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Profesional Practice - Coggle Diagram

- - - - Steps in preparing Learning Objectives
        
        Identify the competencies that the student is expected to demonstrate at the end of the learning period.
        
        Develop a list of topics that are considered important for that learning period (subject, course or educational unit).
        
        Identify, in relation to these topics, the concepts/principles that the student should learn in relation to the competencies identified in Step 1. This step allows the identification of gaps and the elimination of redundant material.
        
        Prepare the Learning Objectives.
  - - - Teachers must make explicit and direct links between past learning and new concepts. Emphasize key vocabulary, and present new vocabulary only in context.
    - - Students self-select vocabulary words that they think are essential to understanding the concept. This empowers students by allowing them to choose the most appropriate vocabulary words and key concepts.
  - - - • The author of the textbook we use doesn't personally know my students. I do know my students, and I know how to connect this to their unique lives.
      - There is more out there than just visual and auditory ways to teach/learn something. There are four ways to interact anything: visual, auditory, kinesthetic, and tactile: VAKT
  - - - • Plan for higher order questioning during lesson planning. Several SIOP lesson plan templates have a section for developing higher order thinking skills (HOTS). Planning specific questions ahead of time is important since it’s unlikely that teachers can come up with a variety of good higher order questions on the fly.
      - • Teach students about higher order thinking and higher order thinking strategies. Explain to students why they are being asked questions that provoke thought and require them to grapple with an idea or analyze a problem. Making students aware of HOTS helps them understand their own higher order thinking strengths and challenges.
      - • Post anchor charts with question stems representing each level of Blooms. These posted resources can be used:
  - - - Warm-up is the most important starting activity to get students' attention (Mamatova, 2021).
    - - They are short activities: they have a duration of 2 to 10 minutes with the objective of awakening interest, energizing and activating the class.
      - They are easy activities: These activities, in addition to being easy, must be oriented to be successful since they can never cause problems in their development and application.
      - They are productive: These activities produce output since they produce explanatory content before the class.
  - - - • Students individually preview learning material looking at illustrations, pictures, and bold print.
      - • With a partner, students write three (3) things they think they will learn from the material.
      - • Partners share their list with another pair of students and the list is condensed or expanded.
      - • Transfer final list to chart paper.
  - - - • Assessment is “the gathering and synthesizing of information concerning student learning.”
      - Evaluation is “making judgments about student learning.”
- - - - • More specific than learning goals
      - • Not necessarily observable nor measurable
      - • Instructor-centered rather than student-centered
      - • Useful in helping you formulate more specific learning outcomes
  - - - 1) represent an aggregate status or a change in any group of persons, objects, institutions or elements that aggregate status or change of any group of persons, objects, institutions, or elements under study
      - 2) are essential to report on that status or its change in order to understand its conditions. understanding of its conditions.