Methods

1. Methods

2. Mastery Learning • MasteryLearning is a method whereby students are not advanced to a subsequent learning objective until they demonstrate proficiency with the current one (become advanced). • Mastery Learning is an instructional method that presumes all children can learn if they are provided with the appropriate learning conditions. • Methods : First, written materials rather than lectures constitute the major teaching activity. Instead of presenting information to students orally, instructors select and/or create appropriate reading materials, create behavioral objectives and study questions, and prepare multiple forms of tests that measure student progress and provide feedback. • Second, students finish assignments at their own pace. This principle stems from the recognition that students have many other obligations and learn at different rates. • Third, students must demonstrate mastery on tests or correct deficiencies before they move on in their work. • Finally, teachers are devoted to helping students deal with their deficiencies.

3. Inquiry BasedLearning • Inquiry based learning is an instructional method developed during the discovery learning movement of the 1960s as a response to a perceived failure of more traditional forms of instruction, where students were required simply to memorize fact laden instructional materials (Bruner, 1961) • In open teaching, to discover for the students what the result of the experiment is, or the teacher guides them to the desired learning goal but without making it explicit what this is.

4. Problem-Based Learning • Astudent-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems (not to be confused with project-based learning). • The goal of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation

5. Project-based learning • the use of in-depth and rigorous classroom projects to facilitate learning and assess student competence (not to be confused with problem-based learning). a similar pedagogic approach, however, problem-based approaches structure students' activities more by asking them to solve specific (open-ended) problems rather than relying on students to come up with their own problems in the course of completing a project. • The aim is for real-life context and technology to meet and achieve outcomes in the curriculum through an inquiry based approach. A PBL approach is designed to encourage students to become independent workers, critical thinkers, and lifelong learners.

6. Collaborative learning • is a situation in which two or more people learn or attempt to learn something together. Unlike individual learning, people engaged in collaborative learning capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc. • Purpose: collaborative learning is used as an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers.

7. Cooperative Learning • An approach to organizing classroom activities into academic and social learning experiences. • a. When designing cooperative learning tasks and reward structures, individual responsibility and accountability must be identified. Individuals must know exactly what their responsibilities are and that they are accountable to the group in order to reach their goal. • b. Positive Interdependence among students in the task. All group members must be involved in order for the group to complete the task. In order for this to occur each member must have a task that they are responsible for which cannot be completed by any other group member.

8. Montessori Learning Method • Characterizedby an emphasis on independence, freedom within limits, and respect for a child’s natural psychological development, as well as technological advancements in society.

9. Multiple Intelligence • Amodel of intelligence that differentiates intelligence into various specific (primarily sensory) modalities, rather than seeing it as dominated by a single general ability. • Purpose: 1) may best learn to multiply through a different approach 2) may excel in a field outside of mathematics 3) may even be looking at and understand the multiplication process at a fundamentally deeper level, or perhaps as an entirely different process. Such a fundamentally deeper understanding can result in what looks like slowness and can hide a mathematical intelligence potentially higher than that of a child who quickly memorizes the multiplication table despite a less detailed understanding of the process of multiplication.

10. Experiential Learning • The process of making meaning from direct experience. • Purpose: Identifying activities that allow learners to understand and absorb concepts can be a new and daunting experience.

11. What are the roles of students and teacher? • students finish assignments then students must demonstrate mastery on tests or correct deficiencies before they move on in their work. • teachers are devoted to helping students deal with their deficiencies. • students learn how to analyze a problem, identify relevant facts and generate hypotheses, identify necessary information/knowledge for solving the problem and make reasonable judgments about solving the problem. • The role of the teacher is that of facilitator of learning who provides appropriate scaffolding and support of the process, modelling of the process, and monitoring the learning. • The teacher must build students confidence to take on the problem, encourage the student, while also stretching their understanding. • students are encouraged to take responsibility for their group and organize and direct the learning process with support from a tutor or instructor. Advocates of PBL claim it can be used to enhance content knowledge while simultaneously fostering the development of communication, problem-solving, critical thinking, collaboration, and self-directed learning skills.