...Introduction As a new pedagogics in teaching the language of science to second speakers, the content-based instruction has gained great success all over the world. It aims at combining organically the systematic knowledge of a subject with the training of the second language skills. It is considered as an effective pedagogics as it helps improve students’ language skills and study in relevant subjects. The traditional pedagogics in foreign language teaching only lay stress on the training of language skills, lack of the integration with language content such as professional knowledge (Kasper, 2000). With a view to this, this essay gives a detailed elaboration to the teaching concepts, theories, teaching principles, and teaching mode of the content-based pedagogics in teaching the language of science to second speakers. The essay will firstly introduce the teaching concepts of content-based instruction (hereinafter referred as CBI). Then it will give a view of the theory basis of CBI. Following it will explain the teaching principles and the teaching mode of CBI. Altogether the essay will argue from different levels for the significance of the content-based instruction. The content-based instruction conduct the teaching the language of science to second speakers according to the communicative approach teaching principles. Studying second language in real situations not only accords with the language acquisition laws, but also help cultivate students’ competence of language...
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...“The relationship between Differentiated Instruction and Standardized Testing Outcomes” Tiffany R. Williams Argosy University June 14, 2012 Theoretical Framework Once the literature review was engineered, it was determined that there was sufficient research provided on differentiated instruction and standardized test outcomes. The theoretical framework consisted of different philosophies and theories on differentiation instruction, meeting the individual needs, and how differentiating instruction and standardized testing outcomes coexist. Differentiation is described as an educational strategy that cogitates that students’ learning profiles are different and that their highest learning capacity is reached when educators accommodate curriculum and instruction to meet individual needs. Other theorists have perceived differentiated instruction in their own ways and the purpose of this literature review is to validate the research study by aligning it with the findings of each point discussed. Literature Review Introduction Education is said to be the process of receiving systematic instruction; the delivery of knowledge and information between a student and a teacher; and the level of cognition. Before the embodiment of education that involves curriculum and assessments mandated by the government, it was merely a system that was in the hands of the state, parents, and church. During this time, schools focused on literacy and assessed students on the basis of how...
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...Page 1 Evaluating Web-Based Instructional Design © Copyright Harold Henke, 1997, 2001 all rights reserved Author’s note: This paper was written in 1997 as a project paper for a course on Human-Computer Interaction. This paper was reformatted in June, 2001. Page 2 Table of Contents List of Illustrations...................................................................................... 3 List of Tables............................................................................................... 3 Chapter 1: Introduction .............................................................................. 4 Problem Statement .................................................................................... 4 Chapter 2: Literature Review ...................................................................... 5 Definition of Web-Based Instruction............................................................. 5 Importance of Web-Based Instruction ........................................................... 5 Web-Based Instruction Design Issues ........................................................... 6 Chapter 3: Methodology Design .................................................................. 7 Top Ten Web Design Mistakes ..................................................................... 7 Interface Design for Computer-based Learning Environments........................... 8 Measurement Scores ........................................................
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...Running head: INSTRUCTIONAL PRACTICES FOR STANDARD-BASED CURRICULUM Instructional Practices for Standard-Based Curriculum EDA 561 Grand Canyon University September 11, 2013 The Department of Education has implemented a rigorous set of core standards to improve the public school system. Since then teachers and administrators have been planning strategically to improve the efforts of their organization. In order to meet the needs of each individual learner, stakeholders have had to improve on their practices and rely heavily on data. Teachers are being asked to get creative with their teaching practices in order to appeal to each student. There are many instructional practices that are intended for students to engage in high level learning while incorporating a standard-based curriculum. Effective instructional strategies are the solution to obtaining high achievement in students (MacGregor, R., 2007). Effective administrators know that in order for their school to succeed they must convince their teachers’ to incorporate rigorous instructional approaches. One proven effective method is teacher reflection. Research has shown that the reflecting on lessons taught improves teaching (MacGregor, R., 2007). If teachers stop after every lesson and reflect on the effects of their lesson, whether it was engaging, interesting, purposeful they can get to know they students needs. Teachers should assess their own practices when students do not perform as expected....
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...For the official, and most up-to-date version, please visit www.RISEindiana.org DOMAIN 1: PURPOSEFUL PLANNING Teachers use Indiana content area standards to develop a rigorous curriculum relevant for all students: building meaningful units of study, continuous assessments and a system for tracking student progress as well as plans for accommodations and changes in response to a lack of student progress. Competencies 1.1 Utilize Assessment Data to Plan Highly Effective (4) At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Incorporates differentiated instructional strategies in planning to reach every student at his/her level of understanding At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Plans an ambitious annual student achievement goal Effective (3) Teacher uses prior assessment data to formulate: - Achievement goals, unit plans, AND lesson plans Improvement Necessary (2) Teacher uses prior assessment data to formulate: - Achievement goals, unit plans, OR lesson plans, but not all of the above Teacher develops an annual student achievement goal that is: - Measurable The goal may not: - Align to content standards; OR - Include benchmarks to help monitor learning and inform interventions throughout the year Based on achievement goals, teacher plans units by: - Identifying content standards that students will master in each unit Teacher may not: -Create assessments before each unit begins for backwards planning -...
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...The integration of language & content teaching is perceived by the European Commission as "an excellent way of making progress in a foreign language". CBI effectively increases learners' English language proficiency & teaches them the skills necessary for the success in various professions. With CBI, learners gradually acquire greater control of the English language, enabling them to participate more fully in an increasingly complex academic & social environment Content-Based Instruction is an approach to language teaching that focuses not on the language itself, but rather on what is being taught through the language; that is, the language becomes the medium through which something new is learned. IN the CBI approach the student learns the TL by using it to learn sme other new content. For example by studying the French Revolution while using the French langauge. The language being learned and used is taught within the context of the content. The theory behind CBI is that when students are engaged with more content, it will promote intrinsic motivation. Students will be able to use more advanced thinking skills when learning new information and will focus less on the structure of the language. This approach is very student-centered as it depends entirely on the students’ ability to use the language. . Content-based instruction (CBI) is an effective means of second language teaching, but it is not enough. Middle and high school ESL students also need skills...
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...practices for standards-based curriculum is more than knowing and understanding state and district standards; posting objectives, standards, or learning goals in the classroom; referencing standards in lesson plans; covering concepts or following a teacher’s manual claimed to follow state standards. Instead, it is about consistently and effectively developing lessons with activities designed to meet the needs of all students. Standards Based Curriculum The foundational reason supporting national and state standards efforts is the quality of students that schools are producing as graduates. This could potentially be an effect of content and expectancies for students in identical classes and grade levels differ immensely within and across schools, districts, and states. A standards based curriculum is curriculum that is developed using district, state, and/or national standards; pinpointing the skills, knowledge, and understandings that students show exhibit to meet these standards and identifying activities that will enable students to reach standard mastery. Curriculum design starts with the standards and once they are unpacked, the activities to meet them are developed. With the standards-based curriculum movement, curriculum is now much simpler and condensed in which the content is significantly effected by high-stakes tests (GCU, 2010). Instructional Practices Teachers are mandated to teach standards and to make connections between standards-based curriculum and the planning/designing...
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...CHAPTER 2 This chapter includes the review of related literature, review of related studies and review of other related Computer Assisted Instruction (CAI) which helped the researchers in designing and developing their own CAI that was used in this research. REVIEW OF RELATED LITERATURE The review includes discussion of technical terms like Computer-Assisted Instruction (CAI), multimedia, and review of software packages in mathematics, studies on development, evaluation and validation of CAI materials. Instruction and Learning Instruction is the arrangement of information and environment to facilitate learning. By environment, we mean not only where instruction takes place but also the methods, media and equipment needed to convey information and guide the learner’s study. Information and environment can be arranged on a continuum from very formal to very informal. The relationship between information and environment can change depending on the instructional goal. The arrangement of information and the environment is normally the responsibility of the instructor and the designers of media. The choice of the strategy of instruction determines the environment (the methods, media, equipment and facilities) and how the information is assembled and used. The method can range from teacher control to learner control. Learning is the development of new knowledge, skills, or attitudes when the individual interacts with information and environment. Learning takes place...
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...Addressing the Future: CURRICULUM INNOVATIONS 1.) LOCAL AND NATIONAL CURRICULAR INNOVATIONS 2.) GLOBAL CURRICULAR INNOVATIONS As man seeks for development, innovations are inevitable. In curriculum, changes and modifications are being introduced to keep with the changing world. • With the emerging theories of learning, instructional delivery and management, learning and teaching styles, modes of living and other societal changes in science and technology led educators to introduce innovations. 1. LOCAL AND NATIONAL CURRICULAR INNOVATIONS a.) 2002 Basic Education Curriculum b.) Third Elementary Education Program (TEEP) c.) Secondary Education Improvement and Development Program (SEDIP) d.)The New Teacher Education Curriculum for BEEd and BSed e.)The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE) f.) Instructional and Curricular Excellence in School Leadership and Management – DepEd eXCELS A. 2oo2 Basic Education Curriculum THE VISION, MISSION AND RATIONALE OF THE CURRICULUM VISION: The Department of Education, envisions every learner to be: -FUNCTIONALY LITERATE - EQUIPPED WITH LIFE - APPRECIATIVE OF ARTS AND SPORTS and - IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO IS MAKABAYAN, MAKATAO, MAKAKALIKASAN AND MAKA-DIYOS MISSION: The DepEd’s MISSION is to PROVIDE QUALITY BASIC EDUCATION that is: - ACCESSIBLE TO ALL - LAYS THE FOUNDATION FOR LIFELONG LEARNING and - SERVICE FOR COMMON GOOD The Basic Education Curriculum developed...
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...Syllabus vs Syllabi “Syllabi” is the plural form of the word “syllabus.” The dictionary meaning of “syllabus” is: A summary or outline of the main points of focus of a lecture, course of study, or text. In law it means a short statement that is presented for any adjudicated case which contains a summary of all the points involved. “Syllabi” is the plural of the word “syllabus.” This article will discuss the word in context regarding the syllabus of an educational course. “Syllabus” is the summary or outline of an educational course and is descriptive. It is usually set by the examinations board or by the teacher who is responsible for supervising a particular course and controls its quality. Descriptive information of the course includes information like when, how and where to contact the teacher or professor, a schedule of the test dates, outline of the things that will be covered in a course, classroom rules, and grading policies. A syllabus is necessary along with the curriculum because it serves the purpose of an understanding between the students and their teachers. The grading policies, the classroom rules, the expectation of teachers from students, and the expectation of a particular subject matter being covered by the teacher are all a part of the syllabus. By looking at the syllabus, a student can choose very early in the course if that subject is attractive enough for the student or not. A syllabus is also very useful in making the curriculum more efficient. For...
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...COMPETENCY-BASED CURRICULUM |[pic] | | |[pic] | |Sector: | |INFORMATION AND COMMUNICATION TECHNOLOGY | |Qualification: | |COMPUTER HARDWARE SERVICING NC II | |[pic] |Technical Education and Skills Development Authority | | |East Service Road, South Superhighway, Taguig City, Metro Manila | TABLE OF CONTENTS Page A. COURSE DESIGN 1-5 B. MODULES OF INSTRUCTION 6-73 • Basic Competencies 6 o Participating in workplace communication ………………… 7-10 o Working in a team environment ……………….... 11-13 o Practicing career professionalism .……………. 14-17 o Practicing occupational health and safety procedures...
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...What is Cognitive Strategy Instruction? Cognitive strategy instruction (CSI) is an explicit instructional approach that teaches students specific and general cognitive strategies to improve learning and perfor- mance by facilitating information processing. CSI embeds metacognitive or self-regulation strategies in structured cognitive routines that help students monitor and evalu- ate their comprehension. The ability to identify and utilize effective strategies is a necessary skill for academic success. Many students, especially students with learning disabilities (LD), are ineffective and inefficient strategic learners. CSI enables students to become strategic and self-regulated learners (Dole, Nokes, & Drits, 2009; Pressley, Woloshyn, Lysynchuk, Martin, Wood, & Willoughby, 1990). Using proven procedures associated with explicit instruction including process modeling, verbal rehearsal, scaffolded instruction, guided and distributed practice, and self-monitoring, students learn, apply, and internalize a cognitive routine and develop the ability to use it automatically and flexibly (Montague & Dietz, 2009). The metacognitive component of CSI helps students focus on the task and regulate and monitor their performance (Palincsar & Brown, 1984). Instruction in self-regulation strategies promotes strategy maintenance and generalization. Although CSI has been applied to a variety of academic tasks, this Current Practice Alert will highlight...
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..."The use of a variety of procedures to collect information about learning and instruction." (Johnson, 2013) It is a crucial part of instruction. In asking students to demonstrate what they have learned we are then able to evaluate if the educational goals and standards are being met. It can affect decisions about grades, instructional needs, curriculum, placement, advancement and in some cases even funding. It inspires three important questions. "Are we teaching what we think we are teaching?" "Are students learning what they are supposed to be learning?" "Is there a better way to teach the subject, thereby promoting better learning?" (Edutopia, n.d.) There are two basic assessment types, summative and formative. Each has a distinct purpose and answers certain questions about student learning. We will discuss these later in this treatise. It is the teachers' responsibility to interpret these assessments and utilize the data for meeting student need, tailoring the content of curriculum and lessons, and, of course, assessing student progress. Teachers must take an active responsibility for achieving a balance between assessments and content. Both summative and formative assessments contribute to the measurement of broader progress on assessment goals. Formative assessment is commonly known as "assessment for learning". It focuses on monitoring student response to and progress in instruction as well providing information to teachers about where students are struggling...
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...|COMPETENCY-BASED CURRICULUM |[pic] | |[pic] | |Sector: | |INFORMATION AND COMMUNICATION TECHNOLOGY | |Qualification: | |COMPUTER HARDWARE SERVICING NC II | |[pic] |Technical Education and Skills Development Authority | | |East Service Road, South Superhighway, Taguig City, Metro Manila | TABLE OF CONTENTS Page A. COURSE DESIGN 1-5 B. MODULES OF INSTRUCTION 6-73 • Basic Competencies 6 o Participating in workplace communication ………………… 7-10 o Working in a team environment ……………….... 11-13 o Practicing...
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...ETT4/5 - Effective Teaching Practices: Instructional Presentation and Follow-Up Course of Study Your competence for this course of study will be assessed as you complete the 10 tasks that make up the ETT4/5 performance assessment and the EIO4/5 objective assessment. Introduction Welcome to Effective Teaching Practices. Effective teaching depends on effective planning. Teachers need to devote systematic thought to what they want students to learn and to how students will best acquire knowledge and skills. You will learn how to select, develop, and evaluate instructional materials as well as strategies to use to accomplish specific learning goals. You will plan for effective instruction, and then implement those plans. Interactive teaching includes appropriately responding to all of the details that emerge during the presentation of lessons. Teaching is a process. Teachers plan lessons and then present them. They use information about the lesson presentation to make appropriate changes to improve both student achievement and lesson presentation. Outcomes and Evaluations There are 10 competencies covered by this course of study; they are listed in the "Competencies for Effective Teaching Practices: Instructional Presentation and Follow-Up (ETT4/5)" page. The list of competencies is a good overview of precisely what you will know and be able to do at the conclusion of this course of study and demonstrate through assessment. Teaching Dispositions Statement Please review the...
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