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Curriculum Structure for SP

Framework for SP course Curriculum

Geok Leng Chong-Tan

on 5 October 2012

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Transcript of Curriculum Structure for SP

Teaching and Learning In SP ENGAGEMENT Curriculum Framework Contextual/Authentic Peer Culture Assessment Practices Awareness puts in Effort Self Esteem DISPOSITION GOAL ORIENTATION Self concept Interests Self Efficacy and Volition Locus of Causality
Internal vs external Self-regulation
Set goals, select strategies,
self monitor and evaluate/reflect School Ethos Learning Home Support Teaching for Engagement Pedagogy Problem/issue/ project/case based Cognitive/Brain-based Engagement/Active Learning Mastery Autonomy Purpose Relatedness Essential Features in Pedagogy Reliable Process vs Product Performance-based Valid Collaborative SP Professional Staff Development Knowledge of Teaching Growth vs Fixed
Mindset Time perspective Value expectation Attribution theory pays Attention Persists Standards To design pedagogically and disciplinarily sound learning experiences that factor in
learners' preferences, motivation and competence Pedagogies Understanding the Learner Learning Theories and Process Learner Motivation A Framework for Understanding Teaching & Learning
(Linda Darling-Hammond) Human Development Classroom management Assessment Mastery Autonomy/Volition Purpose Relatedness which postulates that Structure Choice Authentic and
Meaningful Feedback
Collaboration THEORY OF SELF DETERMINATION Takes place only when there is which can be observed when the learner aims to satisfy the NEED for This is just the Tip
ENGAGEMENT depends of some psychological and emotional factors These needs are
explained by
Deci and Ryan in Intrinsic Motivation is the drive to meet the NEED for Participates Volition that supports the NEED for Other external factors affecting Learner's Engagement are Autonomy Supporting which should be Autonomy supporting affects the level and quality of learner engagement there are many levels of motivation effective learning happens when learner is more autonomous affects Motivation Framework Amotivation Intrinsic Motivation Rubrics to be given to students to help develop mastery and competence that supports Autonomy that supports Mastery that supports that supports that supports Purpose Relatedness Build Competence/Mastery E=MC3 Guiding Principles Autonomy-supportive Strategies Content Knowledge basis of employment Assessment Scheme Design
Assessment Items Design
Rubric Writing Curriculum Development
Learning Design Development Lesson Planning
Classroom Discipline
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