The document describes a virtual learning package for civics education about corruption. It provides instructions for students to follow, including reading learning objectives, taking a pre-test, following course material, and taking a post-test. The material will cover definitions of corruption, categories of corrupt acts, and regulations related to fighting corruption. Students are expected to complete a pre-test, review the subject matter for 40 minutes, and complete a post-test in 20 minutes.
Slides for my internship presentation during my graduate study at San Jose State University, 2010. This project was aimed at evaluating a spoken-language assessment, which prompted certain considerations for test design (i.e., competence versus performance and subjective versus objective scoring criteria). Data collected from job applicants revealed measurement redundancy via strong positive relationships between dimensions of the model. Recommendations to revise the model are provided.
This document outlines the syllabus for an English Composition I course at a college. It provides information about course sections, required texts, course description and objectives, assignments and grading, attendance policy, and a tentative schedule. The course aims to develop students' writing abilities in different rhetorical situations and modes through assignments such as essays, journals, and a final portfolio. Students will learn writing and revision processes as well as skills in areas like research, grammar, and computer literacy. Assignments include 3 essays, class work, quizzes or presentations, and a final portfolio. The course has strict attendance and no withdrawal/incomplete policies.
This document provides an introduction and overview of a lesson plan on using the past tense verbs "was" and "were" in English. It begins by congratulating the student and explaining that the material aims to help students learn English grammar in a simple, clear way. It then provides examples of how to use "was" and "were" in the affirmative, negative, and question forms. The document includes practice exercises for students to complete to reinforce using these past tense verbs. The overall goal is for students to understand and use phrases and vocabulary in oral and written form to describe past situations and exchange information.
Budget of Work for LS 1 Communication Skills in EnglishVicente Antofina
The document provides a quarterly budget of work for learning strand 1 on communication skills in English for an alternative learning system. It includes 3 sentences or less summaries of the following:
1. The competencies and standards covered include listening, speaking, reading, writing and viewing skills in English for basic literacy, lower elementary and advanced elementary levels.
2. The delivery mode is face to face teacher facilitated instruction, and the document lists learning competencies, materials, and codes for each skill area and level.
3. Performance standards cover using English to function in family, community, nation and world, and participating in community and economic development.
The document provides an overview of a curriculum for a handicrafts course. It discusses key concepts like the basic elements and principles of handicrafts as well as important considerations like safety. It also outlines lessons that will be taught, including introductions to Philippine handicrafts, materials, techniques, design principles, and project planning. The goal is for students to understand handicraft concepts and produce quality, marketable handicrafts based on established standards.
El turismo ha jugado un papel importante en la recuperación de la economía mexicana a través de su contribución al crecimiento del PIB y otros sectores conexos. El documento propone implementar el servicio de Internet en el Hotel Victoria para ofrecer un valor agregado a los clientes y generar ingresos adicionales por el acceso. Se describen las ventajas de una red inalámbrica y el equipamiento requerido, con un presupuesto total de $8,575.oo para su instalación en 4 días.
La prehistoria fue una época en la que el hombre evolucionó física y mentalmente a través de diferentes eras como la Edad de Piedra, la Edad de Cobre y la Edad de Bronce. Durante este periodo, el hombre descubrió actividades como la caza, la recolección, la ganadería y la agricultura, y comenzó a practicar la metalurgia para crear herramientas y curar enfermedades.
Slides for my internship presentation during my graduate study at San Jose State University, 2010. This project was aimed at evaluating a spoken-language assessment, which prompted certain considerations for test design (i.e., competence versus performance and subjective versus objective scoring criteria). Data collected from job applicants revealed measurement redundancy via strong positive relationships between dimensions of the model. Recommendations to revise the model are provided.
This document outlines the syllabus for an English Composition I course at a college. It provides information about course sections, required texts, course description and objectives, assignments and grading, attendance policy, and a tentative schedule. The course aims to develop students' writing abilities in different rhetorical situations and modes through assignments such as essays, journals, and a final portfolio. Students will learn writing and revision processes as well as skills in areas like research, grammar, and computer literacy. Assignments include 3 essays, class work, quizzes or presentations, and a final portfolio. The course has strict attendance and no withdrawal/incomplete policies.
This document provides an introduction and overview of a lesson plan on using the past tense verbs "was" and "were" in English. It begins by congratulating the student and explaining that the material aims to help students learn English grammar in a simple, clear way. It then provides examples of how to use "was" and "were" in the affirmative, negative, and question forms. The document includes practice exercises for students to complete to reinforce using these past tense verbs. The overall goal is for students to understand and use phrases and vocabulary in oral and written form to describe past situations and exchange information.
Budget of Work for LS 1 Communication Skills in EnglishVicente Antofina
The document provides a quarterly budget of work for learning strand 1 on communication skills in English for an alternative learning system. It includes 3 sentences or less summaries of the following:
1. The competencies and standards covered include listening, speaking, reading, writing and viewing skills in English for basic literacy, lower elementary and advanced elementary levels.
2. The delivery mode is face to face teacher facilitated instruction, and the document lists learning competencies, materials, and codes for each skill area and level.
3. Performance standards cover using English to function in family, community, nation and world, and participating in community and economic development.
The document provides an overview of a curriculum for a handicrafts course. It discusses key concepts like the basic elements and principles of handicrafts as well as important considerations like safety. It also outlines lessons that will be taught, including introductions to Philippine handicrafts, materials, techniques, design principles, and project planning. The goal is for students to understand handicraft concepts and produce quality, marketable handicrafts based on established standards.
El turismo ha jugado un papel importante en la recuperación de la economía mexicana a través de su contribución al crecimiento del PIB y otros sectores conexos. El documento propone implementar el servicio de Internet en el Hotel Victoria para ofrecer un valor agregado a los clientes y generar ingresos adicionales por el acceso. Se describen las ventajas de una red inalámbrica y el equipamiento requerido, con un presupuesto total de $8,575.oo para su instalación en 4 días.
La prehistoria fue una época en la que el hombre evolucionó física y mentalmente a través de diferentes eras como la Edad de Piedra, la Edad de Cobre y la Edad de Bronce. Durante este periodo, el hombre descubrió actividades como la caza, la recolección, la ganadería y la agricultura, y comenzó a practicar la metalurgia para crear herramientas y curar enfermedades.
This document discusses various topics related to assessment of learning, including the key differences between measurement, evaluation, and testing. It also covers different types of tests such as subjective/essay tests, objective tests, teacher-made tests, diagnostic tests, formative tests, and summative tests. The document provides information on standardized tests, norms, criterion-referenced measures, and norm-referenced measures. It discusses important criteria for good examinations like validity, reliability, and objectivity. It also outlines the stages of test construction and major considerations when preparing a test.
This document provides information about lesson planning for future teachers. It discusses the basic concepts, legal bases, importance and guiding principles of lesson planning. It also outlines the key parts of a lesson plan, including objectives, subject matter, procedures and assessment. Specifically, it emphasizes the importance of writing objectives that are specific, measurable, attainable, results-oriented and time-bound. The document then gives examples of verbs that can be used to write objectives in the cognitive, psychomotor and affective domains. Finally, it provides guidance on writing the different sections of a lesson plan, such as the subject matter, preliminary activities, lesson proper and assessment.
The document discusses experiential, problem-based, and simulation approaches to instruction and their key principles and theorists, including how they differ from traditional approaches through authentic experiences, problem-solving, and interactive models, and the roles of adult facilitators in framing experiences and guiding reflection.
BEHAVIORAL OBJECTIVES IN SOCIAL SCIENCE.pptxJunrivRivera
This document provides information about lesson plans and how to write behavioral objectives for lesson plans. It discusses the key components of a lesson plan including objectives, subject matter, procedures, evaluation, and assignments. It also outlines Bloom's Taxonomy for categorizing educational objectives into cognitive, affective, and psychomotor domains. Specific guidelines are provided for writing measurable behavioral objectives, including specifying conditions, behaviors, and criteria. Key aspects like making objectives SMART (Specific, Measurable, Attainable, Relevant, Time-bound) are also covered.
Introduction to Instructional Design and ID Process-(Mark Stephine Caliso, Ai...REYIBANEZ
This document provides an introduction to instructional design and the instructional design process. It defines instructional design as the systematic process of translating principles of learning into instructional plans, materials, and evaluations. The document outlines the key components of the instructional design process, including analysis, design, development, implementation, and evaluation. It also discusses different learning theories that influence instructional design such as behaviorism, cognitivism, and constructivism. The principles of instructional design including making instruction task-centered, activating prior knowledge, demonstrating concepts, applying knowledge, and integrating knowledge are also explained.
Performance-based tests assess what students know and are able to do by having them complete tasks or solve problems. Rubrics are used to score performance-based tests by listing the criteria for the task and describing varying levels of quality. Exemplars are examples that show the characteristics of high-quality work. Performance tasks require students to apply their knowledge and skills to complete an activity. Procedures for performance-based tests involve using rubrics, exemplars, and having students complete performance tasks.
Table of specification curriculum board feb 23michelepinnock
This document discusses curriculum implementation and evaluation. It emphasizes the importance of developing a Table of Specifications (TOS) to ensure proper alignment between curriculum objectives, content, instruction, and assessment. A TOS classifies test items based on the objectives and topics they address to demonstrate content validity and ensure all content is sufficiently covered. The document provides examples and benefits of a TOS, such as ensuring a match between what is taught and tested. It also discusses other factors that influence curriculum design like cognitive levels, time, and content emphasis.
Assessment does not limit in paper pencil only. Some students excel in performance-based assessment thus they should be tested using authentic assessment to have balance.
Hyatt ohcc curriculum workshop september 2013 day threeindohun
This document provides an overview and agenda for a workshop on integrating One Health core competencies (OHCCs) into university course curriculums. The workshop will guide participants through ranking OHCCs by skill level, identifying opportunities to incorporate competencies into existing course syllabi, developing learning objectives and assessments, and designing course modules. Participants will work in small groups on mapping specific competencies to their courses at novice, mid-level, and expert skill levels. The goal is to help participants begin the process of fully integrating OHCCs into their teaching to strengthen One Health education.
The document discusses the differences between content-centered and outcomes-centered teaching, outlines various program outcomes and learning outcomes defined by CHED, and presents several taxonomies for defining cognitive, psychomotor, and affective learning outcomes including Bloom's Taxonomy.
The document discusses components of writing effective instructional objectives and evaluating techniques for using multi-media presentations. It explains that objectives should clearly define the expected student behavior, conditions, and performance level. When evaluating presentations, factors like slide length, layout, animation speed, and controlled try-outs are important to consider.
This document discusses testing and test construction. It begins by defining testing and tests, and outlines the main purposes of tests, including informing students of strengths and weaknesses, motivating review, and determining if learning objectives were achieved. It then describes different types of tests based on purpose (screening, proficiency, etc.) and characteristics (direct, indirect, objective, subjective). The document concludes by discussing guidelines for test construction, including moderating tasks, controlling difficulty levels, avoiding bias, and standardizing examiners to ensure a common criteria for scoring.
This document discusses principles of high quality assessment. It covers key topics such as clarity of learning targets, appropriate assessment methods, balance, fairness, positive consequences, reliability, validity, ethics in assessment, practicality and efficiency, and communication. Learning targets should be clearly defined and cover different domains including knowledge, reasoning, skills, products, and affective outcomes. A balanced assessment uses multiple appropriate methods to measure progress across learning domains over time. High quality assessment also aims to be fair, have positive impacts, be reliable, valid, practical and communicate results effectively while upholding ethical standards.
The document discusses the pebble-in-the-pond model for instructional development. It involves selecting an audience, identifying a problem, creating specific problems for the audience to solve, and sequencing the problems in order of increasing complexity. The problems introduce different components, and instruction teaches the components and how to apply them to solve the problems.
Classroom assessment is a pivotal aspect of education, guiding instructional decisions and evaluating student learning. To ensure its effectiveness, educators must meticulously plan assessments, distinguishing between aims, goals, and objectives. Aims represent the broad purpose of education, while goals and objectives offer specific, measurable outcomes. Aligning assessment outcomes with Bloom's Taxonomy provides a structured framework for evaluating cognitive skills across a hierarchy, from remembering to creating.
In differentiating between aims, goals, and objectives, educators gain clarity in defining the purpose and outcomes of their teaching. Aims set the overarching direction, goals specify measurable outcomes, and objectives delineate observable behaviors students should demonstrate. This hierarchy allows for a focused and organized approach to assessment planning.
Bloom's Taxonomy, with its hierarchical classification of cognitive skills, plays a pivotal role in shaping assessment outcomes. It encompasses remembering, understanding, applying, analyzing, evaluating, and creating, offering a comprehensive perspective on cognitive development. The integration of general and specific outcomes ensures a balanced evaluation of students' cognitive abilities.
A robust framework for assessment involves careful consideration of various components. These include clearly defining the assessment's purpose, selecting appropriate methods aligned with learning objectives, establishing criteria for success, providing constructive feedback, and employing scoring rubrics. Guidelines for designing such a framework emphasize alignment with learning objectives, diversity of assessment methods, validity, reliability, clear instructions, authenticity, and flexibility.
In conclusion, effective classroom assessment requires meticulous planning, alignment with cognitive development hierarchies like Bloom's Taxonomy, and the creation of a comprehensive assessment framework. These elements not only ensure accurate measurement of student learning but also contribute to the holistic development of cognitive skills. A well-designed assessment strategy is integral to creating a positive learning environment and fostering continuous improvement in education.
Principle that are required to come up with valid, reliable, equitable and quality assessment item.
It is a group of attributes which determine characteristics of assessment items
It describe precisely for each competence (standard) the evidence test taker must demonstrate to show mastery
It defines exactly how a competence should be measured.
It is use in developing summative and formative assessment.
Criterion and norm referenced evaluationJinto Philip
The document summarizes a departmental seminar on criterion and norm-referenced evaluation. The seminar was presented by Mr. Jinto Philip on August 31, 2010 from 2-3 PM in the Arts Theatre. It discussed the key differences between criterion-referenced tests, which evaluate performance against an absolute standard, and norm-referenced tests, which compare performance to other examinees. Some key differences highlighted were that criterion-referenced tests measure specific skills from a curriculum, while norm-referenced tests measure broad skill areas. Criterion-referenced tests aim to determine if students have achieved skills, while norm-referenced tests rank students against others.
Important Qualities of Good Assessments.pptxLongKimhort
This document discusses the important qualities of good assessments: reliability, standardization, validity, and practicality. Reliability refers to the consistency and dependability of test scores. It is influenced by factors like a student's health, test environment, administration, and scoring subjectivity. Standardization ensures all students receive identical instructions, tasks, time limits, and scoring criteria. Validity is about measuring what is intended to be measured and allowing proper inferences. Practicality considers the ease of developing, administering, scoring and interpreting the assessment.
Dokumen tersebut membahas tentang pendekatan dan prinsip-prinsip pelatihan orang dewasa. Secara singkat, orang dewasa belajar dengan baik jika mereka dilibatkan secara aktif dalam proses pembelajaran, bertanggung jawab atas pembelajaran mereka sendiri, dan lingkungan belajar yang bebas dan netral.
This document discusses various topics related to assessment of learning, including the key differences between measurement, evaluation, and testing. It also covers different types of tests such as subjective/essay tests, objective tests, teacher-made tests, diagnostic tests, formative tests, and summative tests. The document provides information on standardized tests, norms, criterion-referenced measures, and norm-referenced measures. It discusses important criteria for good examinations like validity, reliability, and objectivity. It also outlines the stages of test construction and major considerations when preparing a test.
This document provides information about lesson planning for future teachers. It discusses the basic concepts, legal bases, importance and guiding principles of lesson planning. It also outlines the key parts of a lesson plan, including objectives, subject matter, procedures and assessment. Specifically, it emphasizes the importance of writing objectives that are specific, measurable, attainable, results-oriented and time-bound. The document then gives examples of verbs that can be used to write objectives in the cognitive, psychomotor and affective domains. Finally, it provides guidance on writing the different sections of a lesson plan, such as the subject matter, preliminary activities, lesson proper and assessment.
The document discusses experiential, problem-based, and simulation approaches to instruction and their key principles and theorists, including how they differ from traditional approaches through authentic experiences, problem-solving, and interactive models, and the roles of adult facilitators in framing experiences and guiding reflection.
BEHAVIORAL OBJECTIVES IN SOCIAL SCIENCE.pptxJunrivRivera
This document provides information about lesson plans and how to write behavioral objectives for lesson plans. It discusses the key components of a lesson plan including objectives, subject matter, procedures, evaluation, and assignments. It also outlines Bloom's Taxonomy for categorizing educational objectives into cognitive, affective, and psychomotor domains. Specific guidelines are provided for writing measurable behavioral objectives, including specifying conditions, behaviors, and criteria. Key aspects like making objectives SMART (Specific, Measurable, Attainable, Relevant, Time-bound) are also covered.
Introduction to Instructional Design and ID Process-(Mark Stephine Caliso, Ai...REYIBANEZ
This document provides an introduction to instructional design and the instructional design process. It defines instructional design as the systematic process of translating principles of learning into instructional plans, materials, and evaluations. The document outlines the key components of the instructional design process, including analysis, design, development, implementation, and evaluation. It also discusses different learning theories that influence instructional design such as behaviorism, cognitivism, and constructivism. The principles of instructional design including making instruction task-centered, activating prior knowledge, demonstrating concepts, applying knowledge, and integrating knowledge are also explained.
Performance-based tests assess what students know and are able to do by having them complete tasks or solve problems. Rubrics are used to score performance-based tests by listing the criteria for the task and describing varying levels of quality. Exemplars are examples that show the characteristics of high-quality work. Performance tasks require students to apply their knowledge and skills to complete an activity. Procedures for performance-based tests involve using rubrics, exemplars, and having students complete performance tasks.
Table of specification curriculum board feb 23michelepinnock
This document discusses curriculum implementation and evaluation. It emphasizes the importance of developing a Table of Specifications (TOS) to ensure proper alignment between curriculum objectives, content, instruction, and assessment. A TOS classifies test items based on the objectives and topics they address to demonstrate content validity and ensure all content is sufficiently covered. The document provides examples and benefits of a TOS, such as ensuring a match between what is taught and tested. It also discusses other factors that influence curriculum design like cognitive levels, time, and content emphasis.
Assessment does not limit in paper pencil only. Some students excel in performance-based assessment thus they should be tested using authentic assessment to have balance.
Hyatt ohcc curriculum workshop september 2013 day threeindohun
This document provides an overview and agenda for a workshop on integrating One Health core competencies (OHCCs) into university course curriculums. The workshop will guide participants through ranking OHCCs by skill level, identifying opportunities to incorporate competencies into existing course syllabi, developing learning objectives and assessments, and designing course modules. Participants will work in small groups on mapping specific competencies to their courses at novice, mid-level, and expert skill levels. The goal is to help participants begin the process of fully integrating OHCCs into their teaching to strengthen One Health education.
The document discusses the differences between content-centered and outcomes-centered teaching, outlines various program outcomes and learning outcomes defined by CHED, and presents several taxonomies for defining cognitive, psychomotor, and affective learning outcomes including Bloom's Taxonomy.
The document discusses components of writing effective instructional objectives and evaluating techniques for using multi-media presentations. It explains that objectives should clearly define the expected student behavior, conditions, and performance level. When evaluating presentations, factors like slide length, layout, animation speed, and controlled try-outs are important to consider.
This document discusses testing and test construction. It begins by defining testing and tests, and outlines the main purposes of tests, including informing students of strengths and weaknesses, motivating review, and determining if learning objectives were achieved. It then describes different types of tests based on purpose (screening, proficiency, etc.) and characteristics (direct, indirect, objective, subjective). The document concludes by discussing guidelines for test construction, including moderating tasks, controlling difficulty levels, avoiding bias, and standardizing examiners to ensure a common criteria for scoring.
This document discusses principles of high quality assessment. It covers key topics such as clarity of learning targets, appropriate assessment methods, balance, fairness, positive consequences, reliability, validity, ethics in assessment, practicality and efficiency, and communication. Learning targets should be clearly defined and cover different domains including knowledge, reasoning, skills, products, and affective outcomes. A balanced assessment uses multiple appropriate methods to measure progress across learning domains over time. High quality assessment also aims to be fair, have positive impacts, be reliable, valid, practical and communicate results effectively while upholding ethical standards.
The document discusses the pebble-in-the-pond model for instructional development. It involves selecting an audience, identifying a problem, creating specific problems for the audience to solve, and sequencing the problems in order of increasing complexity. The problems introduce different components, and instruction teaches the components and how to apply them to solve the problems.
Classroom assessment is a pivotal aspect of education, guiding instructional decisions and evaluating student learning. To ensure its effectiveness, educators must meticulously plan assessments, distinguishing between aims, goals, and objectives. Aims represent the broad purpose of education, while goals and objectives offer specific, measurable outcomes. Aligning assessment outcomes with Bloom's Taxonomy provides a structured framework for evaluating cognitive skills across a hierarchy, from remembering to creating.
In differentiating between aims, goals, and objectives, educators gain clarity in defining the purpose and outcomes of their teaching. Aims set the overarching direction, goals specify measurable outcomes, and objectives delineate observable behaviors students should demonstrate. This hierarchy allows for a focused and organized approach to assessment planning.
Bloom's Taxonomy, with its hierarchical classification of cognitive skills, plays a pivotal role in shaping assessment outcomes. It encompasses remembering, understanding, applying, analyzing, evaluating, and creating, offering a comprehensive perspective on cognitive development. The integration of general and specific outcomes ensures a balanced evaluation of students' cognitive abilities.
A robust framework for assessment involves careful consideration of various components. These include clearly defining the assessment's purpose, selecting appropriate methods aligned with learning objectives, establishing criteria for success, providing constructive feedback, and employing scoring rubrics. Guidelines for designing such a framework emphasize alignment with learning objectives, diversity of assessment methods, validity, reliability, clear instructions, authenticity, and flexibility.
In conclusion, effective classroom assessment requires meticulous planning, alignment with cognitive development hierarchies like Bloom's Taxonomy, and the creation of a comprehensive assessment framework. These elements not only ensure accurate measurement of student learning but also contribute to the holistic development of cognitive skills. A well-designed assessment strategy is integral to creating a positive learning environment and fostering continuous improvement in education.
Principle that are required to come up with valid, reliable, equitable and quality assessment item.
It is a group of attributes which determine characteristics of assessment items
It describe precisely for each competence (standard) the evidence test taker must demonstrate to show mastery
It defines exactly how a competence should be measured.
It is use in developing summative and formative assessment.
Criterion and norm referenced evaluationJinto Philip
The document summarizes a departmental seminar on criterion and norm-referenced evaluation. The seminar was presented by Mr. Jinto Philip on August 31, 2010 from 2-3 PM in the Arts Theatre. It discussed the key differences between criterion-referenced tests, which evaluate performance against an absolute standard, and norm-referenced tests, which compare performance to other examinees. Some key differences highlighted were that criterion-referenced tests measure specific skills from a curriculum, while norm-referenced tests measure broad skill areas. Criterion-referenced tests aim to determine if students have achieved skills, while norm-referenced tests rank students against others.
Important Qualities of Good Assessments.pptxLongKimhort
This document discusses the important qualities of good assessments: reliability, standardization, validity, and practicality. Reliability refers to the consistency and dependability of test scores. It is influenced by factors like a student's health, test environment, administration, and scoring subjectivity. Standardization ensures all students receive identical instructions, tasks, time limits, and scoring criteria. Validity is about measuring what is intended to be measured and allowing proper inferences. Practicality considers the ease of developing, administering, scoring and interpreting the assessment.
Dokumen tersebut membahas tentang pendekatan dan prinsip-prinsip pelatihan orang dewasa. Secara singkat, orang dewasa belajar dengan baik jika mereka dilibatkan secara aktif dalam proses pembelajaran, bertanggung jawab atas pembelajaran mereka sendiri, dan lingkungan belajar yang bebas dan netral.
1. ASEAN was established in 1967 by 5 countries to accelerate economic growth, social progress, cultural development and promote regional peace and stability.
2. ASEAN has since expanded to 10 member states and aims to establish an ASEAN Community across three pillars - political-security, economic, and socio-cultural.
3. The ASEAN Charter provides a legal framework and institutional structure for ASEAN to achieve its goals and establish an ASEAN Community by 2015 based on principles of mutual respect and non-interference.
This document discusses the importance of teaching citizenship responsibilities to youth. It notes that while civil rights are enforceable through law, citizenship responsibilities involve obligations to benefit the community. Surveys show youth express low levels of civic participation. The document recommends ways to strengthen civic education at home, such as parents modeling civic behaviors, and at school, such as increasing civic lessons and involving students in community service projects. The conclusion states that to function in diverse societies, youth must understand citizenship responsibilities.
Dokumen tersebut membahas tentang pentingnya pendidikan nilai, moral, dan karakter dalam pembelajaran IPS di sekolah. Dokumen tersebut menjelaskan bagaimana drama sejarah yang melibatkan siswa dapat memotivasi siswa dan membantu mereka memahami pelajaran secara lebih mendalam. Dokumen tersebut juga membahas perkembangan pendidikan moral dan karakter di Amerika serta konteks sosial dan peran guru yang penting dalam membent
1. REFERENCE
MAIN MENU OVERVIEW LESSON PLAN EXAM REFLECTION
S
CREATOR
CIVICS VIRTUAL LEARNING (CVL) is a Self
Instructional Package. This lesson in CVL about The
Corruption. The Students can use it by following these
instructions:
1. You should read the learning objectives by pressing the
"LESSON PLAN“ menu
2. Next, you must do the Pre test by pressing the "EXAM"
menu
3. The next step, you have to follow the course material
by pressing the "LESSON PLAN" menu and select the
"SUBJECT MATTER"
4. Once you follow this lesson, you should do the post
test by pressing the "EXAM" on the menu.
5. Results Pre-test and Post test will be sent to the email
Mr. Arif
Good luck
2. STANDAR
COMPETENCIES MUNICIPAL GOVERNMENTS MALANG
BASIC
COMPETENCIES
DEPARTMENT OF EDUCATION
PUBLIC VOCATIONAL HIGH 3
INDICATORS
OBJECTIVES
REQUISITES
CIVICS
TIME FRAMES
EDUCATION
SUBJECT MATTER
GRADE X
Semester 1
ALL COMPETENCIES AREA
MAIN MENU
3. STANDAR
COMPETENCIES
BASIC
STANDARD COMPETENCIES
COMPETENCIES
INDICATORS
OBJECTIVES
2. Displays a positive attitude
REQUISITES
towards the national legal
TIME FRAMES
and judicial systems
SUBJECT MATTER
MAIN MENU
4. STANDAR
COMPETENCIES
BASIC
BASIC COMPETENCIES
COMPETENCIES
INDICATORS
OBJECTIVES
2.4. Analyzing's corruption
REQUISITES eradication efforts in
TIME FRAMES Indonesia
SUBJECT MATTER
MAIN MENU
5. STANDAR
COMPETENCIES
BASIC
INDICATORS
COMPETENCIES
INDICATORS
1. COGNITIVE
• Analyzing a variety of actions that have a category of corruption
OBJECTIVES • Describe the kinds of rules about fighting corruption
REQUISITES 2. AFFECTIVE
• Honest
TIME FRAMES Behavior based on an attempt to make himself as someone who is
always trustworthy in word, act, and work.
SUBJECT MATTER • Discipline
Measures indicating orderly behavior and comply with the various rules
and regulations.
MAIN MENU
6. STANDAR
COMPETENCIES
BASIC
OBJECTIVES
COMPETENCIES
INDICATORS
• COGNITIVES
By conducting structured interviews Learners can explain the meaning
OBJECTIVES of corruption act
By implementing the model group discussions Think Pair Share
REQUISITES
Learners can analyze a variety of works that have categorized
corruption
TIME FRAMES
SUBJECT MATTER • AFFECTIVES
Learners are actively involved, at least they have been assessed as
serious exhibit character traits: Honest, discipline, and responsibility in
accordance with the character Behavior Observation Rubric.
You have to do the pre-test before proceeding to the subject matter. MAIN MENU
Please return to the “MAIN MENU”
7. STANDAR
COMPETENCIES
BASIC
SUBJECT MATTERS
COMPETENCIES
INDICATORS OUTLINE
OBJECTIVES
REQUISITES
TIME FRAMES
SUBJECT MATTER
MAIN MENU
8. STANDAR
COMPETENCIES
BASIC
COMPETENCIES
INDICATORS
OBJECTIVES
The student must be expert to the
REQUISITES
subject matter about:
TIME FRAMES a. The rule of Law
SUBJECT MATTER
b.Court System of Indonesia
MAIN MENU
9. STANDAR
COMPETENCIES
BASIC
COMPETENCIES
INDICATORS
OBJECTIVES
The student use CVL with time
REQUISITES
allocation:
TIME FRAMES 1.Post Test 20 minutes
SUBJECT MATTER
2.The Subject Matter 40
3.Post Test 20 minutes
MAIN MENU
10. CORRUPTION
Corruption can be regarded as an act of
enriching oneself or another person or
group is done by breaking the law and
could harm the financial or economic
welfare of the country so difficult to
materialize and result in a state
poor.
MAIN MENU
11. CATEGORY DEEDS OF CORRUPTION
Enrich themselves, others or a
corporation
MAIN MENU
12. CATEGORY DEEDS OF CORRUPTION
Misuse of authority, the
opportunity, the arrangement of
office or position
MAIN MENU
13. CATEGORY DEEDS OF CORRUPTION
Bribe by giving or promising
something
MAIN MENU
17. EXERCISE Please do the following question below by pressing the test type,
follow these instructions.
True/False True/False
Multiple Choice Multiple Choice
Multiple Response Multiple Response
Fill in the Blank Fill in the Blank
MAIN MENU
18. REFLECTION
Teachers provide reflection on learning
experiences through the models and
methods that have been implemented
Students weigh in on the process of learning
through models and methods that have been
dilaksanaka
Teachers encourage students to prepare for
the end of the lesson MAIN MENU
19. SYNTAX
THINK PAIR SHARE
1. Guru membentuk kelompok 1 tim siswa yang berjumlah 4 orang, kemudian
berikan mereka nomor 1 – 4
2. Guru kemudian memberikan sebuah topik yang harus diselesaikan
3. Guru memberi siswa minimal 10 detik untuk memikirkan jawaban mereka
sendiri
4. Guru kemudian mengumumkan mitra diskusi (contoh: untuk diskusi ini,
siswa #1 dan #2 akan menjadi mitra. Pada saat yang sama, siswa #3 dan #4
akan membicarakan ide-ide mereka
5. Mintalah siswa untuk berpasangan dengan mitra mereka untuk
mendiskusikan topik
6. Akhirnya, guru melakukan panggilan secara acak pada beberapa siswa untuk
berbagi ide mereka dengan semua nggota kelas. TUJUAN
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PEMBELAJARAN
20. REFERENCIES
Listyarti, Retno dan Setiadi. Pendidikan Kewarganegaraan 1 untuk SMK dan MAK kelas X.
Penerbit Erlangga. Jakarta
Suteng, Bambang dkk.2007. Buku Pendidikan Kewarganegaraan untuk Peserta didik SMA
kelas X.Penerbit Erlangga. Halaman 156.
Software Quiz Creator
Corel Draw X4
http://bugishq.blogspot.com/2008/12/tips-trik-mengubah-file-powerpoint-
ke.html#.diunduh tanggal 14 Pebruari 2012 jam 10.43 PM
http://download.cnet.com/Swiff-Player/3000-6676_4-10146286.html. diunduh tanggal 14
Pebruari 2012 jam 10.49 PM
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