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BASIC TERMS AND CONCEPTS RELATED TO ELTPS, :black_flag: https://files…

- - - - :check::check::check: MATERIALS:
        Materials are the tools selected to implement methods and achieve the goals of the curriculum. Materials are intentionally chosen to support a student's learning. Material choices reflect student interest, cultural diversity, world perspectives, and address all types of diverse learners.
        
        :check::check::check: ASSESSMENT:
        Assessment in a curriculum is the ongoing process of gathering information about a student’s learning. This includes a variety of ways to document what the student knows, understands, and can do with their knowledge and skills. Information from assessment is used to make decisions about instructional approaches, teaching materials, and academic supports needed to enhance opportunities for the student and to guide future instruction.
- - - - ●What level of preparation must students achieve to be considered proficient in a discipline, field, or industry?
      - ● What type of program is recognized as appropriate or valuable in the eyes of employers in the field or industry?
      - ● Which degree-applicable skills or courses are needed to help students achieve the program student learning outcomes?
      - ●How many courses will a student need to take to achieve those outcomes?
      - ● What is the value of general education to achieving the program’s student learning outcomes?
      - ● Can students benefit from the program without the program appearing on their transcript?
      - ● How flexible should the program be to best serve the students who will benefit from this program?
      - ● How will a student’s financial aid eligibility be impacted by the program?
- - - - • the philosophy of the nation;
      - • the age ability of the learner;
      - • learning items and content;
      - • teachers and other resource persons; and
      - • sequential arrangement of learning material (Okai, 2010).
- - - - :warning:To develop skills in painting, drawing, and sculpting:warning:
      - :warning:To understand the necessity for collaborative problem solving :warning:
        
        :warning:To appreciate music as a means of artistic expression:warning:
      - :check::check::check:Do not specify how a goal will be achieved. Make sure to separate the functions of goals from the functions of objectives. Think about goals as big-picture and long-term, while objectives are multiple, shorter-term processes towards reaching the goal.
- - - - Cognitive (head)
      - Affective (heart)
      - Physical (hand)
      - :check::check::check:Create objectives with variable time expectations. Some objectives should be longer-term, with students needing to work towards mastery over a year or semester. Other objectives, on the other hand, should be completed over a shorter period such as one week or unit. For example, a long-term objective could be an effective one, like “students will learn to be compassionate to others,” taught over an entire year. On the other hand, a short-term objective could be “students will demonstrate understanding of basic biology terms” learned over the unit covered.
- - - - :fire::fire::fire:2. Cognitive Strategy:In this type of learning outcome, the learner uses personal strategies to think, organize, learn and behave.
        
        :fire::fire::fire:3. Verbal Information: This type of learning outcome is when the learner is able to definitively state what they have learned from an organized body of knowledge.
        
        :fire::fire::fire:4. Motor Skills: This category is concerned with the physical ability to perform actions, achieving fluidity, smoothness or proper timing through practice.
        
        :fire::fire::fire:5. Attitude: This is the internal state that reflects in the learner’s behavior. It is complex to quantify but can be shown in the learner’s response to people or situations.