21. ticc training_pack_module4_ppt

1
Core Competencies for Primary School Teachers in Crisis Contexts

Module 4
Curriculum and Planning
Session 1: Using Curriculum
2

Reflection
When beginning a new school year,
how do you know what to teach?
3

Objectives
By the end of this session you will be able to:
● Identify the purpose of following curriculum in teaching
preparation and classroom instruction.
● Read a given curriculum and determine the key
components.
● Identify the learning standards for your own subject or
grade level.
4

Exploring Curriculum
1. What are the essential learning objectives for the school year for your grade or subject? In other words, what MUST
your students know before moving on to the next level? This may not include every objective listed in the curriculum.
1. How many units are in the curriculum for your subject/grade? How many lessons? Think about your own classroom
experience. Do you think this is enough or too much to cover in one school year?
1. Look at the given order or sequence of units and lessons. Is this logical? Would you like to make any changes to help
your students be more successful in learning the listed skills or knowledge?
1. Consider your own teaching preparation. What would it look like to plan your lessons based on the curriculum
provided?
1. Consider your students and local community. How does the curriculum include or exclude students and community
members? How might the content of the curriculum be more inclusive?
1. Do you think any important lessons are missing from the given curriculum? Are any important skills missing from the
learning objectives?
5

Making the curriculum relevant
and meaningful
1. Is the curriculum that we have studied today different to
the one you used as a child, or the one you used in your
home country? What are the similarities and differences?
1. How can you improve your own knowledge about topic
areas that you are not so familiar with?
1. How can you make sure that the curriculum is still relevant
to your students’ lives?
6

Module 4
Session 2: Long Term Planning and Learning Objectives
8

Objectives
● Explain the purpose of long term planning
● Define the steps needed to plan a scheme of work
● Create a scheme of work with SMART objectives and
assessments for immediate planning and classroom
instruction
9
By the end of this session you will:

When you are preparing your
favorite meal...
● What steps do you need to take?
● Is the sequence important?
● Is the timing important?
10

11
Curriculum - the learning objectives, topics and assessments to be covered in the year
UNIT UNIT UNIT UNIT UNIT UNIT
Scheme
of Work
Scheme
of Work
Scheme
of Work
Scheme
of Work
Scheme
of Work
Scheme
of Work
Lessons Lessons Lessons Lessons Lessons Lessons

Creating a scheme of work
Stage 1: What is the goal of the unit that you are planning to teach?
Stage 2: What are the skills, knowledge and concepts students will need
to achieve the goal?
Stage3: In what order (sequence) should you teach these different
aspects?
Stage4: How long will you need to reach the goal?
Stage 5: How will you measure/assess that the students have reached
the goal? 12

SMART Objectives
Specific
Measurable
Achievable
Realistic
Time-Bound
13

Objectives - SMART?
• By the end of the lesson, students will be able
to draw and label the key features of a river.
• By the end of the lesson, students will
understand the story.
• By the end of the lesson students will know the
parts of the human body.
14

Module 4
Session 3: Lesson Planning
16

Our criteria for a good lesson
1)‘I do, We do, You do’
2)D
3)D
4)D
5)D 17

Objectives
● Describe the key components of a good lesson plan.
● Explain how to use a lesson plan to achieve learning
objectives.
● Effectively plan lessons according the lesson plan
criteria.
18

Analyzing lesson plans
1.What does this lesson plan do well?
1.Is there anything that you would do
to improve the lesson plan?
19

Module 4
Session 4: Making Lessons Relevant and Meaningful
21

Objectives
• Explain why lessons should be meaningful and relevant
to students’ lives.
• Plan lessons that relate to students lives by using
meaningful examples.
• Plan lessons that incorporate local resources to inspire
students.
22

What really motivates and
interests your students?
A song?
A sport?
A game?
An event?
A person?
23

Which examples are more
meaningful? Why?
A. What is the distance between point A and point B?
B. John walks from his home for half a kilometer to collect water
from the community well. How far does John have to walk with his
full bucket to reach home?
A. Why hygiene is important?
B. Write a story about why hygiene is so important in your
community.
24

Question
1. What did you learn from this activity?
2. What information helped you with any
challenges you have?
3. How can this information make a difference
for your teaching practices?
27

Planning and Action
1. Think of three lessons you are teaching next week.
2. For each lesson come up with two strategies to make
those lessons more meaningful and relevant for your
students.
3. After 10 MINUTES share your ideas with your
partner.
4. Tell your partner two positive things about their
strategies. Tell them one thing that they could do to
make it even better. 28

21. ticc training_pack_module4_ppt

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21. ticc training_pack_module4_ppt