22 The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project Number: 2020-1-DE03-KA226-SCH-093410 • provide students with ample opportunities to apply the acquired knowledge/skills into situations that resemble real life. • promote students’ engagement with self-reflection and metacognitive strategies, so that students can effectively use the new knowledge. • include pair-/group-work, following the principles of social learning theories and promote reflection among students. To ensure that students will engage with the learning process, we can also consider the “Nine (9) events of instruction” suggested by Gagne (Çetin & Ebru, 2020): a. Gain students’ attention: integrate thought-provoking questions and real-life examples that connect school with the real world. Additionally, compelling storytelling, multimedia, and eye-catching phrases and content work towards engaging students to invest to engage in the learning process, from the very beginning. b. Inform learners of the objectives: learners need to know the learning objectives we have set, what they are expected to learn, to act towards this goal. This should be clear from the beginning and throughout the instruction. c. Stimulate recall of prior learning: by asking relevant questions and assessing prior knowledge through brainstorming, discussions, mind mapping, we recall what is already known upon which we construct new knowledge. d. Present the content: various methods such as games, simulations, 3D content, scenarios, case studies, podcasts can be used to present the new material. e. Provide guidance: the teacher is the “guide-on-the-side” that provides aid on the spot. The content itself though, can help students’ understanding. Examples include chunking the content into small, manageable units, from simple to more complex ones with summaries (e.g., beginning end of topic), ample examples, analogies, comparisons. Additional opportunities to revise and review content through selfreflection questions are highly recommended. For every activity/assessment, students need to know what is expected from them through detailed instructions, demonstrations, and/or rubrics. f. Elicit performance: students need to practice and revise what has been learned, through decision-making scenarios, projects, and other authentic activities. g. Provide feedback: this should be done in a timely manner, and should vary, from being remedial to being informative or analytical. h. Assess performance: we need to include various types of assessment while ensuring that all questions cover the objectives set.
RkJQdWJsaXNoZXIy NzYwNDE=