Curriculum Design Class

2. WHAT IS THE TASK OF THE TEACHER IN THE
CLASSROOM?
• TO DELIVER INSTRUCTION

3. HOW CAN TEACHERS ACCOMPLISHED THEIR
TASK?
•STRATEGIES THAT INFLUENCE STUDENTS DIRECTLY AND INDIRECTLY, OR BY
COMBINATION OF THESE.
•TEACHER MAY DELIVER INSTRUCTION BY TELLING, BY SHOWING, AND BY
PROVIDING ACCESS TO THE INFORMATION TO BE LEARNED.
•THE TEACHER PROVIDES ACCESS TO THE INFORMATION BY WORKING WITH THE
STUDENTS.
•TOGETHER, TEACHER AND STUDENTS CAN BLEND TELLING, SHOWING, AND SELF-
EXPLORATION INTO A MEANINGFUL, INTRINSICALLY MOTIVATIONAL APPROACH.

4. •SELF-DIRECTED APPROACH - THIS WILL GIVE
STUDENTS MORE CONTROL TO THEIR LEARNING

5. DISCUSSION BY GROUP
•WHAT IS YOUR PREFERRED TEACHING STRATEGY.
CHOOSE ONE FROM YOUR EXPERIENCE.

6. TEACHING METHODS

7. THE DEMONSTRATIVE METHOD
•THE TEACHER OR ANOTHER DESIGNATED INDIVIDUAL STANDS BEFORE THE CLASS, SHOWS
SOMETHING, AND TELLS WHAT IS HAPPENING OR WHAT HAS HAPPENED, OR TASKS STUDENTS TO
DISCUSS WHAT HAS HAPPENED.
PURPOSE:
- WHEN THERE IS A DANGER INVOLVED IN STUDENTS’ USING EQUIPMENT OR MATERIALS
- SAVE TIME WHEN ABSOLUTELY NECESSARY
- SHOW PROPER USE OF EQUIPMENT
- DETAIL THE STEPS IN A PARTICULAR PROCEDURE;
- STUDENTS CAN GET A POINT ACROSS THAT IS NOT EASILY EXPRESSED IN WORDS

8. -DEMONSTRATION SHOULD BE COMPLETED AS SIMPLY AND
AS MUCH TO THE POINT AS POSSIBLE
- FOLLOW –UP TO CHECK FOR UNDERSTANDING

9. SOCRATIC METHODS
•USING QUESTIONING-AND-INTERACTION SEQUENCE DESIGNED TO DRAW INFORMATION OUT OF
STUDENTS, RATHER THAN POURING IT ON TO THEM.
•PURELY VERBAL AND INTERACTIVE
•PATTERN:
- A BROAD OPEN, OPEN-ENDED QUESTION THAT MOST STUDENTS CAN ANSWER IS ASKED FIRST
- A SECOND QUESTIONING SEQUENCE BEGINS TO NARROW THE RANGE OF RESPONSES AND
FOCUSES THE STUDENTS’ THINKING ONTO THE TOPIC OF THE QUESTIONING STRATEGY
- REVIEW LECTURES AND/OR STATEMENTS ARE INTERSPERSED AMONG THE QUESTIONS IN ORDER
TO KEEP THE SALIENT POINTS IN THE FOREFRONT
- A CONCLUDING QUESTION THEN BRINGS STUDENTS TO THE DESIRED ENDPOINT

10. CONCEPT ATTAINMENT
• STRATEGY THAT USES A STRUCTURED INQUIRY PROCESS.
• BASED ON THE RESEARCH OF JEROME BRUNER (1977)
• STUDENTS FIGURE OUT THE ATTRIBUTES OF A GROUP OR CATEGORY THAT HAS BEEN PROVIDED BY THE TEACHER.
• STUDENTS COMPARE AND CONTRAST EXAMPLES THAT CONTAIN ATTRIBUTES OF THE CONCEPT WITH EXAMPLES, STUDENTS
DISCUSS AND IDENTIFY THE ATTRIBUTES OF EACH UNTIL THEY DEVELOP A TENTATIVE HYPOTHESIS (DEFINITION) ABOUT THE
CONCEPT.

11. •STUDENTS SEPARATE THE EXAMPLES INTO TWO GROUPS, THOSE THAT
HAVE ATTRIBUTE AND THOSE THAT DON’T. HYPOTHESIS IS THEN TESTED BY
APPLYING IT TO OTHER EXAMPLES OF CONCEPT.
•STUDENTS FINALLY DEMONSTRATE THAT THEY HAVE ATTAINED THE
CONCEPT BY GENERATING THEIR OWN EXAMPLES AND NONEXAMPLES.
----- BASED ON THE ASSUMPTION THAT ONE OF THE BEST WAYS TO LEARN A
CONCEPT IS BY SEEING EXAMPLES OF IT.

12. COOPERATIVE LEARNING
•EVOLVING CONSTRUCTIVIST PERSPECTIVES ON LEARNING HAVE FUELED INTEREST
IN COLLABORATION AND COOPERATIVE LEARNING.
•EMERGED AS A PROMISING INSTRUCTIONAL APPROACH.
•SIMPLY PUTTING STUDENTS IN GROUPS.
•GENERALLY REQUIRES THAT STUDENT WORK TOGETHER IN MIXED-ABILITY GROUPS
IN ACCOMPLISHING A SET OF TASKS.
•INDIVIDUAL ACCOUNTABILITY OCCURS WHEN EACH STUDENT IN THE GROUP IS
HELD RESPONSIBLE FOR THE REQUIRED LEARNING GOALS.

13. • GRAPHIC DESIGNERS CAN BE VALUABLE RESOURCE WHEN WORKING WITH COOPERATIVE LEARNING
GROUPS.
WWW.ENCHANTEDLEARNING.COM/GRAPHICORGANIZERS/KWHL
WWW.ENCHANTEDLEARNING.COM/GRAPHICORGANIZERS/SCIENTICMETHOD

14. •COOPERATIVE LEARNING TAKES MANY FORMS. THE MOST
COMMON APPROACHES INCLUDE PEER TUTORING. STUDENT
TEAMS ACHIEVEMENT DIVISION (STAD), GROUP INVESTIGATION,
AND THE JIGSAW STRATEGY.

15. HOW TO INTEGRATED COMPUTERS INTO
THE CURRICULUM
•COMPUTER USE IN THE CLASSROOM CAN BE HIGHLY
MOTIVATIONAL
•COMPUTERS TEND TO INCREASE STUDENT SELF-CONFIDENCE AND
DETERMINATION.
•INTERNET CAN BE USED FOR VARIETY OF TASKS RANGING FROM E-
MAIL PEN PALS TO RESEARCH ASSIGNMENTS.

16. TIPS TO INTEGRATE COMPUTER IN THE
CLASSROOM:
•START SLOW
•KEEP IT SIMPLE
•BE SELECTIVE
•BE FLEXIBLE
•ALLOW FLEXIBILITY IN GROWING

17. SIMULATIONS AND GAMES
•CAN BE USEFUL AS TEACHING TOOLS
•PROVIDE A VARIETY OF LEARNING OPPORTUNITIES IN THE CLASSROOM
•IT’S FUN
•ENCOURAGE STUDENTS TO ACT OUT THE BEHAVIORS AND EXPRESS THEIR
OWN WORDS AND ACTIONS AND ARGUMENTS BEHIND THE ISSUE.

18. SIMULATION
•PRESENTING OF AN ARTIFICIAL OR EVENT THAT REPRESENTS
REALITY BUT THAT REMOVES RISK TO THE INDIVIDUAL INVOLVED
IN THE ACTIVITY

19. DIFFERENCE BETWEEN HUMAN AND
PERSON-TO-COMPUTER SIMULATIONS
•HUMAN SIMULATIONS – CONDUCTED IN THE FORM OF ROLE-PLAYING
AND SOCIODRAMAS
- ROLE PLAYING
•COMPUTER-TO-PERSON SIMULATIONS- TAKE THE FORM OF GAMES
-EDUCATIONAL GAMES

20. FUNDAMENTAL INDIVIDUALIZATION
STRATEGIES:
•ENGAGE STUDENTS IN LEARNING PLANS TAILORED TO MEET THEIR
INTEREST, NEEDS, AND ABILITIES.
-LEARNING PACE
-INSTRUCTIONAL OBJECTIVES
-THE LEARNING METHOD
-THE LEARNING MATERIALS

21. •ESSAYS AND PROJECTS ARE ALSO AN EXCELLENT
WAY OF INDIVIDUALIZING INSTRUCTION.

22. BENEFITS OF INDIVIDUALIZATION OF
INSTRUCTION
•INDEPENDENT STUDY – SELF-DIRECTED LEARNING
•MASTERY LEARNING –
- IDENTIFICATION OF YOUR OBJECTIVE
- DETERMINE WHERE STUDENTS ARE WITH RESPECT TO THE OBJECTIVES
- DELIVERY OF THE PRIMARY INSTRUCTION
- MASTERY OF THE MODEL PARTS FROM THE TRADITIONAL MODEL: A FORMATIVE
ASSESSMENT

23. EFFECTIVENESS OF INDIVIDUALIZATION
•CAREFULLY DESIGNED AND MONITORED

24. DRILL AND PRACTICE
• DRILL – FIXATION OF THE SPECIFIC ASSOCIATIONS FOR AUTOMATIC RECALL
• PRACTICE – CONCERNED WITH IMPROVEMENT
- DEVELOPMENT OF AUTOMATIC AND /OR IMPROVED PERFORMANCE

25. THE QUALITY OF EDUCATION CAN BE
IMPROVED THROUGH THE USE OF
TECHNOLOGY.