Role Of Transgenic Animal In Target Validation-1.pptx
Curriculum strand 4.4
1. REMY C. DATU
MT-1
JUSTINO SEVILLA HIGH SCHOOL
STRAND 4.4: Selects teaching
methods , learning activities and
instructional materials or resources
appropriate to learners and aligned
to the objectives of the lesson
11. A Newer Look?
McWilliams, 2009
Lorin Anderson
and
David Krathwohl
Revised
Bloom’s
Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
12. Hey! What’s the Big Idea?
McWilliams, 2009
Grant Wiggins
Jay McTighe
Facets of
Understanding
13. What we typicallyWhat we typically
(incorrectly) do:(incorrectly) do:
Identify content to be acquired
Without checking for
alignment
Brainstorm lessons to learn the content
Without checking for
alignment
Create an assessment to see if they
learned the content
23. W H E R E T O
W- How shall we help students know where they’re headed
and why they’re going there? Where is the unit/lesson
going? What is expected? In what ways will students be
evaluated?
H- How shall we hook and engage students’ interest through
thought-provoking experiences at the beginning of each
instructional episode?
24. W H E R E T O
E- What experiences shall we provide to help students
make their understandings real? How shall we equip
them for success throughout the unit or course?
R- How shall we cause students to reflect, revisit, revise,
and rethink?
E- How shall students express their understandings and
engage in meaningful self-evaluation?
25.
26.
27.
28.
29.
30. Beyond IQ
• Robert Sternberg
use of intellect rather than quantity of intelligence as problem-
solving
analytical
practical
creative Triarchic Theory!
31. STERNBERG’S INTELLIGENCES
An idea for assessing students according to
Sternberg’s intelligences would be to use the
following scenario:
Imagine you are driving with your parents and they
are listening to the radio. An interesting piece
comes on about something you do not know.
Asyou listen, you get more and more
interested. What do you want to know?
Do you want to know all the little details that go
into it?
Do you want to know how it is being used?
Do you want to know only enough information to
think of other things to do?
S tudents who choose the first question fall into
the analytic intelligence, the second
corresponds to practical and those who choose
the final question are the creative learners.
PRACTICAL
CREATIVE
ANALYTICAL
35. Researchers, have concluded
that in a classroom, the students
would be approximately:
25-30% visual
25-30% auditory
15% tactile/kinesthetic
25-30% mixed modalities
36. “Change has a considerable
psychological impact to the human
mind.
To the fearful it is threatening because
it means that things may get worse.
To the hopeful it is encouraging
because things may get better.
To the confident, it is inspiring
because the challenge exists to make
things better.”
Anonymous
“Change has a considerable
psychological impact to the human
mind.
To the fearful it is threatening because
it means that things may get worse.
To the hopeful it is encouraging
because things may get better.
To the confident, it is inspiring
because the challenge exists to make
things better.”
Anonymous
