Implications of Children’s Implications of Children’s Ideas For Curriculum and Ideas For Curriculum and Teacher EducationTeacher Education

By Mrs. Samia Rehman Dogar

Associate Prof Federal College Of

Education H-9,Islamabad

samia42001@yahoo.com

Students differ by IQ/Ideas/Cultural etc,,,,may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to the students.

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learning by improving the match between a student's individual needs and the curriculum.

A general term used to describe the range of strategies, which are used to ensure children’s needs are met.

Adapting the curriculum to meet the unique needs of

learners by making modifications in complexity, depth, and pacing.

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Teachers can Differentiate the:CONTENT:Knowledge, skills and attitudes we want children to learn; differentiating content requires that students are pre-tested so the teacher can identify the students who do not require direct instruction

PROCESS:Varying learning activities / strategies to provide appropriate methods for students to explore the concepts; important to give students alternative paths to manipulate the ideas embedded within the concept (different grouping methods, graphic organizers, maps, diagrams, or charts)

PRODUCT:Varying the complexity of the product that students create to demonstrate mastery of the concepts; students below grade level may have different performance expectations than students above grade level (ie. more complex or more advanced thinking~ Bloom’s Taxonomy)

According to Students’:READINESS/ DEVELOPMENTAL:Some students are ready for different concepts, skills, or strategies; others may lack the foundation needed to progress to further levels

INTEREST:Student interest inventories provide information to plan different activities that respond to individual student’s interest

LEARNING STYLEIndividual student preference for where, when or how students obtain and process information (visual, auditory, kinesthetic; multiple intelligences; environment, social organization, physical circumstance, emotional climate, psychological climate)

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What to understand by Teacher

•Essential Questions

•Curriculum Map Template

•Unit Design

•Lesson Planning

•Skills List

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What to Teach???

Essential Questions ~ conceptual understandings

Curriculum Map/Unit Design

Curriculum Map Template

See other unit template

Sample Skills List

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Lesson and Unit Design

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I’ve mapped out the concepts I’ve already grasped to save you time. 8

Eight Steps(Student Readiness)

1. Identify objectives 2. Create pretest (end of unit expectations;)3. Identify students to Pretest4. Administer Pretest5. Eliminate content in areas of mastery6. Streamline instruction 7. Offer enrichment or acceleration activities 8. Keep records of progress

Management Management SuggestionsSuggestionsManagement Management SuggestionsSuggestions

Explain the activity and the procedures with the whole class

Make expectations clear – develop ground rules for:

BehaviorPerformance

Use tasks that require time and thinking – this is not an extension of the “seat-work” concept

Provide clear instructions, materials, responsibilities, check points, and expectations (rubrics)

QUESTIONING & QUESTIONING & DISCUSSIONDISCUSSION

"I have no answers, only questions."~Socrates, c. 300 B.C.

Open Ended Questions

have no “right” answer can be discussed and debated provoke and sustain student inquiry raise other important questions address the conceptual or philosophical

foundations of a discipline stimulate vital, ongoing reflection of big ideas and

assumptions

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Any Question

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