Explain Outcome Based Practice

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Explain Outcome Based Practice



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Outcome-Based Education (OBE) - RTU - GROUP 4 - CED-08-501P

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Maybe a native speaker of English can construct enough discovering pages for all these letter-sound-combinations, but the time being Discovery Learning to Read DLR looks only feasible with one or more auxiliary letters. There are two conditions for a discovering page with a non-standard letter symbol. The first is that such a letter symbol resembles the standard alphabet as much as possible. And the second condition is that in the case of a combination of letters, the child is familiar with the composing parts. In Vervaets opinion, the aim should be to keep the number of non-standard letter symbols as low as possible. After all, whatever kind of positive purpose is aimed for with non-standard letter symbols, the child learns them for the time being and should replace them — preferably as early as possible — and thus unlearn them.

The number of things to be unlearned should therefore not be greater than strictly necessary. In later discovering pages the child discovers the correct spelling. There are several common misconceptions regarding inquiry-based science, the first being that inquiry science is simply instruction that teaches students to follow the scientific method. Many teachers had the opportunity to work within the constraints of the scientific method as students themselves and figure inquiry learning must be the same. Inquiry science is not just about solving problems in six simple steps but much more broadly focused on the intellectual problem-solving skills developed throughout a scientific process.

Some educators believe that there is only one true method of inquiry, which would be described as the level four: Open Inquiry. While open inquiry may be the most authentic form of inquiry, there are many skills and a level of conceptual understanding that the students must have developed before they can be successful at this high level of inquiry. A multifaceted approach to science keeps students engaged and learning. Not every student is going to learn the same amount from an inquiry lesson; students must be invested in the topic of study to authentically reach the set learning goals. Teachers must be prepared to ask students questions to probe their thinking processes in order to assess accurately.

Inquiry-science requires a lot of time, effort, and expertise, however, the benefits outweigh the cost when true authentic learning can take place [ citation needed ]. The literature states that inquiry requires multiple cognitive processes and variables, such as causality and co-occurrence that enrich with age and experience. By completing an inquiry-based task at the end of the study, the participants demonstrated enhanced mental models by applying different inquiry strategies.

Results demonstrated that children benefitted from the scaffolding because they outperformed the grade seven control group on an inquiry task. Inquiry-based learning is fundamental for the development of higher order thinking skills. According to Bloom's Taxonomy, the ability to analyze, synthesize, and evaluate information or new understandings indicates a high level of thinking. The higher order thinking skills that students have the opportunity to develop during inquiry activities will assist in the critical thinking skills that they will be able to transfer to other subjects.

As shown in the section above on the neuroscience of inquiry learning, it is significant to scaffold students to teach them how to inquire and inquire through the four levels. It cannot be assumed that they know how to inquire without foundational skills. Scaffolding the students at a younger age will result in enriched inquiring learning later. Remember to keep in mind There is a necessity for professional collaboration when executing a new inquiry program Chu, ; Twigg, The teacher training and process of using inquiry learning should be a joint mission to ensure the maximal amount of resources are used and that the teachers are producing the best learning scenarios.

The scholarly literature supports this notion. Twigg's education professionals who participated in her experiment emphasized year round professional development sessions, such as workshops, weekly meetings and observations, to ensure inquiry is being implemented in the class correctly. Kirschner, Sweller, and Clark [48] review of literature found that although constructivists often cite each other's work, empirical evidence is not often cited. Nonetheless the constructivist movement gained great momentum in the s, because many educators began to write about this philosophy of learning. For example, they describe a project called GenScope, an inquiry-based science software application. Students using the GenScope software showed significant gains over the control groups, with the largest gains shown in students from basic courses.

In contrast, Hmelo-Silver et al. This study also found that inquiry-based teaching methods greatly reduced the achievement gap for African-American students. In a article, the Thomas B. Fordham Institute's president, Chester E. Finn Jr. Richard E. Mayer from the University of California, Santa Barbara, wrote in that there was sufficient research evidence to make any reasonable person skeptical about the benefits of discovery learning—practiced under the guise of cognitive constructivism or social constructivism—as a preferred instructional method. He reviewed research on discovery of problem-solving rules culminating in the s, discovery of conservation strategies culminating in the s, and discovery of LOGO programming strategies culminating in the s.

In each case, guided discovery was more effective than pure discovery in helping students learn and transfer. It should be cautioned that inquiry-based learning takes a lot of planning before implementation. It is not something that can be put into place in the classroom quickly. Measurements must be put in place for how students knowledge and performance will be measured and how standards will be incorporated. The teacher's responsibility during inquiry exercises is to support and facilitate student learning Bell et al. A common mistake teachers make is lacking the vision to see where students' weaknesses lie. According to Bain, teachers cannot assume that students will hold the same assumptions and thinking processes as a professional within that discipline p.

While some see inquiry-based teaching as increasingly mainstream, it can be perceived as in conflict with standardized testing common in standards-based assessment systems which emphasise the measurement of student knowledge, and meeting of pre-defined criteria, for example the shift towards "fact" in changes to the National Assessment of Educational Progress as a result of the American No Child Left Behind program. Chu used a mixed method design to examine the outcome of an inquiry project completed by students in Hong Kong with the assistance of multiple educators. Chu's results show that the children were more motivated and academically successful compared to the control group. Cindy Hmelo-Silver reviewed a number of reports on a variety studies into problem based learning.

Edelson, Gordin and Pea describe five significant challenges to implementing inquiry-based learning and present strategies for addressing them through the design of technology and curriculum. They present a design history covering four generations of software and curriculum to show how these challenges arise in classrooms and how the design strategies respond to them. From Wikipedia, the free encyclopedia. Form of active learning. Oxford University Press. Retrieved 2 April Centre for Excellence in Enquiry-Based Learning. University of Manchester. Inquiry-based instruction : Concept, essence, importance and contribution. Harvard Educational Review 31 1 : 21— Research in Science Education.

Bibcode : RScEd.. S2CID Science Education. Bibcode : SciEd.. Journal of Research in International Education. The nature of scientific enquiry. The school review, 79 2 , — Inquiring minds learn to read, write, and think: Reaching all learners through inquiry. Middle School Journal, May , 39— International Journal of Science Education. Bibcode : IJSEd..

The Many Levels of Inquiry. The challenges of science inquiry teaching for pre-service teachers in elementary classrooms: Difficulties on and under the scene. A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version to the same experiment". ROC D 11, 1— Journal of Biological Education. Open learning environments: Foundation, methods, and models. Reigeluth Ed. A new paradigm of instructional theory Volume II pp. Retrieved 3 January European Educational Research Journal. CiteSeerX Figuration work: student participation, democracy and university reform in a global knowledge economy.

EASA series. New York: Berghahn Books. ISBN OCLC Phi Delta Kappan. October Teaching and Teacher Education. Bibcode : TeTeE.. The Teaching of Science. National Academy Press. Washington, DC. Science and Children, 46 2 , 26— Lanham, Maryland: Rowman and Littlefield. How Students Learn. Washington, D. Retrieved 11 October It is for children who are not reading mature and generally in kindergarten: Klank- en vormspel Sound and form play ". Retrieved 27 April Cognition and Instruction. A revision of Bloom's Taxonomy: An overview.

Theory into Practice, 41 4 , — Ontario Ministry of Education. S Educational Psychologist. Archived from the original PDF on 19 September Retrieved 30 December Analyse the effect of legislation and policy on outcome based practice. For example, if a service user wanted to walk but was unable to do any lengthy distance, or if they wanted certain belongings in the room but it was a health and safety risk. All legislation and policies must be adhered to by staff at all times however this may be difficult for the service users to understand. This could be more of an issue within a dementia care setting where some service users are unable to make decisions and this could result in injury to themselves or others.

The care setting must ensure that all policies and procedures that are followed ensure that it promotes positive wellbeing for the individual in their care and that they are all treated equally. It can result in positive changes because it allows the service user to be seen as an individual and ensure that their needs, wishes and preferences are taken into account. It also allows them to be seen as a person rather than another resident which builds up trust and a relationship between the staff and the service user.

This has a positive impact on their health and wellbeing and allows them to be involved in the care they may need and voice their opinion and views relating to their care needs. It also allows staff to address where changes could be made within the care setting and improve the current care a service user may be receiving. It also allows staff to see the service user as the individual that they were before the illness and help them to achieve their needs, wishes and preferences. Any improvements ca. I'm Katrin. Would you like to get such a paper? How about receiving a customized one? Explain outcome based practice heartsindangerok heartsindangerok 0 Comment.

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