The document discusses the teacher's role in evaluation. There are two types of evaluation - formal and informal. The most important reason for a teacher to evaluate children's work is to assess their progress and ensure lessons are meeting goals and objectives. Successful evaluation involves planning goals in advance, keeping goals in mind during activities, and using various tools to evaluate after activities while still considering goals. Planning is also discussed as an essential role and skill for teachers, with benefits like ensuring lessons are balanced, giving teachers confidence, and being a sign of professionalism. Principles of effective planning include having a clear aim, variety, and flexibility.
The document provides guidance for planning a PYP unit using the PYP planner template. The planner consists of 9 stages to be completed before and after teaching a unit. Stage 1 involves identifying the unit's purpose by selecting a transdisciplinary theme, central idea, and summative assessment. Stage 2 involves choosing key concepts and lines of inquiry to explore the central idea. Stages 3-4 involve assessing student prior knowledge and determining how learning will be assessed. Stages 5-7 involve planning learning experiences, resources, and how skills and attributes will be developed. Stages 8-9 involve reflecting on what was learned and how to improve future units. The document explains how to complete each section of the planner to
The document discusses the importance of classroom management for teachers. It states that an effective classroom plan involves advance planning of lessons from beginning to end, using various procedures. It also emphasizes that teachers must focus on whole-class management techniques throughout lessons to maintain a consistent learning environment. Finally, it concludes that classroom procedures and activities should focus on the whole class rather than individuals to ensure an ongoing effective and organized classroom system.
The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
The document discusses the demonstration method of teaching, which involves the teacher showing students a live or recorded model of a skill for the students to emulate. It explains that demonstration is effective because it allows students to both see and hear how to perform a skill step-by-step, and then gives students the opportunity to practice the skill. The summary also notes some pros and cons of the demonstration method.
The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
This presentation would help you guys know who are the stakeholders involved in curriculum implementation as well their role. It tackles also the Role of Technology in Delivering the Curriculum and the Pilot Testing, Monitoring and Evaluating of the curriculum.
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
The document discusses the teacher's role in evaluation. There are two types of evaluation - formal and informal. The most important reason for a teacher to evaluate children's work is to assess their progress and ensure lessons are meeting goals and objectives. Successful evaluation involves planning goals in advance, keeping goals in mind during activities, and using various tools to evaluate after activities while still considering goals. Planning is also discussed as an essential role and skill for teachers, with benefits like ensuring lessons are balanced, giving teachers confidence, and being a sign of professionalism. Principles of effective planning include having a clear aim, variety, and flexibility.
The document provides guidance for planning a PYP unit using the PYP planner template. The planner consists of 9 stages to be completed before and after teaching a unit. Stage 1 involves identifying the unit's purpose by selecting a transdisciplinary theme, central idea, and summative assessment. Stage 2 involves choosing key concepts and lines of inquiry to explore the central idea. Stages 3-4 involve assessing student prior knowledge and determining how learning will be assessed. Stages 5-7 involve planning learning experiences, resources, and how skills and attributes will be developed. Stages 8-9 involve reflecting on what was learned and how to improve future units. The document explains how to complete each section of the planner to
The document discusses the importance of classroom management for teachers. It states that an effective classroom plan involves advance planning of lessons from beginning to end, using various procedures. It also emphasizes that teachers must focus on whole-class management techniques throughout lessons to maintain a consistent learning environment. Finally, it concludes that classroom procedures and activities should focus on the whole class rather than individuals to ensure an ongoing effective and organized classroom system.
The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
The document discusses the demonstration method of teaching, which involves the teacher showing students a live or recorded model of a skill for the students to emulate. It explains that demonstration is effective because it allows students to both see and hear how to perform a skill step-by-step, and then gives students the opportunity to practice the skill. The summary also notes some pros and cons of the demonstration method.
The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
This presentation would help you guys know who are the stakeholders involved in curriculum implementation as well their role. It tackles also the Role of Technology in Delivering the Curriculum and the Pilot Testing, Monitoring and Evaluating of the curriculum.
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
Stakeholders play a key role in curriculum implementation and include learners, teachers, administrators, parents, and community members. Learners are the primary stakeholders as the curriculum is designed for their learning and success. Teachers are also critical as they develop, deliver, and evaluate the curriculum. Administrators oversee operations and ensure resources support the curriculum. Parents and community members provide valuable external perspectives and assistance to help learners achieve curriculum goals. All stakeholders work together to bring the written curriculum to life in ways that optimize learning.
The roles of stakeholders in curriculum implementationChoc 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.
This document discusses different models and types of curriculum. It describes curriculum models as approaches, methods, and procedures for teaching and learning tailored to specific student groups. Curriculum can be subject-centered or student-centered, traditional or innovative, topic-based or competency-based. Four broad categories of curriculum design are presented: traditional, student-centered, critical, and structural. Specific models like Tyler, Taba, and Saylor/Alexander are outlined. Eleven different types of curriculum are also defined, including overt, societal, hidden, null, phantom, concomitant, rhetorical, curriculum-in-use, received, internal, and electronic curriculum.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
Precision farming involves managing spatial and temporal variability across all aspects of agricultural production using technologies and principles. It distinguishes from traditional farming by customizing management for small field areas rather than treating the whole field uniformly. The key aspects are taking care of each plant throughout the crop cycle using information-based and technology-enabled decision making. Precision farming can increase profits and sustainability while improving product quality and conserving natural resources like water, soil and energy. It includes components like micro irrigation, fertigation, plastic mulching, integrated pest management and protected cultivation.
This document discusses soil fertility evaluation techniques. It begins by introducing the importance of adequate nutrient supply for crop productivity and discusses techniques to assess soil fertility including nutrient deficiency symptoms in plants, plant and soil analysis, and biological tests. It then covers specific techniques like plant tissue tests, the diagnosis and recommendation integrated system (DRIS), and using a chlorophyll meter. The document concludes by discussing causes and control of soil pollution.
The expert committee report summarizes the process of revising the Vocational Higher Secondary Education (VHSE) curriculum in Kerala. A 10-member expert committee studied the outdated VHSE syllabus and proposed reforms. This included constituting academic teams to research best practices, collect stakeholder feedback, and prepare a revised curriculum focusing on emerging 21st century skills. The proposed curriculum structures 35 vocational courses under 8 streams into a modular format with increased emphasis on practical skills, multiskilling, entrepreneurship, and on-the-job training. The restructured VHSE aims to better align vocational education in Kerala with national standards and industry needs.
The document lists several agriculture skill areas including mushroom cultivation in bottles, vermicomposting in bottles, vegetable seedling production, a modular biogas unit, and orchid cultivation. It also provides contact information for "knnmagri@gmail.com" and a mobile number for questions about these agricultural skills.
This document discusses soil erosion and methods to prevent it. It begins by defining soil and describing the different types of soil degradation, including physical, chemical, and biological degradation. It then focuses on soil erosion, describing it as the movement of soil particles from their original site via agents like water, wind, ice, and human activity. The main types of water erosion are then outlined, including splash erosion, sheet erosion, rill erosion, gully erosion, stream bank erosion, and shore erosion. Causes of erosion like deforestation and overgrazing are also listed. The document concludes by describing various biological and agronomic methods that can be used to prevent erosion, such as contour farming, strip cropping, intercro
The document outlines the curriculum, courses, modules, and employment opportunities for an agriculture vocational program. It describes 3 courses - Agriculture Crop Health Management, Agri-Business and Farm Services, and Agriculture Science and Processing Technology. Each course consists of 4 modules covering topics like agri-field techniques, crop production, integrated pest management, and post-harvest technology. Upon completing the program, students will be qualified for jobs in government and private sectors as agricultural officers, lab assistants, instructors, and field technicians or they can pursue self-employment in activities like nurseries, mushroom cultivation, and agro-processing.
This self-survey document provides a 14-item personal style rating scale for assessing one's suitability to become a mentor. The rating scale covers key mentor qualities like establishing trust, maintaining confidentiality, commitment to student development, helping students gain insights and set goals, listening skills, encouraging creativity, and understanding cultural factors. Respondents are asked to rate themselves from 1 to 4 on each of the 14 items to evaluate their strengths and weaknesses in these important mentor characteristics and competencies.
The story of Mentor comes from Homer's Odyssey, where Odysseus entrusts the care of his household and son Telemachus to Mentor. After the Trojan War, Odysseus wanders for 10 years trying to return home. Telemachus grows up and searches for his father, accompanied by Athena disguised as Mentor. Father and son are reunited and defeat usurpers, establishing the origins of mentor meaning a trusted advisor, teacher, or wise person who invests in another's growth.
This self-survey document provides a 14-item personal style rating scale for assessing one's suitability to become a mentor. The rating scale addresses key mentor qualities like establishing trust, maintaining confidentiality, commitment to student development, helping students gain insights and set goals, listening skills, encouraging creativity, and understanding cultural factors. Respondents are asked to rate themselves from 1 to 4 on each item to evaluate their strengths and weaknesses in these important mentor characteristics.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
This document discusses learning outcomes and their key features. Learning outcomes describe what a learner should know, understand, and be able to do as a result of learning. They are specific statements about the skills and knowledge students will demonstrate at the end of a course. Learning outcomes are assessable, not just goals, and are simply and clearly described with an emphasis on the learner and their abilities. The document also contrasts learning outcomes with learning objectives, which describe what content a teacher intends to cover rather than what students will achieve. It provides examples of learning objectives and outcomes and discusses different types of outcomes like conceptual, process, and skill outcomes.
The document outlines the key differences between the existing vocational curriculum developed in the 1980s and the restructured vocational curriculum. The restructured curriculum is learner-centered, activity-based, outcome-focused, and integrates learning and assessment. It defines job roles, focuses on multiple skills development, work-based pedagogy, and entrepreneurship. Evaluation is continuous and comprehensive. The number of courses was reduced from 42 to 35 and the curriculum updated to focus on emerging 21st century skills.
The document outlines the key differences between the existing vocational curriculum developed in the 1980s and the restructured vocational curriculum. The restructured curriculum is learner-centered, activity-based, outcome-focused, and integrates learning and assessment. It defines job roles, focuses on multiple skills development, work-based pedagogy, and entrepreneurship. Evaluation is continuous and comprehensive. The number of courses was reduced from 42 to 35 and the curriculum updated to focus on emerging 21st century skills.
Roses come in many varieties including hybrid teas, floribundas, and climbers. Hybrid teas produce beautiful long-stemmed flowers in a wide range of colors. Floribundas bloom in large clusters and are used for bedding. Climbers have soft branches that spread and produce small flower clusters. Roses require well-drained soil, pruning, fertilization, and protection from pests like aphids and diseases like black spot. Flowers are harvested as buds to extend vase life or when partially open for loose flowers. With proper care, roses provide economic yields for several years.
This document discusses soil quality and monitoring in India. It covers topics like soil pollution, soil quality monitoring using soil health cards, remote sensing and GIS techniques to map soils, and the quality of irrigation water. It describes how soil surveys are conducted to study and map soils. Soil pollution from excessive fertilizer and pesticide use, waste disposal, mining, and other sources is also discussed. The document emphasizes the importance of sustainable agriculture practices like organic farming for controlling soil pollution.
This document discusses soil erosion and methods to control it. It defines soil erosion as the removal of soil particles from their original site by forces like water, wind, ice or human activity. The key agents and processes of soil erosion are described. The types of water and wind erosion are explained. The impacts of erosion like loss of fertile soil and pollution of water bodies are highlighted. Finally, the document discusses various biological, agronomic and mechanical methods to control soil erosion like contour farming, strip cropping, mulching, bunding, terracing etc.
Stakeholders play a key role in curriculum implementation and include learners, teachers, administrators, parents, and community members. Learners are the primary stakeholders as the curriculum is designed for their learning and success. Teachers are also critical as they develop, deliver, and evaluate the curriculum. Administrators oversee operations and ensure resources support the curriculum. Parents and community members provide valuable external perspectives and assistance to help learners achieve curriculum goals. All stakeholders work together to bring the written curriculum to life in ways that optimize learning.
The roles of stakeholders in curriculum implementationChoc 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.
This document discusses different models and types of curriculum. It describes curriculum models as approaches, methods, and procedures for teaching and learning tailored to specific student groups. Curriculum can be subject-centered or student-centered, traditional or innovative, topic-based or competency-based. Four broad categories of curriculum design are presented: traditional, student-centered, critical, and structural. Specific models like Tyler, Taba, and Saylor/Alexander are outlined. Eleven different types of curriculum are also defined, including overt, societal, hidden, null, phantom, concomitant, rhetorical, curriculum-in-use, received, internal, and electronic curriculum.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
Precision farming involves managing spatial and temporal variability across all aspects of agricultural production using technologies and principles. It distinguishes from traditional farming by customizing management for small field areas rather than treating the whole field uniformly. The key aspects are taking care of each plant throughout the crop cycle using information-based and technology-enabled decision making. Precision farming can increase profits and sustainability while improving product quality and conserving natural resources like water, soil and energy. It includes components like micro irrigation, fertigation, plastic mulching, integrated pest management and protected cultivation.
This document discusses soil fertility evaluation techniques. It begins by introducing the importance of adequate nutrient supply for crop productivity and discusses techniques to assess soil fertility including nutrient deficiency symptoms in plants, plant and soil analysis, and biological tests. It then covers specific techniques like plant tissue tests, the diagnosis and recommendation integrated system (DRIS), and using a chlorophyll meter. The document concludes by discussing causes and control of soil pollution.
The expert committee report summarizes the process of revising the Vocational Higher Secondary Education (VHSE) curriculum in Kerala. A 10-member expert committee studied the outdated VHSE syllabus and proposed reforms. This included constituting academic teams to research best practices, collect stakeholder feedback, and prepare a revised curriculum focusing on emerging 21st century skills. The proposed curriculum structures 35 vocational courses under 8 streams into a modular format with increased emphasis on practical skills, multiskilling, entrepreneurship, and on-the-job training. The restructured VHSE aims to better align vocational education in Kerala with national standards and industry needs.
The document lists several agriculture skill areas including mushroom cultivation in bottles, vermicomposting in bottles, vegetable seedling production, a modular biogas unit, and orchid cultivation. It also provides contact information for "knnmagri@gmail.com" and a mobile number for questions about these agricultural skills.
This document discusses soil erosion and methods to prevent it. It begins by defining soil and describing the different types of soil degradation, including physical, chemical, and biological degradation. It then focuses on soil erosion, describing it as the movement of soil particles from their original site via agents like water, wind, ice, and human activity. The main types of water erosion are then outlined, including splash erosion, sheet erosion, rill erosion, gully erosion, stream bank erosion, and shore erosion. Causes of erosion like deforestation and overgrazing are also listed. The document concludes by describing various biological and agronomic methods that can be used to prevent erosion, such as contour farming, strip cropping, intercro
The document outlines the curriculum, courses, modules, and employment opportunities for an agriculture vocational program. It describes 3 courses - Agriculture Crop Health Management, Agri-Business and Farm Services, and Agriculture Science and Processing Technology. Each course consists of 4 modules covering topics like agri-field techniques, crop production, integrated pest management, and post-harvest technology. Upon completing the program, students will be qualified for jobs in government and private sectors as agricultural officers, lab assistants, instructors, and field technicians or they can pursue self-employment in activities like nurseries, mushroom cultivation, and agro-processing.
This self-survey document provides a 14-item personal style rating scale for assessing one's suitability to become a mentor. The rating scale covers key mentor qualities like establishing trust, maintaining confidentiality, commitment to student development, helping students gain insights and set goals, listening skills, encouraging creativity, and understanding cultural factors. Respondents are asked to rate themselves from 1 to 4 on each of the 14 items to evaluate their strengths and weaknesses in these important mentor characteristics and competencies.
The story of Mentor comes from Homer's Odyssey, where Odysseus entrusts the care of his household and son Telemachus to Mentor. After the Trojan War, Odysseus wanders for 10 years trying to return home. Telemachus grows up and searches for his father, accompanied by Athena disguised as Mentor. Father and son are reunited and defeat usurpers, establishing the origins of mentor meaning a trusted advisor, teacher, or wise person who invests in another's growth.
This self-survey document provides a 14-item personal style rating scale for assessing one's suitability to become a mentor. The rating scale addresses key mentor qualities like establishing trust, maintaining confidentiality, commitment to student development, helping students gain insights and set goals, listening skills, encouraging creativity, and understanding cultural factors. Respondents are asked to rate themselves from 1 to 4 on each item to evaluate their strengths and weaknesses in these important mentor characteristics.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
This document discusses learning outcomes and their key features. Learning outcomes describe what a learner should know, understand, and be able to do as a result of learning. They are specific statements about the skills and knowledge students will demonstrate at the end of a course. Learning outcomes are assessable, not just goals, and are simply and clearly described with an emphasis on the learner and their abilities. The document also contrasts learning outcomes with learning objectives, which describe what content a teacher intends to cover rather than what students will achieve. It provides examples of learning objectives and outcomes and discusses different types of outcomes like conceptual, process, and skill outcomes.
The document outlines the key differences between the existing vocational curriculum developed in the 1980s and the restructured vocational curriculum. The restructured curriculum is learner-centered, activity-based, outcome-focused, and integrates learning and assessment. It defines job roles, focuses on multiple skills development, work-based pedagogy, and entrepreneurship. Evaluation is continuous and comprehensive. The number of courses was reduced from 42 to 35 and the curriculum updated to focus on emerging 21st century skills.
The document outlines the key differences between the existing vocational curriculum developed in the 1980s and the restructured vocational curriculum. The restructured curriculum is learner-centered, activity-based, outcome-focused, and integrates learning and assessment. It defines job roles, focuses on multiple skills development, work-based pedagogy, and entrepreneurship. Evaluation is continuous and comprehensive. The number of courses was reduced from 42 to 35 and the curriculum updated to focus on emerging 21st century skills.
Roses come in many varieties including hybrid teas, floribundas, and climbers. Hybrid teas produce beautiful long-stemmed flowers in a wide range of colors. Floribundas bloom in large clusters and are used for bedding. Climbers have soft branches that spread and produce small flower clusters. Roses require well-drained soil, pruning, fertilization, and protection from pests like aphids and diseases like black spot. Flowers are harvested as buds to extend vase life or when partially open for loose flowers. With proper care, roses provide economic yields for several years.
This document discusses soil quality and monitoring in India. It covers topics like soil pollution, soil quality monitoring using soil health cards, remote sensing and GIS techniques to map soils, and the quality of irrigation water. It describes how soil surveys are conducted to study and map soils. Soil pollution from excessive fertilizer and pesticide use, waste disposal, mining, and other sources is also discussed. The document emphasizes the importance of sustainable agriculture practices like organic farming for controlling soil pollution.
This document discusses soil erosion and methods to control it. It defines soil erosion as the removal of soil particles from their original site by forces like water, wind, ice or human activity. The key agents and processes of soil erosion are described. The types of water and wind erosion are explained. The impacts of erosion like loss of fertile soil and pollution of water bodies are highlighted. Finally, the document discusses various biological, agronomic and mechanical methods to control soil erosion like contour farming, strip cropping, mulching, bunding, terracing etc.
The document discusses soil health management in Kerala. It notes that soil health cards are provided to farmers to evaluate soil quality based on physical, chemical and biological characteristics. The cards are intended to help farmers monitor soil health and make informed management decisions. They provide information on soil type, nutrients, pH, and recommendations to improve soil quality. The overall goal is to support sustainable land management and increase agricultural productivity.
Geographic information systems (GIS) are organized collections of computer hardware, software, and geographic data used to capture, store, update, manipulate, analyze, and display geographically referenced information. GIS provides spatial data depicted as points, lines, or polygons with attributes stored in tables, and can take data from various sources and integrate them into multiple layers for analysis. Common applications of GIS include agriculture, natural resource management, disaster management, and urban planning.
An introduction to the new generation pesticides 25 10-2013. newDilin Sathyanath
The document discusses new generation pesticides from various groups including organo chlorines, carbamates, organo phosphorus, and synthetic pyrethroids. It provides the brand names, active ingredients, dosages, and target pests for many new pesticides from groups like phenyl pyrazoles, phallic acid diamides, chloro nicotynyls, and insect growth regulators. New generation fungicides and their uses are also outlined. The document compares conventional and new generation pesticide options for pests like leaf minor and epilachna beetle.