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Using Open Ende WPS Office

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13 views4 pages

Using Open Ende WPS Office

Uploaded by

sukihajime2
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MITCHELL SARDA. INSTRUCTRESS: MS.

WINAFLOR RATUNIL

JUNA MAE GONESTO BSED ENGLISH THIRD YEAR SET B

CRISTY GENABE. TOPIC:Using Open-Ended Tools in Facilitating LANGUAGE LEARNING

Using Open-Ended Tools in Facilitating Learning

DEFINITION

OPEN ENDED TOOLS

ICT tools that help make learning more meaningful, concrete,efficient, and encouraging.

21st century characteristics of teachers

Go digital to help level up the learning experience of students

Connect with like-minded individuals through media tools

Code as it is today’s literacy that helps boost students’ writing skills

Create a learner-centered classroom and make instruction personalized


Go global

Introduce project-based learning

Innovate to expand their teaching toolbox

Collaborate with other educators and students

Facilitate the students’ productivity

Be smart and allow the use of devices

Keep learning

Learn new technologies

Do blogging

Use web chats to share and stay updated in the field

Build positive digital footprint

common productivity tools


tablets and phone apps

spreadsheets

presentations

electronic reference

materials

word processing

software

Scaffolding in Student Learning

Scaffolding is used to refer different forms of support given to guide and facilitate the learning process.

Determine what students Plan instructional supports or how skill/strategies can be broken
already know( prior down.
knowledge)

Fade support over time for students to become Continue building on content, monitoring, and
independently successful. providing feedback.

Set a goal for learning Implement lessons and monitor progress (formative
(learning outcomes) assessment/feedback)

What do you mean by using open-ended tools in facilitating learning?

Open-Endedness
Open-ended tasks have more than one right answer, solution or outcome and can be completed in more
than one way. They can take the form of statements, questions, tasks, projects or teaching methods.
Different learners may use different types of thinking; and there are no predetermined correct
outcomes. Open-ended learning activities are provocative and stimulate divergent thinking about a
topic. Teachers’ attitudes, assessment criteria and procedures must also encourage students to take
different paths and offer creative responses. Unique contributions are welcomed.

Maker and Scheiver[59] identified these advantages of open questions. They:

Encourage many students to give responses

Encourage student-to-student interaction patterns

Elicit more complete and more complex responses

Allow students to give knowledgeable answers

Encourage students to question themselves, their classmates, and their teachers

Stimulate further thought and exploration

Open-ended activities work well in mixed-ability classrooms because they have “low floors” and “high
ceilings.” This means they require minimal background knowledge and also have high or no limits on the
knowledge and skill participants might use and learn.

Examples

This section provides a variety of examples and resources for developing open-ended learning
experiences. It begins with samples of different sizes from a social studies unit on Asia. The first set is
small questions, the second are larger activities, and the last is a project. Assessment criteria and
procedures are provided for each.

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