SAIRA FARHAN (D.A.P.S O & A levels sea view)

Key Objectives of Intel workshop

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

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

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. Action plan

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)

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

Student centered approach and teacher centered approach

Student centered approach

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.

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.

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

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.

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

When was this picture taken? Where was this picture taken? Knowledge

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

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

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

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

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?

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

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

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

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

21st century approach

21 st Century Approaches 1. Listening & Speaking Skills 2. Giving Direction Skills 3. Questioning Skills 4. Observing & Monitoring Skills 5. Encouraging Skills 6. Intervening Skills 21 st Century Skills 1. Accountability & Adaptability 2. Communication Skills 3. Creativity & intellectual Curiosity 4. Critical Thinking & Systems 5. Information & Media Literacy Skills 6. Interpersonal & Collaborative Skills 7. Problem Identification Formulation & Solution 8. Self Direction 9. Social Responsibility