpret T E value of ideas or materials. concludes contrasts discriminate justifies evaluate relates criticizes describes supports S CREATING Builds a structure or pattern categorizes explains combines generates rearranges revises C from diverse elements. compiles composes modifies rewrites origanizes summarizes creates reconstructs reorganizes 13 The What of Content Content refers to a description to be covered evident in a reference book or school documents like curriculum guide, syllabus and course outline. It has to be governed by standards designed by competent curriculum planners and developers to tailor it to the needs of the learners. 14  CONTENTS includes a combination of and must observe the Principles of Knowledge Skills Affective Facts Manipulative skills Values Validity Concepts Thinking skills Attitudes Significance Principles Creative thinking Balance Theories Critical thinking Self-sufficiency Laws Convergent thinking Interest Divergent thinking Learnability Metaphoric thinking Usability Feasibility 15 Types of Knowledge Types of knowledge the teacher must possess. Professional Knowledge  Refers to the deep understanding of the teacher towards schooling, education, mastery of the subject matter, and teaching as a profession which includes awareness of his roles and responsibility closely tied with the Code of Ethics for Professional Teachers. Pedagogical Knowledge  Refers to the teacher’s general understanding of the concepts, theories and principles for effective teaching regardless of the content area. 16 Types of Knowledge Pedagogical Content Knowledge  Refers to the teacher’s capacity to teach the subject with strong command of the content blended with unique presentation skill to achieve the desired learning outcomes. 17 The Why of Content Unravel the latent learning skills of the learners  Provide learners with novel concepts, facts, and experiences that could satisfy their thirst for learning.  Guide them towards the right questions that will allow them to go beyond their limits. Sharpen the mind of the students  Enable the learners to be aware that they are accountable for their own outputs. Enhance the learner’s desire  Allows students to experience learning on a firsthand basis. Steer in the learners to make a significant contribution to the daily lesson. 18 The How of Content The rule of thumb in the selection of the content is the integration of the millennial learning contents and skills. This will help learners to be effective, contributing and productive member of society and engaged citizens. Millennial contents would include global high productivity, entrepreneurship, livelihood education, environmental and cultural education and health and wellness education. 19