Please enable JavaScript.

Coggle requires JavaScript to display documents.

Best Practices Nurturing Intellectual [Competence]([https://example.com]…

- - - - Social and developmental theories that would influence curricular decisions
      - Practice improves learning and retention
      - Learning is based on readiness
      - Learning proceeds from simple to complex and part to whole behavior
      - Desired learning outcomes should be stated in advance by objectives
      - (i) They are a justification for the need for providing education. (ii) They guide the education process. (iii) They provide a precise basis for evaluation Tyler (1949) in his model of curriculum development
      - Reinforcements are essential in the teaching/ learning process
      - Attitudes affect learning
      - (i)Basic physiological needs – students being well fed, being able to sleep well, being physically comfortable, good seating arrangement, room temperature among others.
        
        (ii) Safety needs – in the classroom safety means a non judgmental atmospheres that accompanies all responses from the students. Students should be free to participate in the teaching/learning situation. Wrong answers should not be disapproved without explanations as to why they are wrong.
      - (iii) Love and belonging needs – teacher, peer and parental approval. Students’ ideas and efforts should be approved.
      - (iv) Self esteem needs – Teachers should build self confidence in students by giving them roles to undertake and trusting and encouraging them to do the roles correctly. They should avoid intimidation or threatening students.
      - (v) Knowing and understanding needs- Having the students develop an interest to advance their studies or e general interest in learning something new.
      - (vi) Self actualizing needs- for the teacher it may include watching the students blossom, or anti risk taking students starting to participate in class. Learning experiences should help students to obtain joy in learning.
      - Incorporating multiple intelligences into curriculum planning
      - Spatial • enjoys maps and charts
      - • thinks in three-dimensional terms and pictures, not words
      - • draws and doodles • story maps
      - • comic strips for outline
      - • posters and display boards
      - Kinesthetic • coordinated/neat handwriting
      - • wiggles, learns better when moving or tapping feet
      - • uses body language, gestures
      - • hands-on learner • play game to practice content (catch or juggling, etc.)
      - • sign language
      - • create demonstrations
      - • act out scenes
      - • movement area of room
      - Logical-Mathematical • uses numbers, shapes and patterns
      - • able to move from concrete to abstract easily
      - • enjoys puzzles and computer games
      - • organizes thoughts systematically • create outlines of books, plays or papers
      - • create own grammar board games
      - • Venn diagrams/patterning/sorting
      - • story mapping
      - • create questions from given answers
      - Musical • enjoys listening
      - • easily distracted by sounds
      - • very aware of the sounds of peoples voices, frequently excellent mimics
      - • sensitive to melody and tone, even of speech
      - • moves when music plays• • compose song, rap, jingle
      - • put vocabulary words to a melody or rhythm pattern
      - • listening to sound bites or other auditory language
      - • retell a story/create outline by putting words to a familiar tune
      - •