TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULESSANA FATIMA
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TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULES
TEACHER GUIDES:
Teacher Guides support teachers in five key areas:
Planning:
Teaching approaches:
Assessment:
Learning environment:
SUBJECT RESOURCE MODULES:
MODULES ARE USED TO:
THREE KEY THINGS THAT ARE IMPORTANT WHILE DESIGNING A MODULE FOR ANY SUBJECT:
1. Be clear about the module purposes and aspirations for student participants and communicate these to students:
2. Make sure your module is constructively aligned (the learner actively constructs their own understanding and all teaching and assessment are aligned with outcomes the intended).
3. Considering the course in context (department, institution, sector):
TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULESSANA FATIMA
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TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULES
TEACHER GUIDES:
Teacher Guides support teachers in five key areas:
Planning:
Teaching approaches:
Assessment:
Learning environment:
SUBJECT RESOURCE MODULES:
MODULES ARE USED TO:
THREE KEY THINGS THAT ARE IMPORTANT WHILE DESIGNING A MODULE FOR ANY SUBJECT:
1. Be clear about the module purposes and aspirations for student participants and communicate these to students:
2. Make sure your module is constructively aligned (the learner actively constructs their own understanding and all teaching and assessment are aligned with outcomes the intended).
3. Considering the course in context (department, institution, sector):
Alessonplanisthesystematicpreparationdoneinascientificmanner.Effectiveandsuccessful teaching mainly depends on perfect lesson planning. A lesson plan represents a single teaching unit meant for a class period. Generally a lesson plan is teacherâs mental and emotional visualization of classroom activities.
Lesson planning is the rudiment factor for success in execution of teaching a topic in class. It makes the class effective and the teacher comfortable. It is the tool for forward thinking and reflection for your next lesson. Lesson planning gives concrete shapes to ideas. Infact if you do not plan you are planning to fail,
Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning đ đ a good đđđ a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
Alessonplanisthesystematicpreparationdoneinascientificmanner.Effectiveandsuccessful teaching mainly depends on perfect lesson planning. A lesson plan represents a single teaching unit meant for a class period. Generally a lesson plan is teacherâs mental and emotional visualization of classroom activities.
Lesson planning is the rudiment factor for success in execution of teaching a topic in class. It makes the class effective and the teacher comfortable. It is the tool for forward thinking and reflection for your next lesson. Lesson planning gives concrete shapes to ideas. Infact if you do not plan you are planning to fail,
Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning đ đ a good đđđ a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. OUR SCENARIO: DICES FLEX 3.0
â Transitioning from Distance Learning Modality (Online or Modular) to Onsite or F2F
Learning
â Progressive face-to-face learning modality with the goal of observing the regular class
schedule of 4-5 hours face-to-face classes and asynchronous/ independent learning
activities; 4 days a week observing a 1-day strategic rest.
â Lectures, discussions, and activities are conducted face to face to encourage a more
engaging and effective learning process. It allows instant feedback and clarification
during their scheduled class hours.
â Instructional videos, slide presentations, and other curriculum materials in digital form
may be utilized in delivering the lesson.
â Onsite learners may be provided with the printed modules as one of the academic
materials on top of the prescribed book for every subject.
â Onsite learners may accomplish their formative learning activities through paper and
pen activities or online through the LMS.
3.
4.
5. Purpose
â Lesson planning is a significant element of teaching âlearning system.
It is a step by step guide that provides a structure for an essential
learning.
â Before planning a lesson, it is essential to classify the learning
outcomes for the class. It is important because it helps the teacher in
maintaining a standard teaching pattern and does not let the class
deviate from the topic.
â A lesson plan provides a general outline of teaching goals, learning
objectives, and means to accomplish them, and by no means
exhausted.
â A productive lesson is one in which everything goes exactly as planned,
but one in which both students and instructor learn from each other.
13. 1. Identify the Learning Objectives
COMPETENCY
vs.
OBJECTIVE
14. LEARNING COMPETENCIES
â Learning competencies are main ideas or skills you
expect students to master. These are skill
standards that specify the level of KSA required for
success as well as potential measurement criteria
for assessing competency attainment.
15. LEARNING OBJECTIVES
â Learning objectives describe what the learners
should be able to achieve at the end of the learning
period.
â Learning objectives should be specific, measurable
statements and written in behavioral terms (KSA)
18. Identify the Learning Objectives
Characteristics:
ď Clearly stated task-describe specific and achievable tasks( such as âdescribe â, â
analyze â or evaluate )
ď Important Learning goals - describe the essential learning in which a student must
achieve.
ď Achievable - can be achieved within the given period and sufficient resources are
available.
ď Demonstrable and measurable - can be demonstrated in a tangible way, achievement
and quality of achievement can be observed.
ď Fair and equitable â all students have a fair chance of achieving them.
ď Linked to course and program objectives - consider the broader goals.
19. ANONG MALI?
MELC: Nasasagot ang mga tanong sa binasa/napakinggang
talaarawan, journal at anekdota (F5PB-Id-3.4, F5PB-Ie-3.3,
F5PB-Iif-3.3)
MGA LAYUNIN:
1. Nasasagot ang mga katanungan sa nabasang journal o
talaarawan.
2. Nakasusulat ng sariling talaarawan o journal.
3. Naibabahagi sa iba ang mabubuting gawain at karanasan
sa pamamagitan ng talaarawan.
20. ITO ANG WASTO
MELC: Nasasagot ang mga tanong sa binasa/napakinggang
talaarawan, journal at anekdota (F5PB-Id-3.4, F5PB-Ie-3.3, F5PB-
Iif-3.3)
MGA LAYUNIN:
1. Nakikilala ang mga bahagi at layunin ng talaarawan, journal o
anekdota. (K)
2. Naipapaliwanag ang mga detalye mula sa binasang
talaarawan, journal o anekdota. (S)
3. Naipapahayag ang kahalagahan ng pagbibigay ng tamang
sagot sa katanungan mula sa nabasang talaarawan, journal o
anekdota. (A)
21. Plan to ASSESS student understanding
â Assessments provide opportunities for students to demonstrate and
practice the knowledge and skills articulated in the learning
objectives.
â Planning for assessment allows finding out whether the students are
learning.
22. Plan to ASSESS student understanding
It involves making decisions about:
â˘The number and type of assessment task that will best enable students to
demonstrate learning objectives for the lesson(Formative/Summative)
â˘The criteria and standards that will be used to make assessment
judgements(Rubrics)â˘Student roles in the assessment process (Self-
assessment / Peer assessment)
â˘The weighting of individual assessment task and the method by which
individual task judgements will be combined into a final grade.
â˘The provision of feedback (giving feedback to students on how to improve
their learning, as well as giving feedback to instructors how to refine the
teaching)
23. Plan the specific learning activities
â When planning learning activities consider the type of activities
students will need to engage in, in order to develop the skills and
knowledge required to demonstrate effective learning.
â Activities should be directly related to the learning objectives and
provide experiences that will enable students to engage in, practice,
and gain feedback on specific progress towards the objectives.
24. Questions to think about as you design the
learning activities:
â What will I do to explain the topic?
â What will I do to illustrate the topic in a different way?
â How can I engage students in the topic?
â What are the some relevant real-lie examples, analogies, or
situation that can help students understand the topic?
â What will students need to do to help them understand the
topic better?
25. Learning activity in the lesson must be aligned to the lessonâs
learning objectives. Meaningfully engage students in active,
constructive, authentic and collaborative ways. It is useful
when students are able to take what they have learned from
engaging with the activity and use it in another context in
real-life situations.
26. ANONG MALI?
MELC: Nailalahad ang mga pangunahing paksa at ideya
batay sa napakinggang usapan ng mga tauhan (F10PN-Iia-b-
71)
MGA LAYUNIN:
1. Nakikilala ang mga pangunahin at pantulong na
kaisipang nakasaad sa binasa.
2. Naipaliliwanag nang maayos ang pansariling kaisipan,
pananaw, opinyon kaugnay sa akda.
3. Nakasusulat ng sanaysay na naglalahad ng ideya tungkol
sa napiling pangunahing paksa.
27. Plan to sequence the lesson in an engaging and
meaningful manner.
28. Create a realistic timeline
List at least 2 or 3 key concepts, ideas, or skills you want students to
learn in the lesson. List of prioritized learning objectives will help make
decisions on the spot and adjust the lesson plan as needed.
29. Strategies for creating a realistic time:
â Estimate how much time each of the activities will take, then plan some
extra time for each
â When you prepare your lesson plan, next to each activity indicate how
much time you expect it will take.
â Plan a few minutes at the end of class to answer any remaining
questions ant to sum up key points
â Plan an extra activity or discuss question in case you have time left
â Be flexible-be ready to adjust lesson plan to studentsâ needs and focus
on what seems to be more productive rather than sticking to your
original plan.
30. Plan for a lesson closure
Provides an opportunity to solidify student learning. It is useful for both teachers and
students.
⢠Check for student understanding and inform subsequent instruction
⢠Emphasize key information
⢠Tie up loose ends
⢠Correct studentsâ misunderstanding
⢠Preview upcoming topics
Ways in putting a closure to the lesson:
â˘State the main points yourself (âToday we talked about... â)
â˘Ask students to help summarize the lesson
â˘Ask all students to write downa piece of paper what they think were the main
points of the lesson.
31. Letting the students know what they will be learning and
doing in class will help keep them more engaged and on
track. Providing a meaningful organization of the class time
can help students not only remember better, but also follow
the presentation and understand the rationale behind the
planned learning activities.
32. Functions of OCI Coordinators
â Review and check the following curriculum materials in view of their alignment to
DICES PVMCV such as:
a. DICES Curriculum Maps
b. Scope and Sequence Charts*
c. Learning Activity Sheets
d. Modules
e. Learning Plans
f. Alignment of curriculum materials to PVMGCV
â Guide teachers in designing lessons and activities that employ effective teaching
strategies to promote 21st century learning (PPST)
33. Competencies
AN OCI COORDINATORâŚ
â Updates oneself through seminars and trainings for curriculum development.
â Applies learned skills in enriching the curriculum
- Unpacking and enriching DepEd/ DICES Curriculum Guides/Map
- Checking the alignment of CS, EU, PS, PT, FS, TG, and LCs, and their
alignment in the PVMGCV
- Checking of learning plans and giving recommendations
- Reviewing and revisiting learning modules.
â Aligns the curriculum materials with the schoolâs PVMGCV
â Analyzes the curriculum map
â Identifies points for improvement through annotations and gives
recommendations to all curriculum materials.
34. Competencies
AN OCI COORDINATORâŚ
â Updates oneâs self on innovative teaching and classroom management strategies.
â Applies different teaching techniques to encourage total participation of students
â Works with colleagues to model and share effective teaching techniques
individually or in group.