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Instructional Dynamic and Flexible Strategy: Integrity of Effective Activities for Engaging All Learners in Classrooms

Instructional Dynamic and Flexible Strategy: Integrity of Effective Activities for Engaging All Learners in Classrooms

Elena Railean
Copyright: © 2014 |Pages: 17
ISBN13: 9781466650596|ISBN10: 1466650591|EISBN13: 9781466650602
DOI: 10.4018/978-1-4666-5059-6.ch003
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MLA

Railean, Elena. "Instructional Dynamic and Flexible Strategy: Integrity of Effective Activities for Engaging All Learners in Classrooms." Critical Practice in P-12 Education: Transformative Teaching and Learning, edited by Salika A. Lawrence, IGI Global, 2014, pp. 49-65. https://doi.org/10.4018/978-1-4666-5059-6.ch003

APA

Railean, E. (2014). Instructional Dynamic and Flexible Strategy: Integrity of Effective Activities for Engaging All Learners in Classrooms. In S. Lawrence (Ed.), Critical Practice in P-12 Education: Transformative Teaching and Learning (pp. 49-65). IGI Global. https://doi.org/10.4018/978-1-4666-5059-6.ch003

Chicago

Railean, Elena. "Instructional Dynamic and Flexible Strategy: Integrity of Effective Activities for Engaging All Learners in Classrooms." In Critical Practice in P-12 Education: Transformative Teaching and Learning, edited by Salika A. Lawrence, 49-65. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5059-6.ch003

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Abstract

Globalization, Anthropology, and Existentialism (GAE) is a philosophical paradigm of PreK–12 education that adds value to a new educational ideal: professionalism, planetary thinking, and cultural pluralism. Critical pedagogy constitutes a part of this philosophy, which describes the interdependencies between teaching, learning, and environmental assessment. By comparing the Freirean approach to the affordance of new educational technologies in everyday classrooms, the authors propose an instructional dynamic and a flexible strategy. Such a strategy proves the changing roles of teacher and learner during the learning process. This chapter aims to describe the instructional dynamic and flexible strategy as integral to teaching and learning and to evaluation methods that engage learners in classroom cognitive activity. The objective of the chapter is to investigate the transition from algorithmic to empirical methods, encouraged by the increasing role of self-regulation techniques. This presents insights into the perceived significance of the new learning strategy.

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