PPSIM MODULE 6: Overview of the Models for Facilitation of Types of Educational Model

Learning STEM - Schools’ approach to education is designed to revolutionize

K to 12 Basic Education Program (known as the “Enhanced Basic the teaching of subject areas such as mathematics and science by
Education Act of 2013”) incorporating technology and engineering into regular curriculum by
-covers Kindergarten and 12 years of basic education.  creating a “meta-discipline.”
-The program aims to provide sufficient time for mastery of concepts - STEM Education attempts to transform the classroom by
and skills, develops lifelong learners, and prepare graduates for encouraging a curriculum that is driven by problem-solving,
tertiary education, middle-level skills development, employment, discovery, exploratory learning, that requires students to
and entrepreneurship. actively engage in a situation in order to find its solution.
SEC. 2. Declaration of Policy…State shall create a functional basic Problem Based Learning- Project Based Learning schools utilize an
education system that will develop productive and responsible instructional approach built upon authentic learning activities that
citizens equipped with the essential competencies, skills and values engage student interest and motivation. These activities are
for both life-long learning and employment. In order to achieve this, designed to answer a question or solve a problem and generally
the State shall: reflect the types of learning and work people do in the everyday
(a) Give every student an opportunity to receive quality education world outside the classroom.
that is globally competitive based on a pedagogically sound Inquiry Based Learning
curriculum that is at par with international standards; -Schools that focus on Inquiry-based learning use a learning process
(b) Broaden the goals of high school education for college through questions generated from the interests, curiosities, and
preparation, vocational and technical career opportunities as perspectives/experiences of the learner. Inquiry-based educators
well as creative arts, sports and entrepreneurial employment believe that when investigations grow from our own questions,
in a rapidly changing and increasingly globalized environment; curiosities, and experiences, learning is an organic and motivating
and process that is intrinsically enjoyable.
(c) Make education learner-oriented and responsive to the needs, Interdisciplinary Learning Collaborative
cognitive and cultural capacity, the circumstances and diversity Seven design elements:
of learners, schools and communities through the appropriate 1. Integrated curriculum where assorted elective standards are
languages of teaching and learning, including mother tongue woven into the range of core academic Science, English, Math,
as a learning resource. and Social Studies standards to create a reinvented
Essential Components of a Successful Education System interdisciplinary methodology for learning.
1. Standards. A successful system clearly defines, in measurable 2. Dedicated time for collaborative teacher planning; and a
terms, expectations for what students need to know and be significant commitment to team teaching.
able to do to succeed in school, in the workplace and in life. A 3. Flexible scheduling to implement a wide range of learning
successful system aligns and focuses its policies and programs infrastructure.
on student achievement of high academic standards. 4. Interdisciplinary learning designs of seminars, workshops,
2. Assessments. A successful system focuses on results, measuring modules, symposiums, internships and foundation courses that
and reporting student, school and system performance so that are responsive and responsible to the student as individual
students, teachers, parents and the public can understand and learner in a collaborative context with on-going community
act on the information. engagement realities.
3. Accountability. A successful system bases consequences for 5. Interdisciplinary management teams (IMT’s) where each
policymakers, educators, and students on demonstrated teacher coaches a multi-age group of students, small group
performance. It provides students the curriculum, instruction dynamics, team management.
and time they need to succeed. It assists schools that are 6. Collaborative Community (stakeholders) as places to learn and
struggling to improve, rewards exemplary schools and penalizes learn from.
schools that persistently fail to educate their students. 7. Development of a collaborative small school culture —
4. Professional Development A successful system insists on respectful and responsive to the voices and choices inherent in
meaningful preparation and continuous learning for teachers a generative learning community.
and administrators that drives improved teaching, learning and Neuroscience Neuroscience or Brain-Based Learning schools utilize
school management. approaches that educators believe are in accord with recent
5. School Autonomy. A successful system gives individual schools research on the brain and human learning. Advocates say the human
the freedom of action and resources necessary for high brain is constantly searching for meaning and seeking patterns and
performance and true accountability. connections. Authentic learning situations increase the brain’s ability
6. Parent Involvement. A successful system enables parents to to make connections and retain new information. A relaxed, non-
support the learning process, influence schools and make threatening environment that reduces students’ fear of failure is
choices about their children’s education. considered by some to enhance learning. Research also documents
7. Learning Readiness. A successful system recognizes the brain plasticity, which is the brain’s ability to grow and adapt in
importance of the years before children come to school. It response to external stimuli.
provides high-quality pre-kindergarten education for
Placed-based Education Schools that use a Place-Based Education
disadvantaged children. It also seeks the help of other public
model utilize the local community and surrounding environment as
and private agencies to overcome learning barriers caused by
an integrating context for multidisciplinary learning. This model is
poverty, neglect, violence or ill health for students of all ages.
characterized by student-driven, project-based explorations of local
8. Technology. A successful system uses technology to broaden
environmental issues, social questions, cultural heritage, or civic
access to knowledge and to improve learning and productivity.
leadership. Students learn and build skills through interactions with
9. Safety and Discipline. A successful system provides a safe, well-
local community members and investigations of their natural
disciplined and caring environment for student learning.
surroundings. They apply their learning to help solve “real”
Educational Model problems, catalyse change, document history, and celebrate local
-conceptualizes child development as a process that results from identity.
children learning the skills and behaviors that characterize higher
Multiage Multiage means that students who would typically be
levels of developmental functioning.
separated by grade level are learning together as one class. A
-Sir Ken Robinson says, “The fact is that given the challenges we
multiage classroom is not the same as a multi-grade classroom
face, education doesn’t need to be reformed — it needs to be
where students are still taught as separate grade levels even though
transformed. The key to this transformation is not to standardize
they are in the same room. Multiage classrooms use flexible
education, but to personalize it, to build achievement on discovering
grouping and differentiate instruction according to each child’s
the individual talents of each child, to put students in an
needs without distinguishing students by grade level.
environment where they want to learn and where they can naturally
discover their true passions” (The Element: How Finding Your
Passion Changes Everything, 2009).
PPSIM MODULE 7: Models Associated with Subject Inquiry Method
Matter/Discipline o Requires students to develop skills in searching for and
Lecture processing data and to develop concepts of logic and
 The oldest method of teaching. This method refers to the causality.
explanation of the topic to the students. o Teaching and learning based on the inquiry method is an
 Teachers are more active and students are passive but the approach that helps students build their knowledge and
teacher also asks questions to keep the students attentive. understanding through research and exploration activities
based on existing knowledge.
 This method is economical and can be used among large
o It requires them to be active participants as they gather
number of students.
 They are primarily used when the goal is to give a group of information, analyze their findings, and apply critical thinking
students a great deal of information, and are seen as the of what they learn.
traditional form of content delivery in higher education Using inquiry skills for learning can:
settings. - Foster curiosity
- Develop critical thinking
Discussion- Questioning
- Increase student responsibility
 Discussion is an action or process of talking about something
- Encourage independent thinking
in order to reach a decision or to exchange ideas.
- Support reasoning skills
 The discussion- questioning that is truly great is challenging
and inspires students to think critically and respond well Steps for using inquiry learning are:
thought out answers. - Ask a question
Characteristics of Discussion Method - Investigate answers
o Experiential Learning o Identification Phase - Create new understanding
o Focus on Critical Thinking o Focusing Phase - Communicate findings
o Application Phase o Use of Questions - Reflect
o Emphasis on Student
Goals
 Help students Increase their confidence in sharing their own
ideas
 Helps student to become more mature, Self-guided and
Interdependent individual.
 Able to live and work with others in a cooperative,
productive and responsible way.
Viewing- Listening
 With the use of model and other educational media
equipment associated with inter-disciplinary approach,
lessons are made more interesting for students to view and
listen attentively.
 Effective, modern methods of teaching encompass
everything from interactive exercises to multimedia
resources.
Listening
 teacher attempts to use the appropriate technique to
make the students understand more about their lesson
and they can use it for producing other skills such as
speaking, reading, and writing.
Viewing
 helps students to slow down, reflect and think about the
images they are seeing, and develop the knowledge and
skills to analyze and evaluate visual aids.
Students should understand that effective, active viewers
engage in the following procedure:
Pre-viewing:
o Students prepare to view by activating their schema (the
prior knowledge they bring to the study of a theme),
anticipating a message, predicting, speculating, asking
questions, and setting a purpose for viewing.
During viewing:
o Students view the visual text to understand the message by
seeking and checking understanding, by making connections,
making and confirming predictions and inferences,
interpreting and summarizing, pausing and reviewing, and
analyzing and evaluating. Students should monitor their
understanding by connecting to their schema, questioning
and reflecting.
After viewing / responding:
o Students should be given opportunities to respond
personally, critically and creatively to visual texts. Students
respond by reflecting, analyzing, evaluating and creating.

TTL-MODULE 6: Developing Basic Digital Skills

The 3 Rs or reading, writing and ‘rithmetic or the so called cre
basic literacy skills cannot be replaced but they must be atin
g –
complemented by the six essential digital skills that are ne
w
relevant to equip learners to the digital world. The said pro
du c
essential skills are also termed as fluency skills. These are t or
po i
solution fluency, information fluency, collaboration fluency, nt – justify
evaluating
stand orofposition
media fluency, creative fluency and digital ethics. vie
w
analyzing – distinguishing
1. Solution Fluency different parts
o the capacity and creativity in problem solving applying – u se the info rm ation in
o it requires whole brain thinking executed when students new w ays
define a problem, design the appropriate solution, apply
understanding – explain ideas
the solution, and assess the process and result.
2. Information Fluency rem em b ering – recall inform ation
it involves 3 subjects of skills
 ability to access information, access may involve not only
of the internet, but either sources like CD-ROM software.
 ability to retrieve information; includes not only texts but
images, sound and video; the searches must be
perceptive of trends in the digital info scope, accuracy of
data, and methodology for data gathering; retrieved
information may include image, sounds, and video not
just texts
 ability to reflect on, assess and rewrite for instructive
information packages
3. Collaboration Fluency
 refers to teamwork with virtual or real partners in the
online environment The above taxonomy is patterned after new scientific knowledge
 there is a virtual interaction in social networking and on how the human brain works.
online gaming domains, The right hemisphere of the brain
 distance has been abridged  works sequentially through a series of events like talking,
 individual and school to school partnership are now reading and writing
possible for multi-cultural learning  logical and good at decoding along the literal level of
meaning
4. Media Fluency
 takes care of synthesis, emotional expression, context within
 refers to channels of mass communication (radio, a bigger picture in order to create meaning
television, magazine, advertising, graphic arts) or digital
sources The left hemisphere of the brain
 there is a need for an analytical mind to evaluate the  individual analysis of images, events and idea
message in a chosen media, as well as creative ability to Example: drawing the literal meaning is done by the left brain,
publish digital messages while understanding the meaning in a figurative
 personal reflection or journal messages can be published literacy piece is done by the right brain.
through blog pages
 sites on education are easily accessible by researchers By developing higher thinking skills, teachers today can inculcate
and learners the digital fluencies, while overcoming limitations inherent in
digital technology, resulting in superficial and mediocre learning
5. Creativity Fluency skills of new learners.
 font, color, pattern, layout are elements of creative
fluency The structured problem solving process known as 4Ds also
 artistic proficiency adds meaning by way of design, art, exemplifies the instructional shifts in digital learning;
and the story–telling to package a message.
 templates for ppt. and blogs are available for free access 4Ds of Problem Solving
in the internet

6. Digital Ethics
 digital citizen is guided by principles of leadership, global
responsibility, environmental awareness, global citizens
and personal accountability
Higher Thinking Skill
The new world of information and communication technology
opens the way for complex and higher cognitive skills. To
further develop the thinking skill of the learners the Bloom’s
Taxonomy is still considered as great reference and serve as
its general framework. The new era of digital creativity led to
the introduction of a kind of framework that requires
information processing, idea creation, and real-world problem
solving skills.
The following taxonomy may be proposed:
 TTL- writing process will now include concept development,
planning, layout and graphics design, editing,
proofreading, and publishing. Learners can benefit
from the usage of desktop publishing software since it
makes writing easier and more fun. Websites, blogs,
wikis, podcasts, and videos are all options for
disseminating creative outputs on the internet. Both in
the learning process and in the evaluation schemes of
new digital manifestations in learning, relevance and
engagement must be considered.

Mass Amateurization refers to the process whereby the

MODULE 7: Evaluation of Technology Learning dichotomy between experts and amateurs is dissolving and
creating a new category of professional amateurs, also called
 During the age of Information Communication
Pro-Ams.
Technology (ICT), the standard student evaluation of
learning must change. This is justified by the fact that Mass Amateurization happens by removing or weakening of the
the traditional world has metamorphosed into a digital entry barriers to a professional field.
one, not merely because the new generation has
become digital learners. We must also become digital The Future of Assessment
in learning assessment as we make efforts to go digital Put ourselves in the position of young people who are having to
in education. Assessment must be done in accordance take the assessments that we’re offering at the moment and to
with 21st-century literacy, not the literacy of the past. really be honest about whether those assessments are serving
 Both in terms of education and evaluation, teachers these young people well. If they aren’t, then what are we going
to do about it? Do we still think it’s going to be suited in ten
must embrace a new perspective. In order for learners
years’ time?”
to perform successfully, productively, and creatively in Educators need to see assessment as a major focus for
the modern environment, evaluation must be directed educational transformation aimed at increasing its value for
toward assessing important information and skills. It learning as well as improving the experience of learning and
must employ evaluation systems that assess the new overall quality of qualifications.
fundamental talents of the digital culture of the
twenty-first century. Teachers in the digital age must consider the following:
The key features of the renaissance in assessment are likely to
New Basic Skills of the 21st Century Digital Learners: include five key shifts:
 Solution Fluency  A shift from an information-based assessment to assessment
 Information Fluency based on knowledge in use such as “show me you know
 Collaboration Fluency what to do with the information shared in class and in the
textbook when given a relevant problem or challenge”.
 Creative Fluency
 A shift from multiple choice and written assessments to a
 Media Fluency variety of assessments, such as oral presentations, video-
 Digital Citizenship based assessment, or producing an output that
demonstrates mastery of knowledge and skill.
The six fluencies reflect process skills. The traditional paper  A shift from classroom-based assessment to assessment in
assessments will be insufficient in measuring new learning. the community, workplace or natural setting.
Assessment will need to focus on the 4Ds (define, design,  A shift towards assessment on demand, “I am ready for my
do, debrief) as students engage in the problem-solving assessment now!”
process, which empower students to solve problems using  A shift from teacher marked assessments to a combination
higher-level theoretical and practical thinking. Evaluation of teacher, peer and technology marking.
must be modified when product-outcomes learning shifts
The underlying shift in today’s teaching and learning process is
from verbal-textual to digital expression (research-based directed towards more authentic assessment.
output in various forms such as audio, video, powerpoint
presentation, multimedia, and so on).

Mass Amateurization
 Today, the shift in evaluation methodology is referred
to as mass amateurization, a term which implies a mass
reach of student outputs. Personal and group creative
activities in school should strive to bridge the gap
between amateur output creators and professional
creators of real-world outcomes and products. This will
require instilling proficiency in students in areas such
as publishing, graphic creation, audio-video recording,
website posts, and multimedia projects.
 The method does not mean the end of traditional
report and essay writing, but it does mean that the
  Ethical subjectivism and Emotivism should not be
interpreted as completely removing people’s feelings, tastes,
emotion, liking, and the like in the sphere of morality.
 Ethics without feeling goes against Christian philosophy’s
emphasis on LOVE (strong liking or desire).
 Our moral compasses are also strongly influenced by the
fleeting forces of disgust, fondness or fear.
 So sometimes, subjective feelings matter when deciding
right and wrong.

Feeling is…
 “To feel is to be involved in something” in a person, concept,
myself, process, problem, another feeling. Reason and Impartiality (The minimum requirement for
 Feelings can be in the foreground or background. morality)
 Feelings are instinctive response to moral dilemmas. Introduction
 Feeling is a blind faculty of the will that should be guided by • Humans don’t only have feelings but also reason.
right reason • Reason plays a vital role in Ethics.
• We ask WHY when someone tells us that a certain action is
Feelings as Obstacles immoral, and if there is NO reasonable answer, we declare
There are TWO Feeling-Based Theories in Ethics: the proposition as absurd.
• Clearly, reason is a necessary requirement for Morality.
1. ETHICAL SUBJECTIVISM
Reason
2. EMOTIVISM -Reason is the basis or motive for an action, decision or
conviction.
Ethical Subjectivism
-It refers to the capacity for logical, rational and analytic thought.
 Ethical Subjectivism runs CONTRARY to the principle that
-Reason spells the difference of moral judgments from mere
there is objectivity in morality. expressions of personal preference. In the absence of sensible
 It grasps that moral judgments holds that the truth or falsity rationale, they are merely unreliable and ignorable.
of ethical propositions is DEPENDENT on the feelings,
Moral Deliberation
attitudes or standards of a person or group of persons.
-It is a matter of weighing reasons and being guided by them.
 It interprets ethical sentences as statement of fact,
-Truth in Ethics entails being justified by good reasons.
particularly reports the speaker’s attitude. -Moral truths, if defined by good reasons, are objective in a sense
 When someone states his/her view, he/she is not just stating that they are true no matter what we might want or think.
a fact about the matter but merely saying something about
Impartiality
his/her feelings toward it.
• This involves the idea that each individual’s interests and
 Subjectivists hold that there is no such thing as objective
point of view are equally important.
right or real wrong. • Also called evenhandedness or fair-mindedness.
 When something is morally good (and vice-versa), this just • Impartiality is a principle of justice holding that decisions
means that WE APPROVE OF THAT THING. ought to be based on objective criteria, rather than on the
basis of bias, prejudice, or preferring the benefit to one
Emotivism person over another for improper reasons.
 Emotivism is an improved version of subjectivism
 Developed by the American philosopher Charles L. Anger is one of the natural human emotions. But excessive anger
Stevenson. could be harmful to our well-being and to those around us. This
 The theory states that moral judgments express positive and article will teach you 10 helpful ways to get away from anger in
the heat of the moment, and reduce the overall amount of anger
negative feelings.
you feel in a day-to-day basis:
 Moral judgments are not statement of fact but are mere
10 Helpful Ways to Get Away from Anger
expressions of the emotions of the speaker, especially since
1. Go way from the situation -If you got angry in a room or
they are feeling-based.
office, go out and get some fresh air or try to have a walk.
 Emotivism claims that utterances in Ethics (such as “Boo on
2. Drink several cool (not icy) water to get rid your anger-
the price of gasoline!”, “Hooray for SOGIE!”) are NOT fact- Especially in situations like this, cool water is still better than
stating sentences, but have TWO PURPOSES: other drinks. Also avoid taking sweet or fatty foods which
 1. they are used as means of influencing other’s behavior increase blood pressure.
(e.g. “Stealing is immoral”) – it is an attempt to stop you 3. When fasting, engage in activities that give calmness.- Since
from doing the act. the feeling of hunger may increase irritability, any food
 2. Moral sentences are used to EXPRESS (not report) the fasting should be combined with exercises that provide
speaker’s attitude. calmness.
 Example: “Fair play is good” is NOT saying that I approve of 4. Think of something funny- Try to imagine the best scene in
fair play. your favourite comedy movie (like the Kug Fu Hustle)
5. Take ten deep breaths- When you already feel that you are
Evaluating Ethical Subjectivism and Emotivism angry, take a pause. Take ten, slow deep breaths.
To do: Reflect on what are the strengths and weaknesses of 6. Surround yourself with optimistic people- Hang out with
Ethical Subjectivism and Emotivism friends who are positive thinker and have good sense of
humor.
Conclusion: Feelings can Help in Making the Right Decisions 7. Don’t add to the hate in this world.- Always see beauty in
the world. Count your blessings. Look at the positive side of
 every phenomenon.
8. Don’t contain your anger- If somebody does or says Step Four: List the Alternatives
something that makes you angry, then tell them in a nice  Do you have all the known facts, documents, etc.
way. Holding back negative emotions will only cause them to  Do you understand the applicable laws or legalities?
come back and haunt you later in life. (wikihow. Com)  Do you have all relevant policies available to review?
9. Remember that anger is natural - While anger can feel  Are you clear about the individual’s views and personal
overwhelming in the heat of the moment, remember that values?
every human being on earth experiences it from time to * Don’t hesitate to seek out consultation.
time. Accept that things can’t always go your way. (nncc.org)
10. Properly deal with the people who have offended you- If Step Five: Compare the Alternatives with the Principles (Codes
you are holding against anger toward a particular person, of Ethics)
then consider talking to him or her about it. You might be  Look for the following:
surprised to learn that this person has no idea that they have -- vision statement-mission statement/Goals/Objectives
offended you. (wikihow.com) -- values base of the organization/institution
Anger management is necessary as it helps us not to be stressed -- code of ethics to guide practice
out very much and still have a good outlook in life despite -- ethical standards/Core values
unpleasant occurrences. • Some of the alternatives may be rejected in this process.

The 7-Step Moral Reasoning Model

Step Six: Weighing the Consequences
Introduction  List all possible actionable options
 Scott B. Rae, Ph.D. proposed this model for making ethical  Weigh the cost/benefits of each option (Both positive
decisions and negative consequences are to be considered)
 This model introduces reason and impartiality in deciding on  Seek out additional points of view
moral matters
7 Steps Model of Decision-Making Step Seven: Make a Decision
1. Step One: Gather the Facts 1) Remove the least desirable option.
2. Step Two: Determine the Ethical Issues 2) Remove any which you can not put into action.
3. Step Three: Identify the Principles that have bearing on the
3) Remove any options which break the values systems of
Case
those affected.
4. Step Four: List the Alternatives
5. Step Five: Compare the Alternatives with the Principles 4) Recognize that your final choice will be impacted by
(Codes of Ethics) your personal values.
6. Step Six: Weigh the Consequences
7. Step Seven: Make a Decision

Dilemma
 A new technology is being launched which is good for the
company as well as the customers. But, if this is brought
into use, a lesser man-power is required for the
organization.
 The entrepreneur is now in an ethical dilemma whether he
wants to better his clients with good services or be loyal to
his employees who have helped the company grow.
 The unpleasantness of the situation arises when neither
the clients nor the employees deserve to suffer and it is the
entrepreneur’s call to take.

Step One: Gather the Facts

 You must first describe the problem and ensure that it’s
actually a moral dilemma that needs to follow an ethical
model.
 Consider the nature of the problem and any signs of the
problem and ensure that you’re attempting to solve the
issue and not just it’s signs
 Circumstances affect the problem definition (for whom
does the problem exist? What is the surroundings?)

Step Two: Determine the Ethical Issues

 Dilemma becomes ethical when the good or bad options
seem to have a moral component (e.g. privacy vs.
avoidance of harm, freedom vs. safety).
 Terms of an ethical dilemma must be ethical in nature,
not legal.
 If something is a law, you then have the ethical choice to
follow the law or not.

Step Three:Identify the Principles that have bearing on the Case

 What reasons can you provide for prioritizing one
competing value over another?
 Understand that a decision to a dilemma which goes
against an individual’s personal set of values has very
little chance of success.