Cambridge International Diploma for Teachers & Trainers
Four Modules in CIDTT <ul><li>Module 1: Design </li></ul><ul><li>Module 2: Practice </li></ul><ul><li>Module 3: Assessment...
First Module in CIDTT <ul><li>Module 1: Design </li></ul><ul><li>Identifying learner needs and learning objectives </li></...
Second Module in CIDTT <ul><li>Module 2: Practice </li></ul><ul><li>Presentation  </li></ul><ul><li>Teaching skills </li><...
Third Module in CIDTT <ul><li>Module 3: Assessment </li></ul><ul><li>Assessing student progress: Formative assessment </li...
Fourth Module in CIDTT <ul><li>Module 4: Evaluation </li></ul><ul><li>Evaluating learning programmes </li></ul><ul><li>Eva...
General Features of CIDTT <ul><li>Reflective: Practice to Theory </li></ul><ul><li>Assignment-based Assessment </li></ul><...
In A Nutshell:  <ul><li>Teaching is… </li></ul><ul><li>PLAN </li></ul><ul><li>DO  </li></ul><ul><li>CHECK </li></ul><ul><l...
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 <ul><li>What are some regular concerns about your teaching? </li></ul><ul><li>What are some regular ...
Activity: What Kind of A Learner Am I? <ul><li>Go to:   http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/m...
<ul><li>Understanding Learner Behaviour </li></ul>KNOWING YOU
Needs Analysis
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  (spe...
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? <ul><li>To learn something new…a recipe, a new route, … </li></ul><ul><li>What do you do? </li...
Learning and Teaching S H B C SHOW & TELL (Example, Simulation, Demonstration) Imitating “good” examples of… Social MEETIN...
READY   for take off ?  ...how do we START?
Begin With The END In Mind
 
Goal Setting: Learning Objectives <ul><li>Cognitive, psychomotor and affective goals </li></ul><ul><li>Specific </li></ul>...
7 Habits of  Highly Effective People: Living By Design “ If you fail to plan, you will plan to fail.”
Programme Plan: What and Why? <ul><li>Aims </li></ul><ul><li>Learning objecties </li></ul>Evaluation Resources Assessment ...
Programme Plan <ul><li>Aims </li></ul><ul><li>Learning objectives </li></ul><ul><li>Cognitive Structure: </li></ul><ul><li...
All Good Things Are Created   TWICE?
Activity: Review Existing Programme Plan <ul><li>Are the goals set to promote holistic education; knowledge, skills, value...
ISSUES in PLANNING <ul><li>Over and under plan; which is better? </li></ul><ul><li>Can I plan to “not finish the syllabus”...
Your View? <ul><li>Is teaching  </li></ul><ul><li>an ART  </li></ul><ul><li>or  </li></ul><ul><li>a SCIENCE? </li></ul>
Summary 1 <ul><li>Planning and designing a programme: </li></ul><ul><li>Needs analysis  (Understand LEARNING & LEARNERS) <...
Session/ Lesson Plan <ul><li>Aims </li></ul><ul><li>Learning objectives </li></ul>Differentiation Resources Materials Lear...
Classroom Management <ul><li>A very important </li></ul><ul><li>COMPLEMENTARY PLAN </li></ul><ul><li>To the lesson plan </...
Activity:  Why Do I Plan to Teach Like That? <ul><li>Think of a learning activity you commonly conduct: </li></ul><ul><li>...
Summary 2 <ul><li>Lesson/ session plan: </li></ul><ul><li>Learning objectives  </li></ul><ul><li>Learning activities  </li...
Reflections of A Teacher (PLANNING) <ul><li>Based on experience; own or others’ </li></ul><ul><li>Examine the  how’s and W...
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Plan & Design 1 & 2

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Plan & Design 1 & 2

  1. 1. Cambridge International Diploma for Teachers & Trainers
  2. 2. Four Modules in CIDTT <ul><li>Module 1: Design </li></ul><ul><li>Module 2: Practice </li></ul><ul><li>Module 3: Assessment </li></ul><ul><li>Module 4: Evaluation </li></ul>
  3. 3. First Module in CIDTT <ul><li>Module 1: Design </li></ul><ul><li>Identifying learner needs and learning objectives </li></ul><ul><li>Teaching and learning methods </li></ul><ul><li>Programme planning </li></ul><ul><li>Lesson plans </li></ul><ul><li>Learner feedback </li></ul><ul><li>Performance feedback </li></ul>Assignment: Pages 19-21
  4. 4. Second Module in CIDTT <ul><li>Module 2: Practice </li></ul><ul><li>Presentation </li></ul><ul><li>Teaching skills </li></ul><ul><li>Learner involvement </li></ul><ul><li>Learner feedback </li></ul><ul><li>Self evaluation </li></ul>Assignment: Pages 27-29
  5. 5. Third Module in CIDTT <ul><li>Module 3: Assessment </li></ul><ul><li>Assessing student progress: Formative assessment </li></ul><ul><li>Assessing student achievement: Summative assessment </li></ul><ul><li>Record keeping and reporting protocols </li></ul>Assignment: Pages 35-37
  6. 6. Fourth Module in CIDTT <ul><li>Module 4: Evaluation </li></ul><ul><li>Evaluating learning programmes </li></ul><ul><li>Evaluating professional practice </li></ul><ul><li>Goal setting </li></ul><ul><li>Developing a professional development plan </li></ul><ul><li>Using evaluation information </li></ul>Assignment: Pages 42-44
  7. 7. General Features of CIDTT <ul><li>Reflective: Practice to Theory </li></ul><ul><li>Assignment-based Assessment </li></ul><ul><li>Understanding of Learning </li></ul><ul><li>Understanding of Teaching </li></ul><ul><li>Grades: Pass/ Distinction </li></ul>Stories Variety Willing to write Tentative, insightful Student-centred Learning-centred KDU/CIE facilitated Self determined
  8. 8. In A Nutshell: <ul><li>Teaching is… </li></ul><ul><li>PLAN </li></ul><ul><li>DO </li></ul><ul><li>CHECK </li></ul><ul><li>ACT </li></ul>
  9. 9. KNOWING ME Understanding Personal Behaviour Understanding Teacher Behaviour
  10. 10. KNOWING ME Compare profiles: Find a participant who is “most like you”. Also note who’s “least like you”
  11. 11. Activity: Reflections <ul><li>What are some regular concerns about your teaching? </li></ul><ul><li>What are some regular concerns about learning; the students in your class in particular? </li></ul>List your 3 strongest concerns: What do you hope to learn from this course?
  12. 12. Activity: What Kind of A Learner Am I? <ul><li>Go to: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm </li></ul><ul><li>Answer spontaneously and obtain your analysis </li></ul>
  13. 13. <ul><li>Understanding Learner Behaviour </li></ul>KNOWING YOU
  14. 14. Needs Analysis
  15. 15. Needs and Wants Needs Professional Personal Wants
  16. 16. 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.
  17. 17. Needs and Wants Needs Professional Personal Wants Students’
  18. 18. Learner Needs: Maslow’s Hierarchy Learning Smart Learning Physiological Safety Social Esteem Self Actualisation
  19. 19. Activity: How Do You Learn? <ul><li>To learn something new…a recipe, a new route, … </li></ul><ul><li>What do you do? </li></ul><ul><li>How do you make sure you learn correctly? </li></ul><ul><li>How do you make sure you learn fast? </li></ul>
  20. 20. 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
  21. 21. READY for take off ? ...how do we START?
  22. 22. Begin With The END In Mind
  23. 24. Goal Setting: Learning Objectives <ul><li>Cognitive, psychomotor and affective goals </li></ul><ul><li>Specific </li></ul><ul><li>Measurable </li></ul><ul><li>Achievable </li></ul><ul><li>Realistic </li></ul><ul><li>Time-scaled </li></ul>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
  24. 25. 7 Habits of Highly Effective People: Living By Design “ If you fail to plan, you will plan to fail.”
  25. 26. Programme Plan: What and Why? <ul><li>Aims </li></ul><ul><li>Learning objecties </li></ul>Evaluation Resources Assessment Learning Activities Topic Session Date
  26. 27. Programme Plan <ul><li>Aims </li></ul><ul><li>Learning objectives </li></ul><ul><li>Cognitive Structure: </li></ul><ul><li>Known </li></ul><ul><li>Easy </li></ul><ul><li>Concrete </li></ul><ul><li>Student-centred: variety/ MI for differentiation, engaging and motivating (humanism) </li></ul><ul><li>Practice: Adequate, variety, immediacy of feedback (behaviourism) </li></ul><ul><li>Modeling: Examples and demos, involvement of significant people e.g. peers, teacher, employer (social learning) </li></ul><ul><li>Students </li></ul><ul><li>Teaching </li></ul><ul><li>Programme </li></ul>Evaluation Resources Assessment Learning Activities Topic Session Date
  27. 28. All Good Things Are Created TWICE?
  28. 29. Activity: Review Existing Programme Plan <ul><li>Are the goals set to promote holistic education; knowledge, skills, values? </li></ul><ul><li>Are the objectives SMART? </li></ul><ul><li>The structure/ sequence facilitative; needs-based? </li></ul><ul><li>Is there enough variety of activities and resources; different needs, theory-practice balance, instruction (deductive)-discovery (inductive) balance, opportunities and constraints? </li></ul><ul><li>Did you plan to obtain feedback; monitor progress (formative) and measure achievement (summative)? </li></ul>
  29. 30. ISSUES in PLANNING <ul><li>Over and under plan; which is better? </li></ul><ul><li>Can I plan to “not finish the syllabus”? </li></ul><ul><li>Can one plan be used for all classes/ cohorts? </li></ul><ul><li>Is it a good plan to teach to the test? </li></ul>
  30. 31. Your View? <ul><li>Is teaching </li></ul><ul><li>an ART </li></ul><ul><li>or </li></ul><ul><li>a SCIENCE? </li></ul>
  31. 32. Summary 1 <ul><li>Planning and designing a programme: </li></ul><ul><li>Needs analysis (Understand LEARNING & LEARNERS) </li></ul><ul><li>Learning objectives (CONTENT: smart) </li></ul><ul><li>Teaching methods & activities (DELIVERY: learning theories/ HSBC) </li></ul><ul><li>Learning materials (RESOURCES: inclusive of learning environment) </li></ul><ul><li>Assessment (FORMATIVE AND SUMMATIVE) </li></ul>Structure: Balance Variety: Differentiation Feedback: Contingency
  32. 33. Session/ Lesson Plan <ul><li>Aims </li></ul><ul><li>Learning objectives </li></ul>Differentiation Resources Materials Learning Activities Content Time
  33. 34. Classroom Management <ul><li>A very important </li></ul><ul><li>COMPLEMENTARY PLAN </li></ul><ul><li>To the lesson plan </li></ul>
  34. 35. Activity: Why Do I Plan to Teach Like That? <ul><li>Think of a learning activity you commonly conduct: </li></ul><ul><li>SWOT analysis of the activity? </li></ul><ul><li>Cater for different students? </li></ul><ul><li>Enable equal access/ participation/ involvement ? </li></ul><ul><li>Students and teacher’s roles? </li></ul><ul><li>What materials are used; how much do I need to prepare? </li></ul><ul><li>What facilities do I need; preparation? </li></ul><ul><li>Integrate feedback/ assessment? </li></ul>
  35. 36. Summary 2 <ul><li>Lesson/ session plan: </li></ul><ul><li>Learning objectives </li></ul><ul><li>Learning activities </li></ul><ul><li>Learning materials </li></ul><ul><li>Learners’ and teacher’s roles </li></ul><ul><li>Learning environment (FACILITATIVE) </li></ul><ul><li>Assessment (FORMATIVE) </li></ul>(DIFFERENTIATION)
  36. 37. Reflections of A Teacher (PLANNING) <ul><li>Based on experience; own or others’ </li></ul><ul><li>Examine the how’s and WHY’s in planning </li></ul><ul><li>Be self-critical; strengths and weaknesses of your practices in setting goals, planning activities, preparing materials, getting facilities ready, setting up a facilitative/ conducive CR environment </li></ul><ul><li>Lessons from these practices and suggestions for change/ amendments/ future practice </li></ul><ul><li>Outstanding issues: Wish list? </li></ul>Feel comfortable to talk about self; hear own voice

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