Your SlideShare is downloading. ×
Curriculum strand 4.4
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Curriculum strand 4.4

43
views

Published on

Published in: Education, Technology

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
43
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. REMY C. DATUMT-1JUSTINO SEVILLA HIGH SCHOOLSTRAND 4.4: Selects teachingmethods , learning activities andinstructional materials or resourcesappropriate to learners and alignedto the objectives of the lesson
  • 2. Strand 4.4 in concept clusterLearning Goals/LearningcompetenciesTeachingmethodsLearningstylesIntellectInstructionalmaterialsLearningactivitiesDIVERSELEARNERS
  • 3. MgaIstratehiyaPagtatayaMgaKagamitanNilalamanMgaLayuninFeedback
  • 4. Inaasahang Resulta/BungaPlano sa PagkatutoPagtataya
  • 5. Results/OutcomesAssessmentLearning PlanContent/PerformanceStandardsProducts/PerformancesEssentialUnderstandingsEssentialQuestionsLearningActivitiesAssessmentCriteria/ToolsResources/MaterialsObjectives(knowledge/skills)
  • 6. A Few Great Thinkers!McWilliams, 2009Benjamin BloomBloom’sTaxonomyGrant WigginsJay McTigheFacets ofUnderstanding
  • 7. KnowledgeComprehensionApplicationAnalysisSynthesisEvaluationIntroducing…McWilliams, 2009Benjamin BloomBloom’sTaxonomyLowHigh
  • 8. A Newer Look?McWilliams, 2009Lorin AndersonandDavid KrathwohlRevisedBloom’sTaxonomyKnowledgeComprehensionApplicationAnalysisSynthesisEvaluationRememberingUnderstandingApplyingAnalyzingEvaluatingCreating
  • 9. Hey! What’s the Big Idea?McWilliams, 2009Grant WigginsJay McTigheFacets ofUnderstanding
  • 10. What we typicallyWhat we typically(incorrectly) do:(incorrectly) do:Identify content to be acquiredWithout checking foralignmentBrainstorm lessons to learn the contentWithout checking foralignmentCreate an assessment to see if theylearned the content
  • 11. WHERETOExploreFirm UpDeepenUNDERSTANDINGTransfer++(Create,Add value)ContentStandardPerf.StandardAssessment
  • 12. W H E R E T OW- How shall we help students know where they’re headedand why they’re going there? Where is the unit/lessongoing? What is expected? In what ways will students beevaluated?H- How shall we hook and engage students’ interest throughthought-provoking experiences at the beginning of eachinstructional episode?
  • 13. W H E R E T OE- What experiences shall we provide to help studentsmake their understandings real? How shall we equipthem for success throughout the unit or course?R- How shall we cause students to reflect, revisit, revise,and rethink?E- How shall students express their understandings andengage in meaningful self-evaluation?
  • 14. Beyond IQ• Robert Sternberguse of intellect rather than quantity of intelligence as problem-solvinganalyticalpracticalcreative Triarchic Theory!
  • 15. STERNBERG’S INTELLIGENCESAn idea for assessing students according toSternberg’s intelligences would be to use thefollowing scenario:Imagine you are driving with your parents and theyare listening to the radio. An interesting piececomes on about something you do not know.Asyou listen, you get more and moreinterested. What do you want to know?Do you want to know all the little details that gointo it?Do you want to know how it is being used?Do you want to know only enough information tothink of other things to do?S tudents who choose the first question fall intothe analytic intelligence, the secondcorresponds to practical and those who choosethe final question are the creative learners.PRACTICALCREATIVEANALYTICAL
  • 16. VisualAuditoryKinestheticLearning Modalities
  • 17. Learning modalitiesare the sensorychannels or pathwaysthrough whichindividuals give, receive,and store information.
  • 18. The modalities orsenses includevisual, auditory,tactile/kinesthetic,smell, and taste
  • 19. Researchers, have concludedthat in a classroom, the studentswould be approximately:         25-30% visual         25-30% auditory         15% tactile/kinesthetic         25-30% mixed modalities
  • 20. “Change has a considerablepsychological impact to the humanmind.To the fearful it is threatening becauseit means that things may get worse.To the hopeful it is encouragingbecause things may get better.To the confident, it is inspiringbecause the challenge exists to makethings better.”Anonymous“Change has a considerablepsychological impact to the humanmind.To the fearful it is threatening becauseit means that things may get worse.To the hopeful it is encouragingbecause things may get better.To the confident, it is inspiringbecause the challenge exists to makethings better.”Anonymous