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.
  • • 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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