1/5/22, 3:48 PM INTRODUCE FURTHURE ENHANCEMENTS

INTRODUCE FURTHURE ENHANCEMENTS

Site: TESDA PROVINCIAL TRAINING CENTER - IBA Printed by: Danica May D. Trapsi
Course: TRAINERS METHODOLOGY LEVEL 1 Date: Wednesday, 5 January 2022, 7:48 AM
Book: INTRODUCE FURTHURE ENHANCEMENTS

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Table of contents

1. INTRODUCE FURTHURE ENHANCEMENTS

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1. INTRODUCE FURTHURE ENHANCEMENTS

INFORMATION SHEET 2.4-1

PERSONAL POINT
OF VIEW, KNOWLEDGE AND EXPERIENCE IN THE AREA OF MATH AND SCIENCE AND ITS
APPLICATION

Learning Objectives:

         After reading this information

sheet, you must be able to:

1.   Discuss the personal point of view, knowledge and

experiences in the area of math and science

2.   Explain the evaluation and documentation of math and

science applications

3.   Discuss the introduction to logical, systematic, and

scientific method of thinking

4.   Identify the application of logical, systematic and

scientific thinking to own work

5.   Explain the introduction to Contextual and

experiential learning method

PERSONAL POINT OF VIEW, KNOWLEDGE AND EXPERIENCE IN

THE AREA OF MATH AND SCIENCE AND ITS APPLICATION

Mathematics is the key

to opportunity. No longer just the language of science, mathematics now
contributes in direct and fundamental ways to
business, finance, health, and
defense. For students, it opens doors to careers. For citizens, it enables
informed decisions. For nations, it
provides knowledge to compete in a
technological community.
Contexts
from within mathematics also can be powerful sites for the development of
mathematical understanding, as professional and
amateur mathematicians will
attest. There are many good sources of compelling problems from within
mathematics, and a broad mathematics
education will include experience with
problems from contexts both within and outside mathematics.

Principle 3: Relevant Applications Should

be an Integral Part of the Curriculum.
Students
need to experience mathematical ideas in the context in which they naturally
arise—from simple counting and measurement to
applications in business and
science. Calculators and computers make it possible now to introduce realistic
applications throughout the
curriculum.
Mathematical
problems can serve as a source of motivation for students if the problems
engage students' interests and aspirations.
Mathematical problems also can
serve as sources of meaning and understanding if the problems stimulate
students' thinking. Of course, a
mathematical task that is meaningful to a
student will provide more motivation than a task that does not make sense.
There
is growing evidence in the literature that problem-centered
approaches—including mathematical contexts, "real world" contexts, or
both
—can promote learning of both skills and concepts. In one comparative
study, for example, with a high school curriculum that included rich
applied
problem situations, students scored somewhat better than comparison students on
algebraic procedures and significantly better on
conceptual and problem-solving
tasks (Schoen & Ziebarth, 1998).
Research
with adult learners seems to indicate that "variation of contexts (as well
as the whole task approach) tends to encourage the
development of general
understanding in a way which concentrating on repeated routine applications of
algorithms does not and cannot"
(Strässer, Barr, Evans, & Wolf, 1991,
p. 163). This conclusion is consistent with the notion that using a variety of
contexts can increase the
chance that students can show what they know. By
increasing the number of potential links to the diverse knowledge and
experience of the
students, more students have opportunities to excel, which is
to say that the above premise can promote equity in mathematics education.

INFORMATION SHEET
2.4-2

EVALUATION AND
DOCUMENTATION OF MATH AND SCIENCE APPLICATIONS

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Evaluation Methodologies
Part I of this report
describes recent research on ways to rethink and restructure teaching and
learning, coupled with new approaches to
evaluation and professional
development for faculty. Those findings have the potential to reshape
undergraduate education in science,
technology, engineering, and mathematics
(STEM) for a much larger number of undergraduates. However, developing
strategies for
implementing and sustaining such changes requires the commitment
of all members of a college or university community.
In
a teaching and learning community, the most effective evaluation is that which
encourages and rewards effective teaching practices on the
basis of student
learning outcomes (Doherty et al., 2002; Shapiro and Levine, 1999). Assessment
of student learning at its best enables
students to identify their own
strengths and weaknesses and to determine the kinds of information they need to
correct their learning
deficiencies and misconceptions.
Accordingly,
this chapter offers practical guidance to postsecondary faculty and
administrators on ways to institute a system of both evaluation
and
professional development that can contribute to significant gains in teaching
effectiveness for faculty who teach undergraduates. The
chapter describes how
input from students (undergraduates and graduate teaching assistants),
colleagues, and faculty self-evaluation can be
used for evaluating individual
instructors. It also describes the advantages and disadvantages of these
various approaches.
The
technique of outcomes assessment as a means of measuring student learning and
the use of that information to improve teaching are
considered first.
Additional strategies and methods for formative evaluation follow. The chapter
concludes with a series of suggestions for
improving summative evaluation of
faculty. The committee emphasizes that the approaches described in this chapter
are but a sampling of the
techniques that appear in the research literature on
improving the evaluation of teaching and student learning.

Assessment Is More
Than Grades

To
many, the word “assessment” simply means the process by which we assign
students grades. Assessment is much more than this, however.
Assessment is a
mechanism for providing instructors with data for improving their teaching
methods and for guiding and motivating students to be
actively involved in
their own learning. As such, assessment provides important feedback to both
instructors and students.

Assessment Is
Feedback for Both Instructors and Students

Assessment
gives us essential information about what our students are learning and about
the extent to which we are meeting our teaching goals.
But the true power of
assessment comes in also using it to give feedback to our students. Improving
the quality of learning in our courses involves
not just determining to what
extent students have mastered course content at the end of the course;
improving the quality of learning also involves
determining to what extent
students are mastering content throughout the course.

 
IMPROVING TEACHING BY EXAMINING STUDENT
LEARNING: OUTCOME ASSESSMENT
One
approach to improving student learning is outcome assessment—the process of
providing credible evidence that an instructor’s
objectives have been obtained.
Outcome assessment enables faculty to determine what students know and can do
as a result of instruction in
a course module, an entire course, or a sequence
of courses. This information can be used to indicate to students how
successfully they have
mastered the course content they are expected to
assimilate. It can also be used to provide faculty and academic departments
with guidance
for improving instruction, course content, and curricular
structure.

Outcome Assessment
Activities

Faculty members, both

individually and as colleagues examining their department’s education programs,
have found the following activities
helpful when undertaking outcome
assessment:

Developing
expected student learning outcomes for an individual course of study, including
laboratory skills.
Determining
the point in a student’s education (e.g., courses, laboratories, and internships)
at which he/she should develop the specified
knowledge and skills.
Incorporating
the specified learning outcomes in statements of objectives for the appropriate
courses and experiences.
Selecting
or developing appropriate assessment strategies to test student learning of the
specified knowledge and skills.
Using
the results from assessment to provide formative feedback to individual
students and to improve curriculum and instruction.
Adjusting
expected learning outcomes if appropriate and assessing learning again. Such a
process can lead to continual improvement of
curriculum and instruction.

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Student responses in
each of the following formats can first be studied for the information they
provide about individual student learning and
performance, and then compared
across students and classes for clues about the strengths and weaknesses of
curriculum and instruction:

Classroom
quizzes and exams
Projects
Poster
presentations of library or laboratory research
Cooperative
experiences
Portfolios
(collections of work)
Standardized
tests both within and across disciplines
Student
journals
Questionnaires
Interviews
Focus
groups

INTRODUCTION TO
LOGICAL, SYSTEMATIC AND SCIENTIFIC, METHOD OF THINKING

Critical thinking, or systematically evaluating

information before accepting or rejecting it, enables individuals to move
beyond memorization of
facts to truly learning about the world. The basis of
scientific study is critical thought.
Science
strives to provide objective, testable answers to questions naturally arising
from observation. It avoids subjective questions and
answers better addressed
by religion and society.
Traditionally,
the scientific method has been taught as a linear progression from observation
to hypothesis to experimentation to conclusion. In
reality, the scientific
process follows a general framework in which observation is critical
throughout.
Scientific
processes require a hypothesis be derived by objective analysis of existing
data, but moving from facts to a logical explanation of
the facts often
requires creativity. A hypothesis must be falsifiable, able to be proven
incorrect by experimentation or continued observation.
Although
one “scientific method” does not exist, scientific investigation follows a
basic framework to guide critical thinking about an
observation or set of
observations. This activity explores the framework for scientific processes,
from observations and questions to a logical
conclusion.

APPLICATION OF
LOGICAL, SYSTEMATIC AND SCIENTIFIC THINKING TO OWN WORK

The scientific method

When
conducting research, scientists use the scientific method to collect
measurable, empirical evidence in an experiment
related to a
hypothesis (often in the form of
an if/then statement), the results aiming to support or contradict a theory.
"As
a field biologist, my favorite part of the scientific method is being in the
field collecting the data," Jaime Tanner, a professor of biology at
Marlboro College, told Live Science. "But what really makes that fun is
knowing that you are trying to answer an interesting question

The
steps of the scientific method go something like this:

1. Make
an observation or observations.
2. Ask
questions about the observations and gather information.
3. Form
a hypothesis — a tentative description of what's been observed, and make
predictions based on that hypothesis.
4. Test
the hypothesis and predictions in an experiment that can be reproduced.
5. Analyze
the data and draw conclusions; accept or reject the hypothesis or modify
the hypothesis if necessary.
6. Reproduce
the experiment until there are no discrepancies between observations and
theory. "Replication of methods and results is my
favorite step in
the scientific method," Moshe Pritsker, a former post-doctoral
researcher at Harvard Medical School and CEO of JoVE, told
Live Science.
"The reproducibility of published experiments is the foundation of
science. No reproducibility – no science."

Some key underpinnings to the

scientific method:

The
hypothesis must be testable and falsifiable, according to North
Carolina State University. Falsifiable means that there
must be a possible
negative answer to the hypothesis.

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Research
must involve deductive
reasoning and inductive reasoning. Deductive reasoning is the
process of using true premises to reach a
logical true conclusion while
inductive reasoning takes the opposite approach.
An
experiment should include a dependent variable (which does not change) and
an independent variable (which does change).
An
experiment should include an experimental group and a control group. The
control group is what the experimental group is compared
against.

Scientific theories
and laws
The scientific method and science
in general can be frustrating. A theory is almost never proven, though a few
theories do become scientific
laws. One example would be the laws of
conservation of energy, which is the first law of thermodynamics.

A law just describes an observed

phenomenon, but it doesn't explain why the phenomenon exists or what causes it.
"In science, laws are a
starting place," said Peter Coppinger, an
associate professor of biology and biomedical engineering at the Rose-Hulman
Institute of Technology.
"From there, scientists can then ask the
questions, 'Why and how?'"

Laws are generally considered to

be without exception, though some laws have been modified over time after
further testing found
discrepancies. This does not mean theories are not
meaningful. For a hypothesis to become a theory, rigorous testing must occur,
typically
across multiple disciplines by separate groups of scientists. Saying
something is "just a theory" is a layperson's term that has no
relationship to
science. To most people a theory is a hunch. In science, a
theory is the framework for observations and facts, Tanner told Live Science.

INFORMATION SHEET 2.4-3

INTRODUCTION TO
CONTEXTUAL AND EXPERIMENTIAL LEARNING METHOD

What is experiential learning?

There are many

different theorists in this area, such as John Dewey (1938) and more recently
David Kolb (1984).

Simon Fraser University defines

experiential learning as:

“The strategic, active engagement of students in

opportunities to learn through doing, and reflection on those activities, which
empowers them to
apply their theoretical knowledge to practical endeavours in a
multitude of settings inside and outside of the classroom.” 

There is a wide range of design

models that aim to embed learning within real world contexts, including:

laboratory,
workshop or studio work;
apprenticeship;
problem-based
learning;
case-based
learning;
project-based
learning;
inquiry-based
learning;
cooperative
(work- or community-based) learning.

Core design principles

Experiential learning focuses on
learners reflecting on their experience of doing something, so as to gain
conceptual insight as well as
practical expertise.
Kolb’s experiential learning model suggest four stages in this process:

active
experimentation;
concrete
experience;
reflective
observation;
abstract
conceptualization.

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Today, we take almost for granted
that laboratory classes are an essential part of teaching science and
engineering. Workshops and studios are
considered critical for many forms of
trades training or the development of creative arts. Labs, workshops and
studios serve a number of
important functions or goals, which include:

to
give students hands-on experience in choosing and using
common scientific, engineering or trades
equipment appropriately;
to
develop motor skills in using scientific, engineering or industrial tools
or creative media;
to
give students an understanding of the advantages and limitations of
laboratory experiments;
to
enable students to see science, engineering or trade work ‘in action’;
to
enable students to test hypotheses or to see how well concepts,
theories, procedures actually work when tested under laboratory
conditions;
to
teach students how to design and/or conduct experiments;
to
enable students to design and create objects or equipment in
different physical media.

An important
pedagogical value of laboratory classes is that they enable students to
move from the concrete (observing phenomena) to the
abstract (understanding the
principles or theories that are derived from the observation of phenomena).

Problem-based learning
The earliest form of systematized
problem-based learning (PBL) was developed in 1969 by Howard Barrows and
colleagues in the School of
Medicine at McMaster University in Canada, from
where it has spread to many other universities, colleges and schools. This
approach is
increasingly used in subject domains where the knowledge base is
rapidly expanding and where it is impossible for students to master all
the
knowledge in the domain within a limited period of study. 

Experiential learning is a major

form of teaching at the University of Waterloo. Its web site lists the conditions
needed to ensure that experiential
learning is effective, as identified by
the Association for Experiential
Education.

Experiential design
models
There are many different design
models for experiential learning, but they also have many features in common.

Laboratory,
workshop or studio work
Traditionally, the first five
steps would be done in a small face-to-face class tutorial of 20-25 students,
with the sixth step requiring either
individual or small group (four or
five students) private study, with the seventh step being accomplished in a
full group meeting with the tutor.
However, this approach also lends itself to
blended learning in particular, where the research solution is done mainly
online, although some
instructors have managed the whole process online, using
a combination of synchronous web conferencing and asynchronous online
discussion.

Developing a complete
problem-based learning curriculum is challenging, as problems must be carefully
chosen, increasing in complexity and
difficulty over the course of study, and
problems must be chosen so as to cover all the required components of the
curriculum. Students often
find the problem-based learning approach
challenging, particularly in the early stages, where their foundational
knowledge base may not be
sufficient to solve some of the problems.

Herreid (2004) provides eleven basic rules for case-based learning.

1. Tells a
story.
2. Focuses
on an interest-arousing issue.
3. Set in
the past five years
4. Creates
empathy with the central characters.
5. Includes
direct quotations from the characters.
6. Relevant
to the reader.
7. Must
have pedagogic utility.
8. Conflict
provoking.
9. Decision
forcing.
10. Has
generality.
11. Is
short.

Using examples from clinical practice in medicine, Irby (1994)

recommends five steps in case-based learning:

anchor
teaching in a (carefully chosen) case;
actively
involve learners in discussing, analysing and making recommendations
regarding the case;

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model
professional thinking and action as an instructor when discussing the
case with learners;
provide
direction and feedback to learners in their discussions;
create
a collaborative learning environment where all views are respected.

Case-based learning can be particularly valuable for dealing with

complex, interdisciplinary topics or issues which have no obvious ‘right or
wrong’ solutions, or where learners need to evaluate and decide on competing,
alternative explanations. Case-based learning can also work well
in both
blended and fully online environments. Marcus, Taylor and Ellis (2004) used the
following design model for a case-based blended
learning project in veterinary
science:

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