Implementing curriculum in the classroom
- 2. Topic Outline I. Example of Instructional Model A. Learning Goals B. Content C. Learning Experiences 1. Teaching Methods 2. Learning Activities D. Assessment Tasks II. Examples of Planning for Instruction
- 3. Learning Goals Assessment TasksLearning Experiences Content Teaching Methods Learning Activities Example of Instructional Model
- 4. LEARNING GOAL is the backbone of a lesson and provides the “reason” for teaching and observing it. Sample Learning Goals from Different Disciplines Students can analyze and explain human behavior in terms of relationship among multiple factors.(Psychology) Students can revise their drafts by identifying and evaluating main ideas and entering into critical conversations with peers. (English) Learners identify the place value and value of a digit in 4- to 5-digit numbers. (Elementary Mathematics)
- 10. The term CONTENT KNOWLEDGE refers to the body of knowledge and information that teachers teach and learners are expected to learn in a given subject or content area such as English, Mathematics, Science or Social Studies.
- 12. SAMPLE LESSON PLAN IN ICT 6
- 13. LEARNING EXPERIENCE refers to any interaction, course program, or other experiences in which learning takes place whether it occurs in traditional academic settings (schools, classrooms) or non- traditional settings (outside-of-school, outdoor environments), or whether it includes traditional educational interactions (students learning from teachers and professors) nontraditional interactions (students learning through games and interactive software applications).
- 14. SAMPLE LESSON PLAN IN ICT 6
- 15. SAMPLE LESSON PLAN IN ICT 6
- 16. SAMPLE LESSON PLAN IN ICT 6
- 17. SAMPLE LESSON PLAN IN ICT 6
- 18. SAMPLE INSTRUCTIONAL PLAN IN MATH 3
- 19. ASSESSMENT TASKS are not learning and teaching units, but they do suggest, in broad terms, what learning needs to have taken place before students undertake the provided assessment task.
- 21. LESSON PLAN
- 22. Example of Planning of Instruction Teacher A takes the textbook and divide the number of chapters by the number of weeks in the school year. For example one chapter may be taught over two or three lessons. The sequence and subheadings of the respective chapter guides the presentation of the content. He may prepare some notes for students,; ask some questions during class (which may come from the textbook) and give group assignments to clarify points in the chapter. Teacher B selects a topic for study for a number of lessons using all kinds of resources related to the topic. The resources may include the textbook, reference books, websites, and magazines. A problem solving approach is adopted where students look through various sources of information to solve a problem. Teacher C comes to class without knowing what he or she will cover. A theme or issue is written is written on the board and students are expected to contribute their understanding and interpretation about the theme or issue. While some may argue that this is spontaneity, others , less kind, might tern it non planning. ? Why these three approaches may be extreme? ? Which category do teachers fail?
- 23. Answer: These teachers may follow the curriculum or follow the plan in general terms. All three approaches may not specify the instructional objectives or learning outcomes students are to accomplish. Instructional objectives or learning outcomes are statements indicating what you want to know, to do, and to value after having completed a lesson.
- 24. References