L.pcurriculum policy
•Download as PPTX, PDF•
0 likes•129 views
The document discusses the process of needs analysis and curriculum development for language programs. It explains that needs analysis considers learner needs and informs the setting of program objectives and methodology choices. Objectives can be expressed in different ways and provide a framework for classroom activities. Principles for syllabus design include considering how language is learned, acquired, and used. Curriculum should allow flexibility and negotiation between teachers and learners. Learning depends on teacher-learner interaction, teaching approaches, and ongoing teacher training and development. Evaluation of the curriculum should involve all participants and determine if goals were met.
Report
Share
Report
Share
Recommended
Reflection EC
The document discusses evaluating an English language coursebook for students. It finds that the coursebook promotes task-based learning activities that require students to use language in different contexts. The coursebook methodology was suitable for both the students' level and the teachers. When the author becomes a teacher, evaluating coursebooks will be important for designing effective lesson plans and worksheets that are engaging and contextually appropriate for students. A full coursebook evaluation considers aspects like design, content, language level, and length of units.
Task n
The document discusses how to design tasks in the classroom. It defines what a task is and how it differs from an activity. When designing tasks, elements that should be considered include goals, procedures, order, pacing, product, learning strategies, assessment, participation, resources, and language. Effective task design determines learning goals, the learning process, and how learning will be demonstrated. Using a variety of tasks makes language teaching more communicative by providing real purposes for classroom activities beyond just practicing language.
Negotiated syllabuses_Hang
This document discusses negotiated syllabuses, which involve teachers and learners working together to make decisions about course design. It outlines the key components that can be negotiated, including goals, content, presentation, and assessment. The steps for implementing a negotiated syllabus are presented, as well as examples. Both the advantages and disadvantages are examined, such as increased learner involvement but also the time commitment required. Requirements for negotiated syllabuses include establishing procedures for negotiation and planning course elements collectively. Overall, negotiated syllabuses can improve learner outcomes but also require skilled facilitation from teachers.
Negotiated curriculum
A negotiated curriculum allows students to advocate for themselves and have choice in their learning through discussion with teachers about units of study, assessment tasks, and learning activities. It moves the classroom towards democracy by valuing student voice and contributions in planning so the curriculum is modifiable based on individual student needs and interests. When implemented, a negotiated curriculum centers student voice and choice in their education.
Negotiated syllabus
This presentation is about Negotiated Syllabus in Course Design. It includes the definition of negotiated syllabus, needs, components, steps, examples, adventages and disadventage of negotiated syllabus.
1_unit_i_child_and_adolescent_learners_and_learning_principles.ppt
The document outlines 14 principles pertaining to child and adolescent learners and learning. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experiences. Successful learners can create meaningful representations of knowledge and think about their own thinking. Learning is influenced by a variety of factors including motivation, development, social interactions, and individual differences like prior experience and culture. Assessment of learning progress, including diagnostic and outcome assessments, are important parts of the learning process.
Project based learning
Project-based learning is an instructional approach where students learn by actively exploring real-world problems and challenges. It emphasizes student-centered, hands-on learning where students work in groups to solve a problem or answer a driving question. Benefits include greater conceptual understanding, improved collaboration skills, and enhanced creativity. Teachers play a facilitator role in project-based learning by guiding student work within the curriculum standards.
English Teaching Curriculum
Between the two regions so far, there were no relations at the administration level. The Comenius school partnership project “LEO – the book mouse” 2011-2013 was the origin of this REGIO project. This project provides a unique opportunity to link two European regions over a particularly important issue.
The context of the two regions in the proposed partnership with regard to education is the increasing importance of the reliable and thorough mastery of computer technology (media competence) in different fields of life.
Recommended
Reflection EC
The document discusses evaluating an English language coursebook for students. It finds that the coursebook promotes task-based learning activities that require students to use language in different contexts. The coursebook methodology was suitable for both the students' level and the teachers. When the author becomes a teacher, evaluating coursebooks will be important for designing effective lesson plans and worksheets that are engaging and contextually appropriate for students. A full coursebook evaluation considers aspects like design, content, language level, and length of units.
Task n
The document discusses how to design tasks in the classroom. It defines what a task is and how it differs from an activity. When designing tasks, elements that should be considered include goals, procedures, order, pacing, product, learning strategies, assessment, participation, resources, and language. Effective task design determines learning goals, the learning process, and how learning will be demonstrated. Using a variety of tasks makes language teaching more communicative by providing real purposes for classroom activities beyond just practicing language.
Negotiated syllabuses_Hang
This document discusses negotiated syllabuses, which involve teachers and learners working together to make decisions about course design. It outlines the key components that can be negotiated, including goals, content, presentation, and assessment. The steps for implementing a negotiated syllabus are presented, as well as examples. Both the advantages and disadvantages are examined, such as increased learner involvement but also the time commitment required. Requirements for negotiated syllabuses include establishing procedures for negotiation and planning course elements collectively. Overall, negotiated syllabuses can improve learner outcomes but also require skilled facilitation from teachers.
Negotiated curriculum
A negotiated curriculum allows students to advocate for themselves and have choice in their learning through discussion with teachers about units of study, assessment tasks, and learning activities. It moves the classroom towards democracy by valuing student voice and contributions in planning so the curriculum is modifiable based on individual student needs and interests. When implemented, a negotiated curriculum centers student voice and choice in their education.
Negotiated syllabus
This presentation is about Negotiated Syllabus in Course Design. It includes the definition of negotiated syllabus, needs, components, steps, examples, adventages and disadventage of negotiated syllabus.
1_unit_i_child_and_adolescent_learners_and_learning_principles.ppt
The document outlines 14 principles pertaining to child and adolescent learners and learning. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experiences. Successful learners can create meaningful representations of knowledge and think about their own thinking. Learning is influenced by a variety of factors including motivation, development, social interactions, and individual differences like prior experience and culture. Assessment of learning progress, including diagnostic and outcome assessments, are important parts of the learning process.
Project based learning
Project-based learning is an instructional approach where students learn by actively exploring real-world problems and challenges. It emphasizes student-centered, hands-on learning where students work in groups to solve a problem or answer a driving question. Benefits include greater conceptual understanding, improved collaboration skills, and enhanced creativity. Teachers play a facilitator role in project-based learning by guiding student work within the curriculum standards.
English Teaching Curriculum
Between the two regions so far, there were no relations at the administration level. The Comenius school partnership project “LEO – the book mouse” 2011-2013 was the origin of this REGIO project. This project provides a unique opportunity to link two European regions over a particularly important issue.
The context of the two regions in the proposed partnership with regard to education is the increasing importance of the reliable and thorough mastery of computer technology (media competence) in different fields of life.
02 Performance Criteria
The document outlines the performance criteria for a Project Editor position. It describes the core competencies expected in two main areas: desktop publishing and management/administration. For desktop publishing, criteria include linguistic skills, contributing ideas to improve textbooks, ensuring coherent themes and ideas, familiarity with student knowledge levels, incorporating student activities, developing assessments, ensuring appropriate difficulty levels, providing feedback, and integrating updated information. For management, criteria involve project management, human resources tasks like interviews, and demonstrating leadership, reliability, teamwork, and initiative.
Negotiating with learners
A presentation produced by me on the subject of negotiation with learners. This has been used on the DTLLS course.
Preparation and evaluation of instruction materials
This document discusses principles of instructional design and the process of developing instructional materials. It covers:
1) The basic elements of instructional design which include determining learner needs, learning objectives, assessments, instructional approaches, testing effectiveness, and maintaining materials.
2) The three phases of curriculum development - planning, implementation, and evaluation.
3) Factors to consider in materials design such as learning theories, specifications, formats, and authentic versus created materials.
Design Chapter 9 - Curriculum Development
The document discusses the five phases of instructional system design (ISD) for developing a training course: analyze, design, develop, implement, and evaluate. It provides details on each phase, including analyzing tasks and needs, designing goals/objectives and learning steps, developing instructional materials and activities, implementing the course, and evaluating effectiveness. The key aspects are analyzing requirements, designing measurable objectives and a structure/sequence, developing materials to meet objectives, implementing the course as planned, and evaluating each phase and making adjustments.
CLASS ORIENTATION ID MODEL
The document discusses three classroom orientation instructional design models: Gerlach, Heinich (ASSURE), and Jerrold.
The Gerlach model includes five simultaneous activities: determining strategy, organizing groups, allocating time and space, selecting resources, and evaluating and providing feedback.
The Heinich (ASSURE) model includes analyzing learners, stating objectives, selecting methods/media/materials, utilizing them, requiring participation, and evaluating/revising.
The Jerrold model focuses on instruction from the teacher's perspective through a continuous cycle. It includes 9 instructional elements like identifying problems, learner characteristics, task analysis, and evaluating students.
Class Orientation ID Presentation
This document describes three classroom orientation instructional design models: Gerlach, Heinich, and Jerrold.
The Gerlach model involves five simultaneous activities: determining strategy, organizing groups, allocating time and space, selecting resources, and evaluating performance.
The Heinich (ASSURE) model includes analyzing learners, stating objectives, selecting methods and media, utilizing them, requiring participation, and evaluating.
The Jerrold model focuses on instruction from the teacher's perspective and includes nine elements: identifying problems, learner characteristics, task analysis, objectives, content sequencing, strategies, designing messages, delivery, and evaluation.
Language curriculum design
This document summarizes key points from chapters 9 and 10 of the book "Language Curriculum Design" regarding approaches to curriculum design and negotiated syllabuses. It describes three common approaches: the waterfall model, focused opportunistic approach, and layers of necessity model. It also provides an example of how a negotiated syllabus would work in practice and lists requirements for implementing a negotiated syllabus approach, such as establishing negotiation procedures, participation in course planning, and continual evaluation.
Session 2a recorded moodle
This document outlines key topics from a session on management and teamwork for teachers and paraeducators, including defining roles and responsibilities, understanding team formation, and tools for communication and planning. It discusses establishing effective teacher-paraeducator teams through clear role definitions, stages of team development, types and improvement of communication, importance of written lesson plans, and sample planning forms and documentation. The overall goal is to review best practices for collaboration between teachers and paraeducators to assist students.
Instructional Development Models
The instructional development models document the complex process educators use to develop instructional solutions. Models help convey meaning of complex concepts through relationships and processes. The ASSURE model is a procedural guide that integrates technology into teaching. It includes six steps: analyze learners, state objectives, select materials, utilize materials, require participation, and evaluate. The concrete-abstract continuum model positions instructional methods on a scale from concrete to abstract based on the level of learner participation and sensory experience.
Curriculum approaches in language teaching (mobin bozorgi)
Central design curriculum starts with selecting teaching activities and methods rather than detailing a syllabus or outcomes. It focuses on processes like learner inquiry and deliberation that drive teaching and learning. The syllabus is dynamic rather than sequential, and evaluation improves teaching and learning rather than judging outcomes.
Cert-YE-Al-Hebshi
The document provides a trainer assessment sheet for Dr. Mohamed Al-Hebshi who delivered a training course on participatory monitoring and evaluation. He received an overall score of 86 out of a maximum of 100. The assessment found that Dr. Al-Hebshi took an interactive, participant-oriented approach and prepared well-structured training with clear objectives. He delivered content in a lively manner using various presentation methods and facilitated productive discussions.
The elt curriculum dmavd
This document discusses different approaches to curriculum development, including classical humanism, reconstructionism, progressivism, and behavioral objectives. It covers key aspects of each approach like content-focused vs learner-focused models, clarifying goals and objectives, and evaluating curriculum. The document also discusses needs analysis, types of objectives, views on how language is learned, and characteristics of effective teaching materials like engaging learners and developing autonomy.
enhanced teacher education curruculum anchored on obe (mr.balana)
The document outlines the desired competencies and outcomes of a teacher education curriculum based on Outcomes-Based Education (OBE). It lists the ideal competencies for graduates, including being multiliterate, reflective, mastering content knowledge, and being highly skilled, sensitive, multicultural, innovative, professional, and lifelong learners. As an example, it then lists the specific outcomes graduates are expected to demonstrate by the end of their degree, such as literacy skills, understanding of teaching and learning processes, mastery of subject matter and pedagogy, application of teaching skills, and understanding of educational contexts.
B2 t2.5 rosa mijangos
This document contains an evaluation of a teacher's skills and competencies. The evaluator checked boxes to indicate that the teacher demonstrated practical teaching competence, the ability to reflect and judge their own teaching, and the ability to cooperate with others. In remarks, the evaluator praised the teacher's lesson planning and use of supplementary materials. However, the evaluator noted the teacher could improve on explicitly stating lesson aims and monitoring student language errors. Overall, the evaluation was positive and the teacher's work was described as "excellent."
Steps in planning a lesson in computer
The document outlines the steps in planning an effective lesson, including defining characteristics of a lesson plan. An effective lesson plan includes clear instructional objectives, motivational techniques, evaluation methods, and student-centered activities. It also anticipates student difficulties, includes relevant assignments, allows skills practice, properly allocates time, and accommodates individual differences. Lesson plans are categorized by their learning objectives: knowledge, appreciation, or skills. They are based on preliminary requirements, writing steps, and evaluation of the lesson's effectiveness.
Steps in planning a lesson
This document outlines the steps in planning an effective lesson, including defining a lesson plan, its key characteristics, bases, and types. An effective lesson plan includes clear objectives, motivational techniques, evaluation methods, student-centered activities, anticipation of difficulties, relevant assignments, skill-building opportunities, proper time allocation, and accommodation of individual differences. Lesson plans can be categorized based on learning objectives - those focusing on knowledge, appreciation, or skills development. A strong lesson plan is grounded in preliminary requirements, writing procedures, and evaluation measures.
Edu555 cni week 2
This document discusses the teacher's role in curriculum development and different models of curriculum construction. It states that teachers are involved in daily curriculum development through lesson planning and implementing the curriculum in their teaching and learning. It also describes Tyler's objectives model of curriculum construction in detail, including the four main stages of objectives, content, method, and evaluation.
Planning for Instruction
This document discusses the importance of planning for instruction. It defines planning as what the teacher prepares for presenting a lesson in class. Effective teaching depends on effective lesson planning, which is more difficult than delivering instruction. There are several steps and components to planning a lesson, including setting goals, designing a unit plan, and designing a lesson plan. A unit plan contains multiple related lessons while a lesson plan maps out the teacher's intentions for a single lesson. Both include elements like objectives, procedures, and assessment. Proper planning is essential for effective teaching and student learning.
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptx
This document provides an introduction to a course on Curriculum Development taught by Jaelani, M. App. Ling. at the State Islamic University of Mataram in Indonesia. It includes the lecturer's contact information, course objectives focusing on developing skills in curriculum planning, evaluation, and research. It also outlines the course materials, assignments, and grading criteria. The document discusses the importance of curriculum development for effective teaching and provides definitions and levels of curriculum. It poses questions to consider in curriculum planning and discusses consequences and historical background of being a curriculum developer.
R What is learning design?
This document discusses learning design and its importance. It defines learning design as representing teaching and learning activities in a format that can be shared and adapted by teachers. This allows good practices to be transferred and helps teachers incorporate new technologies and resources into their lessons. The document outlines why focusing on design processes is important to improve teaching quality and support teachers in a time of many new tools and resources. It also defines key terms like learning activities and discusses different levels and interpretations of learning design.
TRAINING MATRIX.docx
This document outlines the objectives, activities, and success indicators of a teacher induction program and school-based learning action cell session. The session aims to: 1) orient new teachers on different department policies and procedures; 2) update teachers' content knowledge and pedagogical approaches; and 3) strengthen teachers' skills in areas like classroom management, assessment strategies, integrating technology, and developing higher-order thinking. The principal, master teachers, and teachers will participate in discussions, workshops, and feedback sessions to enhance their understanding of topics covered. Presentations will also be made to report on accomplishments of different areas. The overall goal is to improve instruction and support new and existing teachers.
Curriculum Developing - Material
This is a presentation of one of the step of english curriculum developing which is "material developing"
More Related Content
What's hot
02 Performance Criteria
The document outlines the performance criteria for a Project Editor position. It describes the core competencies expected in two main areas: desktop publishing and management/administration. For desktop publishing, criteria include linguistic skills, contributing ideas to improve textbooks, ensuring coherent themes and ideas, familiarity with student knowledge levels, incorporating student activities, developing assessments, ensuring appropriate difficulty levels, providing feedback, and integrating updated information. For management, criteria involve project management, human resources tasks like interviews, and demonstrating leadership, reliability, teamwork, and initiative.
Negotiating with learners
A presentation produced by me on the subject of negotiation with learners. This has been used on the DTLLS course.
Preparation and evaluation of instruction materials
This document discusses principles of instructional design and the process of developing instructional materials. It covers:
1) The basic elements of instructional design which include determining learner needs, learning objectives, assessments, instructional approaches, testing effectiveness, and maintaining materials.
2) The three phases of curriculum development - planning, implementation, and evaluation.
3) Factors to consider in materials design such as learning theories, specifications, formats, and authentic versus created materials.
Design Chapter 9 - Curriculum Development
The document discusses the five phases of instructional system design (ISD) for developing a training course: analyze, design, develop, implement, and evaluate. It provides details on each phase, including analyzing tasks and needs, designing goals/objectives and learning steps, developing instructional materials and activities, implementing the course, and evaluating effectiveness. The key aspects are analyzing requirements, designing measurable objectives and a structure/sequence, developing materials to meet objectives, implementing the course as planned, and evaluating each phase and making adjustments.
CLASS ORIENTATION ID MODEL
The document discusses three classroom orientation instructional design models: Gerlach, Heinich (ASSURE), and Jerrold.
The Gerlach model includes five simultaneous activities: determining strategy, organizing groups, allocating time and space, selecting resources, and evaluating and providing feedback.
The Heinich (ASSURE) model includes analyzing learners, stating objectives, selecting methods/media/materials, utilizing them, requiring participation, and evaluating/revising.
The Jerrold model focuses on instruction from the teacher's perspective through a continuous cycle. It includes 9 instructional elements like identifying problems, learner characteristics, task analysis, and evaluating students.
Class Orientation ID Presentation
This document describes three classroom orientation instructional design models: Gerlach, Heinich, and Jerrold.
The Gerlach model involves five simultaneous activities: determining strategy, organizing groups, allocating time and space, selecting resources, and evaluating performance.
The Heinich (ASSURE) model includes analyzing learners, stating objectives, selecting methods and media, utilizing them, requiring participation, and evaluating.
The Jerrold model focuses on instruction from the teacher's perspective and includes nine elements: identifying problems, learner characteristics, task analysis, objectives, content sequencing, strategies, designing messages, delivery, and evaluation.
Language curriculum design
This document summarizes key points from chapters 9 and 10 of the book "Language Curriculum Design" regarding approaches to curriculum design and negotiated syllabuses. It describes three common approaches: the waterfall model, focused opportunistic approach, and layers of necessity model. It also provides an example of how a negotiated syllabus would work in practice and lists requirements for implementing a negotiated syllabus approach, such as establishing negotiation procedures, participation in course planning, and continual evaluation.
Session 2a recorded moodle
This document outlines key topics from a session on management and teamwork for teachers and paraeducators, including defining roles and responsibilities, understanding team formation, and tools for communication and planning. It discusses establishing effective teacher-paraeducator teams through clear role definitions, stages of team development, types and improvement of communication, importance of written lesson plans, and sample planning forms and documentation. The overall goal is to review best practices for collaboration between teachers and paraeducators to assist students.
Instructional Development Models
The instructional development models document the complex process educators use to develop instructional solutions. Models help convey meaning of complex concepts through relationships and processes. The ASSURE model is a procedural guide that integrates technology into teaching. It includes six steps: analyze learners, state objectives, select materials, utilize materials, require participation, and evaluate. The concrete-abstract continuum model positions instructional methods on a scale from concrete to abstract based on the level of learner participation and sensory experience.
Curriculum approaches in language teaching (mobin bozorgi)
Central design curriculum starts with selecting teaching activities and methods rather than detailing a syllabus or outcomes. It focuses on processes like learner inquiry and deliberation that drive teaching and learning. The syllabus is dynamic rather than sequential, and evaluation improves teaching and learning rather than judging outcomes.
Cert-YE-Al-Hebshi
The document provides a trainer assessment sheet for Dr. Mohamed Al-Hebshi who delivered a training course on participatory monitoring and evaluation. He received an overall score of 86 out of a maximum of 100. The assessment found that Dr. Al-Hebshi took an interactive, participant-oriented approach and prepared well-structured training with clear objectives. He delivered content in a lively manner using various presentation methods and facilitated productive discussions.
The elt curriculum dmavd
This document discusses different approaches to curriculum development, including classical humanism, reconstructionism, progressivism, and behavioral objectives. It covers key aspects of each approach like content-focused vs learner-focused models, clarifying goals and objectives, and evaluating curriculum. The document also discusses needs analysis, types of objectives, views on how language is learned, and characteristics of effective teaching materials like engaging learners and developing autonomy.
enhanced teacher education curruculum anchored on obe (mr.balana)
The document outlines the desired competencies and outcomes of a teacher education curriculum based on Outcomes-Based Education (OBE). It lists the ideal competencies for graduates, including being multiliterate, reflective, mastering content knowledge, and being highly skilled, sensitive, multicultural, innovative, professional, and lifelong learners. As an example, it then lists the specific outcomes graduates are expected to demonstrate by the end of their degree, such as literacy skills, understanding of teaching and learning processes, mastery of subject matter and pedagogy, application of teaching skills, and understanding of educational contexts.
B2 t2.5 rosa mijangos
This document contains an evaluation of a teacher's skills and competencies. The evaluator checked boxes to indicate that the teacher demonstrated practical teaching competence, the ability to reflect and judge their own teaching, and the ability to cooperate with others. In remarks, the evaluator praised the teacher's lesson planning and use of supplementary materials. However, the evaluator noted the teacher could improve on explicitly stating lesson aims and monitoring student language errors. Overall, the evaluation was positive and the teacher's work was described as "excellent."
Steps in planning a lesson in computer
The document outlines the steps in planning an effective lesson, including defining characteristics of a lesson plan. An effective lesson plan includes clear instructional objectives, motivational techniques, evaluation methods, and student-centered activities. It also anticipates student difficulties, includes relevant assignments, allows skills practice, properly allocates time, and accommodates individual differences. Lesson plans are categorized by their learning objectives: knowledge, appreciation, or skills. They are based on preliminary requirements, writing steps, and evaluation of the lesson's effectiveness.
Steps in planning a lesson
This document outlines the steps in planning an effective lesson, including defining a lesson plan, its key characteristics, bases, and types. An effective lesson plan includes clear objectives, motivational techniques, evaluation methods, student-centered activities, anticipation of difficulties, relevant assignments, skill-building opportunities, proper time allocation, and accommodation of individual differences. Lesson plans can be categorized based on learning objectives - those focusing on knowledge, appreciation, or skills development. A strong lesson plan is grounded in preliminary requirements, writing procedures, and evaluation measures.
Edu555 cni week 2
This document discusses the teacher's role in curriculum development and different models of curriculum construction. It states that teachers are involved in daily curriculum development through lesson planning and implementing the curriculum in their teaching and learning. It also describes Tyler's objectives model of curriculum construction in detail, including the four main stages of objectives, content, method, and evaluation.
Planning for Instruction
This document discusses the importance of planning for instruction. It defines planning as what the teacher prepares for presenting a lesson in class. Effective teaching depends on effective lesson planning, which is more difficult than delivering instruction. There are several steps and components to planning a lesson, including setting goals, designing a unit plan, and designing a lesson plan. A unit plan contains multiple related lessons while a lesson plan maps out the teacher's intentions for a single lesson. Both include elements like objectives, procedures, and assessment. Proper planning is essential for effective teaching and student learning.
What's hot (18)
Preparation and evaluation of instruction materials
Preparation and evaluation of instruction materials
Curriculum approaches in language teaching (mobin bozorgi)
Curriculum approaches in language teaching (mobin bozorgi)
enhanced teacher education curruculum anchored on obe (mr.balana)
enhanced teacher education curruculum anchored on obe (mr.balana)
Similar to L.pcurriculum policy
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptx
This document provides an introduction to a course on Curriculum Development taught by Jaelani, M. App. Ling. at the State Islamic University of Mataram in Indonesia. It includes the lecturer's contact information, course objectives focusing on developing skills in curriculum planning, evaluation, and research. It also outlines the course materials, assignments, and grading criteria. The document discusses the importance of curriculum development for effective teaching and provides definitions and levels of curriculum. It poses questions to consider in curriculum planning and discusses consequences and historical background of being a curriculum developer.
R What is learning design?
This document discusses learning design and its importance. It defines learning design as representing teaching and learning activities in a format that can be shared and adapted by teachers. This allows good practices to be transferred and helps teachers incorporate new technologies and resources into their lessons. The document outlines why focusing on design processes is important to improve teaching quality and support teachers in a time of many new tools and resources. It also defines key terms like learning activities and discusses different levels and interpretations of learning design.
TRAINING MATRIX.docx
This document outlines the objectives, activities, and success indicators of a teacher induction program and school-based learning action cell session. The session aims to: 1) orient new teachers on different department policies and procedures; 2) update teachers' content knowledge and pedagogical approaches; and 3) strengthen teachers' skills in areas like classroom management, assessment strategies, integrating technology, and developing higher-order thinking. The principal, master teachers, and teachers will participate in discussions, workshops, and feedback sessions to enhance their understanding of topics covered. Presentations will also be made to report on accomplishments of different areas. The overall goal is to improve instruction and support new and existing teachers.
Curriculum Developing - Material
This is a presentation of one of the step of english curriculum developing which is "material developing"
Interactive Ways of Teaching Language Skills
This work is aimed at developing all the skills of students in teaching foreign languages through interactive methods. Thus, the research topic is called “Interactive Methods of Teaching Language Skillsâ€. The study discusses the importance of perfectly organizing all skills in foreign language teaching. Modern methods and interactive methods will be carefully studied and applied. It is also important to increase the effectiveness of foreign language learning using modern methods, away from traditional teaching methods, and to use it as an effective teaching tool in the formation of language learning skills. The aim of the research is to provide foreign language teachers with a brief overview of the interactive methods used at different stages of language skills development, especially the various tools aimed at developing students ’cognitive skills. Xaydarova Nigina Ganiyevna "Interactive Ways of Teaching Language Skills" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | International Research Development and Scientific Excellence in Academic Life , March 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38743.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38743/interactive-ways-of-teaching-language-skills/xaydarova-nigina-ganiyevna
Differentiation Debate For Class
This document discusses differentiation strategies that teachers can use to meet the diverse needs of students in their classroom. It defines differentiation as modifying instruction to address each student's readiness, interests, and learning profile. The document outlines ways to differentiate content, process, product, affect, and environment based on principles of how the brain learns best. Specific strategies described include tiered assignments, compacting, interest centers/groups, flexible grouping, learning contracts, choice boards, and various instructional techniques.
Ptl course outline
This course covers principles of teaching and learning for primary/secondary education students. It is divided into 5 units over 2 semesters, providing 4 credits total. The course explores principles and approaches for teaching, learning, and classroom environments; planning instruction in different contexts; integration approaches; managing classrooms and behavior; and classroom logistics. Assessment includes coursework assignments like a portfolio and final exam with essays and multiple choice. The course aims to familiarize students with teaching tasks, principles, lesson planning, and creating caring classroom communities for diverse learners. Pedagogy focuses on active, collaborative, constructivist learning through discussion, activities, and analyzing teaching examples.
Lesson Planning
The document provides information on lesson planning. It defines a lesson plan as a teacher's guide for teaching a lesson in an organized manner that includes the goal, method, and assessment. It discusses different approaches to lesson planning such as Herbartian, unit, evaluation, and project approaches. It also outlines the key components of different lesson plan formats including objectives, materials, presentation, and assessment. Finally, it identifies characteristics of good and poor lesson planning.
RevistingABC: Beyond blended: new definitions, principles and resources
The document summarizes the findings of a Jisc project on curriculum and learning design in UK higher education. It discusses definitions of curriculum design and learning design. A survey of 155 UK institutions found that teaching and learning strategies are the main drivers of curriculum design and that universities are engaging in major curriculum reviews post-pandemic. Key recommendations include updating workload models to recognize staff engagement in design activities and sharing a vocabulary and examples of different modes of student participation in learning across institutions. The next phase will provide guidance on curriculum design processes and the pedagogies of diverse spaces, places and modes of participation.
Planning Instructional Delivery
The document discusses instructional planning and delivery. It explains that instructional planning is the process where teachers use appropriate curricula, strategies, and resources to address student needs. It involves deciding what will be taught, how it will be organized, and how learning will be assessed. Instructional delivery is applying instructional strategies to communicate with and engage students around academic content. Effective delivery considers differentiating instruction, using variety, providing cognitive challenge, engaging students, recognizing learning patterns, and asking questions to stimulate thinking.
Designing lesson (1)
The document discusses the elements of effective lesson design according to Dr. Madeline Hunter's research. It lists the key elements as: 1) Anticipatory Set, 2) Purpose, 3) Input, 4) Modeling, 5) Guided Practice, 6) Checking For Understanding, 7) Independent Practice, and 8) Closure. The document then discusses introducing learners to designing lesson plans based on learning objectives, assessment, methods, materials and activities. Learners will also reflect on how lesson design aligns with their teaching philosophies.
Approach%2c method%2c technique jul 26 (1)
The document discusses the hierarchical elements of approach, method, and technique in language teaching. It provides definitions for these terms, with approach representing theoretical positions, method representing classroom specifications, and technique representing specific classroom activities. The document also reviews models that have been proposed to conceptualize the relationships between these elements, and provides categorizations of different teaching techniques.
Orientasi pertemuan 1.pptx
The document provides an overview of an assessment course, including descriptions of course content, methodologies, and requirements. Students will develop skills in designing assessment instruments, analyzing results, and evaluating learning programs through discussions, practice, software use, analyses, and assessments. The course covers formative and summative assessment strategies as well as instrument design, analysis, testing, and evaluation of learning programs.
Curriculum and Material Development
This document summarizes key aspects of curriculum design approaches from chapters 9 and 10 of the book "Language Curriculum Design" by I.S.P Nation and John Macalister. It discusses three common approaches to the curriculum design process: the waterfall model, focused opportunistic approach, and layers of necessity model. It also covers negotiated syllabuses, where teachers work with learners to make joint decisions about curriculum design elements. Requirements for implementing a negotiated syllabus include establishing negotiation procedures, planning course content and activities, setting learning goals, and evaluating outcomes.
Learning design
Learning design is the practice of planning, sequencing and managing learning activities to support instruction. It allows educators to design full lessons or programs using tools like LAMS. While design is inherent in teaching, making the process explicit can help share best practices and support teachers in selecting appropriate tools and activities. Learning design aims to capture expert teaching skills and represent pedagogy, technologies and intended student activities in a way that can be reused or adapted by other educators. However, challenges remain regarding ownership, representation formats and understanding the full impact of this approach.
Topic: Curriculum Development Process.pptx
Introduction
Curriculum development is a process through which an institute or the instructor designs or creates a plan for a course or program. Furthermore, it is not a stagnant approach and includes continuous improvement wherein, the content is reviewed, revised and updated according to the needs and demands.
Curriculum management is the process of developing, maintaining, and improving the quality of curricula for various educational intuitions. The curriculum manager is responsible for designing and developing the curriculum with a range of content, training programs, teaching methodologies, and assessment techniques for students, learners, and employees. The developed curriculum should meet the educational standards set by the government and academic bodies.
ilovepdf_merged.pdf
Twisted pair cabling is a type of communications cable in which two conductors of a single circuit are twisted together for the purposes of improving electromagnetic compatibility.
Lesson plan.pptx
Classroom management refers to all the activities a teacher undertakes to organize students, resources, space and time to maximize learning. Effective classroom management creates a conducive learning environment through establishing rules and procedures, maintaining student attention and engagement in lessons. Proper classroom management is crucial for the success of teaching and learning and depends on how classrooms are organized. Developing lesson plans is an important part of classroom management, with key components including objectives, materials, activities and assessments.
Lesson plan
A Good Lesson plan is necessary for good presentation of topic in covering every aspect of the topic and to keep teacher in a track without any bias.
Similar to L.pcurriculum policy (20)
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptx
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptx
Lesson Planning_Guide in Teaching _By DR. Danival Mushtaq
Lesson Planning_Guide in Teaching _By DR. Danival Mushtaq
RevistingABC: Beyond blended: new definitions, principles and resources
RevistingABC: Beyond blended: new definitions, principles and resources
More from catalinaespin
Silabo tarea #2
This document outlines the methods, strategies, topics, and learning outcomes for an English class. It will use various teaching methods like whole language, natural approach, experimental, communicative, and group work. The class is divided into 4 units over 8 weeks: Unit 1 focuses on introductions and personal information. Unit 2 covers plans, music, and families. Unit 3 is about food and restaurants. Unit 4 discusses technology brands and products. The goals are to have students describe everyday situations, exchange personal information, discuss plans and families, order from menus, and suggest technology brands based on characteristics.
Silabo tarea 1
Este documento presenta la información sobre un curso de inglés en cuatro niveles (I-IV) que incluye detalles como el código de la asignatura, grupo, créditos, horas y docente responsable. El objetivo general de los niveles I y II es que los estudiantes puedan distinguir y compartir información personal de manera sencilla en inglés. El objetivo del nivel III es que los estudiantes puedan explicar sus opiniones, experiencias y tradiciones en inglés. El objetivo del nivel IV es que los estudiantes puedan
L.pcurriculum policy
The document discusses the process of needs analysis and curriculum development for language programs. It explains that needs analysis considers learner needs and informs the setting of program objectives and methodology choices. Objectives can be expressed in different ways like performance, process, or instructionally focused. A language syllabus design should incorporate views of how language is learned, acquired, and used. Evaluation should occur throughout curriculum planning and implementation to determine if goals are met and assess curriculum effectiveness.
Hoja de vida docentes uta
Este documento presenta la ficha de identificación personal de Leonor Catalina Espin Padilla, docente de la Universidad Técnica de Ambato. Incluye sus datos personales, educación, experiencia laboral en la UTA durante 8 años impartiendo diferentes asignaturas de idiomas, capacitación continua, y publicaciones.
Mod lesson p.o.doc2
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.
Categorías didácticas diapositivas
El documento describe las categorías didácticas que sustentan el Proyecto Educativo Institucional, incluyendo el diseño curricular, fundamentaciones interdisciplinarias, componentes del proceso didáctico como objetivos y contenidos conceptuales, procedimentales y actitudinales, métodos de enseñanza como estrategias didácticas creativas y recursos variados, y una evaluación procesal y cualitativa, con una programación de aula alineada con los objetivos general y específicos del PEI.
Class management
The document discusses various aspects of effective classroom management. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. Good classroom management is also about building student self-esteem and being creative in lessons. The document outlines principles for successful management like minimizing disruptions, teaching self-management, and keeping students engaged. It provides techniques for better control such as focusing attention, using a soft voice, monitoring groups, and coming to class prepared. The concepts of "withitness", proximity, rules, and dealing with misbehavior are examined in detail.
More from catalinaespin (7)
Recently uploaded
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdWalmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Wound healing PPT
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.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Recently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
L.pcurriculum policy
- 2. It’s the starting point for the development of a language program which takes into account learner and learning needs. Orientations: -Product oriented view of needs (lang. for specific future purposes carried out by experts) _Process oriented view of needs (learner motivation and learning styles, learner defined target language behaviour. The result of the N.A are applied in the development of programme objectives & choosing appropriate methodology.
- 3. The content and procedures will be expressed in the form of goals and learning objectives. In language teaching there are different ways of expressing objectives: -performance (teacher-learner negotiation) -Process related (learners strategies) -instructional (methodology used to help Ss) Objectives provide a guide and framework for what goes on in the classroom
- 4. Yalden presents 3 principles for a lang. syllabus design: A view of how lang. is learned (structure based syllabus. -How lang. is acquired ( process based s.) -How lang. Is used( function based s.) Examples ….Read (table pg 76) …give opinion
- 5. -Allow the syllabus designer freedom to respond to changing or newly perceived needs in the learners. -Allow for choice in how to implement the syllabus. -Create space for learner-teacher negotiation in “real life” communication in the classroom. Disscuss……Dis/Agree?
- 6. Learning depends on the interaction between the teacher and the learners in the classroom, teaching approaches, activities, materials procedures employed by the teacher. Teacher training and development is necessary and ongoing process. Teachers must be reflective, analytic , creative and open to new methods and ideas. Teachers experiences contribute to the process of curriculum renewal. Discuss….opinion
- 7. Must take place at all stages of curriculum planning and implementation and involve all participants. Purpose: Determine whether the curriculum goals have been met (based on the assessment of participants). Determine effectiveness of the curriculum and evaluate the language programme itself (focusing on the teachers, the methodology, the materials.)