Blog post 3

Active Learning

Active learning is to prepare yourself for learning with the way you describe. You decide how you learn, which way is suitable for you to learn and you decide how to test yourself to be sure about your own understanding. Active learning is supported with an important theory which is constructivism. Constructivism is the king of unrestricted education. Constructivism depends on manipulation and recreation of your own knowledge.  In this way, learner can learn from environment and he can identify some concepts, he can create new concepts in his mind by using those created concepts and differentiate those concepts from each other. During active learning one of the important methods is “wearing different hats”. Wearing different hats method teaches people to be able to have different shapes for different roles. For example, a teacher should be able to both evaluator and lieder, when one of them is required. Also, he should be able to think as a student when preparing an activity or learning materials to be able to look events from students’ dimension. The other important thing is “bridging gaps”. When you teach a class, you shouldn’t expect all students to have same knowledge background. There will definitely be students who have lack of knowledge background. Also, you may not have time to interest all students individually to bring them same stage so you should make students active to complete their own background.  In this way, students can have their own responsibility to catch their friends in terms of knowledge background with teacher leadership. In addition, active learning has some stages to support its education model. These stages are formed as four parts. The first part is called as Trigger. It belongs to introducing a topic with helpful assignment. The trigger should be broad to let students look from different dimensions and it should be relevant for students. Trigger is not limited in term of subject. Second part is called as Activity. In this stage, students work on trigger to make analysis and researches. The third part is Discussion. In this stage, what is done so far is presented to entire class by students who work on projects and they are discussed by other students. During discussion instructor describe key points but don’t judge any idea or opinion. The forth part is Summarizing. In this stage teacher make a general summarization about work done so far. Instructor defines important point, highlights main concepts. 

Blog post 2

Teaching database without using computer

While	Time	Instructor	Student	Material	Interaction
	2,5	Instructure will give a background information about spreadsheet.			T-S
	2,5	Instructure ask students to be volunteer for an activity and wants other students give basic information about the volunteer students.	Students gives information about volunteer students and volunteer student write those data to the board.		T-S,S-T,S-S
	5	Instructure will show how to group properties of volunteer student on the spreadsheet.		Material 1(a really big spreadsheet on paper.	T-S
	5	Instructure want 3 more volunteer students to write their basic properties according to designed spreadsheet before. Then, instructor show how to design relationship between each students own data.	Students write their properties according to grouping of prepared spreadsheet.		T-S,S-T

According to the table created as a lesson activity, we will work to teach data logic and database structure without using a computer. After, instructor finish pre activity, instructor will start the activate by giving a background information about spread sheet and why we use it for students to understand how to design data to make it obvious and understandable. Then, instructor will ask any students to be volunteer for the first activity. In this activity, students will understand logic of data. Volunteer students will come to the board and instructor wants other students to say basic properties like age, hobbies e.g. about the volunteer student. The volunteer student will write properties about him/her what his/her friend sad on the board. After, we have some information about the students, the instructor will show how to design the spreadsheet made with paper on the wall according to information about the student. After, designing spreadsheet, instructor will want three more students to write information like their friends one about themselves according to design of spreadsheet by grouping on spreadsheet. After, that instructor will show students how to design relationship between their own data. For example, students will understand that they should write all knowledge which is related to each other in same column and sometimes on same row.

Blok Post 1:

Ministry of National Education’s (MNE’s) curriculum proposal

Computer Technology and Software lesson

Blok Post 1:

            Computer Technology and Software lesson curriculum includes main philosophies, targets, skills, education of merits, guidance, and approach of measurement and evaluation of the education program and matters in terms of applying the program. The program includes grades from one to eight. From grades one to four, subjects are shown superficial. In grade fifth, subjects of one to four grade are approximately repeated. In the sixth grade, same subjects are made broader and more detailed. In seven grades, subjects become more detailed and mentioned briefly but they are narrowed when we compare with sixth grade and last messages are given. In eighth grade, subjects are narrowed and limited so much. Only direct messages are given with a few subjects.

            Computer Technology and Software lesson curriculum is designed systematically. I mean that subjects follow each other in all grades. For example, for etiquette and security lesson, respect of other people is shown as a main topic. In fifth grade, it becomes broader. In sixth grade, it becomes broader and subtopics belonging to those objectives arrive. In sixth  grade, same subjects again shown with detailed and in seventh grade and eight grade all details about the subject is collected and is given with direct message. The system is same for all subjects. It shows that the program is systematic. Although, the system is systematic in terms of order and subjects of main topics follow each other, the program still includes some systematic mistakes. For example, values education and guidance topics are approximately same in terms of their subjects so why same subjects are shown again and again. This is a general problem of program. Same subjects are repeated under different topics. It is waste of time. Also, sometimes so much time is given for basic topics and less time is given for important topics.

            Another problem of the program is expecting so many things from students. For example, at the end of program, students are expected to be expert for a few computer languages however, thanks to the education of the program, students can only be an amatory in C language.

            Finally, program has some mistakes logically and systematically but if problems can be corrected properly, the program can be used in primary and elementary schools properly.