Plan & Design 1 & 2

Cambridge International Diploma for Teachers & Trainers

Four Modules in CIDTT ,[object Object],[object Object],[object Object],[object Object]

First Module in CIDTT ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Assignment: Pages 19-21

Second Module in CIDTT ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Assignment: Pages 27-29

Third Module in CIDTT ,[object Object],[object Object],[object Object],[object Object],Assignment: Pages 35-37

Fourth Module in CIDTT ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Assignment: Pages 42-44

General Features of CIDTT ,[object Object],[object Object],[object Object],[object Object],[object Object],Stories Variety Willing to write Tentative, insightful Student-centred Learning-centred KDU/CIE facilitated Self determined

In A Nutshell: ,[object Object],[object Object],[object Object],[object Object],[object Object]

KNOWING ME Understanding Personal Behaviour Understanding Teacher Behaviour

KNOWING ME Compare profiles: Find a participant who is “most like you”. Also note who’s “least like you”

Activity: Reflections ,[object Object],[object Object],List your 3 strongest concerns: What do you hope to learn from this course?

Activity: What Kind of A Learner Am I? ,[object Object],[object Object]

Needs and Wants Needs Professional Personal Wants

How Do I Identify Student Needs? Tests (online surveys) 7 Monitor work progress; homework, class work 6 Observation (spend day on-site) 5 Talk with teachers, parents (employer) 3 Past (academic) records 2 Background check (organisation) 1 Talk to students (interview) 4 Check Method No.

Needs and Wants Needs Professional Personal Wants Students’

Learner Needs: Maslow’s Hierarchy Learning Smart Learning Physiological Safety Social Esteem Self Actualisation

Activity: How Do You Learn? ,[object Object],[object Object],[object Object],[object Object]

Learning and Teaching S H B C SHOW & TELL (Example, Simulation, Demonstration) Imitating “good” examples of… Social MEETING STUDENT NEEDS (Interest, ability, SES) Motivating learner to… Humanism STRUCTURING (Easy to difficult) (Concrete to abstract) Getting the mind to remember, reason, … Cognitive DRILL/ ROTE (Variety) Repeatedly doing Behaviourism Facilitate learning by… Learn by… Theory

READY for take off ? ...how do we START?

Goal Setting: Learning Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],At the end of the course, participants should be able to find answers to their three main concerns in teaching & learning S M A R T

7 Habits of Highly Effective People: Living By Design “ If you fail to plan, you will plan to fail.”

Programme Plan: What and Why? ,[object Object],[object Object],Evaluation Resources Assessment Learning Activities Topic Session Date

Programme Plan ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Evaluation Resources Assessment Learning Activities Topic Session Date

All Good Things Are Created TWICE?

Activity: Review Existing Programme Plan ,[object Object],[object Object],[object Object],[object Object],[object Object]

ISSUES in PLANNING ,[object Object],[object Object],[object Object],[object Object]

Your View? ,[object Object],[object Object],[object Object],[object Object]

Summary 1 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Structure: Balance Variety: Differentiation Feedback: Contingency

Session/ Lesson Plan ,[object Object],[object Object],Differentiation Resources Materials Learning Activities Content Time

Classroom Management ,[object Object],[object Object],[object Object]

Activity: Why Do I Plan to Teach Like That? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Summary 2 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(DIFFERENTIATION)

Reflections of A Teacher (PLANNING) ,[object Object],[object Object],[object Object],[object Object],[object Object],Feel comfortable to talk about self; hear own voice

Plan & Design 1 & 2

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Plan & Design 1 & 2