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General Instruction Strategies
Title |
General Instruction Strategies |
Duration: |
15 hours |
Prerequisites: |
Reflective Practitioner Teacher – training program |
Material: |
Training Guide, Program Kit, and online resources on Marifah |
Level - Track: |
Fundamental Educational Qualification |
Target Audience : |
Teachers who have none-educational bachelor’s degree (KG, Math, Science, English, and Computer Science) grade (1-3) . |
Teachers are one of the key factors of affecting students' achievement, with support of school and student. This would be evident when the teacher utilizes learning instructional strategy, classroom management and curriculum development in the classroom. It is even more effective and advancing when the teacher uses more educational strategies than one, and he\she has the flexibility in choosing the most appropriate strategies based on the subject or situation.
This program provides practical and theoretical training hinge on general research-based strategies that focus on learner-centered active participant in the learning process. These strategies are divided into three categories: time-based regular learning strategies, advanced strategies that focus on the form and the quality of experience, and strategies that rely on learning outcomes based on types of content; concepts, principles, procedures, cohesion. In addition to some constructive strategies, teachers could use an indoor activity
Big Ideas
• |
Experience is gained by using effective teaching strategies |
• |
Outcomes are similar to benchmarks that guide teaching . |
• |
Teaching Strategies empower content and long term learning. |
• |
Good Teaching types of content goes through several and important phases of learning. |
• |
The strategy of learning by doing enhances sensory experiences. |
Essential Questions
• |
What is the importance of teaching strategies? |
• |
How does the strategy of learning by doing enhances sensory experiences? |
• |
How do teachings include student experiences? |
• |
How do types of outcomes based on types of content lead teaching? |
• |
How do constructivism strategies enhance teaching? |
Outcomes
Unit |
Outcomes |
1 |
- • Explain Hilda Taba Model.
- • Apply Hilda Taba Model in lesson planning.
- • Identify the Madeline Hunter’s lesson plan format.
- • Explain the elements of Hunter’s lesson plan format.
- • Plan lessons according to Hunter’s lesson plan format.
|
2 |
- • Explain learning from experience benefits.
- • Identify stages of Dale’s cone experience
- • Criticize the effectiveness of cooperative learning strategy on students’ engagement in class.
- • Apply Think- Pair- Share strategy in teaching.
- • Explore the importance of teaching through art.
- •Apply lessons by using art.
|
3 |
- • Identify the learning outcomes based on types of content; concepts, principles, procedures, meaningful information.
- • Analyze a unit according to learning outcomes based on types of content.
- • Explain the meaning of concept.
- • Identify the types of concepts.
- • Design a plan to teach concepts.
- • Identify the characteristics of meaningful learning.
- • the importance of meaningful learning.
- • Explain the meaning of recitation.
- • Design procedures to help students recite by using retrieving strategies.
|
4 |
- • Explain the self-questioning strategy.
- • Plan a lesson in self-questioning strategy.
- • Explain the cognitive conflict strategy.
- • Plan a lesson to use cognitive conflict strategy.
- • Explain the crossword strategy.
- • Analyze a lesson for crossword strategy.
- • Describe the fish bones strategy.
- • Explain the impact of fish bones strategy on the learning process.
|
Assessment
No |
Assessment |
Component |
Weight |
1 |
Attendance and Participation |
Participation |
5 |
Attendance |
5 |
2 |
Formative Assessment |
Self-regulated-assessment
|
KWL-Q |
5 |
Vocabulary Tool pre and post |
5 |
Trainer Assessment |
Task 1: Plan a lesson according to Madeline Hunter’s Lesson Plan Format.
|
10 |
Task 2: Plan activities to enhance student social interaction and cooperative learning
|
10 |
Task3: Plan a lesson according to one of outcomes based on types of content.
|
10 |
3 |
Summative assessment |
Summative performance Task; Plan a lesson participating at least one of the three classifications of strategies.
|
15 |
Exit Task |
5 |
Portfolio |
10 |
Final exam |
20 |
Program Total |
100 |
Time Distribution
No |
Item |
Time (min) |
1 |
KWL-Q |
15 |
2 |
Pre - Vocabulary Tool |
15 |
3 |
Terminology |
10 |
4 |
Activity (1.1): Don’t Worry, I’m Teaching Strategies |
40 |
5 |
Activity (1.2): Medline Hunter’s Lesson Plan Format |
40 |
6 |
Activity (1.3): Apply Hunter’s Lesson Plan Format |
50 |
7 |
Activity (1.4): Hilda Taba model |
40 |
8 |
Assessment task |
10 |
9 |
Activity (2.1): Learning From Experience |
30 |
10 |
Activity (2.2) Social Experience |
40 |
11 |
Activity (2.3): Cooperative Learning Strategies |
40 |
12 |
Activity (2.4): Teaching Through Art |
40 |
13 |
Activity (2.5): Stop and Draw |
25 |
14 |
Assessment task |
10 |
15 |
Activity(3.1): Lovely Teaching Based on Learning Outcomes |
30 |
16 |
Activity(3.2): Teaching Concept |
55 |
17 |
Activity(3.3): Teaching Procedures |
40 |
18 |
Activity(3.4): Characteristics of Meaningful Learning |
40 |
19 |
Activity(3.5): Teaching Recitation |
40 |
20 |
Activity(3.6): Planning the Lesson |
20 |
21 |
Assessment task |
10 |
22 |
Activity(4.1): Self Questioning Strategy |
40 |
23 |
Activity(4.2): Cognitive Conflict Strategy |
40 |
24 |
Activity(4.3): Crossword Strategy |
40 |
25 |
Activity(4.4): Fish Bones Strategy |
40 |
26 |
Activity(4.5): Teaching Journal |
30 |
27 |
Activity(4.6): Trainee Conference |
30 |
28 |
Assessment task |
10 |
29 |
Post - Vocabulary Tool |
10 |
30 |
Exit Task |
20 |
|
Total |
15 Hours |
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