Life Skills. At school

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Object Oriented Programming

af Kishen Ramadasan

Media Literacy

af Judy Cruise

Reflective Teaching

af William Marshall

RISK MANAGEMENT

af Mindomo Team

Life Skills: At school

Type in the title of your course.

4. Teaching methods and tools

Select methods and tools according to

• the size of the class
• the course goals

Method

Role playing

Song and dance

Direct instruction

Game based learning

Collaboration

Flipped classroom

Don't forget to take into consideration if these methods can help you achieve the course goal too.

Subtopic

Style

Inclusive

How do you plan to apply your style to suit the course goals, the size of the class, and the students?

Tools

Helping tools

QuickTime Player

Wisc-online

Decide whether you will use technology in your teaching or not. Look for a tool which will help you reach specific goals.

Also, consider your students' possibilities of accessing that tool.

Google forms

Decide whether you will use technology in your teaching or not. Look for a tool that will help you reach specific goals.

Also, consider your students' possibilities of accessing that tool.

5. Assessment

The evaluation must go hand-in-hand with course goals in order to achieve them and also help students to improve their skills.

Also, assignments and homework need to reflect and help achieve course goals.

Practical

These can be partial - short evaluations after each segment of the course - or final - a final exam which will assess all the knowledge aquired during the school year at once.

Visual Arts

Drawing

Performing Arts

Dancing

Physical Education

Locomotor skills

Written

Decide if you want the assignments completed during the year to represent 1/3 of the final grade.

Beginning Knowledge

Quiz

Student interface

1. Chronological - you can organize the topics according to a theme or storyline.
2. Topical order - involves taking the topic of your speech and dividing it into several subtopics. The subtopics are related to the topic they branch out from.
3. Survey-oriented - this type of course structure is briefly treating the main topics of a broad field of knowledge.
4. A process-oriented syllabus focuses on the skills and processes involved in learning.

Talent Learning Management System

3. Learning design framework

Arrange the topics in a logical order.

Discuss how and why you have organized the material in a particular way.

This will help students to see the connections between topics.

AUDLA

Assessment

Learning

Design

Universal

Analysys

2. Course content

Select the major topics and determine the order in which you will teach them.

Classroom rules

You can change your initial list of topics. You can add more material or interesting facts on the subject if your time allows it.

You can even add to the list some movies that are worth watching and will help you to achieve your goal.

Bad behaviour

No eating

Do not fight

Good behaviour

Raise your hand to talk

Keep class clean

Raising your hand to talk

Proud of my school

Important information about the school

People who work at the school

different locations at the school

Name of school, teacher principal

Transportation

Select the main topics to be covered. To obtain an initial list of course topics, search in current textbooks or in the current literature.

Safe ways of traveling to and from school

stay away from strangers, always walk in groups

1. Course goals

Determine the goals of the course.
Having these course goals in mind will then help you make decisions about which content to include and what kind of assignments and exams are appropriate.

Consider the following questions:

• What you want your students to remember from your course?
• What skills should students gain in this course?
• How does this course relate to other courses in the discipline?

Enhance physical education, Performing Art and Visual Arts

understand classroom routine and behaviour

Knowing important information about school and self

Develop an understanding and awareness of school environment