The document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered approaches. A learner-centered approach focuses on students' needs, interests, and abilities. A subject-centered approach emphasizes separate subjects detached from real life. A problem-centered approach assumes students experience problems and aims to develop their ability to resolve issues independently and assume civic responsibilities.
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Diagnosis of needs in curriculum developmentMonica P
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
It is all about the different qualities that needs to be consider in designing a curriculum. Hope it helps :)
Here are the following qualities:
* Scope
* Sequence
* Continuity
* Integration
* Articulation
* Balance
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Diagnosis of needs in curriculum developmentMonica P
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
It is all about the different qualities that needs to be consider in designing a curriculum. Hope it helps :)
Here are the following qualities:
* Scope
* Sequence
* Continuity
* Integration
* Articulation
* Balance
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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.
2. The Six (6) Features of a Curriculum
Who teaches? –The Teacher
Who do the teachers teach? –The Learners
What do the teachers teach? –Knowledge,
Skills, Values
How do teachers teach? –Strategies & Methods
How much of the teaching was learned? –
Performance
With whom do we teach? –Community Partners
3. Who teaches? –The TeacherThe Teacher
Quality Education requires quality
teachers.
Good teachers bring a shining light
into the learning environment. They
are ideal companions of the learners.
With the advances in communication
technology, good teachers are needed
to sort out the information from the
data that surround the learners.
4. Good teachers are needed to sort
out the knowledge from the info.
but even more important, excellent
teachers are needed to sort the
wisdom from the knowledge.
Institutions are as good as its
teachers.
5. Who do the teachers teach?
–The LearnersThe Learners
The learners are at the center stage
in the educative process.
They are the most important factors
in the learning environment.
There is no teaching without them.
6. Hence, teachers should understand
and accept the learner’s diverse
background.
Each one of them is unique
individual.
Considering the domain of diversity
of learners will allow the individual
learner to develop his multiple
intelligences at his own pace.
7. What do the teachers teach?
–Knowledge, Skills, ValuesKnowledge, Skills, Values
“To help the learners cope
with rapid changes to
understand and to succeed
in the new work in the
workplace, we must design
a curriculum oriented to
tomorrow.”
8. It should be remembered that what
students learn will be obsolete in ten
years, and half of what they need to
know to succeed in work and in life has
not yet been fully developed and will
have to be learned as they go along in
the future.
The learning episode influences the
teaching-learning process. The teacher is
expected to prepare his/syllabus or a
course of study as his vehicle for
instruction. There must be a balance of
theory and practice.
9. How do teachers teach?
––Strategies & MethodsStrategies & Methods
Researches show that there is no best
strategy that could work in a million of
different student background and
characteristics.
For teachers to teach effectively, they
must use appropriate methodologies,
approaches and strategies “capped with
compassionate and winsome nature”.
10. Teachers should select teaching
methods, learning activities and
instructional materials or resources
appropriate to learners and
aligned to objectives of the
lesson.
Good teachers utilize information
derived from assessment to
improve teaching and learning
and adopt a culture of
excellence.
11. How much of the teaching was learned?
––PerformancePerformance
When teachers teach, they formulate
objectives to be accomplished by the
learners.
A curriculum should be clear at the
beginning with what knowledge, skills
and values should be developed by
the learners.
12. At the end of the teaching act, it is
necessary to find out if the objectives
set were accomplished.
Performance is a feature of a
curriculum that should be given
emphasis.
However, if the performance of the
learners is low then it follows that the
curriculum has failed. A good
curriculum is one that results in high
or excellent performance.
13. With whom do we teach?
––Community PartnersCommunity Partners
Teaching is a collaborative
undertaking.
While teachers are the focal point
in the learning process, they must
draw upon the resources of their
environment and of their partners to
be effective.
14. Teachers must established relationship
with parents, NGO’s and their
stakeholders.
An absence of partnership often means a
poor definition of education ends.
However, as society changes, teachers
will have a new beginning, an opportunity
to recast their role in their communities,
to change their attitude to their
communities, to change the attitude of
their communities and societies about
them.
16. The common approaches to curriculum
design includes:
Child or Learner-Centered
Approach
Subject-Centered Approach
Problem-centered and human
relation-centered approach
17. Child or Learner-CenteredChild or Learner-Centered
ApproachApproach
This approach to curriculum design is
based on the underlying philosophy that
the child is the center of the educational
process.
It means that the curriculum is constructed
based on the needs, interest, purposes
and abilities of the learners.
The curriculum is also built upon the
learner’s knowledge, skills, learning's and
potentials.
18. From its design how should a child-From its design how should a child-
centered be approached? Let uscentered be approached? Let us
consider these:consider these:
1) A new respect for the child is fundamental.
2) A new freedom of action is provided.
3) The whole activity is divided into units of
work.
4) The recognition of the need for using and
exploring many media for self-discovery and
self-direction is embraced.
20. 1) the primary focus is the subject
matter.
2) the emphasis is on bits and pieces of
information which are detached from
life.
3) the continuing pursuit of learning
outside the school is not emphasized.
Learning should only take place
inside the classroom.
4) the subject matter serves as means
of identifying problems in living.
21. Problem-centered and humanProblem-centered and human
relation-centered approachrelation-centered approach
This approach is based on a
curriculum design which assumes
that in the process of living, children
experience problems.
Thus, problem solving enables the
learners to become increasingly able
to achieve complete or total
development as individuals.
22. This approach is characterized by the ff.This approach is characterized by the ff.
views and beliefs:views and beliefs:
1) the learners are capable of directing and
guiding themselves in resolving problems,
thus they become independent learners.
2) the learners are prepared to assume their
civic responsibilities through direct
participation and different activities.
3) the curriculum leads the learners in the
recognition of concerns and problems and
in seeking solutions. The learners are
considered problem solvers.