scholarly journals Introducing NFT Model as a pedagogy using Dale’s and Bloom’s Taxonomy: A complementary tool for learning instruction

2020 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Integrated Approach ◽  
Active Role ◽  
Relevant Information ◽  
Assessment Process ◽  
Learning Performance ◽  
Innovative Teaching ◽  
Bloom’S Taxonomy

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods. Students must frequently engage in collaborative learning activities such as selecting, organizing, locating, synthesizing and using relevant information sources to construct meaning about some particular knowledge. Such activities have been assumed to lead to higher levels of knowledge acquisition and learning. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT. The researcher implemented the NFT pedagogy in an academic setting to non-financial student in a period of 12 months and observed positive results.The researcher anticipates that the findings of this study will contribute to the enhancement of both teaching-learning and assessment process, which hopefully will uplift the learner to learn at a deeper level in a manner that incorporates small-group learning, achieve higher grades, retain information longer, acquire greater communication and teamwork skills, and gain a better understanding of the module.

scholarly journals Intergrating Dale’s and Bloom’s Theory into NFT as a Pedagogy for Teaching Accounting to Non-Financial Students

2020 ◽  
Author(s):  
King Costa ◽  
Nisi Thusi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Active Role ◽  
Relevant Information ◽  
Assessment Process ◽  
Learning Performance ◽  
Student Centered ◽  
Innovative Teaching ◽  
Teaching Learning

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. This includes e-learning in addition to the face-to-face teaching that is customarily used in teaching . While teachers are still an authority figure in a student-centered teaching model, they both play an equally active role in the learning process. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. Linguistically diverse, cultural backgrounds and the familiarity with the expected standards have profound effects on teaching methods. Students must frequently engage in collaborative learning activities such as selecting, organizing, locating, synthesizing and using relevant information sources to construct meaning about some particular knowledge. Such activities have been assumed to lead to higher levels of knowledge acquisition and learning. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT. The researcher implemented the NFT pedagogy in an academic setting to non-financial student in a period of 12 months and observed positive results.The researcher anticipates that the findings of this study will contribute to the enhancement of both teaching-learning and assessment process, which hopefully will uplift the learner to learn at a deeper level in a manner that incorporates small-group learning, achieve higher grades, retain information longer, acquire greater communication and teamwork skills, and gain a better understanding of the module.

scholarly journals Examining the Reliability of a Culminating Teacher Education Assessment and Discovering Areas for Reform

2014 ◽  
Vol 2 (2) ◽  
pp. 3-18
Author(s):  
Lisa D. Murley ◽  
Rebecca Stobaugh ◽  
Pamela Jukes ◽  
Janet Tassell
Keyword(s):  
Learning Process ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Comprehensive University ◽  
Work Sample ◽  
Education Assessment ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Teacher Work

The purpose of this article is to provide an overview of the process used to examine the inter-rater reliability of the Teacher Work Sample (TWS) Scoring Rubric involved with the senior culminating experience for teacher candidates used at a large comprehensive university.     The study compared holistic and analytic scores reported by Student Teacher Seminar course instructors to those of trained participants to determine the consistency of ratings between the two groups.  The study resulted in several clear areas for revising the TWS for reliability and created a foundation for future revisions.  What may prove to be the most important finding of the study, however, is the need to examine the differences among scoring practices of raters because scoring varies among people.  Common errors include misinterpretation of scoring rubrics, prompts, the teaching and learning process, and even concepts such as revised Bloom’s Taxonomy.  This finding could be generalized to other universities as all education programs utilize scoring prompts and rubrics to measure teacher candidate performance and most all use  revised Bloom’s Taxonomy in the teaching and learning process.

scholarly journals Tinjauan Deskriptif Penerapan Higher Order Thinking dan Problem-Based Learning Pada Mata Kuliah Geometri Berdasarkan Kemampuan Matematika Mahasiswa

2018 ◽  
Vol 8 (2) ◽  
pp. 142-156
Author(s):  
Andri Anugrahana
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Two Dimensional ◽  
Problem Solving Skills ◽  
Bloom’S Taxonomy ◽  
High Level

Teaching and learning process in the classroom tends to use the process of memorizing and using the concept in Bloom's taxonomy. This study developed questions that invites students to perform high-level skill process of analyzing, evaluating, and creating, according to Bloom's taxonomy, which are the indicators of HOT (Higher Order Thinking). The HOT process is derived from students experience in learning and the knowledge of each student. This qualitative descriptive research aims to obtain a description of the HOT problem-solving process in the geometry course. Subjects in this study were 50 prospective elementary school teachers. The learning process begins with the students getting the problems given by the teacher, then discussing it in groups, and providing opportunities for students to express opinions or thoughts orally. The data collection was the results of the student's thinking process, problem-solving skills test, and interviews. The data analysis was done by doing data reduction, data presentation, also drawing conclusion and verification. The result showed that students experiencing high level skill process of analyzing, evaluating and creating. In the process of analyzing, the students proved the formula of the area of two-dimensional figures. In evaluating the stages, the students in the group conducted the examination, made guesses, did the experiment, and tested the allegations of what has been done. Furthermore, students were able to create and find various answers in the form of two-dimensional figures.

scholarly journals A practical representation of NFT pedagogy in a learning environment

2020 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
Learning Performance ◽  
Innovative Teaching ◽  
Active Teaching ◽  
Innovative Methods ◽  
Theoretical Perspectives ◽  
Educational Processes ◽  
Teachers And Students

Advanced pedagogy is the way to enhance teaching and learning performance for non-financial students. There are different methods in use across the globe for innovative teaching of higher learning students. The use of multimedia and technology empowers educational processes by increasing interaction between teachers and students. Hybrid teaching and blended learning follow an integrated approach to teaching that blends with students' interests and teacher's personality that needs curriculum-appropriate methods. Teachers should thus apply themselves to utilizing innovative methods so that the students’ learning process is as free-flowing and that the methodology used creates an atmosphere adaptable to conducive learning environment. The application of innovative teaching and learning methods is critical if we are to motivate and enculturate a spirit of learning and cooperation by encouraging others and doing your share on the part of students. The role of education is to ensure that while academic personal are involve in active teaching, an effort is made to ensure alignment between what is taught and what is comprehensible in relation to students. The goal of this study is an ongoing and progressive examine of how Edger Dale's Cone of Experience and Bloom's taxonomy is employed to positively influence student learning. In this conceptual research the methodology used was hinged on analytic processes for material already published in this area. Key variables under investigation forecast on integration of Dales and Blooms theories for theoretical perspectives with the researchers pedagogy known as the NFT.

scholarly journals ONTOLOGY-BASED GENERATION OF MULTILINGUAL QUESTIONS FOR ASSESSMENT IN MEDICAL EDUCATION

2020 ◽  
pp. 001
Author(s):  
Maja Radović ◽  
Nenad Petrović ◽  
Milorad Tošić
Keyword(s):  
Medical Education ◽  
Knowledge Representation ◽  
Teaching And Learning ◽  
English Language ◽  
Automatic Generation ◽  
Assessment Process ◽  
Innovative Teaching ◽  
Domain Specific ◽  
Level Of Automation ◽  
High Level

The requirements of state-of-the-art curricula and teaching processes in medical education have brought both new and improved the existing assessment methods. Recently, several promising methods have emerged, among them the Comprehensive Integrative Puzzle (CIP), which shows great potential. However, the construction of such questions requires high efforts of a team of experts and is time-consuming. Furthermore, despite the fact that English language is accepted as an international language, for educational purposes there is also a need for representing data and knowledge in native language. In this paper, we present an approach for automatic generation of CIP assessment questions based on using ontologies for knowledge representation. In this way, it is possible to provide multilingual support in the teaching and learning process because the same ontological concept can be applied to corresponding language expressions in different languages. The proposed approach shows promising results indicated by dramatic speeding up of construction of CIP questions compared to manual methods. The presented results represent a strong indication that adoption of ontologies for knowledge representation may enable scalability in multilingual domain-specific education regardless of the language used. High level of automation in the assessment process proven on the CIP method in medical education as one of the most challenging domains, promises high potential for new innovative teaching methodologies in other educational domains as well.

scholarly journals Assessment Process in Teaching and Learning English in the Midst of Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 56-64
Author(s):  
Ni Nyoman Diah Werdiyanti
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Virus Disease ◽  
Summative Assessment ◽  
Assessment Process ◽  
Self Assessment ◽  
High School English ◽  
Final Project

The spread of Corona Virus Disease (COVID-19) made changes in education sector. The teaching and learning process change from blended learning into fully online learning. All the instructions are conducted fully online even the assessment, the important role in teaching and learning process, both the formative and summative assessment. The design of this study was Basic Interpretative Study. This study aimed to investigate the methods used by teachers in conducting the assessment as well as the challenges in doing assessment in fully online learning situation. High School English teachers were chosen to be the subject of this study. The results showed that teachers used E-portfolios, Self-assessment, and teachers’ feedback as the formative assessment and final test and final project as the summative assessment. However, teachers also found some difficulties in doing assessment in today’s online learning. Thus teacher were expected to enrich their assessment and digital literacy by joining seminar(s) or training(s).

scholarly journals PENDAMPINGAN TERHADAP GURU DALAM MENERAPKAN METODE PEMBELAJARAN YANG EFEKTIF DAN INOVATIF DALAM MENARIK MINAT BELAJAR SISWA DI MI NASRUL ULUM KLAGENSRAMPAT PADA MASA PANDEMI COVID-19

2021 ◽  
Vol 3 (2) ◽  
pp. 193-210
Author(s):  
Ida Latifatul Umroh ◽  
Khotimah Suryani ◽  
Ita Hidayatus Sholihah ◽  
Krisna Andika ◽  
Rihlatulillah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activity ◽  
Learning Method ◽  
Match Method ◽  
Learning Methods ◽  
Innovative Teaching ◽  
Learning Interest

The purpose  of this activity is for increasing  students interest  in learning  at MI Nasrul  Ulum Klagensrampat. This activity uses a learning  method in conveying material  to students.By applying this method the writer hopes that the learning process can be achieved properly. Therefore, it is very important for educators  to recognize several kinds of learning  methods so that students feel happy and comfortable when learning takes place. The writing of this work were supported by the researcher’s activity after doing identification  and communication with the teacher,  so that the researchers and the teacher  were able to find out the obstacles faced by the students in teaching and learning  activity which has been done. In this activity, the researcher applied various methods of effective and innovative teaching which were able to increase students learning interest. The learning methods are puzzle method, flashcard method, silent way method, make a match method, snowball method, bamboo method, and monopoly method

Integrating Assessment, Feedback, and Learning Analytics in Educational Games

2019 ◽  
pp. 127-169
Author(s):  
Yaëlle Chaudy ◽  
Thomas M. Connolly
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Educational Games ◽  
Assessment Process ◽  
Crucial Aspect ◽  
Assessment Feedback ◽  
Black Boxes ◽  
Literature Reviews

Assessment is a crucial aspect of any teaching and learning process. New tools such as educational games offer promising advantages: they can personalize feedback to students and save educators time by automating the assessment process. However, while many teachers agree that educational games increase motivation, learning, and retention, few are ready to fully trust them as an assessment tool. A likely reason behind this lack of trust is that educational games are distributed as black boxes, unmodifiable by educators and not providing enough insight about the gameplay. This chapter presents three systematic literature reviews looking into the integration of assessment, feedback, and learning analytics in educational games. It then proposes a framework and present a fully developed engine. The engine is used by both developers and educators. Designed to separate game and assessment, it allows teachers to modify the assessment after distribution and visualize gameplay data via a learning analytics dashboard.

The Cognitive, Affective, and Psychomotor Domains

2010 ◽  
pp. 52-68 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Classification System ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

The Taxonomy of Educational Objectives, better known as Bloom’s Taxonomy, is a classification system that governs how learning objectives are designed, implemented and assessed. First proposed in 1956, Benjamin Bloom began his scrutiny into educational objectives by exploring the cognitive domain (which will serve as the focus for this chapter). Later, with other colleagues including Lorin W. Krathwohl and S. R. Kibler, he considered the affective and psychomotor domains to round out his body of study. Bloom’s taxonomy differentiates six levels of teaching and learning: (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation. This chapter offers a perspective for developing instruction purposely targeting the traditional learner.

Partnership of Learning Construction Through Model Making

2021 ◽  
pp. 285-305
Author(s):  
Sujatavani Gunasagaran ◽  
Tamil Salvi Mari ◽  
Sivaraman Kuppusamy ◽  
Sucharita Srirangam ◽  
Mohamed Rizal Mohamed
Keyword(s):  
Student Teacher ◽  
Learning Process ◽  
Teaching And Learning ◽  
Active Role ◽  
Project Based Learning ◽  
Architectural Education ◽  
Design Studio ◽  
Architecture Design ◽  
Construction Knowledge

Project-based learning offers an engaging instructional method to make learners active constructors of knowledge. This study aims to investigate the effectiveness of learning in two project-based learning of construction through model making in architecture using a case study and by designing. Model making is an innovative and time-consuming approach in teaching construction as this approach rely heavily on student-teacher partnership mimicking the studio learning. Learning construction through model making needs students to take an active role and to be ‘in-charge' of their learning and learning process. The study employs a survey to 78 participants of undergraduate architecture students. The results of this study demonstrated architecture students learn construction effectively using the model making method. This project-based learning allows students to have construction knowledge to consider buildability in their architecture design studio. The result can be used to improve teaching and learning of construction in architectural education.

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