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Category Archives: learning theory

[Revision Week] What is task based learning mates?

when we were presenting our 40% of the work in developing web, most of the comments we’d got from our peers were “THERE ARE WAYYY TOO LOT OF NOTES..” >> and we interpret the comments as:

1. the website is boring because of the lenghtiness of it

2. you are not following the trend..the trend now is don’t spoon feed the students

3. don’t do this approach

ok, basically we are very grateful with the comments as you are at least willing to give some *kenapa dah macam jurucakap artis pulak nih*…but we think either your meaning is as one of above or you simply don’t alert with the approach we used since we don’t do problem based approach like others *haha.sukahati cakap orang tak alert. macam la terer sangat kita ni kan*

ok, don’t take it harshly…let’s revise some of the criteria in task based approach since most of you must be very well understanding problem based approach..

In this piece I want to look at some of the elements that a syllabus designer needs to take into consideration when he or she embraces a task-based approach to creating syllabuses and pedagogical materials.

Task -based learning is common with language teaching actually. it offers an alternative for language teachers, and other subjects too. In a task-based lesson the teacher doesn’t pre-determine what language (or subject) will be studied, the lesson is based around the completion of a central task and the knowledge studied is determined by what happens as the students complete it. The lesson follows certain stages.

Pre-task
The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some things that may be useful for the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.

Task
The students complete a task in pairs or groups using the resources that they have as the teacher monitors and offers encouragement.

Then the following stages are planning, report, analysis and practice.

So basically what we’ve got in mind is we want to share some tips for the task, which is how to take great pictures..they can practice it later, but first of all, we have to do the pre task phase, introduce the topic and contents. discuss a little bit and give the task…here comes the reason why we have to type a bit lot =)

reference:

http://www.teachingenglish.org.uk/think/articles/a-task-based-approach

[Week 5] We have to know about Learning Theory to plan information design!

19 Feb

Lets share several mind maps that I’ve got from my supervisor.. ^^

they really help, and they clear the understanding..

and they are related to our course too~

[Week 5]CONSTRUCTIVISM? What is that??

10 Feb

Talking about learning theories, we have to know there are 3 popular hot theories among educators. They are behaviorism, constructivism and cognitive!!

now it is the turn of constructivism theory to be discussed ok…yang lain jangan dengki..

Summary:

Constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to to prior knowledge, thus mental representations are subjective.

Originators and important contributors:

Vygotsky, Piaget, Dewey, Vico, Rorty, Bruner

Keywords:

Learning as experience, activity and dialogical process; Problem Based Learning (PBL); Anchored instruction; Vygotsky’s Zone of Proximal Development (ZPD); cognitive apprenticeship (scaffolding); inquiry and discovery learning.

Constructivism

A reaction to didactic approaches such as behaviorism and programmed instruction, constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation. Each person has a different interpretation and construction of knowledge process. The learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation.

NOTE: A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This is actually confusing a theory of pedagogy (teaching) with a theory of knowing. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.