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How to Facilitate Knowledge Construction
5. How to Apply Knowledge?
It is important for students to apply their knowledge. Students must apply their knowledge when they use the knowledge they have constructed to support another knowledge construction task in a new context. to be considered an application of knowledge in a new context. It is not enough for the two contexts to differ only in surface features. Students cannot respond to the new situations simply by applying the same formula. They should, however, use interpretation, analysis, synthesis, and evaluation to determine how they will apply what they have learned in this new context.
The next thing is interdisciplinary learning activities. This is something really important: to have interdisciplinary learning activities to set learning goals that involve content, important ideas, and methods from different academic subjects, For example, mathematics, music, language arts, and history subjects that are typically taught together in your country by your minister do not count as part of their disciplinary. So, ICT, be careful. Be careful. This is something really important right here. This is really important for the MCE certification exam.
ICT is not considered a separate academic subject. ICT is often used as a tool for learning in other subjects. So if students might build ICT skills when they do online research for a history project, this activity is not considered to be in the discrete category of genealogy. I repeat: if students have to build capacity skills when they do online research for a history project, this activity is not considered interdisciplinary because ICT is not considered a separate academic subject for MC certification. ICT is used as a tool for learning in other subjects.
6. Knowledge Construction Rubric
So let's go to the Knowledge Construction Rubric. Here, we have five levels. We can get a five out of five. If we do all these things, then we will also see the decision tree if the learning activity does not require students to construct knowledge at all. Students can complete the activity by using knowledge representation, reproducing information, or using familiar procedures. So this is score one, a really bad score. Score number two means that okay, the learning activity does require students to construct knowledge by interpreting, analyzing, synthesizing, or evaluating information ideas. But the activity's main requirement is not knowledge construction.
They have some aspects of knowledge construction, but the main requirement is not knowledge construction. You will go for level three for score three if the learning activity's main requirement is knowledge construction but does not require students to apply their knowledge in a totally new context they will achieve score number. Five if the learning activity's main requirement is knowledge construction, as before. And the learning activity does require students to apply their knowledge in a totally new context. But the learning activity does not serve learning goals in more than one subject.
And you will get the best score, number five. You will achieve knowledge. Construction is 100% if the learning activity's main requirement is knowledge building, the learning activity does require students to apply their knowledge in a totally new context, knowledge building is interdisciplinary, and the activity does serve learning goals in more than one subject.
7. Knowledge Construction Decision Tree
Hey guys, welcome back. Now, the next big thing about MCE is self-regulation. Self-regression means a lot of things. The industrial model of education was characterised by discipline and obedience. obedience in learning how to prepare to perform some relatively easy task over and over again. As a result, young people become cogs in the wheel, with discipline and dependability at their core. So within such systems of education, students were assessed to determine what they lacked, and then they were typically drilled and skilled to fill the gaps. As a result, society assumed that the content that an educated person should learn was universal. This means that all learners received exactly the same curriculum—a one-size-fits-all model with everyone expected to achieve the same understanding. There was absolutely no allowance for individual differences in this model, either in terms of ability or in terms of how relevant the content was to the learner.
So the content or knowledge was contained in the textbook, and students were expected to learn it, receive it, and reproduce it when they were tested. This example placed enormous pressure on the teacher, and this often meant that the student was inactive and was a passive recipient of information. Nowadays, this is not enough. In today's world, such a model is no longer appropriate. Today, there is a requirement for people in the world of work to manage themselves and engage in multidisciplinary projects with colleagues. It is no longer enough to just obediently follow instructions and operate as a well-behaved cog in the wheel. There is a need for the majority of workers to work in teams and to engage in complex problem solving, where they are required to take initiative and be proactive.
With such work settings, there is minimal supervision. Workers need to plan their work, design products and solutions, accept feedback, and then engage in a process of improvement. In other words, students need to be more proactive and take an interest in their own learning. This is really very important for self-regulation. It is summarised in this sentence: students need to be more proactive. Students should take an interest in their own learning. So as a result, 21st century learning environments need to be inquiry-based, where students and teachers make decisions about how they and toddlers will spend their time in class. In such learning environments, students are actively involved in the learning process, and they, along with their teachers, of course, construct their own knowledge together. They need to be more proactive; they need to take an interest in their own learning.
How to Facilitate Self Regulation
1. Regulation in Today's World
So what should we do as teachers? We, as teachers, can play a key role in ensuring that our students develop self-regulation skills. By designing appropriate learning tasks, we should first provide them with the opportunity to engage in learning tasks. It is critical that they engage in learning tasks that are meaningful to them and take place over a long period of time. By doing so, we provide our students with assistance in transitioning from behaviours delegated by others to behaviours controlled by themselves. So in this way, we are helping students take control of their learning and learn more about themselves as learners. When students are engaged in self-regulation, their learning goals are being set by them. They decide on the best strategies to achieve this, and they are also monitoring to see if these strategies are working.
Such activities are typically cyclical, with learners monitoring their progress and having input into decisions about who is involved, what they need to do, when it needs to be accomplished, and where they need to find a solution. This means that in tandem with making these decisions, they're also monitoring their progress. Now, in all these things, the key is ineffective feedback. Here, the teachers play a key role in providing effective feedback that goes beyond simple praiseory comments like "good job" or "great work." The feedback they receive is really critical, and it should be aimed at helping them achieve their learning goal. By designing such activities, we are providing learners with opportunities to take control over their actions and develop a strong commitment to their learning. So in this way, we are helping them become lifelong learners. And this means that they can continue to learn and grow throughout their lives.
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