learner centered teaching and learning - unicef

LEARNER CENTERED TEACHING AND LEARNINGQUALITY INDICATORSCHILD FRIENDLY BARAABARU SCHOOLSMALDIVES

Copyright © Ministry of Education, Republic of MaldivesThe United Nations Children’s Fund (UNICEF), MaldivesMarch 2010

Cover design & layout by: BUGLETONE

Photography cradits:Page 6© MOE/2009/FauziyyaPage 17© UNICEF Maldives/2004/PirroziPage 22© MOE/2009/Fauziyya

ISBN: 99915-95-67-8

First print 2010

All rights reserved.No part of this book may be reproduced in any form or by any electronic or mechanical means including information storage and retrieval systems, without permission in writing from the Ministry of Education and UNICEF.

3 learner centered teaching and learning

Standard 2.1: Curriculum/Syllabus

Curriculum/syllabus and/or framework is learner centered and differentiated based on students’ ability, interests, backgrounds, local culture, tradition, Islamic values, locally relevant livelihoods and life skills.

Emerging Progressing Acheiveing Achieved

All members of the school commu-nity are aware of and utilize the nation-al curriculum and/or framework in all aspects of teaching and learning.

Curriculum/framework for Pre-K through Grade 12 reflects local and international standards and addresses knowledge and skills for lifelong learning and prepare students for employment/careers.

Curriculum/framework is learner centered, based on the interests of the child, rel-evant, and requires active engagement of students.

Curriculum/framework includes a balance of knowledge and skill building bench-marks and indicators.

Teaching and learning materials have literature and images portraying positive attitude towards other cultures, gender and people with special needs

Evidence of all of Emerging plus the following:

Learner centered curriculum / syllabus is differentiated, and integrates technology and multi-media.

All members of the school community provide input into and evaluate the cur-riculum / syllabus.

All members of the school community discuss benchmarks and objectives of the curriculum / syllabus. . Planned activities demonstrate respect and equality, and value people of other cultures, gender, and difference in ability.

Evidence of all of Progressing plus the following:

Curriculum / syllabus is annually evalu-ated by representatives of members of the school community.

Annual evaluation of the curriculum/sylla-bus includes examination of differentiation, relevance, cultural sensitivity, interests, ability, and values.

Evaluation process determines the extent to which curriculum/ syllabus effectively supports the learner centred approach and improvements in student achieve-ment

All revisions to curriculum/syllabus con-tribute to continous improvement of the quality of education

Students discuss their performance levels, and identify their own goals and how they plan to attain them.

Evidence of all of Achieving plus the following:

Curriculum/syllabus is learner centered, and improves student learning, and is a model for other schools in the country and region.

Children see the curriculum/ syllabus as relevant, interesting and challenging.

Children recognize that their input is important to their future and the future of others.


Evidence:- Policy on Inclusivity

Data source Examples of evidence

Curriculum /syllabus/framework• Curriculum/syllabus bench marks and standards / indicators• Text book, audio visual materials• Other supplementary materials or instructional materials• Schemes of work, lesson plans• Surveys/interview reports of students/parents• Records/minutes of curriculum planning meetings/coordination meetings • Results of assessments and diagnostic tests•

The curriculum review process includes a check list to ensure that the curriculum repre-• sents relevant historical and contemporary contribution and perspectives of the Islamic values, culture, traditions, and livelihoods of the country.Teachers explain the scope and sequence of the curriculum within each grade level and • across grade levels in each content areaWritten guideline and a checklist are used prior to purchase any curriculum materials to • ensure that they are free of biasThe curriculum includes integrated thematic units that focus on everyday life applications• Interviews with students and parents verifying their interests are reflected in the curricu-• lum/syllabus and/or framework. Learner centered curriculum includes schemes, lessons, stages, benchmarks, indicators • appropriate to ability, cultural relevance and interests. Results from the analysis of student performance in multiple assessments, national • diagnostics tests, and school self-assessments are used in the annual curriculum review process to build progress in achievement at all levels.

Notes:



The importance of planning for learner-centered learning is reflected in the school mission and vision.

School has a comprehensive curriculum/scheme of work with systematically planned lessons, aligned with the national curriculum.

SMART objectives, expected outcomes, and a variety of learner centered teach-ing and learning strategies (intellectual, aesthetic, physical, and social activities) are evident.

Planning includes the use of manipulative and laboratory materials, textbooks or other instructional materials aligned with the curriculum for each content area.


A representative group from the school community (i.e. principal, teachers, PTA, school board, students) advises, assists in planning and monitoring lesson plans and their systematic documentation.

Members of the school community are able to articulate how planning for learner-centered teaching and learning supports the high quality educational experience highlighted in the school mission and vision.

Curricula and lesson plans emphasize critical thinking, problem-solving, concep-tual understanding, applying and clearly communicating knowledge and skills.


Assessment for learning includes meth-ods for observation, feedback, discussion of concepts, demonstration and/or ap-plication of skill/knowledge.

Assessment for learning is a compo-nent of all learning experiences/lessons planned, including student self-assess-ment.

A representative group from the school community is involved in evaluating the extent to which planning and preparation of lessons results in in-creased improvement in student achieve-ment and satisfaction.

50% -75% of the school day is spent in active, differentiated, and child initiated or directed learning experiences.


Planning and preparation of child friendly, high quality learning experiences is consistently exemplary, as determined through external (M0E) and internal (school self-assessment) evaluation.

School is a model for others in the region, country and/or internationally in high qual-ity child friendly learning experiences.

Members of the school community actively mentor other schools and school communities on planning child-friendly teaching and learning experiences.

Standard 2.2: Lesson Planning

Planning and preparation of lessons stems from the belief that leaner centered learning is important and appropriate to support the school mission and vision.



Students are included in developing weekly plans, according to their interests, guided by the teacher.

Plans include relevant and differentiated learning objectives, strategies, assess-ment and support materials

25% of the school day is spent in active, differentiated, and child initiated or child directed learning experiences.

Plans include students choice within teacher directed learning experiences. (i.e. choosing which story to read, what book to read for a report on contempo-rary fiction, what topic to investigate in science)

Children are always included in planning of learning experiences, according to their interests, guided by the teacher.

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Evidence:- Lesson Planning


Weekly lesson plans • Review lesson plans• Instructional materials• Assessment records• Individual Education Plan (IEP)• Records of work of the teachers• Students records or portfolio• Teacher evaluation tools/protocols• Learning resources • Computers, software, and Internet access• Records / reports of student interviews, surveys, • Records/minutes of the coordination meetings • Records/minutes of departmental or cluster meetings•

Teachers’ lesson plans explicitly include• differentiated learning objectives, strate-gies, instructions assessment and support materials that address the needs of all learn-ers.Teachers’ lesson plans contain instructional strategies and learning experiences that • address the targeted performance objectives and emphasize critical thinking, problem solving, understanding and communicating skills.Teachers’ lesson plans include measurable learning objectives with appropriate learning • outcomes.Teachers’ lesson plans include IEPs, differentiated learning experiences, adaptations, • alignment to national curriculum goals Instructional collaboration and coordination meetings are held at grade level and/or cross-• grades every other week or at least twice a month.Teachers’ lesson plans explicitly integrate technology in teaching and learning activities, • where appropriate.Teacher’s lesson plans include formative and summative evaluations. • Teacher’s lesson plans include student and teacher self-assessments, and student portfo-• lios.Supporting materials are listed and is utilized in an effective way• Interviews of members of the school community determine the views of the parents, • students and other stakeholders.Teacher’s lesson plans show students decisions about learning content and pedagogy • with teachers

Notes:


Standard 2.3: Teaching and Learning Strategies

Varied teaching and learning strategies are experienced by students to enhance active participation and improve achievement for both boys and girls according to their interests and abilities.


Teachers create a learning environment where all students benefit from a variety of learning approaches, including indi-vidual and small group work in corners or learning centers, seated on the floor, or outdoors.

Students are encouraged to express their opinions, make decisions, and solve prob-lems creatively and cooperatively. Teachers evaluate each and every lesson or learning experience.

Teachers sit at student level to assist and or talk with them.

Teacher interactions with students are positive, personal and thought provoking.

There is evidence of flexible, differenti-ated teaching and learning approaches in some classrooms.


Teaching and learning is differentiated by student interest, ability or need, without discrimination across all grade levels and content areas.

The school community is involved in con-tinual examination of resources, teaching and assessment strategies to utilize those free of gender bias and discrimination.

All members of the school community are engaged in professional development or the sharing of skills and knowledge that promote equality in the school.

Teaching and learning strategies (ques-tioning, response, activities, etc.) reflect different ways in which girls and boys approach learning tasks. Teachers promote learning through scaffolding and giving descriptive and constructive verbal and written feedback.


Student self-evaluation and teacher self-evaluation of learning is used in each lesson to determine/modify the next lesson. The entire school community is involved in the evaluation of teaching, learning and assessment, and in maintaining gender parity. Evidence shows how improvement in teaching improves student achievement and satisfaction. Lessons and learning experiences pro-vide for varying levels and teachers/stu-dents can choose from different activities/lessons based on interests/needs.

Students express that they feel valued and respected by teachers and other members of the school community.


School is a model of learner centered teaching, learning, assessment, and mentors/supports for the learning of other school communities, locally, nationally and/or internationally. Students take the initiative to go beyond what is expected and to investigate ideas in depth outside of scheduled class time. School is a model where student differ-ences are recognized and all students are given opportunities to demonstrate individual skills and knowledge.

Student motivation and engagement levels are high and as a result, a high per-centage of learning outcomes is achieved



Teachers use Information Communication technology ( ICT) into classroom as a teacher resource tool for all students

Teachers are flexible and responsive to students’ personal, emotional, educa-tional and physical needs and maintain gender parity.

Students learn to work in pairs, small and large groups, applying cooperative deci-sion making and learning strategies.

Students are encouraged and taught to reflect on prior knowledge, engage in inquiry, self-assess in most lessons, and develop their own goals.

ICT is integrated into planning and instruction

Students are confident, take the initia-tive to solve problems, help one another, and make some decisions about what and how to learn with one another, their teachers, leading teachers and/or admin-istrators.

Staff members use information from student self- evaluation to improve the quality of student learning.

Learning experiences are inquiry based most of the time, and students constantly ask questions.

ICT is integrated and implemented ef-fectively for all students in instructional planning, delivery, assessment, monitor-ing, student progress and communicating information

Students collaboratively decide and assign roles and responsibilities when working in pairs or groups.

Teachers self-evaluate the extent to which their teaching strategies and learning resources are free of gender bias and discrimination.

Members of the school community conduct workshops, professional devel-opment programs, awareness sessions and/or present publications regarding instructional methods and strategies that enhance the achievement and satisfaction of boys and girls to other schools in the region, country and/or internationally.

Student achievement and test scores are high with no signficant differences be-tween the scores of boys and girls.

School is a model of using ICT nationally /internationally.



Classroom observation records of teachers’ practice• Classroom observation tools• Teacher self evaluation tools and feedback• Records of peer observations• Classroom displays• Records / reports of interviews with students and teachers.• Self development program records of teachers• Students self assessment records• Perceptual data from surveys, questionnaires, and interviews•

Classroom observations show teachers using instructional strategies that are develop-• mentally appropriate and provide students with tasks that require them to use higher-order thinking strategiesClassroom observations show that all students are actively engaged in the learning activi-• ties and tasks.Classroom observations show that all students can work cooperatively with one another, • with pairs, independently and with different academic ability groups.It is evident during classroom observations that students have access to the resources • necessary to complete their workClassroom observations show that students independently use technology for a variety of • purposesTeachers use appropriate instructional equipment and supplies for students with learning • or physical disabilities.Students who have difficulty meeting standards are provided with individualized instruc-• tional support.Students are able to explain what they are currently working on when asked.• Classroom observations show teacher communication and movement, interaction with • all students, individual help provided, student activity, students questions and the teacher knows students’ by name.Classroom observations show learning needs of boys and girls are equally met in using • instructional methodsTeachers use materials free from stereotyping and represent male and female, persons • with disabilities, and different racial, ethnic and religious groups.Classroom and school displays are primarily planned and posted by students•

Notes:

Evidence:- Teaching and Learning Strategies


Standard 2.4: Teaching and Learning Resources

Teaching and learning resources provided promote intellectual, social and physical learning needs of all students.


School principal, in collaboration with other members of the community create a resource list of teaching and learning materials designed to actively engage stu-dents in learning in each lesson or class.

School principal, in cooperation with other members of the school community pro-vides half of the listed resource materials, or half of what teachers report needing to teach effectively.

Resource materials from the local envi-ronment are gathered and prepared for use by students, parents, and/or school staff.

Corners, designated classroom areas and containers include practical, laboratory, and manipulative materials to actively engage students and support all learning styles.


Principal, in cooperation with other mem-bers of the school community provide and utilize resource materials for each class-room to effectively support child-centered teaching and learning at all grade levels.

Teaching and learning resources are plentiful, relevant, cost effective, safe, labeled, and organized for easy access and use by all.

Teaching and learning resources are di-verse, gender neutral, adaptive for all abil-ity levels (struggling/low, average, gifted) and for all students with disabilities.

Teaching and learning resources are not limited to textbooks, but include reference resources, multi-media, art media, crea-tive, and manipulative materials.

Parents and community are seen at the school with students making use of learn-ing resources.

Reading materials and stories chosen to teach or used as examples are gender balanced.


School evaluates the quality, accessibility, and effective use of resources to improve teaching and learning as evidenced in student outcomes.

Materials are relevant in the students’ daily life experiences and are tools in developing their global knowledge.


School supports other schools in their efforts to provide and use quality, cost-effective and locally made resources and is a model in this area.



Teaching learning resources list• Lending and sign-out procedures• Up-to-date text books• Teachers’ hand book• Locally developed teaching learning materials • Reading cards, story books (Dhivehi and English), puzzles, building • blocks, toys, wall charts, black boards, chalkResource room• Laboratories with necessary equipment list • Library with minimum required books• Records of the library books• Computer room• List of equipments for sports and physical education activities•

All materials are appropriate and challenging for all students• Teaching and learning materials are used in the class rooms as support materials• Borrowing and lending procedures and sign-out procedures well monitored by leading • teachers.Text books are up-to- date and available for all students.• Adequate quantity of teaching and learning materials for teachers and students are avail-• ableTeachers do reference using the internet and available text books• Teachers develop and use their own locally developed resources / materials for all sub-• jects.Students are engaged in using manipulative materials displayed in the classroom to sup-• port all learning styles.Parent-student computer literacy classes are conducted.• Parent volunteer training times or schedules (for library, computer, classrooms, etc) are • conducted.Minimum requirement of resources for labs, libraries, computer room, physical education • and recreation are availableThe computer rooms are staffed and open to students for lessons before, during, and • after school hours with supervisionStudents enjoy their PE and sports session using the relevant equipments•

Notes:

Evidence:- Teaching and Learning Resources


Standard 2.5: Learning Environment

The school provides a friendly, stimulating, and safe environment that promotes social, physical, and intellectual learning needs of all students.


Principal, staff and teachers smile and demonstrate that they enjoy being with children

Classroom provides shelter from sun, rain and wind and outdoor space is free of litter and hazards for play and sports.

School compound is kept clean, safe, en-vironment friendly and attarctive in natural and physical layout.

Classrooms and other learning areas (library, computer room, and school labo-ratories) are well ventilated. Adequate lighting provides for reading and writing.

Shelves in classrooms and learning areas are organized and labeled for students to access and put things back safely and independently.


Outdoor play space has a minimum of 45 square feet per student.

All classrooms have tiled or other flooring that can be cleaned and each a minimum of 560 sq feet.

Maximum class size is 30 students for all grades.

Wheel chair access to classrooms is provided

Principal, school staff and teachers know students and their families by name.

Classroom size, space, arrangements and furnishings allow for students to learn alone, in pairs, in corners, in small and large groups and on the floor.


School and community together provide a comfortable, stimulating environment which meets their educational, social, physical and recreational needs.

School staff communicate with children in ways that build confidence, extend learning and encourage and demonstrate value in their contributions.

Public displays of student work and stu-dent learning are chosen by students with teacher guidance, and do not exclude students or publicize judgment (marks, behavior, etc.).


The physical environment of the school is a model for other schools and members of the school community conduct work-shops and sessions on creating an effec-tive environment for teaching and learning.

Students model effective value choices, social, physical, and intellectual skills for others in the region, country and/or internationally.



Most classrooms allow a minimum of 20 square feet of indoor space per student. Some age-appropriate and safe outdoor play equipments are available.

Wall displays of students’ work are evident in each classroom. The posted displays are attractive, updated, relevant, educationally stimulating, and kept at eye-level of the students.

Classroom furniture is comfortable for the age and size of the child.

School staff provides support and care for all students and understand the signifi-cance of high quality interactions and communication.

Students decide how wall space in class-rooms is utilized with teacher guidance and/or parent assistance.

Teachers relate to students as individuals, know their names, their parents’ names and their individual skills, abilities and interests.


Evidence:- Learning Environment


Classroom environment• Outdoor areas• Computer rooms• Halls• Gymnasium• Learning corners• Bulletin boards• Notice board for parents• Safety precautions• Records / reports of interviews with students parents and teachers•

The school’s physical environment is clean and well maintained• Unsafe places are closely monitored• All students have access to and use the available technology• The school hall and gymnasium are used for extra activities• Visitors are greeted and assisted when they enter the school• Posters of upcoming education programs are prominently displayed on the school notice • board Pictures and names of members of the Parent/School Board are displayed on the school • notice boardShaded areas are used for physical education and other activities • Outdoor equipment for all age groups and abilities are used• Appropriate space, lighting, ventilation in the classroom is appropriate for reading, writing • and other activitiesLearning materials are displayed in the classrooms. • Student’s work is displayed and updated regularly.• Activity corners inside the classroom are used by students as supplementary learning • materials.Study / open corners with the school premises are used by students for group studies and • project works.Students and parents perceptions about the learning environment of the school and their • involvement, in school activities. Time tabling for out door play requirments are scheduled.•

Notes:


Standard 2.6: Learner Centered Assessment

Learner centered assessment practices and procedures improve teaching and learning and enhance student performance.


School enforces a comprehensive as-sessment policy, aligned with the Nation-al Assessment Policy. Some teachers practice assessment for learning with high quality interactions based on thoughtful questions, careful listening and sensitive responses, with observation and documentation to reflect a valid picture of the whole child.

School staff, parents and children are aware of the difference between assess-ment of learning and assessment for learning.

Assessments and test scores are fair, valid, reliable and used to target learn-ing experiences to students based upon identified needs to determine next steps.


Principal with representatives of the school community designs and imple-ments an assessment system that sup-ports all students’ needs.

Students are given timely feedback about the quality of their work and how their learning compares with expectations from grade to grade and from school to school as they transit to the next level.

All teachers conduct assessment for learning and attempt to maintain a bal-ance between assessment for learning and assessment of learning. Assessments are actively used to improve learning . (i.e. noting where errors are made for further instruction) and students are involved in feedback and discussion.


School staff, students and other stake-holders discuss how assessment helps learning and use the information gathered to improve teaching and learning

Staff encourage students to become confident individuals through promot-ing realistic and challenging goals and expectations.

Students use assessment results in the personal planning process, identifying and setting their own learning goals with strategies for meeting those goals.

The school analyze and evaluate the results, and the information is imparted to all stakeholders to determine next steps.


School assessment results indicate over-all improvement in student achievement of key curriculum outcomes and evidence of students completing school with a broad based foundation for further education and training.

School staff mentor other school staff in carrying out assessments for learning.



Assessments for and of learning identify students with special needs to determine appropriate placement and curriculum goals/objectives.

Students’ activities, formative and summative assessment information for and of learning are documented, and feedback is provided to students and parents.

Guidelines for communicating assess-ment results to parents are helpful to stu-dents without singling them out publicly.

Students are informed of learning objec-tives and assessment criteria, and often assist in developing assessment strate-gies and/or criteria.

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Evidence:- Learner Centered Assessment


Assessment policy and guidelines.• Display of assessment criteria.• Records of student progress summaries.• Individual student records, student portfolio, projects and other perform-• ance based assessments.Self and peer assessment.• Records of developmental and special education screenings.• Guidelines for early screening• Individual Education Plans ( IEP’s)• Records of Intervention programs • Continuous assessment • Standardized tests• Skills checklist for individual performance of students• Rubrics • Books marked with relevant and timely feedback.• School and classroom assessments aligned with subject outcomes.• Analysis of test scores. • Assessment records. Transition records (grade to grade, school to • school)Record/report of parent and student interviews. Teacher interviews/ques-• tionnaires.Diagnostic assessments (NASAL).• Records/minuets of grade level/ faculty meetings• Program evaluation•

Teachers use multiple assessments according to the guideline • Assessment criteria is displayed • Assessment tools are culturally and developmentally appropriate and free of bias• Teachers review and record each students progress in meeting the curriculum outcomes• Complete records of student assessment results are maintained• The senior management team in the school meets annually to review the results of stu-• dents outcomes in relation to the standards and revises the curriculum where appropriateWritten guidelines are used for appropriate inclusion and implementation and accommo-• dation for students of special educational needsWritten guidelines are used for early identification of students with special educational • needsTeachers meet annually to design and select classroom assessments that are aligned • with the curriculum needsGrade level teachers meet to discuss the students’ achievement at the national level, • school level, classroom level and individual level to inform school to make decisions.Diagnostic test results are evaluated to adjust instruction to meet the needs of individual • students and to monitor their progress.Assessment information is used to evaluate the effectiveness of teacher dedication and • accountability

Notes:



School cooperates with School Board, PTA, students, MoE, and other stakehold-ers to provide an annual plan for learner

-centered co-curricular activities. This plan includes all students and supports the school mission and vision.

School has a plan for student preparation including student and parent guidance on stream selection and career and/or vocational skill pathways.

School has written plans for effective transitions from preschool and from one grade level or school to another, including strategies for informing school staff, par-ents and students of common problems, challenges and successes.

School Board assures that processes for student participation and recognition in co-curricular and curricular activities are fair, inclusive, relevant to student interests, support positive values, and are widely communicated and transparent.


School principal and school board monitor and document co-curricular activities for their quality, inclusivity, alignment with school vision/mission/goals, participation levels, and positive values, and make use of student input in future planning.

School provides students with clear, accu-rate, relevant, and current information on career opportunity choices, course selec-tion, financial awards, scholarships and job opportunities for internships, work-study and apprentice/mentor experiences.

School implements activities and pro-grams for effective transitions from pre-school and from one grade level or school to another.

Students, in half of the classes or more at every grade level from preschool through grade 12, are exposed to and apply a variety of practical and technical skills and concepts (electrical engineering, laying tile, painting, sculpting, etc.) .


School Board evaluates the degree to which co-curricular activities contribute to students achievement and satisfaction, and community involvement during the school life of students.

School policy on transfers and transitions from one grade to another is evaluated

Students, with parent and teacher guid-ance, make informed and responsible decisions about their course of study and career/vocational goals.

Students, in all classes at every grade level from preschool through grade level, are exposed to and apply a variety of practical and technical skills and concepts (electrical engineering, laying tile, painting, sculpting, etc.)


Co-curricular and career guidance pro-grams are models for other schools and school communities regionally, nationally and/or internationally.

School is a model of graduating/produc-ing students with knowledge, skills, and values for effective transitions to jobs or higher education, and demonstrate inno-vative, entrepreneurial and creative spirit.

Members of the school community teach or mentor others about effective student guidance and decision making on course selection, future work and higher educa-tion.

Every student has the skills and qualifi-cations to contribute to the future of the nation

Standard 2.7: Co-curricular / Curricular / Career and Vocational Guidence.

Co-Curricular , curricular and career / vocational guidance are aligned with the school mission and vission, are child friendly, and prepare students as responsible citizens.


Evidence:-: - Co-curricular/ Curricular/ Career and Vocational Guidance


Policy/criteria on co-curricular activities• Uniform bodied activity plan• Activities planned and displayed on bulletin boards • Established Uniform Bodies• Records of sports activities conducted for boys as well as girls• Written documents of the formation of associations and clubs • Records of competitions planned and held at school• Record of career and vocational guidance provided• Information packs for students •

Participation in extra curricular activities is representative of student population• School calendar sent to parents include the planned activities of the school for the year• The school activity calendar include extra- curricular activities, academic support services • such as career and vocational guidance, social and cultural enrichment activities, recrea-tional and sports activitiesUniform activities such as Scouts, Guides, Little Maids conducted • Cultural activities such as local music (Boduberu, Bandiya, Dhafinegun etc.) planned and • conductedAn annual evaluation of all extra-curricula activities conducted to determine equitable • participation of all students without discriminationPrimary, secondary, and higher secondary level transitional activities and strategies are • observed and/or documentedInternet sites, course booklets, and career information in publications and in other media.• Information packs for students and school leavers on matters such as employment and • higher education are availablePosting of available job placements and scholarships from newspapers, fliers, etc. in • library or on notice boards are evidentInformation about grants, awards and outside fuding sources available for students•

Notes:


GLOSSARY

KEY TO READING AND UNDERSTANDINGNote: The descriptions given in this glossary refer to the terms used in this document.

Glossary 2.1International curriculum, benchmarks and indicators: An organized plan of instruction that engages students in learning the goals and objectives by grade level as determined by international professional organizations in the content areas (i.e. science and mathematics) or by international tests. Benchmarks and indicators refers to what students should know and be able to do at various developmental levels (i.e., secondary and higher secondary levels).

Members of the school community: Refers to children, parents, school staff, per-sons in the community, and leaders in the community.

Pre-K: This refers to preschool age children, from birth to age eight years.National curriculum framework: An organized plan of instruction that engages students in learning the standards, concepts, goals and performance objectives for each grade identified at the national and local level. A curriculum often includes scope and sequence, outcomes, and instructional materials alignment documents.

Scheme of work: The scope and sequence of lessons for a given concept in a con-tent area.

Syllabus: Refers to a plan of work.

Teaching and learning materials: Refers to materials and/or tools to support instruc-tion (i.e. overhead projector, books, learning games, puppets, and calculators).

Glossary 2.2A representative group from the school community: This includes represen-tation from each community group including the principal, teachers, PTA, school board and students.

Curricula: Is set of courses of study, or a group of related courses and their content offered at school.

SMART: Acronym for Specific, Measurable, Attainable, Relevant and Time-bound

Glossary 2.3Scaffolding: This refers to adjusting instruction, materials and teacher responses slightly higher than the level of the child, posing challenging questions, materials, experi-ences, and carefully supporting learning by closely monitoring the child’s performance and responding to support their growing understanding of a concept or skill. Student self-evaluation: Students reflect and make judgments about their own perform-ance, knowledge, or skill.

Teacher self-evaluation: Teachers reflect and make judgments about their own per-formance, knowledge, or skill, partly based upon how successful the children are in response to their teaching.

Glossary 2.4Resource list: This refers to a list of instructional materials useful for all areas of the curriculum, with all ages and learning levels of children.

Glossary 2.5Corners: This refers to well-defined learning centers in the classroom with manipula-tive materials within reach of children, organized for children to take and return inde-pendently.

Learning areas: This refers to library, laboratory, outdoor areas, computer room, halls, gymnasium, field areas, and corners.

Glossary 2.6Assessment for learning: Students know at the beginning of a lesson or unit what they are expected to learn, work with the teacher to identify what she or he already knows about the topic and to see where any gaps or misconceptions exist. Together, the child and teacher work to determine learning needs, where and how improvement can take place and document the progress. Assessment takes place throughout the learning process, and is embedded in that. The assessment may be a learning experi-


ence at the same time, and has descriptive feedback but not typically a grade.

Assessment of learning: Is measured more often at the end of a lesson or unit of study simply to assess what is known at the end (summative assessment) and is usually graded, and sometimes compared to a standard.

Electronic documentation: This refers to anecdotal notes, photos, scan of child’s drawing or written work documented as a computer file, to be kept as an item in an elec-tronic portfolio.

Formative assessment: Is a measure of what students know and can do during the lesson or unit to guide instruction and reinforce learning.

National Assessment Policy: This refers to the National Assessment Policy pre-scribed by the Ministry of Education, Maldives.

Summative assessment: Takes place at the end of a unit of study to determine the level of student understanding or skill. Examples: formal tests, final exams, final projects, term papers, etc. The information is often used in determining a grade, placement, or pro-motion.

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learner centered teaching and learning - unicef