Master Trainer : humaira DAPS (O & A LEVELS) SEAVIEW

At the end of the session Participants will be able to:  List out the key highlights of students centered learning  Promote higher order thinking skills  Plan objectives on the basis of Bloom’s Taxonomy

 Create new methodology on the basis of 21st century approach  Understand Action Plans based on 21st century skills, approaches and higher order thinking skills  Understanding the difference between action plan and lesson plan

Is a document that you yourself establish in which you propose all the things that you want to accomplish by the certain range of time. Is a list of items you commit to follow from the beginning till the end. It should be clear, concise and specific. Your action plan must be completed before you begin your journey.

 Step I: Objectives ( long term and short term)  Step II: Talents ( skills that you have, your own strengths)  Step III: Obstacles ( the items you need to overcome those difficulties)  Step IV: Date (set a date to accomplish your goals)

 Is a teacher's detailed description of the course of instruction for one class.  A well-developed lesson plan reflects interests and needs of students.  While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order:

 Title of the lesson.  Time required to complete the lesson.  List of required materials.  Objectives.  Instructional component.  Independent practice.  Summary  Evaluation  Analysis

Teacher centered  Student centered

 The teacher’s expertise is the center of the course.  The student’s role is to assimilate the knowledge by listening, watching, reading, and studying.  Evaluation is centered on the student’s ability to remember key concepts, often via multiple choice, true/false quizzes, and tests.

 It is a philosophy that starts with the assumption that a predetermined number of students will all learn the same thing at the same time from the same person in the same way in the same place for several hours each day.

 responsibility on the learners  students in more decision-making processes.  learning becomes more active.  relevant to the students’ own lives and experiences.

 Ask don’t tell  Communication over accuracy  Learning by doing  Students have choice  Focus on confidence building  Tasks are open-ended,  High exposure

 giving useful practical suggestions.  acting as a language resource.  improvising teaching of language points.  giving constructive feedback.  monitoring student work.  coping with the unexpected.  coping with students with different learning styles  creating their own materials

 1950s- developed by Benjamin Bloom  Adapted for classroom use as a planning tool.  Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking.

 Remembering: Can recall information  Understanding: can explain concept or ideas.  Apply: can use new knowledge in a familiar context.  Analyze: can differentiate between constituent products  Evaluate: can justify a decision or action  Create: can generate new product

REVISED BLOOM’S TAXONOMY BY FAIZA RANI DA MHS PHASE- IV REVISED BLOOM’S TAXONOMY BY FAIZA RANI DA MHS PHASE- IV

 Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation.

 In education, objectives are statements of what we want students to learn as a result of the instruction we provide. Standards are simply mandated objectives.

 Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purpose. Mental actions include differentiating, organizing and attributing as well as being able to distinguish between components.

 Making judgments based on criteria and standards through checking and monitoring.

 Putting the elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning or producing.

 ANALYSING: Students will be able to distinguish different mixtures with the help of a chart.  EVALUATING: By the end of this topic, students will be asked to Compare the solutions and suspensions.  CREATING: By the end of this topic, students will be asked to Compile the different examples of mixtures from everyday life in the form of a project.

 Distinguish  Question  Appraise  Experiment  Inspect  Examine  Probe  Separate  Inquire  Arrange  Investigate  Sift  Research  Calculate  Criticize Compare Contrast Survey Detect Group Order Sequence Test Debate Analyse Diagram Relate Dissect Categorise Discriminate Breaking information down into its component elements Products include : Graph Spreadsheet Checklist Chart Outline Survey Database Mobile Abstract Report

 Judge  Rate  Validate  Predict  Assess  Score  Revise  Infer  Determine  Prioritise  Tell why  Compare  Evaluate  Defend  Select  Measure Choose Conclude Deduce Debate Justify Recommend Discriminate Appraise Value Probe Argue Decide Criticise Rank Reject Judging the value of ideas, materials and methods by developing and applying standards and criteria. Products include : Debate Panel Report Evaluation Investigation Verdict Conclusion Persuasive speech

 Compose  Assemble  Organise  Invent  Compile  Forecast  Devise  Propose  Construct  Plan  Prepare  Develop  Originate  Imagine  Generate Formulate Improve Act Predict Produce Blend Set up Devise Concoct Compile Putting together ideas or elements to develop a original idea or engage in creative thinking. Products include : Film Story Project Plan New game Song Newspaper Media product Advertisement Painting

Remembering Cut out “space” pictures from a magazine. Make a display or a collage. List space words (Alphabet Key). List the names of the planets in our universe. List all the things an astronaut would need for a space journey. Understanding Make your desk into a spaceship, Make an astronaut for a puppet play. Use it to tell what an astronaut does. Make a model of the planets in our solar system. Applying Keep a diary of your space adventure (5 days). What sort of instruments would you need to make space music? Make a list of questions you would like to ask an astronaut. Analysing Make an application form for a person applying for the job of an astronaut. Compare Galileo’s telescope to a modern telescope. Distinguish between the Russian and American space programs. Evaluating Compare the benefits of living on Earth and the moon. You can take three people with you to the moon. Choose and give reasons. Choose a planet you would like to live on- explain why. Creating Write a newspaper report for the following headline: “Spaceship out of control”. Use the SCAMPER strategy to design a new space suit. Create a game called “Space Snap”. Prepare a menu for your spaceship crew. Design an advertising program for trips to the moon.

21 st Century Approaches 1. Listening & Speaking Skills 2. Giving Direction Skills 3. Questioning Skills 4. Observing & Monitoring Skills 5. Encouraging Skills 6. Intervening Skills 21 st Century Skills 1. Accountability & Adaptability 2. Communication Skills 3. Creativity & intellectual Curiosity 4. Critical Thinking & Systems 5. Information & Media Literacy Skills 6. Interpersonal & Collaborative Skills 7. Problem Identification Formulation & Solution 8. Self Direction 9. Social Responsibility