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MODULE 1 - Introduction to Engaging Instruction
7-
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
8-
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
9-
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
6-
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
9-
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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67 Comments
Learning difficulty different from learning disability. Most teachers are ignorant of this. Thanks alot .
Question
Are we to think that every child who possesses either of these trait has dyslexia, dyscalculia, ADHD?
Is it not possible that kids may just be kids at some point and there’s nothing wrong with them or should I say don’t we have kids who are naturally struggling anymore???
Question
Are we to think that every child who possesses either of these trait has dyslexia, dyscalculia, ADHD etc?
Is it not possible that kids may just be kids at some point and there’s nothing wrong with them or should I say don’t we have kids who are naturally struggling anymore???
The major thing is to understand the student need, then work on how to conquer it.
The inability to understand the learning difficulties in a learner is the ability to crumble the destiny of a feature leader.
It’s so important for the teacher to know these facts and have this knowledge contained in this lesson, it makes the difference between just a teacher and an excellent and effective teacher. Thank you.
It’s so important for the teacher to know these facts and have this knowledge contained in this lesson, it makes the difference between just a teacher and an excellent and effective teacher. Thank you.
Key points for me is, learning difficulty and learning disabilities are different.
Learning difficulty is not the same with learning disability.If a student with learning difficulty is taught the way he understands,he can excel academically
Good to know that learning difficulties is different from learning disabilities
Wow. They don’t have a problem,they just learn differently. That means if I use the method that works with them all the time all the lessons will be learnt just like anyone else in the class. Awesome!
Impressive! If only a teacher can adopt these wonderful strategies and use them well, it will really go a long way in supporting learner’s with these difficulties.
Identify the needs of the learner is the most important step to note as a teacher so as to proffer necessary assistance.
We should study and understand each Learner so that we can know their learning challenges and how we can help.
The support strategies are amazing. Teachers can also improvise during any special case.
I learn to understand my student with learning difficulties and the strategies to support them
This is another revelation that as educators, we’re Nation builder and human manager. I love this part and I’m ready to strategize, following the highlights of this lesson.
Thank you.
these strategies are great it will support me in working positively with pupils with learning difficulties.
My concern are Nigerian parents who does not believe their child /ward with such impairments or challenges. They will still narrow it down to devil and expect schools to do the magic
The first reality is that learners with learning difficulties are not stupid, but just wired differently. This takes us back to the lesson where the needs of the learners are prioritised , learning can be fun, relevant and efficient. Parents would equally need enough patience in understanding the uniqueness of their children when it comes to learning.
Now I know the difference between learning difficulties and learning learning disabilities. Thanks!