Chris Siew
Thursday, February 20, 2014
Guidelines for Designing ICT Enriched Lessons
In designing ICT enriched lessons, it is important to
establish the learning goals and objectives. The Taba Model is a good reference
for teachers who are involved in lesson design and curriculum planning.
The Taba Model for curriculum was developed by Hilda
Taba. It was called a grassroots effort as she advocated that the teachers
themselves needed to be heavily involved in the development of the curriculum. She
believed that there must be a definite
order to the creation of a curriculum.
Hilda Taba’s
curriculum model can be found in curriculums used in many schools today. Her
approach is based on the behavioral approach to curriculum design. It is based
on a step by step plan, with specific goals and objectives with activities that
coincide and are evaluated with the stated objectives. Taba developed a process
for determining what needs to be taught to students and included a guide on how
to accomplish the outcomes from students (Costa & Loveall, 2002). Hilda
Taba believed that there must be a process for evalutating student achievement
of content after the content standards have been established and implemented.
The main concept of
this approach to curriculum development is that teachers must be involved in
the development of the curriculum. She believed that the curriculum should be
organized around generlized learning objectives which enables students to
discover principles that will enable them to be successfully (Middaugh &
Perlstein, 2005).
There are seven major
steps for developing a "grassroots approach to curriculum development.
These steps are:
1. Identify the needs of the students;
2.
Defines the learning objectives to be taught;
3.
Selection of learning content based on the learning
objectives
4.
Sequence the content according to learner's interest,
achievement level;
5.
Select instructional methods and learning tools (incl. ICT
tools) to engage students meaningfully;
6.
Organise the learning activities
7.
Determine what is going to be evaluated
and how to determine the effectiveness of the curriculum.
In addition, Taba
stated that the learning objectives can be organised into three main areas:
·
Knowledge
·
Skills
·
Concepts
She was an advocate
for students using problem solving and inquiry discovery techniques. The main
idea to this approach is that the needs of the students are at the forefront to
the curriculum. The use of Taba's ideals of charting students’ status in
learning and placing students with similar learning in diverse groupings, what
is now called collaborative learning groups. This is an idea that needs to be
considered if using the basic ideas of this approach in curriculum design.
Resources:
Frankel, Jack R., (1994). The evolution of the Taba Curriculum Development Project. Social studies (84)n4, p. 149-159.
Parry, L., ( ). Innovation and Consolidation in Curriculum Development & Reform.
Saturday, January 4, 2014
Difficulties in understanding word problems in Mathematics
Many primary school students in Singapore often face several difficulties when they solve
word problems in Mathematics. Broadly, the difficulties
can be categorized into three groups: - (1) Lack of sense making in students,
(2) Difficulties in comprehending word problems and (3) Struggle with
comparative phrases and relational statements.
Lack of sense making in students
Verschaffel,
Greer & De Corte (2000) and Schoenfeld (1992) observed that
students have a tendency to disconnect mathematical problem solving from the
real world. When solving word problems, students find it
very important to recognize familiar key words; select an appropriate
operation; produce an answer through some mathematical computations from the
given data without making sense of the demands of the word problem (Foong,
2009). In addition, students have a tendency to rush into solving questions and
inevitably suspend their ability to make sense when they solve mathematics
word problems. This could be a potential impediment as it hinders the development of
problem solving and critical thinking skills, which are the important emphasis
in the Singapore school mathematics curriculum.
Difficulties in comprehending word problems
Difficulties in
comprehending word problems can come from the semantic structure of the problem
and its language consistency with the required operations. Foong (2009)
discovered that students’ failure to solve word problems was not due to their
lack of arithmetic ability but their inability to construct an appropriate
problem representation as a result of the way the problem was structured.
Depending on how a word problem is phrased, students often find it difficult to
solve word problems as they do not fully comprehend and understand the demands
of the word problem.
The struggle with comparative phrases and
relational statements
With the above, Ng & Lee (2004) also
postulated that students struggle with comparative phrases. They fumble with
relational terms such as ‘more
than’, ‘less than’, ‘as
much as’ and ‘as many as’. In certain cases, students lacked the linguistic
and conceptual knowledge to comprehend the relational statements and have the misconception that the answer to
the word problem can be obtained by
performing one or more mathematical operations with the numbers provided. This
struggle becomes increasingly difficult when the relational statement does not go
along with the expected operation (Verschaffel, 1994).
Wednesday, July 24, 2013
Tuesday, July 23, 2013
Monday, July 22, 2013
Thursday, June 20, 2013
Subscribe to:
Posts (Atom)