discovering one’s true potential for personal growth (teachers as facilitators)
TRANSCRIPT
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PGE
PERSONAL DEVELOPMENT
3 LEARNING FOCUSES
SOCIAL DEVELOPMENT
3 LEARNING FOCUSES
ACADEMIC DEVELOPMENT
3 LEARNING FOCUSES
CAREER DEVELOPMENT
3 LEARNING FOCUSES
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• SELF CONCEPT
• SELF-RELIANT
• SELF MANAGEMENT
PERSONAL DEVELOPMENT
•RESPECT AND ACCEPTANCE OF OTHERS
•COMMUNICATION SKILLS ANDINTERPERSONAL RELATIONSHIP
•COPING SKILLS & CONFLICT MANAGEMENT
SOCIAL DEVELOPMENT
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• SKILLS & ATTITUDE IN EFFECTIVELEARNING
• SCHOOL SUCCESS
• PLEASURABLE SCHOOL LIFE
ACADEMIC DEVELOPMENT
• PLAN FOR LIVING
• WORKING ATTITUDE
• CAREER PATH
CAREER DEVELOPMENT
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• STUDY SKILLS• COLLABORATION SKILLS• NUMERACY SKILLS
• CRITICAL THINKING SKILLS• PROBLEM-SOLVING SKILLS• COMMUNICATION SKILLS
• SELF MANAGEMENT SKILLS
• CREATIVITY• IT SKILLS
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LEARNING AREA SOCIAL DEVELOPMENT
LEARNING FOCUSCOMMUNICATION SKILLS DEVELOPMENT
& INTERPERSONAL RELATIONSHIP
CONTENTADAPTATION TO SECONDARY SCHOOL
LIFE (SOCIAL ADJUSTMENT)
LEVEL MIDDLE-SCHOOL LEVEL
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•Students group themselves into 5-6 smallgroups and conduct a survey of the possiblesocial adjustment difficulties they mayencounter on promotion to secondary andthen compile the statistics for analysis
STUDY SKILLS
COLLABORATION SKILLS
NUMERACY SKILLS
•Students present the findings of theirsurvey in class, discuss in groups andexplore the coping strategies
CRITICAL THINKING SKILLS
PROBLEM-SOLVING SKILLS
COMMUNICATION SKILLS
•Students complete their self-reflectionreport to review their own character and thepossible social adjustment difficulties
SELF MANAGEMENTSKILLS
•Students design goodwill cards with the aidof computer, expressing their appreciationfor their teachers/classmates whom theywill leave
CREATIVITY
IT SKILLS
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VALUES
CORE VALUES
Certain values that arecommonly or universallyemphasized across humansocieties
SUSTAINING VALUES
Other values, which can varyacross ages, places and races,that are helpful for sustainingthe core values at aninstrumental level.
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OPTIMISTIC PARTICIPATORY
CRITICAL CREATIVE
APPRECIATIVE EMPATHETIC
CARING AND CONCERNED POSITIVE
CONFIDENT COOPERATIVE RESPONSIBLE
ADAPTABLE TO CHANGES OPEN-MINDED
ATTITUDE
WITH RESPECT TO
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TEACHER
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GROWTH MINDSET
Creating belief in students that intelligence is
malleable
To remain focused on the goal despite
setbacks
PRIOR KNOWLEDGE
Affects Conceptual Growth and
Conceptual Change
To bring changes which are
imperative to know the baseline level
LIMITS OF STAGE
THEORY
Cognitive development not limited by stage
development
Scaffolding, Differentiation &
Mixed ability grouping
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FACILITATING CONTEXT
Transfer of learning from one context to
another
Utilizing understanding to
find potential solution to real-world problem
PRACTICE
To encode learning material into long-
term memory
Spaced-interval activities helps in
long-term retrieval ability
FEEDBACK
Clear, Explanatory
& Timely Feedback
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SELF-REGULATION
Attention, Organization, Self-Control, Planning and Memory
Strategies, improve learning and engagement
Using classroom calendarsHighlighting difficult concepts
Breaking large projects into manageable components
Using well designed rubricsAllowing sufficient processing time
CREATIVITY
Not a stable trait. It can be taught, nurtured & increased
Structuring assignments to increase creativity
Ideas for how to model creative problem solving
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INTRINSIC MOTIVATION
Support the fundamental need of
students to feel autonomous
Understanding motivators and its
influence to achieve success
MASTERY GOALS
Focus on Mastery Goal over Performance Goal
In Performance Goal, students avoid activities which may expose their
weakness
Mastery goals motivates to learn new skills & achieve higher level of
competence
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TEACHERS’ EXPECTATION
Beliefs that teachers have about their students affect
students
Communicate high expectations and avoid creating negative self-
fulfilling prophecies
GOAL SETTINGS
After students experience success with moderately
challenging proximal goals, they will be more likely to become
intermediate risk takers
They will be capable of achieving larger distal goals,
subsequently
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SOCIAL CONTEXTS
Communities and Culture influence learning
Incorporating culture into every unit to increase student
engagement and build stronger relationships
INTERPERSONAL RELATIONSHIP
Both teacher-student and student-peer
relationships in the classroom
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EMOTIONAL WELL-BEING
Self-esteem (Social Psychology)Self-efficacy and locus of control (Motivation And Personality)
Happiness and coping skills (Emotion And Stress)
Classroom activities should take care of these emotional well-being parameters to consolidate upon each one of them
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CLASSROOM CONDUCT
Correcting inappropriate student behaviors and
for establishing appropriate
replacement behaviors at both the classroom and school-wide levels
EXPECTATION SUPPORT
Setting and communicating high
expectations
Consistently nurturing positive relationships
Providing a high level of student support
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ASSESSMENT DEVELOPMENT
Assessments need to be evaluated on Reliability and Validity by aligning them to
learning targets, utilizing item analysis, and
monitoring outcomes for discrepancies
ASSESSMENT EVALUATION
Accurately interpret test results and clearly
communicate the results to students and
parents
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STUDENTS
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