Didactic aproach
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The document discusses the importance of planning, execution, and verification in the teaching process. It states that planning lessons properly helps increase teaching efficiency, ensure control over education, and avoid confusing students. Execution then involves carrying out lessons and activities according to the plan, while verification checks that learning objectives were achieved. The teacher must understand their students and have the right resources to achieve the goals of each lesson.
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Didactic aproach By Juan Carlos Corrales
The document discusses the importance of planning in teaching. It explains that planning is necessary to increase teaching efficiency, ensure proper education control, avoid improvisations, and propose appropriate student homework. Planning consists of three main stages: planning, implementation, and verification. Specifically, planning involves developing course plans, unit plans, and lesson plans. A course plan serves as the framework and contains elements like informational data, contents, justification, timing, graduate profile, and objectives. Planning is key to achieving educational goals.
Linking curriculum,instruction and assessment(cia)making fit
This document outlines the topics and presenters for a lesson linking curriculum, instruction, and assessment. It will discuss how student assessment should be aligned with curriculum levels and how curriculum and instruction are related. The curriculum refers to the structured set of learning outcomes and goals, while instruction refers to teaching styles, approaches, and techniques for delivering the curriculum. Curriculum involves what is taught, while instruction is how it is taught through methods and presentation. The lesson aims to improve student achievement through communicating standards and providing instructional guidance.
Curriculum
The document discusses curriculum models and focuses on Hilda Taba's model of curriculum development. It provides definitions of curriculum and curriculum development. Taba's model involves 5 steps: 1) creating units of work, 2) testing units with students, 3) adapting units based on testing, 4) creating a framework to ensure all material is covered, and 5) implementing units in the classroom while creating new ones. The model also involves 7 major steps with teacher input, such as diagnosing needs, formulating objectives, selecting and organizing content, choosing learning experiences, and evaluating. The Taba model emphasizes an inductive, grass-roots approach with teachers designing curriculum.
Pilot testing, monitoring and evaluating the implementation of the curriculum
Accreditation is a voluntary process where an educational program submits to an external body for review to ensure it meets standards. There are three main areas for accreditation under curriculum and instruction: 1) curriculum and program of studies which includes subject areas and skills, 2) classroom management using appropriate techniques for effective teaching, and 3) utilizing different instructional methodologies in the classroom to support an effective learning process.
Module iii lesson 3
This 3 sentence document summary provides an overview of key points about pilot testing, monitoring, and evaluating curriculum implementation: The document discusses pilot testing or field try-outing a new curriculum, which involves testing the curriculum materials in actual classroom settings before full implementation. It also covers monitoring and evaluating how well the curriculum is being implemented in the field. The goal is to get feedback and make any needed adjustments before rolling out the full curriculum program.
pilot testing, monitoring, and evaluating the implementation of the curriculum
This document discusses pilot testing, monitoring, and evaluating curriculum implementation. It describes pilot testing as gathering data to determine if curriculum materials are useful, relevant, reliable and valid. Monitoring ensures the curriculum is accomplishing its goals and determining if revisions are needed. Evaluation refers to systematically judging the curriculum's value, effectiveness, and adequacy through formative and summative approaches like school-based evaluation and accreditation. Key areas for accreditation include the curriculum and program of studies, classroom management, instructional processes, graduation requirements, and administrative and academic performance evaluation support.
models for curriculum development
This document discusses curriculum development and Hilda Taba's model for curriculum design. It defines curriculum as activities designed by teachers and students to achieve educational goals. Curriculum development is the systematic planning of what is taught and learned, as reflected in courses of study. Taba's model involves 7 steps: 1) diagnosing student needs, 2) formulating objectives, 3) selecting content, 4) organizing content, 5) selecting learning experiences, 6) organizing learning experiences, and 7) evaluating. This grass-roots approach places teachers at the center of curriculum design rather than higher authorities.
Instructional Supervision by Ismail
This document discusses the meaning and definition of instructional supervision. It begins by explaining that supervision comes from the Latin root meaning "to oversee" or "have oversight of", and that instructional supervision implies providing leadership to teachers to improve instruction. It then provides a definition of instructional supervision from a dictionary of education as involving stimulating professional growth, selecting and revising educational objectives and methods, and evaluating instruction. The document goes on to list the key roles of an instructional supervisor as planner, organizer, leader, helper, evaluator, motivator, communicator, and decision maker. It concludes by noting some potential limitations of instructional supervision such as long hours, lack of authority, and mismatch between expectations and reality.
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Didactic aproach By Juan Carlos Corrales
The document discusses the importance of planning in teaching. It explains that planning is necessary to increase teaching efficiency, ensure proper education control, avoid improvisations, and propose appropriate student homework. Planning consists of three main stages: planning, implementation, and verification. Specifically, planning involves developing course plans, unit plans, and lesson plans. A course plan serves as the framework and contains elements like informational data, contents, justification, timing, graduate profile, and objectives. Planning is key to achieving educational goals.
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Curriculum
The document discusses curriculum models and focuses on Hilda Taba's model of curriculum development. It provides definitions of curriculum and curriculum development. Taba's model involves 5 steps: 1) creating units of work, 2) testing units with students, 3) adapting units based on testing, 4) creating a framework to ensure all material is covered, and 5) implementing units in the classroom while creating new ones. The model also involves 7 major steps with teacher input, such as diagnosing needs, formulating objectives, selecting and organizing content, choosing learning experiences, and evaluating. The Taba model emphasizes an inductive, grass-roots approach with teachers designing curriculum.
Pilot testing, monitoring and evaluating the implementation of the curriculum
Accreditation is a voluntary process where an educational program submits to an external body for review to ensure it meets standards. There are three main areas for accreditation under curriculum and instruction: 1) curriculum and program of studies which includes subject areas and skills, 2) classroom management using appropriate techniques for effective teaching, and 3) utilizing different instructional methodologies in the classroom to support an effective learning process.
Module iii lesson 3
This 3 sentence document summary provides an overview of key points about pilot testing, monitoring, and evaluating curriculum implementation: The document discusses pilot testing or field try-outing a new curriculum, which involves testing the curriculum materials in actual classroom settings before full implementation. It also covers monitoring and evaluating how well the curriculum is being implemented in the field. The goal is to get feedback and make any needed adjustments before rolling out the full curriculum program.
pilot testing, monitoring, and evaluating the implementation of the curriculum
This document discusses pilot testing, monitoring, and evaluating curriculum implementation. It describes pilot testing as gathering data to determine if curriculum materials are useful, relevant, reliable and valid. Monitoring ensures the curriculum is accomplishing its goals and determining if revisions are needed. Evaluation refers to systematically judging the curriculum's value, effectiveness, and adequacy through formative and summative approaches like school-based evaluation and accreditation. Key areas for accreditation include the curriculum and program of studies, classroom management, instructional processes, graduation requirements, and administrative and academic performance evaluation support.
models for curriculum development
This document discusses curriculum development and Hilda Taba's model for curriculum design. It defines curriculum as activities designed by teachers and students to achieve educational goals. Curriculum development is the systematic planning of what is taught and learned, as reflected in courses of study. Taba's model involves 7 steps: 1) diagnosing student needs, 2) formulating objectives, 3) selecting content, 4) organizing content, 5) selecting learning experiences, 6) organizing learning experiences, and 7) evaluating. This grass-roots approach places teachers at the center of curriculum design rather than higher authorities.
Instructional Supervision by Ismail
This document discusses the meaning and definition of instructional supervision. It begins by explaining that supervision comes from the Latin root meaning "to oversee" or "have oversight of", and that instructional supervision implies providing leadership to teachers to improve instruction. It then provides a definition of instructional supervision from a dictionary of education as involving stimulating professional growth, selecting and revising educational objectives and methods, and evaluating instruction. The document goes on to list the key roles of an instructional supervisor as planner, organizer, leader, helper, evaluator, motivator, communicator, and decision maker. It concludes by noting some potential limitations of instructional supervision such as long hours, lack of authority, and mismatch between expectations and reality.
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School supervision aims to improve instruction by working with teachers. It involves functions like leadership, human relations, group processes, personnel administration, and evaluation. The major functions of supervision are inspection of school conditions, research to remedy weaknesses, training teachers, guidance, and evaluation. Supervision activities include surveying the school system, improving teaching, in-service teacher education, selecting instructional materials, researching teaching problems, and performing administrative duties. Supervision can be laissez-faire, coercive, focus on training and guidance, or use democratic leadership with teacher cooperation. Administration provides conditions for teaching while supervision operates and improves the educational program. Principles of administration and supervision include being democratic, cooperative, scientific, based on educational philosophy,
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This document outlines the key elements of instructional planning: 1) formulating goals and aims, 2) selecting and organizing subject matter, 3) determining methods and procedures, 4) evaluating effectiveness, 5) revising the plan, and 6) giving assignments. It discusses each element in detail, emphasizing the importance of setting challenging goals, incorporating a variety of teaching methods to engage students, and continually revising plans based on student growth and feedback. The overall purpose of instructional planning is to create a structured yet flexible approach to teaching that meets student needs and helps them achieve educational objectives.
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The document outlines several principles and useful practices that supervisors should consider when observing teaching-learning situations. Some of the key principles discussed include supervisors entering the classroom quietly without distraction, carefully studying the teacher to provide helpful feedback, maintaining an objective attitude, and focusing observations on one or two areas at a time. Useful practices proposed are helping teachers set goals, providing assistance in instructional methods and materials, giving praise and feedback in conferences, and allowing opportunities for professional development like seminars and peer observations. The document advocates for a democratic approach focused on improving the teaching situation through respectful support of the teacher.
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The document discusses how teachers should create a collaborative learning environment that supports individual and group work, encourages positive socializing and active engagement in learning. It also stresses the importance of teachers understanding the concepts they are teaching, curating appropriate resources for students, and evaluating instructional materials to ensure they are comprehensive and suitable for students.
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Learning Objective
Topic: Learning Objective
Student Name: Misbah Shabbir
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
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Teacher as the curriculum evaluator
Curriculum evaluation is a component of curriculum development that assesses the merit and worth of educational reforms and innovations. It aims to improve curriculum by gathering data to determine whether to accept, change, or eliminate aspects of the curriculum. Teachers play a key role in curriculum evaluation by examining curriculum objectives to assess relevance, providing feedback to identify strengths and weaknesses, and determining the extent to which curricular programs have achieved positive student outcomes.
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This document discusses the importance of technology integration in teaching to promote lifelong learning. It outlines the author's rationale for selecting various online resources to develop inquiry-based social studies lessons that incorporate technology and foster cooperative learning. The resources were chosen based on the course objectives and the author's goals to stimulate teaching and learning in their classroom through best practices. The conclusion emphasizes that under No Child Left Behind, teachers must engage in frequent self-questioning and activities that promote learning in order to adapt to students' needs.
Solutions to supporting school leaders
Human capital is largely influenced by the quality of education. Therefore, reforms must take place in school, beginning with the school leaders in ensuring good student outcomes.
Concepts and principles of organization, administration, and supervision
This document discusses key concepts in organization and administration of schools. It defines an organization as a social unit established to achieve specific objectives through grouping work and allocating responsibilities. A school is an organization with a purpose to educate students. The document outlines the functions, responsibilities, duties, and tasks required within an organization. It distinguishes administration, which implements policies, from management, which sets policies and plans. Educational administration arranges resources and programs to achieve educational goals through planning, policy, and implementation. Supervision ensures quality teaching and learning by supporting teachers' instructional delivery and improving school subsystems.
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This document discusses the approaches to school curriculum and the foundations of curriculum development. It describes three approaches to curriculum - as content or body of knowledge, as a process, and as a product. It then discusses the foundations of curriculum development, including philosophical foundations like perennialism and essentialism, historical foundations highlighting important contributors, psychological foundations based on theories of learning, and social foundations focusing on thinkers like Dewey. It provides details on models of curriculum development and the phases of the curriculum development process.
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Implementing the Curriculum: Pilot Testing, Monitoring and Evaluating the Implementation of the Curriculum
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1. Classroom management refers to the issues of supervision, refereeing, facilitating, and academic discipline that teachers employ to maintain an atmosphere conducive to learning.
2. Effective classroom management requires teachers to establish clear expectations for student behavior, monitor students closely, and address misbehavior promptly.
3. In addition to behavior management, teachers must also effectively manage instruction time, academic work, motivation, classroom arrangement, and communication to create an organized learning environment.
Microteaching classroom managment fix
1. Classroom management refers to the issues of supervision, refereeing, facilitating, and academic discipline that teachers employ to maintain an atmosphere conducive to learning.
2. Effective classroom management requires teachers to establish clear expectations for student behavior, monitor students to address misbehavior promptly, and carefully plan instruction, activities, and use of classroom time.
3. Proper classroom arrangement, motivation of students, communication between teachers and students, and management of academic works and student behavior are important aspects of classroom management considered by teachers.
Microteaching classroom managment fix
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2. Effective classroom management requires teachers to establish clear expectations for student behavior, monitor students closely, and address misbehavior promptly.
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MAED CUR.DEV.-REPORT-1 - Copy.pptx
The document discusses different types of curriculum used in schools. It outlines two main categories of curriculum: formal curriculum which consists of official subjects and courses, and hidden curriculum which refers to unintended lessons learned through school environment and activities. There are two general types of curriculum - traditional and progressive. Traditional is teacher-centered while progressive is learner-centered. The document also discusses various curriculum design models and subtypes such as problem-centered, life-situations, core, and broad-field curriculums.
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To make the curriculum objective and
transparent, it has been classified
under three processes – stating the
learning objectives; indicating the
teaching – learning methods / media
to realize the objectives; and
expressing the assessment practices
to check the extent and depth of
attainment of the stated objectives.
These three components of
curriculum are arranged in a spiral
manner, so as to create an
incremental progress in learning.
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One of the important curriculum development strategy with the help of Componential Flexible approach.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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Didactic aproach
- 2. didactic approach is necessary for reasons of moral, economic, and labor matching efficiency, the teacher needs to know to perform their planning
- 3. who teach refers to the type of students which addresses the lessons how to teach This point is related to lso teaching resources that the teacher must be used to achieve the objectives proposed by learning of their students
- 4. 1. Increase the efficiency of the teaching 2. Ensure proper control of education 3. Avoid improvisations that confuse the learner 4. Aropose appropriate homework students opportunities
- 5. Teaching activities primarily consists of three stages approach to implementation and verification Planning is a provision of what has to be done, all the school work should be planned to avoid improvisation Execution is performed through classes and other educational activities, is the materialization of planning