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EDU555 CURRICULUM AND INSTRUCTION

WEEK 7 (ii)

0 Current development in education that will help learners

prepare for the world of work and social life.

1.0 THINKING SKILLS


0 Critical and creative thinking skills are incorporate in the
-

learning outcomes:
To enable learners to analyse information
Make decisions
Solve problems
Express themselves accurately and creatively in language

THINKING SKILLS?
Critical thinking

- the ability to evaluate an idea

Creative thinking - generate and produce ideas

Reasoning

- to evaluate using series of logical steps


Thinking Strategy

Creative Skills

Critical skills

Conceptualise, Make Decision, Solve Problems

A Model for Using Thinking Skills


A hierarchical model
CREATIVE THINKING
SKILLS

CRITICAL THINKING
SKILLS

(Express Creatively)

(Solve Simple Problems)

1. Listen to simple short stories and fairy


tales and share feelings about the
story.

1. Arranging sentences in sequence

2. Create word chains.

3. WH Questions

2. Matching sentences to pictures

4. Tell why a person or animal in a story


is good or bad
5. Give details of story
6. Give reasons why one likes or does not
like the story

Applying Thinking Skills (Evaluating)


in a Lesson
Situation: Cutting down a big old tree in the school compound to
make way for a computer lab
1st step :
To discuss and understand the reason for building the
computer lab
a.
Positive results from having computers e.g. students can learn
Information Technology
Negative results from cutting down trees school compound will no
longer be as beautiful as before; birds cannot rest on the tree; can
cause the school compound to flood; no shady area to rest and wait
in-between classes or co-curricular activities
2nd step :
To analyse and evaluate the given data
a.
Compare the positive and negative results, and decide whether
school should go ahead and build the computer lab
3rd step :
To make a decision or to give an opinion
a.
Plan how to tell the School Principal your groups advice

2.0 LEARNING HOW TO LEARN


0 To enable learners to take responsibility for their own

learning.

0 A set of enabling skills, including the ability to access

information, knowing how to source for information, and


knowing what information is useful at a given time to meet
the challenges of life and work.

LHTL approach promotes that


learners should have some control over

WHAT is to be learnt

WHY it is to be learnt

WHEN and WHERE


it is to be learnt

HOW it is to be learnt

WHY PROMOTE LEARNING HOW


TO LEARN

0 So that students acquire the habit of:

- Independent learning.
- Being open (in working life) to make changes and cope with

changing technology and work functions and be


continuously employable.

WHY LEARNING HOW TO LEARN


0 Encourage learners to become independent learners
0 Train learners to be responsible for their own

learning

0 Enable learners to reflect and evaluate their own

learning

STEPS TOWARDS BECOMING


A SUCCESSFUL LEARNER
1. Goal setting and Planning
2. Discuss with teacher whether the goal is feasible
3. Make a contract

4. Put Plan into Action


5. Report Progress
6. Conference with teacher and peers
7. Self and Peer Evaluation
8. Presentation

3.0 INFORMATION AND


COMMUNICATIONS TECHNOLOGY (ICT)
SKILLS
0 In line with globalisation and the ICT Age, skills relating to

ICT are incorporated in the learning outcomes.


0 Skills include:
-use of multimedia resources
-internet resources
-Utilisation of computer-related activities such as e-mail and
etc.

4.0 VALUES AND CITIZENSHIP


0 Values contained in the secondary Moral syllabus
0 Include patriotism and good citizenship

5.0 MULTIPLE INTELLIGENCES


What is intelligence?
To solve problem
An ability

To create a new product

To create a new service

WHY MULTIPLE
INTELLEGENCES?
0 To improve the intelligences of students to enhance

wholesome learning

0 To understand that each individual learns differently


0 To encourage collaboration in the classroom

0 To develop innovation in the teaching and learning of

English

0 To improve motivation and creativity in the teaching

of English

8 MULTIPLE INTELLIGENCES
VERBAL LINGUISTIC- is the ability to use
language to excite, please, convince, stimulate
or convey information.

LOGICAL MATHEMATICS- is the ability to


explore patterns, categories and relationships by
manipulating objects, and to experiment in a
controlled, orderly way.

VISUAL-SPATIAL is the ability to perceive


and mentally manipulate a form or object in a
visual or spatial display.
MUSICAL is the ability to enjoy, perform
or compose a musical piece.
KINESTHETIC is the ability to use fine
motor skills in sports, the performing arts, or
arts and crafts production.

INTERPERSONAL is the ability


understand and get along with others.

to

INTRAPERSONAL is the ability to gain access


to and understand ones inner feelings, dreams
and ideas.

NATURALISTIC is the ability to observe


living things, natural phenomena or ecological
awareness.

WHAT ARE THE MULTIPLE INTELLIGENCES?


There are 8 according to Howard Gardner
Verbal Linguistic
Logical-Mathematical

Naturalistic
8
Intrapersonal

7 MULTIPLE
3
INTELLIGENCES
6

Interpersonal
Musical

Visual Spatial

4
Kinaesthetic

Applying Multiple-Intelligences to
the Classroom
0 Activities must be tailored to the way students learn.
0 Various strategies must be used to match the students

particular MI-to keep trying until the teacher finds a


strategy that lends itself to optimal learning.

APPLYING MULTIPLE INTELLIGENCES


Topic: Electricity

Verbal Linguistic
Students write a letter to
the newspaper
complaining about the
frequent breakdowns of
electricity in their homes

Logical-Mathematical
Students prepare an
electric circuit following
simple instructions

Musical
Students write a simple
poem on electricity and
recite it

Kinaesthetic
Students mime a scene on
how people act when there
is no electricity in their
homes

Naturalistic
Students observe and
explain ways to conserve
electricity

Visual Spatial
Students design a poster
on the need to conserve
electricity

Interpersonal

Intrapersonal

Students advise each other


how to spend time when
there is no electricity

Students imagine how life


would be like without
electricity

APPLYING MULTIPLE INTELLIGENCES


The Solar System

Verbal Linguistic
Students label a diagram
of the solar system

Musical
Students write a simple
poem on the solar system
and recite it

Logical-Mathematical
Students count the
number of planets, moons
per planet, and create a
database

Kinaesthetic
Students conduct a
simulation of the planets
orbiting the sun

Visual Spatial
Students draw the solar
system

Naturalistic
Students observe plants
and trees outside their
school and say what would
happen if there is no
sunlight

Interpersonal

Intrapersonal

Students talk to each other


about life in other planets

Students imagine how life


would be like living on the
moon

What About Assessment


0 Utilise

- Project work and product-based assignment


- Presentation and demonstration
- Video and cassette recording and filming

WHAT ABOUT ASSESSMENT?


Utilise:
Project work and product-based
assignments

Presentations and
demonstrations

Video and cassette


recording and filming

ASSESSMENT
Through:

Experiments and
problem-solving
activities

Observations at
learning stations

Reports, folio,
portfolio and
exhibition of
pupils work

6.0 KNOWLEDGE ACQUISITION


0 Learning outcomes ulilise subject matter disciplines

such as science, geography, and incorporate


educational emphases.

7.0 PREPARATION FOR THE NEW


WORLD
0 Prepare learners to meet the challenges of the real

world by focusing on language use in society.


0 Achieved through structuring the curriculum in terms
of interpersonal, informational and aesthetic uses of
language.