First online session ‘PLANNING of the Teaching’

Our first assignment ‘CONSTRUCTIVE ALIGNMENT​ and PLANNING of the teaching’​, it was about documents that regulate teaching, guiding and education planning. Our focus was on the basis of vocational pedagogy concerning teaching and guidance. We worked on the role of constructive alignment theory​ and role of inquiry-based learning theory in the planning of the teaching​. Different learning theories and views of learning affect the planning of the teaching in your particular vocational field and in competency-based education.

We were a group of 5 people and for some good reason, one of our teachers left us middle of the ocean. We as a group started work on it, we used Whatsapp as a medium of communication and Microsoft drive for our data. We had three online sessions for this assignment. Our task was a little tricky, in our first online session, we discussed different aspects of the assignment and built our understanding with the assignment. It is very important to understand what your task is all about and what other members are thinking about this assignment. Also when you are doing some group work, better to divide your tasks.

We were partially ready with our work when we had our 2nd online session, We all discussed our work and changes to be made. During our online session for this assignment, the first thing we discussed, what Learning actually mean? We come up with the following outcomes:

  • Is a process that is active and engaging​
  • Knowledge acquisition, knowledge creation​
  • Social activity involving people, actions and cultural context​
  • Making connections between new ideas and prior knowledge

In a learning environment, a common perception is that students are at receiving end and teachers are always at giving end, it is somehow correct, but in modern pedagogy and planning of the teaching, at the same time teachers are also at receiving end, they are part of continuous learning.

We also learned about different ‘Modes of Learning’ which are being used commonly at educational establishments.

  • Auditory learning: Learning through lectures and printed material​
  • Kinesthetic Learning: includes taste, touch, smell, and feelings​
  • Visual Learning: Learning by processing information in pictures.​
  • A variety of Learning models are used:, e.g.

– Inquiry-based learning, -project-based learning, -direct instruction, -peer-to-peer learning, -school-to-school, e-Learning, and Mobile Learning.                                                   In fact, possibilities are endless. It depends on the planning of teaching.

In Constructivism Learning Theory, learners construct their own learning, learning by addition and reconstruction​. The term refers to the idea that learners construct knowledge for themselves, each learner individually (and socially) constructs meaning, as he or she learns. Different approaches work in Constructivism Learning Theory, in our assignment we worked on Constructive Alignment​ and Inquiry-based Learning.

Constructive Alignment:   The constructive alignment approach recognizes “knowledge is constructed by the activities of the learner” (Biggs, 2014, p. 9) rather than being directly transferable from teacher to student. “Learning takes place through the active behavior of the student: it is what he does that he learns, not what the teacher does.” (Tyler, 1949)

Constructive alignment is a principle used for devising teaching and learning activities, and assessment tasks, that directly address the intended learning outcomes (ILOs) in a way not typically achieved in traditional lectures, tutorial classes, and examinations.​

In our presentation, we used the following video to help others to understand constructive alignment.    Video link:

Inquiry-Based Learning is a form of active learning, where students come up with questions and queries or discuss different scenarios. This process assisted by a teacher, tutor or a guide. Learning approach is quite constructive, mean that learning and teaching at the same time, especially students actively participate in discussion rounds.  ​Usually, It starts with an open-ended question which starts with ‘how’​, both teacher and student share their thoughts. Learners construct their own understanding through experiences and reflecting on those experiences​

Teacher’s role in Inquiry-Based Learning is more than examining and facilitating because careful planning is needed and it is the teacher’s responsibility to keep the discussion on track. Teacher’s prior knowledge over the topic is also integral. ​ It’s about generating and activating student’s curiosity about learning something new.


  1. Inquiry-Based Learning/Tutkiva Oppiminen by Hakkarainen et al., Constructive Alignment by John Biggs)​
  2. Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

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