-
MODULE 1 - Introduction to Engaging Instruction
7-
Course Overview (TCP) 03 minLecture1.1
-
Introduction (TCP) 20 minLecture1.2
-
The Teaching Cycle- The Challenge of the 21st Century (TCP) 10 minLecture1.3
-
Importance of Identifying Learners Needs (TCP) 20 minLecture1.4
-
Strategies for Supporting Students with Learning Difficulty (TCP) 30 minLecture1.5
-
CLASS ACTIVITY (TCP) 15 minLecture1.6
-
End of Module 1 Quiz (TCP) 10 questionsQuiz1.1
-
-
MODULE 2 - Lesson Planning as a Dimension of Engaging Instruction
8-
INTRODUCTION (TCP) 08 minLecture2.1
-
LEARNING THEORIES (TCP) 30 minLecture2.2
-
THE CONSTRUCTIVIST THEORY (TCP) 20 minLecture2.3
-
OVERVIEW OF LESSON PLANNING (TCP) 10 minLecture2.4
-
THE RATIONALE AND MAIN INGREDIENTS OF A LESSON PLAN (TCP) 30 minLecture2.5
-
DIFFERENTIATION (TCP) 15 minLecture2.6
-
BRITISH TEACHING STANDARDS AND HOW THAT INFORMS LESSON PLANNING (TCP) 15 minLecture2.7
-
PRACTICAL ASSIGNMENT (TCP) 15 minLecture2.8
-
-
MODULE 3 - Lesson Delivery as a Dimension of Engaging Instruction
7-
INTRODUCTION (TCP) 10 minLecture3.1
-
CLASS ACTIVITY (TCP) 12 minLecture3.2
-
HOW THE BRAIN LEARNS (TCP) 25 minLecture3.3
-
Learning Pyramid Quiz (TCP) 6 questionsQuiz3.1
-
LEARNING PYRAMID (TCP) 20 minLecture3.4
-
FORMATTING INFORMATION IN THE BRAIN (TCP) 15 minLecture3.5
-
END OF MODULE ASSIGNMENT (TCP) 20 minLecture3.6
-
-
MODULE 4 - Strategies for Delivering Engaging Instruction
9-
INTRODUCTION (TCP) 09 minLecture4.1
-
STRUCTURE FOR DELIVERING ENGAGING INSTRUCTION (TCP) 20 minLecture4.2
-
CLASS ACTIVITY (TCP) 20 minLecture4.3
-
AIMS & OBJECTIVES (TCP) 20 minLecture4.4
-
USING THE S.M.A.R.T RULE (TCP) 20 minLecture4.5
-
MULTI-SENSORY INSTRUCTION (TCP) 20 minLecture4.6
-
STRATEGIES TO ACHIEVE MULTISENSORY INSTRUCTION (TCP) 20 minLecture4.7
-
Resources to Achieve Multisensory Instruction beyond the Classroom (TCP) 20 minLecture4.8
-
End of module assignment (TCP) 15 minLecture4.9
-
-
MODULE 5 - Assessment as a Dimension of Engaging Instruction
6-
INTRODUCTION (TCP) 20 minLecture5.1
-
TYPES OF ASSESSMENT (TCP) 10 minLecture5.2
-
Module 5 QUIZ (TCP) 10 questionsQuiz5.1
-
USING DATA TO INFORM ASSESSMENT (TCP) 12 minLecture5.3
-
ASSESSMENT TOOLS (TCP) 25 minLecture5.4
-
CLASS ASSIGNMENT (TCP) 20 minLecture5.5
-
-
MODULE 6 - Assessment and Feedback - Theory & Practice
9-
INTRODUCTION (TCP) 15 minLecture6.1
-
BLOOM’S TAXONOMY (TCP) 25 minLecture6.2
-
CLASS ACTIVITY (TCP) 30 minLecture6.3
-
BLOOM’S TAXONOMY IN ACTION (TCP) 10 minLecture6.4
-
THE IMPORTANCE OF FEEDBACK (TCP) 10 minLecture6.5
-
DELIVERING FEEDBACK (TCP) 15 minLecture6.6
-
PRINCIPLES OF GOOD FEEDBACK (TCP) 20 minLecture6.7
-
Course Conclusion (TCP) 20 minLecture6.8
-
End of Course Quiz (TCP) 18 questionsQuiz6.1
-
This content is protected, please login and enroll course to view this content!
Leave A Reply Cancel reply
You must be logged in to post a comment.
This site uses Akismet to reduce spam. Learn how your comment data is processed.
44 Comments
Using the S.M.A.R.T rule, My lesson has to be:
Specific: not containing unnecessary fillers unrelated to the lesson
It has to be measurable: being able to tell if the pupils got the principle concept of the lesson or not
Action-oriented: it has to give space for the pupils to perform
Realistic: it has to be a learning that is achievable for the pupils, not vague.
Time-bound: it has to be achieved within the time frame set for the lesson
Planning my lesson delivery using the acronym SMART
S- SPECIFIC
M-MEASURABLY
A-ACTIVELY
R-REALISTIC
T-TIME CONCIOUS
Planning my lessons using SMART as an acronym
S- SPECIFIC
M-MEASURABLY
A-ACTIVELY
R-REALISTIC
T-TIME CONCIOUS