This paper was presented in the SAARMSTE conference in January 2009. and is based on a four years Numeracy project ORT SA runs in Alexandra Township in Johannesburg South Africa.
This is the JET interim study conducted in 2009 on the Bidvest-ORT SA Numeracy Project in Alexandra. The study shows some interesting results of learners' achievements in two different numeracy programmes.
This document outlines the agenda and key aspects of a school self-evaluation (SSE) in-service for post-primary school leaders. The in-service will cover the six steps of the SSE process and link initiatives to improve student learning outcomes. Attendees will learn about gathering and analyzing evidence from teachers, students and tests, drawing conclusions, and drafting the SSE report and school improvement plan. The document emphasizes that SSE is a reflective, collaborative process aimed at continuously improving student learning. It provides guidance on reflection, evidence gathering tools, and support available from the Professional Development Service for Teachers.
The document provides information about school self-evaluation and assessment in Ireland, including:
1. Schools are required to engage in self-evaluation, implement 3-year improvement plans focused on literacy and numeracy, and use assessment data to identify targets.
2. Standardized test scores and report cards from primary school will be transferred to post-primary schools to monitor student progress in reading, math, and other subjects.
3. Test results are reported using STEN, standard, and percentile scores to indicate performance levels and are one part of evaluating student learning alongside teacher observations.
Handout 2: SSE case study: The SSE journey for our case study schoolMartin Brown
The document outlines a 6-step process for a case study school to evaluate its teaching and learning in the area of literacy using self-evaluation.
Step 1 involves gathering evidence from various sources on 3 themes: learner outcomes, learning experience, and teachers' practice.
Step 2 analyzes the evidence against evaluation criteria to benchmark the school's performance.
Step 3 draws conclusions from the findings. Step 4 reports the findings and areas for improvement. Step 5 plans targeted actions. Step 6 implements and monitors the targets set in the school improvement plan.
1) A minimum of seven curriculum-based international activities planned from April 2012 to February 2013 involving teachers, subjects, and students from multiple year groups and countries.
2) The first activity is an enactment of folk tales from various countries by pre-primary students and staff from May to October 2011 to make the school more fun and strengthen home-school bonds.
3) Methods for evaluating activities, such as presentations, records, and circulars, to assess outcomes like global awareness and language learning.
This 5-day intensive course taught by Dr. Yeap Ban Har focuses on bringing the Singapore method of teaching mathematics to teachers in the UK. Dr. Har, who has extensive experience in the Singapore education system, will cover essential aspects of pedagogy including mastery of mathematics concepts, bar modeling techniques, and problem-solving strategies. The agenda will address teaching whole numbers, fractions, geometry, and other topics using the Singapore approach of three-part lessons and other effective methods. Participants will learn how Singapore's success in international assessments is built on providing a strong foundation in problem-solving skills.
Handout 3 SSE case study school (self-evaluation report: literacy)Martin Brown
This school self-evaluation report summarizes the findings of a review of literacy teaching and learning across subjects in 1st year students from September 2013 to May 2016. Key findings include: 1) Students' standardized reading test scores are slightly above national averages; 2) Written work needs improvement in areas like spelling, punctuation and vocabulary; 3) Most teachers use comprehension strategies but few use editing checklists; 4) Students enjoy pair/group work but teachers and students report different experiences of it. Priorities for improvement center on increasing literacy expectations across subjects and developing comprehension and group work strategies school-wide.
The six-step school self-evaluation process involves gathering evidence, analyzing it using evaluation criteria, drawing conclusions by benchmarking against quality statements, producing a self-evaluation report, creating an improvement plan with targets and actions, and implementing and monitoring the plan. Key steps include collecting data from various tools, analyzing the data on themes of teaching and learning, learners' outcomes and experience, and teachers' practice, and using the analysis to identify strengths and areas for improvement to guide school-level actions.
This is the JET interim study conducted in 2009 on the Bidvest-ORT SA Numeracy Project in Alexandra. The study shows some interesting results of learners' achievements in two different numeracy programmes.
This document outlines the agenda and key aspects of a school self-evaluation (SSE) in-service for post-primary school leaders. The in-service will cover the six steps of the SSE process and link initiatives to improve student learning outcomes. Attendees will learn about gathering and analyzing evidence from teachers, students and tests, drawing conclusions, and drafting the SSE report and school improvement plan. The document emphasizes that SSE is a reflective, collaborative process aimed at continuously improving student learning. It provides guidance on reflection, evidence gathering tools, and support available from the Professional Development Service for Teachers.
The document provides information about school self-evaluation and assessment in Ireland, including:
1. Schools are required to engage in self-evaluation, implement 3-year improvement plans focused on literacy and numeracy, and use assessment data to identify targets.
2. Standardized test scores and report cards from primary school will be transferred to post-primary schools to monitor student progress in reading, math, and other subjects.
3. Test results are reported using STEN, standard, and percentile scores to indicate performance levels and are one part of evaluating student learning alongside teacher observations.
Handout 2: SSE case study: The SSE journey for our case study schoolMartin Brown
The document outlines a 6-step process for a case study school to evaluate its teaching and learning in the area of literacy using self-evaluation.
Step 1 involves gathering evidence from various sources on 3 themes: learner outcomes, learning experience, and teachers' practice.
Step 2 analyzes the evidence against evaluation criteria to benchmark the school's performance.
Step 3 draws conclusions from the findings. Step 4 reports the findings and areas for improvement. Step 5 plans targeted actions. Step 6 implements and monitors the targets set in the school improvement plan.
1) A minimum of seven curriculum-based international activities planned from April 2012 to February 2013 involving teachers, subjects, and students from multiple year groups and countries.
2) The first activity is an enactment of folk tales from various countries by pre-primary students and staff from May to October 2011 to make the school more fun and strengthen home-school bonds.
3) Methods for evaluating activities, such as presentations, records, and circulars, to assess outcomes like global awareness and language learning.
This 5-day intensive course taught by Dr. Yeap Ban Har focuses on bringing the Singapore method of teaching mathematics to teachers in the UK. Dr. Har, who has extensive experience in the Singapore education system, will cover essential aspects of pedagogy including mastery of mathematics concepts, bar modeling techniques, and problem-solving strategies. The agenda will address teaching whole numbers, fractions, geometry, and other topics using the Singapore approach of three-part lessons and other effective methods. Participants will learn how Singapore's success in international assessments is built on providing a strong foundation in problem-solving skills.
Handout 3 SSE case study school (self-evaluation report: literacy)Martin Brown
This school self-evaluation report summarizes the findings of a review of literacy teaching and learning across subjects in 1st year students from September 2013 to May 2016. Key findings include: 1) Students' standardized reading test scores are slightly above national averages; 2) Written work needs improvement in areas like spelling, punctuation and vocabulary; 3) Most teachers use comprehension strategies but few use editing checklists; 4) Students enjoy pair/group work but teachers and students report different experiences of it. Priorities for improvement center on increasing literacy expectations across subjects and developing comprehension and group work strategies school-wide.
The six-step school self-evaluation process involves gathering evidence, analyzing it using evaluation criteria, drawing conclusions by benchmarking against quality statements, producing a self-evaluation report, creating an improvement plan with targets and actions, and implementing and monitoring the plan. Key steps include collecting data from various tools, analyzing the data on themes of teaching and learning, learners' outcomes and experience, and teachers' practice, and using the analysis to identify strengths and areas for improvement to guide school-level actions.
Handout 6: SSE case study school (sample targets)Martin Brown
The document outlines literacy, numeracy, and key skills targets for students over three years. For literacy, targets include increasing oral presentation confidence, decreasing those who find reading boring, and improving writing standards. Numeracy targets are to increase liking of math, higher level math attempts, and competency in fractions/decimals. Key skills targets include increasing digital technology use to express opinions, demonstrating ability to make connections, and increasing higher order questioning use.
The document discusses a 1998 survey of teachers that asked about their preparedness for various classroom demands. It finds that while most teachers felt moderately or somewhat prepared, experience and professional development affected perceptions of preparedness. Specifically, it found that less experienced teachers felt less prepared for classroom management and implementing curriculum standards. Teachers who participated in more hours of professional development on a topic felt more prepared for related classroom demands. Collaborative activities like common planning, collaboration with other teachers, and networking also increased feelings of preparedness.
This document outlines an assessment, recording, and reporting policy for a school. It discusses the rationale for assessment and its various forms, including formative, diagnostic, and summative assessment. The aims of assessment are to recognize achievement, support learning, provide feedback, and inform instruction. Formative assessment should be integrated into teaching and used to evaluate and improve learning. Teachers should record evidence of progress systematically and use it to report to pupils, parents, and other teachers. The school policy includes issuing two written reports per year to parents and using various methods of assessment across subject areas. Assessment data will be evaluated regularly to ensure consistency and improve practice.
The document discusses factors involved in constructing objective evaluation instruments. It describes different types of objective instruments including achievement tests, intelligence tests, diagnostic tests, formative tests, and summative tests. It also outlines the major steps for measurement including identifying what to measure, determining the appropriate design, searching for existing instruments, defining the protocol, collecting and analyzing data, and comparing results to goals. The document discusses procedures for scoring assessments, methods for recording and reporting results, and provides an assessment schedule.
It is prepared to understand the basic concepts of syllabus, curriculum and types of curriculum construction. Teacher needs to add in the presentation before use.
This document proposes a classroom action research study to investigate enhancing student learning outcomes in mathematics through a mastery learning approach at SMPN 15 Bengkulu City. The study aims to 1) describe the mastery learning process and 2) determine if it improves student mathematics learning outcomes. A literature review covers definitions of learning, step-by-step learning, mastery learning, and implementation strategies. The hypothesis is that applying mastery learning correctly will improve learning outcomes. Data collection techniques, research instruments, and analysis methods are outlined. Success indicators include individual student scores of 70 or higher and over 75% of students meeting the threshold.
Intended vs Implemented vs Achieved CurriculumClarence Yarte
The document discusses the three types of curriculum: intended, implemented, and achieved.
1) The intended curriculum refers to the objectives and competencies students are meant to develop. The Basic Education Curriculum aims to raise learner quality and use innovative instruction.
2) The implemented curriculum involves learning activities like social studies and values education classes to achieve objectives.
3) Initial evaluations found the Basic Education Curriculum achieved increased student motivation, performance, and teacher development of facilitation skills.
Teaching Biology in the 21st century: Perspectives and initiatives of student...Jomar Aban
This research was intended to collect and analyze sufficient data to understand the perspectives and initiatives of students and instructors, who served as respondents, regarding different Biology teaching strategies in DMMMSU-NLUC College of Education. Six commonly used and widely accepted teaching strategies in Biology were studied: cooperative learning, inquiry-based method, lecture method, mastery learning, learning with emphasis to communication skills, and project-based method. These teaching strategies were also evaluated when respondents were grouped to various demographic data. Mean averages of the variables were computed and were compared using t-test, ANOVA (one factor), and ANOVA (two factor). Comparison among means with significant differences was computed using Tukey’s test. It was found that those instructors with higher educational attainment, greater number of hours of seminars, and more access to web and journal references attended tend to have greater initiative to utilize various teaching strategies in Biology. Although the result is not statistically significant, it can be noted that student-based teaching strategies were more accepted than teacher-based methods of instruction in the context of students’ perspectives. The extent of initiative of the different teaching strategies were also observed to be based on the tenure, teaching experience and age of respondents wherein those that have been more tenure in the teaching profession still greatly prefer the lecture method in teaching Biology, however, those who are new in teaching and those included in the younger generation prefer to use cooperative, inquiry-based and project-based method. Higher GPA was noted on students who perceive that their instructors utilize student-centered approach.
HOW TO CITE: Aban, J. L. (2015). Teaching Biology in the 21st century: Perspectives and initiatives of students and instructors at the DMMMSU-NLUC College of Education. 50th Annual National Convention & Scientific Sessions by the Biology Teachers Association of the Philippines (BIOTA – Philippines, Inc.), Ateneo de Manila University. April 9-11, 2015.
Awareness on Outcome-based education among Marine Transportation StudentsNeckilyn Gutiera
The document discusses a study on the awareness of outcome-based education among maritime students at Misamis University in the Philippines. The study found that OBE fosters better integration between education, workplace and higher education, which is an advantage. However, some may manipulate standards for their own objectives, a disadvantage. The greatest factor affecting OBE implementation is student number. Board work and demonstrations were the most effective activities for improving student performance. The university can increase awareness through training professors and students on OBE.
Module 4: Lesson 1 Assessing the CurriculumJUJIE ATILANO
The 3 types of curriculum assessment are:
1. Intended curriculum - refers to objectives set at the beginning and is measured using questions like "Are the objectives achievable?"
2. Implemented curriculum - refers to learning activities and is measured using questions like "Are activities congruent with objectives?"
3. Achieved curriculum - refers to outcomes and is measured using questions like "Do outcomes achieve levels of performance set?"
DISCUSSION TOPIC: How Can Active Learning Become More Widespread in Engineering Education?
The following slides relate to (1) a set of active-learning exercises used in a course in fluid mechanics and (2) how active-learning techniques developed by one faculty member were able to be used by another. Slides from a presentation associated with ASEE Paper AC-2008-207.
This document discusses assessing the curriculum through intended, implemented, and achieved assessments. The purposes of curriculum assessments are to highlight expectations, gather student knowledge, motivate learning, and provide feedback. Intended assessments refer to initial objectives, implemented assess learning activities and methods, and achieved assess student performance against objectives. Questions are provided to measure if objectives are clear, activities are appropriate, and outcomes meet expectations. Overall, assessments ensure the curriculum achieves its goals.
The document defines curriculum as a sequence of courses or learning experiences that students undertake from kindergarten through university to achieve intended learning goals. It provides broad definitions from scholars that view curriculum as all planned learning experiences or a set of intentions, as well as narrow definitions referring to subjects, content, programs of study, materials, or courses. The common definition is that curriculum is a document outlining educational aims, content, learning experiences, materials, and evaluation mechanisms. It is also characterized as comprising students' experiences that the school is responsible for, having content, being planned, and consisting of a series of courses. Teachers need to understand curriculum to relate education to societal demands, content to local contexts, and effective teaching methods, and
intended vs implemented vs achieved curriculumobemrosalia
The document discusses the intended, implemented, and achieved curriculum. It defines each type of curriculum: the intended curriculum refers to the objectives and goals set out at the beginning, the implemented curriculum consists of the learning activities and experiences provided to students, and the achieved curriculum reflects the learning outcomes based on evaluations of students' performance. The document also provides examples of how each type of curriculum could be assessed and compared.
This document discusses the importance of setting clear, measurable, and achievable learning objectives at the beginning of any educational plan. It lists questions educators should consider to ensure objectives are within student developmental levels, can be accomplished within the timeframe, have adequate resources, and meet the SMART criteria of being specific, measurable, attainable, relevant, and time-bound.
The document discusses curriculum assessment. It defines the intended curriculum as goals and objectives set at the beginning. The implemented curriculum refers to learning activities to achieve goals. The achieved curriculum are outcomes based on the intended and implemented curriculums. Curriculum assessment aims to highlight expectations, gather student knowledge, motivate learning, provide feedback, and inform decisions. Criteria are standards for assessment, and goals/objectives state learning outcomes and provide direction, requirements, education descriptions, and motivation.
Lesson Study: Active Learning Using Typhoon for Grade 8 Science StudentsPaula Marie Llido
This document describes an action research study that implemented an active learning strategy in teaching typhoon concepts to 8th grade students in the Philippines. The study aimed to improve student performance and involved three cycles of lesson planning, implementation, and evaluation. Key findings included that student participation and test scores increased after using active learning activities such as role plays. The researchers concluded active learning was effective for teaching science and recommended its continued use by teachers.
The document analyzes techniques used to teach English to a fifth grade student with attention deficit disorder (ADD) at Escuela El Recreo. It identifies the student's English skills and weaknesses with ADD. Teachers were interviewed and agreed that understanding the student's abilities, limitations, and ADD is important. The researchers concluded assertive techniques like reinforcement, games, and developing strengths can help teach English to ADD students. A proposal for a teacher manual with strategies like simple explanations, behavior rules, and parent contact is recommended.
Implementing Science Investigations for the CSEC SBADebbie-Ann Hall
This document outlines a workshop for science teachers to be held on October 17-18, 2013. The workshop will be presented by Dr. Marcia Rainford and will focus on three key areas: planning and implementing science investigations for the CSEC exams, monitoring student progress as part of the school-based assessment process, and understanding suitable science investigations in physics, chemistry and biology. Teachers will also examine their responsibilities for student-based assessments and how to individualize instruction to meet student needs. The workshop will provide guidance on developing long-term plans for building students' investigative skills and selecting suitable investigation projects.
Criteria for curriculum assessment linobo. 032214Catherine Linobo
This document outlines the key elements and criteria for assessing curriculum, including content, behavior, condition, and criterion. It discusses approaches to curriculum, noting it should be continuously evolving, needs-based, and democratically conceived. Seven general criteria are provided for curriculum, such as complementing other community programs and having educational quality and flexibility. Formative and summative assessments are mentioned for evaluating if objectives are being addressed, content is sequenced properly, students are engaged as suggested, and reacting to lessons.
Areas of concern in supervision of school practiceStephen Ndawula
This document outlines the main areas of concern for supervising instruction: preparations, presentations, classroom management, records and self-evaluation. Preparations include ensuring syllabi, schemes of work and lesson plans are properly formatted and contain appropriate objectives, methods and materials. Presentations are evaluated based on smooth flow, teaching methods, learner engagement and assessment of learning. Classroom management considers discipline, control and teacher-learner relationships. Records must be neat, organized and up-to-date. Self-evaluation should be realistic and focus on achieving objectives, challenges and improvements.
The document describes Purcell Marian's blended learning math program. It provides an overview of the program's focus on personalized learning, use of technology to enhance traditional teaching, and immediate feedback. Key aspects include learning at each student's own pace, more personalized attention from teachers, and opportunities for hands-on projects. The program aims to help all students in core, college prep, advanced, and remedial math courses. It outlines the roles of teachers, paraprofessionals, and coordinators involved and describes classroom layout, grading policies, and student expectations.
Handout 6: SSE case study school (sample targets)Martin Brown
The document outlines literacy, numeracy, and key skills targets for students over three years. For literacy, targets include increasing oral presentation confidence, decreasing those who find reading boring, and improving writing standards. Numeracy targets are to increase liking of math, higher level math attempts, and competency in fractions/decimals. Key skills targets include increasing digital technology use to express opinions, demonstrating ability to make connections, and increasing higher order questioning use.
The document discusses a 1998 survey of teachers that asked about their preparedness for various classroom demands. It finds that while most teachers felt moderately or somewhat prepared, experience and professional development affected perceptions of preparedness. Specifically, it found that less experienced teachers felt less prepared for classroom management and implementing curriculum standards. Teachers who participated in more hours of professional development on a topic felt more prepared for related classroom demands. Collaborative activities like common planning, collaboration with other teachers, and networking also increased feelings of preparedness.
This document outlines an assessment, recording, and reporting policy for a school. It discusses the rationale for assessment and its various forms, including formative, diagnostic, and summative assessment. The aims of assessment are to recognize achievement, support learning, provide feedback, and inform instruction. Formative assessment should be integrated into teaching and used to evaluate and improve learning. Teachers should record evidence of progress systematically and use it to report to pupils, parents, and other teachers. The school policy includes issuing two written reports per year to parents and using various methods of assessment across subject areas. Assessment data will be evaluated regularly to ensure consistency and improve practice.
The document discusses factors involved in constructing objective evaluation instruments. It describes different types of objective instruments including achievement tests, intelligence tests, diagnostic tests, formative tests, and summative tests. It also outlines the major steps for measurement including identifying what to measure, determining the appropriate design, searching for existing instruments, defining the protocol, collecting and analyzing data, and comparing results to goals. The document discusses procedures for scoring assessments, methods for recording and reporting results, and provides an assessment schedule.
It is prepared to understand the basic concepts of syllabus, curriculum and types of curriculum construction. Teacher needs to add in the presentation before use.
This document proposes a classroom action research study to investigate enhancing student learning outcomes in mathematics through a mastery learning approach at SMPN 15 Bengkulu City. The study aims to 1) describe the mastery learning process and 2) determine if it improves student mathematics learning outcomes. A literature review covers definitions of learning, step-by-step learning, mastery learning, and implementation strategies. The hypothesis is that applying mastery learning correctly will improve learning outcomes. Data collection techniques, research instruments, and analysis methods are outlined. Success indicators include individual student scores of 70 or higher and over 75% of students meeting the threshold.
Intended vs Implemented vs Achieved CurriculumClarence Yarte
The document discusses the three types of curriculum: intended, implemented, and achieved.
1) The intended curriculum refers to the objectives and competencies students are meant to develop. The Basic Education Curriculum aims to raise learner quality and use innovative instruction.
2) The implemented curriculum involves learning activities like social studies and values education classes to achieve objectives.
3) Initial evaluations found the Basic Education Curriculum achieved increased student motivation, performance, and teacher development of facilitation skills.
Teaching Biology in the 21st century: Perspectives and initiatives of student...Jomar Aban
This research was intended to collect and analyze sufficient data to understand the perspectives and initiatives of students and instructors, who served as respondents, regarding different Biology teaching strategies in DMMMSU-NLUC College of Education. Six commonly used and widely accepted teaching strategies in Biology were studied: cooperative learning, inquiry-based method, lecture method, mastery learning, learning with emphasis to communication skills, and project-based method. These teaching strategies were also evaluated when respondents were grouped to various demographic data. Mean averages of the variables were computed and were compared using t-test, ANOVA (one factor), and ANOVA (two factor). Comparison among means with significant differences was computed using Tukey’s test. It was found that those instructors with higher educational attainment, greater number of hours of seminars, and more access to web and journal references attended tend to have greater initiative to utilize various teaching strategies in Biology. Although the result is not statistically significant, it can be noted that student-based teaching strategies were more accepted than teacher-based methods of instruction in the context of students’ perspectives. The extent of initiative of the different teaching strategies were also observed to be based on the tenure, teaching experience and age of respondents wherein those that have been more tenure in the teaching profession still greatly prefer the lecture method in teaching Biology, however, those who are new in teaching and those included in the younger generation prefer to use cooperative, inquiry-based and project-based method. Higher GPA was noted on students who perceive that their instructors utilize student-centered approach.
HOW TO CITE: Aban, J. L. (2015). Teaching Biology in the 21st century: Perspectives and initiatives of students and instructors at the DMMMSU-NLUC College of Education. 50th Annual National Convention & Scientific Sessions by the Biology Teachers Association of the Philippines (BIOTA – Philippines, Inc.), Ateneo de Manila University. April 9-11, 2015.
Awareness on Outcome-based education among Marine Transportation StudentsNeckilyn Gutiera
The document discusses a study on the awareness of outcome-based education among maritime students at Misamis University in the Philippines. The study found that OBE fosters better integration between education, workplace and higher education, which is an advantage. However, some may manipulate standards for their own objectives, a disadvantage. The greatest factor affecting OBE implementation is student number. Board work and demonstrations were the most effective activities for improving student performance. The university can increase awareness through training professors and students on OBE.
Module 4: Lesson 1 Assessing the CurriculumJUJIE ATILANO
The 3 types of curriculum assessment are:
1. Intended curriculum - refers to objectives set at the beginning and is measured using questions like "Are the objectives achievable?"
2. Implemented curriculum - refers to learning activities and is measured using questions like "Are activities congruent with objectives?"
3. Achieved curriculum - refers to outcomes and is measured using questions like "Do outcomes achieve levels of performance set?"
DISCUSSION TOPIC: How Can Active Learning Become More Widespread in Engineering Education?
The following slides relate to (1) a set of active-learning exercises used in a course in fluid mechanics and (2) how active-learning techniques developed by one faculty member were able to be used by another. Slides from a presentation associated with ASEE Paper AC-2008-207.
This document discusses assessing the curriculum through intended, implemented, and achieved assessments. The purposes of curriculum assessments are to highlight expectations, gather student knowledge, motivate learning, and provide feedback. Intended assessments refer to initial objectives, implemented assess learning activities and methods, and achieved assess student performance against objectives. Questions are provided to measure if objectives are clear, activities are appropriate, and outcomes meet expectations. Overall, assessments ensure the curriculum achieves its goals.
The document defines curriculum as a sequence of courses or learning experiences that students undertake from kindergarten through university to achieve intended learning goals. It provides broad definitions from scholars that view curriculum as all planned learning experiences or a set of intentions, as well as narrow definitions referring to subjects, content, programs of study, materials, or courses. The common definition is that curriculum is a document outlining educational aims, content, learning experiences, materials, and evaluation mechanisms. It is also characterized as comprising students' experiences that the school is responsible for, having content, being planned, and consisting of a series of courses. Teachers need to understand curriculum to relate education to societal demands, content to local contexts, and effective teaching methods, and
intended vs implemented vs achieved curriculumobemrosalia
The document discusses the intended, implemented, and achieved curriculum. It defines each type of curriculum: the intended curriculum refers to the objectives and goals set out at the beginning, the implemented curriculum consists of the learning activities and experiences provided to students, and the achieved curriculum reflects the learning outcomes based on evaluations of students' performance. The document also provides examples of how each type of curriculum could be assessed and compared.
This document discusses the importance of setting clear, measurable, and achievable learning objectives at the beginning of any educational plan. It lists questions educators should consider to ensure objectives are within student developmental levels, can be accomplished within the timeframe, have adequate resources, and meet the SMART criteria of being specific, measurable, attainable, relevant, and time-bound.
The document discusses curriculum assessment. It defines the intended curriculum as goals and objectives set at the beginning. The implemented curriculum refers to learning activities to achieve goals. The achieved curriculum are outcomes based on the intended and implemented curriculums. Curriculum assessment aims to highlight expectations, gather student knowledge, motivate learning, provide feedback, and inform decisions. Criteria are standards for assessment, and goals/objectives state learning outcomes and provide direction, requirements, education descriptions, and motivation.
Lesson Study: Active Learning Using Typhoon for Grade 8 Science StudentsPaula Marie Llido
This document describes an action research study that implemented an active learning strategy in teaching typhoon concepts to 8th grade students in the Philippines. The study aimed to improve student performance and involved three cycles of lesson planning, implementation, and evaluation. Key findings included that student participation and test scores increased after using active learning activities such as role plays. The researchers concluded active learning was effective for teaching science and recommended its continued use by teachers.
The document analyzes techniques used to teach English to a fifth grade student with attention deficit disorder (ADD) at Escuela El Recreo. It identifies the student's English skills and weaknesses with ADD. Teachers were interviewed and agreed that understanding the student's abilities, limitations, and ADD is important. The researchers concluded assertive techniques like reinforcement, games, and developing strengths can help teach English to ADD students. A proposal for a teacher manual with strategies like simple explanations, behavior rules, and parent contact is recommended.
Implementing Science Investigations for the CSEC SBADebbie-Ann Hall
This document outlines a workshop for science teachers to be held on October 17-18, 2013. The workshop will be presented by Dr. Marcia Rainford and will focus on three key areas: planning and implementing science investigations for the CSEC exams, monitoring student progress as part of the school-based assessment process, and understanding suitable science investigations in physics, chemistry and biology. Teachers will also examine their responsibilities for student-based assessments and how to individualize instruction to meet student needs. The workshop will provide guidance on developing long-term plans for building students' investigative skills and selecting suitable investigation projects.
Criteria for curriculum assessment linobo. 032214Catherine Linobo
This document outlines the key elements and criteria for assessing curriculum, including content, behavior, condition, and criterion. It discusses approaches to curriculum, noting it should be continuously evolving, needs-based, and democratically conceived. Seven general criteria are provided for curriculum, such as complementing other community programs and having educational quality and flexibility. Formative and summative assessments are mentioned for evaluating if objectives are being addressed, content is sequenced properly, students are engaged as suggested, and reacting to lessons.
Areas of concern in supervision of school practiceStephen Ndawula
This document outlines the main areas of concern for supervising instruction: preparations, presentations, classroom management, records and self-evaluation. Preparations include ensuring syllabi, schemes of work and lesson plans are properly formatted and contain appropriate objectives, methods and materials. Presentations are evaluated based on smooth flow, teaching methods, learner engagement and assessment of learning. Classroom management considers discipline, control and teacher-learner relationships. Records must be neat, organized and up-to-date. Self-evaluation should be realistic and focus on achieving objectives, challenges and improvements.
The document describes Purcell Marian's blended learning math program. It provides an overview of the program's focus on personalized learning, use of technology to enhance traditional teaching, and immediate feedback. Key aspects include learning at each student's own pace, more personalized attention from teachers, and opportunities for hands-on projects. The program aims to help all students in core, college prep, advanced, and remedial math courses. It outlines the roles of teachers, paraprofessionals, and coordinators involved and describes classroom layout, grading policies, and student expectations.
The document describes Purcell Marian's blended learning math program. It explains that the program personalizes each student's education through a combination of traditional and technology-enhanced methods. Students learn at their own pace with immediate feedback. The program provides more individualized teacher attention and opportunities for hands-on projects. It aims to meet students at their current math level through various course options. The blended learning classroom features flexible workspaces, technology access, and instructional support from both teachers and an online concept coach.
The document provides an overview of the Teacher Keys Effectiveness System (TKES) used to evaluate teachers in Georgia. TKES uses 3 components to generate a Teacher Effectiveness Measure: professional growth (20%), teacher assessment on 10 performance standards (50%), and student growth (30%). Teachers of tested subjects use Student Growth Percentiles while other teachers use LEA Determined Measures. The document reviews the TKES process, components, performance standards, and teacher responsibilities for goal-setting and evaluation conferences.
The document provides a summary of a school's self-evaluation of literacy teaching and learning. The following are the key points:
- Analysis of student test results and written work found literacy skills need improvement, with many errors in spelling, punctuation and use of subject-specific vocabulary.
- Surveys found students enjoy reading fiction but need more opportunities for group work and note-taking. Teachers agreed literacy and ICT skills need more focus.
- Priorities identified were increasing writing standards across subjects, using editing checklists, developing comprehension and group work strategies, and reflecting on teaching approaches like pair/group work.
The document summarizes the findings of a school's self-evaluation of literacy teaching and learning. Key findings include:
- Students' written work needs improvement, with many errors in spelling, punctuation, grammar, and use of subject-specific vocabulary.
- Teachers agreed to focus more on developing literacy skills across all subjects.
- While comprehension strategies are used in many classes, literacy strategies and group work need more emphasis overall.
- Technology is underused as a teaching and learning tool.
The evaluation identified strengths in reading scores and subject results, but areas for development in writing standards, teaching approaches, and use of resources like technology.
Differentiating a unit of work for effective classroomsz3246170
This document discusses differentiated instruction and curriculum. It presents Bloom's Taxonomy as a hierarchy of learning domains from basic to more complex. Layered activities and differentiated instruction are recommended to suit students' varying learning levels, styles, interests and readiness. A sample student contract outlines exercises at different taxonomy levels to be completed individually and in groups. Assessment criteria address recognizing knowledge, applying skills, and developing self-assessment. Peer and teacher feedback is incorporated.
1) The document summarizes research on teacher effectiveness and implications for teacher professional development. It finds that teaching skills can be grouped into 5 developmental stages linked to student outcomes.
2) A study is described that validated these 5 stages and found teachers in higher stages were more effective.
3) The document proposes a dynamic approach to teacher training combining skill development tailored to teachers' stage with guided reflection, in contrast to traditional competency-based or holistic approaches.
4) A project found the dynamic approach improved teaching skills and student achievement more than the holistic approach, showing the value of focusing teacher development on their specific needs.
This document provides an overview of Module 4 of a training on the Massachusetts Model System for Educator Evaluation. Module 4 focuses on establishing S.M.A.R.T. goals for student learning and professional practice that will be included in Educator Plans. The training teaches participants how to write specific, measurable, attainable, results-focused and time-bound (S.M.A.R.T.) goals and develop Educator Plans that include actions, supports, resources, and timelines to meet the goals. Sample goals and plans are provided to demonstrate how to develop high-quality goals and plans that promote continuous educator growth and keep student learning as the core focus.
The document discusses the intended, implemented, and achieved curriculum in the context of the Basic Education Curriculum (BEC) implemented in the Philippines. It outlines the goals of the BEC as the intended curriculum, how it was implemented through various reforms and teaching approaches, and some initial achievements observed, though no formal evaluation was cited. The key points made are that the BEC aimed to improve quality of education and decongest the curriculum, it was implemented through teacher training and interdisciplinary teaching, and early signs of success included increased student motivation and performance.
Dr Steven S. Sexton
University of Otago
Dunedin, New Zealand
Education, Research & Development
6th International Conference
4–8 September 2015
Elenite Holiday Village, Bulgaria
www.sciencebg.net
The document is a Teacher's Instruction Manual for the Grade 12 Information and Communication Technology subject. It provides guidance to teachers on implementing a student-centered, competency-based curriculum. Specifically, it outlines 15 learning activities, each focused on developing a key competency level. For each activity, it provides the learning outcomes, suggested teaching approach, instructions for student learning, and sometimes reading materials. It emphasizes exploring concepts and having students take an active role in constructing their own understanding, such as by working in small groups on assignments. The goal is for students to develop both subject knowledge and general skills through these activities.
This document discusses classroom observation tools used by principals and master teachers to evaluate teachers. It provides background information on the development of the Philippine Professional Standards for Teachers (PPST), which outlines four career stages and seven domains used to evaluate teachers. It also examines the Classroom Observation Tool (COT) developed based on the PPST, which is one tool used in the RPMS (Rating Performance Management System) cycle to provide feedback and help teachers improve. The COT evaluates teachers on priority indicators aligned with the PPST.
This document discusses curriculum assessment and the different types of assessments: intended curriculum, implemented curriculum, and achieved curriculum. The intended curriculum refers to the objectives set at the beginning, while the implemented curriculum involves the learning activities. The achieved curriculum assesses learning outcomes based on the first two. The goals of the Philippines' Basic Education Curriculum (BEC) are to raise quality and decongest the curriculum. It was implemented through innovative teaching approaches and integrating subjects. The BEC has achieved increased student motivation and performance, as well as teacher development and stakeholder involvement.
This document outlines an action research proposal to determine whether small group instruction or whole group instruction is more effective for improving middle school students' comprehension of informational text. The researcher will give pre-tests to students and divide them into small reading groups based on skill level. One group will receive small group instruction while the other receives whole group instruction. Both groups will be taught the same reading comprehension strategies. Post-tests will assess students' growth and determine which instructional method was most effective at improving informational text comprehension. The eight week study aims to help students understand science and social studies concepts.
The Effect Of Grammar Translation Method On Students Learning At Primary Lev...Pakistan
The document outlines an action research project on the effectiveness of the Grammar Translation Method in teaching English as a second language. It includes an introduction stating the research problem, objectives, questions and theoretical framework. The methodology section describes a qualitative approach using observations and checklists. Three cycles of action are described - an initial meeting, pre-observation checklist, and lesson plan delivery followed by a post-observation checklist. Discussion of the findings showed improvement in student vocabulary and language skills. The conclusion states the experience was positive and helped improve teaching abilities. Recommendations include developing grammar-based activities and encouraging student skill development.
1. The document discusses the Philippine Professional Standards for Teachers (PPST) which outlines 4 career stages that teachers can progress through - Beginning, Proficient, Highly Proficient, and Distinguished.
2. Each career stage is defined by the level of professional practice expected. Beginning Teachers are new to the profession, while Proficient Teachers display independence in teaching skills. Highly Proficient Teachers mentor others and Distinguished Teachers are recognized leaders in education.
3. The document provides details on the expectations for each career stage to help teachers understand where they are at currently and what it takes to progress to higher stages over their career.
This document provides an overview of an in-service teacher training on applying educational terms and programs in teaching. It discusses terms like family math, integrated curriculum, benchmarks, at-risk students, and gifted education. It also outlines activities for teachers to discuss how to implement programs like block scheduling, peer tutoring, and differentiated instruction. The goal is to help teachers understand various educational approaches and how to incorporate them into their own teaching practices.
Literacy worked example 15th dec 2012 0Martin Brown
The document summarizes the findings of a school self-evaluation of literacy in a girls secondary school. It was found that students' reading levels were slightly above average but writing skills needed improvement. A student survey found that half read regularly for enjoyment but few edited their work. While most teachers used comprehension strategies, only some focused on developing literacy across subjects. Areas prioritized for improvement included increasing writing standards, developing literacy-based teaching strategies in all subjects, and boosting the number taking higher-level exams.
The document summarizes the history and activities of ORT, an international Jewish educational organization, and announces an upcoming Jewish education seminar in South Africa.
1) ORT was established in Russia in 1880 and has since expanded internationally, establishing organizations in South Africa in 1936.
2) The February 2010 seminar in South Africa will train Jewish studies teachers in educational technology and 21st century learning skills.
3) The seminar aims to create a professional learning network for collaboration between Jewish studies educators.
The document provides an overview of the 9th World Convention of the International Confederation of Principals held in Singapore from July 6-10, 2009. It discusses the keynote speakers including the Prime Minister of Singapore and leaders in education. It also describes school visits to several Singaporean schools, highlighting modern teaching approaches observed, such as the use of technology and interactive learning. The document concludes with reflections from a professor on the changing dynamics of globalization and the need for education systems to adapt curricula to be more inclusive of non-Western societies and cultures.
This presentation is inspired by Professor Drori Jonathan, Chairman of the H.H Wingate Foundation opening speech at the Wingate World ORT Seminar 2009. The seminar was on Wireless and mobile technologies for learning
1) Educator Empowerment Gauteng is a non-profit organization that provides training to teachers in mathematics, science, technology and ICT. It started in 2004 with 75 teachers and had grown to support 500 teachers by 2009.
2) The organization uses different models of intervention including partnering with universities, using Singapore and South African mathematics curricula, and workshops in numeracy, science, and technology. Evaluation results found that schools using the Singapore curriculum showed more improvement in learner test scores compared to those using the South African curriculum.
3) Training programs in mathematics, science, technology and ICT saw positive results, with teachers reporting benefits and gaining new skills and confidence in these subjects.
This document summarizes technology initiatives at two schools - KD and KDL - between 2006-2007. It includes details of workshops held, surveys conducted to understand student attitudes towards technology, technology conferences attended, examples of technology days/projects conducted for different grades, outreach to other schools, development of lesson plans integrating technology, and plans for the future including developing a technology syllabus and ongoing assessment.
The document summarizes a workshop on Web 2.0 tools for teaching and learning. It discusses how today's students or "digital natives" think and learn differently than previous generations. It then profiles several Web 2.0 tools like blogs, wikis, Twitter, and social bookmarking and explains how they can be used for collaboration, sharing information, and facilitating new forms of learning. The workshop aimed to demonstrate these tools and their educational applications.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
2. The impact of two Numeracy programmes on teaching and learning in the Foundation Phase: Results from the baseline and interim study Roelien du Toit JET Education Service Ariellah Rosenberg ORT SA
3. Alexandra township Working with all 12 Primary schools Working with ALL teachers - ALL learners in FP Planning Grade 3 Grade 2 Grade 1
8. Analysis of set of books SA Based set of books Singapore set of books Books provision Teachers’ Guide Learners’ textbook + learners workbook Teachers’ Guide + 5 other books Learners’ textbook + 2 learners’ workbooks Curriculum approach Based on SA curriculum Outcome based approach Based on Singapore curriculum Syllabus directive approach Teachers’ guidance Flexible nature Detailed guidance on methodology, key concepts, resources and more Provision for differentiation and consolidation Limited consolidation and differentiation. Dependant on teachers Specific books for different groups of learners. Opportunities for consolidation Alignment to NCS Aligned to NCS Slower pace. NCS to be covered by the end of grade 3 Context aligned Reflect all different groups in SA Does not reflect SA. Pictures reflect every day objects
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11. Analysis of grade 1 learners’ books Singapore SA based Curriculum coverage B: Average 7 concepts I: Average 9 concepts Covered all concepts in Singapore programme in interim B: Average 9 concepts I: Average 12 concepts Covered 60% of concepts in grade 1 NCS in interim Grade 1 NCS - 45 AS covers approx. 20 broad concepts Grade 1 Singapore curriculum – covers approx. 9 broad concepts Number of exercises (pieces of written work) B: Average 67 exercises. Approx. 1 exercise every 3 school days (using only 180 school days) I: Average 88 exercises. Approx. 1 exercise every 2 school days. B: Average 71 exercises. Approx. 1 exercise every 2.5 school days I: Average 78 exercises. Approx. 1 exercise every 2.3 school days. Complexity of exercises B: On average only 1 problem requiring more than one step I: On average 28 problems requiring more than one step B: On average 9 problems requiring more than one step I: On average 3 problems requiring more than one step