1.
Crossover Learning
Learning in informal settings, can
link educational content with issues that matter to learners in their lives.
These connections work in both directions. Learning in schools and colleges can
be enriched by experiences from everyday life; informal learning can be
deepened by adding questions and knowledge from the classroom. These connected
experiences spark further interest and motivation to learn.
The crossover learning
experiences exploit the strengths of both environments and provide learners
with authentic and engaging opportunities for learning. Since learning occurs
over a lifetime, drawing on experiences across multiple settings, the wider
opportunity is to support learners in recording, linking, recalling and sharing
their diverse learning events.
2. Learning
Through Argumentation
Students can advance their
understanding of subject knowledge by arguing in ways similar to professional
scientists and mathematicians. Argumentation helps students attend to
contrasting ideas, which can deepen their learning. It also allows students to
refine ideas with others, so they learn how scientists work together to
establish or refute claims.
Teachers can spark meaningful
discussion in classrooms by encouraging students to ask open-ended questions,
re-state remarks in more scientific language, and develop and use models to
construct explanations. When students argue in scientific ways, they learn how to
take turns, listen actively. Professional development can help teachers to
learn these strategies and overcome challenges, such as how to share their
intellectual expertise with students appropriately.
3.
Incidental Learning
Incidental learning is unplanned
or unintentional learning. It may occur while carrying out an activity that is
seemingly unrelated to what is learned. Early research on this topic dealt with
how people learn in their daily routines at their workplaces
Unlike formal education,
incidental learning is not led by a teacher, nor does it follow a structured
curriculum, or result in formal certification. However, it may trigger
self-reflection.
4.
Context-Based Learning
Context enables us to learn from
experience. By interpreting new information in the context of where and when it
occurs and relating it to what we already know, we come to understand its
relevance and meaning. In a classroom or lecture theater, the context is
typically confined to a fixed space and limited time. Beyond the classroom,
learning can come from an enriched context such as visiting a heritage site or
museum, or being immersed in a good book.
We have opportunities to create
context, by interacting with our surroundings, holding conversations, making
notes, and modifying nearby objects. We can also come to understand context by
exploring the world around us, supported by guides and measuring instruments.
It follows that to design effective sites for learning, at schools, museums and
websites, requires a deep understanding of how context shapes and is shaped by
the process of learning.
5. Computational
Thinking
Computational thinking is a
powerful approach to thinking and problem solving. It involves breaking large
problems down into smaller ones (decomposition), recognizing how these relate
to problems that have been solved in the past (pattern recognition), setting
aside unimportant details (abstraction), identifying and developing the steps
that will be necessary to reach a solution (algorithms) and refining these
steps (debugging). Such computational thinking skills can be valuable in many
aspects of life.
The aim is to teach children to
structure problems so they can be solved. Computational thinking can be taught
as part of mathematics, science and art or in other settings to tackle complex
challenges in all aspects of their lives.
6. Learning
By Doing Science (with
remote labs)
Engaging with authentic
scientific tools and practices such as controlling remote laboratory
experiments can build science inquiry skills, improve conceptual understanding,
and increase motivation.
With appropriate support, access
to remote labs can deepen understanding for teachers and students by offering
hands-on investigations and opportunities for direct observation that
complement textbook learning.
7. Embodied
Learning
Embodied learning involves
self-awareness of the body interacting with a real or simulated world to
support the learning process. In
embodied learning, the aim is that mind and body work together so that physical
feedback and actions reinforce the learning process.
This approach can be applied to
the exploration of aspects of physical sciences such as friction, acceleration,
and force, or to investigate simulated situations such as the structure of
molecules.
For more general learning, the
process of physical action provides a way to engage learners in feeling as they
learn. Being more aware of how one’s body interacts with the world can also
support the development of a mindful approach to learning and well-being.
8. Adaptive
Teaching
All learners are different.
However, most educational presentations and materials are the same for all.
This creates a learning problem, by putting a burden on the learner to figure
out how to engage with the content. It means that some learners will be bored,
others will be lost, and very few are likely to discover paths through the
content that result in optimal learning. Adaptive teaching offers a solution to
this problem. It uses data about a learner’s previous and current learning to
create a personalized path through educational content.
Adaptive teaching can either be
applied to classroom activities or in online environments where learners
control their own pace of study.
9. Analytics
of Emotions
Automated methods of eye tracking
and facial recognition can analyze how students learn, then respond differently
to their emotional and cognitive states. Typical cognitive aspects of learning
include whether students have answered a question and how they explain their
knowledge. Non-cognitive aspects include whether a student is frustrated,
confused, or distracted.
More generally, students have
mindsets such as reflecting on learning, seeking help and planning how to learn
and qualities of engagement (such as tenacity) which deeply affect how they
learn. For classroom teaching, a promising approach is to combine
computer-based systems for cognitive tutoring with the expertise of human
teachers in responding to students’ emotions and dispositions, so that teaching
can become more responsive to the whole learner.
10. Stealth
Assessment
The automatic data collection
that goes on in the background when students work with rich digital environments
can be applied to as ‘stealth’, assessment of their learning processes. This
idea of embedding assessment into a simulated learning environment is now being
extended to schools, in topics such as science and history, as well as to adult
education.
The claim is that stealth
assessment can measure the -aspects of learning such as perseverance,
creativity, and strategic thinking. It can also collect information about
students’ learning states and processes without asking them to stop and take an
examination.
Conclusion:
Teaching at Secondary level is desired to be more innovative and creative. All
these ten attempts may create a healthy Teaching-Learning atmosphere in class
room teaching or outside class room teaching. Steps for innovation become
situational as per the needs of the learners and urge of the teachers.
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