This document discusses several educational emphases to incorporate into curriculum and instruction, including thinking skills, learning how to learn, ICT skills, values and citizenship, and multiple intelligences. It emphasizes developing critical and creative thinking through activities like problem solving. It also stresses teaching students to take responsibility for their own learning and become independent learners. Additionally, it recommends incorporating skills like using multimedia and the internet. The document proposes assessing students through projects, presentations, videos and portfolio work to accommodate multiple intelligences and learning styles.

1. EDU555 CURRICULUM AND INSTRUCTION
WEEK 8 (Educational Emphasis)

2. 0 Current development in education that will help learners
prepare for the world of work and social life.

3. 1.0 THINKING SKILLS
0 Critical and creative thinking skills are incorporate in the
learning outcomes:
- To enable learners to analyse information
- Make decisions
- Solve problems
- Express themselves accurately and creatively in language

4. THINKING SKILLS?
Critical thinking - the ability to evaluate an idea
Creative thinking - generate and produce ideas
Reasoning - to evaluate using series of logical steps
Thinking Strategy
Creative Skills
Conceptualise, Make Decision, Solve Problems
Critical skills


5. A Model for Using Thinking Skills (Science)
A hierarchical model
CRITICAL THINKING
SKILLS
(Solve Simple Problems)
CREATIVE THINKING
SKILLS
(Express Creatively)
1. Create (Food Web/Food Chain etc)
2. Evaluate/Demonstrate the effects
(Climate Change/Pollution etc)
1. Arranging in sequence (Food Chain)
2. WH Questions
3. Give details of problem
4. Determine
aims/hypothesis/inference/variables
/conclusion etc)

6. 2.0 LEARNING HOW TO LEARN
0 To enable learners to take responsibility for their own
learning.
0 A set of enabling skills, including the ability to access
information, knowing how to source for information, and
knowing what information is useful at a given time to meet
the challenges of life and work.

7. LHTL approach promotes that
learners should have some control over
WHAT is to be learnt
WHY it is to be learnt
WHEN and WHERE
it is to be learnt
HOW it is to be learnt

8. WHY PROMOTE LEARNING HOW
TO LEARN
0 So that students acquire the habit of:
- Independent learning.
- Being open (in working life) to make changes and cope with
changing technology and work functions and be
continuously employable.

9. WHY “LEARNING HOW TO LEARN”
0 Encourage learners to become independent learners
0 Train learners to be responsible for their own
learning
0 Enable learners to reflect and evaluate their own
learning

10. STEPS TOWARDS BECOMING
A SUCCESSFUL LEARNER
1. Goal setting and Planning
2. Discuss with teacher whether the goal is feasible
3. Make a contract
4. Put Plan into Action
5. Report Progress
6. Conference with teacher and peers
7. Self and Peer Evaluation
8. Presentation

11. 3.0 INFORMATION AND
COMMUNICATIONS TECHNOLOGY (ICT)
SKILLS
0 In line with globalisation and the ICT Age, skills relating to
ICT are incorporated in the learning outcomes.
0 Skills include:
-use of multimedia resources
-internet resources
-Utilisation of computer-related activities such as e-mail and
etc.

12. 4.0 VALUES AND CITIZENSHIP
0 Values contained in the secondary Moral syllabus
0 Include patriotism and good citizenship

13. 5.0 MULTIPLE INTELLIGENCES
What is intelligence?
An ability
To solve problem
To create a new product
To create a new service

14. WHY “MULTIPLE
INTELLEGENCES”?
0 To improve the intelligences of students to enhance
wholesome learning
0 To understand that each individual learns differently
0 To encourage collaboration in the classroom
0 To develop innovation in the teaching and learning of
Science
0 To improve motivation and creativity in the teaching of
Science

15. 8 MULTIPLE INTELLIGENCES
VERBAL LINGUISTIC- is the ability to use
language to excite, please, convince, stimulate
or convey information.
LOGICAL MATHEMATICS- is the ability to
explore patterns, categories and relationships by
manipulating objects, and to experiment in a
controlled, orderly way.

16. VISUAL-SPATIAL – is the ability to perceive
and mentally manipulate a form or object in a
visual or spatial display.
MUSICAL – is the ability to enjoy, perform
or compose a musical piece.
KINESTHETIC – is the ability to use fine
motor skills in sports, the performing arts, or
arts and crafts production.

17. INTERPERSONAL – is the ability to
understand and get along with others.
INTRAPERSONAL – is the ability to gain access
to and understand one’s inner feelings, dreams
and ideas.
NATURALISTIC – is the ability to observe
living things, natural phenomena or ecological
awareness.

18. WHAT ARE THE MULTIPLE INTELLIGENCES?
There are 8 according to Howard Gardner
MULTIPLE
INTELLIGENCES
Verbal Linguistic
Logical-Mathematical
Visual Spatial
Kinaesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic
1
2
3
4
5
6
7
8

19. Applying Multiple-Intelligences to
the Classroom
0 Activities must be tailored to the way students learn.
0 Various strategies must be used to match the student’s
particular MI-to keep trying until the teacher finds a
strategy that lends itself to optimal learning.

20. APPLYING MULTIPLE INTELLIGENCES
Topic: Electricity
Verbal Linguistic
Students write a letter to
the newspaper
complaining about the
frequent breakdowns of
electricity in their homes
Logical-Mathematical
Students prepare an
electric circuit following
simple instructions
Visual Spatial
Students design a poster
on the need to conserve
electricity
Kinaesthetic
Students mime a scene on
how people act when there
is no electricity in their
homes
Musical
Students write a simple
poem on electricity and
recite it
Interpersonal
Students advise each other
how to spend time when
there is no electricity
Intrapersonal
Students imagine how life
would be like without
electricity
Naturalistic
Students observe and
explain ways to conserve
electricity

21. APPLYING MULTIPLE INTELLIGENCES
The Solar System
Verbal Linguistic
Students label a diagram
of the solar system
Logical-Mathematical
Students count the
number of planets, moons
per planet, and create a
database
Visual Spatial
Students draw the solar
system
Kinaesthetic
Students conduct a
simulation of the planets
orbiting the sun
Musical
Students write a simple
poem on the solar system
and recite it
Interpersonal
Students talk to each other
about life in other planets
Intrapersonal
Students imagine how life
would be like living on the
moon
Naturalistic
Students observe plants
and trees outside their
school and say what would
happen if there is no
sunlight

22. What About Assessment
0 Utilise
- Project work and product-based assignment
- Presentation and demonstration
- Video and cassette recording and filming

23. WHAT ABOUT ASSESSMENT?
Utilise:
Project work and product-based
assignments
Presentations and
demonstrations
Video and cassette
recording and filming

24. ASSESSMENT
Through:
Experiments and
problem-solving
activities
Reports, folio,
portfolio and
exhibition of
pupil’s work
Observations at
learning stations

25. 6.0 KNOWLEDGE ACQUISITION
0 Learning outcomes ulilise subject matter disciplines
such as science, geography, and incorporate
educational emphases.

26. 7.0 PREPARATION FOR THE NEW
WORLD
0 Prepare learners to meet the challenges of the real
world by focusing on language use in society.
0 Achieved through structuring the curriculum in terms
of interpersonal, informational and aesthetic uses of
language.