INTEREDU™ - General Instruction Strategies

Curriculum

General Instruction Strategies

Program Details

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) .

Short Description

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