The document outlines a revised general knowledge curriculum for grades 1-3 in Pakistan. The curriculum aims to develop students' thinking skills, creativity, healthy attitudes, and moral values through hands-on, inquiry-based learning experiences. It emphasizes broadening learning, strengthening connections between grades, promoting life-long learning, and developing independent learning abilities. The curriculum covers knowledge in areas like beliefs, history, geography, economics, and citizenship. It also focuses on developing skills like inquiry, problem-solving, communication, collaboration, and decision-making. Teachers are encouraged to use student-centered, active learning strategies like inquiry-based teaching, learning by doing, demonstrations, cooperative learning, and role-play. Assessment focuses on measuring demonstration of
Evaluating the performance of teachers is one of the most important tool which can make a substantial difference & contribute to the overall quality & performance of the School.
Introduction – Observation – Self-Reporting – Anecdotal Records – Check List – Rating Scale – Types of Tests –Assessment Tools for Affective Domain – Attitude Scale – Motivation Scale – Interest Scale – Types of Test Items – Essay Type Questions – Short Answer Question – Objective Type Questions – Principles for Constructing Test Items
A comprehensive discussion on the dynamics for teachers' professional development, with specific reference to practical ways of development. A case study along with interactive questions are also part of the presentation
for download this presentation please visit www.biowalesir.com
for more informative content watch Know_U YouTube channel
paper pencil test, Oral test, and Performance test
tools available for evaluation of overall personality
Evaluating the performance of teachers is one of the most important tool which can make a substantial difference & contribute to the overall quality & performance of the School.
Introduction – Observation – Self-Reporting – Anecdotal Records – Check List – Rating Scale – Types of Tests –Assessment Tools for Affective Domain – Attitude Scale – Motivation Scale – Interest Scale – Types of Test Items – Essay Type Questions – Short Answer Question – Objective Type Questions – Principles for Constructing Test Items
A comprehensive discussion on the dynamics for teachers' professional development, with specific reference to practical ways of development. A case study along with interactive questions are also part of the presentation
for download this presentation please visit www.biowalesir.com
for more informative content watch Know_U YouTube channel
paper pencil test, Oral test, and Performance test
tools available for evaluation of overall personality
This is one of the areas we see a lot of remarkable changes every year.
It makes serious impacts on a student’s perspective on education and the learning outcomes.
It depends on a lot of factors including available resources, what options are affordable for a larger society and the changing needs or demands of the present generation students. Education trends are dynamic in nature.
The toolkit offers you new ways to be intentional and collaborative when you are designing new solutions for your classroom, school, and community.
It hones your skills and empowers you to create desirable solutions. In this toolkit, we have layed out a series of steps that can help you develop new, innovative solutions designed with people at the center.
Textbook analysis : By Asst. Prof. Pratibha Dabhade-Raysoni MIT
Text-book is written according to the objectives & specification stated in the syllabus. Means textbook should necessarily reflect its syllabus. And objectives of the syllabus are achieved through the study of its textbook. Therefore co-ordination between the syllabus and its textbook is essential. In this presentation following things are included.
- Introduction
- Textbook definitions and meaning
- Importance of Textbook
- Qualities of good textbook
- Advantages of Textbook
- Difference between Qualitative Textbook and Traditional Textbook
- Analysis of Textbook : Internal and External factors
This is one of the areas we see a lot of remarkable changes every year.
It makes serious impacts on a student’s perspective on education and the learning outcomes.
It depends on a lot of factors including available resources, what options are affordable for a larger society and the changing needs or demands of the present generation students. Education trends are dynamic in nature.
The toolkit offers you new ways to be intentional and collaborative when you are designing new solutions for your classroom, school, and community.
It hones your skills and empowers you to create desirable solutions. In this toolkit, we have layed out a series of steps that can help you develop new, innovative solutions designed with people at the center.
Textbook analysis : By Asst. Prof. Pratibha Dabhade-Raysoni MIT
Text-book is written according to the objectives & specification stated in the syllabus. Means textbook should necessarily reflect its syllabus. And objectives of the syllabus are achieved through the study of its textbook. Therefore co-ordination between the syllabus and its textbook is essential. In this presentation following things are included.
- Introduction
- Textbook definitions and meaning
- Importance of Textbook
- Qualities of good textbook
- Advantages of Textbook
- Difference between Qualitative Textbook and Traditional Textbook
- Analysis of Textbook : Internal and External factors
In addition the CBSE is formulating an internationally benchmarked global curriculum, the CBSE-i will be enquiry and skill focused, catering to individual learning styles in terms of pedagogy and assessment. It will address global needs as well as relate to local issues and local culture. It aims to promote critical and creative thinking skills, effective communication skills, interpersonal and collaborative skills and information and media skills. There is an inbuilt flexibility as it provides a foundation and an extension curriculum in all subject areas to cater to the different pace of learners. Through CBSE-i, the Board hopes to provide quality with a reasonable fee commensurate with the facilities offered (infrastructural and academic).
This study aims to detect the impact of the modified learning cycle strategy on the development of habits of mind and skills of critical thinking in the ‘Islamic Education’ subject for 10th grade students in Jordan. To achieve this goal, the researcher used the semi-experimental approach, hence dividing the students into two groups: a control group and an experimental group. Each grouped consisted of (31) students. The modified learning cycle was applied to teach the experimental group, and the regular traditional strategy to the control group. The researcher prepared two studying tools: a measure of the habits of mind which consisted of (25) paragraph, and a critical thinking skills test which included (28) paragraph. Both tools were applied after assuring their validity and reliability. The results indicated a statistically significant difference for using the modified learning cycle strategy in the development of habits of mind and skills of critical thinking for the experimental group students compared to the control group students. The study, thus, stresses the need to apply the modified learning cycle in teaching the ‘Islamic Education’ subject due to its effectiveness in developing habits of mind and skills of critical thinking. The researcher also recommends conducting more research on the effectiveness of the modified learning cycle that concentrates on different variables.
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Administration refers to the group of individuals who are in charge of creating and enforcing rules and regulations, or those in leadership positions who complete important tasks.Administration is defined as the act of managing duties, responsibilities, or rules.
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Learning is the central concern of teachers they need to be equipped with a well-informed understanding of learning that takes account in particular of its socially situated dimensions. Learning is a phenomenon detachable from context and transferable elsewhere only under specific conditions. Nor is learning a purely individual accomplishment, being achieved alongside others in definable circumstances and in relation to particular cultural communities. Our account of this situatedness of learning is presented in terms of two well-known examples, Brazilian street vendors and English girls at home and at nursery school. The authors present a view of pedagogy consistent with the theoretical account of learning and based on four elements: situated practice, overt instruction, critical framing and transformed practice. This view is not so much prescriptive as a means of providing a vocabulary for critical discussion of teaching and learning in practice.
Constructivism, modular curriculum, credit system, Information technology these all are the emerging trends in curriculum development. These trends should be given proper justice while developing curriculum. Educators should learn to work together with their students, and with other experts in creating content, and are able to tailor it to exactly what they need.
Aims, goals and objectives help to influence dreams to work out as expected in any case, albeit interrelated, there are refinements between them. Points identify with the final products yet objectives and goals help accomplish these outcomes. Objectives are unique, while goals are more substantial and cement.
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
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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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.
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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.
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1. S u b m i t t e d t o :
M a m , T a n v e e r I q b a l
S u b m i t t e d b y :
G h u l a m M u j t a b a
4 / 2 3 / 2 0 1 8
Roll No: E/2017-211
The Curriculum for General knowledge is designed for
the young students to develop basic knowledge, skills,
interest, and habits of mind that will lead them to
productively learn and understand the aforesaid areas
of knowledge more deeply in later grades. The main
goal is to produce young individuals capable of
understanding and evaluating information, developing
knowledge, skills, positive attitudes and healthy habits,
and of making informed decisions.
Curriculum for
GENERAL
KNOWLEDGE in
Pakistan for
Grades I-III
2. Curriculum for GENERAL KNOWLEDGE
Introduction
The primary focus of the revised General Knowledge Curriculum is to develop students' interest
and creativity through everyday experiences and investigations that promote the acquisition of
thinking skills as well as the development of healthy attitudes and moral values. The new revised
curriculum for general knowledge aims to provide our students with high quality experience
which is based on inquiry and hands on experience for the students.
To ensure that students benefit from the curriculum, this Curriculum has been developed with the
following emphasis:
1. Broadening the learning space
2. Strengthening the interface with pre-primary and secondary school curricula
3. Integrating students' learning experiences
4. Promoting life-wide learning
5. Developing students' independent learning ability
6. Enhancing interest and curiosity in science and technology
7. Putting emphasis on students' affective development
Curriculum Development
Students in the early grades have a natural curiosity about the world, thus it is appropriate for
them to start learning the basics of science and other disciplines at a young age. Early school
education (Grades I-III) has been traditionally content-stressed thereby neglecting the basic
thinking and process skills areas that essentially contribute to an individual’s overall
comprehension and application of the subject knowledge. Therefore, following trends have been
considered in the development of General knowledge
Purpose of the Curriculum
This Curriculum has been designed to:
1. Identify knowledge, skills and attitudes that nurture the development of scientifically &
2. technically literate and responsible individuals;
3. Provide teachers with an overview of science, social studies and Islmiat/Ethics and to act
4. as a companion document to implement the Curriculum focus;
5. Briefly describe the nature of instructional environment in which effective learning can
3. 6. take place;
7. Provide suggestions for the assessment and evaluation for students’ learning and
8. achievement; and
9. Provide suggestions for the use of variety of learning resources.
Inquiry-based Curriculum
When students use inquiry to discover content, they not only learn a great variety of facts and
concepts, but they also learn how these are related to each other, and how it is that we human
beings come to understand our world and add to the great body of information we call
knowledge.
Knowledge
Students will develop knowledge and understandings of the following concepts and apply these
understandings to interpret, integrate, and extend their knowledge.
a) Our beliefs
b) History
c) Geography
d) Economics
e) Citizenship
Skills
Students will develop the skills required for inquiry, for solving problems, for communicating
ideas and results, for working collaboratively, and for making informed decisions.
Students use a variety of skills in the process of answering questions, solving problems, and
making decisions. While these skills are not unique to General Knowledge, they play an
important role in development of systematic understandings and in the application of the same to
new situations. However, the listing of skills is not intended to imply a linear sequence or to
identify a single set of skills required in each investigation. Every investigation and application
has unique features that determine a particular mix and sequence of skills involved thereto.
Four broad areas of the skills are outlined. Each group of skills has been taken from the skills
defined for Science Grade IV-XII. These will assist in the development of skills with their
increasing scope and complexity of application in later grades.
a) Initiating and Planning
b) Performing and Recording
c) Analyzing and Interpreting
d) Communication and Teamwork
4. Attitudes and Moral Values
Students will be encouraged to develop attitudes that support the responsible acquisition and
application of the knowledge to the mutual benefit of self, society, and environment.
The Role of Teacher
Teacher has highly important responsibilities in implementing vital trends in the curriculum.
Implementing the curriculum means that when teachers design and develop learning and
teaching strategies to suits the needs of their students, they must ensure that these strategies
include learning opportunities and enriching experiences for their students aimed and achieving
the learning outcomes set out in the curriculum.
Teaching Strategies
Research suggests that high quality student learning is most likely to occur when students are
engaged in the construction of personal knowledge and in work that has value (application)
beyond the school.
i. Inquiry based teaching method:
ii. Learning-by-Doing Approach
iii. Demonstrations
Cooperative Learning
Role -Play
Assessmentand Evaluation
Assessment provides a way to measure students’ demonstration of learning. It helps us answer
the questions: ‘’How much did they learn?’’ and ‘’ How well did they learn it?’’ and ‘’How will
did we teach it?’’ it determines their progression through their learning experiences and enable
them to demonstrate that they have achieved the intended learning outcomes.
The early years of schooling (Age5-8) are an important period for development. It is in these
early grades that children learn to read and write, acquire a basic understanding of content areas,
and develop important dispositions toward learning. It is also a time to begin the process of
assessing children’s performance related to learning outcomes that is consistent with how young
children demonstrate their knowledge and skills.
Traditional methods of assessment, such as standardized tests, which require one line answer.