welcome to the training

1. SAIRA FARHAN (D.A.P.S O & A levels sea view) welcome to the training

2. Key Objectives of Intel workshop

3. At the end of the session Participants will be able to: List out the key highlights of students centered learning Promote higher order thinking skills Plan objectives on the basis of Bloom’s Taxonomy

4. Create new methodology on the basis of 21st century approach Understand Action Plans based on 21st century skills, approaches and higher order thinking skills Understanding the difference between action plan and lesson plan

5. Action Plan

6. Action plan • Is a document that you yourself establish • Is a list of items you commit to follow from the beginning till the end. • It should be clear, concise and specific. • Your action plan must be completed before you begin your journey.

7. Goals for an action plan: • Step I: Objectives ( long term and short term) • Step II: Talents ( skills that you have, your own strengths) • Step III: Obstacles ( the items you need to overcome those difficulties) • Step IV: Date (set a date to accomplish your goals)

8. Components of lesson plan: • Title of the lesson. • Time required to complete the lesson. • List of required materials. • Objectives. • Instructional component. • Independent practice. • Summary • Evaluation • Analysis

9. Student centered approach and teacher centered approach

10. Student centered approach

11. Teacher centered approach

13. Teacher centered approach • The teacher’s expertise is the center of the course.  • The student’s role is to assimilate the knowledge by listening, watching, reading, and studying. • Evaluation is centered on the student’s ability to remember key concepts, often via multiple choice, true/false quizzes, and tests.

14. Students Centered Approach • responsibility on the learners • students in more decision-making processes . • learning becomes more active . • relevant to the students’ own lives and experiences.

15. TEACHER SKILLS NEEDED IN STUDENT-CENTRED APPROACHES • giving useful practical suggestions . • acting as a language resource. • improvising teaching of language points. • giving constructive feedback . • monitoring student work. • coping with the unexpected. • coping with students with different learning styles • creating their own materials

16. Bloom's Taxonomy

17. Bloom's Taxonomy was created by Benjamin Bloom during the 1950s and is a way to categorize the levels of reasoning skills required in classroom situations. There are six levels in the taxonomy, each requiring a higher level of abstraction from the students.

19. A picture is worth a thousand thoughts: inquiry with Bloom's taxonomy

20. Knowledge • When was this picture taken? • Where was this picture taken?

21. Comprehension • What is happening in this picture? • Why are these boys dressed like this?

22. Application • How would you describe the photograph to others? • What caption would you write for this photograph (say, in a newspaper)?

23. Analysis • Why are these boys here and not in school? • What do you know about their lives based on this photo?

24. Synthesis • What might these boys say about their work in an interview setting? • What might they say about their future?

25. Evaluation • What is the significance of this photo for the time period depicted? • Compare this photo with one of three boys from today of the same age. How are their lives similar? How are they different?

26. Bloom’s Revised Taxonomy • Remembering: Can recall information • Understanding: can explain concept or ideas. • Apply: can use new knowledge in a familiar context. • Analyze: can differentiate between constituent products • Evaluate: can justify a decision or action • Create: can generate new product

30. Analysing Distinguish Question Appraise Experiment Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticize • Compare • Contrast • Survey • Detect • Group • Order • Sequence • Test • Debate • Analyse • Diagram • Relate • Dissect • Categorise • Discriminate Breaking information down into its component elements • Products include: • Graph • Spreadsheet • Checklist • Chart • Outline • Survey • Database • Mobile • Abstract • Report

31. Evaluating Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritise Tell why Compare Evaluate Defend Select Measure • Choose • Conclude • Deduce • Debate • Justify • Recommend • Discriminate • Appraise • Value • Probe • Argue • Decide • Criticise • Rank • Reject Judging the value of ideas, materials and methods by developing and applying standards and criteria. • Products include: • Debate • Panel • Report • Evaluation • Investigation • Verdict • Conclusion • Persuasive speech

32. Creating Compose Assemble Organise Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate Imagine Generate • Formulate • Improve • Act • Predict • Produce • Blend • Set up • Devise • Concoct • Compile Putting together ideas or elements to develop a original idea or engage in creative thinking. • Products include: • Film • Story • Project • Plan • New game • Song • Newspaper • Media product • Advertisement • Painting

33. 21st century approach

38. registeration