Partner learning

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Partner learning involves being assigned or choosing a study partner from one's classmates to work with. The partners are responsible for helping each other learn and ensuring each individual understands the material. Each student remains accountable for their own learning progress and outcomes.

 Partner
learning is
having a
study buddy.

 A student
chooses
partner from
among his/her
classmates.

• It could be you/ them to
assign a partner1
• They are responsible for
each other’s learnings.2
• Each are accountable for
his/her individual learning.3
Remember:

The document provides an overview of curriculum development concepts. It defines curriculum and discusses different points of view on curriculum, including the traditional essentialist view and progressive view. It also outlines two models of curriculum development: Ralph Tyler's model and Hilda Taba's model. Additionally, it discusses foundations of curriculum including sociological, philosophical, historical, and psychological foundations. Major learning theories that provide foundations for curriculum are also summarized, including behaviorism, cognitivism, and humanistic psychology.

Nature of Assessment

Universidad De Zamboanga

Assessment in education refers to the variety of methods used to evaluate student learning and academic progress from preschool through college. There are three main reasons for conducting assessments: 1) to improve educational programs by identifying areas for improvement, 2) for recruitment and accountability purposes such as meeting reporting requirements, and 3) to identify student academic strengths and weaknesses so educators can provide specialized support. The process of assessment involves setting program objectives, designing assessments, collecting and analyzing data, reporting results, and using the results to improve the program.

IMPLEMENTING THE CURRICULUM AS A CHANGE PROCESS

Mark Anthony Castillo

This document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through subjects, syllabi and course guides. Curriculum change is described as an ongoing process that can lead to improvements if done incrementally with time, energy and resources. The document categorizes types of curriculum change and analyzes the driving and restraining forces that impact curriculum changes through a force field analysis model.

Assessment principles

Carlo Magno

(1) The document discusses assessment competencies for teachers, including choosing appropriate assessment methods, administering and interpreting various assessments, using results for instructional decisions, developing valid grading procedures, and communicating results. (2) It also outlines several standards for teachers related to choosing, developing, interpreting and using assessment results for decision making, grading, and communicating. (3) The document discusses the concepts of assessment literacy and alternative forms of assessment like performance and portfolio assessments. It provides definitions and characteristics of these approaches.

Role of Assessment in Instructional Decision -Kaye

Cee Saliendrez

This document discusses different types of assessments used at various stages of instruction - placement/diagnostic assessments before instruction to determine students' entry behaviors and weaknesses, formative assessments during instruction to monitor progress and check if objectives are being achieved, and summative assessments after instruction to determine if students have mastered the objectives and skills required. It provides examples of tools that can be used for each type of assessment, from pre-tests and interviews for placement, to observations, homework, and student feedback for formative, to exams, projects, and course evaluations for summative. The assessments are used to improve instruction, plan future activities, and assign grades or recognize student performance.

The Principle of Appropriateness of Assessment

Reymark Velasco

This document discusses different methods of assessment including objective tests, subjective tests, performance tests, oral reasoning, observation, and self-reports. It provides examples and purposes of each method. Objective tests have single correct answers and are used to evaluate factual knowledge. Subjective tests are evaluated through opinions, examples, or rubrics. Performance tests evaluate skills through activities. Oral reasoning and observation are used to assess critical thinking and behavior. Self-reports evaluate learning through student reflections. The key principle is that the assessment method should match the stated learning objectives.

Constructivism

WolfLouis

Constructivism posits that learning is an active process where learners construct new ideas based on previous knowledge. Key theorists include Piaget, who believed children learn actively without adult motivation; Bruner, who said learning involves constructing new ideas; Vygotsky, who emphasized social learning and culture; and Dewey, who viewed education as social. In constructivist classrooms, students are encouraged to be autonomous, use hands-on materials, and communicate their understanding with teachers and peers to actively construct knowledge. Assessments focus on the learning process rather than standardized tests.

Assessment, recording, reporting policy

bellabelle28590

This document outlines an assessment, recording, and reporting policy for a school. It discusses the rationale for assessment and its various forms, including formative, diagnostic, and summative assessment. The aims of assessment are to recognize achievement, support learning, provide feedback, and inform instruction. Formative assessment should be integrated into teaching and used to evaluate and improve learning. Teachers should record evidence of progress systematically and use it to report to pupils, parents, and other teachers. The school policy includes issuing two written reports per year to parents and using various methods of assessment across subject areas. Assessment data will be evaluated regularly to ensure consistency and improve practice.

This document discusses portfolio assessment as an alternative method of evaluating student learning. It begins by outlining principles of effective assessment, then defines portfolios as purposeful collections of student work that demonstrate progress toward learning goals. Key points include that portfolios involve student participation in selecting works and self-reflection. The document provides guidelines for developing portfolios, such as establishing clear purposes and criteria. It notes benefits like engaging students in self-evaluation, but also challenges like reliability in scoring. Overall portfolios are presented as a flexible, collaborative approach to assessment.

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Milisa Sammaciccia Ismail, MEd.

The paradigmatic shift from a teacher-centered learning environment to a student-centered one is not an easy transition; and, does not occur effortlessly. What is student-centered learning? Necessary areas of change. Strategies for the shift. Positive outcomes. The paradigm shift. What changed? Teacher-centered vs. learning-centered instruction. 8 steps in the change process. Instructor concerns. Measurable objectives. Agent for change. Action plan.

The Teacher As a Professional

Jyoti Kathju

The document discusses the characteristics of a professional educator and teacher. It states that teaching is a profession that requires advanced education and training. A professional educator should work collaboratively with colleagues, associate with mentors, join a professional organization, and continuously learn through courses, workshops and conferences. Effective teachers believe that the teacher has the most important impact on student learning, teachers must have extensive knowledge about teaching methods, and teachers must be able to apply their knowledge to increase student learning.

OUTCOMES-BASED EDUCATION (OBE) OR OUTCOMES-BASED TEACHING AND LEARNING (OBTL)

JASMIN ROXAS

This document provides information about outcomes-based education (OBE), including: - The key differences between traditional teaching and OBE, which focuses on what students can do rather than what teachers teach. - The three views of OBE as an educational theory, systemic structure, or classroom practice. - The constructive alignment framework which aligns intended learning outcomes, teaching methods, and assessments. - Guidelines for writing effective intended learning outcomes, including making them student-focused, specific, and measurable. The overall purpose is to explain the principles of OBE and provide tools to design curriculum and assessments aligned with learning outcomes.

Presentation1 modular approach by Khalid

School of eduction, PU

Modular teaching involves breaking course content into discrete, self-contained units called modules. Modules cover a single or group of related learning objectives and include varied learning activities, self-assessment, and an evaluation component. Modules allow students to learn at their own pace and receive immediate feedback. Some key advantages include flexibility, self-paced learning, and assessing mastery of individual objectives rather than overall grades. While effective for many students, modular teaching requires appropriate resources and may not be suitable for all learners.

Performance based-assessment

luisagodoy444

This document discusses performance-based assessment in language teaching. It defines performance-based assessment as representing a set of strategies to apply knowledge, skills, and work habits through task performance. When designing performance-based assessments, teachers should define their purpose and consider factors like what is being assessed, required skills and knowledge, performance level, and assessment criteria. Assessment criteria should reflect learning outcomes and be written clearly. Developing performance assessments involves identifying the task, listing important aspects, limiting criteria, expressing criteria as observable behaviors, and arranging criteria for student understanding. Performance assessments can engage students and provide insights into their understanding but also require more resources and subjective ratings.

Curriculum development

cuterodz042909

The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.

Curriculum Implementation

Commission on Higher Education

The document discusses stakeholders in curriculum implementation. It identifies learners, teachers, administrators, parents, and the community as key stakeholders. Learners are at the center of curriculum planning and implementation. Teachers play a dual role as curriculum developers and implementers. Administrators and curriculum managers are responsible for leadership, evaluation, and oversight of the curriculum. Parents support the curriculum through their involvement and financing their children's education. The community provides resources to support curriculum implementation. Technology also plays an important role in delivering curriculum by improving instruction and enabling new forms of learning.

Differentiated Instruction (1).ppt

MonChing5

The document discusses differentiating instruction to meet the individual needs of students. It defines differentiated instruction as modifying instruction based on student readiness, interests, and learning profiles rather than using a one-size-fits-all approach. The key principles of a differentiated classroom are that the teacher understands student differences and adapts content, process, and product to maximize growth for each student. Teachers can differentiate instruction through flexible grouping, assessment to guide instruction, and varying content, process, and products based on student characteristics. The goal of differentiation is to respect individual student differences while helping all students understand common human experiences.

Analytic and-holistic-assessment.pedro

RhanjitKimAngeloFerr

The document discusses analytic and holistic assessment. Analytic assessment refers to assessing specific learning outcomes and providing feedback on each aspect of a task. Holistic assessment takes a global approach, where the assessor develops an overall mental response to a student's work and assigns a grade with justification. Holistic assessment can include reflection papers, journals, peer assessment, self-assessment, and group presentations. When applied correctly across various areas of study, holistic assessment is expected to improve student learning outcomes.

The roles of stakeholders in curriculum implementation

Choc Nat

The roles of stakeholders in curriculum implementation are discussed. Stakeholders include learners, teachers, curriculum managers/administrators, parents, community members, and others. Learners are central to the curriculum. Teachers are curriculum developers and implementers. Curriculum managers oversee implementation. Parents support the curriculum financially and through involvement. Community members provide resources. The document also discusses curriculum pilot testing, monitoring, and evaluation.

Theories of curriculum design

mursyidalam

This document provides an overview of theories of curriculum design. It discusses three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs. Subject-centered designs include subject designs, discipline designs, broad-fields designs, correlation designs, and process designs. Learner-centered designs cover child-centered design, experience-centered design, romantic/radical design, and humanistic design. Problem-centered designs focus on life-situations designs and reconstructionist design. Guidelines for curriculum design include forming a committee and gathering data to inform the design process.

Integrative approach

Catherine Baculo

Integrated learning incorporates teaching multiple subjects together through interdisciplinary methods to help students remain engaged. The goal is to draw from different skills, experiences, and resources to accelerate learning. An integrated approach enhances learning when studies are actively engaged in meaningful and relevant topics, allowing students to construct knowledge by solving problems and conducting inquiry. Integrated studies help students become lifelong learners by efficiently covering curriculum.

Appropriate Learning Activities in the Different Phases of the Lesson

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This document lists various learning activities that can be used at different phases of a lesson. The introductory activities section includes tools like KWL charts, video clips, puzzles and games to engage students and introduce topics. Developmental activities expand on the introduction and involve students through methods such as experiments, field trips, research and projects. Concluding activities wrap up the lesson with reviews like finishing KWL charts, journaling and synthesizing what was learned.

Interactive Teaching Strategies

Pinoy Guro

This document discusses interactive teaching strategies to engage learners of all styles. It identifies the main learning styles as visual, auditory, and kinesthetic. Interactive teaching involves both the facilitator and learners, with questions and hands-on activities to stimulate discussion. Group work is highlighted as an effective strategy, as learners retain more when they discuss and apply the material. A variety of interactive techniques should be used to maintain interest, assess understanding, and make the session participatory.

Assessment in the Affective Domain

Machine shop ni Don Bosco

The document discusses assessment in the affective domain of Bloom's Taxonomy. It describes the affective domain as dealing with emotions, values, attitudes, and motivations. It outlines Bloom's taxonomy of the affective domain, including receiving, responding, valuing, organization, and characterization. It provides examples of behavioral verbs used to write affective learning objectives. It also discusses assessing attitudes, motivation, and self-efficacy, and provides examples of assessment tools used in the affective domain like rating scales, semantic differential scales, and checklists.

6 features of a curriculum

Jay Jay Bee Barcebal

This document discusses three approaches to curriculum design: learner-centered, subject-centered, and problem-centered. The learner-centered approach places the student's needs, interests, and abilities at the center. The subject-centered approach focuses on teaching academic subjects separately. The problem-centered approach uses real-life problems to engage students in problem-solving. While each approach has distinct characteristics, most schools combine elements of all three in their curriculum design.

The Oliva Model of Curriculum

Iyah Orlanda

The document describes Peter Oliva's model of curriculum development, which includes 12 components and 17 specific steps. The model is linear, deductive, and prescriptive. It combines a scheme for curriculum development with a design for instruction. The model emphasizes analyzing community needs and specifying goals and objectives at each level before implementation and evaluation. It is intended to provide curriculum planners with a systematic framework to develop and improve curriculum.

Assessment as learning

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Structured peer tutoring

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Structured peer tutoring refers to pairing students in a structured way to tutor each other on specific subjects. It is effective when teachers carefully select tutors and tutees, plan tutoring activities and lessons in advance, and provide ongoing supervision and support. Key aspects of effective structured peer tutoring include selecting motivated older students as tutors, designing detailed tutoring activities, monitoring tutoring sessions, discussing lessons with tutors and tutees, and recording student progress.

Peer tutoring

John Michael Angelo

This document discusses peer tutoring as an instructional method. It defines peer tutoring as a system where students teach other students who are at a similar age and skill level. There are several types of peer tutoring described, including instructional tutoring where older students coach younger ones, monitorial tutoring where students lead small groups, and pair tutoring where students of equal age help each other. The document also outlines characteristics and limitations of peer tutoring, and provides recommendations for effective implementation such as carefully selecting tutors and providing feedback.

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The document provides guidelines for selecting and evaluating instructional materials. It lists several factors to consider: whether the materials accurately portray ideas, contribute meaningful content, are appropriate for students, are in good physical condition, include a teacher's guide, develop critical thinking skills, and are worth the time and cost. The document also emphasizes that effective use of materials requires preparation of the teacher, students, and follow up activities to meet learning objectives.

Principles of Teaching:Different Methods and Approaches

justindoliente

The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.

Peer tutoring

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Different approaches and methods

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The document discusses different teaching approaches and methods. It begins by distinguishing between direct/expository approaches that have high teacher direction and guided/exploratory approaches with high student participation. It then defines key concepts like approach and method. The main types covered are direct/expository methods like deductive and demonstrative, as well as guided/exploratory methods like inductive. Characteristics, examples and advantages/disadvantages of each method are provided. The document aims to help teachers understand different instructional strategies and how to apply them based on learning objectives and content.

peer teaching by halimatunsakdiah

diah Cwek Tauruz

Peer teaching involves students teaching other students and has been used since 1795 when it was first organized as a theory by Andrew Bell. Peer teaching can be defined by the relationship between teacher and student, with peers generally being equal in rank or experience. In peer teaching, students take on roles as pure teachers, mediators, work partners, or role models for other students. Some advantages of peer teaching include giving students more individualized learning time, promoting active learning through student interaction, reinforcing learning as students teach others, and providing a financially efficient alternative to hiring more teachers. However, peer teachers require support and advice, and an initial group is needed to start peer teaching activities.

Edu 373 peer tutoring

s0564330

Peer tutoring involves pairing students, usually with a higher-level student helping a lower-level student. This helps deepen understanding as students discuss concepts and use scaffolding techniques. Peer tutoring increases engagement and helps students progress in their zone of proximal development. It benefits skills in literacy, reading comprehension, and subject areas like algebra. Positives are that students learn from each other, enhance their skills, and take control of their learning. Negatives can include lack of focus or progress between students. Sources discussed show peer tutoring shifts teacher and student roles, and enhances student motivation through interaction.

Deductive and inductive method of teching

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The document discusses different approaches to teaching - deductive and inductive. The deductive approach involves the teacher directly presenting information to students, while the inductive approach involves the teacher presenting many examples for students to observe patterns and concepts from. Some key differences are noted: the deductive approach is more predictable but the inductive approach tends to lead to deeper understanding and retention. The document also asks questions about personalizing learning, predictability of lessons, desired depth of understanding, and time available to consider which approach may be better suited for a given situation.

Guiding Principles for the Assessment of Student Learning

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1. The document outlines 8 principles for assessing student learning: clarity of learning objectives, appropriateness of assessment, validity, reliability, fairness, positive consequences, practicality and efficiency, and ethics. 2. It describes different types of assessments including objective tests, subjective tests, performance tests, oral reasoning, observation, and self-reports. 3. Validity is discussed in terms of face validity, content validity, construct validity, predictive validity, concurrent validity, and criterion-related validity. Reliability focuses on test stability, equivalence, and internal consistency.

Cooperative Learning

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This document discusses cooperative learning instructional strategies and their benefits based on research. It defines cooperative learning as students working in small teams to maximize individual and collective learning. Key aspects include positive interdependence, individual accountability, developing social skills, face-to-face interaction, and group processing. Major researchers such as Johnson, Slavin, and Sharan are discussed and their findings that cooperative learning improves academic performance, social skills, and reduces prejudice. Specific cooperative learning models developed by these researchers are also outlined.

Peer tutoring

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Keith Rianne A. Casis conducted peer tutoring to help students struggling in mathematics. They tutored a group of students and friends to improve their understanding of lessons and grades. Their goal was to teach techniques to at least one group so the students would better understand complicated quarterly lessons. They analyzed challenging lessons and planned tutoring sessions during free times. While final results will be seen after tests, tutoring provided the rewarding feeling of helping others through sharing knowledge and reducing failing students.

Teaching Strategies

Krista Arianna Vitug

The document discusses various teaching strategies including synetics, simulations, role playing, journal writing, narratives, problem solving, peer tutoring, microteaching, and field studies. Synetics uses analogies to promote creative thinking. Simulations mimic real-life situations using cybernetic principles. Role playing involves students depicting real-life responses. Peer tutoring employs older, brighter students tutoring classmates in various arrangements. Microteaching consists of brief lessons taught to peers to obtain feedback. Field studies present concepts outside the classroom in realistic settings.

Project Method of Teaching

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Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.

Laboratory and Demonstration method

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The document discusses and compares the laboratory method and demonstration method. The laboratory method involves students performing experiments themselves to give them firsthand experience. It aims to develop students' skills in using lab equipment. In contrast, the demonstration method involves a teacher performing an experiment while students observe. It is used to teach skills efficiently by showing all necessary steps. The key difference is that the laboratory method uses student participation through "learning by doing" while the demonstration method relies on observation.

Reflective Teaching

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Laboratory Method of Teaching

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This document outlines the goals and procedures for laboratory work in education. It discusses: - The major goals of laboratory work are to teach observational and manual skills, improve understanding of scientific inquiry, and develop problem-solving abilities. - Laboratory methods include experimental and demonstration approaches to promote discovery, problem-solving, and mastery of concepts and skills. - Key steps in the laboratory method are preparation, work periods where students conduct experiments or activities, and culminating activities where results are discussed. - Benefits are that students learn by doing and develop observation, reasoning, and scientific thinking, while disadvantages include time and cost ineffectiveness.

Classroom management

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Classroom management involves establishing routines, monitoring student behavior, and using various techniques to minimize disruptions and maximize instructional time. Effective classroom management addresses the physical environment, establishes clear expectations and consequences, and builds positive relationships with students. Key strategies include arranging the classroom for interaction, developing consistent routines, and using reinforcement of good behavior rather than punishment when issues arise.

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The document describes a classroom action research study that aims to improve mathematics learning outcomes for 7th grade students through the use of peer tutoring. It discusses how peer tutoring can enhance student learning and engagement. The study will observe student activity levels and learning outcomes after implementing peer tutoring over two cycles. Success will be measured by increased class average scores, student absorption, and classical completeness on mathematics tests.

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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 3)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬 Lesson Outcomes: - students will be able to identify and name various types of ornamental plants commonly used in landscaping and decoration, classifying them based on their characteristics such as foliage, flowering, and growth habits. They will understand the ecological, aesthetic, and economic benefits of ornamental plants, including their roles in improving air quality, providing habitats for wildlife, and enhancing the visual appeal of environments. Additionally, students will demonstrate knowledge of the basic requirements for growing ornamental plants, ensuring they can effectively cultivate and maintain these plants in various settings.

INTRODUCTION TO HOSPITALS & AND ITS ORGANIZATION

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(T.L.E.) Agriculture: "Ornamental Plants"

INTRODUCTION TO HOSPITALS & AND ITS ORGANIZATION