The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
Title Slide:
- Title: Integrating New Literacies in the Curriculum for College Students
- Subtitle: Equipping Students for the Digital Age
- Presenter's Name
- Date
Slide 1: Introduction
- Definition of New Literacies
- Importance of Integrating Them into the Curriculum
- Objectives of the Presentation
Slide 2: Understanding New Literacies
- Definition and Evolution of Literacy
- Characteristics of New Literacies (Digital, Media, Information, etc.)
- Role in 21st Century Education
Slide 3: Digital Literacy
- Skills for Navigating Digital Technologies
- Critical Evaluation of Online Information
- Digital Citizenship and Online Safety
Slide 4: Media Literacy
- Understanding Media Messages and Bias
- Analyzing Visual and Audiovisual Content
- Creating and Sharing Media Responsibly
Slide 5: Information Literacy
- Research Skills for Finding and Evaluating Information
- Citation and Copyright Understanding
- Avoiding Plagiarism and Academic Integrity
Slide 6: Visual Literacy
- Interpretation of Visual Elements in Texts
- Creating and Understanding Visual Representations
- Importance in Various Fields (Design, Marketing, Education)
Slide 7: Multimodal Literacy
- Integration of Different Modes of Communication (Text, Image, Sound)
- Creating and Understanding Multimodal Texts
- Digital Storytelling and Interactive Media
Slide 8: Integrating New Literacies Across the Curriculum
- Infusing New Literacies into Traditional Subjects
- Collaborative Projects and Experiential Learning
- Incorporating Technology-Enhanced Learning Activities
Slide 9: Benefits of Integrating New Literacies
- Enhanced Critical Thinking and Problem-Solving Skills
- Improved Communication and Collaboration Abilities
- Preparation for Future Careers in a Digital World
Slide 10: Challenges and Considerations
- Access and Equity Issues
- Digital Divide and Technological Barriers
- Training and Support for Educators
Slide 11: Strategies for Implementation
- Professional Development for Educators
- Curriculum Design and Integration Plans
- Leveraging Technology and Online Resources
Slide 12: Assessment of New Literacies
- Authentic Assessment Methods
- Rubrics and Criteria for Evaluating New Literacies Skills
- Continuous Improvement and Feedback
Slide 13: Case Studies and Examples
- Successful Implementation Stories
- Innovative Approaches to New Literacies Integration
Slide 14: Conclusion
- Recap of Key Points
- Call to Action: Prioritizing New Literacies in Education
- Thank You
Slide 15: Q&A
- Open Floor for Questions and Discussion
Closing Slide:
- Contact Information
- Follow-up Resources
- Social Media Handles
Curriculum is one of the most important things that an aspiring teacher needs to know. This will help teacher identify different types of curriculum to be able to give a quality education to learners.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. Described the different approaches about
school curriculum
Explained by examples how the approaches
clarify the definition of curriculum
Reflected on how the three approaches
interrelate with each other
5. 1. CURRICULUM AS A
CONTENT OR BODY OF
KNOWLEDGE
Topic outline
Subject matter
Concept to be included in the syllabus
Traditionalist equate curriculum with the ff:
6. 1. Topical approach
2. Concept approach
3. Thematic approach
4. Modular Approach
Observe your book and find out what approach is being used.
7. 1. Significance
- Content becomes the means of developing
cognitive, affective or psychomotor skills
- Address cultural context of the learners
Browse your book and look for a proof that it is significant
8. 2. Validity
- Check and verify content at regular interval
- Content which may be valid in its original
form may not continue to be valid in the
current times
Give examples of this issue in your own major wherein content
is valid before but not anymore today.
9. 3. Utility
- Can be relative to time
- Useful in the past, may not be useful now or
in the future
Give examples of this issue in your own major wherein skills
to be developed to the students will not be useful in the future.
10. 4. Learnability
- The complexity of the content should be
within the range of experiences of the
learners
Give examples of this issue in your own major wherein content
is not in the range of the experiences of the learners.
11. 5. Feasibility
- Can the subject content be learned within
the time allowed, resources available,
expertise of the teachers and the nature of
the learners
Give examples of this issue in your own major wherein content
or activity is not possible to do in any given situation.
12. 6. Interest
- Will the learners take interest in the
content?
- Are the contents meaningful?
- What value will the contents have in the
present and future life of the learners?
What can you do to make the curriculum interesting?
13. Guide in the selection of the Content in the Curriculum
1. Content is commonly used in the daily life.
2. Content is appropriate to the maturity levels and
abilities of the learners.
3. Content is valuable in meeting the needs and
competencies of the future career.
4. Content is related to other subject fields or discipline for
complementation and integration.
5. Content is important in the transfer of learning in other
disciplines.
14. BASIC Principles of Curriculum Content
In 1952, Palma proposed the principle of BASIC as a guide in addressing
CONTENT in the curriculum.
ALANCE
RTICULATION
EQUENCE
NTEGRATION
ONTINUITY
-significant contents should be covered
- To assure no gaps or overlaps in the content
-the pattern is usually from easy to complex
-relatedness or connectedness to other contents
-constant repetition, reinforcement and enhancement of
content are all elements of continuity
21. 2. CURRICULUM
APPROACHED AS PROCESS
Curriculum happens in the classroom
Practice of teaching
Curriculum happens in the classroom
Concern of teachers to emphasize
• Critical thinking
• Meaning-making
• Heads-on
• Hands-on
• and many others
22. 2. CURRICULUM
APPROACHED AS PROCESS
The process provides the
curriculum on how to
teach the content.
Pedagogical Content Knowledge
If you have this content, how will
you teach it?
23. 2. CURRICULUM
APPROACHED AS PROCESS
What curriculum are you
using?
Problem-based
Hands-on, Minds-on
Cooperative learning
Blended Curriculum
On-line
Case-based
and many more
24. When curriculum is approached as a PROCESS, guiding principles are presented:
2. CURRICULUM
APPROACHED AS PROCESS
1. Curriculum process in the form of teaching methods and strategies are means
to achieved the end.
2. There is no single best process or method.
3. Stimulate learner’s desire to develop holistically
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes
6. Flexibility in the use of the process or methods should be considered
7. Both teaching and learning are the two important processes in the
implementation of the curriculum.
25. 3. CURRICULUM AS A
PRODUCT
is what students desire to
achieve as a learning outcomes
26. 3. CURRICULUM AS A
PRODUCT
The real purpose of education is to bring about
significant changes in students’ pattern of behavior.
Curriculum product is expressed in form of outcomes which are
referred to as the achieved learning outcomes.
There maybe several desired learning outcomes, but if the process
is not successful, then no learning outcomes will be achieved.
These learned or achieved outcomes are demonstrated by the
person who has meaningful experiences in the curriculum.
All of these are result of planning, content and processes in the
curriculum.