Classroom management styles of primary school teachers google forms 1
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There are four classroom management styles: authoritarian, authoritative, laissez-faire, and indifferent. Good classroom management creates an effective learning environment. The document is a questionnaire for primary school teachers that examines their classroom management styles and teaching experiences. Teachers are asked to rate statements about their classroom management approaches on a scale and provide information about their gender, age, education level, years of teaching experience, and whether teaching was their first career choice.
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THE TEACHER IS A CATALYST FOR NATIONAL DEVELOPMENT
Teachers play a vital role as catalysts for national development. They are responsible for educating and developing the skills and character of the next generation. Without proper guidance from teachers, knowledge alone has no meaning for national development. Teachers impart knowledge and help develop human resources to create jobs and fill positions in society. They also inculcate moral values and counsel students, making them well-suited to catalyze the processes needed for a country's development. A nation's teachers thus have a profound influence and their quality determines the quality of the education system and the nation as a whole.
Tyler model
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
Taba model of curriculum development
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.
Approaches to School Curriculum
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
Teacher's Responsibility to Value all Learners
Inclusive teaching values all learners and helps ensure their success. It involves improving learning quality for all students regardless of ability, addressing each student's needs through a collaborative approach, and believing all children can learn. Effective inclusive teaching considers learner diversity, develops student autonomy, assesses learning skills, supports communication development, and differentiates instruction through collaborative problem solving.
Lesson plan Grammar ( Yesterday and Today-possesive pronouns)
The lesson plan is for a Year 4 English class to teach possessive pronouns. It will focus on teaching the pronouns "his", "hers", and "theirs" through a song about whose puppy it is. Students will practice changing the lyrics of the song to apply it to other objects like a cell phone or car. To assess learning, students will complete an exercise filling in blanks with the correct possessive pronouns. The goal is for students to correctly use these pronouns by the end of the lesson.
PURPOSES OF PORTFOLIO ASSESSMENT
The document discusses the benefits of portfolio assessment for students. Portfolio assessment matches assessment to teaching, has clear goals, and provides a profile of learner abilities and growth over time. It allows for assessment of a variety of skills, develops student awareness of their own learning, and caters to individual students. Portfolio assessment can also develop social skills, promote independent learning, and improve student motivation and achievement. It provides opportunities for student-teacher dialogue.
Recommended
THE TEACHER IS A CATALYST FOR NATIONAL DEVELOPMENT
Teachers play a vital role as catalysts for national development. They are responsible for educating and developing the skills and character of the next generation. Without proper guidance from teachers, knowledge alone has no meaning for national development. Teachers impart knowledge and help develop human resources to create jobs and fill positions in society. They also inculcate moral values and counsel students, making them well-suited to catalyze the processes needed for a country's development. A nation's teachers thus have a profound influence and their quality determines the quality of the education system and the nation as a whole.
Tyler model
The document discusses curriculum development and Ralph Tyler's model of curriculum planning. It provides background on Tyler, summarizes his four fundamental questions for curriculum planning, and outlines his model which begins with setting objectives based on studying learners, society, and subject matter. The model includes selecting learning experiences to meet objectives, organizing instruction, and evaluating effectiveness. Strengths are that it provides a clear starting point, while criticisms include that it can narrowly interpret objectives and be time-consuming. The document also contrasts Tyler's deductive approach with Taba's inductive model.
Taba model of curriculum development
This document provides an overview of curriculum models proposed by Hilda Taba, including a description of Taba's background and philosophical ideas. It outlines Taba's inductive model of curriculum development, which begins with diagnosing learner needs and involves teachers. The key steps in Taba's model are identifying student needs, formulating objectives, selecting and organizing content, choosing learning experiences, and determining evaluation. Taba's grassroots approach emphasizes addressing student needs and giving teachers a role in curriculum development.
Approaches to School Curriculum
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
Teacher's Responsibility to Value all Learners
Inclusive teaching values all learners and helps ensure their success. It involves improving learning quality for all students regardless of ability, addressing each student's needs through a collaborative approach, and believing all children can learn. Effective inclusive teaching considers learner diversity, develops student autonomy, assesses learning skills, supports communication development, and differentiates instruction through collaborative problem solving.
Lesson plan Grammar ( Yesterday and Today-possesive pronouns)
The lesson plan is for a Year 4 English class to teach possessive pronouns. It will focus on teaching the pronouns "his", "hers", and "theirs" through a song about whose puppy it is. Students will practice changing the lyrics of the song to apply it to other objects like a cell phone or car. To assess learning, students will complete an exercise filling in blanks with the correct possessive pronouns. The goal is for students to correctly use these pronouns by the end of the lesson.
PURPOSES OF PORTFOLIO ASSESSMENT
The document discusses the benefits of portfolio assessment for students. Portfolio assessment matches assessment to teaching, has clear goals, and provides a profile of learner abilities and growth over time. It allows for assessment of a variety of skills, develops student awareness of their own learning, and caters to individual students. Portfolio assessment can also develop social skills, promote independent learning, and improve student motivation and achievement. It provides opportunities for student-teacher dialogue.
Wheeler curriculum model assingment
The Wheeler curriculum model defines curriculum as a plan of action that structures knowledge from theory into practice. The Wheeler model views curriculum as a continuous cycle that responds to educational changes. It emphasizes situational analysis and encourages staff participation in school-based curriculum decisions. The model aims to provide learning experiences, with content that is valid, significant, useful, interesting and learnable. Evaluation is aligned with clear objectives to test student achievement of learning outcomes, with the results feeding back into the objectives. The Wheeler model presents curriculum design as an ongoing, adaptive process that incorporates new information and views elements as interrelated.
Introduction09
The document defines the relationship between curriculum and instruction and describes different levels of curriculum. It provides definitions of key terms like curriculum, curriculum development, instructional design. It also outlines some shared and unique aspects of curriculum development and instructional design. Finally, it discusses different approaches to curriculum including technical, non-technical, and rational/logical processes.
Approaches to Curriculum Design
Approaches to Curriculum Design
Learner-Centered Approach
Subject-Centered Approach
Problem-Centered Approach
Features of a Curriculum
21 reasons why we have mother tongue
- Mother tongue-based multilingual education (MLE) leads to better learning outcomes compared to only using English. However, legislators continue to ignore research and promote stronger English-only policies.
- This document aims to clarify issues around language in education in the Philippines by addressing 21 frequently asked questions about MLE. MLE uses multiple languages for literacy and instruction, starting in the learner's first language and gradually introducing additional languages.
- Research shows MLE produces learners who are multilingual, multi-literate, and able to work with diverse cultures. However, it requires well-developed curricula, well-trained teachers, good materials, and community support.
Approaches to curriculum design
The document discusses the key features of curriculum design:
1. It outlines the six main features of any curriculum - the teacher, learners, subject matter, teaching methods, performance assessment, and community partnerships.
2. It then examines the three main approaches to curriculum design - learner-centered, subject-centered, and problem-centered. The learner-centered approach focuses on the needs, interests, and abilities of students. The subject-centered approach emphasizes teaching detached subject matter. And the problem-centered approach views students as problem-solvers through experiential learning.
3. It emphasizes the importance of designing curricula that prepare students for the future by teaching relevant skills and adapting to changes
Lesson Plan in Content-Based Instruction
Students will learn about content-based instruction through activities like charades acting out key terms. They will discuss the importance of integrating subjects and define what content-based instruction means. As an assignment, students will create their own lesson plan using content-based instruction and research the advantages and disadvantages of this approach.
Vocce action research
This document provides information on action research conducted by Dr. C. Thanavathi. It begins with an introduction to action research, including its purpose and benefits. It then discusses how to conduct action research, outlining the typical cycles and steps involved, from identifying a problem or question, developing a research plan, collecting and analyzing data, and sharing results. Different types of action research are also described, including individual teacher research, collaborative research, and school-wide research. Methods for collecting both qualitative and quantitative data are presented. The document concludes by emphasizing that action research is an ongoing, reflective process aimed at improving teaching and learning.
DepED K to 12 English Curriculum Guide (CG) Grade 1 to Grade 10 ---> 01.30.2014
Download Link: http://jafiles.net/file/0Y96n4
Grade 7 CG: https://www.slideshare.net/secret/yv6aHmrmhhxHiZ
Grade 8 CG: https://www.slideshare.net/secret/dKCqdPaQyeIqB
Grade 9 CG: https://www.slideshare.net/secret/uA7uYzbXYXPv8g
Grade 10 CG: https://www.slideshare.net/secret/vh1D6zn9bsJcfd
Instructional Objectives: Bloom's Revised Taxonomy
This document outlines a presentation on instructional objectives and Bloom's revised taxonomy. The key points covered include:
1. The purpose of stating instructional objectives, including focusing teacher instruction and student learning as well as assessing student performance.
2. Bloom's original taxonomy classified educational objectives according to cognitive, affective, and psychomotor domains. Bloom's revised taxonomy updated this to include two dimensions - a knowledge dimension and a cognitive process dimension.
3. The knowledge dimension includes factual, conceptual, procedural, and metacognitive knowledge. The cognitive process dimension covers remember, understand, apply, analyze, evaluate, and create cognitive processes.
21st Century Learning Design
This document discusses dimensions of 21st century learning design for making the Australian curriculum more relevant. It provides descriptions and levels of proficiency for dimensions including collaboration, knowledge building, use of ICT, self-regulation, communication skills, and solving real-world problems. For each dimension, it gives criteria for levels of implementation from 0 to 4, with higher levels indicating greater student engagement, autonomy, use of 21st century skills, and application to authentic contexts. The overall document provides a framework for assessing and improving how well learning activities incorporate 21st century skills.
Curriculum model by nicholls
The cyclical curriculum model views the curriculum process as circular rather than fixed and rigid. It is responsive to ongoing needs and requires constant updating. The model emphasizes situational analysis of environmental factors and sees curriculum elements as interrelated. Nicholls and Nicholls' 1976 model represents the cyclical approach well, with curriculum development as a never-ending process that allows educators to continually refine and improve the curriculum over time based on new information and changes.
INTEGRATED TEACHING AND LEARNING APPROACHES
Integrative teaching strategies (ITS) aim to organize learning around real-life situations and students' interests by connecting topics across disciplines. ITS can take various forms, including thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies through multiple subjects. The integrative ladder provides guidance for sustaining student interest through diverse activities, relating to different learning styles, and recognizing success. While ITS enhances critical thinking and relevance, its challenges include the additional planning time needed and potential conflicts over priorities among teachers.
Planning the lesson plan-comments-suggestions
The document is a student teacher assessment form that evaluates performance in two areas: planning and instruction. For planning, it evaluates the lesson plan for elements like objectives, materials, procedures, and alignment. For instruction, it assesses establishing routines, communication skills, engaging teaching methods, use of thinking activities, presentation skills, inclusion of teaching aids, accommodation of learner needs, and use of technology. Comments and suggestions are requested for improving the lesson plan and instruction.
classroom observation
This document discusses classroom observation as a tool to improve teacher performance. It describes how classroom observation involves a supervisor observing a teacher's lesson, recording their teaching practices and student actions, and providing feedback to help the teacher develop their skills. Some key skills that can be enhanced through observation include lesson presentation, questioning techniques, student motivation and reinforcement, communication skills, and classroom management. Guidelines are provided for objective and constructive feedback discussions after observations. Overall, classroom observation is presented as an important professional development process for teachers.
Chapter 7 evaluation eisner model
Eisner's connoisseurship model is an approach to curriculum evaluation that emphasizes qualitative appreciation. It focuses on getting details of what happens in the classroom through knowledgeable evaluation. The model believes an expert evaluator can determine a curriculum's success using skills and experience in combination with appreciation and criticism. Criticism in this context refers to saying useful things about complex topics to help others see what they may have missed before. An eclectic approach to evaluation develops criteria to assess models sensitively while considering client concerns and unintended effects. It gives homeschooling parents control but some worry children may not learn enough or at the right time for testing.
Components of Curriculum
The document outlines the four major components of curriculum: 1) aims, goals and objectives which define what is to be achieved; 2) subject matter/content which determines what topics should be included; 3) learning experiences which are the instructional strategies that link goals to content; and 4) evaluation approaches to assess the quality, effectiveness and outcomes of the curriculum. It also discusses different views of curriculum being either subject-centered or learner-centered and introduces Stufflebeam's CIPP model as a widely used evaluation method.
Global education
This document discusses global education, why it is important, and how to build life skills to deal with today's complex world. Global education engages students with global issues and perspectives from around the world to build empathy and understanding. It also gives a sense of agency to influence issues locally and globally. Key life skills for complex problems include values like dignity, solidarity, equality and justice, as well as openness. The document provides examples of teaching methods like examining different perspectives, distinguishing facts from opinions, and understanding interdependencies between people around the world.
Decker Walker's curriculum model (1971)
Walker's deliberative approach emphasizes the process of curriculum development. The ways of proceeding were not predetermined but negotiated and documented as stakeholders worked towards completing the task.
Skilbeck model of curriculum development
Skilbeck’s curriculum model develop in 1976.
Skill beck suggested an approach for devising curriculum at the school level by which teacher could realistically develop appropriate curriculum. The model claims that for SBCD (School Based Curriculum Development) to work effectively five steps are required in the curriculum process.
Skilbeck model locates curriculum design and development firmly within a cultural framework. It views such design as a means whereby teachers modify and transform pupil experience through providing insights into cultural values, interpretative frameworks and symbolic systems.
It is a more comprehensive framework, which can encompass either the process model or the objective model depending on which aspects of the curriculum are being designed. It is flexible, adaptable and open to interpretation in the light of changing circumstances.
It does not presuppose a linear progression through its components. Teachers can begin at any stage and activities can develop concurrently. .
The model outlined does not presuppose a means-end analysis at all; it simple encourages teams or groups of curriculum developers to take into account different elements and aspects of the curriculum- development process, to see the process as an organic whole, and to work in a moderately systematic way.
Situation Analysis
Objectives
Design (Program building)
Interpretation and Implementation
Evaluation (Monitoring, feedback, assessment, and reconstruction
The Oliva Model of Curriculum
The document describes Peter Oliva's model of curriculum development, which includes 12 components and 17 specific steps. The model is linear, deductive, and prescriptive. It combines a scheme for curriculum development with a design for instruction. The model emphasizes analyzing community needs and specifying goals and objectives at each level before implementation and evaluation. It is intended to provide curriculum planners with a systematic framework to develop and improve curriculum.
CLASSROOM MANAGEMENT APPROACHES OF PRIMARY SCHOOL TEACHERS
This document is a thesis submitted by Seda Yaşar to the graduate school of METU in partial fulfillment of the requirements for a Master's degree in Educational Sciences. The thesis investigates the classroom management approaches of primary school teachers and whether their approaches are consistent with the constructivist curriculum. It includes an introduction outlining the background and purpose of the study, a literature review on classroom management approaches and relevant studies, and the methodology used which involved developing and piloting a questionnaire to collect data from 265 primary school teachers in Kastamonu, Turkey.
Final Questionnaire
The document describes 5 conflict styles - Turtle, Shark, Teddy Bear, Fox, and Owl - based on the importance placed on personal goals and relationships. The Turtle withdraws to avoid conflict. The Shark tries to force their solution and win at all costs. The Teddy Bear avoids conflict to preserve relationships and gives up goals. The Fox compromises by giving up part of their goals and persuading others to do the same. The Owl seeks solutions that achieve both parties' goals to improve relationships.
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Wheeler curriculum model assingment
The Wheeler curriculum model defines curriculum as a plan of action that structures knowledge from theory into practice. The Wheeler model views curriculum as a continuous cycle that responds to educational changes. It emphasizes situational analysis and encourages staff participation in school-based curriculum decisions. The model aims to provide learning experiences, with content that is valid, significant, useful, interesting and learnable. Evaluation is aligned with clear objectives to test student achievement of learning outcomes, with the results feeding back into the objectives. The Wheeler model presents curriculum design as an ongoing, adaptive process that incorporates new information and views elements as interrelated.
Introduction09
The document defines the relationship between curriculum and instruction and describes different levels of curriculum. It provides definitions of key terms like curriculum, curriculum development, instructional design. It also outlines some shared and unique aspects of curriculum development and instructional design. Finally, it discusses different approaches to curriculum including technical, non-technical, and rational/logical processes.
Approaches to Curriculum Design
Approaches to Curriculum Design
Learner-Centered Approach
Subject-Centered Approach
Problem-Centered Approach
Features of a Curriculum
21 reasons why we have mother tongue
- Mother tongue-based multilingual education (MLE) leads to better learning outcomes compared to only using English. However, legislators continue to ignore research and promote stronger English-only policies.
- This document aims to clarify issues around language in education in the Philippines by addressing 21 frequently asked questions about MLE. MLE uses multiple languages for literacy and instruction, starting in the learner's first language and gradually introducing additional languages.
- Research shows MLE produces learners who are multilingual, multi-literate, and able to work with diverse cultures. However, it requires well-developed curricula, well-trained teachers, good materials, and community support.
Approaches to curriculum design
The document discusses the key features of curriculum design:
1. It outlines the six main features of any curriculum - the teacher, learners, subject matter, teaching methods, performance assessment, and community partnerships.
2. It then examines the three main approaches to curriculum design - learner-centered, subject-centered, and problem-centered. The learner-centered approach focuses on the needs, interests, and abilities of students. The subject-centered approach emphasizes teaching detached subject matter. And the problem-centered approach views students as problem-solvers through experiential learning.
3. It emphasizes the importance of designing curricula that prepare students for the future by teaching relevant skills and adapting to changes
Lesson Plan in Content-Based Instruction
Students will learn about content-based instruction through activities like charades acting out key terms. They will discuss the importance of integrating subjects and define what content-based instruction means. As an assignment, students will create their own lesson plan using content-based instruction and research the advantages and disadvantages of this approach.
Vocce action research
This document provides information on action research conducted by Dr. C. Thanavathi. It begins with an introduction to action research, including its purpose and benefits. It then discusses how to conduct action research, outlining the typical cycles and steps involved, from identifying a problem or question, developing a research plan, collecting and analyzing data, and sharing results. Different types of action research are also described, including individual teacher research, collaborative research, and school-wide research. Methods for collecting both qualitative and quantitative data are presented. The document concludes by emphasizing that action research is an ongoing, reflective process aimed at improving teaching and learning.
DepED K to 12 English Curriculum Guide (CG) Grade 1 to Grade 10 ---> 01.30.2014
Download Link: http://jafiles.net/file/0Y96n4
Grade 7 CG: https://www.slideshare.net/secret/yv6aHmrmhhxHiZ
Grade 8 CG: https://www.slideshare.net/secret/dKCqdPaQyeIqB
Grade 9 CG: https://www.slideshare.net/secret/uA7uYzbXYXPv8g
Grade 10 CG: https://www.slideshare.net/secret/vh1D6zn9bsJcfd
Instructional Objectives: Bloom's Revised Taxonomy
This document outlines a presentation on instructional objectives and Bloom's revised taxonomy. The key points covered include:
1. The purpose of stating instructional objectives, including focusing teacher instruction and student learning as well as assessing student performance.
2. Bloom's original taxonomy classified educational objectives according to cognitive, affective, and psychomotor domains. Bloom's revised taxonomy updated this to include two dimensions - a knowledge dimension and a cognitive process dimension.
3. The knowledge dimension includes factual, conceptual, procedural, and metacognitive knowledge. The cognitive process dimension covers remember, understand, apply, analyze, evaluate, and create cognitive processes.
21st Century Learning Design
This document discusses dimensions of 21st century learning design for making the Australian curriculum more relevant. It provides descriptions and levels of proficiency for dimensions including collaboration, knowledge building, use of ICT, self-regulation, communication skills, and solving real-world problems. For each dimension, it gives criteria for levels of implementation from 0 to 4, with higher levels indicating greater student engagement, autonomy, use of 21st century skills, and application to authentic contexts. The overall document provides a framework for assessing and improving how well learning activities incorporate 21st century skills.
Curriculum model by nicholls
The cyclical curriculum model views the curriculum process as circular rather than fixed and rigid. It is responsive to ongoing needs and requires constant updating. The model emphasizes situational analysis of environmental factors and sees curriculum elements as interrelated. Nicholls and Nicholls' 1976 model represents the cyclical approach well, with curriculum development as a never-ending process that allows educators to continually refine and improve the curriculum over time based on new information and changes.
INTEGRATED TEACHING AND LEARNING APPROACHES
Integrative teaching strategies (ITS) aim to organize learning around real-life situations and students' interests by connecting topics across disciplines. ITS can take various forms, including thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies through multiple subjects. The integrative ladder provides guidance for sustaining student interest through diverse activities, relating to different learning styles, and recognizing success. While ITS enhances critical thinking and relevance, its challenges include the additional planning time needed and potential conflicts over priorities among teachers.
Planning the lesson plan-comments-suggestions
The document is a student teacher assessment form that evaluates performance in two areas: planning and instruction. For planning, it evaluates the lesson plan for elements like objectives, materials, procedures, and alignment. For instruction, it assesses establishing routines, communication skills, engaging teaching methods, use of thinking activities, presentation skills, inclusion of teaching aids, accommodation of learner needs, and use of technology. Comments and suggestions are requested for improving the lesson plan and instruction.
classroom observation
This document discusses classroom observation as a tool to improve teacher performance. It describes how classroom observation involves a supervisor observing a teacher's lesson, recording their teaching practices and student actions, and providing feedback to help the teacher develop their skills. Some key skills that can be enhanced through observation include lesson presentation, questioning techniques, student motivation and reinforcement, communication skills, and classroom management. Guidelines are provided for objective and constructive feedback discussions after observations. Overall, classroom observation is presented as an important professional development process for teachers.
Chapter 7 evaluation eisner model
Eisner's connoisseurship model is an approach to curriculum evaluation that emphasizes qualitative appreciation. It focuses on getting details of what happens in the classroom through knowledgeable evaluation. The model believes an expert evaluator can determine a curriculum's success using skills and experience in combination with appreciation and criticism. Criticism in this context refers to saying useful things about complex topics to help others see what they may have missed before. An eclectic approach to evaluation develops criteria to assess models sensitively while considering client concerns and unintended effects. It gives homeschooling parents control but some worry children may not learn enough or at the right time for testing.
Components of Curriculum
The document outlines the four major components of curriculum: 1) aims, goals and objectives which define what is to be achieved; 2) subject matter/content which determines what topics should be included; 3) learning experiences which are the instructional strategies that link goals to content; and 4) evaluation approaches to assess the quality, effectiveness and outcomes of the curriculum. It also discusses different views of curriculum being either subject-centered or learner-centered and introduces Stufflebeam's CIPP model as a widely used evaluation method.
Global education
This document discusses global education, why it is important, and how to build life skills to deal with today's complex world. Global education engages students with global issues and perspectives from around the world to build empathy and understanding. It also gives a sense of agency to influence issues locally and globally. Key life skills for complex problems include values like dignity, solidarity, equality and justice, as well as openness. The document provides examples of teaching methods like examining different perspectives, distinguishing facts from opinions, and understanding interdependencies between people around the world.
Decker Walker's curriculum model (1971)
Walker's deliberative approach emphasizes the process of curriculum development. The ways of proceeding were not predetermined but negotiated and documented as stakeholders worked towards completing the task.
Skilbeck model of curriculum development
Skilbeck’s curriculum model develop in 1976.
Skill beck suggested an approach for devising curriculum at the school level by which teacher could realistically develop appropriate curriculum. The model claims that for SBCD (School Based Curriculum Development) to work effectively five steps are required in the curriculum process.
Skilbeck model locates curriculum design and development firmly within a cultural framework. It views such design as a means whereby teachers modify and transform pupil experience through providing insights into cultural values, interpretative frameworks and symbolic systems.
It is a more comprehensive framework, which can encompass either the process model or the objective model depending on which aspects of the curriculum are being designed. It is flexible, adaptable and open to interpretation in the light of changing circumstances.
It does not presuppose a linear progression through its components. Teachers can begin at any stage and activities can develop concurrently. .
The model outlined does not presuppose a means-end analysis at all; it simple encourages teams or groups of curriculum developers to take into account different elements and aspects of the curriculum- development process, to see the process as an organic whole, and to work in a moderately systematic way.
Situation Analysis
Objectives
Design (Program building)
Interpretation and Implementation
Evaluation (Monitoring, feedback, assessment, and reconstruction
The Oliva Model of Curriculum
The document describes Peter Oliva's model of curriculum development, which includes 12 components and 17 specific steps. The model is linear, deductive, and prescriptive. It combines a scheme for curriculum development with a design for instruction. The model emphasizes analyzing community needs and specifying goals and objectives at each level before implementation and evaluation. It is intended to provide curriculum planners with a systematic framework to develop and improve curriculum.
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DepED K to 12 English Curriculum Guide (CG) Grade 1 to Grade 10 ---> 01.30.2014
DepED K to 12 English Curriculum Guide (CG) Grade 1 to Grade 10 ---> 01.30.2014
Instructional Objectives: Bloom's Revised Taxonomy
Instructional Objectives: Bloom's Revised Taxonomy
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CLASSROOM MANAGEMENT APPROACHES OF PRIMARY SCHOOL TEACHERS
This document is a thesis submitted by Seda Yaşar to the graduate school of METU in partial fulfillment of the requirements for a Master's degree in Educational Sciences. The thesis investigates the classroom management approaches of primary school teachers and whether their approaches are consistent with the constructivist curriculum. It includes an introduction outlining the background and purpose of the study, a literature review on classroom management approaches and relevant studies, and the methodology used which involved developing and piloting a questionnaire to collect data from 265 primary school teachers in Kastamonu, Turkey.
Final Questionnaire
The document describes 5 conflict styles - Turtle, Shark, Teddy Bear, Fox, and Owl - based on the importance placed on personal goals and relationships. The Turtle withdraws to avoid conflict. The Shark tries to force their solution and win at all costs. The Teddy Bear avoids conflict to preserve relationships and gives up goals. The Fox compromises by giving up part of their goals and persuading others to do the same. The Owl seeks solutions that achieve both parties' goals to improve relationships.
Questionnaire
The document is a questionnaire given to students to understand factors affecting mathematics performance. It asks students to rate themselves on interest in math, study habits, and extracurricular activities. It also asks students to rate their math teachers on personality traits, teaching skills, and use of instructional materials. The questionnaire uses a 5-point scale and collects both qualitative and quantitative data from students.
Classroom managemnt students
This document summarizes a dissertation that analyzed relationships between classroom management strategies, student achievement scores, and teachers' attitudes and beliefs in diverse elementary school settings. The study found that teachers with more effective classroom management practices had higher student achievement scores. It also found that teachers' reported attitudes and beliefs about their teaching abilities did not always match their actual classroom practices. The study used quantitative and qualitative methods to collect data from observations and surveys. This helped identify the impact of classroom management on achievement and revealed areas where teachers could improve through professional development.
Chapter 10
The document discusses various classroom management styles and strategies for teaching students from low socioeconomic backgrounds. It addresses establishing clear rules and procedures, monitoring student behavior, acknowledging good behavior, getting to know individual students, and communicating positively with families. The document provides guidance on setting expectations, enforcing rules consistently, maintaining instructional pace, and creating opportunities for student success.
Jordanian teachers' attitudes toward foreign language teaching and their rela...
This document summarizes a study that explored Jordanian English as a foreign language (EFL) teachers' attitudes toward teaching English and the relationship between those attitudes and their classroom practices. The study involved surveying and observing 20 female EFL teachers. The results showed that the teachers had moderate attitudes toward teaching English as a foreign language. Their actual teaching competencies based on observations were also moderate. A negative correlation was found between the teachers' attitudes and their classroom teaching practices, though it was low. The document provides background on theories of teacher attitude and its relationship to teaching practices and student outcomes.
Classroom management
Classroom management involves addressing issues related to student discipline, teaching techniques, supplies, classroom environment, and student relationships. There are several approaches to classroom management, including assertive, business academic, behavior modification, group managerial, group guidance, acceptance, and success approaches. The assertive approach involves clearly communicating rules and consequences. The behavior modification approach uses reinforcement to modify behavior. The group managerial approach aims to quickly address inappropriate group behavior. Effective classroom management also requires preventing problems through planned activities, rules, routines, and monitoring of students.
Classroom management powerpoint
Effective classroom management is directly linked to student achievement and behavior, while ineffective management can lead to teacher burnout. Proper planning through clearly established rules and procedures, as well as an organized physical space, can help control disruptions. In contrast, a lack of planning and loss of control in the classroom negatively impacts the teacher's effectiveness and student learning. This research aims to determine what makes classroom management successful or unsuccessful.
Discipline power point
The document discusses the classroom management approach developed by Craig Seganti which takes a businesslike, orderly approach. Seganti's approach emphasizes setting clear expectations and rules on the first day and holding students accountable to these rules, with consequences for noncompliance similar to the workplace. Other sources discuss similar approaches that focus on keeping students busy and recognizing good work, treating the classroom like a business with the teacher as CEO and students as employees. Supporters of this approach argue that it makes expectations clear, increases student accountability and motivation, and teaches real-world skills similar to the workplace.
The relationship between novice and experienced teachers'
The International Institute for Science, Technology and Education (IISTE). Science, Technology and Medicine Journals Call for Academic Manuscripts
Honors Thesis Proposal
This proposal aims to examine sex-related alcohol expectancies as moderators of the relationship between alcohol use and risky sexual behavior. The study will use a longitudinal design to assess how expectancies and behaviors change over time in college students. Participants will complete online questionnaires at baseline and weekly follow-ups measuring alcohol use, sexual activity, risk behaviors, and expectancies regarding alcohol's effects on sex. The hypotheses are that expectancies will remain stable, and that higher disinhibition and sex-risk expectancies will strengthen the link between drinking and risky sex when assessed through aggregation of data across timepoints. Hierarchical regression will be used to test for moderation effects.
Social Psychology Thesis
1) The document discusses how university students today spend a significant amount of time (approximately 15 hours per week) working paid jobs while also attending school.
2) It reviews literature showing how one's experiences at work can influence or "spill over" into other life domains. Specifically, more positive work experiences are linked to better adjustment in personal life, while negative experiences may lead to increased stress.
3) The study presented aimed to examine if students' work experiences (positive or negative) were related to their adjustment to university life. It was hypothesized that more positive work experiences would correlate with better adjustment to university.
Thesis for Final Defense(The Level of Influence of Family-Related Factors on ...
1) The document discusses a study that aims to determine the level of influence of family-related factors on academic performance of students in Tangub City National High School. It provides background information on the importance of parental involvement and discusses the theoretical framework and methodology used in the study.
2) The study will survey students from the Sports curriculum and Science curriculum to understand the influence of factors like parental expectations, monitoring, and encouragement. It will analyze differences between male and female students and the two curricula.
3) Preliminary results show that family-related factors have mostly high levels of influence on students in the Sports curriculum, establishing routines and modeling behaviors being most influential. The study provides context and plan for analyzing the
Classroom management
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Action research
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Ycasiano week6 seating
Classroom seating arrangements can impact student learning and behavior. Research has found that row seating had fewer behavior issues and increased student participation compared to other arrangements like groups or semi-circles. However, each class is different and teachers should consider student learning preferences when deciding seating. Grouping students with different learning styles together can also promote learning from peers and attention to tasks. The optimal arrangement depends on the individual class and catering seating to meet student needs.
533manage
1) Several foundational educational research studies from the 1960s onward are summarized that examine topics like classroom management, adolescent development, learning theories, and effective teaching practices.
2) Key researchers discussed include Bandura, Maslow, Erikson, Rogers, Kohlberg, and Glasser. Their studies explored behaviors, needs, development, self-actualization, and moral development.
3) Harry and Rosemary Wong emphasize the importance of research-backed classroom management with procedures, routines, maximizing engagement and academic learning time. Effective teachers have high expectations and prepare extensively.
1. Thesis Final copy
Here are the key definitions from the passage:
- Overweight and obesity refer to "abnormal or excessive fat accumulation that may impair health."
- Overweight means "weighing too much" while obesity means "having too much body fat."
- Obesity is defined as a disease caused by excess body fat accumulation that negatively impacts health.
- Body Mass Index (BMI) is a common measure used to quantify overweight and obesity. It is a person's weight in kg divided by the square of their height in meters.
- The World Health Organization defines a BMI over 25 as overweight and over 30 as obese. The Irish Heart Foundation defines overweight as a BMI of 25-29.9 and obesity over
Saad_Saleem_Thesis_final 3
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- 1. 6/10/2014 CLASSROOM MANAGEMENT STYLES OF PRIMARY SCHOOL TEACHERS - Google Forms https://docs.google.com/forms/d/1khFQSXYJNY57_0Al69KM0pZme0jJfhHEdIFV1MLuuxg/edit 1/4 CLASSROOM MANAGEMENT STYLES OF PRIMARY SCHOOL TEACHERS There are four-category classroom management styles which are authoritarian, authoritative, laissez- faire and indifferent. Good classroom management had been measured in creating an effective learning environment. Classroom management skills by teachers are one of the main important elements of classroom management styles. Which style do you think is the best to get positive classroom environment. QUESTIONNAIRE FOR PRIMARY SCHOOL TEACHER PART A 1. Gender Mark only one oval. Male Female 2. Age Mark only one oval. Below 30 years old 31-40 years old 41-50 years old 51 years old and above 3. Current Academic Level Mark only one oval. Doctor of Philosophy (PhD) Masters Degree Diploma Certificate
- 2. 6/10/2014 CLASSROOM MANAGEMENT STYLES OF PRIMARY SCHOOL TEACHERS - Google Forms https://docs.google.com/forms/d/1khFQSXYJNY57_0Al69KM0pZme0jJfhHEdIFV1MLuuxg/edit 2/4 4. Teacher profession was your first choice? Please choose one answer only Mark only one oval. Yes No PART B 5. Teaching experiences in primary school How long your involvement in teaching in primary school? Mark only one oval. below than 1 year 2-10 years 11-20 years 21-30 years more than 30 years
- 3. 6/10/2014 CLASSROOM MANAGEMENT STYLES OF PRIMARY SCHOOL TEACHERS - Google Forms https://docs.google.com/forms/d/1khFQSXYJNY57_0Al69KM0pZme0jJfhHEdIFV1MLuuxg/edit 3/4 6. What Is Your Classroom Management Profile? Answer these 12 questions and learn more about your classroom management profile. The steps are simple: Read each statement carefully.Respond to each statement based upon either actual or imagined classroom experience.Then, follow the scoring instructions below. It couldn’t be easier! Mark only one oval per row. 1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree If a student is disruptive during class, I assign him/her to detention, without further discussion. I don’t want to impose any rules on my students. The classroom must be quiet in order for students to learn. I am concerned about both what my students learn and how they learn. If a student turns in a late homework assignment, it is not my problem. I don’t want to reprimand a student because it might hurt his/her feelings Class preparation isn’t worth the effort. I always try to explain the reasons behind my rules and decisions. I will not accept excuses from a student who is tardy. The emotional well-being of my students is more important than classroom control. My students understand that they can interrupt my lecture if they have a relevant question. If a student requests a hall pass, I always honor the request. Thanks for answering all the questions/statements given !! From Nursheha Binti Mohd Hadzri Master Education UiTM
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