Tugas outline mat kul b inggris
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This presentation outlines an implementation of project-based learning in a flexible environment to improve outcomes for low-achieving students. It sets goals to raise self-image and motivation through changing teaching methods, applying PBL in modern labs, and advancing students' success on national exams. Findings showed PBL elevated motivation and self-image at all levels. Assessment in a computerized PBL environment promoted learning. PBL developed student self-responsibility and tremendously changed their school life.
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- The scheme of studies and syllabi for each subject are developed in consultation with subject experts, psychologists, and teachers. They are based on the needs and abilities of learners.
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Educational assessment is used to evaluate student learning and teaching effectiveness. It involves measuring student knowledge, skills, attitudes and beliefs. Assessment provides data to guide instructional improvements and motivate student learning. There are three main types of assessment: diagnostic to identify gaps, formative to provide feedback during learning, and summative to evaluate learning after instruction. Together, assessment links course content, teaching methods and skill development.
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A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
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Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
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The document outlines issues with the current education system and proposes a dream education system. It notes that the current system lacks practical development, flexibility in subject choice, and holistic development. It proposes introducing more research projects, custom learning, leadership opportunities, and independent study to develop logical, analytical, and reasoning skills. The perspective section notes that the current system is more theoretical and additional training is needed for employability. It suggests community colleges to improve rural education access and affordability. The change section calls for practical components in each course, specializing only at postgraduate levels, and skilled teachers using ICT tools to improve quality education. The implementation section details a pilot program in India that taught soft skills and traditional practices to students.
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- The subject/teacher centered design which is based on teaching predefined subjects but can ignore student interests.
Models of curriculum
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
Curriculum Models
The document discusses various models of curriculum, including the Tyler model, Taba model, Saylor and Alexander model, and models for children with special needs. The Tyler model focuses on educational purposes, experiences, organization, and evaluation. The Taba model is a grass-roots approach with 7 steps including diagnosis, objectives, content selection, and evaluation. The Saylor and Alexander model includes goals, design, implementation, and evaluation. Models for children with special needs incorporate developmental, functional, and ecological approaches.
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Tugas outline mat kul b inggris
- 1. OUTLINE OF THE PRESENTATION “Implementation and Assessment of Project-Based Learning in a Flexible Environment” Nuryanto 0402513113 Pend. IPA, S2 (Kimia) Program Pasca Sarjana Universitas Negeri Semarang Tahun 2013
- 2. TOPIC • Implementation and Assessment of Project-Based Learning in a Flexible Environment
- 3. INTRODUCTION • Project-based learning (PBL) is a well-known method for imparting thinking competencies and creating flexible learning environments. • The educational system usually directs talented pupils to extra-curricular programs in order to foster learning and develop thinking competencies • It is rare to find schools that aim to advance the thinking competencies and foster the learning of low-achieving pupils.
- 4. OUTLINE OF THE PRESENTATION • The intervention program has set new goals for the school management, teachers, and the pupils themselves. • The goals were divided into three domains: – first, to raise teachers’ and pupils’ self-image and motivation. – The second goal is to change the learning environment by changing teaching methods and applying PBL in modern and computerized laboratories. – The third goal is to advance pupils towards success in the national matriculation examinations that every pupil in Israel takes in the 10th, 11th, and 12th grades.
- 5. • The findings indicate that scientific-technological PBL elevated pupils’ motivation and self-image in all levels. • The assessment process in PBL in a computerized environment emerges as a task whose success may act as momentum in promoting learning/teaching processes in schools. • PBL has made a tremendous change in the pupils’ life in school. This change started developing their self-responsibility for their learning processes.