In this presentation, you will know the different topics that are useful in implementing a curriculum that will serve as your guide to create a better and effective curriculum that will benefit the students, teachers, and the community.
Credits to this websites for the content:
http://www.fao.org/3/ah650e/ah650e03.htm
http://beonnjuil.blogspot.com/2016/03/reflection-2-roles-of-curriculum-workers.html#:~:text=What%20understand%20about%20Curriculum%20workers,to%20emphasize%20appropriate%20learning%20experience
https://dmiffleton.wordpress.com/2015/03/30/stages-of-curriculum-implementation/#:~:text=The%20curriculum%20implementation%20process%20can,broken%20down%20into%2012%20steps.
In this presentation, you will know the different topics that are useful in implementing a curriculum that will serve as your guide to create a better and effective curriculum that will benefit the students, teachers, and the community.
Credits to this websites for the content:
http://www.fao.org/3/ah650e/ah650e03.htm
http://beonnjuil.blogspot.com/2016/03/reflection-2-roles-of-curriculum-workers.html#:~:text=What%20understand%20about%20Curriculum%20workers,to%20emphasize%20appropriate%20learning%20experience
https://dmiffleton.wordpress.com/2015/03/30/stages-of-curriculum-implementation/#:~:text=The%20curriculum%20implementation%20process%20can,broken%20down%20into%2012%20steps.
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
Ā
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
Ā
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
British Educational Research Association Conference 2009 presentation about the Arts as a Tool for Learning Across the Curriculum initiative funded by the Scottish Arts Council in the School of Education, Aberdeen University.
Everyone would want a bowl or hot and newly cooked popcorn that just came right out of a commercial popcorn machine. Popcorns are traditionally being eaten when one is watching a movie at theater house. With this, popcorns became the official movie treat among other foods being offered.
Running Head: SERVICE LEARNING 1
PAPER 30
The Perception of Educators on Service Learning for High School Students
Studentās Name:
Institution:
Numerous studies examine the perception of educators on service learning for high school students. According to a study done by Schine (2016) service learning has become popular in modern day society among educators of high school students. The study postulates service learning as knowledge base for teachers, which is regarded as systematic and effective in designing effective teaching with the aim of achieving certain set goals, is the formal empirical research on teaching effectiveness. This goes hand in hand with the realizing of learning goals. Schine (2016) conceptualized the teacher knowledge and proposed four aspects which are: General pedagogical knowledge in which the teacher understands how to moderate discussions of students, how to design group works, how to organize material for the students and how to utilize texts and other sources used in teaching. Further, content knowledge which includes the understanding of a domainās concepts, theories, principles,classic problems as well as explanatory concepts that bring the major ideas together. Pedagogical knowledge which is mainly based on the knowledge of the types of ideas necessary for learners of different ages to analyze, knowledge of ideas that are required for studentsā understanding of a target area. It also imbibes skills to be able to bring students to a reasoning process where they are able to solve problems and noting differences and similarities and disciplinary knowledge which includes the understanding of methods and theories applied in class and the relationship that they have.
According to Amtmann (2014), well grounded knowledge base is vital for an intelligent actor, in this instance, an intelligent teacher. Decisions in class should be made on a well grounded knowledge base and this helps the teacher to be able to take control of the various circumstances in class. The knowledge base of teaching involves the required cognitive knowledge for creating operative teaching and learning environments. This is crucial because it focuses on the mechanisms that explain how comprehension of information and knowledge gained in classrooms can be put into good use of the society through identification of the channels through which the information can be used for the betterment of the society.
According to Ball (2018), the instructional design approach hypothesizes education as a decision-oriented or prescriptive engineering science particularly aimed at achieving practical educational ends in efficient ways. Education in this instance is viewed as a system that is built by many elements. The researche.
LEARNER-CENTERED TEACHING: THE STUDENTSā LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Ā
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the studentsā level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
Ā
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?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
Ā
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
Ā
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.
Model Attribute Check Company Auto PropertyCeline George
Ā
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation āBlue Starā is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
Ā
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 wasnāt 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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
Ā
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarās dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireās birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireās society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Ā
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
Ā
It is possible to hide or invisible some fields in odoo. Commonly using āinvisibleā attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Scottish Teachers for a New Era (STNE) is a collaborative six-year pilot project which
seeks to prepare āteachers for a new eraā able to face up to the challenges of knowledge
and learning in the twenty-first century. The programmeās aims include the creation of
an extended professional culture, the broadening of learning experiences, opportunities to
develop new and personal approaches to teaching and a broader conceptualisation of
pupil gains leading to improved teacher and pupil learning.
Common Course Evaluation
May 2010
Introduction
The design of STNE initiative incorporates common course evaluation as part of collaborative
evidence gathering and decision making tool. The evaluation process is an effective means of
building confidence in the teachers graduating from the programme in the face of the challenges
and needs of learners and society in the 21st century. Within STNE, improvement and
modification is habitually anticipated based on various forms of reviews.
The common course evaluation involves course teams, student teachers and evaluation
researchers. The main function of the evaluation researchers is to facilitate data gathering and
evidence-based decisions. Other functions of the common course evaluation are: creating an
institutional culture which values decision-making based on evidence; encouraging
communication, cooperation and collaboration of staff; facilitating joint ownership of evaluation;
and facilitating professional growth; and translating evaluation outcomes into practice and policy
on the programme.
2. Common Course Evaluation
Method
The mixed-method (quantitative-qualitative) design was adopted on STNE for the common course
evaluation. This involves collecting data using a questionnaire on a 5-point Likert scale of items
ranging from āstrongly agreeā to āstrongly disagreeā and open-ended items. This design is
considered appropriate because a combination of qualitative and quantitative design helps to
predict the likely impact various courses have on student teachersā professional growth
(Grammatikopoulos et al. 2008). By combining quantitative and qualitative data, it is possible to
obtain insights that neither of the methodologies yields in isolation (Towns and Serpell, 2004).
Quantitative information such as ratings of various aspects of the courses may help identify areas
that need revision. Qualitative information, such as responses to open-ended questions about a
programme provides feedback which may not have been anticipated.
The procedure of data collection was led by both course teams and evaluation researchers.
The student teachers were involved in the process of generating aspects of the programme which
they considered essential for their growth. They were also involved in the piloting of the
questionnaires. Tutors on the programme provided further directions and insight on the design of
the questionnaire in terms of aspects of focus. Course co-ordinators and researchers administered
the questionnaires to the student teachers after a lecture, tutorial or workshop.
The student teachers were informed of the purpose of the common course evaluation. They
were also assured that the information they provide would be treated in confidence and analysed
anonymously. Student teachers were encouraged to participate in the exercise as a way of
providing feedback and contributing to further improvement that they saw necessary on the
programme.
The participants in the common course evaluation were student teachers cohorts on the
STNE programme. The average student teacher participation rates per semester were 64 out of
114 (first year), 68 out of 100 (second year), 65 out of 117 (third year), and 77 out of 91 (fourth
year) student teachers.
Data analysis involved using SPSS descriptive statistics and thematic analysis of
qualitative data. The data reported here was collected in the 2008/2009 academic year.
3. Common Course Evaluation
Results
First year student teachers felt they were able to identify the social-constructivist orientation of the
programme, they indicated being effective in applying collaborative skills and implementing
professional enquiry. They had started to develop values and commitment to social justice and
inclusion. Student teachers also noted they were beginning to engage and act upon personal and
professional reflection. The most significant learning experiences on the course were the serial day
placements and the personal-professional development. They pointed to the following as requiring
further consideration: field placement, and tutorial/workshops.
Second year student teachers felt they had developed an understanding of curriculum in its
broadest sense, they felt paired field placement promoted personal and professional learning and
skills which enable them to work effectively in co-operation with peers and other professionals.
They stated being more interested in becoming teachers and were becoming more capable of being
effective teachers. They perceived the following as the most significant learning experiences on the
course: serial day placement, lesson implementation on placement, creativity days, and tutorial
support. The areas requiring further considerations were: communication and field placement.
Third year student teachers felt they developed research skills and knowledge for use in
future for evidence gathering in the classroom, they had developed appropriate assessment
approaches to support pupil learning, they had developed skills in embedding their knowledge of the
local context of the school in supporting childrenās learning, they had developed knowledge and
understanding of how to contribute to the processes of curriculum development, and through field
experience, they were able to develop skills in demonstrating positive and professional interaction
and relationships with children. They viewed workshops, field placement, personal and professional
advisory, planning teaching and learning as the most significant experiences. They considered field
experience, support for research, input on planning and assessment as areas for further
consideration.
Fourth year student teachers felt action research project enhanced their knowledge and
understanding of educational theory and practice, deepened and broadened their understanding of
Curriculum for Excellence (CfE), extended their understanding of the necessity for childrenās
learning of integrating literacy across all curricular areas. They perceived field experience, curricular
areas, and subject knowledge as the most significant experiences. They perceived planning, ICT,
research activities, curricular, and assessment practices as areas for further improvement.
4. Common Course Evaluation
Discussion/Conclusion
Engaging in common course evaluation and evidence-informed decision making is very crucial.
Staff members on STNE are engaging in more systematic inquiry by constantly improving the
design and delivery of teacher education programmes based on evidence. The findings here indicate
that the student teachers on the STNE programme are part of the process of further programme
improvement and evidence gathering strategies. The findings demonstrate that the programme has
made significant strides in using common course evaluation as a tool for dialogue and co-inquiry.
They demonstrate that the student teachers were developing appropriately and that the various components,
such as field experience, were critical in advancing the aims of the programme. At the same time, the
findings also indicate areas for further improvement in a bid to make the programme more responsive to the
needs of the student teachers. Such further improvements underline the significant place that common
course evaluation has in generating ideas for programme consideration. As such, it is imperative that a
culture of systematic and robust common course evaluation is sustainably embedded as part of the
teacher education curriculum on initial teacher education such as the STNE programme.
References
Grammatikopoulos, V., Zachopoulos, E., Tsangaridou, N., Liukkonen, J., & Pickup, I. (2008).
Applying a mixed method design to evaluate training seminars within an early childhood
education project. Evaluation and research in education 21 (1), 4-17.
Mertens, D.M. 2005. Research and evaluation in education and psychology: integrating diversity
with quantitative, qualitative, and mixed methods. Thousand Oaks CA: Sage.
Towns D.P., & Serpell, Z. (2004). Successes and challenges in triangulating methodologies in
evaluations of exemplary urban schools. In Thomas, V.G., & Steven, F.I., eds. Co-
constructing a contextually responsive evaluation framework (pp.49-62). San Franscisco:
Jossey-Bass.