Curriculum Development & Evaluation * Dr. A. AsgariPresentation Transcript
1. CURRICULUM DEVELOPMENT & EVALUATION Dr. Azadeh Asgari Foundations of Curriculum 2. What is Curriculum? Any document or plan that exists in a school or school system that defines
the work of teachers, at least to the extent of identifying the content to be taught student and the methods to be used in the process (English, 2000). The educative experiences learners have in an educational program. The purpose of which is to achieve broad goals and related specific objectives that have been developed within a framework of theory and research, past and present professional practice, and the changing needs of society (Parkay, 2006).
3. Concept of Curriculum
1. A systematic group of courses or sequence of subjects required for graduation or certification in a major field of study;
2. A general overall plan of the content or specific materials of instruction that the college should offer the student by way of qualifying him for graduation or certification or for entrance into a professional or vocational field;
3. A body of prescribed educative experiences under the supervision of an educational institute, designed to provide an individual with the best possible training and
experience to fit him for the society of which he is a part or to qualify him for a trade or a profession.
4. 7 Common Concepts of Curriculum 1. Scope and Sequence 2. Syllabus 3. Content Outline 4. Standards 5. Textbooks 6. Course of Study 7. Planned Experiences 1. (Posner, 2004) 5. Components of Curriculum 1. Curriculum Design
2. -Creating the curriculum in schools 3. Curriculum Delivery
4. -Implementation, supervising, monitoring or 5. using feedback to improve the curriculum
6. Curriculum Coordination 7. -Lateral focus and connectivity 8. Curriculum Articulation
9. -Vertical focus and connectivity 6. Types of Curriculum 1. Formal 2. Informal 1. -Values 2. -Personality of teacher 3. -Assessment 3. Hidden 4. Written 5. Taught 6. Tested 7. Quality Curriculum
1. Greater depth and less superficial coverage 2. Focus on problem solving
3. Facilitates the mastery of essential skill and knowledge 4. Coordinated
5. Articulation -multi-level sequence study 6. Emphasize academic and practical 7. Effective integrated curricula
8. Mastery of a limited number of objectives 8. Curriculum Goals
1. Provide general guidelines for determining the learning experiences to be included in the curriculum.
2. -Citizenship
3. -Equal Educational Opportunity 4. -Vocation
5. -Self-realization 6. -Critical Thinking
9. Bloom’s Taxonomy Remembering: Student can recall or remember information (define, duplicate, list, memorize, recall, repeat, reproduce, state) Understanding: Student can explain ideas or concepts (classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase) Applying : Student can use the information in a new way (choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write) Analyzing : Student can distinguish between the different parts (appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test) Evaluating : Student can justify a stand or decision (appraise, argue, defend, judge, select, support, value, evaluate) Creating : Student can create new product or point of view (assemble, construct, create, design, develop, formulate, write)
10. Syllabus
1. List of Subjects
2. Content outline for each subject 3. Broad time Allocations
11. Difference Between Syllabus & Curriculum
1. Functionally a ‘Syllabus’ is generally unidimensional in the sense it merely presents the content or the subject matter to be studied.
2. Curriculum is three dimensional , because it takes into account: 3. the needs of the students,
4. the content (in terms of specific performances) 5. instructional methodology
12. Curriculum Approaches 13. Curriculum as a Discipline
1. IS CURRICULUM A DISCIPLINE?
2. Reflect on the characteristics of a discipline:
1. have organized set of theoretical principles
2. encompasses a body of knowledge and skills pertinent to that discipline 3. has theoreticians and practitioners
14. Curriculum as a Discipline 15. Foundations of Curriculum
1. Foundations of Curriculum philosophy psychology sociology history
2. These foundations have been used by curriculum design and development teams to decide on:
3. - Goals of curriculum 4. - Content
5. - Organization of content 1. - Teaching process
16. Four Phases of Curriculum Process Design Phase Development Phase Implementation Phase Evaluation Phase Figure 1: Four Phases of Curriculum Process FEEDBACK LOOPS
17. CURRICULUM DESIGN PHASE 18. Curriculum Design Phase
1. What abilities the students possess on entry into the course?
2. What abilities they will acquire on leaving the course? (as indicated by the job analysis) THE DIFFERENCE BETWEEN (a) and (b) IS THE GAP THAT MUST BE BRIDGED WHEN DESIGNING THE CURRICULUM
19. Formulation of the OBJECTIVES of the curriculum Job analysis Identification of knowledge and skill requirements Formulation of programme objectives Specification of entering behavior Curriculum Design Phase
20. Figure 2: Learning as a change in behavior Educational Process Student Input Entering Behavior Student Output Terminal Behavior
21. Educational Objectives PREREQUISITES OBJECTIVE What the learner has to know before he starts the course What the learner measurably knows after successful completion of the course CHANGE IN THE BEHAVIOUR OF THE LEARNER Figure 3: Educational Objectives Course
Description (content)
22. Knowledge (intellectual) Cognitive Domain Affective Domain Attitudes (values) Psychomotor Domain Main Categories of Human Behavior Figure 4: Main Categories of Human Behavior 23. Instructional Objectives Instructional Objectives are statements that communicate in behavioral
terms the expected performance of the students at the END of instruction. 24. CURRICULUM DEVELOPMENT PHASE
25. Curriculum Development
1. Involves the following phases: 2. Curriculum planning
3. The decision about philosophy and aim of education 4. Curriculum design
5. The way curriculum is conceptualized
6. Selection and organization of content & learning activities 7. Curriculum implementation
8. Actualizing the curriculum entities 9. Curriculum evaluation
10. Determines the extent to which the curriculum has been successful 26.
1. Sequencing the various subjects / courses 2. Selecting the content in each subject 3. Sequencing the units and topics
4. Selecting instructional methods, instructional materials and media 5. Preparation of plans for instruction
6. Development of tests and other materials needed for evaluation of students performance
7. Orienting the teachers to the new curriculum. TASKS TO BE UNDERTAKEN: Curriculum Development Phase
27. Criteria of Utility, Variety & Flexibility While making various decisions during the process of curriculum development three criteria, described below, are usually employed: 1. CRITERION OF UTILITY 2. CRITERION OF VARIETY 3. CRITERION OF FLEXIBILITY
28. Criteria To Be Used For Decision Making 1. CRITERION of UTILITY CONTENT Must know Should know Nice to know
29. 2. CRITERION of VARIETY Interesting Variety of learning experiences Criteria To Be Used For Decision Making
30. 3. CRITERION of FLEXIBILITY
1. Horizontal and Vertical mobility 2. Modular approach
3. Bridge Courses
Criteria To Be Used For Decision Making
31. What are the Qualifying Professional Development Categories? 1. 1. College and University Coursework
2. 2. Conferences/Workshops & Training Sessions 3. 3. Collaborative and Partnership Activities
4. 4. Involvement in Development/Improvement Processes. 5. 5. Individually-Guided Professional Development
6. 6. Professional Leadership Experiences 32. Suggestions for Improving CDP
1. Specification of instructional objectives for each course (subject) of the programme. 2. Organizing the syllabus in terms of units, topics and sub-topics.
3. Indicating the time allotted for teaching each unit of the course.
4. Assigning about 15% of the time allotted for each course for revision and conduct of tests.
5. Preparation and inclusion of a Table of Specifications (Blueprint) for construction of Question paper as an integral part of the curriculum, to ensure validity of the question paper.
33.
1. Greater involvement of teachers in the various tasks of curriculum process.
2. 7. Using the model curriculum as a base for curriculum revision (in various subjects). 3. Conferring Academic autonomy to the colleges
4. Utilization of the services of Academic council members 5. Establishment of a Curriculum cell in each college 6. Board of Studies
7. Size and 8. Composition Suggestions for Improving CDP
34. CURRICULUM IMPLEMENTATION PHASE 35.
2. Organizing in-service staff development programmes.
3. Effecting organizational changes like work distribution, role clarification, provision of support services and streamlining procedures and communication channels.
4. Actual implementation of the curriculum in the identified institutions.
5. Monitoring the implementation processes and evaluation of students performance. 6. Collection of feedback information.
TASKS TO BE UNDERTAKEN: Curriculum Implementation Phase 36. Curriculum and Instruction
1. Curriculum => what is taught 2. Instruction => how it’s taught
Curriculum Instruction - Curriculum and instruction as 2 entities Dualistic Model 37. Curriculum and Instruction Curriculum Instruction
1. Curriculum and instruction mutually interdependent
2. Instruction is a subsystem of curriculum with curriculum dominating instruction Concentric Model
38. Curriculum and Instruction
1. Curriculum makes a continuous impact on instruction and vice versa.
2. Instructional decisions are made after curriculum decisions are made and later the curriculum decisions are modified after being evaluated in classroom
Curriculum Instruction Cyclical Model 39. Two Approaches to Curriculum
1. Academic Approach
2. Competency based Approach
40. COMPETENCY BASED Subject Approach Knowledge Based Analysis of Subject Matter & Disciplines Systems Approach Job / Occupation Based Analysis of Policies, Labour Market and Occupations Contd. Two Approaches to Curriculum ACADEMIC
41. Determining Level and Prerequisites Organise Curriculum According to Logic of the Discipline Develop Instruction Analysis of Job and Tasks Contd. Develop Instruction Organise Curriculum According to way the job is done COMPETENCY BASED Two Approaches to Curriculum
42. Who are the Learners? What Learning Objectives? What Learning Strategies? What Resources Needed? How Evaluate? What is to be learned? How will it be learned? What Texts / Materials? What Tests / Exams? COMPETENCY BASED Two Approaches to Curriculum ACADEMIC
43. Intended Curriculum vs. Operational Curriculum INTENDED CURRICULUM: Refers to the PRESCRIPTIONS in the curriculum document. The intended curriculum is an inert document containing the objectives of the curriculum, content matter, time schedules and the performance standards expected.
44. Intended Curriculum vs. Operational Curriculum OPERATIONAL CURRICULUM When an “intended curriculum” is enacted in a classroom or given life through teaching it becomes an “OPERATIONAL CURRICULUM”. It deals with the processes of teaching and learning,
organisation of the class and the milieu in which instruction takes place.
45. Factors Influencing the Curriculum Implementation 1. FACTORS RELATED TO THE STUDENT: 1. Aptitude for the subject
2. Proficiency in the language which is used as the medium of instruction 3. Entering behavior
4. Motivation
46. 2. FACTORS RELATED TO THE TEACHER : 1. Teacher preparedness
2. Teacher’s resourcefulness
Factors Influencing the Curriculum Implementation
47. 3 . FACTORS RELATED TO THE INSTRUCTIONAL ENVIRONMENT : 1. Appropriateness of curricular objectives
2. Adequacy of instructional time 3. Instructional resources
4. Instructional methods and procedures 5. Task orientation of the class
6. Evaluation procedures used 7. Feedback provided to students Factors Influencing the Curriculum Implementation
49. Curriculum Evaluation Phase Curriculum evaluation can be defined as the collection and provision of evidence, on the basis of which decisions can be taken about the feasibility, effectiveness and educational value of curricula.
50. Why Should We Evaluate a Curriculum?
1. To bring the curricular content abreast of modern advances 2. To remove the ‘Dead Wood’ from the curriculum
3. To improve the EFFECTIVENESS of the curriculum
4. To improve the Efficiency of curriculum Implementation process
5. To review the entry behavior requirements for admission into the course 6. To identify:
7. - How an “Intended Curriculum’ is enacted 8. - How it becomes operational
9. - The factors which may affect it and result in unintended effect EFFECTIVENESS = Actual Output Planned Output EFFICIENCY = Output Input
51. EFFECTIVENESS Doing Right Things EFFICIENCY Doing Things In The Right Way
52. ACTUAL OUTPUT PLANNED OUTPUT Determination of the extent to which the objectives of the curriculum have been achieved. EFFECTIVENESS
53. OUTPUT INPUT Efficiency is related to the various kinds of COSTS
(Money/Time/Space/Instructional Resources etc.) associated with the educational program. EFFICIENCY
54. Curriculum Evaluation Phase
1. Whole curriculum of the program 2. Curriculum of a single course
3. Specific components like the objectives, course content, teachers’ guide, textbook, audio-visual aids, teaching methods and evaluation procedures.
THE ENTITY TO BE EVALUATED: 55.
1. Outcomes 2. Processes 3. Fit to Standards
56. Criteria for Curriculum Evaluation Outcomes should cover both short range and long-range ones. It should also take cognizance of the unintended outcomes. 1. Outcomes:
57. 2. Processes:
1. The Processes include:
2. Student participation in certain activities 3. Interest in the program and
4. The desired pattern of communication between students and teachers Criteria for Curriculum Evaluation
58. 3. Fit to Standards:
1. Standards may have their roots in: 2. P edagogical principles:
3. Appropriate provision of feedback, reinforcement, sufficient amount of repetition etc. 4. Communication principles:
5. Clarity of presentation, proper significance, vocabulary control, multisensory cues, etc. 6. Curricular principles:
7. Correspondence between objectives and planned activities. Criteria for Curriculum Evaluation
59.
1. Formative evaluation 2. Summative evaluation 3. Curriculum Improvement
Tasks to be undertaken: Curriculum Evaluation Phase
60. This is carried out during the process of curriculum development. The evaluation results provide information to curriculum developers and enable them to correct flaws detected in the
curriculum. The evaluation results may contribute to the formation of the curriculum and hence the notion of formative evaluation. 1. Formative evaluation: TASKS Curriculum Evaluation Phase 61. This is carried out after offering the curriculum once or twice. Such an evaluation will summarize
the merits (as well as the weaknesses) of the program, hence the notion of summative evaluation. Summative evaluation of curriculum may aid in the specification of the optimal or minimal conditions for usage. Such results may serve the clients / customers in deciding whether they should use the program at all, or under what conditions (Availability of
equipment, space, time, professional prerequisites etc.) they should use it. 2. Summative evaluation: TASKS Curriculum Evaluation Phase
62. A curriculum that operates satisfactorily over a certain period of time may gradually become obsolete or deteriorate over time. To prevent this from occurring permanent follow-up and quality control of the program should be maintained. Quality control may reveal when some or all portions of the program should be altered or replaced. In this way quality control may lead toward the updating of an old program and production of “Second Generation Program”. 3. Curriculum Improvement: TASKS Curriculum Evaluation Phase
63. Beane, J. A., Toepfer Jr, C. F., & Alessi Jr, S. J. (1986) Curriculum Planning and Development Allyn and Bacon, Boston Brady, L., & Kennedy, K. (1999) Curriculum Construction, Prentice-Hall, Sydney Queensland Studies Authority (QSA) (2002a) “The Arts Modules”, from
www.qsa.qld.edu.au/yrs1to10/kla/arts/modules.html Spady, W. G. (1993) Outcome-based Education: Workshop Report No 5, Australian Curriculum Studies Association, Belconnen, ACT Spady, W. G. (1994) Outcome-based Education: critical issues and answers, American
Association of School Administrators,Virginia, USA Beretta, A (1992) Evaluation of Language Education an overview. In Alderson. J & J Beretta, A (eds.) Evaluating Second Language Education. Cambridge University Press. Brindley, G. (1989) “The role of needs analysis in adult ESL programme design” In R. K.Johnson (ed) Brown, J. D. (1995) The Elements of Language Curriculum, USA: Heinle & Heinle. Dubin, F. & Olshtain, E. (1997) Course Design: Developing Programs and Materials for Language Learning, Cambridge:Cambridge University Press. Finocchario, M. & Brumfit (1983) The Functional-Notional Approach, USA: Oxford University Press. Graves. K. (2001) Teachers as Course Developers. USA: Cambridge University Press. Graves, K. (2000) Designing Language Courses. Canada: Heinle & Heinle.. Hutchinson, T. & Waters, A (1996) ESP A learning centred approach. Great Britain Cambridge University Press. Jordan, R.R. (1997) English for Academic Purposes. United Kingdom: Cambridge University Press. Lee, W. R. (1980) National Syllabuses Construction for Foreign-Language Teaching: Reconciling the Approaches ELT documents 108- Pgs.81-85, England: The British Council. Mackay, R. (1994) Understanding ESL/EFL programme review for accountability and improvement. ELT Journal Volume 48/2 McKay, S. (1978) Syllabuses: Structural, situational, notional. TESOL
Newsletter,12(5),11. Moreno, P. (2000) The Implications of Curriculum Design for a Graduate of the English Language Program at Universidad Veracruzana. Unpublished dissertation. Mexico Munby, J. (1978) Communicative Syllabus Design. Cambridge University Press. Nunan, D. (2000 ) Syllabus Design, Oxford: Oxford University Press. Richards, J. (2001) Curriculum Development in Language Teaching, Cambridge: Cambridge University Press. Richards, J. C, Hull, J., Proctor, S. & Shields, C. (2005) Interchange Third Edition. UK: Cambridge University Press. Richards, Platt and Platt (1993) Dictionary of Language Teaching & Applied Linguistics. London: Longman. Robinson, P. (1990) ESP Today. Great Britain: Prentice Hall. References
1. CURRICULUM DEVELOPMENT IN THE PHILIPPINES DURING NEW SOCIETY Sharel Mae Ponce Pec-B Group 6
2. The emphasis of the New Society is on moral values, relevance, proper methods of teaching, retraining of teachers, vocational and technical education, bilingualism, national consciousness and cultural values. To guarantee that the educational system would be relevant and responsive to the challenges and requirements of national, provincial and local development. 3. Proclamation No. 1081 Decree No. 6 (Educational Development Decree of 1972)- issued Sept
29,1972 aims to: Make schools responsive to the needs of the New society Provide broad general education that will assist each individual in his development as a whole human being useful his fellowmen and to his country. To train the nation’s manpower in middle level in skills required for national development
4. Develop high-level professions that will provide leadership for the nation and advance knowledge through research Respond affectively to the changing needs and conditions of the nation through a system of educational planning and evaluation
5. Educational Development Decree has formulated a ten-year program based on: Improvement of curricular programs and quality of instruction at all levels by upgrading physical facilities Adopting cost-saving instructional technology and training and retaining of teachers and administrators Upgrading of academic standards through accreditation schemes, admissions testing and guidance counselling
6. Democratization of access to education by financial assistance to poor but deserving students Skills training programs for out of school youth and a continuing educational program for illiterate adults
7. Plans and Steps for Education Decree of 1972 Teaching of land agrarian reform and cooperatives Requirement of family planning and Philippine Constitution as compulsory subjects in collegiate Mandatory use of textbooks authored/published by Filipinos in elementary and secondary: except for specialized and technical courses in college such as medicine
8. Requirement to take the National College Entrance Exam for applications Improve collegiate curriculum by opening manpower training centers Alien schools have to follow Basic education Curriculum of DepEd and may not be solely owned by aliens
9. The Curricular Redirection of the New Society Should be redirected on development of moral virtues As a means of integrating education and life Should reflect the urgent need and problems facing the country today Should be viewed in terms of learning to be acquired All teaching shall seek to develop comprehensive understanding of all subjects Co-curricular youth programs shall be restructured and enriched Non-formal education shall be recognized
10. Ratified 1973 Constitution set out 3 Fundamental aims of education : To foster love of country To teach the duties of citizenship To develop moral character, self discipline, and scientific, technological and vocational efficiency
11. 1978 Presidential Decree No. 1397 wherein the Department of Education and Culture became Ministry of Education and Culture (MEC) 1982 Education Act of 1982 changes MEC to DECS via Executive Order No. 117 by Pres. Cory Aquino Education Act of 1982 provided an integrated system of education covering both non-formal and formal education at all levels
12. In 1988 Republic Act 6655 which mandated free public secondary education in the school year 1988-1989 In 1992 Republic Act 7323 which provided that students aged 15-25 maybe
employed during Christmastime and summer vacation with salary not lower than the minimum wage.
13. This threefold division known as TRIFOCAL SYSTEM of EDUCATION In 1994 Republic Act 7722- Higher Education Act of 1994 which created Commission on Higher Education(CHED)which supervises tertiary degree programs In 1994 Republic Act 7796- created Technical Education and Skills Development Authority (TESDA) which supervises non-degree technical-vocational programs While DECS retained responsibility for elementary and secondary education 14. Republic Act 9155 Was formed August of 2001 Also known as Governance of Basic
Education Act RA 9155 transformed the name DECS to Department of Education (DepEd) RA 9155 redefined the role of field offices( regional offices, district offices and schools) 15. RA 9155 Overall Framework: School head empowerment by strengthening their leadership
roles School-based management within the context of transparency and local accountability Provide the school age population and young adults with skills, knowledge and values to become caring, selfreliant, productive and patriotic citizens
16. The Structure/Features of the 2002 BEC 1. Greater emphasis on helping every learner to become more successful reader. 2. Emphasis on interactive/collaborative learning approaches. Between teachers and students Between students and self-instructional materials Between students (collaborative learning) Between students and multimedia assisted instruction
17. 3. Emphasis on use of integrative learning approaches. 4. Greater focus on values formation in all the subject areas. Every teacher is a values education teacher. 5. Emphasis on the
development of self-reliant and patriotic citizens. 6. Emphasis on the use of effective strategies for the development of critical and creative thinking skills.
18. The Curriculum Structure of the 2002 BEC The CORE SUBJECTS: Filipino; English; Math; Science (Science and Health for Elem.); Science and Technology for Secondary The
Experiential Area: Makabayan: Araling Panlipunan; MAPEH (Music, Arts, PE and health); TLE; Edukasyon sa Pagpapahalaga (the practice environment for holistic learning to develop a healthy personal and national self-identity
19. Medium of Instruction: Pursuant to the DepEd Bilingual Policy (Dep.Ed Order No. 52, s,1987), the media of instruction shall be as follows: A. For Elementary Education: Filipino shall be used in the following areas: Filipino; Makabayan English shall be used in the following learning areas: English; Science
20. B. For Secondary Education: English: Mathematics, Science and Technology, English,
Technology and Livelihood Education, Music, Arts, Physical Education and Health/CAT Filipino: Edukasyon sa Pagpapahalaga (Values Education), Araling Panlipunan, Filipino
21. Philosophy of Basic Education Curriculum The ideal Filipino learners are empowered learners; who are competent in learning how to learn and have life skills so that they become self
developed persons who are makabayan (patriotic), makatao (mindfu of humanity),
Makakalikasan (respect of nature), and Maka-Diyos (Godly). Functional literacy is the essential ability for lifelong learning in our dynamically changing world.
22. The ideal teacher of the curriculum is not the authoritarian instructor but the trustworthy facilitator or manager of the learning process. She enables the learners to become active constructors of meaning and not passive recipients of information The ideal teaching learning process is interactive where the learners, the teachers, instructional materials and information technology interact with one another reciprocally.
23. Reformed Basic Education Curriculum of 2002 The RBEC sought to improve the standard of education in the country. The RBEC would respond to the needs of Filipino learners with the following objectives: 1.) To provide knowledge and develop skills, attitudes, and values essential to personal development and necessary for living in and contributing to a developing and changing society.
24. 2.) Provide learning experiences which increase the child awareness of and responsiveness to the changes in society; 3.) Promote and intensify knowledge, identification with and love for the nation and the people to which s/he belongs; and 4. Promote work experiences which develop orientation to the world of work and prepare the learner to engage in honest and gainful work 25. RBEC curriculum decongestion into five learning areas English Filipino Mathematics
Science Makabayan
Curriculum developmentPresentation Transcript
1. CURRICULUM DEVELOPMENT Module 2 Crafting the Curriculum Prepared by: Christy C. Ador 2. The planned and guided learning experiences and intended learning outcomes, formulated
through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in the personal social competence. ( Daniel Tanner, 1980)
3. CURRICULUM DESIGN MODELS Objective: › This lesson will present the different design models curriculum and; › This will guide to discover that curricula are organized.
4. This model focuses on the content of the curriculum. The subject centered design corresponds mostly to the textbook written for the specific subject.
5. EXAMPLES OF THE SUBJECT-CENTERED DESIGN Subject design → is the oldest and the most familiar design for teacher, parents and other laymen. Discipline design → refers to the specific knowledge learned through a method which the scholars use to study a specific content of their fields.
6. EXAMPLES OF THE SUBJECT-CENTERED DESIGN Correlation design → this comes from the core, correlated curriculum design that links separate subject designs in order to reduce
fragmentation.
7. EXAMPLES OF THE SUBJECT-CENTERED DESIGN Broad field design/interdisciplinary → this design was made to prevent the compartmentalization of subjects and integrate the contents that are related to each other.
8. centered on certain aspects of the learner’s themselves. the learner is the center of the educative process.
9. EXAMPLES OF THE LEARNER-CENTERED DESIGN Child-centered design ( John Dewey, Rouseau, Pestallozi, and Froebel) › the curriculum design is anchored on the needs and interests of the child. › the learner is not considered as a passive individual but as one who engages with his/her environment.
10. EXAMPLES OF THE LEARNER-CENTERED DESIGN Experience-centered design › experiences of the learners become the starting point of the curriculum, thus the school environment is left open and free.
11. Humanistic design ( Abraham Maslow and Carl Rogers) › the development of self is the ultimate objective of learning. › it stresses the whole person and integration of thinking, feeling and doing. EXAMPLES OF THE LEARNER-CENTERED DESIGN
12. draws on social problem, needs, interests and abilities of the learners. content cuts across the subject boundaries and must be based on the needs, concerns and abilities of the students . 13. Life-situation design › it uses the past and present experiences of the of learners as a means to
analyze the basic areas of living. › the pressing immediate problem of the society and the students’ existing concerns are utilized. EXAMPLES OF THE PROBLEM-CENTERED DESIGN 14. Core design › it centers on the general education and the problem are based on the common
human activities. › the central focus of the core design includes common needs, problems, concerned of the learners. EXAMPLES OF THE PROBLEM-CENTERED DESIGN
15. DIMENSIONS AND PRINCIPLES OF CURRICULUM DESIGN Objective: › this lesson will allow us to consider some of the dimensions and provide some principles in its use in curriculum
development.
16. ● Scope › defines as all the content, topics, learning experiences and organizing threads comprising the educational plan.
17. Scope › provides boundaries in curriculum as it applies to the different educational levels. › it should include time, diversity and maturity of the learners, complexity of content, and level of education.
18. ● Sequence › contents and experiences are arranged in hierarchical manner, where the basis can either be logic of the subject or on the developmental patterns of growth of the cognitive, affective and psychomotor domains.
19. (Smith, Stanley and Shore, 1957)
20. Simple to Complex learning › content and experiences are organized from simple to complex, from concrete to abstract, form easy to difficult. Prerequisite learning › it means that there are fundamental things to be learned ahead.
21. Whole to part learning › the meaning can very well be understood if everything will be taken as a whole. Chronological learning › the order of events is made as a basis of sequencing the content and the experiences. This can be arranged from the most recent to the distant past or vice versa.
22. (Posner and Rudnitsky 1957)
23. a. Space - spatial relation will be the basis for the sequence. b. Time - the content is based from the earliest to the more recent. c. Physical attributes - this principles refers to the physical characteristics of the phenomena.
24. a. Class relation - refers to the group or set of things that share common practices. Teaching the characteristics of the class ahead of the member of the class. b. Proportional relations - a statement that asserts something. Sequence are arranged so that the evidence presented ahead before proposition.
25. - this is based on the scientific method of inquiry. Based on the process of generating, discovering and verifying knowledge, content and experiences are sequence logically and methodically.
26. a. Empirical prerequisites - sequence is primarily based on empirical study where the
prerequisite is required before learning the next level. b. Familiarity - prior learning is important in sequence. What is familiar should be taking up first before the unfamiliar.
27. c. Difficulty - easy content is taken ahead than the difficult one. d. Interest - contents and experiences that stimulate interest are those that are novel. These can arouse curiosity and interest of learners.
28. ● Continuity - this process enables learners strengthen the permanency of learning and development of skills. Gerome Bruner called this “ spiral curriculum” where the content is organized according to the interrelationship between the structure of the basis ideas of a major discipline.
29. ● Integration “ Everything is integrated and interconnected. Life is a series of emerging themes.” - organization is drawn from the world themes from real life concerns.
30. ● Articulation ● Vertical Articulation - the contents are arranged from level to level or grade to grade so that the content in the lower level is connected to the next level. ● Horizontal
Articulation - happens when the association is among or between elements that happen at the same time.
31. ● Balance - equitable assignment of content, time, experiences and other elements to establish balance is needed in curriculum design.
32. APPROACHES TO THE CURRICULUM Objective › this lesson will bring the various phases of designing a curriculum. › identify the commonly used approaches in the design of curriculum. › enhance and integrate the experiences and observations based on the features and
characteristics of the different approaches.
33. 1. Who teaches? -- the Teacher → Good teachers bring a shining light into the learning environment, and are needed to sort out the knowledge from the information but more important, excellent teachers are needed to sort the wisdom from the knowledge.
34. 2. Who do the teachers teach? -- the Learners → the learners are at the center stage in the educative process. They are the most factors in the learning environment. There is no teaching without them. → they come from different sectors of the society.
35. 3. What do the teachers teach? -- knowledge, skills, values “to help the learners cope with the rapid changes to understand and to succeed in the new work in the work place, we must design a curriculum oriented to tomorrow.”
36. 4. How do teachers teach? -- Strategies and Methods Teachers should select teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned to the objective of the lesson. Situations should be creative to encourage learners to use higher order thinking skills.
37. 5. How much of the teaching was learned? -- Performance These learning outcomes indicate the performance of both teachers and the learners. Learning outcomes are the product
performance of the learners as the result of teaching. Performance is the feature of a curriculum that should be given emphasis.
38. 6. With whom do we teach? -- Community Partners “ Teaching is a collaborative undertaking” Partnership is the means not an end to be pursued in itself. Society changes, teachers will have a new beginning, an opportunity to recast their role in their communities, to change their attitude to their community, to change the attitude of their communities and societies about them. 39. REFERENCE: Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing
Company 40. =)
Teaching profession: Why have I chosen teaching as professionPresentation Transcript
1. WHY DID I CHOOSE TEACHING PROFESSION?PRSENTER’S NAME: LIAQUAT ALI NADEEM 2. Contents:a) What is teaching professionb) Top Ten Reasons why teaching can be agreat
professionc) What are the opinion of great thinkersabout teaching and teachersd) Why did I choose it?
3. Teaching Profession?It is dissected as:a) The facilitation of student learningb) Imparting knowledge or skillc) It is an intended behaviour to introduce learningd) It is said that teacher is an artist and teaching is an art.
4. According to G. Wells (1998) it is acluster of activities that are notedabout teacher such as explaining,deducing, questioning ,motivating,taking attendance, keeping record ofworks, students’ progress and students’background information.
5. Personal qualities of a teacher 6. Types of Teachers
7. Top ten reasons why teaching canbe a great profession1. Student potentialUnfortunately, not every student will succeed in yourclass. However, this fact should not stop a teacher
frombelieving that every student has the potential forsuccess. This potential is so existing that each new yearpresents new challenges and new potential successes.
8. 2. Student success and teacher’s exhilarationIt can be a means of great exhilaration when a student who didnot understand a concept and then he learned it through yourhelp.3. Teaching helps you learn a subjectYou will never learn a topic better than when you start teachingit.4. Daily humourIf you have positive attitude and a sense of humour, you will findthings to laugh about each day. So find the fun in your class andenjoy your profession.5. Affecting the
futureWhen you are teaching in a class, you, in fact, are also exercisingyour own influences upon your students who are our future.6. Staying youngerBeing around young people everyday will help you remainknowledgeable about current trends, fashions and ideas.
9. 7. Autonomy in the classOnce a teacher closes the door of his classroom andbegins teaching, he really is one who decides what isgoing to happen in the classroom. Not many jobsprovide an individual with so much room to becreative and autonomous each day8. Conducive to family lifeIf you are married and have children, academiccalendar will typically allow you to have the samedays off as your kids.9. Job securityIn many communities teachers are scarcecommodity. It is fairly certain that you will be able tofind a job as a teacher if you have proven yourself
asuccessful teacher.
10. 10. Summer offIt is the only profession where you havesummer vacation, winter holidays, andweekends which can really be a hugebenefit and provide much needed rest time
11. Opinions of great thinkers Aristotle: those who know , do . Those whounderstand, teach. Phil Collinsin learning you will teach and in teachingyou will learn.
12. William Arthur WardThe mediocre teacher tells , the good teacher explain thesuperior teacher demonstrate, the great teacher inspires.Nikos KazantzakisTrue teachers are those who use
themselves as bridgesover which they invite their student s to cross, then havingfacilitated their crossing joy fully collapse, encouragingthem to create their own.Jacques BarzunTeaching is not a lost art but the regard for it is a losttradition.William GlasserWhen you study great teachers, you will learn much morefrom their caring and hard work than from their style.Albert EinsteinI never teach my pupils , I only attempt to provide theconditions in which they can learn.
13. Why did I choose teaching profession? The Holy Prophet says that he has been sent in this world as a teacher. Itmeans that it is a profession of prophets. My role models are my teachers. I can never forget them. Theymotivated and inspired me to be a teacher. Though my parents want tomake me a doctor and I did F.sc pre medical yet eventually they giveme permission to choose teaching profession. It is not only teaching rather preaching and the teacher leaves indelibleprints on the heart and mind of students. So if a teacher is sincere with hisprofession he can give “ true and sincere men” to his nation.
14. It has been noted that a student pays a lot of attentionto his teacher. He is all ears to his teachers. So if youhave something good with your self you can impart it toyour students. it is a duty which gives us a chance to earn “Halal”. It is a suitable profession for a thorough gentle andeducated person. It is also a profession which gives us an opportunity forventilation of emotions and feelings . A teacher in theclass has a chance to share all his views and feelingswith his students about any topic .
15. I choose this profession because it can become a bridgebetween you and society and as a teacher a person canenhance his social contacts. A teacher deals with the psyche of hundreds of studentsbelonging to different bent of mind, different culture, classesand family background. Though it does not appear that ateacher is a sharp person yet it is a fact that his
maximumcontact with a student makes him a person of deep,profound and very broad vision. In the case of otherprofession like Army, police, csp, etc. people are expert incertain or limited areas but not in social issues. Teachingprofession enables a man to tackle every situation. 16. It can also be counted as“Sadqa-i-Jaria”. It means that when ateacher dies, his knowledge
imparted tohis pupils would be spiritually benefitedto him when his pupils are transferringor imparting this knowledge to other.
17. A teacher can bring a great revolutionin the minds and hearts of people byexercising his sublime thought uponthem. He can reform, improve andrefine their personality and thoughts. 18. A teacher’s role in making ormarring a nation is of greatimportance. A teacher can lift theglory
of a nation or he candemolish or destroy the edifice of anation. The example of the formerEast Pakistan which is nowBangladesh is before us whereHindu teachers played a key rolein
Ed 103 format1Document Transcript
1. Principles and Methods of Teaching 1 Module 1Module 1PRINCIPLES OF TEACHINGED 107 Principles and Methods of TeachingJSED; TFr 9:00-10:30Group 1Leader: Ivy T. EnjocSecretary: Frelyn F. SantorceMembers: Jestila O. Cordova Ana Licel B. Sago Marhana A. Tocao Rodjelyn B. Taule Abigail Villa Irvin Dwight L. Costaños Mark Harold T. MoraldeModule 1 Principles of TeachingLesson 1: The Overview of teaching Profession and Basic Terms used in Teaching a. Strategy of teaching b. Method of teaching c. Technique of teaching d. DeviceLesson 2: The Professional Ethics, the Qualities of Effective Teachers, The Teacher’s Code andTeacher’s CreedLesson 3.The Teacher as Corporate Professional a. Polished Look b. Polished Demeanor c. Polished LanguageLesson 4: The Principles of Teaching (According to Various Authors)
2. Principles and Methods of Teaching 2 Module 1 LESSON 1 THE OVERVIEW OF TEACHING PROFESSION AND BASIC TERMS USED IN TEACHINGLearning Objectives: Upon the successful completion of this lesson, students will be able to: To distinguish the difference between the methods and the strategies in teaching. To identify the role of these methods and strategies that is used in teaching. To identify which method is the best choice for a given topic. Understand the definition of techniques of teaching and the device Know some of the techniques in teaching and the devices used by the teachers Develop their own ability in presenting their lessons in the future 1.1Strategy of Teaching Strategy of teaching- refers to the personalized style of carrying out a particular step of a given method. It is a still employed by the teacher in carrying on the procedures or act of teaching. The Different Strategies in Teaching Learning is an Active Process This means that we have to actively engage learners in learning activities if we want them to learn what we intend to teach. The More Senses Involved in Learning, The More and the Better the Learning Sight – 75% Hearing – 13% Touch- 6% Taste- 3% Smell- 3% ( Tores, PhilipT.)
3. Principles and Methods of Teaching 3 Module 1“ The eyes contain nearly 70% of the body’s receptors and send millions of signals along theoptic nerves to the visual processing centers of the brain… We take in more information visuallythan through any of the other
senses.”(Wolfe,2001)A Non-Threatening Atmosphere Enhances LearningA non-threatening and conducive classroom atmosphere is not only a function of the physicalcondition of the
classroom but more of a function of the psychological climate that prevails inthe classroom.How can we contribute to the creation of a positive classroom atmosphere?-Cultivate a culture of respect &Give allowance to mistakesThe Methods of TeachingMethod is a common usage refers to a procedure that one follows in order to attain anobjective.1.2The Different Methods Used in TeachingLecture -A clarification of information to a large group in a short period of time. In other words,students expect to learn the information presented to
them.Demonstration/Performance-A method that illustrates a general principle with a concreteexample to provide a model of a skill which can then practice.Discussion -A common method for allowing exploration of attitudes. The class discussion isintended to be a free give and take between the instructor and the students designed to elicitstudent interpretations, questions and opinions.
4. Principles and Methods of Teaching 4 Module 1Case Study-The case study method is primarily aimed at the application of general principles tospecific instances or at the analysis and
evaluation of the situation.Pairs or Small Group Works-These methods are generally used as a part of a larger courserather than as the only teaching method. In these situations, students work in pairs or smallgroups on problems of application and analysis.1.3The Techniques of Teaching Refers to the personalized style of carrying out a particular step of a given method. It is a skill employed by the teacher in carrying on the procedures or act of teaching. Refers to the quality of the acts executed by the teacher in presenting the subject matter to pupils. Includes the skill of teacher in accomplishing the task of teaching. Technical skill or an artistic execution. Factor which promotes or effectuates learning through teaching with the aid of devices, or the skill of the teacher in manipulating the devices so that the psychological processes of the learner may be stimulated to effective reactions, particularly in dealing with the subject matter that is to be learned. 1. General Techniques a. Question andanswer (knowledge) b. Drill (skill and habits) c. Appreciation (attitude and appreciation) 2. Standards that govern the selection of technique: The technique must be selected according to: o the nature of the subject matter and according on the basis of its direct effect upon some essential phase of the learners learning
performances. o the nature and maturity of the pupils of the class.
5. Principles and Methods of Teaching 5 Module 1 o the basis of the ability and training of the teacher who would employ it. o the time allotted to the subject. 3. Rules governing the use of techniques: o the technique should be as a means to an end o the technique should be judged by the effect it produces upon each particular situation. o the technique should utilize the primary laws of learning such as readiness, exercise and effect.1.4Device A teaching aid or tool to facilitate instruction is any means, other than the subject matter itself that is employed by the teacher in presenting the subject matter to the learner. is an incentive introduce into the method of teaching for the purpose of stimulating the pupil and developing understanding through experience. with the wise selection and use of a variety of instructional devices or audio-visual materials, experiences can be provided that will develop understanding. 1. The uses of visual and audio-visual devices: o To challenge the attention of the pupils. o To stimulate the imagination and mental imagery of the pupils. o To facilitate the understanding of the pupils. o To provide incentive for action. o To develop the ability to listen. 2. Other forms of visual-aids: 6. Principles and Methods of Teaching 6 Module 1 o Demonstration o Field trips o Laboratory
experiments.3. Classification of devices: a. Material device- has no bearing upon the subject matter presented. Ex: black board, chalk, book, pencil and paper. General -for all
subjects(Projector or blackboard) Special-for only one subject. b. Mental devices- related to form and meanings to subject matter being presented. Classroom visual aids Field and excursion visual aids4. Criteria covering the selection of devices: o A device should always be means of helping the students learn the particular subject matter presented. o The device should be adapted to meet the individual needs of the pupils. o The device should not be too numerous. o The device should be numerous enough to permit selection by both teacher and learner. o Devices should be economical and should not be mere attraction o Devices should be readily usable. o Devices should be adapted to the goals to be secured through the mastery of the subject matter.5. General suggestions for the use of devices: o The order or system of the use of instructional devices should be well planned by the teacher. o The teaching devices should serve some vital purposes well established in advance.
7. Principles and Methods of Teaching 7 Module 1 o The devices should be used judiciously. o Should be within the view of all members of the class. o Teacher should use various types of devices. o Teacher must not consider devices as a substitute for teaching procedure or method. o Teacher should not consider devices as ends of themselves but near to an end. o Teacher bear in mind that no one device is effective for all types of learning in all situations. o The teacher should not use devices as mere tricks.6. The Teaching devices: a. Representations or replicas -globes, maps, models, miniature of objects b. Prepared set-ups -aquarium, terrarium, home, veranda, mini weather station, launch pad c. Simulations using figures -historical events and places d. Real objects -articles, chemicals garden tools, living organisms e. Exhibits -life cycle, original investigations, preserve specimen. f. Collections of -shells, poems, letters, essay, ceramics, musical instruments g. Publication and other printed materials -book, magazines, autobiography, bulletins, clippings h. Art work -painting, sculpture, busks, fashion pieces i. Laboratory equipment -microscope, dissecting set, glass wares, calculator j. Electronic
equipment and devices -computers, laptop, I pad, projector, tapes,films, discs k. Internet -Social Networking Sites, Google, YouTube
8. Principles and Methods of Teaching 8 Module 1 LESSON 2The Professional Ethics, the Qualities of Effective Teachers, The Teacher’s Code and Teacher’s Creed Learning Objectives: Upon the successful completion of this lesson, students will be able to: build understanding about professional ethics. extend the knowledge in proper teaching. apply the qualities of effective teachers.2.1Professional Ethics - Partly comprised of what a professional should or should not do in the work place. It also encompasses a much greater part of the professionals’ life. A. The Teacher and the Sate Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the constitution and for all duly constituted authorities, and promote obedience to the laws of the state. Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect. Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit. Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
9. Principles and Methods of Teaching 9 Module 1 Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or entity for such purposes. Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility. Section 7. A teacher shall not use his position or official authority or influence to coerce any other person to follow any political course of action. Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his researches and investigations; provided that, if the results are inimical to the declared policies of the State, they shall be brought to the proper authorities for appropriate remedial action.B. The Teachers and the Learners Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in the subject or grades he handles, provided that such determination shall be in accordance with generally accepted procedures of evaluation and measurement. In case of any complaint, teachers
concerned shall immediately take appropriate actions, observing due process. Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall deal justifiably and impartially with each of them. Section 3. Under no
circumstance shall a teacher be prejudiced or discriminate against a learner. Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if undeserved.
10. Principles and Methods of Teaching 10 Module 1 Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service. Section 6. A teacher shall base the evaluation of the learners work only in merit and quality of academic performance. Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner. Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.C. A teacher and the Profession Section 1. Every teacher shall actively insure that teaching is the noblest
profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling. Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession. Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and
internationally competitive. Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations through personal advertisements and other questionable means.
11. Principles and Methods of Teaching 11 Module 1 Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a descent living.2.2 The
Qualities of Effective Teachers A. Personal Attributes of a Teacher Passion – passion for teaching is a compelling force that emerges from one’s inborn love for children. Passionate teachers exude spontaneity in ministering to the needs of the students especially those experiencing learning difficulties. Passion does not die nor diminish. They feel they “will live and die a teacher”. Humor – humor stands for anything funny, which elicits smile, laughter or amusing reaction. It is an essential quality of teachers that serves a number of purposes. Nothing will be difficult to undertake since a common feeling of eagerness exist among the students. Values and Attitudes – teachers are models of values. Whether conscious of them or not, values are
exhibited implicitly and explicitly. Values connote standards, code of ethics and strong beliefs. Patience – in teaching, patience refers to a teacher’s uncomplaining nature, self control and persistence. Patient teachers can forego momentous frustrations and disappointments. Instead they calmly endure their students’ limitations and difficulties. Enthusiasm- enthusiasm is synonymous to eagerness and excitement. Enthusiastic teachers are full of energy and dynamism. Their passion and love for children are easily felt and not long after their lively presence in the classroom. B. Professional Attributes of a Teacher Control of knowledge base of
teaching and learning and use of this knowledge to guide the science and art of his/her teaching practice.
12. Principles and Methods of Teaching 12 Module 1 Repertoire of best teaching practice and can use this to instruct children in classrooms and to work with adults in the school setting. Dispositions and skills to approach all aspects of his/her work in a reflective, collegial, and problem solving manner. View of learning to teach as a lifelong process and dispositions and skills for working towards improving his/her own teaching as well as improving schools.C. Top 10 Qualities of Effective Teacher1. An effective teacher loves to teach. The single most important quality that every teacher should possess is a love and passion for teaching young people. Unfortunately there are teachers who do not love what they do. This single factor can destroy a teacher’s effectiveness quicker than anything else. Teachers who do not enjoy their job cannot possibly be effective day in and day out. There are too many discouraging factors associated with teaching that is difficult enough on a teacher who absolutely loves what they do, much less on one who doesn’t have the drive, passion, or enthusiasm for it. On top of that, kids are smarter than what we give them credit for.2. An effective teacher demonstrates a caring attitude. Even teachers who love their job can struggle in this area, not because they don’t care, but because they get caught up so much in the day to day routine of teaching that they can forget that their students have lives outside of school. Taking the time to get to know a student on a personal level takes a lot of time and dedication. There is also a line that no teacher wants to cross where their relationship becomes too personal. Elite teachers know how to balance this without crossing that line and once a student believes the teacher truly cares for them, then there is no limit to what that student can achieve.3. An effective teacher can relate to their students. The best teachers go out of their way to find ways to relate to each of their students. Common interest can be hard to find, but good teachers will find a way to connect with their students even if they have to fake it. For instance, you may have a student who is a Lego fanatic. You can relate to that student if you do something as simple as ordering a Lego catalog and then going through it and discussing it with that student. Even if you have no actual interest in Lego’s, the student will think you do and thus naturally create a connection.4. An effective teacher is willing to think outside the box. There is no one set cookie cutter way to teach. If there was, teachers and students would both be bored. What makes teaching so exciting is that kids learn 13. Principles and Methods of Teaching 13 Module 1 differently and we have to find and utilize
different strategies and differentiated learning to reach every student. What works for one student, will not work for every student. Teachers have to be willing to be creative and adaptive in their lessons, thinking outside the box on a continual basis. If you try to teach every concept in the same manner, there will be students who miss out on key factors because they aren’t wired to learn that way.5. An effective teacher is a good communicator. To be the best possible teacher you must be an effective communicator. However, in this area you are not just limited to being a good communicator to your students although that is a must. You must also be a great communicator with parents of your students as well as your faculty/staff team within in your building. If you have a difficulty communicating with any of these three groups, then you limit your overall effectiveness as a teacher.6. An effective teacher is proactive rather than reactive. This can be one of most difficult aspects for a teacher to conquer. Intense planning and organization can ultimately make your job all the more less difficult. Teachers who plan ahead,
looking for aspects that they might have issues with, and proactively looking for solutions to solve those problems will have less stress on them, then those teachers who wait until a
problem arises and then tries to address it. Being proactive does not replace being adaptive. No matter how well you plan, there will be surprises. However, being proactive can cut down on these surprises tremendously, thus making you more effective overall.7. An effective teacher works to be better. A teacher who has grown complacent in what they do is the most ineffective kind of teacher. Any teacher who is not looking for new and better teaching strategies isn’t being an effective teacher. No matter how long you have taught, you should always want to grow as a teacher. Every year there is new research, new technology, and new educational tools that could make you a better teacher. Seek out professional development opportunities and try to apply something new to your class every year.8. An effective teacher uses a variety of media in their lessons. Like it or not we are in the 21st century and this generation of students was born in the digital age. These students have been bombarded by technological advances unlike any other generation. They have embraced it and if we as teachers do not, then we are falling behind. This is not to say that we should eliminate textbooks and worksheets completely, but effective teachers are not afraid to implement other forms of media within their lessons. 14. Principles and Methods of Teaching 14 Module 19. An effective teacher challenges their
students. The most effective teachers are often the ones that many students consider to be their most difficult. This is because they challenge their students and push them harder than the average teacher does. These are the teachers who are often students’ least favorite teachers at the time, but then later on in life they are the ones that we all remember and want to thank, because of how well they prepared us for life after our time with them. Being an effective teacher does not mean you are easy. It means that you challenge every one of your students and maximize your time with them so that they learn more than they ever thought possible.10. An effective teacher understands the content that they teach and knows how to explain that content in a manner that their students understand. There are teachers who do not know the content well enough to effectively teach it. There are teachers who are truly experts on the content, but struggle to effectively explain it to their students. The highly effective teacher both understands the content and explains it on level. This can be a difficult skill to accomplish, but the teachers who can, maximize their effectiveness as a teacher.
15. Principles and Methods of Teaching 15 Module 1 LESSON 3 The Teacher as Corporate Professional Learning Objectives: To know the right and proper attire of a Professional Teacher. To know the proper way as to how to act properly as a professional To know the best way in approaching the students through their outside look, their behavior and their language. Know the importance of polished language in teaching. Apply those behaviors in teaching profession. 3.1Polish Look A teacher should be aware of his/her look especially to the dress he’s/she’s wearing. It isbecause dressing appropriately is very important for their
profession. Their clothing choice ispart of their career, and it plays a major part. Whether you are a construction worker with your boots and carhartts or a businessprofessional in a three-piece suit. Your attire or your appearance is your first impressions and areflection of who you are. It may sound shallow but you will be judged on this immediately.To the Ladies Always keep it classy and not trashy. Looking good is fine, but there is no need to dressseductively. You are not there to really impress anyone. Keep everything covered and don’twear extremely form
fitting clothes. You are trying to teach the students and not to distractthem. If you wear jeans on a casual day, they should be fairly formal looking and in near-perfect condition. Avoid jeans that are too baggy and skinny styles, and go for a dark wash withno sandblasting or kitschy details like jewels or embroidery. If you do wear jeans, make sure
16. Principles and Methods of Teaching 16 Module 1you compensate for the casualness by pairing them with dressier shoes and a more formallayer, like a blazer over a blouse.To the Gentlemen Unfortunately, male teachers often seem to struggle with dress. There are commonissues to address: Shoes and belt- Your shoes and belts should always be match (brown shoes/brown belt or black shoes/black belt). Always wear a belt and if not, wear suspenders. Don’t just go without. Don’t wear tennis shoes either. Dressed shoes should be worn because you are dressed up. Keep them polished and not all scuffed up. Ties- Many schools do not require male
teachers to wear a tie, but ties can help to gain respect and show authority. Make sure the knot of your tie is tight and centered, also be sure the length of the tie is around the buckle of you belt. Wrinkles- Don’t wear wrinkled dress pants or shirts. Always iron your dress you’re going to wear. Wrinkled dress looks sloppy and like you don’t care. Untucked- While moving around teaching all day, it is easy for your shirt to come untucked. Reaching to write on the board and other actions can cause this. It looks very sloppy for part of your shirt to be untucked and hanging out. Be sure to check and make sure your shirt remains tucked in. Matching- This one may sound obvious but some people it isn’t. Your clothing should always match. You cannot just pair any color with another. Mixing different patterns can also cause other disasters. 3.2Polished DemeanorThe Professional Teacher The professional teacher is the “the licensed professional who possesses dignity andreputation with high moral values as well as technical and
professional competence…. s/headheres to observe, and practices a set of ethical and moral principles, standards and values”
17. Principles and Methods of Teaching 17 Module 1Personal Attributes Personality is the sum of one’s personal characteristics. It is one’s identity. The teachers,more than any other
professional, are momentarily subjected to scrutiny to the minutest detailand observation by those they associate with. Teachers are judged more strictly than otherprofessionals. The personality they project determines the impressions they make uponstudents and colleagues. Their poise, bearing and manner of dressing create a stunning andattractive appearance. Their facial expression communicates a friendly and amiable disposition. Teachers’ personality must be natural and genuine, that is, devoid of pretenses andartificiality. They must be consistent, true and authentic. Some outstanding personal qualities that never fail to win their flock are worth printingin gold. 1. Passion 2. Humor 3. Values and Attitudes 4. Patience 5.
EnthusiasmPolished Demeanor- refers to the more refined behavior, manner or appearance of the Teachertowards the students and other people. A. The Teaching Profession The teaching profession is an occupation that requires extensive education or specialized training to become highly competent in the field of instruction and learning. There are some points for the teachers to serve as “guides” or “mirror” in order that his chosen career would be productive and
efficient. 1.1 Awareness of profession 1.2 Separation of teaching job from personal life 18. Principles and Methods of Teaching 18 Module 1 1.3 Frustration 1.4 Constant
without undergoingsufficient and painful preparation for a great task – teaching. Any candidate for teachereducation who is languid to read books, lethargic in doing research, and lousy may notbe a good teacher and a model for his students in the future. 2.1 Physical 2.2 Intellectual 2.3 Emotional 2.4 Moral 2.5 SpiritualC. The Teacher outside the Classroom The teacher’s morale in the classroom has to correspond with his daily social life.His good and exemplary life must radiate extensively to other people in the society thathe embraced to serve.C.1Model
CitizenNon-partisan in Politics The teacher as an individual personality is an important element in the learningenvironment or in the failures and success of the learner. The way in which hispersonality interacts with the personalities of the pupils being taught helps todetermine the kind of behavior which emerges from the learning situation.3.2Polished Language Typically focus on speaking, reading, writing and translating the Polish language. Coursework also includes studies of Polish literature and culture.
19. Principles and Methods of Teaching 19 Module 1 Both undergraduate and graduate degree programs are available in the Polish language.1. Voice is the union for education
professionals, and we speak up for everyone, from teachers, lecturers and nursery nurses, to head teachers and school support staff, including teaching assistants, technicians and
administrators and students. The primary tool of trade, your main mode of communication in the classroom and one of your most powerful assets. The teacher and parents can determine what the best actions are to help enhance the learning process for a particular child. Many teachers can offset a childs negative surroundings outside of the classroom. The skills that students learn in school may help them get through any problems that they may have in dealing with their loved ones. Teachers can also help to reinforce the rules and skills that parents have already placed into their children. Teachers should avoid raising their voice in the sense of shouting or using a higher pitch that may have an even more disturbing effect on the group or class. No naughtiness or disobedience instead learning and positive activity is no longer possible. Bad behavior can result from the lack of knowledge teachers have about the effect of their voice on their pupils. A good teacher should give an encouragement words to their students. Don’t say any words that may hurt them.2. Gestures A body movement that express or emphasizes an idea, sentiment or attitude. Teaching gestures is different from everyday communicative gesture. A. 3 main roles of teaching gestures: Management of the class ( to start / end an activity, question students, request silence) Evaluation (to show a mistake, correct, congratulate, etc.) Explanation (gives indication on syntax, underline specific prosody, explain new vocabulary, etc.) B. Various shapes of Gestures: Hand gestures
20. Principles and Methods of Teaching 20 Module 1 Facial expressions Pantomime Body movements, etc.C. How to teach using gestures and mime Giving directions Vocabulary Practice Production Cultural
21. Principles and Methods of Teaching 21 Module 1 LESSON 4 The Principles of Teaching
(According to Various Authors) Learning Objectives: After the report, students should be able to: Show how principles of teaching are derived. Cite principles of teaching. have more
knowledge of what are the Principles of teaching. understand the importance of the Principles of teaching. apply the different principles of teaching4.1Principles of teachingPrinciple is: A basic truth, law, or assumption A rule or standard, especially of good behavior. The
