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Unit 3 Theories, principles and Models in Education and Training

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Related Papers

Andrie Kontozi

The aim of this paper was to try to provide some insights as to whether the inductive or deductive method of instruction is more effective in the context of teaching English as a Foreign Language to primary learners. After reviewing previous research on the inductive/deductive division, an experiment was conducted in a primary state school to decipher which approach is more suitable in the EFL teaching grammar curriculum. The same non-acquired grammatical feature (present simple affirmative) was taught to two different classrooms of 4th graders in a randomly selected state school. The results of the study indicate that the deductive method is more effective than the inductive for learning the rules governing present simple affirmative formation. This article also draws the attention on the need for further investigation for this phenomenon in a wider scale taking into account the following factors: a) different levels of students, b) differing levels of language ability, c)structure complexity and d) similarity of structure to L1.

assignment 01 01 education and training

Agung Surahman

Studying structure especialy reported speech is one of the problems for students who study English. Sometimes they feel difficult and are bored learning it, but structure is an important element in mastering English language. The teachers must try to find other alternative approach of teaching English to make students interested in English lesson. One of them is through inductive approach. The objective of the research is to know the effectiveness of teaching reported speech through inductive approach to the students of SMA Negeri 5 Cirebon. The type of this research is quantitative and quasi-experimental. The method of the research concerned primarily with discovering the effectiveness of the use of inductive approach in teaching reported speech. The design of this research is a quasi experiment design with pre-test and post-test procedure. The total sample is 60 students from 225 total students and divided into two groups; the experimental group and the control group. Then, the data were analyzed using the t-test method to find out whether there is significant difference between the experimental groups taught by using inductive approach as a treatment, and the control group taught conventionally. The calculation showed that taccount (3,04) is higher than ttable(2,002). So, the hypothesis is accepted. The writer concludes that the use inductive approach is effective for teaching reported speech to the eleventh grade students of SMA Negeri 5 Kota Cirebon. Keywords: inductive approach, reported speech, quasi experiment

Journal of English Education Studies

Erna Irawati

This research investigates freshmen’s perception on inductive approach through PPP phase in their first speaking class. The researcher tries to integrate the previous students learning experience that were accustomed to the deductive approach with the inductive approach as the solution by implementing the PPP phase. The research is based on qualitative approach with descriptive method. 38 first semester students from English Education Study Program of teacher Training and Education Faculty, Universitas Mathla’ul Anwar Banten were assigned as participants. Questionnaire was evaluated to get insight about freshmen’s perception on Inductive Approach through PPP phase in their first speaking class. As a result, the study reveals that the student's response to all aspects of learning get a high response, 83.11% for inductive approach, 95.39% for PPP phase, and 100% for speaking activity. As the final remark, this means that students give a positive response on inductive approach thro...

Journal of College Science Teaching

Michael Prince

Datta Dandge

The deductive and inductive instructional approach controversy in Eswatini context

wanda kunene , Patrick Mthethwa

This study compared deductive and inductive approaches of teaching tenses to secondary school learners. The aim of this study was to test the efficiency of the two instructional approaches of teaching tenses by observing learners' performance. Sixty participants (37 female and 23 male), learning English in the Kingdom of Eswatini, participated in this quasi-experimental study. Convenience sampling was used to select participants who were randomly assigned to two control groups. The independent variable was 'teaching method,' with two levels: deductive versus inductive. The dependent variables were participants' achievement scores derived from the pre-test and post-test. The independent t-test and the dependent t-test were used to analyse data. The results revealed that there was no significant difference between the deductive and inductive approaches in teaching tenses,although each method was effective in isolation. Based on the findings, this study recommends an integration of the two approaches in the teaching of tenses.

Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya

SITI MARIA ULFA 233404001

This study aims to determine the feasibility of implementing an inductive approach in teaching speaking skills. The qualitative descriptive was used in this study by using content analysis technique. The technique of obtaining data used documentation. The data were analyzed by coding, display, and verification. The data analysis was carried out in depth by using some theories related to the inductive approach in teaching speaking skills. The results of the study indicate the interrelated of the implementation and responses of the students in using this approach. The results show that the inductive approach is very helpful for students in learning to speak English because it is based on the examples given and they have learnt to find patterns in English speaking. By seeing the examples, they also learn how to imitate the way how people say in English and they are actively involved in the teaching and learning process. Furthermore, it is suggested that inductive approach can be used i...

Academic Journal Perspective : Education, Language, and Literature

Misdi Misdi

This study investigated whether the implementation of inductive approachincreases students’ achievement in teaching grammar at the seventh grade students of SMP N 16 Cirebon. Richards et al, 1985 in Chalipa 2013 often said that Inductive approach is learning in which learners are not taught rules directly, but are left to discover - or induce - rules from their experience of using the language; Ke (2008, p.1) stated that inductive approach helps students to rediscover their subconscious knowledge of English grammar and gives advantages such as makes the sentence wellformed and grammatical competence, actively involves students in their grammar learning process, and helps students to understand. This study employed quasi experimental design. The finding supported the research hypothesis that inductive approach is potential for students’ achievement in learning grammar, especially Inductive approach made classroom atmosphere actively, it seem when inductive approach was implemented in...

IOLC Conference

This paper mainly evaluates on the implementation of Inductive Model in English language teaching to empower the students’ writing in classroom. The rationale of traditional pedagogical technique such as lectures is mainly transmitting the content knowledge to the students without allowing and engaging the students to gain the proper understanding in the learning process itself. The technique generally felt to be ineffective in promoting them to construct their own understanding of the topics as the students were totally relying on the lecturers to increase the new knowledge and experience. This study is designed to emphasize the students’ involvement in writing by implementing the Inductive Model as teaching tool by the instructors as it allows the students to enhance their critical thinking in questioning assumptions, gathering information and engaging them in research area. This study incorporates data on classroom observation and students’ report writing by the students from four ASIAN countries consisting of Malaysia, Korea, Indonesia and Thailand. The overall findings of this study will be elaborated further upon this paper.

Your own role and responsibilities in education and training

Last Updated on 02/09/2023 by James Barron

Table of Contents

This document delves into the multifaceted roles and responsibilities of teachers in the context of education and training. Teachers are central to the academic, emotional, social, and physical growth of learners. Their primary duty involves imparting knowledge, but they also wear numerous other hats, including curriculum designers, evaluators, mentors, and administrators. Pre-class duties emphasise the critical importance of health and safety, underscored by Maslow’s hierarchy of needs. Additionally, teachers function as tutors, offering guidance and addressing behavioural issues, while also playing administrative roles like the learning coordinator to ensure smooth operational functions within educational establishments. This comprehensive exploration underscores the teacher’s pivotal position in moulding learners and emphasises the breadth of their responsibilities, affirming the indispensable nature of their profession in the educational landscape. Two key references, Gould & Roffey-Barentsen (2014) and Maslow (1954), provide foundational support to the presented content.

Introduction

A teacher’s roles and responsibilities in education and training are multifaceted and essential to the development of learners. Primarily, a teacher is entrusted with the task of imparting knowledge and fostering critical thinking, ensuring that learners grasp and internalise concepts effectively. They design and implement curriculum, craft lesson plans tailored to diverse learning styles, and continuously assess and provide feedback on students’ progress, both informally and through structured evaluations. Beyond the classroom, they uphold the duty to provide a safe and inclusive environment that respects the diverse backgrounds, abilities, and needs of all students. Moreover, a teacher collaborates with colleagues, parents, and other stakeholders to support students’ holistic development. This encompasses not only academic growth but also emotional, social, and physical well-being. Additionally, they engage in continuous professional development to stay updated with pedagogical advancements and industry best practices. Their role, while rooted in education, extends to mentorship, counselling, and even administrative tasks, making them pivotal pillars in the edifice of education and training.

My primary role is as a lecturer in which my fundamental responsibility is to impart knowledge to my students. Along with this responsibility I also must assess student work within class to ensure students are learning and on the right track but also summative assessment that will go towards the student’s final mark.

Pre-Class Responsibilities and Safeguarding

“Being a teacher involves much more than the ‘core’ role” (Gould & Roffey-Barentsen, 2014, p. 3) with many of aspects that are essential often before the class even begins, health and safety is of the utmost importance when teaching a class. According to the Hierarchy of Needs Maslow (Maslow, 1954), safety and security are the second most important aspect that could prevent a person from achieving their goals. Other responsibilities include equality and diversity, and safeguarding requirements. It is also essential that a selection of administration tasks is completed to ensure student safety and progress. The class register is an example of this and ensures that students are in class and can be accounted for in the event of a fire, this forms legal documentation and will be used as evidence for student funding.

Role of the Tutor

While my primary role is as a teacher, “a good proportion of the working day is spent on other pursuits” (Gould & Roffey-Barentsen, 2014, p. 3) such as tutor, which has many pastoral responsibilities, including providing support, guidance, advice and mentoring, this could in the form of a 1-1 or group sessions. Tutors are an important role within any teaching establishment as they provide the first point of contact for students to discuss a variety of subjects beyond and including the taught material. Tutors are also responsible for providing guidance from the teaching establishment on many areas, such as safeguarding, funding etc. In addition to these pastoral responsibilities a tutor will also handle lateness and behaviour problems.

The Learning Coordinator

Another important role is the learning coordinator role, the learning coordinator responsibilities involve coordinating with all members of staff within the department to organise the timetable, assessment plans, assessments and many other administrative tasks. This is essential for any teaching establishment as without this role the organisation would not function efficiently, staff and students would not know which rooms were available at what times, etc.

In essence, a teacher’s role in education and training goes far beyond the traditional confines of imparting knowledge. Their duties encompass a blend of academic instruction, mentorship, administrative tasks, and continuous personal growth. The multifaceted nature of their responsibilities underscores the profound impact teachers have on learners’ holistic development. As they navigate the complexities of diverse learning needs and classroom dynamics, their role stands as a testament to their unwavering commitment to shaping minds and futures. The intricate tapestry of tasks and responsibilities that they shoulder reaffirms the significance and indispensability of teachers in the realm of education and training.

Gould, J. & Roffey-Barentsen, J., 2014. Achieving your diploma in education and training. 1st ed. London: Sage Publications Ltd.

Maslow, A. H., 1954. Motivation and Personality. New York: s.n.

Further reading

The courage to teach: exploring the inner landscape of a teacher’s life by parker j. palmer.

Palmer offers an introspective look into the emotional and spiritual aspects of teaching, providing insights into the teacher’s integral role in shaping students’ lives.

Teach Like a Champion 3.0 by Doug Lemov

This book gives concrete techniques that teachers can use in the classroom, highlighting the depth and range of their responsibilities.

The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom by Stephen D. Brookfield

Brookfield delves into the intricacies of classroom dynamics, the importance of continuous learning for teachers, and effective teaching methods based on years of research and experience.

Faculty Focus

Primarily aimed at higher education faculty, this website provides articles and resources on effective teaching strategies, faculty development, and the challenges and joys of being an educator.

Website URL:  https://www.facultyfocus.com/

The Teacher Toolkit

A hands-on resource providing practical strategies and tools for educators to enhance their teaching, emphasising the multifaceted role of teachers in the classroom.

Website URL:  http://www.theteachertoolkit.com/

Teaching Channel

The Teaching Channel offers a vibrant online community for teachers, providing videos, resources, and lesson plans tailored for educators. It captures real classrooms in action, promoting best practices in teaching and offering innovative methods to engage students. The site is an excellent resource for educators looking to expand their repertoire and understand the depths of their roles in the classroom.

Website URL:  https://www.teachingchannel.com/

How do teachers adapt their teaching styles to cater to diverse learners, including those with special needs?

Teachers adapt their teaching styles for diverse learners by employing differentiated instruction, which tailors’ content, process, and product based on students’ readiness levels, interests, and learning profiles. They integrate assistive technologies and specialised resources to support students with special needs, ensuring accessibility and comprehension. Collaborating with special education professionals and continuous professional development further enables teachers to employ strategies that cater to each student’s unique requirements, thereby promoting an inclusive learning environment.

How has the role of a teacher evolved over the past few decades with the advent of technology and e-learning?

Over the past few decades, the role of a teacher has transformed significantly due to the integration of technology and e-learning. Previously centred on traditional classroom instruction, teachers now function as facilitators, guiding students through a blend of face-to-face and digital learning experiences. The advent of e-learning platforms and digital tools has enabled teachers to offer personalized and adaptive learning experiences, reaching students beyond geographical constraints. Furthermore, with the increasing importance of digital literacy, teachers have had to stay updated with the latest tech advancements, integrating them into their pedagogy and often participating in continuous professional development to ensure efficacy in this blended teaching environment.

What are the challenges faced by educators in maintaining a balance between administrative responsibilities and classroom teaching?

Educators often grapple with the challenge of balancing administrative tasks with their primary role of classroom teaching. Firstly, the increasing paperwork, such as lesson planning, grading, reporting, and documenting student behaviour, can be time-consuming, potentially detracting from classroom preparation and student engagement. Secondly, meetings, trainings, and institutional duties can cut into time otherwise dedicated to direct student instruction or feedback. Furthermore, the pressure to meet institutional targets, standards, and benchmarks can sometimes prioritise administrative compliance over innovative and student-centred teaching. Without efficient time management and institutional support, these administrative demands can lead to teacher burnout and a diminished quality of classroom instruction.

How do teachers handle conflicts among students or address issues like bullying in the classroom?

Teachers proactively establish clear classroom rules and expectations that promote respect and deter negative behaviours. When conflicts arise, they mediate through problem-solving discussions, emphasising understanding and resolution, and collaborate with school counsellors or parents for more severe issues. Additionally, they implement and reinforce anti-bullying programs, educating students about empathy and bystander intervention.

What are some common misconceptions about the teaching profession and how do they impact the perceptions of the role?

Some common misconceptions about the teaching profession include the belief that teaching is an “easy” job with short hours, the notion that teachers get “long holidays” without recognising the planning and training that often occurs during breaks, and the idea that anyone can teach if they know a subject well. These misconceptions can devalue the profession, leading to reduced respect for educators and undermining the complexity and importance of their role. Such perceptions can also influence policy decisions, compensation, and professional development opportunities, ultimately affecting teacher morale, recruitment, and retention.

How do educators keep themselves motivated and passionate about teaching in the face of increasing responsibilities and challenges?

Educators stay motivated by continuously learning and updating their skills, ensuring they remain engaged and inspired. They lean on peer support and mentorship to share challenges and celebrate successes, fostering a sense of community. Through regular reflection on their impact and achievements, teachers reaffirm their commitment and passion for nurturing their students.

How do teachers ensure they remain up-to-date with changes in curriculum, education standards, or educational policy?

Teachers frequently attend professional development workshops and training sessions tailored to new curriculum or policy updates. They actively engage in educational communities, forums, and associations to exchange insights and stay informed. Additionally, they collaborate with colleagues and school administrators, ensuring consistent understanding and implementation of the latest standards and policies.

How do personal biases, beliefs, or values of teachers impact their teaching methods, and how can they ensure objectivity in the classroom?

Personal biases, beliefs, or values can unconsciously influence a teacher’s interactions, expectations, and assessments of students, potentially leading to inequities in the classroom. These biases may affect the content teachers choose to present and how they engage with diverse student perspectives. To ensure objectivity, teachers need to engage in regular self-reflection, seek feedback from peers and students, and undergo training in cultural competency and unbiased pedagogical practices.

What are the strategies used by educators to foster a growth mindset in students, encouraging resilience and lifelong learning?

Educators promote a growth mindset by praising students’ efforts and strategies over innate abilities, highlighting that intelligence and skills can be developed with practice. They frame challenges and mistakes as valuable learning opportunities, emphasising the importance of perseverance. Additionally, teachers provide actionable feedback and model a love for learning, demonstrating that continuous growth is both achievable and rewarding.

How do teachers build relationships with parents and guardians to ensure a holistic development approach for each student?

Teachers proactively communicate with parents and guardians through regular updates, parent-teacher conferences, and open-door policies, establishing a partnership based on mutual trust and respect. They actively seek input from parents regarding their child’s strengths, challenges, and interests to tailor their teaching approach. By fostering this collaboration, educators ensure a consistent and supportive environment for students both at school and at home.

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1 Module 1: Introduction to Curriculum, Instruction, and Assessment

assignment 01 01 education and training

Module 1 Guiding Questions

  • What is the purpose of this class and how will it help me become an effective teacher?
  • What are the assignments for this class?
  • How is this class organized?
  • How can I be successful in this class?

People go into teaching for a variety of reasons but all great teachers are focused on their students. It is appropriate for you to start thinking about how you would like your students to remember you. . . What kind of teacher do YOU want to become? What do you need to do to become THAT kind of teacher? Set high expectations for yourself; just as you will for your students. Great teaching is, among other things, an ART.  That doesn’t mean that some people are born to teach; rather, like artists, great teachers hone their craft by practicing basic skills; apply important principles to new situations; learn from experience; share ideas with others; develop an understanding of your audience; and ??  You get the gist.  There is also a SCIENCE of teaching (as there is to other forms of art–don’t think about that one too much just yet) that is important as well.  We’ll discuss those elements more later in the course and book.

You might also appreciate the perspectives of of a veteran, award winning educator: Heller, Rafael. “WHY WE TEACH: A Conversation with Sonia Nieto.” Phi Delta Kappan 101, no. 8 (May 2020): 31–36 .

Effective teachers not only know where they come from, they also know where they are going. They have a clear sense of purpose—from both a personal and societal perspective.

Why did you decide to become a teacher?

Here’s how some of your K-State College of Education students have answered that question.

Getting Started

You’re joining an amazing profession that will provide you and your future students years of meaningful engagement. Like all teachers, we want to help you figure out the world of around you, specifically the world of students, teachers, and schools. Effective teachers perceive, analyze, communicate, and engage the world in particular ways.

This course is one step in a lifelong journey. You’ll have additional coursework, teaching opportunities, and, most importantly, additional time to identify and articulate the skills and values that define you as a teacher. Great teachers seek balance among the virtues of effective teachers, the ideal and reality; the theory and practice; as well as the art and science.

It’s a wonderful journey, so let’s get started.

assignment 01 01 education and training

Throughout this course, continually ask yourself the following questions:

  • What are the central acts of teaching?
  • How do effective teachers plan so all students can learn?
  • How does assessment frame instruction and aid student learning?
  • What techniques, strategies, and methods promote student learning?
  • How do effective teachers manage classrooms to create positive learning environments?
  • How do teachers improve their instruction?
  • What are the attitudes, dispositions, and contributions of teachers with a high level of professionalism?

Focus on these questions in terms of what effective experienced teachers do and in terms of what you will attempt to do as a novice teacher.

Highly effective teachers, those who motivate and maximize learning, vary. There is no single personality type, lesson model, classroom management strategy, or assessment scheme that will guarantee success.

In this course, we are on a quest to explore the concepts, skills, and attitudes that will increase your chances for success. Although we will isolate various ideas (e.g., how do I ask a meaningful question?), it is the unique combination of those ideas that will power your teaching.

Effective Teaching: Big Picture Context

Becoming an effective teacher requires some sense of history (as a history teacher, I would argue being a thoughtful human being requires some sense of history!). Although you are just beginning your career as a teacher, human beings have been teaching and learning for thousands of years.  In short, we have always been involved in some form of conscious social reproduction. Students, parents, and government officials ask, “What is most important to learn and how is it best taught?”

The answers to these questions have varied through the years. Highly effective teachers should have some sense of where they come from. Watch this brief video on the history of education in the United States.

Read:  Labaree, David F. 2011. “Consuming the Public School.” Educational Theory 61 (4): 381–94 .

  • What major developments in education do you anticipate in the course of your career?
  • What do you believe is the primary purpose of pre-collegiate education in the United States?
  • What is your primary role as a teacher?
  • What do you need to become an effective teacher?

How will EDCI 702 Help me Become an Effective Teacher?

Teaching and learning are complex activities that often defy simple explanation or description.  Everyday, teachers face scores of decisions that influence student learning and development.  Even seemingly simple decisions may be more complex than they appear. Should you allow a student to turn in her paper late?  How should you respond to Josh and Steve who are talking, again?  What should you teach next week and how should it be organized?  How should you evaluate your unit on mammals?  This course is based on the assumption that the best teachers critically consider what to teach, how to teach, and how to assess students and their classes–before, during, and after instruction.  In other words, the best teachers are equipped with a well-developed and thoughtful intellectual framework that helps them to make sound educational decisions based upon the myriad of factors that influence those decisions.  ED 702 will enable you to further develop your own framework-of ideas, skills, and dispositions-that will help you make educational/teaching decisions and empower you to act on those decisions.

What are the Learning Objectives for EDCI 702?

Everything we do in this class is connected to one or more of the following learning objectives/outcomes. Effective teaching is, among other things, purposeful.

As a result of the learning opportunities and activities of this course, the learner will be able to:

  • perceive, interpret, and evaluate important issues in the landscape of teaching;
  • identify, describe, and use the skills, personality traits, and teaching strategies of effective teachers;
  • use professional language to describe curriculum, instruction, and assessment;
  • use pedagogical content knowledge to evaluate teaching and to make wise professional judgments;
  • plan clear, coherent, and standards-based lessons and units consistent with your beliefs about teaching, learning, and schools;
  • use a wide variety of resources to enhance curriculum, instruction, and assessment;
  • assess student readiness, progress, and mastery;
  • identify and describe issues, concepts, and skills that help to create a positive learning environment; and
  • appreciate the diverse needs of learners and explain how to address differences among learners.

We will check in on these again at the end of the course and ask ourselves, “Did we accomplish these objectives?”

What are the Assignments for the Class?

The following briefly describes assignments during the course.  All of the assignments further the learning objectives above. More specific expectations will be provided as the course develops.  The grading program I use allows me to weight assignments so that all of your position papers, for example, make up 10% of your grade.  Assignments are due by 11:59 pm on the day indicated by the syllabus.  Late assignments  are penalized 10% for every 24-hour period the assignment is late.  Assignments more than five days late are unacceptable.

Module Discussion Questions (25%)

You will post ONE original and TWO reply posts to each discussion threads. The due dates for these assignments appear at the end of this syllabus and on our KSOL website. At a minimum, your original responses should clearly answer the question, explain your reasoning, and provide examples to support your ideas.  At a minimum, reply responses should provide insights/questions/criticisms of your classmate’s posting.  See the “Discussion Question Rubric” for more precise evaluation criteria.  

Homework, Worksheets, and Brief Class Assignments  ( 15%)

Homework and brief assignments are designed to check for understanding and refine your thinking about some important aspect of becoming a teacher.   These assignments are related to readings, class discussions, or some other issue that comes up throughout the class.

Online Quizzes  ( 10%)

These quizzes cover content from class sessions, discussion, and the chapters in the textbooks. The questions will consist of short-answer (e.g., multiple-choice questions, true-false, matching) and a few essay questions.

Instructional Strategy Presentation (15%)

Each of you will be assigned a research-based teaching strategy.  You will research, prepare, and teach about your assigned strategy.

Position Papers (10%)

Position papers are two- to three-page papers that express your opinion and reasoning on some important issue in teaching and learning.  You should attempt to be as clear and concise as possible.

Mini-Unit (15%)

You will design a brief unit of instruction (three lessons) that is representative of the ideas, skills, and values you believe are important in teaching.  As a culminating activity for the course, your unit should incorporate and demonstrate your understanding of important principles in education.

Course Participation & Professionalism (10%)

This portion of your grade is related to both the quality and quantity of your participation and interaction with your classmates, other professionals, and me.  The ability to discuss and analyze differences in professional philosophy from an open, honest, and mutually supportive perspective is a key element of professionalism.

How can I be a Successful in this Course and as a Pre-service Teacher?

  • Positive Attitude . Every day, every student, and nearly every situation are unique in teaching and preparing to be a teacher. Try as best you can to maintain a positive attitude–even when the chips are down!
  • Independence . This is a graduate program and you are experienced adults. We will not prescriptively tell you everything you need to do–that’s called learning to follow directions, not learning to teach.
  • Communicate . Keep the lines of communication open and clear with your TA, with your CTs (once you are in the schools), and with everyone else with whom you interact professionally.
  • Big Picture . Keep the big picture in mind as you are going through the MAT–you are doing all of this so you can be the very best teacher you possibly become. Great students are able to find value in their assignments and experiences. If you come across ANYTHING in my class that you think will not have an impact on your teaching, contact me immediately and, if you are correct, we will remove the superfluous assignment or activity.
  • Work Hard . How much you get out of EDCI 702 or the MAT is usually proportional to the amount of work you are willing to expend.

How Is this Class Organized?

Module 1: Introduction to Curriculum, Instruction, and Assessment

Guiding Questions for Module 1:

Module 2: Practical Wisdom

Guiding Questions for Module 2:

  • What is practical wisdom?
  • How does practical wisdom connect to teaching?
  • How does understanding practical wisdom help me become a better teacher?

Module 3: The Personal Attributes and Skills of Effective Teachers

Guiding Questions for Module 3:

  • What personality traits seem most related to effective teaching?
  • What skills seem most related to effective teaching?
  • What personality traits or skills do I currently possess that will help me be an effective teacher?
  • What personality traits or skills will I need to work on most to be an effective teacher?

Module 4: The Art and Science of Teaching—Pedagogical Content Knowledge

Guiding Questions for Module 4:

  • What is pedagogical content knowledge?
  • How does knowledge of student development and learning influence teaching?
  • How does knowledge of content influence teaching?
  • How does a knowledge of methods, strategies, and skills influence teaching?

Module 5: Content Standards

Guiding Questions for Module 5:

  • What is the content scope and sequence for content standards in my subject(s)?
  • What are the advantages and disadvantages of content standards?
  • What are the most important ideas and skills you will be responsible for teaching?
  • How do wise teachers maximize the use of content standards?
  • What is Social and Emotional Learning (SEL)?

Module 6: Curriculum Planning

Guiding Questions for Module 6:

  • What resources are available to teachers to plan the curriculum?
  • What are the strengths and weaknesses of Understanding by Design as a model for curriculum planning?
  • What is Bloom’s Taxonomy and how does it help teachers construct questions and objectives?
  • How do effective teachers plan clear, coherent, and standards-based lessons?
  • How do effective teachers plan clear, coherent, and standards-based mini-units?

Module 7: Teaching All Students

Guiding Questions for Module 7:

  • In what ways are students alike and in what ways are they are unique?
  • How do teachers effectively meet the needs of diverse learners in their classroom?

Module 8: Research-Based Instructional Strategies

Guiding Questions for Module 8 :

  • What are research-based teaching strategies?
  • How do effective teachers think about teaching strategies?
  • How do effective teachers maximize the use of research-based teaching strategies?

Module 9: Assessment and Classroom Management

Guiding Questions for Module 9:

  • What key terms are associated with assessment and classroom management?
  • How do teachers assess student learning, mastery, and achievement?
  • How do teachers provide a safe, healthy, and productive learning environment?
  • What important principles will guide your assessment and classroom management decisions?

Module 10: Curriculum Mini-Unit

Guiding Questions for Module 10:

  • How does my curriculum unit represent my ideas about curriculum, instruction, and assessment?

Bonus Module: Legal Issues in Teaching (can be completed anytime or not at all)

Guiding Questions for Bonus Module:

  • What are the sources of laws, policies, and regulations that govern public schools and teachers?

EDCI 702: Curriculum, Instruction, and Assessment Copyright © 2020 by Thomas Vontz and Lori Goodson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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  3. 1.01 Education and Training.pdf

    View 1.01 Education and Training.pdf from FINANCE 101 at Exeter High School. Samantha Williams Personal Financial Literacy 1.01 Education and Training 09/14/2020 Career Path Chart Criterion Job ... 1.01 Assignment Personal Finance .docx. Solutions Available. Florida Virtual School. GEOMETRY 10. Quiz 2.docx. Solutions Available. Liberty ...

  4. 01.01 : EDUCATION AND TRAINING Flashcards

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  5. 1.01 Education and Training.doc

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  6. Education and Training by Elijah Herrero on Prezi

    Education and Training Teaching and Training Administrative and Administrative Support All Career Pathways 5 Jobs from this cluster People who work in this pathway manage places where people of all ages are learning, such as colleges, businesses, and community organizations. Get started for FREE Continue.

  7. Chapter 1:education and training Flashcards

    Helps develop course content in the program of study or specific course. Technical schools, community colleges, four-year college and university. Three types of post secondary programs. One, group. High school teachers specialize in___________subject or a _______________of related subjects. Corporate extension educator.

  8. PDF Unit 1: Understanding Roles, Responsibilities and Relationships in

    education and training 1.1 Explain the teaching role and responsibilities in education and training Roles, e.g. teacher, trainer, coach, tutor, mentor, instructor, assessor, lecturer. Responsibilities, e.g. enforcement of organisation policies and procedures, preparation and management of learning, assessment and record

  9. Module 1 Notes.pdf

    View Module 1 Notes.pdf from BIO 1 at Nature Coast Technical High. Module 1 Notes 01.01: Education and Training Exploring your options Non-income factors: Location Job security Working

  10. Unit 3 Theories, principles and Models in Education and Training

    Here, the "medal and mission" of Geoff Petty is applicable. This approach is applicable in time of writing the assignment brief for the students. the teachers have to determine success criteria and reasons to referral. Petty said this method will work as a guideline to the assignment be more analytical and informative.

  11. Your own role and responsibilities in education and training

    Abstract This document delves into the multifaceted roles and responsibilities of teachers in the context of education and training. Teachers are central to the academic, emotional, social, and physical growth of learners. Their primary duty involves imparting knowledge, but they also wear numerous other hats, including curriculum designers, evaluators, mentors, and administrators. Pre-class ...

  12. 1 Module 1: Introduction to Curriculum, Instruction, and Assessment

    The grading program I use allows me to weight assignments so that all of your position papers, for example, make up 10% of your grade. Assignments are due by 11:59 pm on the day indicated by the syllabus. Late assignments are penalized 10% for every 24-hour period the assignment is late. Assignments more than five days late are unacceptable.

  13. Assignment-3

    Understanding Assessment in Education and Training Catrin Jones. 1. Understand types and methods of assessment used in training. 1 Explain the purpose of types of assessment used in education and training.. Assessment in education and learning is the process of seeking and interpreting evidence where learners are in their learning, understanding, skills and knowledge of the subject and where ...

  14. Assignments

    All assignments are electronic and are provided in Word for you to amend as you wish. Please check with your awarding organisation that they are happy to accept them. UNIT ONE: Assignment and exemplar answer for the unit Understanding roles, responsibilities and relationships in education and training (A1E) £15.

  15. Assignment 01.01 Education and Training .docx

    View Assignment 01.01 Education and Training .docx from GLBL N/A at Fort Lauderdale High School. Career Path Chart Criterion Job Satisfaction (This includes your interest in the field, level of. ... Education and Training (This includes the requirements to be eligible for the position, ...

  16. Unit 501: Developing teaching, learning and assessment in ed

    The five stages are; attention, perception, understanding, short/long term memory and changes in behaviour. The stages relate to the three domains of learning proposed by Bloom (1956) which are known as cognitive, affective and psycho-motor which relate to learners thinking, emotions and actions (Gravells 2013).

  17. Unit 01 Teaching, learning and assessment in education and training

    1.1 Analyse own role and responsibilities in education and training. My role and responsibilities in education and training includes motivating my learners to develop their ability and aspiration to learn. As a tutor I have a role to ensure students are prepared for assessments and learning is taken place. This can be done by inspiring the ...

  18. PDF By Order of The Department of The Air Force Secretary of The Air ...

    developmental education, and training programs; directive guidance on voluntary education programs and develops policy for the Community College of the Air Force (CCAF); the objectives, requirements, and assigned responsibilities for the conduct and administration of training,

  19. 01.01 Education and Training

    01.01 Education and Training Career Path Chart Criterion Career Option 1 Investigative (Biomedical Engineer) Career Option 2 Social (doctor, allergist) Job Satisfaction (This includes your interest in the field, level of independence in the position, and risk—how likely is it you will find a position, or how likely is the job to become obsolete?) I am very interested in this field, because ...

  20. PDF Afsc 1c3x1

    leveraging their personal experiences, beliefs, perceptions, and attitudes to shape education and training policy changes based on the 5-year 1C3X1 strategic framework and current/future environment. All training inputs and requirements were finalized/approved by the AFCFM for full implementation FY24 (01 Oct 2023).

  21. 01.01 Education and Training.docx

    Compensation (This includes your wages, as well as non- wage but compensatory benefits such as health insurance, life insurance, paid time off, etc.) average salary for a dental assistant is $19.27 per hour. Some benefits are: Life insurance Paid time of Health insurance 401 (k) average salary for a general manager is $55,507. there are a lot ...

  22. PDF Afsc 3f5x1 Administration

    Career Field Education and Training Plan (CFETP). A CFETP is a comprehensive core training document that identifies: life-cycle education and training requirements, training support resources, and minimum core task requirements for a specialty. The CFETP aims to give personnel a clear path and instill a sense of industry in career field training.