“students first!” introduction to implementation the kuwait national curriculum in primary...

Students first! Introduction to implementation the Kuwait National Curriculum in Primary Education State of Kuwait Ministry of Education KUWAIT NATIONAL CURRICULUM Primary Education

The objectives : By the end of this session participants will be able to *Interpret the differences between the current textbooks and the teaching and learning materials in competence-based instruction. *Explain how the current textbooks may be used in implementing the new subject curricula. *Provide ideas about how to attract teachers in developing competence-based teaching and learning materials as part of piloting in schools the new curriculum. 3

4 *Describe the range of additional learning resources and tools that could be used in the learning process. * Clarify the role of using different learning resources in the implementation of new curriculum

5 Part one Current Teaching and Learning Materials

6 What areTeaching and Learning (T-L) Materials

Teaching and Learning (T-L) Materials This is a term used to describe RESOURCES which teachers use to support and organise the teaching and learning process. An obvious example of a teaching and learning material is the subject textbook. But this is only one example we have others.

8 Task 1 :What ideas come to your mind while looking at this picture. (Your reflections )

What are the Current Learning Resources ?

The Current Learning Resources are : Current learning resources Textbooks PB WB HWB Teacher Guide Pictures Wall charts CDs Flash cards

Examples of T-L resources T-L tools such as the blackboard, white board, projector, i-pad Equipment such as posters, paintings, photographs, games, maps, charts, apparatus Activity cards, activity equipment (eg for science, art, PE) Reference books, dictionaries, curriculum document, other documents, music scores, software, internet, radio/TV Workbooks The Teacher Guide book.

Textbooks: Advantages and Disadvantages

A textbook is only as good as the teacher who uses it. And it's important to remember that a textbook is just one tool, perhaps a very important tool, in your teaching arsenal. No textbook is perfect, and no textbook is complete. It is but one resource at your disposal. 13 What is a textbook ?

Workbook/Activities book Besides a textbook it is possible to have a WORKBOOK A workbook enables students to undertake, record, interpret and draw conclusions from activities. At its simplest, the workbook is a series of exercises for students to undertake (and can be integrated into the textbook e.g. end of chapter exercises). At a more demanding level, the workbook can initiate stimulating activities in which STUDENTS PLAY a major role in putting forward the ideas, the reason for the activity, undertaking the planning and identifying the outcomes e.g. a project undertaken by students individually, or in groups.

Teacher Guide book for the Curriculum The Teacher Guidebook (TG) for the curriculum is an elaboration and extension of the learning unit. It is important because it can put forward a suggested TEACHING APPROACH, TEACHER TIPS and, if needed, ASSESSMENT STRATEGIES. The creation of a teacher guide can be used as a very appropriate assessment tool for the effectiveness of the training of teachers in the teacher training program. (HOW?)

16 AdvantagesDisadvantages 1.. 2 3 4 Task 3: In groups, think of the advantages and disadvantages of the textbooks :

17 Textbooks are especially helpful for beginning teachers. The material to be covered and the design of each lesson are carefully spelled out in detail Textbooks provide organized units of work A textbook series provides you with a balanced, chronological presentation of information Textbooks are a detailed sequence of teaching procedures that tell you what to do and when to do it Textbooks provide administrators and teachers with a complete program The advantages of textbooks

18 1. The textbook is designed as the sole source of information. 2. Textbook is old or outdated. 3. Textbook questions tend to be low level or content- based. 4. Textbook doesn't take students' background knowledge into account. 5. Reading level of the textbook is too difficult. 6. The textbook has all the answers to all the questions The disadvantages of textbooks

19 Part Two How the current textbooks may be used in implementing the new subject curricula

WeaknessStudent Difficulty Ways of Overcoming Problem The textbook is designed as the sole source of information. Students only see one perspective on a concept or issue. Provide students with lots of information sources such as trade books, CD-ROMS, websites, encyclopedias, etc.

21 WeaknessStudent Difficulty Ways of Overcoming Problem Textbook is old or outdated. Information shared with students is not current or relevant. Use textbook sparingly or supplement with other materials.

22 WeaknessStudent Difficulty Ways of Overcoming Problem Textbook questions tend to be low level or content- based. Students assume that learning is simply a collection of facts and figures. Ask higher-level questions and provide creative thinking and problem- solving activities. Textbook doesn't take students' background knowledge into account. Teacher does not tailor lessons to the specific attributes and interests of students. Discover what students know about a topic prior to teaching. Design the lesson based on that knowledge.

23 WeaknessStudent Difficulty Ways of Overcoming Problem Reading level of the textbook is too difficult. Students cannot read or understand important concepts. Use lots of supplementary materials such as library books, Internet, CD- ROMs, etc.

24 WeaknessStudent Difficulty Ways of Overcoming Problem The textbook has all the answer to all the questions. Students tend to see learning as an accumulation of correct answers. Involve students in problem- solving activities, higher-level thinking questions, and extending activities.

Textbooks as a resource When thinking about how you want to use textbooks, consider the following: Use the textbook as a resource for students, but not the only resource. Use a textbook as a guide, not a mandate, for instruction. Be free to modify, change, eliminate, or add to the material in the textbook. Supplement the textbook with lots of outside readings. Supplement teacher information in the textbook with teacher resource books; attendance at local, regional, or national conferences; articles in professional periodicals; and conversations with experienced teachers. 25

About the Textbook This resource must support 4 key points: The curriculum intentions. The teachers planned strategies. The learning of students with respect to the competences being developed, the students prior learning and their ability level. Maximising student involvement in thinking, doing and feeling.

How to Use the Textbook

We have already heard - The textbook is not the Curriculum. The textbook was called a RESOURCE. So the key points are: 1. The textbook is used to support the teaching (it does not drive it). The teaching direction comes from the learning units which indicates the learning activities (and their sequence). The textbook acts as a SUPPORT (for the teacher, the student and the parents) to enable students to understand and undertake the activities/learning and attain the curriculum standards.

29 Develop textbooks that do not include merely information, but a large range of exercises, review questions and illustrations that support a student- centered learning approach; Accompany textbooks or learning kits with relevant teachers guides and students workbook; Shift gradually the emphases from printed materials to interactive e-books and e-materials.

What does a Teacher Guide look like?

The teacher guide for the Curriculum relates to/copies/provides the basis for, the learning unit and can include : (a) The title. (b) The general competence and specific competence(s). (c) Anticipated teaching time. (d) Learning outcomes to be achieved (as sub- components of the curriculum standards). (e) The topic.

Developing a Teacher Guide Take the Learning Unit as the starting point. If desired, break down the learning unit into sub-parts. This gives the Competences, activities, etc. Add to this the actual teaching ideas (strategies) (a) Resources needed. (b) What the teacher can do (suggestions) give this step by step in sequence. (c) Teacher notes (preferably against each suggestions in (b). (d) Worksheets for students (if a separate workbook not available, or is available but insufficient).

Part Three Effective teaching and learning resources

35 The label Teaching and Learning Materials is a generic term used to describe the resources teachers use to organize the teaching and learning process to increase student success. Although the availability of textbooks has long been recognized as an important factor in educational attainment, the teaching and learning materials needed to support the learning process include more than textbooks.

Additional learning resources and tools

Resource-based Learning actively involves students in meaningful use of a wide variety of print, non-print, electronic, virtual, and human resources. Learning resource means a resource used for educational purposes in any format, real or virtual, that: illustrates or supports one or more elements of a course or course of study; and may enrich the learning experience of the student or teacher; 37

Additional Learning Resources Reading materials, periodicals Websites, catalogs, graphic organizers Manipulative activities, demonstrations, experiments, games Museums, exhibitions, performances Audio, TV,CD,DVD Learning Resources Additional learning resources meet the varying needs of students and teachers.

Resources required The resources required are those that enable students to undertake the activities. The resources may be for the teacher, OR The resources may be for the students. The textbook may or may not be a resource. The workbook may be a resource. Other resources may be tools, equipment, chemicals, activity cards, reference material, etc.

40 Equipment and tools needed for instruction.

41 Of equal, or sometimes even greater importance than teaching and learning materials for improving educational achievement, are various equipment and tools needed for instruction.

42 1 On line resources such as : collection of documents / texts / songs / pictures Images 2 Educational software / games/ TV broadcast 3 Ready made experiment kits 4 topic-specific books, workbooks, teachers guides, maps and charts, atlases,

When developing effective teaching and learning materials, publishers of educational materials should consider criteria to ensure that their products: 43 Criteria for developing effective teaching and learning materials

44 1- Are relevant to promote the vision, principles and values established by the National Curriculum Framework in Kuwait; b) for a competence-based, student-centered type of curriculum; and c) address knowledge, skills, values and attitudes required by the National Curriculum;

45 2- Address cross-cutting issues, for example gender equity, environmental issues, concepts of globalization, HIV/AIDS, rational consumption, health and others; 3. Are directly related to a schools curriculum policies and programs;

46 4.Support an inclusive curriculum, thus helping students to be aware of Kuwaiti cultural diversity and promote respectful relations with others; 5. Help teachers to increase the quality of planning, thus avoiding routine, and encouraging student involvement, creativity and diversity in learning; 6. Stimulate students to be motivated for and engage in learning; 7. Stimulate students to explore natural and social phenomena independently;

47 8.Encourage greater interaction among students in the learning process; 9. Assist teachers to differentiate learning by activating each student's learning style and rhythm of learning; 10. Motivate students and teachers to examine their own attitudes and behavior and to comprehend their duties, responsibilities, rights and privileges as citizens in the Kuwaiti modern society;

48 11. Encourage understanding of the Kuwaiti cultural heritage, as well as the contribution of different cultural and linguistic groups, people with disabilities, and others different cultural and linguistic groups, people with disabilities, and others;

49 12. Are relevant to the age of the students for whom they are oriented and effective for their emotional, intellectual, social and cultural development. This includes the assurance that students will not be exposed to offensive materials that may include materials which inappropriately describe, express or otherwise deal with matters of sexual, ethnical or religious discrimination, drug misuse or addiction, crime, cruelty, violence or revolting or abhorrent phenomena

50 13. Provide opportunities for students to develop critical thinking and active involvement in social life; 14. Present a range of views on all issues; 15. Are easy for students to understand and to use;

51 16. Consider national and international safety standards, not affecting the corporal integrity or the life of the students; 17. All printed materials consider national and international standards in terms of physical production (quality of cover card text paper, binding etc.), readability and durability.

52 Part Four Graphic Organizer as a teaching tool?

53 Teaching with Graphic Organizers

Used across the curriculum, teachers use graphic organizers to teach many things, including but not limited to: Cause and effect Note taking Comparing and contrasting concepts Organizing problems and solutions Relating information to main themes and ideas Organizational skills Vocabulary knowledge Sequencing 54

An example of using graphic organizers T-Charts are a type of chart, a graphic organizer in which a student lists and examines two facets of a topic, like the pros and cons associated with it, its advantages and disadvantages, facts vs. opinions, etc. 55 ProsCons

56 For example, a student can use a T-chart to help graphically organize thoughts about: Making a decision by comparing resulting advantages and disadvantages (like getting a pet or taking a new job),

57 Evaluating the pros and cons of a topic (for example, adopting a new invention), Enumerating the problems and solutions associated with an action (for example, analyzing the plot of a book or a topic like poor nutrition), Listing facts vs opinions of a theme (greatly to use after reading a selection of text or a news.Graphic Organizer.pdfGraphic Organizer.pdf

58 Part Five Preparing a competence- based lesson

59 Sample of a lesson plan Based upon competences Grade One Book 1A Unit :4 Lesson 4 PB. page 28 AB. Page 17

Instructions : 1- Work in groups 2- Go through the lesson and look at the pictures. 3-Look at the yellow box to know what to teach. 4- Read the procedures in the T.G 5- Design your own lesson plan based upon competences.

Specific Competences Related to the lesson: 1-.. 2-. 3- 4-......

Procedure: ( Tackling according to the new concepts ) ..

Activities needed to achieve the desired standard / competences: ..

“students first!” introduction to implementation the kuwait national curriculum in primary...

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different learning resources

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current textbooks

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