World learning content based instruction course description (1)
•
0 likes•180 views
This document provides an overview of a Content-based Instruction course for English teachers. The course aims to help teachers lead CBI courses by teaching them how to prioritize English and content learning objectives, choose classroom materials, and incorporate English teaching techniques into CBI contexts. Participants will learn CBI-specific teaching methods covering syllabus design, lesson planning, materials selection, assessment, and feedback to help them prepare lessons and curricula and share their knowledge with colleagues.
Report
Share
Report
Share
Download to read offline
Recommended
Principles Into Practice
The document discusses MYP: From principles into practice, a new publication for workshop leaders, administrators, and teachers in MYP schools. It provides guidance on the requirements of the MYP program and explains how the MYP principles of the IB mission statement, learner profile, and fundamental concepts relate to and affect teaching practices and curriculum design. Specifically, it shows how these principles should be reflected in the content and contexts taught using the MYP unit planner model.
Proficiency based learning at ncn
Grades 6-12 at Nelson C. Nix Educational Center for Excellence will participate in a proficiency-based instructional program using Compass Learning Odyssey Courseware and supplemental materials. Students will spend one period daily in a computer lab working on individualized assignments created by teachers to assess mastery of standards. Additionally, students have individualized learning improvement plans to work at their own pace. All students will participate in the program to benefit from expectations of success, learning as a skill, personalized learning, and support for mobile students. The program design is based on setting performance objectives, formative assessment, individualizing learning experiences, and determining proficiency through summative assessment in core skills. Teachers will receive ongoing training and evaluation of
Plconffeb14v1
The document discusses strategies to improve student retention, progression, and attainment by focusing on the primacy of academic programmes. It recommends establishing programme leader forums to strengthen programme leadership and integrate module and programme learning outcomes. Additional strategies include clarifying programme information before entry, conducting pre-entry activities, reviewing timetabling to allow programme teams more influence, and using data to enhance the student experience with a focus on programmes rather than individual modules.
GCU LTAS Discussion Jan 2008
Goals and approaches being taken with the (revised)
Learning, Teaching & Assessment strategy. Presented by Caroline MacDonald and Allison Littlejohn
Facilitation skills course outline
This 3-day training course provides a unit standard for those who facilitate learning using various methodologies. The course will teach facilitation skills like different facilitation methods, organizing the learning environment, group dynamics, using learning resources, planning for learner needs and outcomes, and evaluating learning. Upon completion, participants will be able to facilitate learning coherently using appropriate techniques to promote interaction and practice of concepts.
Introduction09
The document defines the relationship between curriculum and instruction and describes different levels of curriculum. It provides definitions of key terms like curriculum, curriculum development, instructional design. It also outlines some shared and unique aspects of curriculum development and instructional design. Finally, it discusses different approaches to curriculum including technical, non-technical, and rational/logical processes.
Engaged Learning
This document summarizes Dr. Kathryn Barker's presentation on a proposed Code of Good Practice for Engaged Learning. The presentation outlines challenges in higher education around focusing on student experience and learning over teaching. It then discusses best practices in areas like student-centered learning. The proposed Code contains 7 principles for engaged learning, such as ensuring curriculum and learning experiences are relevant and aligned with intended outcomes. Implementing this Code would help universities demonstrate excellence in teaching and learning for quality assurance and benefit students and graduates.
Unified curriculum
EdisonLearning partners with Houghton Mifflin Harcourt to provide a unified K-12 curriculum to schools. A unified curriculum supports consistent, high-quality instruction across grades and subjects. It provides teachers with shared resources and assessments to better identify and address student needs. Implementing a unified curriculum also streamlines program adoption, allows for universal best practices, and facilitates data-driven professional development.
Recommended
Principles Into Practice
The document discusses MYP: From principles into practice, a new publication for workshop leaders, administrators, and teachers in MYP schools. It provides guidance on the requirements of the MYP program and explains how the MYP principles of the IB mission statement, learner profile, and fundamental concepts relate to and affect teaching practices and curriculum design. Specifically, it shows how these principles should be reflected in the content and contexts taught using the MYP unit planner model.
Proficiency based learning at ncn
Grades 6-12 at Nelson C. Nix Educational Center for Excellence will participate in a proficiency-based instructional program using Compass Learning Odyssey Courseware and supplemental materials. Students will spend one period daily in a computer lab working on individualized assignments created by teachers to assess mastery of standards. Additionally, students have individualized learning improvement plans to work at their own pace. All students will participate in the program to benefit from expectations of success, learning as a skill, personalized learning, and support for mobile students. The program design is based on setting performance objectives, formative assessment, individualizing learning experiences, and determining proficiency through summative assessment in core skills. Teachers will receive ongoing training and evaluation of
Plconffeb14v1
The document discusses strategies to improve student retention, progression, and attainment by focusing on the primacy of academic programmes. It recommends establishing programme leader forums to strengthen programme leadership and integrate module and programme learning outcomes. Additional strategies include clarifying programme information before entry, conducting pre-entry activities, reviewing timetabling to allow programme teams more influence, and using data to enhance the student experience with a focus on programmes rather than individual modules.
GCU LTAS Discussion Jan 2008
Goals and approaches being taken with the (revised)
Learning, Teaching & Assessment strategy. Presented by Caroline MacDonald and Allison Littlejohn
Facilitation skills course outline
This 3-day training course provides a unit standard for those who facilitate learning using various methodologies. The course will teach facilitation skills like different facilitation methods, organizing the learning environment, group dynamics, using learning resources, planning for learner needs and outcomes, and evaluating learning. Upon completion, participants will be able to facilitate learning coherently using appropriate techniques to promote interaction and practice of concepts.
Introduction09
The document defines the relationship between curriculum and instruction and describes different levels of curriculum. It provides definitions of key terms like curriculum, curriculum development, instructional design. It also outlines some shared and unique aspects of curriculum development and instructional design. Finally, it discusses different approaches to curriculum including technical, non-technical, and rational/logical processes.
Engaged Learning
This document summarizes Dr. Kathryn Barker's presentation on a proposed Code of Good Practice for Engaged Learning. The presentation outlines challenges in higher education around focusing on student experience and learning over teaching. It then discusses best practices in areas like student-centered learning. The proposed Code contains 7 principles for engaged learning, such as ensuring curriculum and learning experiences are relevant and aligned with intended outcomes. Implementing this Code would help universities demonstrate excellence in teaching and learning for quality assurance and benefit students and graduates.
Unified curriculum
EdisonLearning partners with Houghton Mifflin Harcourt to provide a unified K-12 curriculum to schools. A unified curriculum supports consistent, high-quality instruction across grades and subjects. It provides teachers with shared resources and assessments to better identify and address student needs. Implementing a unified curriculum also streamlines program adoption, allows for universal best practices, and facilitates data-driven professional development.
Student as producer
A presentation I gave to some European colleagues explaining the ideas behind the University of Lincoln's Student as Producer project
An introduction to middle school English curriculum
This presentation introduces what is the curriculum and explains all about the Algerian middle school curriculum
Watch the content on youtube:
https://www.youtube.com/watch?v=PWEwuD3lmHA&t=753s
Oer fellows program doha 2013 v1d teachers
This document provides an overview of ISKME's OER Fellowship Program in Qatar for 2013-2014. The goals of the Qatar program are to partner with schools to improve teaching and learning, enable teachers to use and align open content to standards, and positively impact student outcomes. The fellowship includes monthly trainings and meetings for participants to develop, document, and share OER projects aligned to math standards. An evaluation will measure the impact on math achievement. The timeline outlines fellowship activities from July 2013 through May 2014, including trainings in Doha and California. There are plans to expand the program in future years.
Implications of Curriculum Changes
The document outlines major structural changes being made to the UK education system, including raising the leaving age to 18, revising pathways and qualifications, and introducing new programmes like Diplomas. Diplomas are intended to have a vocational emphasis and include core subjects plus work experience. The changes aim to improve skills training, increase participation in education, and better prepare students for the job market and technological changes. However, there are also implications for teachers, schools, and local authorities in implementing the new system.
Continuous Learning for HR Enrichment through MOOC’s – A Global Perspective ...
Continuous Learning for HR Enrichment through MOOC’s – A Global Perspective ...RUDRA BUSINESS SOLUTIONS
The document discusses Massive Open Online Courses (MOOCs) and the changing landscape of education. It notes that MOOCs provide free online courses from universities worldwide and can include videos, readings, and student forums. While MOOCs currently have low completion rates, they offer unprecedented access to international education and opportunities for research on learning. The document also reviews the growth of MOOCs globally and in different regions, as well as methods of assessment and limitations compared to traditional degrees.Wiltshire Geog1
The document discusses the new secondary curriculum in the UK and its focus on increased flexibility, tailoring to learners, and whole curriculum design. It emphasizes considering the curriculum in the context of students' whole learning experience. Key questions driving the new approach are what schools aim to achieve, how to organize learning, and how to achieve their aims. The new subject programs of study outline include importance statements, key concepts, processes, content range, and curriculum opportunities. Implementing the new curriculum is intended as a whole school process.
Frd CV
Simon Ford is an Associate Assistant Principal at Chalfonts Community College with over 14 years of experience in education. He has experience as a Subject Leader and Head of Media, and is currently the Leader of Tracking and Progress. His responsibilities include ICT strategy, extra-curricular activities, and line management of various departments. He has a BA in English/Media Studies and PGCE, and has received outstanding teacher ratings for 7 years.
University Schools as a means to develop Teacher Education – a new form of Pa...
The document discusses a new partnership between universities in Oslo and Tromsø to establish Norway's first Centre of Excellence in Teacher Education. The Centre aims to develop teacher education through integrated study designs, university schools, digital learning environments, and leadership. It outlines Norway's new national curriculum calling for closer integration of pedagogy, subject didactics, and practice. The partnership will develop student teaching practice through "intensive practicums" in university schools and research collaborations between schools and the teacher education programs.
Teacher Education for Inclusion project
This Agency project set out to examine the essential skills, knowledge and understanding, attitudes and values needed by everyone entering the teaching profession. The presentation compiled the recommendations from the project whose main question was: How are all teachers prepared via their initial education to be inclusive?
The Profile of Inclusive Teachers is an outcome of this project. This presentation briefly describes the four core values relating for teaching and learning, as well as main areas of teacher competence.
For more information, visit the project's web area: www.european-agency.org/agency-projects/teacher-education-for-inclusion
Single teacher school presentation
The document outlines a capacity building program for single school teachers to equip them with the knowledge, skills, and attitude to provide an optimal learning experience for children in multi-grade classrooms. The program goals are for teachers to understand multi-grade curriculum design, teaching strategies, classroom management, and resource development. It will provide training over key content areas such as the philosophical bases of multi-grade teaching, curriculum development, teaching strategies, and assessment. Teachers will receive school-based support visits once a month and cluster-based workshops. The program budget and implementation details are also summarized.
Teacher training model for single school teacher
An assignment presentation for my coursework with Zain, Noor, Shoaib, Imtiaz. This presentation shows our proposed model for training of single school teacher.
Faculty development program in blended mode
This video explains how to train faculties in blended mode of technology using learner centered instructional design.
It focuses on 4 essential components of learner centered instructional design (LCID). They are
1. Flexible learning environment
2. Learning support
3. Collaborative learning
4. Learning analytics
The video also explains the 4 essential components of LCID and how to train faculties to face the challenges of 21st century.
Ten principles of succesful learning- 10 principios para el e-learning exitoso
This document discusses the Ten Pedagogic Principles of E-learning as defined by Anderson and McCormick. The principles are: 1) match to the curriculum, 2) inclusion, 3) learner engagement, 4) innovative approaches, 5) effective learning, 6) formative assessment, 7) summative assessment, 8) coherence, consistency and transparency, 9) ease of use, and 10) cost-effectiveness. It then presents how the itslearning online learning platform applies each of these principles in its design, tools, and features to provide effective online education that is accessible and supportive of all learners.
Module 2 assignment rogue
This document discusses curriculum implementation and enrichment. It defines curriculum and describes two curriculum models - Ralph Tyler's objectives model and the Kellough & Kellough model. It emphasizes that curriculum should meet students', society's, and subject's needs. The document also discusses implementing curriculum through fidelity or adaptation and creating enrichment curriculum through Type 1, 2, and 3 enrichment to supplement the core curriculum. The goal of enrichment is to support all students' unique skills, interests, and needs.
Advanced global perspectives facilitator Manju Kumari
Global Perspectives is a groundbreaking and stimulating course that stretches across traditional subject boundaries and develops transferable skills. It is both cross-curricular and skills-based and taps into the way learners of today enjoy learning, including team work, presentations and projects. The emphasis is on developing the ability to think critically about a range of global issues where there is always more than one point of view.
Apt 502 module 5
The document discusses the process of creating instructional materials which includes determining learner needs, defining objectives, designing assessments and activities. It emphasizes understanding learners, relating content to the curriculum, considering available resources and technologies, and providing visual aids to simplify complex ideas. Effective instructional design is essential for organizing successful distance learning experiences.
Curriculum for general knowledge
The document outlines a revised general knowledge curriculum for grades 1-3 in Pakistan. The curriculum aims to develop students' thinking skills, creativity, healthy attitudes, and moral values through hands-on, inquiry-based learning experiences. It emphasizes broadening learning, strengthening connections between grades, promoting life-long learning, and developing independent learning abilities. The curriculum covers knowledge in areas like beliefs, history, geography, economics, and citizenship. It also focuses on developing skills like inquiry, problem-solving, communication, collaboration, and decision-making. Teachers are encouraged to use student-centered, active learning strategies like inquiry-based teaching, learning by doing, demonstrations, cooperative learning, and role-play. Assessment focuses on measuring demonstration of
Assignment 2.3
Universal Design is a model that aims to create inclusive classrooms that meet the needs of all students. It focuses on students who have been marginalized by traditional curricula aimed at average students, including those with disabilities or gifts. Universal Design has guidelines that provide multiple means of representation, action and expression, and engagement. Teachers who implement Universal Design plan creative, engaging activities; differentiate materials; use technology; evaluate students; and ensure clear communication to meet each student's individual needs.
curriculum development at secondary level
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
Curriculum development is significant because it
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
Curriculum transaction and mode
The document discusses curriculum transaction and modes of curriculum transaction. It defines curriculum transaction as the effective implementation of curriculum contents based on the objectives. There are two main modes of curriculum transaction: face-to-face and distance. Face-to-face involves direct interaction between teachers and learners through lectures, discussions, etc. Distance mode does not involve direct contact and uses mediums like print, audio, video for instruction. Recently, interactive television and online platforms like Zoom, Google Meet, and YouTube Live have also been used for curriculum transaction during the COVID-19 pandemic.
Philosophy guide 2016(6) copy
This document provides an overview of the International Baccalaureate Diploma Programme and the role of philosophy within it. The Diploma Programme is a rigorous two-year pre-university course that encourages students to make connections between subjects and develop critical thinking skills. It comprises six academic subjects, a central core involving theory of knowledge, creativity/action/service, and an extended essay. The philosophy guide outlines the purpose, nature, aims and assessment of the philosophy course, which examines key questions about knowledge, reality, ethics and logic.
School based orientation on lac
The document outlines a policy for establishing Learning Action Cells (LACs) in schools as a teacher professional development strategy. LACs are groups of teachers who meet regularly to collaboratively plan lessons, discuss challenges, and improve teaching practices. The policy details the objectives, theoretical framework, topics of discussion, implementation process, and roles of various DepEd offices in supporting LACs. Progress will be monitored based on evidence of critical reflection, increased curriculum knowledge, and changes to pedagogy rather than direct correlations between LAC activities and student performance.
More Related Content
What's hot
Student as producer
A presentation I gave to some European colleagues explaining the ideas behind the University of Lincoln's Student as Producer project
An introduction to middle school English curriculum
This presentation introduces what is the curriculum and explains all about the Algerian middle school curriculum
Watch the content on youtube:
https://www.youtube.com/watch?v=PWEwuD3lmHA&t=753s
Oer fellows program doha 2013 v1d teachers
This document provides an overview of ISKME's OER Fellowship Program in Qatar for 2013-2014. The goals of the Qatar program are to partner with schools to improve teaching and learning, enable teachers to use and align open content to standards, and positively impact student outcomes. The fellowship includes monthly trainings and meetings for participants to develop, document, and share OER projects aligned to math standards. An evaluation will measure the impact on math achievement. The timeline outlines fellowship activities from July 2013 through May 2014, including trainings in Doha and California. There are plans to expand the program in future years.
Implications of Curriculum Changes
The document outlines major structural changes being made to the UK education system, including raising the leaving age to 18, revising pathways and qualifications, and introducing new programmes like Diplomas. Diplomas are intended to have a vocational emphasis and include core subjects plus work experience. The changes aim to improve skills training, increase participation in education, and better prepare students for the job market and technological changes. However, there are also implications for teachers, schools, and local authorities in implementing the new system.
Continuous Learning for HR Enrichment through MOOC’s – A Global Perspective ...
Continuous Learning for HR Enrichment through MOOC’s – A Global Perspective ...RUDRA BUSINESS SOLUTIONS
The document discusses Massive Open Online Courses (MOOCs) and the changing landscape of education. It notes that MOOCs provide free online courses from universities worldwide and can include videos, readings, and student forums. While MOOCs currently have low completion rates, they offer unprecedented access to international education and opportunities for research on learning. The document also reviews the growth of MOOCs globally and in different regions, as well as methods of assessment and limitations compared to traditional degrees.Wiltshire Geog1
The document discusses the new secondary curriculum in the UK and its focus on increased flexibility, tailoring to learners, and whole curriculum design. It emphasizes considering the curriculum in the context of students' whole learning experience. Key questions driving the new approach are what schools aim to achieve, how to organize learning, and how to achieve their aims. The new subject programs of study outline include importance statements, key concepts, processes, content range, and curriculum opportunities. Implementing the new curriculum is intended as a whole school process.
Frd CV
Simon Ford is an Associate Assistant Principal at Chalfonts Community College with over 14 years of experience in education. He has experience as a Subject Leader and Head of Media, and is currently the Leader of Tracking and Progress. His responsibilities include ICT strategy, extra-curricular activities, and line management of various departments. He has a BA in English/Media Studies and PGCE, and has received outstanding teacher ratings for 7 years.
University Schools as a means to develop Teacher Education – a new form of Pa...
The document discusses a new partnership between universities in Oslo and Tromsø to establish Norway's first Centre of Excellence in Teacher Education. The Centre aims to develop teacher education through integrated study designs, university schools, digital learning environments, and leadership. It outlines Norway's new national curriculum calling for closer integration of pedagogy, subject didactics, and practice. The partnership will develop student teaching practice through "intensive practicums" in university schools and research collaborations between schools and the teacher education programs.
Teacher Education for Inclusion project
This Agency project set out to examine the essential skills, knowledge and understanding, attitudes and values needed by everyone entering the teaching profession. The presentation compiled the recommendations from the project whose main question was: How are all teachers prepared via their initial education to be inclusive?
The Profile of Inclusive Teachers is an outcome of this project. This presentation briefly describes the four core values relating for teaching and learning, as well as main areas of teacher competence.
For more information, visit the project's web area: www.european-agency.org/agency-projects/teacher-education-for-inclusion
Single teacher school presentation
The document outlines a capacity building program for single school teachers to equip them with the knowledge, skills, and attitude to provide an optimal learning experience for children in multi-grade classrooms. The program goals are for teachers to understand multi-grade curriculum design, teaching strategies, classroom management, and resource development. It will provide training over key content areas such as the philosophical bases of multi-grade teaching, curriculum development, teaching strategies, and assessment. Teachers will receive school-based support visits once a month and cluster-based workshops. The program budget and implementation details are also summarized.
Teacher training model for single school teacher
An assignment presentation for my coursework with Zain, Noor, Shoaib, Imtiaz. This presentation shows our proposed model for training of single school teacher.
Faculty development program in blended mode
This video explains how to train faculties in blended mode of technology using learner centered instructional design.
It focuses on 4 essential components of learner centered instructional design (LCID). They are
1. Flexible learning environment
2. Learning support
3. Collaborative learning
4. Learning analytics
The video also explains the 4 essential components of LCID and how to train faculties to face the challenges of 21st century.
Ten principles of succesful learning- 10 principios para el e-learning exitoso
This document discusses the Ten Pedagogic Principles of E-learning as defined by Anderson and McCormick. The principles are: 1) match to the curriculum, 2) inclusion, 3) learner engagement, 4) innovative approaches, 5) effective learning, 6) formative assessment, 7) summative assessment, 8) coherence, consistency and transparency, 9) ease of use, and 10) cost-effectiveness. It then presents how the itslearning online learning platform applies each of these principles in its design, tools, and features to provide effective online education that is accessible and supportive of all learners.
Module 2 assignment rogue
This document discusses curriculum implementation and enrichment. It defines curriculum and describes two curriculum models - Ralph Tyler's objectives model and the Kellough & Kellough model. It emphasizes that curriculum should meet students', society's, and subject's needs. The document also discusses implementing curriculum through fidelity or adaptation and creating enrichment curriculum through Type 1, 2, and 3 enrichment to supplement the core curriculum. The goal of enrichment is to support all students' unique skills, interests, and needs.
Advanced global perspectives facilitator Manju Kumari
Global Perspectives is a groundbreaking and stimulating course that stretches across traditional subject boundaries and develops transferable skills. It is both cross-curricular and skills-based and taps into the way learners of today enjoy learning, including team work, presentations and projects. The emphasis is on developing the ability to think critically about a range of global issues where there is always more than one point of view.
Apt 502 module 5
The document discusses the process of creating instructional materials which includes determining learner needs, defining objectives, designing assessments and activities. It emphasizes understanding learners, relating content to the curriculum, considering available resources and technologies, and providing visual aids to simplify complex ideas. Effective instructional design is essential for organizing successful distance learning experiences.
Curriculum for general knowledge
The document outlines a revised general knowledge curriculum for grades 1-3 in Pakistan. The curriculum aims to develop students' thinking skills, creativity, healthy attitudes, and moral values through hands-on, inquiry-based learning experiences. It emphasizes broadening learning, strengthening connections between grades, promoting life-long learning, and developing independent learning abilities. The curriculum covers knowledge in areas like beliefs, history, geography, economics, and citizenship. It also focuses on developing skills like inquiry, problem-solving, communication, collaboration, and decision-making. Teachers are encouraged to use student-centered, active learning strategies like inquiry-based teaching, learning by doing, demonstrations, cooperative learning, and role-play. Assessment focuses on measuring demonstration of
Assignment 2.3
Universal Design is a model that aims to create inclusive classrooms that meet the needs of all students. It focuses on students who have been marginalized by traditional curricula aimed at average students, including those with disabilities or gifts. Universal Design has guidelines that provide multiple means of representation, action and expression, and engagement. Teachers who implement Universal Design plan creative, engaging activities; differentiate materials; use technology; evaluate students; and ensure clear communication to meet each student's individual needs.
curriculum development at secondary level
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
Curriculum development is significant because it
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
Curriculum transaction and mode
The document discusses curriculum transaction and modes of curriculum transaction. It defines curriculum transaction as the effective implementation of curriculum contents based on the objectives. There are two main modes of curriculum transaction: face-to-face and distance. Face-to-face involves direct interaction between teachers and learners through lectures, discussions, etc. Distance mode does not involve direct contact and uses mediums like print, audio, video for instruction. Recently, interactive television and online platforms like Zoom, Google Meet, and YouTube Live have also been used for curriculum transaction during the COVID-19 pandemic.
What's hot (20)
An introduction to middle school English curriculum
An introduction to middle school English curriculum
Continuous Learning for HR Enrichment through MOOC’s – A Global Perspective ...
Continuous Learning for HR Enrichment through MOOC’s – A Global Perspective ...
University Schools as a means to develop Teacher Education – a new form of Pa...
University Schools as a means to develop Teacher Education – a new form of Pa...
Ten principles of succesful learning- 10 principios para el e-learning exitoso
Ten principles of succesful learning- 10 principios para el e-learning exitoso
Advanced global perspectives facilitator Manju Kumari
Advanced global perspectives facilitator Manju Kumari
Similar to World learning content based instruction course description (1)
Philosophy guide 2016(6) copy
This document provides an overview of the International Baccalaureate Diploma Programme and the role of philosophy within it. The Diploma Programme is a rigorous two-year pre-university course that encourages students to make connections between subjects and develop critical thinking skills. It comprises six academic subjects, a central core involving theory of knowledge, creativity/action/service, and an extended essay. The philosophy guide outlines the purpose, nature, aims and assessment of the philosophy course, which examines key questions about knowledge, reality, ethics and logic.
School based orientation on lac
The document outlines a policy for establishing Learning Action Cells (LACs) in schools as a teacher professional development strategy. LACs are groups of teachers who meet regularly to collaboratively plan lessons, discuss challenges, and improve teaching practices. The policy details the objectives, theoretical framework, topics of discussion, implementation process, and roles of various DepEd offices in supporting LACs. Progress will be monitored based on evidence of critical reflection, increased curriculum knowledge, and changes to pedagogy rather than direct correlations between LAC activities and student performance.
Ib business-management
This document provides an introduction to the International Baccalaureate Diploma Programme. It outlines the core components of the programme including Theory of Knowledge, Creativity, Action, Service, and the Extended Essay. It describes the six academic areas that students study and explains the flexibility in subject choices. The document emphasizes developing approaches to teaching and learning that empower students and teachers.
Implementing Inclusive Practice
Presented by Dr Graham Holden at Sheffield Hallam University's "All Inclusive" event at Sheffield Town Hall - 18/01/17
Excell access strategies
This document outlines 4 access strategies to support learning - cooperative learning, instructional conversations, academic language development, and advanced graphic organizers. It describes each strategy and how they can promote language acquisition, critical thinking, comprehension, and knowledge construction. The document advocates for implementing these research-based strategies through professional development, coaching, and assessing results to move beyond overused direct instruction and facilitate active student participation and rigor.
EDUC 19 PPT.pptx
The document discusses the definition, nature, and scope of curriculum. It defines curriculum as the total learning experiences of students under a teacher's guidance, including a set of subjects, content, materials, and performance objectives taught inside and outside of school. Curriculum can be viewed as a content, process, or product. As content, it focuses on the body of knowledge transmitted to students. As a process, it emphasizes teaching methods and student learning activities. As a product, it refers to the intended learning outcomes and skills achieved by students.
ED-9-Chapter-2-Module-3.pptx
This document provides information about curriculum design and mapping. It begins with an opening prayer and icebreaker activity. It then covers three lessons:
1. The fundamentals of curriculum design, including the elements or components of a curriculum like objectives, content, references, teaching methods, and assessment.
2. Approaches to curriculum design like subject-centered, learner-centered, and problem-centered models. It discusses principles of different approaches.
3. Curriculum mapping, which is defined as a process that follows curriculum design. It identifies the purposes of mapping like pacing lessons over time. Examples of curriculum maps are also mentioned.
Winter 2021 course descriptions
Este es el programa para el MOOC Online Professional English Network Program.ste consiste de cursos de 8 semanas ofrecidos por prestigiosas instituciones de Educación Superior en EEUU.
Final ADM_CBLT-CLIL (1) (1).pptx
This document discusses CBI (Content-Based Instruction) and CLIL (Content and Language Integrated Learning). It provides definitions of CBI and CLIL, describes some common models of each approach, discusses how to design CBI and CLIL lessons, and outlines advantages and disadvantages. Specifically, it notes that CBI often involves using English to teach other subjects, while CLIL uses a second language as the medium of instruction for non-language content. It also discusses objectives, syllabus, teaching activities, learner and teacher roles, and materials in CBI and CLIL design.
curriculumdevelopmentprocessinpakistan-111213061018-phpapp01.ppt
The document summarizes the curriculum development process in Pakistan. It outlines that the Federal Ministry of Education is responsible for national curriculum standards and policy. It also discusses the roles of the National Bureau of Curriculum and Textbooks and provincial curriculum centers in approving, maintaining, and ensuring provincial collaboration on curriculum. The curriculum design process involves developing objectives, schemes of study, syllabi, textbooks, and teacher training. It notes some pitfalls like a lack of subject experts and textbooks not fully reflecting the curriculum. It also outlines the higher education curriculum review process led by the Higher Education Commission.
Language curriculum
This document discusses key concepts related to curriculum design for teaching English as a foreign language. It defines curriculum as a general plan for a course of study including goals, learning outcomes, and evaluation. A syllabus provides more specific details for teaching a particular course, including content selection and sequencing. Methodology refers to the underlying teaching approaches used, while methods are specific classroom techniques. Effective curriculum design involves defining objectives, selecting content, organizing content and learning experiences, and determining evaluation. Curriculum ideologies influence design and include academic rationalism, social efficiency, learner-centeredness, and social reconstructionism.
Deped order 42 policy guidelines dll
The document outlines the policy guidelines for daily lesson preparation under the K to 12 Basic Education Program in the Philippines. It discusses the importance of instructional planning and the elements of an effective lesson plan, including objectives, content, learning resources, procedures, remarks, and reflection. Teachers are required to fill out a Daily Lesson Log on a weekly basis that includes these elements. The log is meant to guide teachers' instruction and assessment while allowing flexibility. It also requires teachers to reflect on the effectiveness of their lessons and address student needs.
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptx
This document provides an introduction to a course on Curriculum Development taught by Jaelani, M. App. Ling. at the State Islamic University of Mataram in Indonesia. It includes the lecturer's contact information, course objectives focusing on developing skills in curriculum planning, evaluation, and research. It also outlines the course materials, assignments, and grading criteria. The document discusses the importance of curriculum development for effective teaching and provides definitions and levels of curriculum. It poses questions to consider in curriculum planning and discusses consequences and historical background of being a curriculum developer.
Spotlight on inclusive practice –
This document discusses inclusive practice in higher education and summarizes a program at the University of Wolverhampton's Institute of Education to promote more inclusive teaching, learning, and assessment. The program funded 9 projects across different departments. The projects aimed to improve accessibility, support diverse student needs, and enhance teaching approaches. Evaluations found students appreciated support for their individual requirements and opportunities to openly discuss needs with instructors. The program also highlighted the need for inclusive practice guidance for students, staff, and external partners to foster student success and social mobility.
InTASC Standards
This document discusses how teachers can collaborate with families, communities, colleagues, and other professionals. It provides examples of parent-teacher conferences, working with the local community, participating in professional learning communities, and meeting the needs of English language learners. The importance of collaboration among teachers and students is explained. Ensuring instructional resources are appropriate for learners is also addressed.
Curriculum Development: Increasing access to and reach of learning resources ...
Curriculum Development: Increasing access to and reach of learning resources ...Kathleen Ludewig Omollo
Presentation to consortium members on July 28, 2014. For more about the consortium, see http://1000obgyns.org/. Since the event, the associated open educational resources have been posted to http://open.umich.edu/education/med/1000obgyns/. 2002 Basic Education Curriculum
Curriculum Innovations: Local Trends
Salient Features of 2002 Basic Education Curriculum
Integrative Teaching as a Mode of Instructional Delivery
Reference: Curriculum Development by Purita P. Bilbao Ed.D., et.al.
Curriculum and Course Planning_BINALET.pptx
The document discusses curriculum definitions and the process of curriculum development and course design. It provides definitions of curriculum from various scholars and outlines the key elements involved in curriculum planning including determining objectives, content, teaching methods, and assessment. It also describes the five phases of formal curriculum development as 1) defining learning outcomes, 2) selecting learning experiences, 3) choosing relevant content, 4) developing assessments, and 5) evaluating effectiveness. The five phases provide a systematic approach to curriculum design.
Spring 2021 course descriptions
Estos son lo detalles de programa Online Professional English Network ofrecido por la Oficina Regional de Programas de Inglés de la Embajada de los EEUU para docentes de inglés.
Curriculum
The document discusses key aspects of curriculum including:
1. Definitions of curriculum and how it differs from a syllabus. Curriculum encompasses the total learning experience while a syllabus is subject specific.
2. The components that make up a curriculum including objectives, content, methodology, and assessment. Curriculum development involves determining each of these elements.
3. Types of curriculum like the written, taught, supported, assessed, and hidden curriculum. The document provides examples of each type.
4. Characteristics of a good curriculum like developing the individual, meeting societal needs, and ensuring balance and relevance.
Similar to World learning content based instruction course description (1) (20)
curriculumdevelopmentprocessinpakistan-111213061018-phpapp01.ppt
curriculumdevelopmentprocessinpakistan-111213061018-phpapp01.ppt
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptx
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptx
Curriculum Development: Increasing access to and reach of learning resources ...
Curriculum Development: Increasing access to and reach of learning resources ...
More from Roberto Criollo
Conversation Analysis: Directness in NNS's Dispreferred Responses
This study analyzed differences between native and nonnative English speakers in how they deliver dispreferred responses during a debate. The study found that native speakers emphasized agreement more at the beginning and were more indirect at the end when disagreeing. Nonnative speakers' responses were more direct throughout. As interactions progressed, both groups became more direct, though nonnatives remained more so. These findings suggest it is important for English language teaching to include conversation strategies to help nonnatives interact successfully with native speakers.
Invitations: Pragmatic Transfer
This research focused on invitations performed by highly proficient Japanese speakers in English and Japanese. Comparison with baseline NS invitations showed evidence of pragmatic transfer.
ENGLISH-LANGUAGE-PROFICIENCY-TESTS.pdf
This is a summary of how proficiency is measured with different kinds of test and their characteristics.
LESSON-PLAN-FORMAT.pdf
This is the lesson plan format used for the Practicum Program "Teaching Advanced English Communicatively."
Reading and writing pedagogies
This book presents the state of the art reading and writing approaches used in a BA ELT Program at the Benemérita Universidad Autónoma de Puebla.
Consejo de-unidad-academica
El Consejo de Unidad Académica (CUA) es el órgano colegiado máximo de una facultad, integrado por el Director, Secretario Académico y representantes de sectores académicos y no académicos. El CUA toma decisiones de manera colegiada en lugar de una sola persona, y sus funciones incluyen nombrar al Director, aprobar planes y presupuestos, y estudiar asuntos académicos. Para ser consejero estudiantil se requiere estar inscrito, tener buen promedio, y no
Facultad de lenguas
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos de alta tecnología y a las exportaciones de bienes de lujo a Rusia. Además, se congelarán los activos de varios oligarcas rusos y se prohibirá el acceso de los bancos rusos a los mercados financieros de la UE.
2020 open application winter
- The document provides instructions and an application for a program called OPEN that runs online courses for English teachers from January to March 2021.
- Applicants must submit the completed application by October 13, 2020 and also complete an orientation in November-December 2020.
- The application requests contact information, education and employment background, English proficiency level, technology skills, and a statement of purpose. Applicants can select up to three course options and must commit to spending 2 hours daily during the 8-week course.
Aeltds 09 announcement mexico
The American English Live Teacher Development Series 9 will take place online from September 23 to December 2, 2020. The series consists of 6 webinar sessions held every other Wednesday that cover topics to help present and future English teachers. Participants can view the sessions from their home, school, or office and will receive e-certificates for attending at least 4 sessions. Viewing groups of at least 3 people must register by September 14 to participate. Individuals do not need to register and can join the Facebook sessions.
Aeltds 09 calendar mexico
The Office of English Language Programs is hosting a six-part webinar series called American English Live: Teacher Development Series 9 for English language teachers. The webinars will take place on Wednesdays from September to December and will focus on topics like grouping students effectively, increasing student interaction, leading meaningful discussions, giving students more voice and choice, engaging students during lectures, and providing strategic corrective feedback. Teachers can participate in the webinars at 7am or 12pm Mexico Central Time and contact RELOMexico@state.gov for more information.
Bilingualism matters
This is the slide show for my presentation on the benefits of bilingualism. Thanks for those attending the teleconference, I thought I should share this with you.
We didnt-start-the-fire
These are the lyrics to the song we will be using as an example of the importance of culture in language learning. Please follow the instructions on the activity (YouTube Video).
Discourse competence-task-two
This document provides instructions for a discourse competence task that asks the student to analyze examples of university diplomas in Spanish and English. The student is asked to identify differences between the two languages in terms of elements included in the documents and the type of language used. The student is also asked to discuss challenges a translator may face in translating the English diploma into Spanish, as well as differences between formal letters in English and Spanish, such as elements included or style of language.
Discourse competence-task-one
This is the first task for the activity on Discourse Competence. Please make sure you download and/or print all of the activities before you follow the lesson (YouTube).
Formatting a research paper exercise
This is the file for the exercise on formatting a research paper. You will download it. Then, after Reading the guidelines, you will fix all of the format errors in the paper.
Formatting your-research-paper
These are the general APA guidelines for formatting a research paper. The source is my book The Ultimate Guide to Writing a Thesis in TESOL/AL (Second Edition-in press.
Summer 2020 course descriptions
Éste es el detalle de los cursos que se ofrecerán en el American English E-Teacher Summer Course 2020.
2020 American English e teacher application summer
1) The document is an application for the E-Teacher Program summer term running from July 7 to September 1, 2020.
2) Applicants must complete a mandatory orientation from June 1-26 and submit the application by March 30 to RELOMexico@state.gov.
3) The application requests contact information, education details, English proficiency level, technology skills, and course selections from the applicant. It also requires a statement of purpose and plan to share knowledge gained.
Materials for the academic reading and writing workshop
The document provides an overview of different modules in an academic reading and writing workshop. Module 1 explores academic writing and research methodology, including descriptive, correlational, experimental, and other types of research. Module 2 covers writing introductions, specifically parts of a thesis and key elements of an introduction. Subsequent modules address writing and formatting papers, literature reviews, methods chapters, results chapters, and data analysis.
CEFR
This document provides an overview and introduction to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment. It acknowledges contributions from language experts across Europe who helped develop the Framework. The Framework aims to encourage reflection on language learning and teaching and to help practitioners set clear objectives and describe what learners should achieve. It provides a comprehensive scheme for describing language proficiency using common reference levels, with parameters and categories to define user competencies. The Framework is intended as a tool for practitioners to define objectives and align their work, not to impose methods or objectives.
More from Roberto Criollo (20)
Conversation Analysis: Directness in NNS's Dispreferred Responses
Conversation Analysis: Directness in NNS's Dispreferred Responses
2020 American English e teacher application summer
2020 American English e teacher application summer
Materials for the academic reading and writing workshop
Materials for the academic reading and writing workshop
Recently uploaded
How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Educational Technology in the Health Sciences
Plenary presentation at the NTTC Inter-university Workshop, 18 June 2024, Manila Prince Hotel.
欧洲杯下注-欧洲杯下注押注官网-欧洲杯下注押注网站|【网址🎉ac44.net🎉】
【网址🎉ac44.net🎉】欧洲杯下注在体育博彩方面，不难发现，欧洲杯下注多为英式运动提供投注。欧洲杯下注为丰富多彩的体育项目提供投注，如足球、赛马、板球和飞镖，但这不是欧洲杯下注的唯一优势。在欧洲杯下注，全世界玩家都可以找到自己感兴趣的比赛进行投注。欧洲杯下注为网球和美式运动如棒球、美式足球、篮球、冰球开出的投注同样值得关注。在夏季或冬季奥运会方面，欧洲杯下注为玩家开出了丰富多彩的服务，是你的不二之选。你还可以投注水球、自行车和班迪球等小众体育项目，甚至可以为武术、拳击和综合格斗投注。欧洲杯下注为众多体育项目开出滚球投注。
How to Fix [Errno 98] address already in use
This slide will represent the cause of the error “[Errno 98] address already in use” and the troubleshooting steps to resolve this error in Odoo.
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Accounting for Restricted Grants When and How To Record Properly
In this webinar, member learned how to stay in compliance with generally accepted accounting principles (GAAP) for restricted grants.
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...Nguyen Thanh Tu Collection
https://app.box.com/s/qspvswamcohjtbvbbhjad04lg65waylf220711130083 SUBHASHREE RAKSHIT Internet resources for social science
Internet resources for social science
220711130100 udita Chakraborty Aims and objectives of national policy on inf...
Aims and objectives of national policy on information and communication technology(ICT) in school education in india
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Recently uploaded (20)
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
220711130100 udita Chakraborty Aims and objectives of national policy on inf...
220711130100 udita Chakraborty Aims and objectives of national policy on inf...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
World learning content based instruction course description (1)
- 1. This is a program of the U.S. Department of State administered by FHI 360 and delivered by World Learning World Learning Content-based Instruction Course overview Content-based Instruction (CBI) is designed for the many English teachers around the world who are called upon by their institutions to lead CBI courses. This course will aid teachers in prioritizing the relative importance of English learning versus content learning objectives, choosing classroom materials, and deciding how and when to transfer their English teaching techniques to the CBI context. It covers theory on CBI pedagogy and guides participants in preparing lessons and curricula for CBI courses, as well as workshops to share this knowledge with colleagues. Participants will learn CBI-specific methods for every phase of teaching, including syllabus design, lesson planning, materials selection and adaptation, assessment, and feedback.