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EEA202 (Week 3 (Curriculum Components (Unit of work (An extended sequence…

- - - - An extended sequence of lessons lasting up to a term
    - - A school-based plan of learning, including units of work
    - - A number of lessons planned consecutively
    - - A description of material to be taught and learned in a subject or learning areas
    - - Short period of time, part of school day, devoted to a topic
    - - A description of the learning are, skills and knowledge acquired across learning areas
    - - Task or connected tasked organised the achievement of a goal
    - - All teaching sequence and units of work
    - - Extended sequence of lessons involving two or more key learning areas
  - - - How is it taught, how is it learned
    - - Why you know it is taught (or not)
        Why you know it is learned (or not)
    - - What is taught, what is learned
  - - - Rehearsal strategies, organising/transforming, self-questioning
    - - Identify out of school knowledge and incorporate into learning activities, use advance organisers
    - - Background/cultural knowledge, Knowledge integration, Inclusivity.
    - - Self-directed/operative learned (inquiry learning), Choice of topics
    - - Explicit teaching and high expectation, engagement, social support
    - - Think-pare-share, jigsaw, Johnson model
    - - Deep knowledge/understanding, problematic knowledge, higher-order thinking, metalanguage, substance communication
    - - Self evaluations and learning journals, Assessment for learning, Teacher-student conferences.
  - - - Ability to maintain the attention of the class-and to keep students on their toes
    - - What teachers do to hold their students accountable for participation
    - - Well structured lessons in which all students have something to do even if ti is listening to other students.
    - - When a teacher overlaps, they are dealing with two or more things at once, maintaining flow
    - - 'Jerkiness' refers to lessons not being smooth and off task behaviour being encouraged
    - - When stopping one incident of appropriate behaviour leads to the prevention of other behaviour
    - - The ability to stay focused on lessons and carry them out without distractions
    - - A teachers ability to keep lessons flowing a brisk but manageable place
    - - A teachers ability to know what is going on in a room-during class time
  - - - Teachers use data to gain insight into students achievement against curriculum
    - - Teachers use assessment to encourage students to learn deeply about the topic
    - - Teachers use data to measure students achievement against criteria