(1) The "eki" project provides curriculum materials for Basque schools, including print and digital textbooks, workbooks, and an online learning platform.
(2) The project is based on the Basque curriculum which focuses on developing students' competencies through an integrated pedagogical approach and multilingual education with an emphasis on the Basque language.
(3) The didactic units which make up the curriculum materials are designed to help students achieve specific competencies outlined in the subject-specific standards and to integrate basic cross-curricular competencies. Each unit presents students with situations requiring them to apply and mobilize what they have learned.
Istituto Pedagogico Bolzano Italy: the project
How the Italian school system in South Tyrol applies the guidelines of the
New District Curricula within the National Ones.
For two years, in the Autonomous Province of Bolzano, schools will be implementing new curricula for compulsory education (6 to 16 yrs): 17 schools are experiencing and adapting general guidelines, schools timetable and traguardi di competenza (goals) to the new Indicazioni Provinciali.
Bolzano
Istituto Pedagogico is responsible to train teachers within the new framework with the SOFT project.
This document provides an introduction, conceptual framework, and curriculum guide for Mathematics I as part of the 2010 Secondary Education Curriculum in the Philippines. It was created by the Department of Education's Bureau of Secondary Education and Curriculum Development Division. The guide outlines the curriculum design process, which follows the Understanding by Design model. It also describes the results of refining the curriculum through pilot testing and stakeholder consultations to improve its relevance, rigor, and ability to promote student mastery.
This document presents a module on lesson planning and observation for a university in Ambato, Ecuador. The module aims to develop pedagogical competence in planning lessons and understanding intrinsic learning processes. It will cover origins of curriculum development, analyzing educational realities and pedagogical models, determining reasons for course planning, advantages and disadvantages of planning lessons, and designing curriculums. The methodology uses problem-based learning and cognitive strategies to develop independent learning. Students will be evaluated through methods like mind maps, charts, presentations to develop critical thinking and conclusions. The goal is for students to create lesson plan matrices according to school needs.
Creating a Unit PlanOnce you’ve gotten to know your students thr.docxwillcoxjanay
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards (Links to an external site.)Links to an external site.
· Writing measurable learning objectives (Links to an external site.)Links to an external site..
· P21 common core toolkit (Links to an external site.)Links to an external site.
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and en.
The document discusses guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It defines classroom assessment as a process for identifying, gathering, and interpreting quantitative and qualitative information about what students know and can do. Classroom assessment should be aligned with curriculum standards and involve both teachers and students. It can be formative or summative. Formative assessment provides feedback during instruction and helps students improve, while summative assessment evaluates learning at the end of a unit. The document provides details on how classroom assessment can measure different cognitive levels and standards.
New K12 assessment in the k to 12 basic education programRogelio Arcelon
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the Philippine K to 12 Basic Education Program. It defines formative and summative assessment. Formative assessment is informal and ongoing, while summative assessment occurs at the end of a learning period. Assessment is aligned with curriculum standards and cognitive process dimensions. Student performance is evaluated based on content mastery, skills, and understanding as demonstrated through various components. Results are used to monitor progress, determine promotion, and report to parents. The policy aims to implement valid, reliable and equitable assessment practices.
Istituto Pedagogico Bolzano Italy: the project
How the Italian school system in South Tyrol applies the guidelines of the
New District Curricula within the National Ones.
For two years, in the Autonomous Province of Bolzano, schools will be implementing new curricula for compulsory education (6 to 16 yrs): 17 schools are experiencing and adapting general guidelines, schools timetable and traguardi di competenza (goals) to the new Indicazioni Provinciali.
Bolzano
Istituto Pedagogico is responsible to train teachers within the new framework with the SOFT project.
This document provides an introduction, conceptual framework, and curriculum guide for Mathematics I as part of the 2010 Secondary Education Curriculum in the Philippines. It was created by the Department of Education's Bureau of Secondary Education and Curriculum Development Division. The guide outlines the curriculum design process, which follows the Understanding by Design model. It also describes the results of refining the curriculum through pilot testing and stakeholder consultations to improve its relevance, rigor, and ability to promote student mastery.
This document presents a module on lesson planning and observation for a university in Ambato, Ecuador. The module aims to develop pedagogical competence in planning lessons and understanding intrinsic learning processes. It will cover origins of curriculum development, analyzing educational realities and pedagogical models, determining reasons for course planning, advantages and disadvantages of planning lessons, and designing curriculums. The methodology uses problem-based learning and cognitive strategies to develop independent learning. Students will be evaluated through methods like mind maps, charts, presentations to develop critical thinking and conclusions. The goal is for students to create lesson plan matrices according to school needs.
Creating a Unit PlanOnce you’ve gotten to know your students thr.docxwillcoxjanay
Creating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:
· Grade Level and Subject Area
· Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
· Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)
Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:
· Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
· Create at least two measurable unit objectives that align with the CCSS.
· Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).
The following resources are helpful when creating Stage 1:
· Common Core Standards - The Standards (Links to an external site.)Links to an external site.
· Writing measurable learning objectives (Links to an external site.)Links to an external site..
· P21 common core toolkit (Links to an external site.)Links to an external site.
Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.
· Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
· Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
· Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.
Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and en.
The document discusses guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It defines classroom assessment as a process for identifying, gathering, and interpreting quantitative and qualitative information about what students know and can do. Classroom assessment should be aligned with curriculum standards and involve both teachers and students. It can be formative or summative. Formative assessment provides feedback during instruction and helps students improve, while summative assessment evaluates learning at the end of a unit. The document provides details on how classroom assessment can measure different cognitive levels and standards.
New K12 assessment in the k to 12 basic education programRogelio Arcelon
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the Philippine K to 12 Basic Education Program. It defines formative and summative assessment. Formative assessment is informal and ongoing, while summative assessment occurs at the end of a learning period. Assessment is aligned with curriculum standards and cognitive process dimensions. Student performance is evaluated based on content mastery, skills, and understanding as demonstrated through various components. Results are used to monitor progress, determine promotion, and report to parents. The policy aims to implement valid, reliable and equitable assessment practices.
The document discusses guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It defines classroom assessment as a process for identifying, gathering, and interpreting quantitative and qualitative information about what students know and can do. Classroom assessment should be aligned with curriculum standards and involve both teachers and students. It can be formative or summative. Formative assessment provides informal feedback during instruction to improve student learning and teacher instruction.
Information Literacy for Masters studentsSheila Webber
This was presented at the Konstanz Workshop on Information Literacy, Konstanz (Germany) 9th November 2007. In it I a) describe a "search/teach" activity undertaken with taught Masters students at the University of Sheffield and b) introduce Second Life (which I am using with undergraduate students).
The document discusses the origins and evolving definitions of "curriculum" and "syllabus" from their Latin roots to modern usage, noting curriculum refers more broadly to overall educational goals and philosophy while a syllabus provides more operational details for teaching and learning objectives. It also examines different perspectives on curriculum theory including viewing it as knowledge transmission, achieving learning outcomes, or as a process emphasizing judgment and meaning.
1681300484710_LESSON 7 maam jo reporting pasagdan and rendoque.pptxarviellatinaja
The document outlines the new teacher education curriculum in the Philippines that is anchored on outcome-based education. It discusses the desired learning outcomes, competencies, course contents, pedagogical approaches, and assessment methods of the new curriculum. The curriculum aims to develop quality teachers with 10 key competencies. It introduces new degree programs, enhances experiential learning courses, and ensures all teachers are trained to use technology. The curriculum components of outcomes, content, teaching methods, and assessment are designed to be constructively aligned to achieve the desired learning outcomes.
The document summarizes Maryland's Race to the Top World Languages Pipelines project which developed STEM-focused world language curriculum modules for K-5 students. It describes the collaborative process used to create the modules and provides examples of module structures, lessons, worksheets and assessments. The goal is to engage Chinese language students through integrating STEM concepts into world language instruction using these curriculum modules.
This document discusses the curriculum structure in Pakistan. It defines curriculum as a proposed, documented plan for guiding classroom learning. The curriculum was changed in 2006 to shift from a teacher-centered to student-centered approach and make it more responsive to modern needs. The curriculum structure has developmental levels from grades 1-12, with standards outlining subject content, benchmarks describing content by developmental level, and student learning outcomes specifying grade-level topics. The curriculum development process involves situational analysis, developing standards and benchmarks, selecting themes, and recommending resources and assessments. Provincial bodies are responsible for developing curriculum in their respective provinces.
The document discusses different strategies and methods for teaching science in elementary classrooms, including demonstration methods, project-based learning, thematic instruction, and computer-assisted learning. It describes key steps for using demonstration methods, such as exploration, demonstration, student performance, and evaluation phases. Project-based learning involves creating situations, selecting projects, planning, execution, and evaluation. Thematic instruction allows integrating subjects around common themes. Computer-assisted learning and virtual environments can enhance learning with technology.
The document provides information about the IGCSE Global Perspectives syllabus, including:
1. The rationale is to develop skills and dispositions students will need as global citizens, through enquiry into global changes and reflection.
2. The aims are to develop awareness of global themes and issues from different perspectives, insights into causes and effects, and dispositions of enquiry, dialogue, reflection and developing personal viewpoints.
3. Assessment includes a portfolio, project, and written paper evaluating engagement with issues, analysis, self-awareness, questioning, reasoning, and group collaboration.
The document provides information about the IGCSE Global Perspectives syllabus, including:
1. The rationale is to develop skills and dispositions students will need as global citizens, such as enquiry and reflection on global changes and their life chances.
2. The syllabus is assessed through a portfolio, project, and written paper accounting for 50%, 20%, and 30% respectively. The portfolio focuses on research and perspectives, the project on analysis and collaboration, and the paper on enquiry and reasoning.
3. For the portfolio, students explore four areas of study from different perspectives and predict scenarios. They also evaluate possible actions. The project requires groupwork connected to another issue and an individual reflection.
The document is a syllabus for a course on teaching multi-grade classes from the Bato Institute of Science and Technology. It outlines the course objectives, which are to demonstrate an understanding of theories and concepts of multi-grade learning, display knowledge of pedagogical approaches for different grade levels, and employ effective teaching strategies in a multi-grade classroom. The syllabus provides a weekly schedule over 10 weeks, dividing the course content into 8 modules that will address topics like the structure of multi-grade programs, principles of multi-grade teaching, classroom diversity, and the roles and responsibilities of multi-grade teachers. Students will be assessed through quizzes, assignments, exams and other activities completed both individually and collaboratively online
Integration of the graduate profiles and academic literacy capabilities into ...Neda Zdravkovic
The International Consortium of Academic Language and Learning Developers (ICALLD) Online Symposium 2018:
Academic Literacies in a Globalised World: Diversity, Digitalisation, Dependency
Achieving constructive alignment in curriculum and assessment design is one of the key challenges for faculty teaching staff and course coordinators. A primary driver for this alignment is the attainment of specific capabilities defined through graduate profiles, employability-driven needs, disciplinary knowledge and practice. This presentation will engage participants in the process of transforming academic curricula to accommodate students’ learning needs and develop transferable capabilities as defined in the newly released Graduate Profile. Based on the undergraduate year 1 case-study at the University of Auckland, we will focus on the application of learning analytics to identify gaps, curriculum analysis and re-design process, pedagogy, theoretical frameworks and evidence of impact. This session will open the discussion on practical as well as challenging experiences in integrating academic literacy capabilities into curriculum and its outcomes.
We describe the main components for a Competency-based Syllabus. We also discuss the differences between a traditional objective-based syllabus and this integrating syllabus intended to achieve competencies and granted by a meaningful learning process and appropriate instruments for assessment
This document outlines the syllabus for a Research in Education 1 course at Cagayan State University. It includes information on intended graduate attributes, college intended learning outcomes, program intended learning outcomes, and course mapping. The course aims to prepare students to undertake an undergraduate research proposal to develop critical thinking skills and experience the research process. It covers fundamentals of research, writing the rationale/introduction, literature review, research methodology, and uses rubrics to assess student work.
Instructional materials are designed for both teachers and students to achieve planned learning objectives. They specify the content to be learned, techniques for presenting and practicing the content, and teaching methods. Developing instructional materials involves a planning phase where the designer is motivated to address a need. The planning includes understanding learners, stating objectives, analyzing content, selecting teaching methods, and integrating pedagogy and technology. After applying the lesson plan, it is evaluated and revised if needed. Finally, the results of instruction are evaluated.
This document is a proposal for a 3-day in-service training workshop on making instructional materials through innovative teaching and demonstration for ALS teachers. The training will be conducted by Sta. Maria East Integrated School and involve 8 resource speakers covering topics like principles of instructional material selection, the purpose and importance of teaching materials, strategies for using materials, different material types, material pre-testing, and making materials using PowerPoint, tarp paper, and Canva. The proposal details the objectives, target participants, standards addressed, modules, activities, and monitoring and evaluation plan using the Kirkpatrick model.
This document certifies that Esen Sandraz completed the online course "Future Classroom Scenarios" from March 24th to May 11th, 2014. The course was organized by European Schoolnet and aimed to help teachers reflect on their current practices, understand trends impacting education, and develop strategies for innovative technology use in the classroom, including using the iTEC project's TeamUp Tool and Learning Stories approach. The course covered topics like 21st century skills, classroom organization models, and creating learning activities to achieve a vision for a future classroom.
Formazione Europea Certificata: Future Classroom from European Schoolnet AcademyMariella Nica
The document is a certificate of completion for a course called "Future Classroom Scenarios" taken online through the European Schoolnet Academy from March 24th to May 11th, 2014. The course aimed to help educators [1] reflect on their current teaching practices and classroom setup, [2] understand new approaches and the role of 21st century skills, and [3] develop their own vision for a future classroom incorporating new technologies. It covered topics like trends impacting education, effective technology uses, and tools to support collaboration and creativity. Participants explored example lessons and Learning Stories, and drafted their own Learning Story applying course concepts.
This document outlines the module outline for the Food and Culture module at Taylor's University. The module aims to examine how food culture influences architectural space and placemaking through research and site visits. It is a 3-credit core elective module taught over 12 weeks through lectures, tutorials and self-directed study. Students will complete two assignments - a research proposal and documentation of observations for Assignment 1, and an interpretation and analysis of their research for Assignment 2. Students will also develop a Taylor's Graduate Capabilities Portfolio to reflect their learning outcomes and capabilities. The document provides details on assessment criteria, grading scale, module schedule and general rules.
Daily Lesson Plan for Classroom Observation Template.docxbato8bantiling
This document provides a detailed lesson plan for a Grade 12 Creative Nonfiction class. The lesson focuses on revising drafts of short creative works. It includes objectives, topics, learning resources, procedures, and assessments. The teacher will guide students through activities to practice revising outlines and drafts using techniques like adding/removing content and punctuation. Formative assessments evaluate students' understanding and application of revision skills. The teacher reflects on helping students understand writing as an iterative process and addressing issues like a lack of patience and improper sourcing of content in assignments.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The document discusses guidelines for classroom assessment in the Philippine K-12 Basic Education Program. It defines classroom assessment as a process for identifying, gathering, and interpreting quantitative and qualitative information about what students know and can do. Classroom assessment should be aligned with curriculum standards and involve both teachers and students. It can be formative or summative. Formative assessment provides informal feedback during instruction to improve student learning and teacher instruction.
Information Literacy for Masters studentsSheila Webber
This was presented at the Konstanz Workshop on Information Literacy, Konstanz (Germany) 9th November 2007. In it I a) describe a "search/teach" activity undertaken with taught Masters students at the University of Sheffield and b) introduce Second Life (which I am using with undergraduate students).
The document discusses the origins and evolving definitions of "curriculum" and "syllabus" from their Latin roots to modern usage, noting curriculum refers more broadly to overall educational goals and philosophy while a syllabus provides more operational details for teaching and learning objectives. It also examines different perspectives on curriculum theory including viewing it as knowledge transmission, achieving learning outcomes, or as a process emphasizing judgment and meaning.
1681300484710_LESSON 7 maam jo reporting pasagdan and rendoque.pptxarviellatinaja
The document outlines the new teacher education curriculum in the Philippines that is anchored on outcome-based education. It discusses the desired learning outcomes, competencies, course contents, pedagogical approaches, and assessment methods of the new curriculum. The curriculum aims to develop quality teachers with 10 key competencies. It introduces new degree programs, enhances experiential learning courses, and ensures all teachers are trained to use technology. The curriculum components of outcomes, content, teaching methods, and assessment are designed to be constructively aligned to achieve the desired learning outcomes.
The document summarizes Maryland's Race to the Top World Languages Pipelines project which developed STEM-focused world language curriculum modules for K-5 students. It describes the collaborative process used to create the modules and provides examples of module structures, lessons, worksheets and assessments. The goal is to engage Chinese language students through integrating STEM concepts into world language instruction using these curriculum modules.
This document discusses the curriculum structure in Pakistan. It defines curriculum as a proposed, documented plan for guiding classroom learning. The curriculum was changed in 2006 to shift from a teacher-centered to student-centered approach and make it more responsive to modern needs. The curriculum structure has developmental levels from grades 1-12, with standards outlining subject content, benchmarks describing content by developmental level, and student learning outcomes specifying grade-level topics. The curriculum development process involves situational analysis, developing standards and benchmarks, selecting themes, and recommending resources and assessments. Provincial bodies are responsible for developing curriculum in their respective provinces.
The document discusses different strategies and methods for teaching science in elementary classrooms, including demonstration methods, project-based learning, thematic instruction, and computer-assisted learning. It describes key steps for using demonstration methods, such as exploration, demonstration, student performance, and evaluation phases. Project-based learning involves creating situations, selecting projects, planning, execution, and evaluation. Thematic instruction allows integrating subjects around common themes. Computer-assisted learning and virtual environments can enhance learning with technology.
The document provides information about the IGCSE Global Perspectives syllabus, including:
1. The rationale is to develop skills and dispositions students will need as global citizens, through enquiry into global changes and reflection.
2. The aims are to develop awareness of global themes and issues from different perspectives, insights into causes and effects, and dispositions of enquiry, dialogue, reflection and developing personal viewpoints.
3. Assessment includes a portfolio, project, and written paper evaluating engagement with issues, analysis, self-awareness, questioning, reasoning, and group collaboration.
The document provides information about the IGCSE Global Perspectives syllabus, including:
1. The rationale is to develop skills and dispositions students will need as global citizens, such as enquiry and reflection on global changes and their life chances.
2. The syllabus is assessed through a portfolio, project, and written paper accounting for 50%, 20%, and 30% respectively. The portfolio focuses on research and perspectives, the project on analysis and collaboration, and the paper on enquiry and reasoning.
3. For the portfolio, students explore four areas of study from different perspectives and predict scenarios. They also evaluate possible actions. The project requires groupwork connected to another issue and an individual reflection.
The document is a syllabus for a course on teaching multi-grade classes from the Bato Institute of Science and Technology. It outlines the course objectives, which are to demonstrate an understanding of theories and concepts of multi-grade learning, display knowledge of pedagogical approaches for different grade levels, and employ effective teaching strategies in a multi-grade classroom. The syllabus provides a weekly schedule over 10 weeks, dividing the course content into 8 modules that will address topics like the structure of multi-grade programs, principles of multi-grade teaching, classroom diversity, and the roles and responsibilities of multi-grade teachers. Students will be assessed through quizzes, assignments, exams and other activities completed both individually and collaboratively online
Integration of the graduate profiles and academic literacy capabilities into ...Neda Zdravkovic
The International Consortium of Academic Language and Learning Developers (ICALLD) Online Symposium 2018:
Academic Literacies in a Globalised World: Diversity, Digitalisation, Dependency
Achieving constructive alignment in curriculum and assessment design is one of the key challenges for faculty teaching staff and course coordinators. A primary driver for this alignment is the attainment of specific capabilities defined through graduate profiles, employability-driven needs, disciplinary knowledge and practice. This presentation will engage participants in the process of transforming academic curricula to accommodate students’ learning needs and develop transferable capabilities as defined in the newly released Graduate Profile. Based on the undergraduate year 1 case-study at the University of Auckland, we will focus on the application of learning analytics to identify gaps, curriculum analysis and re-design process, pedagogy, theoretical frameworks and evidence of impact. This session will open the discussion on practical as well as challenging experiences in integrating academic literacy capabilities into curriculum and its outcomes.
We describe the main components for a Competency-based Syllabus. We also discuss the differences between a traditional objective-based syllabus and this integrating syllabus intended to achieve competencies and granted by a meaningful learning process and appropriate instruments for assessment
This document outlines the syllabus for a Research in Education 1 course at Cagayan State University. It includes information on intended graduate attributes, college intended learning outcomes, program intended learning outcomes, and course mapping. The course aims to prepare students to undertake an undergraduate research proposal to develop critical thinking skills and experience the research process. It covers fundamentals of research, writing the rationale/introduction, literature review, research methodology, and uses rubrics to assess student work.
Instructional materials are designed for both teachers and students to achieve planned learning objectives. They specify the content to be learned, techniques for presenting and practicing the content, and teaching methods. Developing instructional materials involves a planning phase where the designer is motivated to address a need. The planning includes understanding learners, stating objectives, analyzing content, selecting teaching methods, and integrating pedagogy and technology. After applying the lesson plan, it is evaluated and revised if needed. Finally, the results of instruction are evaluated.
This document is a proposal for a 3-day in-service training workshop on making instructional materials through innovative teaching and demonstration for ALS teachers. The training will be conducted by Sta. Maria East Integrated School and involve 8 resource speakers covering topics like principles of instructional material selection, the purpose and importance of teaching materials, strategies for using materials, different material types, material pre-testing, and making materials using PowerPoint, tarp paper, and Canva. The proposal details the objectives, target participants, standards addressed, modules, activities, and monitoring and evaluation plan using the Kirkpatrick model.
This document certifies that Esen Sandraz completed the online course "Future Classroom Scenarios" from March 24th to May 11th, 2014. The course was organized by European Schoolnet and aimed to help teachers reflect on their current practices, understand trends impacting education, and develop strategies for innovative technology use in the classroom, including using the iTEC project's TeamUp Tool and Learning Stories approach. The course covered topics like 21st century skills, classroom organization models, and creating learning activities to achieve a vision for a future classroom.
Formazione Europea Certificata: Future Classroom from European Schoolnet AcademyMariella Nica
The document is a certificate of completion for a course called "Future Classroom Scenarios" taken online through the European Schoolnet Academy from March 24th to May 11th, 2014. The course aimed to help educators [1] reflect on their current teaching practices and classroom setup, [2] understand new approaches and the role of 21st century skills, and [3] develop their own vision for a future classroom incorporating new technologies. It covered topics like trends impacting education, effective technology uses, and tools to support collaboration and creativity. Participants explored example lessons and Learning Stories, and drafted their own Learning Story applying course concepts.
This document outlines the module outline for the Food and Culture module at Taylor's University. The module aims to examine how food culture influences architectural space and placemaking through research and site visits. It is a 3-credit core elective module taught over 12 weeks through lectures, tutorials and self-directed study. Students will complete two assignments - a research proposal and documentation of observations for Assignment 1, and an interpretation and analysis of their research for Assignment 2. Students will also develop a Taylor's Graduate Capabilities Portfolio to reflect their learning outcomes and capabilities. The document provides details on assessment criteria, grading scale, module schedule and general rules.
Daily Lesson Plan for Classroom Observation Template.docxbato8bantiling
This document provides a detailed lesson plan for a Grade 12 Creative Nonfiction class. The lesson focuses on revising drafts of short creative works. It includes objectives, topics, learning resources, procedures, and assessments. The teacher will guide students through activities to practice revising outlines and drafts using techniques like adding/removing content and punctuation. Formative assessments evaluate students' understanding and application of revision skills. The teacher reflects on helping students understand writing as an iterative process and addressing issues like a lack of patience and improper sourcing of content in assignments.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
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.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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6. PORTAFOLIOA
Ikasleak unitate didaktiko
bakoitzean egingo dituen fitxak eta
lanak jasotzeko baliabide
didaktikoa
7. EKIGUNEA
www.ekigunea.com
EKI proiektuaren webgunea,
euskarri digitalak biltzen
dituen txokoa:
Audioak
Bideoak
Animazioak
Irudiak
Jarduera osagarriak
Konpetentzia digitala lantzeko fitxak
Informazio- testuak
8. www.ikaselkar.com
IRAKASLEAREN
GIDALIBURUA
Diseinu kurrikularraren ezaugarriak
eta curriculumaren garapenerako
hiru zehaztapen-mailak jasotzen
dituen liburua
10. LIBURU DIGITALA
www.virtusbooks.com
Unitate didaktikoak jasotzen
dituen ikasmateriala (zoom eta
web bertsioak):
Audioak
Bideoak
Animazioak
Irudiak
Jarduera osagarriak (*)
Konpetentzia digitala lantzeko fitxak
Jarduera-fitxak
Informazio- testuak
Irakaslearen gidaliburua (*)
(*) Irakaslearentzat bakarrik
15. The “eki” project and its curriculum design:
characteristics
(1)
Based on students’ exit
profile
(2) (3) (4)
Based on “Euskal Competence Metadisciplinary
curriculuma” based: pedagogy procedures integrated in
of integration all subjects
(5)
Multilingualism based on Basque language;
Digital competence integrated in all subjects
17. Didactic Units
A curriculum design based on students’ exit profile
IN EACH SUBJECT
What is expected from each student Subject-specific basic competence
by the end of compulsory education?
DIDACTIC UNIT
A tool which leads students to achieve a particular competence.
This competence derives from the subject-specific basic competence and
integrates the basic metadisciplinary competences.
18. Didactic units
How do we go from the subject-specific basic competence to the didactic unit’s
competence?
Student general exit profile
Subject-specific basic competence
1st level of the curriculum
Subject-specific competences
Valid for all levels of compulsory education
Student specific exit profile
2nd level of the curriculum
Final competences
For each level
Competence map
For each level
Didactic unit Competence
3rd level of the curriculum: syllabus Didactic unit
19. Didactic units
A competence-based educational approach: pedagogy of integration
COMPETENCE
SITUATION 1 SITUATION 2 SITUATION 3
COMMON CHARACTERISTICS OR PARAMETERS.
Knowledge to be mobilised and transferred by students
FAMILY OF SITUATIONS
20. UNIT 1
The student, in both academic and private
situations, selects the music and the images
appropriate to the parameters of the situation and
integrates them into a musical montage, gives
information about the authors or participants of
musical montage and assesses montages done by
others.
21. Situation 1
1. Choose a song and adapt it for
the talent show.
2. Edit a presentation video of
your music group.
3. Use your music knowledge to
assess your classmates’
performances.
22. Situation 2
1. Select two actors and create a
poster with the biographical
details that you think are most
important about them.
2. Edit a video with images from
some films and some music
you think is appropriate.
3. Give your opinion about other
students’ work, before they
take it to the teacher.
23. Situation 3
1. Write a short biography of
yourself for your American
family.
2. Send them a video to make him
feel better about their sick dog.
Put some photographs and some
music on the video.
3. Their son has a band called
“SGS‘’, and he wants to know
your opinion about their first
video clip. Tell him what you
think.
24. Didactic units: common characteristics of the situations
1. To give biographical information:
• Selecting and organising information into the categories of a biography
• Using the appropriate verb tenses and personal pronouns
2. To edit a video with music and image:
• Selecting the appropriate images and music
• Using a video editing program
3. To justify personal opinions on musical montages:
• Using music and performing arts criteria
• Using opinion structures and valorative adjectives
Two types of learning: Two types of assessment:
- Contents - Contents
- Transferring contents - Achievement of competence
25. Didactic unit: structure
1. INITIAL PHASE:
– To understand the demands of the situation
– To visualise the work plan
2. DEVELOPMENT PHASE:
– To acquire contents
Assessment of contents (guide)
– To integrate and mobilise contents
3. FINAL PHASE:
– To transfer contents
Assessment of the competence (guide)
26. THE INITIAL PHASE
Understanding the demands of the situation and visualising
the work plan
1. Introductory activities: to introduce the complex situation
related to the competence and motivate students
2. Exploring activities: to explore background knowledge and
stimulate cognitive challenges (act 7)
3. Planning activities: to introduce what the unit proposes,
and help students visualise the work plan: what, why, and
how (act 8)
27. DEVELOPMENT PHASE 1:
Working with contents
1. Comprehension or examining activities: to obtain, understand,
assess and create information
2. Application activities: to consolidate and integrate newly
learnt contents into previous mental schema (act 24)
3. Structuring activities: to re-organise and arrange newly learnt
contents into the mental schema from where the previous
knowledge derives
4. Self-assessment activities: to recover the initial planning and
promote students’ self-assessment regarding the learning of
the contents (act 30)
Assessment of contents (guide)
28. DEVELOPMENT PHASE 2:
Integrating and mobilising contents
1. Simple integration activity: to learn how to mobilise in an
integrated way some of the contents learnt
2. Complex integration activity: to recover and solve the
initial situation, learning to mobilise in an integrated way
the contents needed (act. 36, 37)
3. Self-assessment activity: to recover the initial planning
and promote students’ self-assessment regarding the
process and the final product (act. 38)
29. FINAL PHASE:
Transferring contents
1. Complex integration activity: to propose a new complex
situation which belongs to the same family of situations
and which requires students to perform three tasks by
activating and transferring the contents learnt (act 40)
2. Self-assessment activity: to promote students’ self-
assessment regarding the transfer of the contents in order
to deal with the new situation (act 41)
Assessment of the competence (guide)
30. INTRODUCTION
1. COMPETENCE, FAMILY OF SITUATIONS AND PARAMETERS
2. INITIAL PHASE: Understanding the demands of the initial situation and visualising the
work plan
2.1. Activity typology and function
2.2. Description of activities
3. DEVELOPMENT PHASE: Working with contents
3.1. Modules, didactic objectives and contents
3.2. Didactic objectives and activities
3.3. Activity typology and function
3.4. Description of activities
3.5. Certificative assessment of contents
Teacher’s 4. DEVELOPMENT PHASE: Mobilising and integrating contents
4.1. Activity typology and function
4.2. Description of activities
guide 5. FINAL PHASE: Transferring contents
5.1. Activity typology and function
5.2. Description of activities
6. CERTIFICATIVE ASSESSMENT OF THE COMPETENCE: Showing the achievement of the
competence
7. TOOLS FOR CERTIFICATIVE ASSESSMENT AND GRADING
7.1. Tools for certificative assessment
7.1.1. Dossiers for the assessment of contents
- Student dossier
- Teacher dossier
7.1.2. Dossiers for the assessment of the competence
- Student dossier
- Teacher dossier
7.2. Grading
8. APPENDICES
31. MODULE 1: INSTRUMENTS WE PLAY
BASIC INGREDIENTS Conducting a survey on what instruments are played by class members and writing the results.
Didactic
Number Activity type Interaction
Objective
Individual
12 Examining 1
Pairwork
STEPS
- Pick on someone in the class who you know plays a musical instrument. Ask him / her and scaffold the answers.
o Can you play a musical instrument? (Yes, I can)
o What can you play? (I play the piano)
o How well can you play? Brilliantly. Very well. Quite well. Not very well. Terribly!
- Help with the correct formulation of the answers.
- Ask a few more questions too.
o How long have you been playing? (I’ve been playing for 5 years)
o What’s your favourite type of music to play on the piano?
o Etc.
- Tell the students they are going to conduct a class survey to see what musical abilities we have in the class and who plays what instruments.
- Explain that the first step is individually to ask half the class if they can play an instrument, and the second stage in pairs is to draw a graph with the
results and write them down.
- Go through the headings on page …, eliciting the questions they need for each column.
- Give them a few minutes to find out how they say the instruments they play in English. (e.g. from the dictionary)
- Divide the class in half, so that they question a maximum of 12 classmates. Put the halves on different sides of the classroom and tell them not to mix.
They must keep their voices down and they must use English.
- Give them some time to move around asking and filling in their survey.
- When most of them have finished, stop the activity and pair off students; one from each group. In this way they have the names of all (or most) of the
class members.
- Look at the graph paper on page … together and ask them to draw their results onto the graph as a bar chart and write up the results.
- Go around helping and encouraging with the graphs and with the language they need to write up the results.
- Let them try and write the results by themselves. If you see that everyone is having the same kind of problems, stop them and point out the language
points. i.e.
o All of the class can play the …
o Five people can play the …
o One person can play the …
- Ask for a pair from each group to give their results. They should be the same but there may be different ways of saying the same things. Use this
moment to work on the pronunciation of the instruments.
KEY ANSWERS and COMMENTS:
- If you find you have some good musicians, ask them to bring their instruments in and play something for the class. Ask them about the instrument,
what it’s made of, how it is played, what genre of music they like playing, how long they have been playing etc.