Domain 4: The Curriculum

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Domain 4: The Curriculum

Am I able to align the activities and available learning resources with my students learning styles, goals, and other differences?

Specific Questions for Teacher:

Do I plan for and implement a variety of appropriate teaching-learning activities to help my diverse students attain the curricular goals?

Do I plan for and use varied instructional materials and learning resources to help my diverse students attain the objectives of the lessons?

Definition of Terms

Do I use teaching-learning activities and learning resources efficiently to challenge my students to meet high levels of mastery and understanding of curricular objectves?

Key Question for the Teacher:

What is Domain 4?

Domains - a distinctive sphere of the teaching-learning process, and is also a well-defined arena for demonstrating positive teacher practices.

Strands - specific dimensions of positive teacher practices under the broad conceptual domain.

Indicators - are concrete, observable, and measurable teacher behaviors, actions, habits routines, and practices known to create, facilitate, and support enhanced student learning.

The teacher selects teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned to objectives of the lesson.

4.4

The curriculum domain refers to all elements of the teaching-learning process that work in convergence to help students understand the curricular goals and objectives, and to attain high standards of learning defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the learning process, teaching-learning approaches and activities, instructional materials and learning resources.

4.1

uses variety of teaching approaches and techniques appropriate to the subject matter and the learners; utilizes information derived from assessment to improve teaching and learning; and

provides activities and uses materials which fit the learners' learning styles, goals and culture;

4.4.3

4.4.4

The teacher demonstrates mastery of the subject

Performance Indicators

provide activities and uses materials which involve students in meaningful learning.

4.4.5

How will you teach?

selects, prepares and utilizes instructional materials appropriate to the learners and to the learning objectives

translates learning competencies to instructional objectives;

4.4.2

4.4.1

Performance Indicators

4.1.6

4.1.1

creates situations that encourage learners to use higher order thinking skills;

delivers accurate and updated content knowledge using appropriate methodologies, approaches and strategies;

4.1.7

4.1.2

engages and sustains learners' interest in the subject by making content meaningful and relevant to them

integrates language, literacy and quantitative skill development and values in his/her subject area;

Key Question for the Teacher:

4.1.3

Do my students see how well I understand the subject matter I am teaching,enough that they understand and appreciate the importance of the lessons?

4.1.8

explains learning goal, instructional procedures and content clearly and accurately to learners;

integrates relevant scholarly works and ideas to enrich the lesson as needed; and

4.1.4

links the current content with past and future lessons

4.1.9

4.1.4

integrates content of subject area with other disciplines.

aligns lesson objectives with the teaching methods, learning activities and instructional materials or resources appropriate to learners;

Specific Questions for Teacher:

Can I clearly and accurately explain the goals, procedures, and content involved in the lessons?

Can I clearly and meaningfully show the relationships between the different lessons in the subject?

Can I design learning activities and assessment procedures that are truly aligned with the important objectives of the lessons?

Can I present the subject matter in meaningful and relevant ways that engage the students' interest and motivation to learn?

Can I encourage my students to engage higher order thinking in my class and interact with them appropriately?

4.3

-FIN-

4.2

The teacher makes good use of allotted instructional time

The teacher communicates clear learning goals for the lessons that are appropriate for learners

Can my students understand and attain the goals of the curriculum through the various learning resources and activities I prepared? Have I made use of ICT appropriately?

If there is one lesson you want to teach to your students, what is it?

Performance Indicators

4.3.1

4.2.1

sets appropriate learning goals;

Key Question for the Teacher:

establishes routines and procedures to maximize instructional time; and

4.2.2

Am I able to help my students attain all the curricular goals within the time provided in the school calendar?

makes the learners understand the learning goals; and

Can my students see and appreciate the value of the curricular goals and objectives I have set for the different lessons in my class?

4.3.2

4.2.2

plans lessons to fit within the available instructional time

Specific Questions for Teacher:

Do I design lessons that would allow various learning objectives to be addressed in an efficient and meaningful fashion?

Do I establish routines and procedures to allow my students to engage the different learning activities efficiently?

Am i clear about what my learning goals are for my different students?

Do my students understand the learning goals that I have set for them?

link the goals set with the expectations for every learner.

Do I plan lessons in ways that consider the amount of time students need to effectively attain the learning goals of the lessons?

Do the students adopt the learning goals I have set for the lesson as their own goals in my class?