EDU555 CURRICULUM AND

INSTRUCTION

WEEK 8
Emphasis)

(Educational

0 Current development in education that will help

learners
prepare for the world of work and social life.

1.0 THINKING SKILLS

0 Critical and creative thinking skills are incorporate
-

in the learning outcomes:

To enable learners to analyse information
Make decisions
Solve problems
Express themselves accurately and creatively in
language

THINKING SKILLS?
Critical thinking -

the ability to evaluate an idea

Creative thinking -

generate and produce ideas

Reasoning

- to evaluate using series of

logical steps
Thinking Strategy

Creative Skills

Critical skills

Conceptualise, Make Decision, Solve

Problems

A Model for Using Thinking Skills

(Science)
A hierarchical model
CREATIVE THINKING
SKILLS

CRITICAL THINKING
SKILLS

(Express Creatively)

(Solve Simple Problems)

1. Create (Food Web/Food Chain etc)

2. Evaluate/Demonstrate the effects
(Climate Change/Pollution etc)

1.
2.
3.
4.

Arranging in sequence (Food Chain)

WH Questions
Give details of problem
Determine
aims/hypothesis/inference/variables
/conclusion etc)

2.0 LEARNING HOW TO

0 To LEARN
enable learners to take responsibility for their
own
learning.
0 A set of enabling skills, including the ability to

access information, knowing how to source for

information, and knowing what information is
useful at a given time to meet the challenges of
life and work.

LHTL approach promotes that

learners should have some control over

WHAT is to be learnt

WHY it is to be learnt

WHEN and WHERE

it is to be learnt

HOW it is to be learnt

WHY PROMOTE LEARNING

HOW
0 So that students acquire the habit of:
TO
LEARN
- Independent learning.
- Being open (in working life) to make changes and

cope with changing technology and work

functions and be continuously employable.

WHY LEARNING HOW TO

LEARN
0 Encourage learners to become independent

learners
0 Train learners to be responsible for

their own learning

0 Enable learners to reflect and evaluate

their own learning

STEPS TOWARDS
BECOMING A
SUCCESSFUL LEARNER
1. Goal setting and Planning

2. Discuss with teacher whether the goal is feasible

3. Make a contract
4. Put Plan into Action
5. Report Progress
6. Conference with teacher and peers
7. Self and Peer Evaluation
8. Presentation

3.0 INFORMATION AND

COMMUNICATIONS TECHNOLOGY
(ICT) SKILLS
0 In line with globalisation and the ICT Age, skills

relating to ICT are incorporated in the learning

outcomes.
0 Skills include:
-use of multimedia resources
-internet resources
-Utilisation of computer-related activities such as email and
etc.

4.0 VALUES AND

CITIZENSHIP
0 Values contained in the secondary Moral

syllabus
0 Include patriotism and good citizenship

5.0 MULTIPLE
INTELLIGENCES

What is intelligence?
To solve problem

An ability

To create a new
product
To create a new service

WHY MULTIPLE
INTELLEGENCES?
0 To improve the intelligences of students to

enhance wholesome learning

0 To understand that each individual learns
differently
0 To encourage collaboration in the classroom
0 To develop innovation in the teaching and learning
of Science
0 To improve motivation and creativity in the
teaching of
Science

8 MULTIPLE INTELLIGENCES
VERBAL LINGUISTIC- is the ability to use
language to excite, please, convince,
stimulate or convey information.
LOGICAL MATHEMATICS- is the ability to
explore patterns, categories and relationships by
manipulating objects, and to experiment in a
controlled, orderly way.

VISUAL-SPATIAL is the ability to perceive

and mentally manipulate a form or object in a
visual or spatial display.
MUSICAL is the ability to enjoy, perform
or compose a musical piece.
KINESTHETIC is the ability to use fine
motor skills in sports, the performing arts, or
arts and crafts production.

INTERPERSONAL is the
understand and get along with
others.

ability

to

INTRAPERSONAL is the ability to gain access

to and understand ones inner feelings, dreams
and ideas.
NATURALISTIC is the ability to observe
living things, natural phenomena or ecological
awareness.

WHAT ARE THE MULTIPLE

INTELLIGENCES?
There are 8 according to Howard
Gardner
Verbal Linguistic
Logical-Mathematical
Naturalistic
1
Intrapersonal

Interpersonal

8
2
7 MULTIPLE
3
INTELLIGENCES
6
4
Musical

Visual Spatial

5
Kinaesthetic

Applying MultipleIntelligences to
0 Activities must
be tailored
to the way
the
Classroom
students learn.

0 Various strategies must be used to match the

students particular MI-to keep trying until

the teacher finds a strategy that lends itself
to optimal learning.

APPLYING MULTIPLE
Topic: Electricity
INTELLIGENCES
Verbal Linguistic
Students write a letter to
the newspaper
complaining about the
frequent breakdowns of
electricity in their homes

LogicalMathematical
Students prepare an
electric circuit following
simple instructions

Musical
Students write a simple
poem on electricity
and recite it

Kinaesthetic
Students mime a scene on
how people act when there
is no electricity in their
homes

Naturalistic
Students observe and
explain ways to conserve
electricity

Visual Spatial
Students design a poster
on the need to conserve
electricity

Interpersonal

Intrapersonal

Students advise each other

how to spend time when
there is no electricity

Students imagine how life

would be like without
electricity

APPLYING MULTIPLE INTELLIGENCES

The Solar System

Verbal Linguistic
Students label a diagram
of the solar system

Musical
Students write a simple
poem on the solar system
and recite it

Logical-Mathematical
Students count the
number of planets, moons
per planet, and create a
database

Kinaesthetic
Students conduct a
simulation of the planets
orbiting the sun

Visual Spatial
Students draw the solar
system

Naturalistic
Students observe plants
and trees outside their
school and say what would
happen if there is no
sunlight

Interpersonal

Intrapersonal

Students talk to each other

about life in other planets

Students imagine how life

would be like living on the
moon

What About
Assessment
0 Utilise
- Project work and product-based

assignment
- Presentation and demonstration
- Video and cassette recording and

filming

WHAT ABOUT ASSESSMENT?

Utilise:
Project work and product-based
assignments

Presentations and
demonstrations

Video and cassette

recording and filming

ASSESSME
NTThrough
:
Experiments and
problem-solving
activities

Observations at
learning stations

Reports, folio,
portfolio and
exhibition of
pupils work

6.0 KNOWLEDGE
ACQUISITION
0 Learning outcomes ulilise subject matter

disciplines such as science, geography, and

incorporate educational emphases.

7.0 PREPARATION FOR THE

NEW
0 Prepare learnersWORLD
to meet the challenges of
the real
world by focusing on language use in society.
0 Achieved through structuring the curriculum
in terms of interpersonal, informational and
aesthetic uses of language.