The document discusses strategies for teaching early adolescents including implementing an integrated science curriculum, reflective practice, and action research. It provides sample topics, sub-topics, and suggested teaching strategies.
The document discusses strategies for teaching early adolescents including implementing an integrated science curriculum, reflective practice, and action research. It provides sample topics, sub-topics, and suggested teaching strategies.
The document discusses strategies for teaching early adolescents including implementing an integrated science curriculum, reflective practice, and action research. It provides sample topics, sub-topics, and suggested teaching strategies.
The document discusses strategies for teaching early adolescents including implementing an integrated science curriculum, reflective practice, and action research. It provides sample topics, sub-topics, and suggested teaching strategies.
Course Content Units Topics Sub-Topics (if any) Suggested Teaching and Learning Strategies 1 Implementing i. Post-teaching practice i. Update SRJ with new events the basic science discussion curriculum ii. Video on self-practice Further review of ii. Conversational learning about the integrated post- professional attitudes science and skills curriculum iii. Group discussion on application iii. Evidence of application of on evidence of equity and SEN Equity and SEN issues in science teaching iv.critical peer review of reports on Reflective iv. Assessment of tasks assigned tasks assigned to student teachers practice for use during practicum before practicum session v. Evidence of reflective practice through play 2 1. Action i. Writing of case study i. Report writing of action research (action research) from research post-practice Course Assessment Component 1: Summative Assessment Summary of Assessment Method: Examination Weighting: 40% Assesses Learning Outcomes: CLO1, CLO2, CLO3 & CLO 4
1122 Component 1: Formative Assessment Practice Summary of Assessment Method: Portfolios Weighting: 60% Assesses Learning Outcomes: CLO1, CLO2, CLO3 & CLO 4 Reading List Oddoye, E.O.K, Taale, K. D., Ngman-Wara, E., Samlafo, V., & Obeng-Ofori, D. (2011). SWL Integrated Science for Senior High Schools: Students Book. Accra, Ghana; Sam-Woode Ltd. Additional Reading Abroampa, W. K. & Adda i-Mununkum, R. (2017). Rudiments of curriculum construction. Acrra: Ducer List Press. Adentwi, K. I. (2005). Curriculum development. An introduction. Kumasi: Wilas Press Ltd. Enanati, T. Jameni, F., & Movahedian, M. (2016). Classroom management strategies and multi- grade schools with the emphasis on the role of technology. Interdisciplinary Journal of Virtual Learning, 7(2), 167-179.
