EDU555 CURRICULUM AND INSTRUCTION

WEEK 8 (Educational Emphasis)

0 Current development in education that will help learners

prepare for the world of work and social life.

1.0 THINKING SKILLS 0 Critical and creative thinking skills are incorporate in the

learning outcomes:

- To enable learners to analyse information

- Make decisions

- Solve problems

- Express themselves accurately and creatively in language

THINKING SKILLS?

Critical thinking - the ability to evaluate an idea

Creative thinking - generate and produce ideas

Reasoning - to evaluate using series of logical steps

Thinking Strategy

Creative Skills

Conceptualise, Make Decision, Solve Problems

Critical skills

A Model for Using Thinking Skills (Science)

A hierarchical model

CRITICAL THINKING

SKILLS

(Solve Simple Problems)

CREATIVE THINKING

SKILLS

(Express Creatively)

1. Create (Food Web/Food Chain etc)

2. Evaluate/Demonstrate the effects

(Climate Change/Pollution etc)

1. Arranging in sequence (Food Chain)

2. WH Questions

3. Give details of problem

4. Determine

aims/hypothesis/inference/variables

/conclusion etc)

2.0 LEARNING HOW TO LEARN

0 To enable learners to take responsibility for their own learning.

0 A set of enabling skills, including the ability to access information, knowing how to source for information, and knowing what information is useful at a given time to meet the challenges of life and work.

LHTL approach promotes that

learners should have some control over

WHAT is to be learnt

WHY it is to be learnt

WHEN and WHERE

it is to be learnt

HOW it is to be learnt

WHY PROMOTE LEARNING HOW TO LEARN

0 So that students acquire the habit of:

- Independent learning.

- Being open (in working life) to make changes and cope with changing technology and work functions and be continuously employable.

WHY “LEARNING HOW TO LEARN”

0 Encourage learners to become independent learners

0 Train learners to be responsible for their own learning

0 Enable learners to reflect and evaluate their own learning

STEPS TOWARDS BECOMING A SUCCESSFUL LEARNER

1. Goal setting and Planning

2. Discuss with teacher whether the goal is feasible

3. Make a contract

4. Put Plan into Action

5. Report Progress

6. Conference with teacher and peers

7. Self and Peer Evaluation

8. Presentation

3.0 INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)

SKILLS

0 In line with globalisation and the ICT Age, skills relating to ICT are incorporated in the learning outcomes.

0 Skills include:

-use of multimedia resources

-internet resources

-Utilisation of computer-related activities such as e-mail and etc.

4.0 VALUES AND CITIZENSHIP

0 Values contained in the secondary Moral syllabus

0 Include patriotism and good citizenship

5.0 MULTIPLE INTELLIGENCES

What is intelligence?

An ability

To solve problem

To create a new product

To create a new service

WHY “MULTIPLE INTELLEGENCES”?

0 To improve the intelligences of students to enhance wholesome learning

0 To understand that each individual learns differently

0 To encourage collaboration in the classroom

0 To develop innovation in the teaching and learning of Science

0 To improve motivation and creativity in the teaching of Science

8 MULTIPLE INTELLIGENCES

VERBAL LINGUISTIC- is the ability to use

language to excite, please, convince, stimulate

or convey information.

LOGICAL MATHEMATICS- is the ability to

explore patterns, categories and relationships by

manipulating objects, and to experiment in a

controlled, orderly way.

VISUAL-SPATIAL – is the ability to perceive

and mentally manipulate a form or object in a

visual or spatial display.

MUSICAL – is the ability to enjoy, perform

or compose a musical piece.

KINESTHETIC – is the ability to use fine

motor skills in sports, the performing arts, or

arts and crafts production.

INTERPERSONAL – is the ability to

understand and get along with others.

INTRAPERSONAL – is the ability to gain access

to and understand one’s inner feelings, dreams

and ideas.

NATURALISTIC – is the ability to observe

living things, natural phenomena or ecological

awareness.

WHAT ARE THE MULTIPLE INTELLIGENCES?

There are 8 according to Howard Gardner

MULTIPLE

INTELLIGENCES

Verbal Linguistic

Logical-Mathematical

Visual Spatial

Kinaesthetic Musical

Interpersonal

Intrapersonal

Naturalistic

1 2

3

4 5

6

7

8

Applying Multiple-Intelligences to the Classroom

0 Activities must be tailored to the way students learn.

0 Various strategies must be used to match the student’s particular MI-to keep trying until the teacher finds a strategy that lends itself to optimal learning.

APPLYING MULTIPLE INTELLIGENCES Topic: Electricity

Verbal Linguistic

Students write a letter to

the newspaper

complaining about the

frequent breakdowns of

electricity in their homes

Logical-Mathematical

Students prepare an

electric circuit following

simple instructions

Visual Spatial

Students design a poster

on the need to conserve

electricity

Kinaesthetic

Students mime a scene on

how people act when there

is no electricity in their

homes

Musical

Students write a simple

poem on electricity and

recite it

Interpersonal

Students advise each other

how to spend time when

there is no electricity

Intrapersonal

Students imagine how life

would be like without

electricity

Naturalistic

Students observe and

explain ways to conserve

electricity

APPLYING MULTIPLE INTELLIGENCES The Solar System

Verbal Linguistic

Students label a diagram

of the solar system

Logical-Mathematical

Students count the

number of planets, moons

per planet, and create a

database

Visual Spatial

Students draw the solar

system

Kinaesthetic

Students conduct a

simulation of the planets

orbiting the sun

Musical

Students write a simple

poem on the solar system

and recite it

Interpersonal

Students talk to each other

about life in other planets

Intrapersonal

Students imagine how life

would be like living on the

moon

Naturalistic

Students observe plants

and trees outside their

school and say what would

happen if there is no

sunlight

What About Assessment

0 Utilise

- Project work and product-based assignment

- Presentation and demonstration

- Video and cassette recording and filming

WHAT ABOUT ASSESSMENT? Utilise:

Project work and product-based

assignments

Presentations and

demonstrations

Video and cassette

recording and filming

ASSESSMENT Through:

Experiments and

problem-solving

activities

Reports, folio,

portfolio and

exhibition of

pupil’s work

Observations at

learning stations

6.0 KNOWLEDGE ACQUISITION

0 Learning outcomes ulilise subject matter disciplines such as science, geography, and incorporate educational emphases.

7.0 PREPARATION FOR THE NEW WORLD

0 Prepare learners to meet the challenges of the real world by focusing on language use in society.

0 Achieved through structuring the curriculum in terms of interpersonal, informational and aesthetic uses of language.