LINKING CURRICULUM, INSTRUCTION AND ASSESSMENT

INTRODUCTION: Teachers can use the framework to assist in the design of single lessons and learning sequences. Students can use these pedagogies as a source of ideas and a way of extending and enriching their own repertoire of teaching skills. There will be no template process that can adequately do the job for them. It will be a process of judicious informed consideration of multiple contributing aspects situated in the local context. In this study, students will be exposed to discipline-specific pedagogies, methods, and practices. To better understand how new teachers experience curriculum and assessments in the face of standards-based reform, The absence of a coherent curriculum has implications for student achievement and teacher retention in that students may learn less than they otherwise might, and many new teachers who could have succeeded with more support may leave teaching prematurely because of the overwhelming nature of the work and the pain of failing in the classroom. In this topic, the analysis of student work for making decision about pedagogy: The General performance domain; creating performance task and setting up performance criteria; the types of performance task. And also on how to use assessment: traditional assessment; authentic assessment; performance assessment. This framework promotes increased consistency across classrooms and continuity across different schooling levels in what is taught and how it is addressed. It is a significant step forward for students and teachers who can change their practice. BODY OF THE CONTEXT: Curriculum Framework Pedagogy is the art of teaching. Effective teachers use an array of teaching strategies because there is no single, universal approach that suits all situations. All the students should be involved in intellectually challenging pursuits-those that provide opportunities for deep engagement with a topic or concept. Classroom practice that engage students in solving a particular problem of significance and relevance to their words, they be it community, school-based or regional problem-provides the greatest opportunity for connectedness to the world beyond the classroom. The school curriculum plan will describe the array of teaching strategies the school will embrace. Teaching strategies will promote the following: Intellectual quality, Global and local connectedness, Supportive and social environments, Recognition of difference. A curriculum framework is an organized plan or set of standards or learning outcomes that defines the content to be learned in terms of clear, definable standards of what the student should know and be able to do. A Curriculum Framework is part of a outcome-based education or standards based education reform design. The framework is the first step, defining clear, high standards which will be achieved by all students. The curriculum is then aligned to the standards, and students are assessed against the standards. As compared with traditional education which is concerned only about delivering content, a standards based education reform system promises that all will succeed if all are held to high expectations. When the standards are reached, there will be no achievement gap where some groups are allowed to score lower than others, or the disabled are offered different opportunities than others. All will meet world class standards and be qualified for good colleges and trained for good jobs which pay good wages A Guide to Productive Pedeagogies CLASSROOM REFLECTION MANUAL INTELLECTUAL QUALITY The early self-fulfilling prophecy studies (Rist, 1970) and studies of streaming and tracking (Oakes, Gamoran & Page, 1992), show that one of the main reasons some students do not achieve high academic performances is that schools do not always require students to perform work of high intellectual quality. Conversely, Newmann and Associates (1996) suggest that when students from all backgrounds are expected to perform work of high intellectual quality, overall student academic performance increases and equity gaps diminish, relative to conventional teaching practices. From this research, we would generalize that a focus on high intellectual quality is necessary for all students to perform well academically. We want to ensure that students manipulate information and ideas in ways which transform their meaning and implications, understand that knowledge is not a fixed body of information, and can coherently communicate ideas, concepts, arguments and explanations with rich detail. Changing instructional strategies will not, in and of itself, increase student learning if a concurrent change in what students are learning does not also occur. "Assuming the central purpose of teaching is to help students to use their minds well, then education reform must involve more than innovation in teaching technique, method or procedure" say Newmann, Secada and Wehlag (1995). Intellectual quality of students' experiences must also change. Students must develop complex understandings of issues, solve important problems, understand powerful ideas. Simply put, they must develop critical thinking skills.

Lesson Plan Cleaning Appliances and Doing Laundry Objective: To teach cleaning and laundry skills using written specific task analysis and performance feedback. Setting and Materials: Setting: A kitchen and laundry room in a residential unit, a community laundry facility, or a simulated apartment at school Materials: 1. Specific task analysis checklists (see appendix A for an example of generic and specific task analyses) 2. Oven cleaner 3. Dish detergent 4. Sponges 5. Rubber gloves 6. Laundry basket 7. Powdered detergent 8. Measuring cup 9. Clothes Content Taught 1. Cleaning an oven 2. Cleaning a refrigerator 3. Washing a load of laundry Teaching Procedures 1. Gather supplies and provide the student with a written specific task analysis for the task to be taught. 2. Allow the student to perform the steps without coaching. 3. If the student is unable to continue, end the session and provide performance feedback. 4. Continue the above steps until the student performs all of the steps in the written specific task analysis correctly for three consecutive sessions. 5. After the student performs all of the steps in the written specific task analysis correctly for three consecutive sessions, begin the procedure for the next task. Evaluation Collect student performance data on the percent of correct independent of steps in the specific task analysis by recording the levels of assistance needed to perform each step (i.e., 1= independent and accurate response, 2= verbal cue and gesture needed for student to perform skill accurately, or 3= verbal cue and physical prompt need to perform skill accurately). Appendix A Generic Task Analysis for Doing Laundry at Home 1. Separate white clothes from colored clothes 2. Put either pile in washer 3. Add detergent 4. Select desired setting 5. Start washer 6. When finished, remove clothes from washer and place in dryer 7. Select desired setting 8. Start dryer 9. When dryer stops remove clothes from dryer 10. Fold and put away clothes --------------------------------- Objective: At the end of the lesson, 90% of 35 BSED T.L.E 3B students are expected to: a.define sleeve b.identify the different kinds of sleeves c.appreciate the importance of sleeve Subject Matter: Sleeve Reference: Practical Dress Design pp. 77-87 Instructional Materials: Visual Aids Teaching Strategy: Teachers Activity Students Activity a.Opening Prayer: Kindly lead the prayer Miss______________ b.Checking of Attendance Say “present” if your name is Called. c.Review of Previous Lesson d.Motivation e.Lesson Proper In your own idea class, what is sleeve? Yes, you’re right, it is a part of the clothes. Another answer class, Who else? Yes. Miss__________ Okey, very good Miss_________ Sleeve class is a part of a garment Covering an arm. Today class, we identify the classification of sleeve. The #1 is Circular Puffed Sleeve. What is Circular Puffed Sleeve? Yes, Miss______________ Okay, Thank you. Circular puffed sleeve have a crosswise seam, w/c may be accented with decoration or cut into unusual shapes. It is cut circular to flare at the seam and to fit the armhole and cuff band w/o gather. So this is the picture of circular sleeve class. The #2 is the Short Puffed Sleeve. What is short puffed sleeve? Mr.___________ This is the short puffed sleeve. This sleeve provides extra bulk to conform to the shape of the arm itself. There are three kinds of puffed sleeves: 1.Fullness on top 2.Fullness on bottom 3.Fullness top and bottom The #3 is the Cap Sleeve. What is a cap sleeve? Mr._______ Okay class, this cap sleeve is a very short sleeve that hangs over the edge of the shoulder w/o extending along the underside of the arm. This is the cap sleeve class. The #4 is Leg-O-‘mutton Sleeve What is Leg-O-‘mutton Sleeve? Mr.___________ This is the Leg-O-‘mutton Sleeve class. For certain dress-up occasions it always has a place, if nowhere else, on the stage. The #5 is sleeve with horizontal fullness. What do you mean by this? Mr.______________ This sleeve with horizontal sleeve class. Some of the Chinese mandarin robes have very, very long sleeves to be worn wrinkled around the arm. The #6 is darted top sleeve. What is darted top sleeve? The darted top sleeve class, The shorter darts create a neat square cap widening the shoulder silhouette only slightly. The #7 is cowl sleeve. What is this sleeve? So, This is the cowl sleeve. There is cowl drapery in a sleeve. The #8 is shirt sleeve. The #9 is long full sleeve. This is the long full sleeve class. The #10 is shirtwaist sleeve. This is the shirtwaist sleeve class in the lower it has design like a placket. The #11 Meztiza Sleeve This is the Meztiza sleeve class. The #12 Riffled Sleeve. What is the riffled sleeve? Miss________ This is the Riffled sleeve its lower portion is look like a wave shaped. The #13 is Bell sleeve. Wha is Bell sleeve? Miss__________ The bell sleeve looks like this. The #14 is raglan sleeve. Please read the raglan sleeve? Miss________ So class, as you see the picture of raglan sleeve, it extends to the neckline. The #15 is Dolman sleeve. The last is the kimono sleeve. The word Kimono, w/c literally means a “thing to wear” “ki” wear and “mono” thing, has come to denote these full-length robes. The standard plural of the word kimono in English is Kimonos but the unmarked Japanese plural Kimono is also sometimes used. Yes Maam. ( All students stand) Yes Maam. Sleeve is a part of a garment covering an arm. Sleeve is a part of a garment covering. Circular Puffed Sleeve is often called the lantern sleeve. It may be any length, flared slightly or very wide. Short Puffed Sleeve has a youthful appearance. The cap of the shoulder becomes the basis of the sleeve. Leg-O-‘mutton Sleeve is puffed at the top but slender at the elbow down is a style that frequently returns to the fashion scene. Horizontal fullness- The mousquetaire effect in sleeves (or gloves) refers to the horizontally draped folds. Darted top sleeve- was in vogue in the 1930’s dart varying in length from 5” to 1”. Cowl sleeve- This method is developing cowl drapery in the sleeve is the same as for a blouse front or yoke. Shirt sleeve- a deeper armhole is developed from the standard blouse and sleeve patterns to provide greater freedom of movement and less difficulty in construction. Long full sleeve- three quarter or full length, having crosswise dart or a vertical dart open. Shirtwaist sleeve- it is standard to have the placket on this line. Meztiza sleeve- The traje de meztiza was in fact the “Maria Clara”, trimmed into a shapely modernity. Riffled sleeve- is a sleeve that in the lower portion it looks like a riffled or a groove or interstice is formed. Bell sleve- is a long sleeve that is fitted from the shoulder to wrist and gently flared from wrist forward. Raglan sleeve- a sleeve that extends to the neckline. Dolman sleeve- is a long sleeve that is very wide at the top, and narrow at the wrist. Kimono sleeve- is a Japanese traditional garment worn by women, men and children. Application If your name is called, please stand up. You identify the sleeve on blackboard that I pointed. Evaluation Circular Puffed Sleeve 1. This type of sleeve is often called lantern sleeve. Cowl Sleeve________ 2. This sleeve is method of developing cowl drapery in a sleeve. Horizontal Fullness___3. The mosquetaire effect in sleeves refers to the horizontally draped folds. Shirt Sleeve_________4. This Sleeve had a deeper armhole is developed from the standard blouse and sleeve pattern. Leg-O’-Mutton Sleeve5. This sleeve is puffed at the top but slender from elbow down. Identify the pictures. About the classification of sleeve. 6. Cap Sleeve 7. Riffled Sleeve 8. Leg-O’-Mutton 9. Darted Top Sleeve 10. Circular Puffed Sleeve. Assignment Bring the following. For the pattern making of collar. 1.Manila paper 2. Ruler 3. Pencil 4. Scissor 5. Front bodice pattern 6. Back bodice pattern What is the Practice Teaching Program? Practice teaching program is the key phase and the most important experience in the pre-service preparation of future teacher. The practicum must express the goals of the whole teacher education programs and allow students opportunities to teach in several different ways and to explore in detail the context and rationale of educational programs to which they are exposed to. What I am expected to do as a student teacher? I expected to do as a student teacher is responsible first and foremost for the learning of young people. To act as a facilitator in the classroom. To discipline the students. I expected to discover new ways of working on new needs, new principles and new information. What are the goals and objectives of Practice Teaching? The Practice Teaching Program has the following objectives: To provide opportunities for the student teacher to apply in actual situations, the theories, principles, strategies and techniques learned in professional education courses: To provide the prospective teacher with experiences that will equip him with different competencies needed for effective teaching: To develop the students teacher’s personality as a future professional teacher. To deeper and enrich the insights of the future teacher on the teaching-learning situation and the evaluation measures for these situations: To provide the student teacher the opportunity to get oriented with the total school life: To provide the student teacher the opportunities to promote school-community relations: To give the future teacher experiences to be in direct contact with pupils: To enable the prospective teacher to form a philosophy relevant to the teaching profession and to develop professional attitude and sound ideals: To help the student teacher gain perspective of the role of a teacher and To provide student teachers with experiences in discovering new ways of working on new needs new principles and new information. Am I prepared for Practice Teaching? Yes, I’m prepared for practice teaching. How did I prepare myself for practice teaching? I prepare myself with a self-confidence, to have trust to my self and I prepare always in advance.