Designing a course outline
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Designing a course outline especially with reference to English for Specific Purposes. These slides provides all necessary details and cover major points of topics.
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The document discusses criteria for evaluating materials and selecting coursebooks for teaching English. It explains that criteria can be developed by brainstorming universal standards, subdividing categories, revising the list, organizing it, and specifying context-based factors. When selecting materials, the needs of both teachers and learners should be considered, as well as how the materials will be used. Coursebooks fulfill practical needs in non-English environments where teachers lack training, and they provide a structure for lessons by mapping content over time.
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The document discusses lesson planning, including what a lesson plan is, its purpose, elements to consider when creating one, and models for lesson plan structure. A lesson plan provides a framework and structure for a lesson, identifies the learning objectives and activities, and allows the teacher to anticipate and address possible issues. Effective lesson plans consider factors like content, pace, materials, and assessment. Common lesson plan models include those proposed by Gagne, Tyler, Yinger, Hunter, and the 5E approach. Lesson plans may need modification during teaching to address unexpected problems or opportunities to enhance learning.
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Language and literacy levels analysis
This document outlines steps for teachers to consistently assign language and literacy levels to student work samples. It instructs teachers to: 1) analyze student work samples in pairs using a notes form to highlight language features and refer to a glossary for clarification; 2) order student work samples from least to most sophisticated; and 3) use highlighting and documentation forms to analyze individual student work samples and assign them a level on the language and literacy continuum. The goal is to develop consistency in how teachers process, document, and make judgments about student writing abilities.
Intro to Module Planning in Adult ESL
This document discusses planning instruction for language learners using modules and themes. It explains that a module plan specifies what language tasks and context information will be taught, rather than actual lesson plans. Module plans take a theme-based approach, using broad topic areas like health and safety to provide context for interrelated language tasks and recycling of information. The document also defines key terms like language tasks, authentic texts, and background information.
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SOLO is a taxonomy developed by Biggs and Collis in 1982 to describe the structure of observed learning outcomes. It categorizes learning into five levels - prestructural, unistructural, multistructural, relational, and extended - based on increasing cognitive complexity. The SOLO taxonomy is advantageous as it describes learning progression, is reliable, and can be used for self and peer assessment as well as providing feedback. It also caters for differentiation in teaching and learning.
Recommended
Standard approaches to material evaluation
The document discusses criteria for evaluating materials and selecting coursebooks for teaching English. It explains that criteria can be developed by brainstorming universal standards, subdividing categories, revising the list, organizing it, and specifying context-based factors. When selecting materials, the needs of both teachers and learners should be considered, as well as how the materials will be used. Coursebooks fulfill practical needs in non-English environments where teachers lack training, and they provide a structure for lessons by mapping content over time.
Lesson planning synchronous meeting 2
The document discusses lesson planning, including what a lesson plan is, its purpose, elements to consider when creating one, and models for lesson plan structure. A lesson plan provides a framework and structure for a lesson, identifies the learning objectives and activities, and allows the teacher to anticipate and address possible issues. Effective lesson plans consider factors like content, pace, materials, and assessment. Common lesson plan models include those proposed by Gagne, Tyler, Yinger, Hunter, and the 5E approach. Lesson plans may need modification during teaching to address unexpected problems or opportunities to enhance learning.
EALD Staff Meeting November 2015
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and track student growth in writing. Key aspects of the plan include:
- Developing the plan with lead teachers and providing professional development for staff on informational and persuasive writing genres and grammar.
- Having staff level EALD students' sentence structure and then level the rest of the class.
- A moderation process was conducted and affirmed the school's leveling processes.
- The goals are for teachers to apply L&LL to support student growth, for all students to progress one level per year, and for planning to be differentiated based on students' L&LL levels.
Language and literacy levels analysis
This document outlines steps for teachers to consistently assign language and literacy levels to student work samples. It instructs teachers to: 1) analyze student work samples in pairs using a notes form to highlight language features and refer to a glossary for clarification; 2) order student work samples from least to most sophisticated; and 3) use highlighting and documentation forms to analyze individual student work samples and assign them a level on the language and literacy continuum. The goal is to develop consistency in how teachers process, document, and make judgments about student writing abilities.
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This document discusses planning instruction for language learners using modules and themes. It explains that a module plan specifies what language tasks and context information will be taught, rather than actual lesson plans. Module plans take a theme-based approach, using broad topic areas like health and safety to provide context for interrelated language tasks and recycling of information. The document also defines key terms like language tasks, authentic texts, and background information.
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Module Planning in Adult ESL
Module Planning in adult ESL can take various forms. This presentation outlines an approach for thematic, task-focused module plans aligned to the Canadian Language Benchmarks.
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SOLO is a taxonomy developed by Biggs and Collis in 1982 to describe the structure of observed learning outcomes. It categorizes learning into five levels - prestructural, unistructural, multistructural, relational, and extended - based on increasing cognitive complexity. The SOLO taxonomy is advantageous as it describes learning progression, is reliable, and can be used for self and peer assessment as well as providing feedback. It also caters for differentiation in teaching and learning.
Materials evaluation
The document outlines a systematic process for evaluating existing teaching materials based on the needs and requirements of a specific course. It involves identifying requirements across topics like aims, content, skills, methodology, and aids. Then existing materials are analyzed against the same criteria to determine how well they match the identified needs. Results are compared and scored to help select materials that provide the best match overall or in important areas. The evaluation process aims to identify suitable existing materials and avoid duplicating effort, while ensuring a methodical matching of needs with available solutions.
Chapter 7 presentation ( Course curriculum development in Language Teaching)
The document summarizes factors that influence effective teaching in language programs. It discusses four main factors: institutional factors, teacher factors, teaching factors, and learner factors. For institutional factors, it describes how organizational culture, quality indicators, and teaching context can impact teaching. It also discusses the importance of supporting teachers through orientation, training, mentoring, and feedback to facilitate effective teaching.
Curriculum foundations
The document discusses environment analysis, which involves analyzing factors in the learning environment that will affect curriculum design decisions. These factors can include characteristics of the learners, teachers, classroom, resources, and time available. Understanding constraints like class size or language level involves gathering local information as well as considering relevant research findings on how to address the constraint. The example of the time constraint illustrates how curriculum design can work within a constraint by limiting goals or using intensive study, or try to overcome it through self-study or extending course time. Overall, environment analysis is important for developing a usable curriculum that accounts for real-world situational factors.
CCE
CCE refers to a system of continuous and comprehensive evaluation of students throughout the academic year. It includes both formative and summative assessments to evaluate students' overall development. CCE helps evaluate learning objectives emphasized in the curriculum. It assesses both the process and products of learning using various tools like projects, seminars, debates, practicals, assignments and class tests. Student performance is evaluated based on specific indicators in different categories like investigative, interactive, practical and performance-based activities. Terminal evaluations are usually written tests that emphasize higher-order thinking skills over rote memory.
Esp materials evaluation
The document outlines a process for systematically evaluating materials by first identifying requirements, then analyzing selected materials against those requirements using objective and subjective criteria. Materials are scored on a scale based on how well they match desired features, with the highest-scoring materials that match the most important criteria being selected. The evaluation process aims to match needs with available solutions in a way that saves effort and possible reveals existing materials that fulfill requirements.
Assessment & Evaluation? Sorry, but I'm too busy teaching
This document discusses assessment in language learning and the Portfolio Based Language Assessment (PBLA) approach. It notes that assessment should be systematic, collecting information from various sources to inform teaching and help students learn. Assessment can serve diagnostic, formative, and summative purposes. PBLA aims to fulfill these purposes while reflecting CLB principles and promoting learning through building on teacher expertise. The document questions whether assessment improves student learning and what effective assessment practices look like. It identifies characteristics that make assessment valid and reliable, and principles of assessment for learning, including it being part of planning, focusing on how students learn, and being motivating and providing guidance for improvement.
Role of the co-ordinator
The document outlines the roles and responsibilities of an LCA coordinator at Blackrock Educational Centre. It discusses administrative duties like record keeping, organizing examinations, and claiming credits. It also covers facilitating team meetings three times per year to discuss the programme, tasks, modules, and exams. Additional responsibilities include planning and overseeing student tasks between September to January and February to June, general housekeeping, communication, planning, and being available to contact. The goal is to effectively manage the LCA programme through organization, communication, and support of students and staff.
Matirial evaluation BY WAQAR
There are three ways to develop teaching materials: selecting existing materials, writing new materials, or modifying existing materials. Material evaluation involves judging materials based on defined criteria to determine how well they fit the intended purpose. The major steps of evaluation are defining criteria, subjective analysis of desired criteria, objective analysis of how the material meets criteria, and matching the material to needs. Evaluation provides ideas on both best practices and pitfalls to avoid when writing new materials.
Material evaluation
To evaluate materials effectively, one must first define evaluation criteria based on the needs of the course. Both subjective and objective analysis should then be used to analyze how well materials meet the criteria. This involves subjectively determining desired criteria fulfillment and objectively analyzing how the materials realize the criteria. Finally, materials are matched to needs by assessing how closely they fulfill the defined criteria.
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Teacher evaluation short introduction
The document discusses teacher evaluation systems and the Framework for Teaching developed by Charlotte Danielson. It describes the purposes of teacher evaluation as quality assurance and professional learning. The Framework has four domains: planning and preparation, classroom environment, instruction, and professional responsibilities. It provides examples of elements within each domain and levels of teacher performance. The document also discusses procedures for teacher evaluation, the role of evaluators, and challenges to implementing effective evaluation systems.
B cweek 13 8 p20
This document contains an agenda for an education planning session. It includes a picture book presentation, a session on planning, and work time for monographs. During the picture book presentation, students complete a peer evaluation. They then discuss different types of planning they saw during placements and any questions about planning. An example of a poor teaching task involving puzzles is described. Principles of backward design and starting with the end in mind are discussed. Different types of planning including long-range, short-term unit plans, and daily/weekly lesson plans are outlined. Effective instructional planning involves considering the teacher, learner, subject matter, and environment. Collaborative planning is discussed using different expertise. Homework involves continuing monograph research and preparation
Childcare Task
Students must complete two vocational tasks in different specialisms over the two year program. Tasks should demonstrate cross-curricular learning and applications in math, IT, and other elements. Vocational Task 1 is assessed at the end of the first year and Task 2 at the end of the second year. Students must provide evidence of completing the task, such as a product or report, and will participate in a 5 minute minimum interview to discuss their work. Tasks will be assessed based on planning, engagement, reflection, integration of learning, and communication skills.
Reading Conferencing Strategies
Strategies and ideas for teacher to aid them during their Reading Data Collection. This leads to understanding the level of reading your student is currently on. Reading Conference Strategies. Balanced Literacy. Reading Strategies.
Writing Lesson Objectives
This document discusses objectives for a writing lesson at Bicol University College of Education. It defines objectives as time-bound, measurable, attainable, result-oriented, and relevant. Objectives should focus on what students will be able to do, such as demonstrate specific observable behaviors after instruction. The objectives are broken down into subtasks to achieve the overall learning goal through a logical sequence of steps.
Personal reflection task
This document outlines the requirements and assessment criteria for a personal reflection task that students must complete in Year 1 and Year 2 of the LCA Programme. For each year, students must submit two reflective statements composed of descriptions of learning experiences, analysis of how the experiences impacted them, and future goals. Reflective statements are assessed on focus of reflection, ability to reflect, and media of reflection. The document provides guidelines to help students structure their reflective writing to address all assessment criteria.
Ela Persuasive Writing Toolbox Overview
The document describes persuasive writing toolboxes created by Michigan teachers to help students succeed on the writing portion of the ACT exam.
The toolboxes contain:
- Lesson plans to teach persuasive writing as a genre over 7 days
- Additional mini-lessons and prompts
- A prototype to help teachers understand the ACT exam processes
- Materials aligned to state writing standards for grades 8-11
- Practices like analyzing examples and revising writing
The goal is to provide teachers with resources to effectively teach persuasive writing as a genre through inquiry-based learning and help students learn test-taking skills.
Locating Instructional Materials dg-revised
This document provides information about instructional materials and resources available in an online system. Teachers can search for standards and related curriculum units, instructional units, lesson plans, assessments, and resources. Materials can also be added to a teacher's My Materials section if they create them or save them from a materials search. The document encourages teachers to practice locating lessons and resources to save in My Materials and check their understanding of how materials are stored and what is available for their subject areas.
Creating student led content-based group projects
This document describes a student-led group project used at the University of Oregon's American English Institute. The project aims to encourage student creativity, responsibility, communication skills, and leadership development. Students are assigned weekly readings from authentic texts and related vocabulary. They then sign up to lead either a discussion group or vocabulary review activity. Discussion leaders create questions about the reading, get feedback from teachers, and lead a discussion. Vocabulary leaders plan interactive review games and give directions. Teachers provide support and evaluate students based on preparation, leadership, collaboration, and language skills. The project allows students to develop confidence by taking risks in a safe environment. While time-consuming to set up, the project provides challenging and rewarding experiences for students.
Vocational education task
This document outlines the process and requirements for completing a student task, which is a practical activity integrating learning from the leaving certificate applied program. The task involves developing a product or investigation related to one of several specialisms. Students must plan the task, conduct research, produce evidence of completion, and write a report reflecting on and evaluating the process. Tasks are assessed based on criteria like planning, engagement, integration across subjects, and communication skills. The document provides guidance and requirements at each stage to help students succeed in the task.
Course planning and syllabus design
This document discusses key aspects of course planning and syllabus design, including selecting content, determining scope and sequence, and structuring the course. It explains that syllabus design focuses on content selection and grading, while methodology refers to selecting learning tasks. An effective syllabus fits learners' needs and aims through classroom activities. Key steps in design include determining entry/exit levels, choosing content based on assumptions about language and learning, sequencing content, and structuring the course with instructional blocks like modules and units. Modules and units help make courses more teachable while providing progression and coherence.
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptx
This document provides an introduction to a course on Curriculum Development taught by Jaelani, M. App. Ling. at the State Islamic University of Mataram in Indonesia. It includes the lecturer's contact information, course objectives focusing on developing skills in curriculum planning, evaluation, and research. It also outlines the course materials, assignments, and grading criteria. The document discusses the importance of curriculum development for effective teaching and provides definitions and levels of curriculum. It poses questions to consider in curriculum planning and discusses consequences and historical background of being a curriculum developer.
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Materials evaluation
The document outlines a systematic process for evaluating existing teaching materials based on the needs and requirements of a specific course. It involves identifying requirements across topics like aims, content, skills, methodology, and aids. Then existing materials are analyzed against the same criteria to determine how well they match the identified needs. Results are compared and scored to help select materials that provide the best match overall or in important areas. The evaluation process aims to identify suitable existing materials and avoid duplicating effort, while ensuring a methodical matching of needs with available solutions.
Chapter 7 presentation ( Course curriculum development in Language Teaching)
The document summarizes factors that influence effective teaching in language programs. It discusses four main factors: institutional factors, teacher factors, teaching factors, and learner factors. For institutional factors, it describes how organizational culture, quality indicators, and teaching context can impact teaching. It also discusses the importance of supporting teachers through orientation, training, mentoring, and feedback to facilitate effective teaching.
Curriculum foundations
The document discusses environment analysis, which involves analyzing factors in the learning environment that will affect curriculum design decisions. These factors can include characteristics of the learners, teachers, classroom, resources, and time available. Understanding constraints like class size or language level involves gathering local information as well as considering relevant research findings on how to address the constraint. The example of the time constraint illustrates how curriculum design can work within a constraint by limiting goals or using intensive study, or try to overcome it through self-study or extending course time. Overall, environment analysis is important for developing a usable curriculum that accounts for real-world situational factors.
CCE
CCE refers to a system of continuous and comprehensive evaluation of students throughout the academic year. It includes both formative and summative assessments to evaluate students' overall development. CCE helps evaluate learning objectives emphasized in the curriculum. It assesses both the process and products of learning using various tools like projects, seminars, debates, practicals, assignments and class tests. Student performance is evaluated based on specific indicators in different categories like investigative, interactive, practical and performance-based activities. Terminal evaluations are usually written tests that emphasize higher-order thinking skills over rote memory.
Esp materials evaluation
The document outlines a process for systematically evaluating materials by first identifying requirements, then analyzing selected materials against those requirements using objective and subjective criteria. Materials are scored on a scale based on how well they match desired features, with the highest-scoring materials that match the most important criteria being selected. The evaluation process aims to match needs with available solutions in a way that saves effort and possible reveals existing materials that fulfill requirements.
Assessment & Evaluation? Sorry, but I'm too busy teaching
This document discusses assessment in language learning and the Portfolio Based Language Assessment (PBLA) approach. It notes that assessment should be systematic, collecting information from various sources to inform teaching and help students learn. Assessment can serve diagnostic, formative, and summative purposes. PBLA aims to fulfill these purposes while reflecting CLB principles and promoting learning through building on teacher expertise. The document questions whether assessment improves student learning and what effective assessment practices look like. It identifies characteristics that make assessment valid and reliable, and principles of assessment for learning, including it being part of planning, focusing on how students learn, and being motivating and providing guidance for improvement.
Role of the co-ordinator
The document outlines the roles and responsibilities of an LCA coordinator at Blackrock Educational Centre. It discusses administrative duties like record keeping, organizing examinations, and claiming credits. It also covers facilitating team meetings three times per year to discuss the programme, tasks, modules, and exams. Additional responsibilities include planning and overseeing student tasks between September to January and February to June, general housekeeping, communication, planning, and being available to contact. The goal is to effectively manage the LCA programme through organization, communication, and support of students and staff.
Matirial evaluation BY WAQAR
There are three ways to develop teaching materials: selecting existing materials, writing new materials, or modifying existing materials. Material evaluation involves judging materials based on defined criteria to determine how well they fit the intended purpose. The major steps of evaluation are defining criteria, subjective analysis of desired criteria, objective analysis of how the material meets criteria, and matching the material to needs. Evaluation provides ideas on both best practices and pitfalls to avoid when writing new materials.
Material evaluation
To evaluate materials effectively, one must first define evaluation criteria based on the needs of the course. Both subjective and objective analysis should then be used to analyze how well materials meet the criteria. This involves subjectively determining desired criteria fulfillment and objectively analyzing how the materials realize the criteria. Finally, materials are matched to needs by assessing how closely they fulfill the defined criteria.
Methods of Teaching- Seminar and Symposium
Methods of Teaching- Seminar and Symposium, Nursing Education, Communication and Educational Technology
Teacher evaluation short introduction
The document discusses teacher evaluation systems and the Framework for Teaching developed by Charlotte Danielson. It describes the purposes of teacher evaluation as quality assurance and professional learning. The Framework has four domains: planning and preparation, classroom environment, instruction, and professional responsibilities. It provides examples of elements within each domain and levels of teacher performance. The document also discusses procedures for teacher evaluation, the role of evaluators, and challenges to implementing effective evaluation systems.
B cweek 13 8 p20
This document contains an agenda for an education planning session. It includes a picture book presentation, a session on planning, and work time for monographs. During the picture book presentation, students complete a peer evaluation. They then discuss different types of planning they saw during placements and any questions about planning. An example of a poor teaching task involving puzzles is described. Principles of backward design and starting with the end in mind are discussed. Different types of planning including long-range, short-term unit plans, and daily/weekly lesson plans are outlined. Effective instructional planning involves considering the teacher, learner, subject matter, and environment. Collaborative planning is discussed using different expertise. Homework involves continuing monograph research and preparation
Childcare Task
Students must complete two vocational tasks in different specialisms over the two year program. Tasks should demonstrate cross-curricular learning and applications in math, IT, and other elements. Vocational Task 1 is assessed at the end of the first year and Task 2 at the end of the second year. Students must provide evidence of completing the task, such as a product or report, and will participate in a 5 minute minimum interview to discuss their work. Tasks will be assessed based on planning, engagement, reflection, integration of learning, and communication skills.
Reading Conferencing Strategies
Strategies and ideas for teacher to aid them during their Reading Data Collection. This leads to understanding the level of reading your student is currently on. Reading Conference Strategies. Balanced Literacy. Reading Strategies.
Writing Lesson Objectives
This document discusses objectives for a writing lesson at Bicol University College of Education. It defines objectives as time-bound, measurable, attainable, result-oriented, and relevant. Objectives should focus on what students will be able to do, such as demonstrate specific observable behaviors after instruction. The objectives are broken down into subtasks to achieve the overall learning goal through a logical sequence of steps.
Personal reflection task
This document outlines the requirements and assessment criteria for a personal reflection task that students must complete in Year 1 and Year 2 of the LCA Programme. For each year, students must submit two reflective statements composed of descriptions of learning experiences, analysis of how the experiences impacted them, and future goals. Reflective statements are assessed on focus of reflection, ability to reflect, and media of reflection. The document provides guidelines to help students structure their reflective writing to address all assessment criteria.
Ela Persuasive Writing Toolbox Overview
The document describes persuasive writing toolboxes created by Michigan teachers to help students succeed on the writing portion of the ACT exam.
The toolboxes contain:
- Lesson plans to teach persuasive writing as a genre over 7 days
- Additional mini-lessons and prompts
- A prototype to help teachers understand the ACT exam processes
- Materials aligned to state writing standards for grades 8-11
- Practices like analyzing examples and revising writing
The goal is to provide teachers with resources to effectively teach persuasive writing as a genre through inquiry-based learning and help students learn test-taking skills.
Locating Instructional Materials dg-revised
This document provides information about instructional materials and resources available in an online system. Teachers can search for standards and related curriculum units, instructional units, lesson plans, assessments, and resources. Materials can also be added to a teacher's My Materials section if they create them or save them from a materials search. The document encourages teachers to practice locating lessons and resources to save in My Materials and check their understanding of how materials are stored and what is available for their subject areas.
Creating student led content-based group projects
This document describes a student-led group project used at the University of Oregon's American English Institute. The project aims to encourage student creativity, responsibility, communication skills, and leadership development. Students are assigned weekly readings from authentic texts and related vocabulary. They then sign up to lead either a discussion group or vocabulary review activity. Discussion leaders create questions about the reading, get feedback from teachers, and lead a discussion. Vocabulary leaders plan interactive review games and give directions. Teachers provide support and evaluate students based on preparation, leadership, collaboration, and language skills. The project allows students to develop confidence by taking risks in a safe environment. While time-consuming to set up, the project provides challenging and rewarding experiences for students.
Vocational education task
This document outlines the process and requirements for completing a student task, which is a practical activity integrating learning from the leaving certificate applied program. The task involves developing a product or investigation related to one of several specialisms. Students must plan the task, conduct research, produce evidence of completion, and write a report reflecting on and evaluating the process. Tasks are assessed based on criteria like planning, engagement, integration across subjects, and communication skills. The document provides guidance and requirements at each stage to help students succeed in the task.
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Chapter 7 presentation ( Course curriculum development in Language Teaching)
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Assessment & Evaluation? Sorry, but I'm too busy teaching
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Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptx
This document provides an introduction to a course on Curriculum Development taught by Jaelani, M. App. Ling. at the State Islamic University of Mataram in Indonesia. It includes the lecturer's contact information, course objectives focusing on developing skills in curriculum planning, evaluation, and research. It also outlines the course materials, assignments, and grading criteria. The document discusses the importance of curriculum development for effective teaching and provides definitions and levels of curriculum. It poses questions to consider in curriculum planning and discusses consequences and historical background of being a curriculum developer.
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Lesson planning aug. 02
Here is a brief evaluation plan for the lesson on longitude and latitude:
- Students will be given a worksheet with blank maps of the world and asked to accurately plot lines of longitude and latitude as well as mark the equator, tropics, poles etc. This will assess their understanding of the concepts.
- An oral question answer session will evaluate students' ability to locate specific places using coordinates and explain time zones.
To evaluate my own lesson plan, I would:
- Check students' worksheets and homework to see if they were able to accurately apply the concepts
- Note any questions students still had and concepts that needed more explanation
- Get verbal feedback from students on what they found most/least clear
Art of Teaching.pptkjzkajlakpappaklpak sf
Topic : Effect of students attitude towards biology on their academic performance
Abstract: The main aim of this study was to investigate students’ attitude towards learning biology and its effect on their academic performance in the subject of biology. Quantitative research approach was used for the study. The population of study consisted of all government girls secondary school students (4299) of class 9th and 10th in district Kohat in the academic session 2022-23. The sample of the study consisted of 353 girls students of class 9th and 10th. The researcher collected data through a questionnaire. The researcher collected data from sampled students personally. For data analysis both descriptive and inferential statistics were used to analyze the data. Frequencies, percentage, mean score, standard deviation and Pearson co-efficient correlation was used to analyze the data. The results of the study showed that female students had positive attitude towards learning biology. A positive weak non-significant relationship was found between attitude towards learning biology and students’ academic performance.
Keywords: students ‘attitude, students ‘biology performance.
1.Introduction:
It is acknowledged that biology, which is a concept, a way of life, and even a worldwide language, is a field essential to today's rapidly evolving world for people, society, scientific inquiry, and technological growth. Today, biologyal techniques are used in practically every sphere of human effort and are crucial to a nation's economic growth. We require excellent biology performance at all academic levels in our pursuit of scientific and technical growth.
The goal of biology education in schools is to enable students to develop problem-solving abilities, reasoning, generalization, and communication abilities, as well as some other biologyal abilities, such as sensory and psychomotor abilities, and to use these abilities to solve problems that occur in everyday life. ( Olkun & Tolukuker, 2007; Guref & Kahn, 2013).
The students' attitude toward biology subject is the most significant aspect that affects students success level of biology. It has been well acknowledged that students' attitudes toward biology and their degrees of biologyal success are strongly correlated. It has been revealed in the studies done so far that students with more favorable attitudes toward biology also achieve better success. (Peker & Mirasyedioğlu, 2003; Çanakçı & Özdemir, 2011).
The most common explanation of gender inequality in biologyal success is focused Students' attitudes to biology. Several studies results showed that gender differences matter in students’ attitude towards biology, girls’ show more negative attitude than boy. In general, most studies showed that girls lacked confidence compared to boys, with weak causes the attribution pattern; biology understood the male domain and was nervous about biology (Vermeer 2000). Other study result shows gender difference doesn’
Curriculum and course design Prepared by Ahmed youssef AHMET YUSUF
This document discusses curriculum and course design. It defines key terms like curriculum, program, syllabus, and course. It also outlines the main factors to consider in situation analysis for curriculum planning like educational setting, class characteristics, and course content. The document recommends performing a needs analysis and specifying goals, objectives, and aims. It provides examples of conceptualizing a course syllabus and assessing students. Key steps in revising a course are outlined as seeing the need for change, determining the extent of change, engaging in realistic change, and following principled teaching.
Power point element of lesson plan
The document discusses the key elements that should be included in an effective lesson plan, such as objectives, materials, procedures, assignments, and assessments. It provides examples of different types of objectives, assignments, and components of a lesson plan. An effective lesson plan is structured, aligned with student needs and interests, and incorporates best teaching practices.
ADV LESSON PLANNING FOR TEACHERS OF 21ST CENTURY
This document outlines the key elements of effective lesson plans, including the six main parts: objectives, requirements, materials, procedure, assessment, and reflection. It discusses each part in detail, such as explaining that objectives should be specific, measurable, attainable, relevant and time-based. The lesson procedure explains how to structure a lesson from introduction to assessment. Formative and summative assessments are defined. Reflection is emphasized as important for improving lessons. Sample lesson plans and activities are provided to illustrate the concepts.
ESP the sylabus
This document discusses syllabus design for English for Specific Purposes courses. It defines a syllabus as an outline of topics to be covered in a course. A syllabus can be organized based on different criteria like topics, structures, functions, skills, tasks or discourse. The document discusses different types of syllabi including evaluation, organizational, materials, teacher, classroom, and learner syllabi. It explains that a syllabus should play an important role in the course design process by analyzing learning needs and situations. Effective approaches include learning-centered, skill-centered, and analyzing target situations, while a post hoc approach of creating a syllabus after materials is not recommended.
211_lesson_planning (5).ppt
The document provides guidance on developing effective lesson plans, outlining key elements like objectives, activities, and assessments, and recommending strategies like the Madeline Hunter model and incorporating multiple intelligences and Marzano's nine strategies. It also cautions against common mistakes in writing lesson plans and stresses the importance of self-evaluation to improve future lessons.
Designing and implementation of the course plan
The document discusses the key components of designing and implementing lesson plans and syllabi. It defines a lesson plan as a written guide that helps teachers achieve learning outcomes and considers factors like knowing your students, the content, and instructional materials. A syllabus provides the overall content and objectives of a course. The document outlines the main elements of a lesson plan such as objectives, materials, procedures, and assessments. It also presents three common models for lesson plans: Gagne's events of instruction, Hunter's seven steps, and the 5Es model. Finally, it discusses characteristics and types of syllabi, such as structural, functional, and topical.
Syllabus
The document discusses the key components and purpose of an effective course syllabus. It notes that a strong syllabus should include information about course objectives and structure, assignments, assessments, required materials and expectations to help orient students and guide instruction. An effective syllabus also clearly communicates the course's purpose and intended learning outcomes. It should be evaluated regularly to ensure content remains relevant and appropriately challenging.
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Designing a course outline
- 2. Developing a course outline • Developing a course outline is a difficult and dynamic task • It can be compared to juggling because we are focusing on so many different aspects at the same time • It can also be seen as a jigsaw puzzle because we have to shift around the components to come up with a picture
- 3. What a course design should be? • Swales(1989) suggests that a course design should be about two things 1. WHAT: what are the components of this syllabus? 2.WHY: why these components are being taught?
- 4. How a course outline should be developed • There is a wide range of ESP courses • There is no need to start from scratch to develop a course outline • There must be Evolution rather than Invention for innovation • It means that already existing courses should be modified and evolved rather than innovating a new one.
- 5. Components in Developing a Course Outline 1.Ordering: criteria for prioritizing. a) Beginning with target events and rhetorical awareness. b) From target events and rhetorical awareness to skill areas to language. 2.Role of materials. 3.Timetabling. 4.Role of assessment and evaluation.
- 6. 1.Ordering: criteria for prioritizing. 1) Beginning with target events and rhetorical awareness. • To order the target events there are three criteria i. When needed. ii. Building blocks(interdependency). iii. Confidence boosters. 2) From target events and rhetorical awareness to skill areas to language. • Target events are broken into skill areas. • With each skill there are particular language usages and functions.
- 7. 2.Role of materials. • Needs Analysis is a very critical process for the cause. • Consulting materials is a part of process. • It helps us learn about the skill areas and associated language • Selected materials also influence the order of the features taught.
- 8. 3.Timetabling. • It provides the final order for the course outline. • Setting up a timetable gives an idea of whether or not all components are included • It also helps as allocating specific time activities. • Timetable is affected by certain issues I. Types of activities. II. Nature of sessions.
- 9. 4.Role of assessment and evaluation. • Assessment and Evaluation ensure that I. They happen. II. They are planned and effective. • Grading It is grading tasks as easy or difficult It is not a criteria used to order and prioritize items in a course Grading is achieved through materials and methodology.