Maldives National Curriculum Framework

1. PROFESSIONAL DEVELOPMENT
DAY 2

2. Reflection on NCF
QUIZ

3. COMPONENTS OF THE
NATIONAL CURRICULUM
FRAMEWORK
Quiz
• Each group will get 30 sec to answer that
question.
• You can discuss the answers among
yourselves but have to answer those questions
within 30 seconds.
• For each correct answer you will score 2 points.
• If the answer is not correct then the facilitator
will reveal the answer.
• The group who scored most points wins
GROUPWO
RK

4. QUESTIONS
1. What are the main three questions covered in the curriculum?
1. What are we trying to achieve?
2. How do we organise learning?
3. How well are we achieving this?
Answer

5. QUESTIONS
2. What is the vision of the curriculum?
Answer
Every child is prepared for life.

6. QUESTIONS
3. What are the main three aspects/dimension of vision?
1. Motivated to learn and explore
2. Confident and competent
3. Responsible and productive
Answer

7. QUESTIONS
4. What are the principles of the curriculum?
1.Islam
2.Identity and Culture
3.Human Rights, Democracy and Justiced.
4.Holistic Development
5.Personal Excellence
6.Inclusivity
7. Preparation for Life
8. Relevance
Answer

8. QUESTIONS
5. What are the shared values given in the curriculum?
1. Values relating to self
2. Values relating to family and others
3. Values relating to local and global community
4. Values relating to the environment
Answer

9. QUESTIONS
6. What are the key competencies?
1. Practicing Islam
2. Understanding and managing self
3. Living a healthy life
4. Relating to people
5. Thinking critically and creatively
6. Making meaning
7. Using technology and media
8. Using sustainable practices
Answer

10. QUESTIONS
7. What are the three skills (focus for learning) identified in the NC?
1. Knowledge and understanding
2. Skills
3. Values and attitudes
Answer

11. QUESTIONS
8. What are the five pedagogical dimensions?
1. Creating a positive learning environment
2. Connecting prior learning to new learning
3. Fostering reflective practices
4. Making learning meaningful
5. Catering to individual differences
Answer

12. QUESTIONS
9. What are the five elements of AFL?
1. Learning Intention
2. Success Criteria
3. Effective Questioning
4. Formative Feedback
5. Peer and self-assessment and self-evaluation
Answer

13. QUESTIONS
10. What are the key learning areas in KS 1 to 5?
1. Islam & spirituality
2. Language & Communication
3. Mathematics
4. Environment, science & technology
5. Health & Wellbeing
6. Social Sciences
7. Creative Arts
8. Entrepreneurship
Answer

14. QUESTIONS
1. What are the main three questions covered in the curriculum?
2. What is the vision of the curriculum?
3. What are the main three aspects of vision?
4. What are the principles of the curriculum?
5. What are the shared values given in the curriculum?
6. What are the key competencies?
7. What are the three skills identified in the NC?
8. What are the five pedagogical dimensions?
9. What are the five elements of AFL?
10. What are the key learning areas in KS 1 to 5?

15. Day in Review

16. Effective Pedagogy

17. • Classroom atmosphere
• Classroom arrangement
• Inclusion and equality
• Positive relationship – positive
reinforcement , appropriate
• Plan carefully, make connection
• Differentiated instruction,
different learning style
1. Creating a Positive learning
environment
Physical
Environment
Social /
Emotional
Academic
Environment

18. Litmus Test for positive
learning environment

19. 2. Connecting prior learning
to new learning
• Beliefs about themselves as learners / readers
• Awareness of individual interests and strengths
• Motivation and desire to learn
• Everyday activities
• Events in lives that provide background
understanding
• Family and community experiences that they bring
to school
• Of the reading process itself
• Of content
• Of topics
• Of concepts ( main idea, theory )
• Of the academic and personal goals.
Attitudes
Experiences
Knowledge

20. 3. Fostering reflective
practice

24. 4. Making learning meaningful
• Relating the subject matter content to
real world situations.
• See the connection between what they
learn and its applications to their lives.
• Self regulated, enjoy learning and have a
passion for solving problems.
• Needs to be challenging, authentic and
multi disciplinary
Contextualized
learning
Making
learning
relevant
Engaging
students

25. 5. Recognizing individual
differences
Differentiated teaching and
learning approach could be
used
Varying and adapting
instructional approaches

26. Recognizing individual
differences
Accommodating different Preferences and
support Need
Differentiated
Instruction
Universal
Design of
Learning (UDL)

27. WARM UP ACTIVITY FOR THE DIFFERENTIATIVE
INSTRUCTION AND UDL SESSION
Write a large, curvy letter E on a piece of flipchart
paper and place it in the center of the circle. Ask
participants to describe exactly what they see in the
piece of paper, from where they are standing/sitting.
Warmup
Activity

28. DIFFERENTIATED INSTRUCTIONS AND
UNIVERSAL DESIGN LEARNING
Educators should be champions
of every student who enters.

30. Content
What is
Differentiated
Instruction?
Principles of
Differentiated
Instruction?
Differentiate
Instruction
Elements
How do teachers
differentiate
Instruction?
Communicate
with Parents
and Students
Organize the
Classroom
Classroom
Implementation

31. Familiar Activity
For each of the statements that is read, hold up one of
three cards to reflect your level of familiarity with it:
• Pink 1 : Not familiar
• Yellow 2: Somewhat familiar
• Green 3: Very familiar
Statements are in the next slide

32. Statements About Differentiated Instruction
1. Differentiated instruction (DI) is an approach whereby
teachers adjust their curriculum and instruction to maximize
the learning of all students.
2. Carol Ann Tomlinson is a key researcher and advocate for DI.
3. A teacher gradually shifts into providing a DI classroom
environment.
4. The three main elements of instruction in a differentiated
classroom are content, process, and product.
5. The principles of ongoing assessment and flexible grouping
are key for DI.
Pink 1 : Not familiar
Yellow 2: Somewhat familiar
Green 3: Very familiar

33. Statements About Differentiated Instruction
6. When teachers employ DI, they need to communicate with parents and students how
their instruction may differ from traditional methods.
7. A teacher using DI will consider students’ readiness levels, interests, and learning
profiles helpful.
8. DI can enable a teacher to simultaneously meet the different learning needs of every
student, those who struggle and those who do not.
9. Teachers who use DI are able to assess/grade accurately and fairly those students
who perform at varying levels of proficiency.
10. In a differentiated classroom, the organization and structure of the physical and
social space of the classroom makes a difference to the teacher and students.
Pink 1 : Not familiar
Yellow 2: Somewhat familiar
Green 3: Very familiar

34. Differentiated instruction is an approach where by teacher adjust
their curriculum and instruction to maximize the learning of all
students.
Differentiated instruction is not a single strategy but rather a
framework that teachers can use to implement a variety of
strategies, many of which are evidence based. They include
- Employing effective classroom management procedures
- Grouping students for instruction
- Assessing readiness
- Teaching to the student’s ZPD
What is
Differentiated
Instruction?

35. When a teacher tries to teach something to the entire class at the
same time “ chances are one-third of the students already know it,
one third of students will get it and the remaining third won’t. so
two third of students are wasting their time.
( Lilian)
Students with learning disabilities received more benefits from
differentiated instruction then did their grade level peers
Mc Quarrie, Mc Rae and Stack ( 2008)
Research Shows

36. Activity ( 7 mins)
What is your overall familiarity with
differentiated instruction?
• Complete the task in groups

37. Differentiated instruction is not a one-size-fit all
approach, but instead should be shaped to meet the
needs of students. This does not mean that teachers
individually tailor instruction. Rather, they
differentiate instruction for groups of students.
Challenges for teachers is that students' needs vary:
- Across Content areas ( Eg Some students excel with math but struggle
with reading)
- Within content areas ( Eg some students excel with addition but struggle
with fraction)
- Across the school year ( Eg. At the beginning g of the year some
students struggle with reading but improve due effective instruction)
Principles of
Differentiated
Instruction?

38. 2. Flexible grouping
1. On going assessment (AFL)
Rather than assessing students only at the
end of a unit, teachers can use assessment
before, during and after teaching a unit to
gather information important to provide
effective instruction
By Assessing students interest and learning
profile teachers can design tasks that are
engaging, motivating and accessible.

39. 1. On going assessment (AFL)
Activity - 2 ( 10 Minutes)
In a groups
a) discuss about the sample assessments that can be used
- Before lesson
- During lesson
- After lesson
b) Write the purpose of each assessment

40. Before lesson
During lesson
- To assess students prior Knowledge
- Determine students interest
- Ascertain students’ learning needs
- Inform teachers use of instructional strategies
- To help teachers assign students to groups.
- Standard test from previous year.
- Unit per Test
- Academic records
- KWL
- Teacher observation
- Questioning
- Journal Entry
Purpose
- Determine what the students’ understand
- Determine students needs
- Inform teachers of needed instructional
adjustments.
- Help teachers to design better lesson
- To assign students to different groups.
Sample assessments
- Work samples
- Group discussion
- Whole class discussion
- Portfolio
- Quiz
- Concept map
- Exit card
Formative assessment: A system of providing continual feedback about
performacnce to both student and teachers.

41. After lesson
Purpose:
- Determine what the students have
learned
- To give grades
- To get the information for planning
Sample assessments
- Unit Test
- Projects
- Report
- PowerPoint presentation
- Demonstration
Summative Assessment : At the end of term or Unit. Used to
evaluate whether students has mastered the content or skills

42. 2. Flexible grouping
To address the students needs we need to use
variety of grouping methods. ( whole group, small
group, pairs.)
When making groups or pairs teachers need to
consider whether the groups should be:
When making groups teachers need to apply different grouping
format and employs flexible grouping to meet the needs of students.
How do
teachers
differentiate
Instruction?
Homogeneous
- -
Heterogeneous

43. When differentiating instruction
teachers must know
Readiness
Readiness refers to students’ knowledge and skills level regarding given
content.
Readiness level might vary across subjects or contents
Readiness may be influenced by his/her background knowledge, life
experience or pervious learning.
Readiness
Learning Profile
Interest

44. Learning Profile
Learning Profile refers to a student's preferred method of learning
new information or skills and environment factors that influence
students learning.
Teachers can assess students' preferred method of learning by
- Administering an inventory or questionnaire
- Observing the students during class.

45. Interest
Interest refers to topic, skills or activities that increase students’ curiosity
or inspire him/her
Teachers can discover students interest by asking students to
- Discuss their interest.
- Complete an interest inventory
- Write journal entry about themselves
- Participate in classroom ice-break activities.

46. Content : The knowledge and Skills students needed to master
Process : The activities students use to master the content
Product : The method students use to demonstrate learning
Differentiate
Instruction
Elements

47. Employ Effective Behaviour Management
How teachers prepare their students and classroom for differentiated
instruction?
Teachers who establish and maintain effective
classroom rules are more likely to prevent Behaviour
problems.
When making classroom rules it is essential that these
rules
1- are positively stated
2. Use simple and specific terms
3. Are measurable and observable
4. Clearly stated expected Behaviour
Classroom Behaviour Management System
To effectively instruction, Teachers must establish rules and procedures

48. Employ Effective Behaviour Management
How teachers prepare their students and classroom for differentiated
instruction?
By developing rules and procedures for working in
group teachers create environment in which
students are able to work effectively with out
supervision.
Classroom Behaviour Management System

49. Employ Effective Behaviour Management
How teachers prepare their students and classroom for differentiated
instruction?
In differentiated classroom students mostly work in
flexible groups.
Teachers need to establish the rules about talking
in appropriate noise level.
Teachers need to define and demonstrate
expectable noise level different activities.
Classroom Behaviour Management System
Maintaining Appropriate Noise Level

50. Employ Effective Behaviour Management
In differentiated classroom students often move
from one type od activity to another and various
groups.
To reduce the amount of time spent to limit
destructive behaviors' teachers need to have
procedures for classroom transitions.
How teachers prepare their students and classroom for differentiated
instruction?
Classroom Behaviour Management System

51. In differentiated classroom students work in different
rates.
To make students, more engaged and make use their
time effectively and minimize disruptions teachers
need to share procedures in place for students to begin
anchor activities as soon as they complete their
assigned task.
Employ Effective Behaviour Management
How teachers prepare their students and classroom for differentiated
instruction?
Classroom Behaviour Management System

52. Activity ( 10 minutes)
Teach each other
Group 1 differentiating content
Group 2 differentiating Process & Product
Group 3 Communicating with parent and Students
Group 4 Organizing the Classroom
Group 5 Employing Effective Behaviour management

53. Evaluation
Laundry
Time
Tide
detergent
Gain
detergent
Bold
detergent
Cheer
detergent
If you believe
the tidal wave
of information
might drown
you
If you believe
you understood
the basic
concepts
If you believe
you are
confident with
the concepts
If you believe
you can explain
the main
concepts to
your partner

54. UNIVERSAL DESIGN FOR LEARNING
Department of Inclusive Education
Ministry of Education
Male’, Maldives

55. MISSION ‫އ‬
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ް
To create an Inclusive School Culture
to Empower Every Child with
Complex Learning Profiles.
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VISION ‫ތ‬
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Every Child Excels in Life through an
Inclusive Culture.
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56. o What is the difference?
o Which should we be promoting?
o Schools traditionally focused on …....?
Equity or
Equality?

57. Will there be any
better option?

58. Will there be any better option?

59. o Not all learners require the
same resources.
o By proactively reducing
barriers, we are fostering
the development of expert
learners
Equity 2.0

60. LEARNER VARIABILITY

61. ?

62. “What was essential for some was good for all”.

63. THEPERSON BEHIND UDL
• Ron Mace (1941-1998)
• Had polio: from 9yrs
• Studied: North Carolina
State University
• Design pioneer and
visionary
• Architect, Program
Designer & Educator
• Devoted Advocate
• Director: the Center for UD
(NC)

64. WHAT IS UDL?
Universal Design for Learning – an educational framework based on
decades of neuroscience, takes that same philosophy of predicting
barriers and providing options and choices to help people overcome
those barriers, and applies it to all things learning.
It is a research-based framework that helps teachers plan learning to
meet the diverse and variable needs of all students.

65. PrinciplesofUDL

69. ANALYZE THE GIVEN LESSON
PLAN USING THE FLOW CHART
• Check the document “Differentiated Instruction (DI)
Training Guide”
• Use the UDL flow chart to evaluate the lesson
• Group 1 : Grade: 3 -Subject: Science - Page 38
• Group 2 : Grade: 3 -Subject: Science - Page 45
• Group 3 : Grade: 3 -Subject: Islam - Page 55

70. How
What
Why
Evaluation 1

71. The ……….. of Learning The……….of Learning The ………..of Learning
…………………Network …………… Networking
,,,,,,,,,,,,,,,, Network
Multiple means of
……………….
Multiple means of
……………………
Multiple means of
………………………
Evaluation 2

72. The WHAT of Learning The HOW of Learning The WHY of Learning
Recongintion Network Strategic Networking
Affective Network
Multiple means of
Engagement
Multiple means of
action / expression
Multiple means of
representation
See / hear / read
/ identify
Express idea
Write essay,
stories, poems
Solve problems
Motivate
engage
challenge
Answer for the second Evaluation

73. Evaluation
DELTA
PLUS
NEXT
PLUS
Going
forward….
What I want to
change?
What I gained..
What I
suggest….
DELTA

74. Before the exercise begins, tie a length of rope (about 20m) into a circle. Also, provide
blindfolds for everyone.
To complete this activity, all the team must do is to form the rope into the shape of a
perfect square.
You will have 5 minutes planning time, during which no one may touch the rope.
At the end of this time, everyone will be blind- folded and the rope will be placed in your
hands.
You will have 3 minutes to form the square.
All the team members must be holding the rope.
Once you think that the square is complete, lay the rope on the floor.
WARM UP ACTIVITY (ROPE
GAME) BEFORE THE PBL
SESSION
Warmup
Activity

75. Feedback for the groups
Formative Feedback