Levels of knowledge

Factual knowledge

Factual - Concerned with what actually the case rather than interpretations is of or reactions to it.

Based on Fact, Authentic, relating to facts.

Knowledge – Information

Factual knowledge may be described as the basic information about a particular subject or discipline
that students must be acquainted with. This may include the terminology and the specific details or
elements of a subject.

Our memories are typically not the best places to store our knowledge, be it analogue or digital. We
usually interact with factual knowledge in notes, documents, tutorials, books or even through 'experts'
who already have years of domain-specific expertise under their belts.

It's obvious enough that if you want to become an expert in a domain or achieve a prescribed goal, you
will need to know the related factual knowledge associated with it. More so, if you need credibility or
are in a role where you will pass on this kind of experience - you'd better have a systemized structure to
collecting it.

The acquisition of factual knowledge is typically associated with experiences across our lives.

Conceptual knowledge

Conecpt- Kabuuan, general, Concept, Idea abstract.

Recognizing the interconnectedness of facts is what forms the body of conceptual knowledge stored in
our minds. Conceptual knowledge allows us to collect facts and ideas and group them into clusters that
represent connectivity.

For example, collecting factual knowledge about a particular race, gender or ethnicity over time helps us
form generalizations or principles around any given topic. Connecting these facts about organizational
structures, roles, experiences and linking them to each other through repeated validation is what forms
the basis of theories, models and systems.

But, really unique knowledge comes about finding facts across different domains and uncovering
patterns, similarities or differences between them, allowing us to form novel frameworks or theories.

Students demonstrate conceptual understanding in mathematics when they provide evidence that they
can recognize, label, and generate examples of concepts; use and interrelate models, diagrams,
manipulatives, and varied representations of concepts; identify and apply principles; know and apply
facts and definitions.
Procedural knowledge

Procedure – step by step

Procedural Knowledge refers to the knowledge of how to perform a specific skill or task, and is
considered knowledge related to methods, procedures, or operation of equipment. Procedural
knowledge is also referred to as Implicit Knowledge, or know-how.

This type of knowledge holds techniques and micro-procedures that can be stored in manuals, guides or
other long-term storage mediums for ease of retrieval. Over time and with a multitude of feedback
loops, procedural knowledge becomes part of our long-term memory making us experts in the 'how-to-
do XYZ' in a specific domain.

Metacognitive Knowledge

Involving conscious intellectual activity (such as thinking, reasoning, or remembering)

Meta-Cognitive - Thinking about one's thinking. More precisely, it refers to the processes used to plan,
monitor, and assess one's understanding and performance. Metacognition includes a critical awareness
of a) one's thinking and learning and b) oneself as a thinker and learner.

Metacognitive knowledge could be seen as the 'mother' of all other knowledge types. It houses your
ability to use your procedural, conceptual and factual knowledge in combination at any given time.
Metacognition represents your ability to use previously learned knowledge to plan a strategy, be self-
reflective or understand the world around you.

When professionals acquire, store and use their metacognitive knowledge well - they tend to expand
upon their capacity to be strategic and adaptable to the fast-paced world around them.

Importance of Levels of knowledge in education?

Knowledge sharpens our skills like reasoning and problem-solving. A strong base of knowledge helps
brains function more smoothly and effectively. We become smarter with the power of knowledge and
solve problems more easily.

SMART WAY

Specific

Specific - having a specific function or scope. Particular, peculiar, special.

Your goal should be clear and specific, otherwise you won't be able to focus your efforts or feel truly
motivated to achieve it. When drafting your goal, try to answer the five "W" questions:

What do I want to accomplish?

Why is this goal important?

Who is involved?

Where is it located?

Which resources or limits are involved?

Measurable normally describes something which can be measured.

It's important to have measurable goals, so that you can track your progress and stay motivated.
Assessing progress helps you to stay focused, meet your deadlines, and feel the excitement of getting
closer to achieving your goal.

A measurable goal should address questions such as:

How much?

How many?

How will I know when it is accomplished?

Achievable

"capable of being gained or performed,"

Your goal also needs to be realistic and attainable to be successful. In other words, it should stretch your
abilities but still remain possible. When you set an achievable goal, you may be able to identify
previously overlooked opportunities or resources that can bring you closer to it.

An achievable goal will usually answer questions such as:

How can I accomplish this goal?

How realistic is the goal, based on other constraints, such as financial factors?

Relevant

Appropriate to the current time, period, or circumstances; of contemporary interest.

This step is about ensuring that your goal matters to you, and that it also aligns with other relevant
goals. We all need support and assistance in achieving our goals, but it's important to retain control over
them. So, make sure that your plans drive everyone forward, but that you're still responsible for
achieving your own goal.

A relevant goal can answer "yes" to these questions:

Does this seem worthwhile?

Is this the right time?

Does this match our other efforts/needs?

Am I the right person to reach this goal?

Is it applicable in the current socio-economic environment?

Every goal needs a target date, so that you have a deadline to focus on and something to work toward.
This part of the SMART goal criteria helps to prevent everyday tasks from taking priority over your
longer-term goals.

A time-bound goal will usually answer these questions:

When?

What can I do six months from now?

What can I do six weeks from now?

What can I do today?

Smart Goal important in Education

SMART goals set you up for success by making goals specific, measurable, achievable, realistic, and
timely. The SMART method helps push you further, gives you a sense of direction, and helps you
organize and reach your goals. Establishing SMART goals allows you to clarify your ideas, focus your
efforts, use your time and resources wisely, and increase your chances of achieving your future career
and life goals.

Subject matter and content

The subject matter includes the specific topic and how that relates back to the National Curriculum. It
should include the sources of information or references - whether that is websites, textbooks or some
other material. It likely also lists any objects or tools teachers may use to enhance their lessons.

To teach all students according to today's standards, teachers need to understand subject matter deeply
and flexibly so they can help students relate one idea to another, and address misconceptions. Teachers
need to see how ideas connect across fields and to everyday life.

Procedure or methods and strategies

Teach: State, explain, model, and demonstrate the procedure.

Rehearse: Rehearse and practice the procedure under your supervision.

Reinforce: Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a
student habit or routine.

Your lesson procedure is an in-depth explanation of how the lesson will progress in the classroom. The
lesson procedure is essentially step-by-step instructions that walk you through everything from the time
students enter the classroom until the bell rings at the end of the period.

Strategies

Strategies help students begin to understand the process of learning. Strategies help students to bypass
their areas of weakness and to perform at the level at which they are capable. Strategies promote
flexible thinking and teach students the importance of shifting their approaches to different tasks.
Ways of teaching for different kinds of learners

1. helps students acquire procedural knowledge -procedural knowledge refers to the skills needed
in the performance of a task –example
2. A collaborative (or cooperative) learning approach involves pupils working together on activities
or learning tasks in a group small enough to ensure that everyone participates. Pupils in the
group may work on separate tasks contributing to a common overall outcome, or work together
on a shared task.
3. Which students gain knowledge and skills by working for an extended period of time to
investigate and respond to an authentic, engaging, and complex question, problem, or
challenge?
4. Blended learning is a learning approach that combines traditional face-to-face teaching method
with online-based instructions.

By assessing the strengths and weaknesses in your own teaching, you will develop an awareness
of the factors that control and prevent learning.

Integrative learning is the process of making connections among concepts and experiences so
that information and skills can be applied to teaching.

In which an emphasis is placed on a clearly articulated idea of what students are expected to
know and be able to do, that is, what skills and knowledge they need to have, when they leave
the school system.

Student Different learning style.

Everyone learns differently. No two brains are alike. The brain is made up of many different networks
that help learning. Some people learn better by seeing, others learn better by hearing and still others
need to do something in order to really learn new information.

Visual Learner

If you are a visual learner, you learn by reading or seeing pictures. You understand and remember things
by sight. You can picture what you are learning in your head, and you learn best by using methods that
are primarily visual. You like to see what you are learning.

They prefer looking at things to absorb information rather than listening to it (auditory) or using their
hands (kinesthetic). For example, a visual learner would learn to fix a car better if they watch an
instructional video rather than listening to an expert explain the process.

Auditory Learner

If you are an auditory learner, you learn by hearing and listening. You understand and remember things
you have heard. You store information by the way it sounds, and you have an easier time understanding
spoken instructions than written ones.

This means you learn by hearing and listening. You will:

• Acquire knowledge by reading aloud

Kinesthetic

A kinesthetic learner would rather perform physical activity to learn something, as an active participant,
instead of passively listening to a lecture or watching a demonstration. That is why the best way of
learning something new is by having your hands-on those things you are trying to learn.

Kinesthetic learning happens when we have a hands-on experience. An example of a kinesthetic learning
experience is when a child learns to use a swing or to ride a bike. They can read instructions or listen to
instructions, but deep learning occurs via the process of doing.

Why we need to know our students learning style?

Determining students' learning styles provides information about their specific preferences.
Understanding learning styles can make it easier to create, modify, and develop more efficient
curriculum and educational programs.

It make us easier to make lectures and am to adjust for our students to be an effective teaching in every
day in classroom.

Cone of Experience

"What I hear, I forget. What I see, I remember. What I do, I understand." Xunzi (340 - 245 BC) This
Confucian scholar makes a strong point that when it comes to learning. Hearing is not as good as seeing,
seeing is not as good as experience, and true learning is only evident when experience produces an
action.

Dale’s Cone of Experience is a model that incorporates several theories related to instructional design
and learning processes. During the 1960s, Edgar Dale theorized that learners retain more information by
what they “do” as opposed to what is “heard”, “read” or “observed”. His research led to the
development of the Cone of Experience. Today, this “learning by doing” has become known as
“experiential learning” or “action learning”. The cone is diagramed and explained in the next sections.