Manage Learning Performance With Ict
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Manage Learning Performance With Ict

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Elaboration on the use of ICT in managing learning performance

Elaboration on the use of ICT in managing learning performance

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    Manage Learning Performance With Ict Manage Learning Performance With Ict Presentation Transcript

    • MANAGE PERFORMANCE IN TEACHING AND LEARNING Enabling Results Expectations
    • PRESENTOR
      • JOHN MACASIO
      • Technology Officer
      • www.onecitizen.net
      • StepDeskPhil
      • [email_address]
    • MANAGEMENT FRAMEWORK ON ORGANIZATION AND RESULTS L E A D E R S H I P PEOPLE POLICY & STRATEGY PARTNERSHIP & RESOURCES P E R F O R M A N C E P R O C E S S E S PEOPLE RESULTS CUSTOMER RESULTS SOCIETY RESULTS ORGANIZATION RESULTS
    • LEARNING EVENT - classroom -laboratory -internet -home CURRICULAR DIRECTIVES AND TEACHING PRINCIPLES LEARNING PERFORMANCE - diagnostic - summative - formative -Board INSTRUCTIONAL STRATEGY DEFINITION - curriculum. learner profile - teaching method - learning resources - instructional plan PROFESSIONAL CERTIFICATION WORK CONTEXT REGULATORY, POLICIES, ETHICAL PRESCRIPTIONS SOCIO-CULTURAL ENVIRONMENT TEACHER LEARNER
      • The process that results changes in the human understanding, human behaviour and in the human capabilities to function or perform –(competency).
      What is Learning…
      • The process of creating and facilitating the events that affects learners in their way to achieve learning.
      What is Teaching…
    • Learning and Teacher
      • Knowledge of subject matter content
      • Knowledge of general pedagogical principles and strategies
      • Knowledge of learners, their characteristics, and how they learn
      CATEGORIES OF TEACHER KNOWLEDGE Shulman, Lee S. 1987. "Knowledge and Teaching: Foundations of the New Reform." Harvard Educational Review 57 (1):1 - 22
    • Learning and Teacher
      • Knowledge of educational contexts
      • Knowledge of educational goals, purposes, and values
      CATEGORIES OF TEACHER KNOWLEDGE Shulman, Lee S. 1987. "Knowledge and Teaching: Foundations of the New Reform." Harvard Educational Review 57 (1):1 - 22
    • Effective Teaching
      • Teaching effectiveness is an interaction between subject matter knowledge and teaching ability.
      • “ When a teacher does this (process), it results in this sort of student achievement (product).” “When a teacher causes this to happen (process), it results in student learning (product).”
    • Effective Teaching
      • Make the learner focus and pursue clear learning goals. The instructional method, content resource, and assessment instruments are aligned to the clearly stated outcomes.
      • Present clear and simple content. The information has to build on what the students already know.
    • Effective Teaching
      • Engage the learner in learning by doing. Activity based learning is given time in building contextual knowledge.
      • Teach with enthusiasm. The teacher shows excitement and passion in doing what will make the learner successful.
    • INSTRUCTIONAL DESIGN
      • The development of 4. instructional materials and activities ; and tryout and evaluation of all instruction and learner activities.
      • The systematic development of
      • 1. Instructional specifications based on some learning and
      • instructional theory
      • to ensure the quality of instruction .
      • The process of analysis of 2. learning needs and goals and the development of a 3. delivery system to meet those needs.
    • Instructional Planning Stages Define Instructional Objectives Conduct Instructional Analysis Identify Entry Behaviour Develop Performance Objectives Select Instructional Methods Assemble and Review Instructional Material Develop the Formative Evaluation Plan the Summative Evaluation Basic Education Competency Standard Learner Profiles and Education Context Instructional Delivery Configuration to Match Instructional Method. Performance Criterion References Least Mastered Competency Areas Books, Manuals, Guides Software and Internet Sites Lesson Plan and Resource Plan Performance Rubric
    • STAGES OF INSTRUCTIONAL PLANNING
      • INSTRUCTIONAL GOAL speaks of the expected state of accomplishment to be realized by the learners based on the targeted competency defined in the basic CHED basic curriculum and PRC performance criteria.
      • INSTRUCTIONAL ANALYSIS defines the knowledge and skills to be acquired and performed by the learners in order to accomplish the instructional goal. It lists down topics to be mastered.
    • STAGES OF INSTRUCTIONAL PLANNING
      • ENTRY BEHAVIOUR identifies the pre-requisite level of understanding, ability and attitude of the learner. It provides the profile of what the students already know, and what to build on.
      • PERFORMANCE OBJECTIVES define the criterion references to properly measure the learner’s achievement of the instructional goals. It provides the means to validate and verify results.
    • STAGES OF INSTRUCTIONAL PLANNING
      • INSTRUCTIONAL METHODS speak of the strategy to deliver the performance objectives. It involves the selected instructional activities to engage the learner.
      • INSRUCTIONAL MATERIALS are digital learning materials which are reviewed to support the content and process requirements of the instructional method.
    • STAGES OF INSTRUCTIONAL PLANNING
      • FORMATIVE EVALUATION is the means to measure the learning accomplishment of the learner after the execution of the planned instruction. It done through the conduct of written tests and activity output assessment using a performance rubric.
      • SUMMATIVE EVALUATION is to measure the total learning accomplishment of the learner through the conduct of licensure examination.
    • Process & Product Effective Teaching Model VALIDATION AND VERIFICATION Performance Rubrics -- Learning Product Instructional Method Learning Content Learning Outcome OUTPUT PROCESS INPUT GOAL
    • LEARNING DEFINITION LEARNING OBJECTIVES To know To differentiate To analyze To construct PERFORMANCE CRITERIA Questions Products INSTRUCTIONAL METHOD Lecture Demonstration Discussion Project RESOURCE USAGE 1:One 1:Group 1:Class INSTRUCTIONAL MATERIALS Internet Services Desktop Software SUBJECT: YEAR LEVEL: TOPIC: COMPETENCY GOAL: COMPETENCY OBJECTIVES: PRE-REQUISITES:
    • INSTRUCTIONAL PLAN LESSON DESCRIPTION : ( Write a concise description of what occurs in this lesson.) In this lesson, the students shall learn the following category of knowledge items. The student is expected to realize the following learning activities. The learning process requires the following condition or ICT resources to achieve learning the lesson. The student shall deliver the following learning products. The student performance will be evaluated based on the following performance metrics. TIME ALLOTTED: LESSON TITLE: YEAR LEVEL SUBJECT AREA:
    • INSTRUCTIONAL PLAN
      • CLASSROOM LAYOUT AND GROUPING OF STUDENTS:
      • Where will the learning take place?
      • How will the room be organized with the computers?
      • (Make a visual representation or diagram of the facility or classroom layout.)
      • How will the students be grouped:
      • class group
      • individuals
      • pairs
      • small groups, etc
    • INSTRUCTIONAL PLAN
      • LEARNING OBJECTIVES:
      • Identification of the specific learning outcomes that are expected to happen based on the Philippine Learning Competency of Nursing Education.
      • The learner is expected to:
      • Define….
      • Describe…
      • Differentiate
      • The learner given the ICT learning condition is able to:
      • Calculate
      • Compose
      • Illustrate
    • INSTRUCTIONAL PLAN
      • MATERIALS, RESOURCES AND TECHNOLOGY:
      • Non-Digital Materials for this Lesson
        • Printed Text Book
        • Manual Manipulative
        • Chalk Board
        • Illustration Board
        • Printed Workbook
        • Material Item 6
      • Technology Components for this Lesson
        • Computer
        • Software
        • Network
        • Printer
        • Scanner
        • Multimedia Device
    • INSTRUCTIONAL PLAN
      • MATERIALS, RESOURCES AND TECHNOLOGY:
      • Printed Materials
      • Digital Materials
      • Internet Materials
    • INSTRUCTIONAL PLAN STUDENT’S PRESENT LEVEL OF PERFORMANCE AND KNOWLEDGE: Do the students have the adequate knowledge to complete the lesson successfully? What pre-requisite knowledge or skills from previous lessons that the students must have in order to complete the current lesson content? What initial technology knowledge and skills that the students must have to properly use the computer, software and Internet to learn the lesson?
    • INSTRUCTIONAL PLAN
      • INSTRUCTIONAL PROCEDURES:
      • Motivation:
      • Define the importance of the lesson to motivate the student. And how to relate lesson to previous lesson or real-life situation. Identify how the ICT based materials will be use to bring motivations of the lesson.
      • Presentation:
      • Identify the knowledge items or concepts to be understood, and the manner the content will be presented to the students through the use of ICT tools.
      • Activities :
      • Identify the sequential activities of the performance item to be executed in this lesson. It describes the methodology and ICT tools to be used in developing the activity products.
      • Closure:
      • Identify how the lesson shall be summarized and how to introduce future lesson.
    • INSTRUCTIONAL PLAN
      • SUPPLEMENTAL ACTIVITIES:
      • Additional activities to expand the lesson
      • Remediation activities for the student needing more instruction and practices
      • Assignments
    • INSTRUCTIONAL PLAN
      • ASSESSMENT AND EVALUATION:
      • How will you measure the student’s success? Formally or informally? Formal evaluation of student work requires that a grade is taken while informal might be monitoring of work, or class discussion.
      • Describe the assessment process:
      • -Written Test –Quiz, Unit Test, Periodical Examination
      • -Activity Output Evaluation –Activity Worksheet
      • -Computer based Testing
      • -On-line Test
      • Define the criteria for achievement, and performance levels:
      • -Basic questions that all students must be able to answer
      • -Difficult question that some student may be able to answer
      • -Performance Rubrics and Rating Reference
      • Describe the plan on how to provide feedback to the student:
      • -Individual consultation
      • -Printed Report
      • -e-mail
    • INSTRUCTIONAL PLAN
      • STUDENT PRODUCTS:
      • What artifact(s) or products will result from the lesson?
      • Report
      • Worksheet
      • Newsletter
      • Diary
      • Diagram
      • Slideshow
      • Video and Sound Production
      • Drawing
      • Created Object
      • Test Results
      • Discussion Forum
      • Website