T5 Innovation and educational changes

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Innovative teaching strategies : an introduction

Mascolol and Fischer had defined constructivism as the philosophical and scientific position that knowledge arises through a process of active construction. Active involvement in actions such as observing, speaking, listening, thinking, writing, drawing and other forms of direct experience promote understanding. Learning is enhanced when the learners can relate the learning goals with authentic task, see the potential implication, the possible application or the transfer of skill in real life situation as well as the benefits to oneself and the others.

Pedagogy such as becomes a task of articulating learning goals and identifying the forms of doing (active participation and creation of knowledge, skill, etc.) that promote development toward those goals (Mascolol, 2009). Mascolol strongly advocate “guided participation” where it is important to engage both the teacher and the students in the active learning process through systematic exploration and reflection on their experiences.  The teacher became the fascilitator may design innovative strategies and effective pedagogy to create meaningful learning experience to engage the students and to support their active attempts to to discover and reconstruct knowledge through their through systematic exploration and reflection on their experiences.

For Mascolol, “A good teacher is one who is able to engage the student’s existing ways of knowing and introduce novelty in such a way as to prompt transformation in the structure and content of a student’s knowledge and skills.” More importantly, a teacher shall adopt strategies and pedagogy that shall help the students to form higher order knowledge and skills. The appropriate strategies may have elements such as interactive, elicit collaboration and leadership, sustain the interest and skills life long learning.



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