The document outlines a seminar workshop that aims to enhance teaching competence by effectively applying knowledge across curriculum areas through an integrated thinking and learning skills approach. Participants will differentiate between content-oriented and skill-oriented integration, experience curriculum integration techniques, and appreciate how to incorporate skills-content integration into lesson planning. A variety of activities are described like role-playing and buzz sessions to explore classroom scenarios that employ different integration approaches and discuss benefits for student learning.
Integrated learning incorporates teaching multiple subjects together through interdisciplinary methods to help students remain engaged. The goal is to draw from different skills, experiences, and resources to accelerate learning. An integrated approach enhances learning when studies are actively engaged in meaningful and relevant topics, allowing students to construct knowledge by solving problems and conducting inquiry. Integrated studies help students become lifelong learners by efficiently covering curriculum.
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
This document discusses two types of rubrics used for performance assessment: analytical rubrics and holistic rubrics. Analytical rubrics assess multiple criteria separately and provide a total score, allowing for detailed feedback. Holistic rubrics use a single overall score based on general impression rather than separate criteria. The document provides examples of each type and discusses their advantages and disadvantages, such as analytical rubrics taking more time but providing more specific feedback than holistic rubrics.
The document discusses issues with curriculum implementation and innovations in schools. It notes that poor student performance may be linked to inconsistent curriculum delivery among schools and teachers. Additionally, stakeholders often do not feel ownership over curricular changes, and some innovations are adopted without proper support or evaluation. The document then provides responses to address these issues, emphasizing the need for stakeholder involvement, monitoring of changes, and collaboration to promote ownership and success of new curriculums.
This document discusses inquiry-based learning, which involves students investigating topics, observing phenomena, analyzing and interpreting data, proposing explanations, predicting outcomes, and concluding while communicating their findings. It notes that inquiry-based learning is more authentic and constructivist compared to traditional learning, as it enhances critical thinking and problem solving while being student-centered, hands-on, and more engaging for students. Some challenges of inquiry-based learning mentioned include potential shortages of materials, limited time, classroom management difficulties, and teachers lacking sufficient scientific knowledge.
Curriculum Development Module 2 lesson 1-3alkhaizar
The document discusses curriculum design models and approaches. It describes several curriculum design models including the subject-centered, learner-centered, and problem-centered models. Each model focuses on different aspects of curriculum such as content or the learner. It also outlines dimensions of curriculum design like scope, sequence, continuity, integration, and articulation. Principles for effective sequencing are provided. Finally, the document discusses common approaches to curriculum design including identifying who teaches, who is taught, what is taught, how it is taught, assessing learning outcomes, and the role of community partners.
The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
Integrated learning incorporates teaching multiple subjects together through interdisciplinary methods to help students remain engaged. The goal is to draw from different skills, experiences, and resources to accelerate learning. An integrated approach enhances learning when studies are actively engaged in meaningful and relevant topics, allowing students to construct knowledge by solving problems and conducting inquiry. Integrated studies help students become lifelong learners by efficiently covering curriculum.
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
This document discusses two types of rubrics used for performance assessment: analytical rubrics and holistic rubrics. Analytical rubrics assess multiple criteria separately and provide a total score, allowing for detailed feedback. Holistic rubrics use a single overall score based on general impression rather than separate criteria. The document provides examples of each type and discusses their advantages and disadvantages, such as analytical rubrics taking more time but providing more specific feedback than holistic rubrics.
The document discusses issues with curriculum implementation and innovations in schools. It notes that poor student performance may be linked to inconsistent curriculum delivery among schools and teachers. Additionally, stakeholders often do not feel ownership over curricular changes, and some innovations are adopted without proper support or evaluation. The document then provides responses to address these issues, emphasizing the need for stakeholder involvement, monitoring of changes, and collaboration to promote ownership and success of new curriculums.
This document discusses inquiry-based learning, which involves students investigating topics, observing phenomena, analyzing and interpreting data, proposing explanations, predicting outcomes, and concluding while communicating their findings. It notes that inquiry-based learning is more authentic and constructivist compared to traditional learning, as it enhances critical thinking and problem solving while being student-centered, hands-on, and more engaging for students. Some challenges of inquiry-based learning mentioned include potential shortages of materials, limited time, classroom management difficulties, and teachers lacking sufficient scientific knowledge.
Curriculum Development Module 2 lesson 1-3alkhaizar
The document discusses curriculum design models and approaches. It describes several curriculum design models including the subject-centered, learner-centered, and problem-centered models. Each model focuses on different aspects of curriculum such as content or the learner. It also outlines dimensions of curriculum design like scope, sequence, continuity, integration, and articulation. Principles for effective sequencing are provided. Finally, the document discusses common approaches to curriculum design including identifying who teaches, who is taught, what is taught, how it is taught, assessing learning outcomes, and the role of community partners.
The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
Assessment of Learning - Multiple Choice TestXiTian Miran
A powerpoint presentation about the Multiple Choice Test as one of the assessment strategies that can be used by teachers in assessing learners. Also, this includes the introduction, definition, advantages, and limitations of Multiple Choice Test.
Stakeholders play a key role in curriculum implementation and include learners, teachers, administrators, parents, and community members. Learners are the primary stakeholders as the curriculum is designed for their learning and success. Teachers are also critical as they develop, deliver, and evaluate the curriculum. Administrators oversee operations and ensure resources support the curriculum. Parents and community members provide valuable external perspectives and assistance to help learners achieve curriculum goals. All stakeholders work together to bring the written curriculum to life in ways that optimize learning.
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins, Arthur Bestor, and Joseph Schwab's traditional essentialist perspectives that curriculum should emphasize fundamental disciplines like grammar, literature, mathematics and focus on intellectual training. Progressive views defined curriculum as total learning experiences or experiences planned by teachers. It also describes Ralph Tyler and Hilda Taba's curriculum models and lists the 10 types of curriculum. Finally, it discusses philosophical, psychological and social influences on perspectives of curriculum thinkers like Franklin Bobbitt, Werret Charters, Harold Rugg, William Kilpatrick, Hollis Caswell and Ralph Tyler.
Problem-centered design draws on the social problems, needs, interests, and abilities of learners. The content cuts across subject boundaries and is based on the needs, concerns, and abilities of students. There are two examples of problem-centered design given: life-situations design and core design. Core design centers on general education and problems are based on common human activities. Popularized in 1959, Faunce and Bossing presented how to proceed with a core design curriculum by selecting a problem, identifying important class problems/interests, selecting problems based on criteria, clearly stating the defined problem, and deciding areas of study.
The document discusses the selection and organization of subject matter in curriculum development. It provides 7 criteria for selecting subject content: self-sufficiency, significance, validity, interest, utility, learnability, and feasibility. It also discusses ensuring a balance, proper sequencing, integration, continuity and articulation of content across grade levels. The overall goal is to choose relevant and engaging content that students can learn effectively and apply in their daily lives.
Integrative teaching as mode of instructional deliveryReynel Dan
The document discusses several approaches to integrated teaching and learning:
- Integrative teaching treats the curriculum holistically and uses interactive, collaborative, and innovative processes.
- Thematic teaching organizes learning around broad ideas and links content from various disciplines under a common theme.
- Content-based instruction integrates language learning with subject content, with the language curriculum centered on students' academic needs.
- Focusing inquiry takes an interdisciplinary approach using questions to guide student-led investigations and knowledge creation.
- The generic competency model links multiple courses through overarching competencies like social, personal, and work skills.
The document defines curriculum from both traditional and progressive viewpoints. Traditionally, curriculum focuses on core academic subjects like grammar, literature, math, and emphasizes knowledge from established disciplines. Progressively, curriculum incorporates all planned learning experiences, emphasizes experiential learning, and aims to develop thinking and social skills. Overall, the document concludes that curriculum encompasses all that is taught in school through a set of subjects, materials, courses, and experiences planned by teachers to promote student growth.
This document discusses curriculum development in the Philippine context. It defines curriculum as the sum of all learning experiences organized by the school. It also discusses different approaches to curriculum such as technical, behavioral, systems-based, and humanistic approaches. It outlines factors that influence curriculum development like society, learners' needs, and educational principles. The document also compares essentialist and progressive philosophies of curriculum, which see it as rigid vs flexible respectively. It examines elements of curriculum like intent, content, learning experiences, and evaluation.
The document discusses curriculum design and its key elements. It defines curriculum design as the arrangement of the four curriculum elements: aims/goals/objectives, subject matter/content, learning activities, and evaluation. There are two levels of curriculum organization - micro level which refers to arranging the content of a specific subject, and macro level which organizes the entire curriculum. The document also outlines four major types of curriculum design: subject-centered, learner-centered, problem-centered, and core learning designs. Finally, it discusses two important factors to consider in curriculum design - horizontal organization which arranges curriculum components, and vertical organization which focuses on the spiral progression of content.
This document discusses different approaches to curriculum design. It describes learner-centered and problem-solving approaches that focus on the needs, interests and abilities of learners. The learner-centered approach considers the whole child and provides freedom for self-discovery. The problem-solving approach views learners as capable of directing themselves to resolve problems independently. Both approaches emphasize learning through real-life problems and preparing learners for civic responsibilities.
This document outlines different approaches to curriculum design, including subject-centered, discipline, correlation, broad field/interdisciplinary, and learner-centered designs. Subject-centered design focuses on textbook content for specific subjects. Discipline design focuses on academic disciplines. Correlation design links subjects to reduce fragmentation. Broad field design prevents compartmentalization by integrating related contents. Learner-centered designs make the learner the center, including child-centered, experience-centered, and humanistic approaches that focus on the needs, interests, experiences and self-direction of the learner.
The document discusses three models of curriculum development:
1. Ralph Tyler's model emphasizes the planning phase and considers the school's purposes, educational experiences, organization of experiences, and evaluation.
2. Hilda Taba's model takes a grassroots approach, beginning with learner needs and moving through formulation of objectives, selection of content, organization, experiences, and evaluation.
3. Galen Saylor and William Alexander's model involves specifying goals and objectives, designing curriculum, implementing instructional plans, and conducting evaluation to determine if goals were met.
All three models utilize the basic steps of planning, designing, implementing, and evaluating the curriculum.
Diagnosis of needs in curriculum developmentMonica P
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
This document discusses different views and approaches to curriculum. It addresses traditional and progressive points of view on curriculum. The traditional view sees curriculum as a set of subjects to be taught, while the progressive view defines curriculum as the total learning experiences of the individual, both in and out of school. The document also summarizes Ralph Tyler's model of curriculum development and Hilda Taba's grassroots approach. It outlines different types of curriculum operating in schools and lists major philosophical foundations of curriculum.
This document contains a student's responses to a test on facilitating learning. It includes:
1) Multiple choice and true/false questions identifying different teaching methods and strategies.
2) Two essay questions where the student discusses the best approach for teaching elementary/high school students and the methodology they would use for college students.
3) An explanation of why exploratory strategy uses a facilitative method.
This document outlines five guided exploratory approaches to teaching: 1) Inductive method, which starts with specific examples and moves to generalization, 2) Inquiry teaching, which poses problems and facilitates discussion, 3) Laboratory method involving hands-on experiences, 4) Problem solving using the scientific method, and 5) Project method requiring students to construct projects based on their research. Each approach is described in terms of key principles, steps involved, and effectiveness.
concepts, nature, and purposes of curriculumgaestimos
This document discusses different perspectives on the concept, nature, and purpose of curriculum. It outlines traditional and progressive views of curriculum, including definitions that see curriculum as a body of subjects or the total learning experiences of an individual. The document also discusses models of curriculum development, such as Ralph Tyler's four basic principles and Hilda Taba's grassroots approach. Finally, it examines the philosophical, historical, psychological, and social foundations that influence curriculum.
The document discusses various types of objective test items that can assess different levels of thinking. Matching items are described as a modified multiple choice format where choices are progressively eliminated as matches are made. While matching items often only test recall, data sufficiency items that require decisions can test higher-order thinking. Supply items rely on how stems are constructed, and can test beyond recall if requiring understanding rather than just knowledge of facts. Essays are identified as best for assessing higher-order thinking through skills like organization, development of opinions, and analysis. Guidelines for constructing and scoring essay questions are also provided.
This document provides session guides for Module 6 of the Junior High School Communication Skills in English learning strand. The module focuses on using context clues. Session Guide 1 covers recognizing main ideas, distinguishing facts from opinions, and making inferences. Key activities include identifying main ideas, differentiating facts and opinions, and drawing conclusions. Session Guide 2 covers identifying meanings of words using prefixes and suffixes. Key activities include explaining meanings of words with prefixes like un- and suffixes like -ful. The session guides provide instructions and resources to help learners meet learning objectives related to comprehending texts and using context to determine word meanings.
[BIS] Intro to PYP For Parents Sept 2012irfansatria
The Primary Years Programme (PYP) is a transdisciplinary programme of international education designed for students aged 3 to 12. It aims to foster students' development as inquirers and prepares them to actively participate in lifelong learning. The PYP incorporates five essential elements into its written curriculum: concepts, skills, attitudes, action, and knowledge. It uses a framework of six transdisciplinary themes to organize units of inquiry and develop international-mindedness in students. Students are assessed using a variety of strategies to evaluate their understanding and application of skills and knowledge. More information about the PYP can be found on the IBO website and through the school.
Assessment of Learning - Multiple Choice TestXiTian Miran
A powerpoint presentation about the Multiple Choice Test as one of the assessment strategies that can be used by teachers in assessing learners. Also, this includes the introduction, definition, advantages, and limitations of Multiple Choice Test.
Stakeholders play a key role in curriculum implementation and include learners, teachers, administrators, parents, and community members. Learners are the primary stakeholders as the curriculum is designed for their learning and success. Teachers are also critical as they develop, deliver, and evaluate the curriculum. Administrators oversee operations and ensure resources support the curriculum. Parents and community members provide valuable external perspectives and assistance to help learners achieve curriculum goals. All stakeholders work together to bring the written curriculum to life in ways that optimize learning.
The document discusses various perspectives on curriculum from traditional and progressive views. It outlines Robert Hutchins, Arthur Bestor, and Joseph Schwab's traditional essentialist perspectives that curriculum should emphasize fundamental disciplines like grammar, literature, mathematics and focus on intellectual training. Progressive views defined curriculum as total learning experiences or experiences planned by teachers. It also describes Ralph Tyler and Hilda Taba's curriculum models and lists the 10 types of curriculum. Finally, it discusses philosophical, psychological and social influences on perspectives of curriculum thinkers like Franklin Bobbitt, Werret Charters, Harold Rugg, William Kilpatrick, Hollis Caswell and Ralph Tyler.
Problem-centered design draws on the social problems, needs, interests, and abilities of learners. The content cuts across subject boundaries and is based on the needs, concerns, and abilities of students. There are two examples of problem-centered design given: life-situations design and core design. Core design centers on general education and problems are based on common human activities. Popularized in 1959, Faunce and Bossing presented how to proceed with a core design curriculum by selecting a problem, identifying important class problems/interests, selecting problems based on criteria, clearly stating the defined problem, and deciding areas of study.
The document discusses the selection and organization of subject matter in curriculum development. It provides 7 criteria for selecting subject content: self-sufficiency, significance, validity, interest, utility, learnability, and feasibility. It also discusses ensuring a balance, proper sequencing, integration, continuity and articulation of content across grade levels. The overall goal is to choose relevant and engaging content that students can learn effectively and apply in their daily lives.
Integrative teaching as mode of instructional deliveryReynel Dan
The document discusses several approaches to integrated teaching and learning:
- Integrative teaching treats the curriculum holistically and uses interactive, collaborative, and innovative processes.
- Thematic teaching organizes learning around broad ideas and links content from various disciplines under a common theme.
- Content-based instruction integrates language learning with subject content, with the language curriculum centered on students' academic needs.
- Focusing inquiry takes an interdisciplinary approach using questions to guide student-led investigations and knowledge creation.
- The generic competency model links multiple courses through overarching competencies like social, personal, and work skills.
The document defines curriculum from both traditional and progressive viewpoints. Traditionally, curriculum focuses on core academic subjects like grammar, literature, math, and emphasizes knowledge from established disciplines. Progressively, curriculum incorporates all planned learning experiences, emphasizes experiential learning, and aims to develop thinking and social skills. Overall, the document concludes that curriculum encompasses all that is taught in school through a set of subjects, materials, courses, and experiences planned by teachers to promote student growth.
This document discusses curriculum development in the Philippine context. It defines curriculum as the sum of all learning experiences organized by the school. It also discusses different approaches to curriculum such as technical, behavioral, systems-based, and humanistic approaches. It outlines factors that influence curriculum development like society, learners' needs, and educational principles. The document also compares essentialist and progressive philosophies of curriculum, which see it as rigid vs flexible respectively. It examines elements of curriculum like intent, content, learning experiences, and evaluation.
The document discusses curriculum design and its key elements. It defines curriculum design as the arrangement of the four curriculum elements: aims/goals/objectives, subject matter/content, learning activities, and evaluation. There are two levels of curriculum organization - micro level which refers to arranging the content of a specific subject, and macro level which organizes the entire curriculum. The document also outlines four major types of curriculum design: subject-centered, learner-centered, problem-centered, and core learning designs. Finally, it discusses two important factors to consider in curriculum design - horizontal organization which arranges curriculum components, and vertical organization which focuses on the spiral progression of content.
This document discusses different approaches to curriculum design. It describes learner-centered and problem-solving approaches that focus on the needs, interests and abilities of learners. The learner-centered approach considers the whole child and provides freedom for self-discovery. The problem-solving approach views learners as capable of directing themselves to resolve problems independently. Both approaches emphasize learning through real-life problems and preparing learners for civic responsibilities.
This document outlines different approaches to curriculum design, including subject-centered, discipline, correlation, broad field/interdisciplinary, and learner-centered designs. Subject-centered design focuses on textbook content for specific subjects. Discipline design focuses on academic disciplines. Correlation design links subjects to reduce fragmentation. Broad field design prevents compartmentalization by integrating related contents. Learner-centered designs make the learner the center, including child-centered, experience-centered, and humanistic approaches that focus on the needs, interests, experiences and self-direction of the learner.
The document discusses three models of curriculum development:
1. Ralph Tyler's model emphasizes the planning phase and considers the school's purposes, educational experiences, organization of experiences, and evaluation.
2. Hilda Taba's model takes a grassroots approach, beginning with learner needs and moving through formulation of objectives, selection of content, organization, experiences, and evaluation.
3. Galen Saylor and William Alexander's model involves specifying goals and objectives, designing curriculum, implementing instructional plans, and conducting evaluation to determine if goals were met.
All three models utilize the basic steps of planning, designing, implementing, and evaluating the curriculum.
Diagnosis of needs in curriculum developmentMonica P
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
This document discusses different views and approaches to curriculum. It addresses traditional and progressive points of view on curriculum. The traditional view sees curriculum as a set of subjects to be taught, while the progressive view defines curriculum as the total learning experiences of the individual, both in and out of school. The document also summarizes Ralph Tyler's model of curriculum development and Hilda Taba's grassroots approach. It outlines different types of curriculum operating in schools and lists major philosophical foundations of curriculum.
This document contains a student's responses to a test on facilitating learning. It includes:
1) Multiple choice and true/false questions identifying different teaching methods and strategies.
2) Two essay questions where the student discusses the best approach for teaching elementary/high school students and the methodology they would use for college students.
3) An explanation of why exploratory strategy uses a facilitative method.
This document outlines five guided exploratory approaches to teaching: 1) Inductive method, which starts with specific examples and moves to generalization, 2) Inquiry teaching, which poses problems and facilitates discussion, 3) Laboratory method involving hands-on experiences, 4) Problem solving using the scientific method, and 5) Project method requiring students to construct projects based on their research. Each approach is described in terms of key principles, steps involved, and effectiveness.
concepts, nature, and purposes of curriculumgaestimos
This document discusses different perspectives on the concept, nature, and purpose of curriculum. It outlines traditional and progressive views of curriculum, including definitions that see curriculum as a body of subjects or the total learning experiences of an individual. The document also discusses models of curriculum development, such as Ralph Tyler's four basic principles and Hilda Taba's grassroots approach. Finally, it examines the philosophical, historical, psychological, and social foundations that influence curriculum.
The document discusses various types of objective test items that can assess different levels of thinking. Matching items are described as a modified multiple choice format where choices are progressively eliminated as matches are made. While matching items often only test recall, data sufficiency items that require decisions can test higher-order thinking. Supply items rely on how stems are constructed, and can test beyond recall if requiring understanding rather than just knowledge of facts. Essays are identified as best for assessing higher-order thinking through skills like organization, development of opinions, and analysis. Guidelines for constructing and scoring essay questions are also provided.
This document provides session guides for Module 6 of the Junior High School Communication Skills in English learning strand. The module focuses on using context clues. Session Guide 1 covers recognizing main ideas, distinguishing facts from opinions, and making inferences. Key activities include identifying main ideas, differentiating facts and opinions, and drawing conclusions. Session Guide 2 covers identifying meanings of words using prefixes and suffixes. Key activities include explaining meanings of words with prefixes like un- and suffixes like -ful. The session guides provide instructions and resources to help learners meet learning objectives related to comprehending texts and using context to determine word meanings.
[BIS] Intro to PYP For Parents Sept 2012irfansatria
The Primary Years Programme (PYP) is a transdisciplinary programme of international education designed for students aged 3 to 12. It aims to foster students' development as inquirers and prepares them to actively participate in lifelong learning. The PYP incorporates five essential elements into its written curriculum: concepts, skills, attitudes, action, and knowledge. It uses a framework of six transdisciplinary themes to organize units of inquiry and develop international-mindedness in students. Students are assessed using a variety of strategies to evaluate their understanding and application of skills and knowledge. More information about the PYP can be found on the IBO website and through the school.
This document provides information about a Senior High School module on creative writing. It discusses using imagery, diction, and figures of speech to evoke meaningful responses from readers. The module is divided into three lessons: Lesson 1 on imagery, Lesson 2 on diction, and Lesson 3 on figures of speech. It provides learning objectives and competencies to help students illustrate imagery on sense experiences, produce real-life scenarios using focus on diction, and construct memorable events using figures of speech, diction, and vivid imagery.
1. History of Science aApproach based learning
2. The principles of sciencetific approach based learning
3. Activities
4. procedures of Scientific approach based learning
5. Strengths and weakness of Scientific approach based learning
6. Conclusion
Developing the Scientific Temperament in the Children at Early Schooling Ageijtsrd
Teaching learning process is the most important pillar of any school which defines the academic success of the school. Monotonous ways of completion of syllabus and homework leads the majority of the students taking the studies as a burden and no way helps them out in their knowledge building. In the present research, the researcher discusses about the strategies that has been implemented in a school, which has rationale for each and every classroom teaching subject and topic. The researcher identifies the ways of various type of skill improvisation techniques that articulates the learning and adds on many related topics to know without any burden. The school, that implements such practices at very early age of schooling, definitely directs the students’ engagement positively for the learning. Mr. Dhaval B. Solanki | Dr. Dharmistha Panchal "Developing the Scientific Temperament in the Children at Early Schooling Age" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38545.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38545/developing-the-scientific-temperament-in-the-children-at-early-schooling-age/mr-dhaval-b-solanki
The document discusses pedagogical approaches and strategies for 21st century learners as mandated by the Enhanced Basic Education Act of 2013 in the Philippines. It outlines five main approaches - collaborative, constructivist, integrative, inquiry-based, and reflective learning. Each approach is defined and examples of how they can be implemented in the classroom are provided, including suggested activities and technologies. The approaches aim to make learning more active, cooperative, collaborative, exploratory, contextualized and relevant for students.
The document discusses issues around transitioning students from primary to secondary school science classes. It provides an overview of transition phases and examines student expectations and potential disappointments. It also discusses best practices for primary science education and effective consolidation strategies for secondary teachers to help students adjust.
The document discusses the balanced approach to teaching, which aims to balance individual and societal needs, the outcomes of learning, and aspects of the past, present and future. It describes the basic concepts, characteristics, process for developing teaching-learning units, role of skills, use of subject matter, handling special behaviors, and evaluative criteria. Specifically, the balanced approach balances the needs of the individual child and society, focuses on knowledge, attitudes, skills and relationships, and considers the child's past experiences and future needs. It is flexible and disregards subject boundaries in favor of experiences determined by student needs.
The document discusses curriculum compacting as a strategy for differentiated instruction. It defines curriculum compacting as modifying or streamlining curriculum to allow students to move at a quicker pace and have time for enrichment. There are two types of compacting: basic skills compacting which tests for proficiency in skills like spelling, and content compacting which tests for understanding of concepts to be learned more quickly. The process involves identifying student strengths, documenting mastery of basic material, and providing alternate enrichment activities for students to pursue independently.
The document discusses exemplification, which is providing examples of student work to support teachers' understanding of learning standards and effective teaching practices. It provides examples of exemplification in modern languages and materials science. Exemplification materials could include case studies, student work, audio/video clips, and interactive online resources. Quality assurance and partnership with organizations will be important to develop high-quality exemplification. The document also prompts reflection on how exemplification might be implemented and supported through digital tools like GLOW.
Practical Research 1 Module 1 - REVISED.pdfAlwinSostino2
Here are the key points about Dewey's theory of connected experiences:
- Learning comes from experiences, both positive and negative. The value is in making connections between actions and consequences.
- Experiences should be exploratory and allow for reflection. Learners should be able to connect new knowledge to past experiences.
- Education is the continual reconstruction of experiences to better understand and interact with the world. It is a lifelong process.
This document outlines plans for two English lessons for 8th grade students. The first lesson aims to have students make predictions about their future professional lives orally. It includes activities where students fill in blanks about professions and write sentences predicting classmates' jobs. The second lesson aims to have students comprehend specific and general information from a horoscope. It includes activities where students read a horoscope for general understanding, then again for specific details, and write their own horoscope. Both lessons are aligned with the school and national curriculum. The document discusses motivations, resources, assessments and reflections on teaching.
Competency based instructional strategies.pptx (2).pdfArnaldo Perez
This document provides an overview of a workshop on competency-based teaching strategies. It discusses key concepts like defining competencies, competency-based education and learning. It also covers strategies like inquiry-based learning using the 5E model, problem-based learning, instructional scaffolding, and differentiated instruction. Participants are given examples and activities to apply these strategies and assess their learning through a multiple choice quiz at the end.
Modification of Curriculum Instruction and Activities For the GiftedMyamor Estrella
1) Enrichment programs supplement the academic curriculum through special projects and activities to allow gifted students to learn in greater depth and breadth. They provide stimulating challenges beyond the standard curriculum.
2) Ability grouping places students of similar academic abilities together for instruction instead of mixing ages and grades. It benefits gifted students through specialized instruction tailored to their advanced abilities.
3) Differentiation strategies like modifying content, processes, environment, and products can expand learning for gifted students. This ensures their instruction is appropriately challenging.
This document provides a syllabus for an AP Biology course taught at BrainworX Academy during the 2020-2021 school year. The course will meet daily from August 3, 2020 to May 21, 2021 in room 206 of the CTECH building. The instructor is Tim Welsh, who can be contacted by cell phone or email. The course aims to develop students' skills in collaboration, preparation for work and higher education, and innovation in biology. Key topics covered include evolution, biological systems, heredity, and interactions with the environment. Students will learn through inquiry-based labs and applying scientific practices to enduring understandings and big ideas. Formative and summative assessments will evaluate students' mastery of concepts and application of skills
This document provides session guides for teaching English communication skills to junior high school students in an alternative learning system. The session guides cover Module 5, which focuses on drawing generalizations from texts. Session Guide 1 discusses determining the main idea and making inferences from passages. Key activities include identifying the main points of news articles and answering questions to practice these skills. Session Guide 2 continues working on drawing conclusions and expressing insights. It emphasizes using context clues to understand implied meanings and drawing conclusions beyond what is directly stated.
The document summarizes the 2010 Secondary Education Curriculum in the Philippines. It outlines 6 special curricular programs, 8 subject areas covered, and strengths of the curriculum such as focusing on essential understandings and developing skills for work and lifelong learning. The curriculum is based on the Understanding by Design framework which emphasizes developing student understanding through essential questions and complex tasks. It uses a 3-stage "backward design" process starting with defining learning goals and assessments before planning teaching activities.
This action research proposal aims to improve the listening skills of students through the use of multimedia. It involves assessing students' current listening abilities, implementing multimedia activities and tasks to develop their skills, and re-evaluating the students to analyze the impact. The research will be conducted with a class of students over multiple sessions involving listening tests, exercises identifying sounds and completing poems, and more advanced tasks with recorded instructions. The results will be studied to determine conclusions and next steps in an effort to empower students and teachers through improved listening comprehension.
The document discusses principles of communicative language teaching and lesson planning. It emphasizes using enjoyable, meaningful activities that actively engage learners. It also stresses the importance of lesson planning for both teachers and learners, considering factors like variety, coherence, balance, flexibility and challenge. Key components of an effective lesson plan are outlined, including objectives, procedures, materials, and anticipating difficulties.
DepEd MEMORANDUM No. 008 , S. 2023.pptxBryllRegidor1
This DepEd memorandum provides multi-year guidelines for evaluating teachers' performance using the Results-Based Performance Management System aligned with the Philippine Professional Standards for Teachers (RPMS-PPST) over three school years from 2022-2025. The RPMS cycle will include classroom observations, evaluations on indicators divided across the school years, and use different tools for teachers at various stages of their career. The memorandum outlines the implementation process, including scheduling observations, conducting online or alternative assessments as needed, and using evaluations to determine compensation and guide professional development.
This document discusses guidelines for writing effective headlines. It defines what a headline is, its functions, and qualities of a good headline. It provides tips on headline writing such as using the subject-verb-object structure, active voice, shortest words, and downstyle formatting. It also discusses headline vocabulary, counts, schedules and other technical terms related to writing headlines that effectively summarize news stories.
Earth Tone Simple Campus Journalism Presentation.pptxBryllRegidor1
The document discusses the principles of television broadcasting including truth, open-mindedness, accountability, balance, and respect. It explains that television production is difficult and demanding, requiring equipment, studios, and experienced people to record and broadcast news. The principles set by the Kapisanan ng mga Brodkaster ng Pilipinas regulatory body must be observed to ensure broadcast materials are of good taste.
The document summarizes a lesson plan for teaching young students about diversity. It includes objectives about noting details, showing enthusiasm for reading, realizing people are different races and colors, and appreciating differences. It outlines activities like describing pictures of children of different backgrounds and acting out a story where the god Kabunian makes people from clay in different times of day, resulting in black, white and brown people. It aims to teach students why people have different skin colors.
This document summarizes the 29th Founding Anniversary celebration of the Department of Education in Sarangani province. It outlines the various events of the celebration including performances by the DepEd Sarangani choir, welcome remarks from education leaders, videos highlighting accomplishments, and messages from political leaders like the governor. A major part of the event included a talent showcase with contemporary dance competitions and a Mr. and Ms. DepEd contest between teacher candidates. At the end, winners were announced for both the dance and beauty contests.
This document discusses effective business writing and communication. It covers topics such as knowing your audience, purpose, letter format, and protocol. It provides examples of full block, modified block, and semi-block letter formats. It discusses maintaining unity and coherence in letters. Exercises are provided to have the reader practice writing different types of letters, including an application, recommendation, endorsement, and memorandum. The overall purpose is to teach best practices for professional written communication.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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.
Digital Artefact 1 - Tiny Home Environmental Design
Integrative-Approach
1. SEMINAR WORKSHOP ON CONTENT, PEDAGOGY &
ASSESSMENT ACROSS ALL LEARNING AREAS
InitialsOfFunctionalDivision/InitialsOfWhoPrepared/ShortenedTitleOfActivity/InitialsOfDocument-Number/Date
Judith B. Alba, EPS-I
CID - Learning Resource Management Section
Eulogia Hotel & Restaurant, General Santos City
August 15, 2022
2. Classroom Teaching Integration Approach
Across the Curriculum Align to
21st Century Learner Needs
InitialsOfFunctionalDivision/InitialsOfWhoPrepared/ShortenedTitleOfActivity/InitialsOfDocument-Number/Date
Judith B. Alba, EPS-I
CID - Learning Resource Management Section
Eulogia Hotel & Restaurant, General Santos City
August 15, 2022
11. InitialsOfFunctionalDivision/InitialsOfWhoPrepared/ShortenedTitleOfActivity/InitialsOfDocument-Number/Date
Activity 2: Role Playing (Act out)
In classroom B, where the students also study ecology and read
the story about the boy who ran away, They highlight cause-and-
effect relationships and predict the behavior of the system over
time. After the students read the short story, the teacher asks them
to prepare concept maps of the problems the child faces upon
running away from home: how to find food, how to find shelter,
how to feel safe, and so on.
Situation 2
17. InitialsOfFunctionalDivision/InitialsOfWhoPrepared/ShortenedTitleOfActivity/InitialsOfDocument-Number/Date
Pour the Empty Mind
Benefits of integrating skills and content across curriculum
on learner’s learning
Helping students acquire
“higher-order content,” general
ideas such as dependency,
that they can use to order and
illuminate their understanding
of particular topics and
situations.
Enable students to acquire
general skills and strategies
that they can apply widely to
understand situations and
solve problems. We focus on
the potentials of integrating
thinking and learning skills
across the curriculum.
19. InitialsOfFunctionalDivision/InitialsOfWhoPrepared/ShortenedTitleOfActivity/InitialsOfDocument-Number/Date
Know the practical side
The simplicity of the notion of skills-content integration
masks numerous questions about how curriculum and
instruction would actually be organized. Even if there is
agreement about which skills should be taught, decisions
must be made as to who (teachers of which subjects and
grade levels) will teach which of the skills and, more
significantly, how the skill teaching will relate to the content
that students are to learn.
Practical Side of Skills-Content Integration
24. InitialsOfFunctionalDivision/InitialsOfWhoPrepared/ShortenedTitleOfActivity/InitialsOfDocument-Number/Date
Activity: Run - Through Demo Teaching
Do these tasks:
•Choose a subject representative to teach each learning lesson
made
•Demonstrate the lesson plan developed and apply
the integration of content and skill approach in teaching and
learning activities using an appropriate instructional materials.
•Choose 1 member to represent the group to do the demonstration .
Constructive Feedback –giving and other needed technical
assistance may follow for further gained insights on understanding
of applied knowledge content within across curriculum goal..
Credits to the writer Mrs. Genevieve Rama, - LAC Writer
Evaluated by EPS Judith Alba, PIC Roy Tribunalo, Doc Cherwin Macaranas & Doc. Josie Teofila Quijano
(The DepEd MissionTo protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: Students learn in a child-friendly, gender-sensitive, safe, and motivating environment. Teachers facilitate learning and constantly nurture every learner)
In our present education leading 21st century, Integrative curriculum is necessary to align the learners need This curriculum exists recently because it described as one that connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts.
Integration focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life
INTEGRATION focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life.
Look at this picture. What do you think the teacher is doing?
Can you guess what teaching approach is used? (Activity: Think, Group and Share)
Describe the difference between the two pictures shown.
(Provide clear instructions in doing the activity.) Let each situation (next slides) be done in 3 to 5 minutes in their respective groups.
Read the role playing rubrics and have a member of the group to observe the role playing activity and rate.
Analysis / Processing
Do: Read the processing questions one at a time and internalize the content of the participants responses.
Value the impact of integration skill-content in teaching across curriculum learning areas
Note to the speaker: Highlight the integration approach – thinking and skill approach in teaching being used.
Analysis / Processing
Do: Read the processing questions one at a time and internalize the content of the participants responses.
Value the impact of integration skill-content in teaching across curriculum learning areas
Note to the speaker: Highlight the integration approach – thinking and skill approach in teaching being used.
Abstraction / Inputs
Say: What is integrative curriculum?
Do: Allow the participants share their ideas
Do: Elaborate the definition of integrative curriculum
Do: Comprehensive explanation on the difference between Thinking and Skill integration
Tell me the teaching integration approaches
Say: These examples illustrate the difference between content-oriented integration and skill-oriented integration.
The first approach is “thematic” in nature, aimed at helping students acquire “higher-order content,” general ideas such as dependency, that they can use to order and illuminate their understanding of particular topics and situations.
The second approach is “procedural” in nature, to enable students to acquire general skills and strategies that they can apply widely to understand situations and solve problems. We focus on the potentials of integrating thinking and learning skills across the curriculum
SAY: According the author of article, broadest sense curriculum integration embraces not just the interweaving of subjects (e.g., science and social studies) but of any curriculum elements (e.g., skills and content) that might be taught more effectively in relation to each other than separately. He added that all educators agree that students ought to acquire both skills needed to acquire knowledge and some knowledge itself, there is nowhere near unanimity on how instruction aiming toward these complementary sets of goals should be organized.
Further explain that from a curriculum integration perspective, it makes obvious sense to try to build solid connections between the development of skills and the teaching of content, because the “skills” may be helpful, even essential, to students trying to unlock the content. But there are many obstacles to systematic skills-content integration.
Finally, It conclude that these issues to the fore, it is helpful to contrast a standard view of the relationship between skills and content and a futuristic alternative
SAY: We take a closer look at what is meant by “integrating” skills with content.
The simplicity of the notion of skills-content integration masks numerous questions about how curriculum and instruction would actually be organized. Even if there is agreement about which skills should be taught, decisions must be made as to who (teachers of which subjects and grade levels) will teach which of the skills and, more significantly, how the skill teaching will relate to the content that students are to learn.
SAY: A more egalitarian schema would have each subject responsible for the “lead” teaching of some thinking and learning skills and for the reinforcement and application of others. Thus, while English teachers might continue to assume greater than average responsibility for instruction in reading and writing, science teachers could assume the same degree of responsibility for skills of empirical inquiry, social studies and health teachers for skills in decision making, and math teachers for approaches to problem solving. This hardly sounds revolutionary. What would be different is if, for instance, the social studies curriculum were organized to both “teach” decision-making skills (confident that they would be reinforced in other subjects) and to reinforce skills in reading, writing, empirical inquiry, and problem solving that had been introduced, respectively, in English, science, and mathematics classes. We might call this the “multi-hub” approach.
Another alternative would be simply to identify the skills to be taught along with the subjects and years in which they are to be taught, without making any subject especially responsible for particular skills. While many arrangements are possible, a plan for at least some degree of mutual reinforcement is necessary for a learning skill or strategy to become a well-established, flexible part of the student's cognitive repertoire.
Application
Lesson Planning Activity
Sample Lesson Plan using 4A’s with integration of
content and skill across learning areas strategies
1. Form groups with 10 members in a group to work collaboratively
2. Assign roles (e.g., facilitator, writer, reporter etc.).
3. Do the task assigned to each group:
Group 1 - English
Group 2 - Filipino
Group 3 – Mathematics
Group 4 - Science
Group 5 - - ARPAN/
Group 6 – MTB-MLE
4. Follow specific instructions for each task Finish the task in 15 minutes.
5. Afterwards, present your outputs in 4-6 minutes.
Demo Teaching
1. Choose a subject representative to teach each learning lesson made:
2. Demonstrate the lesson plan developed and apply the integration of content and skill approach in teaching and learning activities using an appropriate instructional materials.
3. Choose 1 member to represent the group to do the run-through demonstration.
Constructive Feedback –giving and other needed technical assistance may follow for further gained insights on understanding of applied knowledge content within across curriculum goal..
Closure
DO: Allow the participants to share their ideas or
reflections from the learning session