Idaho core teacher_standards
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The document outlines 10 core principles for Idaho teachers which include: having knowledge of subject matter and how students learn; adapting instruction to meet individual student needs; using multiple instructional strategies; creating a positive classroom environment; effective communication skills; planning instruction based on goals and knowledge of students; assessing student learning; being a reflective practitioner committed to professional standards; and interacting professionally with colleagues, parents, and the community.
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Principles of curriculum construction ebe
This document discusses principles of curriculum construction and curriculum design. It provides definitions of curriculum and nursing curriculum. It outlines 18 principles of curriculum construction including principles of individual differences, preparation for life, character building, and linking curriculum to life. It also defines curriculum design and discusses 5 sources of curriculum design including science, society, knowledge, and the learner. It outlines different types of curriculum designs including subject-centered designs, learner-centered designs, and problem-centered designs.
What is B.Ed? | B.ed syllabus | Brainstorming
BRAINSTORMING presents you the most detailed notes of B.Ed subjects that are easy to understand.
Understand "What is Bachelor's of Education?"
Join Telegram channel for B.Ed notes.
Model curriculum construction
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This document contains a daily lesson plan for a Grade 6 Makabayan class. The lesson plan aims to teach students about the four modes of integrative teaching. Students will first form groups based on colored balloons to complete puzzles describing each mode. They will then present examples of each mode and discuss the importance of integrative teaching. The lesson concludes with students creating their own examples of the four modes.
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The document discusses different philosophies of education:
1) Academic rationalism which focuses on developing intellect and humanistic values through subject matter.
2) Social and economic efficiency which emphasizes practical and economic needs of learners and society.
3) Learner-centeredness which stresses individual needs of learners and developing self-reflection and critical thinking.
4) Social reconstructionism which focuses on addressing social injustices and inequality through education.
5) Cultural pluralism which emphasizes preparing students to participate in multiple cultures, not just the dominant one.
Curriculum development
The document discusses the concepts, nature, and purposes of curriculum development in professional education. It provides definitions of curriculum from various perspectives over time. Curriculum encompasses the total learning experience of individuals both in school and society. Major foundations of curriculum development include philosophical, historical, psychological, and social influences. Philosophies like perennialism, essentialism, progressivism, and reconstructivism provide frameworks for curriculum planning. Historical influences include theories from Franklin Bobbitt, Werett Characters, William Kilpatrick, Harold Rugg, Hollis Caswell, and Ralph Tyler. Psychological foundations draw from behaviorist theories like conditioning as well as cognitive theories involving stages of development, social constructivism, and multiple intelligences.
Didactic material
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Curriculum development
The document discusses different aspects of curriculum development including definitions, types, and characteristics of curriculum. It defines curriculum as the totality of a student's learning experiences, and distinguishes it from syllabus which refers to a plan of content. The main types of curriculum discussed are subject-centered, learner-centered, task-centered, objective-centered, and experience-centered. It also outlines the aims, scope, and characteristics of curriculum development.
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Principles and strategies of teaching learning makabayanMamWamar_SHS Teacher/College Instructor at ESTI
Makabayan is the learning area that lays most stress on the development of social awareness, empathy and a firm commitment to our common goal as a nation.
It entails the use of integrated units, which enable the individual to personally process, assimilate and systematically practice wide range of values and life skills including work ethic. Â
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This document discusses the determinants of curriculum. It defines curriculum and lists its key components like objectives, content, methods, materials, and assessment. It then explains that the curriculum is influenced by both internal and external factors. Internally, factors include acceptance by teachers and administrators, leadership, resources, and student acceptance. Externally, the curriculum is shaped by sociopolitical forces, technological advances, educational policies, society's expectations, feedback from employers, and international standards. The document maintains that curriculum planners must consider all these influencing factors for successful curriculum design and implementation.
Online assignmen1
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Primary Programs Framework - Curriculum Integration: Making Connections
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Presentation2 science
This document discusses key aspects of effective science teacher training and professional development. It outlines that science teachers must have a strong knowledge of their subject matter and understand how to plan instruction. They also need to understand how students learn and how to meet the needs of diverse learners. Effective teacher learning opportunities, such as communities of practice and reflective dialogue, can help teachers continually improve. Professional development programs should focus on hands-on learning, understanding students' perspectives, and engineering better instruction - including support for English language learners. When teachers receive these types of learning opportunities, it can improve student achievement and reduce inequities.
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The document discusses curriculum development and definitions of curriculum. It provides multiple definitions of curriculum from different perspectives, such as everything that happens in schools, a plan for achieving goals, and the experiences of learners. The curriculum encompasses intended, taught, and learned components. It also discusses curriculum approaches, elements, designs, types operating in schools, and principles for curriculum design. The document concludes by outlining a new teacher education curriculum for bachelor's in secondary education.
Introduction to Curriculum studies
The document discusses various concepts related to curriculum, including:
1. It defines curriculum as prescription, experience, system, plan, and field of study.
2. It examines models of curriculum like the product model and process model, outlining their advantages and criticisms.
3. It describes seven additional types of curriculum - written, observed, learner-centered, knowledge-centered, society-centered, hidden, and null curriculum.
4. It discusses curriculum approaches like the humanistic approach and social reconstructionist approach.
Principles and strategies teaching
Makabayan is a learning area that focuses on developing social awareness, empathy, and commitment to national goals. It uses integrated units to help students personally process and practice values and life skills. The main principle in teaching Makabayan is integration, which involves cutting across subjects, bringing different parts of the curriculum together, and focusing on broad areas of study that reflect the real world. An integrated approach prefers questioning and problem solving over direct instruction, involves multiple aspects of learning, and provides a holistic context for understanding concepts in a unified way.
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Curriculum is often defined as the courses offered by a school based on a cer...
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Â
Principles and strategies of teaching learning makabayan
Principles and strategies of teaching learning makabayan
Â
Primary Programs Framework - Curriculum Integration: Making Connections
Primary Programs Framework - Curriculum Integration: Making Connections
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Essential skills of a teacher
A teacher acquires knowledge through a four-year pre-service training program with courses prescribed by the Commission on Higher Education, gaining expertise in planning lessons and implementing appropriate teaching methodologies and procedures. A proficient teacher has mastered lesson delivery, knowing the sequence of what to present, when to present it, and how to present it from start to finish.
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The document discusses how distributing leadership roles throughout a school organization can foster teacher leadership. It provides an example of how Edison Schools restructured their traditional top-down leadership model by implementing leadership teams, academy directors, lead teachers, and senior teachers to give more teachers leadership responsibilities. This distributed structure allowed for inclusive decision-making, collaborative teams, and internal professional development opportunities. The results were improved student achievement and the school becoming popular with a waiting list. The conclusion is that organizational structures facilitating teacher leadership can change the nature and scope of teacher leadership while also fostering school success.
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1) The document discusses developing teacher leadership through collaborative learning communities and distributed leadership. It emphasizes that teacher leadership begins in the classroom and can be nurtured through reflective practice and collaboration with other teachers.
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This document discusses integrative teaching strategies (ITS) for improving student learning. It describes ITS as a well-organized strategy anchored in real-life situations that includes student interests and needs. The document outlines three main modes of teaching strategies that are part of ITS: thematic teaching, content-based instruction, and focusing inquiry. It also discusses principles for planning ITS, benefits and impediments, types of classroom activities, characteristics of meaningful integrative activities, and general steps for developing units and strategies.
4. presentation 626 AIOU
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The INTASC standards outline 10 principles that define the knowledge, skills, and professional dispositions expected of novice teachers. The standards address understanding content, student development, diversity in learning, instructional design, classroom management, communication, planning, assessment, self-reflection, and professional engagement. Adhering to the INTASC standards helps ensure teachers are prepared to enter the profession and provide an effective learning environment for all students.
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Project-based learning (PBL) is a unique approach to learning that provides pupils with the opportunity to experience working collaboratively. It also helps students use critical thinking skills to solve real-world problems. This presentation aims at demonstrating how projects can help EFL students improve their language skills by developing a series of outside-the-classroom assignments designed to reach a desire collaborative environment where students can interweave speaking, reading, listening and writing in a fun but constructive manner. By working together students can also recycle, review and retain new information given in class.
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The INTASC standards outline what beginning teachers should know and be able to do in 10 areas. The standards cover key aspects of teaching including understanding content knowledge and student development, using diverse instructional strategies, motivating students, communicating effectively, planning instruction, assessing student learning, engaging in reflective practice, and involvement with the school community. The standards provide a framework for assessing new teachers and are designed to help ensure students' intellectual, social, and personal growth.
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This document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered designs. It provides details on various types of each design, including their principles, advantages, and disadvantages. For learner-centered design, it discusses child-centered, experience-centered, and humanistic designs. For subject-centered design, it covers subject, discipline, correlation, and broad field designs. For problem-centered design, it examines life-situations and core designs. The document aims to inform readers on key considerations for different curriculum approaches.
Lets talk about talking!
The document outlines guidelines for effective professional learning:
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2) A safe environment will be created where participants can feel heard and take risks.
3) All points of view will be respected.
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Teachers in Philippine schools are committed to providing high-quality classroom instruction and ensuring student learning outcomes. They are dedicated to serving students and communities while accounting for cultural diversity. The document discusses the 7 domains of teaching performance: social regard for learning; learning environment; diversity of learners; curriculum; planning, assessing, and reporting; community linkages; and personal growth and professional development. Each domain contains several strands that define the desired teaching skills and responsibilities.
Eim slide sharing
This document discusses collaboration in education. It emphasizes that collaboration requires active participation from all parties and brings different strengths and perspectives. When done effectively, collaboration benefits everyone involved. It also discusses how teachers can create a culture of collaboration in the classroom through modeling, questioning, responding to students, encouraging discussion, and using reflective journals. Additionally, the document defines culturally responsive teaching as understanding students' unique backgrounds and capitalizing on their cultural experiences to promote learning. It provides examples of behaviors like viewing diversity as an asset, feeling responsible for cultural responsiveness, understanding how students learn, and designing instruction that builds on students' prior knowledge. Finally, it suggests strategies for culturally responsive teaching like communicating high expectations, actively engaging students, facilitating learning
7 stepsincurriculumdevpitpit dr.fernando
Hilda Taba developed a 7 step model for curriculum development that emphasizes teacher involvement and a bottom-up approach. The 7 steps are: 1) Diagnosing learner needs 2) Formulating objectives 3) Selecting content 4) Organizing content 5) Selecting learning experiences 6) Organizing learning activities 7) Evaluation. Taba believed curriculum should be developed through a process that starts with identifying what students need rather than top-down imposition of objectives.
CHAPTER-5-multigrade-teaching.pptx
Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning đ
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a good đđđ a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
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The document provides instructions for creating an Excel workbook with profit and loss statements for ABC Landscaping for the first quarter of the year. It includes income and expense data for January, February, and March. Students are asked to create separate sheets for each month, calculate totals, and create pie charts showing monthly expenses. They will also create a fourth sheet summarizing income, expenses, averages, and net income for the quarter as a whole and represent this with a pie chart.
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This document provides instructions for students to create two spreadsheets as part of a budgeting assignment. The first spreadsheet asks students to build a monthly budget considering their dream job income and expenses such as housing, utilities, transportation, savings, and discretionary spending. The second spreadsheet requires allocating every dollar of income across expenses in a "zero budget" that shows expenses equaling income across pay periods. Students are asked to title, format, and save the two spreadsheets as part of the assignment.
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The document provides instructions for creating a spreadsheet with sales data for different divisions and categories of a music company. It asks the student to organize the provided sales data into the spreadsheet, calculate totals and apply formatting. It also instructs them to create a graph displaying the data and save the spreadsheet. A second section provides data for a mobile services company to be organized into a second spreadsheet with calculations and graph. A third section gives budget data for an environmental club to be added to a third spreadsheet with calculations and graph. The student is asked to rename the spreadsheet tabs and have their workbook reviewed before submitting.
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This document is a learning style quiz that asks respondents to choose between three answer options (A, B, or C) for 18 questions about their preferences for taking in and processing information. The questions cover topics like how one prefers to get directions, study for a test, or relax. After completing the quiz, respondents are instructed to count their A, B, and C answers to determine if they are primarily a visual, auditory, or kinesthetic/tactile learner.
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This document appears to be an intelligence quiz that assesses an individual's strengths across eight categories of intelligence: verbal/linguistic, logical/mathematical, visual/spatial, interpersonal, musical, naturalistic, body/kinesthetic, and intrapersonal. For each statement, the individual rates themselves on a scale of 1 to 5 on how well the statement describes them. The scores are then totaled for each category and can be plotted on a graph to identify areas of greater and lesser intelligence.
Resume 05
Emma Fernandez has a Bachelor of Science degree in Health Science from California State University, Chico with an emphasis in Health Services Administration and a certificate in Emergency Medical Services Administration. She has experience in health services administration, research, dining services, management, customer service, and leadership roles. Her experience demonstrates abilities such as assessing client needs, coordinating meetings, providing comfortable environments, managing accounts, training employees, leading groups, and achieving goals through excellent customer service.
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Jim N. Starman has a Bachelor of Arts in Sociology from California State University, Chico with a 3.5 GPA and minor in Coaching. He has experience in marketing, probation, recreation leadership, and currently works as a barista. He demonstrates strong communication, leadership, and organizational skills.
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This document contains contact and background information for Eric Miley. It includes his education history with a Master's degree from CSU Chico and work experience in retail sales, fundraising, recreation supervision, and youth counseling. It also lists honors and activities such as membership in an honors society and recreational clubs.
Resume 02
Jessica Renee Andresen is seeking a position that utilizes her communication skills and experience in public relations, marketing, and childcare. She has a Bachelor's degree in Communication Studies from California State University, Chico with an emphasis in organizational communication and marketing. Her relevant work experience includes internships with the California Air Resources Board and coordinating media advisories. She also has computer skills and affiliations that demonstrate leadership abilities.
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Cover Letter 03
William O. Bryant is applying for open PC Support Analyst and Production Support Technician positions at Electronic Data Systems. He will graduate in December 2009 from California State University, Chico with a degree in Business Information Systems and a 3.4 GPA. Bryant has work experience in help desk, member services, and clerical roles that have given him strong time management and work ethic skills. He believes his technical and customer service experience from his current job at Chico State's User Services makes him a good fit for EDS's reputation of employing flexible, technology-skilled and customer-focused people. Bryant is confident his colleagues and customers would appreciate his enthusiasm and ability to take a leadership role in a changing environment.
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Cover Letter 01
Adam Finley is applying for a Sales Territory Manager position with Victaulic. He has a 3.2 GPA from California State University, Chico where he will graduate in December with a Bachelor's degree. His relevant experience includes working as a Summer Orientation Peer Advisor at Chico State which required managing tasks, maintaining team dynamics, and addressing student needs, as well as demonstrating public speaking skills. He also worked for two years at a biotech company starting as a temporary employee and becoming indispensable in quality assurance due to his attention to detail. His strong work ethic was shown working for a school district where he began work at 6am and was invited back for two years.
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Idaho core teacher_standards
- 1. IDAHO CORE TEACHER STANDARDS *More information can be viewed at Idaho State Board of Educationâs website (http://www.boardofed.idaho.gov/) The teacher understands the central concepts, tools of inquiry, PRINCIPLE 1: and structures of the discipline taught and creates learning Knowledge of Subject Matter experiences that make these aspects of subject matter meaningful for students. PRINCIPLE 2: The teacher understands how students learn and develop, and Knowledge of Human Development provides opportunities that support their intellectual, social, and and Learning personal development. PRINCIPLE 3: The teacher understands how students differ in their approaches Adapting Instruction for to learning and creates instructional opportunities that are Individual Needs adapted to students with diverse needs. PRINCIPLE 4: The teacher understands and uses a variety of instructional strategies to develop studentsâ critical thinking, problem solving, Multiple Instructional Strategies and performance skills PRINCIPLE 5: The teacher understands individual and group motivation and behavior and creates a learning environment that encourages Classroom Motivation and positive social interaction, active engagement in learning, and Management Skills self-motivation. PRINCIPLE 6: The teacher uses a variety of communication techniques to foster inquiry, collaboration, and supportive interaction in and Communication Skills beyond the classroom. PRINCIPLE 7: The teacher plans and prepares instruction based on knowledge of subject matter, students, the community, and curriculum Instructional Planning Skills goals. PRINCIPLE 8: The teacher understands, uses, and interprets formal and informal assessment strategies to evaluate and advance student Assessment of Student Learning performance and to determine program effectiveness. PRINCIPLE 9: The teacher is a reflective practitioner who demonstrates a commitment to professional standards and is continuously Professional Commitment engaged in purposeful mastery of the art and science of and Responsibility teaching. PRINCIPLE 10: The teacher interacts in a professional, effective manner with colleagues, parents, and other members of the community to Partnerships support studentsâ learning and well-being.