journal article

WHAT IS

The current status quo that needs transforming

WHAT SHOULD BE

The transformative vision and why we need it; evidence

WHAT CAN BE

Practices we can use now to implement the transformation

Curriculum (content)

What students need to know and be able to do.

 That status quo is that schools do not bother asking what they are students what they are good, passionate or interested in. students need to know their strengths and work on them to achieve better results (Zhao, 2018).

As educationalists or teachers, we need to work closely with individual students, identify students' passions, and perhaps provide financial support towards the programs initiated by students to achieve their academics excellently. The current education system should define education in terms of student’s talents and passionate even if it may be outside classroom work  (Paynter, 2013).

 Implementing this instructor needs to actively engage students in decision-making and give room to individualized learning with positive feedback that nurtures students' talents rather than suppressing them. Ensuring students are engaged in developing programs that they are passionate about.

Instruction (process)

Strategies for teaching and learning content.

 Reading for understanding and information literacy, inquiry-based instructions, and professional development among the strategies that are used currently to initiate learning.

 Use of strategies such as implementing technology in the classroom, visualization of information, use of jigsaw classroom method, and model creativity in the learning environment.

 This can be implemented through effective management of students’ behaviors to facilitate learning. Also, cooperative learning and differentiation teaching and learning practices will help implement the said strategies.

Assessment (product)

How students demonstrate their learning.

 Students can be assessed using a diagnostic, formative, interim, benchmark, or summative methods.

 Assessment should be aimed at actively engaging students; for example, the use of prodigy for diagnostic assessment deploy game-based evaluation method that will engage learners as this aligns learning objectives and questions to be evaluated. Formative assessment should make use of classroom discussions, generation of progress reports, engagement of students in group projects and portfolios to bring out the end product of the learning process.

 To achieve desired goals in diagnostic assessment, at the beginning of lesson or unit, the instructor understands the current position of the students both passion, interest, strengths, and weaknesses to help develop personalized teaching and learning process  (Paynter, 2013).