Lesson Plan


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Lesson Plan

  1. 1. UNIVERSITI UTARA MALAYSIA<br />COLLEGE OF ARTS & SCIENCES<br />SGDC 5013<br />Curriculum and Pedagogy<br />Lesson Plan Presentation<br />Prepared By:<br /><ul><li> Md. Shamsul Islam (805028)
  2. 2. Mohammed RahimUdin (805031)
  3. 3. Md. Abdur Rashid (805026)
  4. 4. Abdullah Al-Mahmood ( 805016)</li></ul>Prepared For:<br />MADAM NAFISAH MAHMUD<br />
  5. 5. About Presentation<br /> Introducing Curriculum<br /> Lesson Plan 1 <br /> Lesson Plan 2<br /> Comparison between two LP on the basis of Learning Theory<br />
  6. 6. Curriculum (Higher Mathematics) <br />Teachers of Higher Mathematics need to be familiar with <br />this curriculum. This curriculum contains:<br />A rationale for teaching the subject. <br />General Aims and specific objectives.<br />Structure of the subject and teaching time allocation.<br />Curriculum Format.<br />Pedagogy/Teaching Learning Approach<br />Teaching Learning Resources<br />Assessment<br />Co-curricular Activities<br />
  7. 7. CURRICULUM FORMAT<br />The Higher Mathematics curriculum is set out in 17 units<br />Each Unit is described in 3 types of columns. The first column is comprised of 3 sub-parts and gives the specific learning outcomes for the Unit.<br />Column 1 (first sub-column) gives the cognitive learning outcomes. These cover two skill areas – intellectual and problem solving developed in the Unit.<br />Column 1 (second sub-column) gives personal learning outcomes. These cover personal development skills and communication skills developed in the Unit.<br />Column 1 (third sub-column) gives social learning outcomes. The social learning outcomes cover cooperative skills and social values. <br />
  8. 8. Cont…<br />Column 2 details content to be included. This column should be the most familiar to teachers. It tries to indicate the depth of the teaching required and identifies suggested practical tasks. <br />Column 3 gives suggested teaching, student learning activities and resources.<br />
  9. 9. LEARNING OUTCOMES<br />This curriculum is build around learning outcomes to be achieved by the students <br />A learning outcome specifies what the student is expected to be able to do after the learning <br />Specific learning outcomes express the intended learning in ways that are measurable <br />The teacher can measure by - <br />observing whether the student has learned <br />asking oral questions to determine whether learning has occurred <br />asking students to write and then mark the product <br />
  10. 10. Cont..<br />The three important forms of learning outcomes are: <br />Cognitive learning outcomes which specify the learning in terms of facts, ideas, patterns, interpretations, applications, analysis, judgements, etc.<br />Personal learning outcomes which indicate the character develop learning expected and the attitudes desired. Also covered here is learning of different types of communication skills (see later); <br />Social learning outcomes which indicate cooperative learning intended among students and also the acquisition of social values and social judgements. <br />
  11. 11. SKILLS<br />The teaching towards the learning outcomes will enable <br />the students to gain skills. The skills can be taught and <br />then assessed by the teacher. The skills are:<br />intellectual skills <br />problem solving skills<br />personal development skills.<br />communication skills<br />cooperative learning skills<br />social skills <br />
  12. 12. Thank You<br />End of the first part <br />of presentation <br />
  13. 13. the<br />presentation of<br />Lesson Plan 1<br />
  14. 14. the<br />presentation of<br />Lesson Plan 2<br />
  15. 15. the<br />presentation of<br /> comparison between LP 1 & LP 2 <br />