5. Constructive alignment...........pptx

methodology for geography

1. Constructive alignment in Geography Ms. Nkosi

2. THINK-PAIR-SHARE “How can we get learners to learn what we want them to learn? “How can we design teaching that engages the learner, has appropriate content, and a clear path to achievement?”

3. Constructive alignment Constructive alignment was derived from cognitive psychology and constructivist theory. It is predicated on the belief that the learner constructs his or her own learning through engaging in relevant learning activities. Learners’ construct meaning from what they do to learn. Involves selecting the most appropriate teaching and learning activities and assessment tasks for each of the learning outcomes/objectives. There is a deliberate between the 3 aspects Promotes and assesses deep student learning (Biggs, 1996, Biggs & Tang, 2011) Strives for consistency across all educational aspects.

4. Intended learning outcomes/objectives What are learners enabled to do after the Geography lesson? Lesson objectives serve as the guiding principles dictating what should be taught, how it should be taught, and how to measure learners' grasp of the material. Conscious effort to provide the learner with a clearly specified goal Verbs in learning objectives statements are typically used as a basis for alignment and refer to the specific steps that collectively lead the learners toward the objectives (Biggs & Tang, 2011; Jackson et al., 2003). Central to this approach is the articulation of the Geography CAPs through well-defined objectives. These objectives outline the desired depth of comprehension, moving beyond a mere listing of topics to understanding, application, and transference. Establish a clear understanding of the desired objectives for learners.

5. Example: At the end of the lesson, learners should be able to: Articulate your understanding of the concept ‘slope’. Examine the different slope elements. Investigate the impact of the local community’s mining activities on slope.

6. Teaching and learning strategies and methods Which teaching and learning lead to achieving the desired objectives? Learners must be prompted to engage in tasks aligned with the specified objectives. If learners are to learn desired outcomes/objectives in an effective manner, then the teacher's fundamental task is to get learners to engage in learning activities that are likely to result in their achieving those outcomes/objectives. The selection of teaching strategies, methods, and techniques revolves around strategies capable of effectively realizing these learning objectives. Learning takes place through the active behavior of the learner: it is what he does that he learns, not what the teacher does. What the learner does is more important in determining what is learned than what the teacher does. Provide a well-designed learning activity or activities that are appropriate for the learning task

7. Example: Teaching and learning strategies and methods The teacher will explain the slope concept. Learners will be expected to write down notes. The teacher will demonstrate the slope elements. Learners will be expected to take notes and ask questions . The teacher will use the question-and-answer strategy to ask the 3 essential questions. Learners will be expected to raise their hands and answer the questions. The teacher will implement group work. Learners will be expected to be in groups of 4, and roles must be allocated to each group member. Each group will be given either a case study or a diagram about human impact on slopes, or they will have to label the slope elements.

8. Assessment tasks/learning tasks How should formative/summative assessment be designed in order to assess the achievement of learning results? The assessment component is designed to directly address the predetermined objectives. Instructions and assessment methods must be tailored to harmonize the predetermined lesson objectives. This approach ensures that the assessment process evaluates the learner's attainment of the targeted understanding as articulated in the objectives. Assessments gauge learners' ability to be proficiency in accomplishing the anticipated learning objectives.

9. Example: Assessment tasks/learning tasks The teacher will explain the project wherein learners will be expected to Investigate the impact of the local community’s mining activities on a slope. Learners will be expected to ask questions about the completion of the project.

10. By now, you must be in the position to do the following: Explain the term “constructive alignment”. Identify the three aspects/tenets of constructive alignment. Implement constructive alignment in lesson planning and the presentation thereof. Analyse case studies/scenarios. If you still do not understand the following, ask a question or schedule a consultation.