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MODULE 1 - Introduction to Engaging Instruction
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Course Overview (TCP) 03 minLecture1.1
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Introduction (TCP) 20 minLecture1.2
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The Teaching Cycle- The Challenge of the 21st Century (TCP) 10 minLecture1.3
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Importance of Identifying Learners Needs (TCP) 20 minLecture1.4
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Strategies for Supporting Students with Learning Difficulty (TCP) 30 minLecture1.5
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CLASS ACTIVITY (TCP) 15 minLecture1.6
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End of Module 1 Quiz (TCP) 10 questionsQuiz1.1
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MODULE 2 - Lesson Planning as a Dimension of Engaging Instruction
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INTRODUCTION (TCP) 08 minLecture2.1
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LEARNING THEORIES (TCP) 30 minLecture2.2
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THE CONSTRUCTIVIST THEORY (TCP) 20 minLecture2.3
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OVERVIEW OF LESSON PLANNING (TCP) 10 minLecture2.4
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THE RATIONALE AND MAIN INGREDIENTS OF A LESSON PLAN (TCP) 30 minLecture2.5
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DIFFERENTIATION (TCP) 15 minLecture2.6
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BRITISH TEACHING STANDARDS AND HOW THAT INFORMS LESSON PLANNING (TCP) 15 minLecture2.7
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PRACTICAL ASSIGNMENT (TCP) 15 minLecture2.8
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MODULE 3 - Lesson Delivery as a Dimension of Engaging Instruction
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INTRODUCTION (TCP) 10 minLecture3.1
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CLASS ACTIVITY (TCP) 12 minLecture3.2
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HOW THE BRAIN LEARNS (TCP) 25 minLecture3.3
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Learning Pyramid Quiz (TCP) 6 questionsQuiz3.1
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LEARNING PYRAMID (TCP) 20 minLecture3.4
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FORMATTING INFORMATION IN THE BRAIN (TCP) 15 minLecture3.5
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END OF MODULE ASSIGNMENT (TCP) 20 minLecture3.6
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MODULE 4 - Strategies for Delivering Engaging Instruction
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INTRODUCTION (TCP) 09 minLecture4.1
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STRUCTURE FOR DELIVERING ENGAGING INSTRUCTION (TCP) 20 minLecture4.2
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CLASS ACTIVITY (TCP) 20 minLecture4.3
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AIMS & OBJECTIVES (TCP) 20 minLecture4.4
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USING THE S.M.A.R.T RULE (TCP) 20 minLecture4.5
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MULTI-SENSORY INSTRUCTION (TCP) 20 minLecture4.6
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STRATEGIES TO ACHIEVE MULTISENSORY INSTRUCTION (TCP) 20 minLecture4.7
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Resources to Achieve Multisensory Instruction beyond the Classroom (TCP) 20 minLecture4.8
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End of module assignment (TCP) 15 minLecture4.9
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MODULE 5 - Assessment as a Dimension of Engaging Instruction
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INTRODUCTION (TCP) 20 minLecture5.1
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TYPES OF ASSESSMENT (TCP) 10 minLecture5.2
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Module 5 QUIZ (TCP) 10 questionsQuiz5.1
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USING DATA TO INFORM ASSESSMENT (TCP) 12 minLecture5.3
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ASSESSMENT TOOLS (TCP) 25 minLecture5.4
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CLASS ASSIGNMENT (TCP) 20 minLecture5.5
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MODULE 6 - Assessment and Feedback - Theory & Practice
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INTRODUCTION (TCP) 15 minLecture6.1
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BLOOM’S TAXONOMY (TCP) 25 minLecture6.2
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CLASS ACTIVITY (TCP) 30 minLecture6.3
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BLOOM’S TAXONOMY IN ACTION (TCP) 10 minLecture6.4
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THE IMPORTANCE OF FEEDBACK (TCP) 10 minLecture6.5
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DELIVERING FEEDBACK (TCP) 15 minLecture6.6
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PRINCIPLES OF GOOD FEEDBACK (TCP) 20 minLecture6.7
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Course Conclusion (TCP) 20 minLecture6.8
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End of Course Quiz (TCP) 18 questionsQuiz6.1
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77 Comments
I will pick the high level thinking as it help spark the creative aspect of a learner.
Most teacher are very used to setting LOT questions and that’s because that’s how it has been done since past times. But, most standard universities, external examinations and scholarship assessments have raised a standard of setting HOT questions.
As teachers, it is reasonable to start to familiarize our kids with HOTs. It will help them “apply” concepts and not just learn. Application is the rationale behind learning.
Most teacher are very used to setting LOT questions and that’s because that’s how it has been done since past times. But, most standard universities, external examinations and scholarship assessments have raised a standard of setting HOT questions.
As teachers, it is reasonable to start to familiarize our kids with HOTs. It will help them “apply” concepts and not just learn. Application is the rationale behind learning.
Even in comprehension questions, try setting questions that require extracting inferences rather than surface answers. (That’s why I love BOND ASSESSMENTS PAPERS TEXT BOOK)
I will pick the HOT because it’s students centred. It’s gives the students the ample opportunity to state or explain what they know about that event or question as the case may be.
I have been using it since the HOT questions, it is very good.
The HOT skills will make students smarter, more intelligent and quick problems solvers with in-depth reasoning involved.
I am already familiar with HOT which is more student centered and it has helped the learners learning process.
Definitely, the HOT. This is the sure way of promoting creativity and originality in the students. This way, the students thinking depth can be assessed and developed.
HOT is more relevant to make the learners smarter. It is student centered and involve more of creativity and increase their ability to think critically.
Allowing the students to distinguish what they have learnt in the time passed; by inferring and criticizing, along side them been able to reframe and defend their argument; would create a confident learner, who diffidently can re-write the subject matter and hypothesis.
I pick analysis skills because analytical skill consists of categories that include logical reasoning, critical thinking, communication, research, data analysis and creativity.
I will like to deploy the HOTS,(High order thinking skills because it create confident learner ,the Brain has been positioned and charged to always think critically .
HOT is the best way to produce learners that are truly exceptional. This approach of assessment will take the learners from just giving back what was taught but create true critical thinkers and hence solution providers
Now I know the way I ask my question makes the difference. With this, I will always consider the thinking skills I want to develop in my learners before any assessment…and definitely, HOTs i
I will use the High order thinking skill because, it will make the students to reason critically. High order thinking skills will enable the students to be creative and it will make them to develop new ideas. It also make the students to freely express themselves on the topic.
The high level thinking skills will be my preference as it connote excellence in their performance
Will definitely settle for HOT. Moreover am very much familiar with that as we make use of materials that support critical thinking in my school.