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- 1. CURRICULUM
- 2. INTRODUCTION The domain of Curriculum refers to all ofthe teaching-learning process that work inconvergence to help the students attain highstandards of learning and understanding ofthe curricular goals and objectives. Theseelements include the teacher’s knowledge ofsubject matter, teaching-learningapproaches and activities, instructionmaterials and learning resources.
- 3. Strand 4.1Demonstrate mastery of the subject.Key Questions for the Teacher: “Do my students see how well Iunderstand the subject matter I amteaching, enough that theyunderstand and appreciate theimportance of the lessons?”
- 4. Strand 4.1Demonstrate mastery of the subject. Specific Questions for the Teacher: “Can I clearly and accurately explain the goals, procedures, andcontent involve in the lesson?” “Can I clearly and meaningfully show the relationships betweenthe different lessons in the subject?” “Can I design learning activities and assessment procedures thatare truly aligned with the important objectives of the lessons?” “Can I present the subject matter in meaningful and relevantways that engage the students’ interest and motivation to learn?” “Can I encourage my students to engage in higher order thinkingin my class and interact with them appropriately.
- 5. DEVELOPMENTAL CONTINUUM OFPRACTICE:My subject matter knowledge is so that Iam unable to design lessons thatmotivate my students to learn.My subject matter knowledge isadequate to allow me to design somelessons that sometimes motivate mystudents to learn.My subject matter knowledge is deepenough to allow me to design lessonsthat motivate my students and engagethem in higher order thinking.
- 6. Strand 4.2Communicates clear learning goals forthe lessons that are appropriate forlearners Key Questions for the Teacher: “Can my students see and appreciate the valueof the curricular goals and objectives I have setfor the different lessons in my class?”
- 7. Specific Questions for the Teacher: “Am I clear about what my learning goals are for mydifferent students?” “Do my students understand the learning goals that Ihave set for them?” “Do the students adopt the learning goals I have setfor the lesson as their own goals in my class?”Strand 4.2Communicates clear learning goals for thelessons that are appropriate for learners
- 8. DEVELOPMENTAL CONTINUUM OFPRACTICE:My students never understand thelearning goals I have set for them for anylessons we have.My students sometimes understand thelearning goals I have set for them formost lessons we have.My students always understand thelearning goals I have set for them for alllessons we have.
- 9. Strand 4.3Makes good use of allottedinstructional time Key Questions for the Teacher: “Am I able to help my students attain all thecurricular goals within the time provided inthe school calendar?”
- 10. Specific Questions for the Teacher: “Do I design the lessons that allow various learningobjectives to be addressed in an efficient andmeaningful fashion?” “Do I establish routines and procedures to allow mystudents to engage the different learning activitiesefficiently?” “Do I plan lessons in ways that consider the amount oftime students need to effectively attain the learninggoals of the lesson?”Strand 4.3Makes good use of allotted instructional time
- 11. DEVELOPMENTAL CONTINUUM OFPRACTICE:I am unable to plan and control the timeof the learning activities, so my studentsnever attain the learning goals.I sometime plan for learning activitiesthat do not give my students enoughtime to attain the high learning goals.I always plan for efficient learningactivities that allow my students need toattain high learning goals.
- 12. Strand 4.4Selects teaching methods, learning activities andinstructional materials or resources appropriate tolearners and aligned to the objectives of thelesson. Key Questions for the Teacher: “Do I use teaching-learning activities andlearning resources efficiently to challenge mystudents to meet high levels of mastery andunderstanding of curricular objectives ?”
- 13. Specific Questions for the Teacher: “Do I plan for and implement a variety of appropriate teaching –learning activities to help diverse students attain the curriculargoal?” “Do I plan for and use varied instructional materials and learningresources to help my diverse students attain the objectives of thelessons?” “Am I able to align the activities and available learning resourceswith my students learning styles, goals, and other differences.Strand 4.4Selects teaching methods, learning activities andinstructional materials or resources appropriate tolearners and aligned to the objectives of the lesson.
- 14. DEVELOPMENTAL CONTINUUM OFPRACTICE:I am never able to align the learningobjectives and the learning styles of anyof my studentsI am sometimes able to align thelearning activities with learningobjectives and the learning styles ofmost of my students.I am always able to align the learningactivities with learning objectives andthe learning styles of all my students.

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