LEARNER CENTERED TEACHING AND LEARNING QUALITY INDICATORS CHILD FRIENDLY BARAABARU SCHOOLS MALDIVES

Transcription

1 LEARNER CENTERED TEACHING AND LEARNING QUALITY INDICATORS CHILD FRIENDLY BARAABARU SCHOOLS MALDIVES

2 Copyright Ministry of Education, Republic of Maldives The United Nations Children s Fund (UNICEF), Maldives March 2010 Cover design & layout by: BUGLETONE Photography cradits: Page 6 MOE/2009/Fauziyya Page 17 UNICEF Maldives/2004/Pirrozi Page 22 MOE/2009/Fauziyya ISBN: First print 2010 All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means including information storage and retrieval systems, without permission in writing from the Ministry of Education and UNICEF.

3 Standard 2.1: Curriculum/Syllabus Curriculum/syllabus and/or framework is learner centered and differentiated based on students ability, interests, backgrounds, local culture, tradition, Islamic values, locally relevant livelihoods and life skills. Emerging Progressing Acheiveing Achieved All members of the school community are aware of and utilize the national curriculum and/or framework in all aspects of teaching and learning. Curriculum/framework for Pre-K through Grade 12 reflects local and international standards and addresses knowledge and skills for lifelong learning and prepare students for employment/careers. Curriculum/framework is learner centered, based on the interests of the child, relevant, and requires active engagement of students. Curriculum/framework includes a balance of knowledge and skill building benchmarks and indicators. Teaching and learning materials have literature and images portraying positive attitude towards other cultures, gender and people with special needs Evidence of all of Emerging plus Learner centered curriculum / syllabus is differentiated, and integrates technology and multi-media. All members of the school community provide input into and evaluate the curriculum / syllabus. All members of the school community discuss benchmarks and objectives of the curriculum / syllabus.. Planned activities demonstrate respect and equality, and value people of other cultures, gender, and difference in ability. Evidence of all of Progressing plus Curriculum / syllabus is annually evaluated by representatives of members of the school community. Annual evaluation of the curriculum/syllabus includes examination of differentiation, relevance, cultural sensitivity, interests, ability, and values. Evaluation process determines the extent to which curriculum/ syllabus effectively supports the learner centred approach and improvements in student achievement All revisions to curriculum/syllabus contribute to continous improvement of the quality of education Students discuss their performance levels, and identify their own goals and how they plan to attain them. Evidence of all of Achieving plus Curriculum/syllabus is learner centered, and improves student learning, and is a model for other schools in the country and region. Children see the curriculum/ syllabus as relevant, interesting and challenging. Children recognize that their input is important to their future and the future of others. 3

4 Evidence:- Policy on Inclusivity Data source Curriculum /syllabus/framework Curriculum/syllabus bench marks and standards / indicators Text book, audio visual materials Other supplementary materials or instructional materials Schemes of work, lesson plans Surveys/interview reports of students/parents Records/minutes of curriculum planning meetings/coordination meetings Results of assessments and diagnostic tests Examples of evidence The curriculum review process includes a check list to ensure that the curriculum represents relevant historical and contemporary contribution and perspectives of the Islamic values, culture, traditions, and livelihoods of the country. Teachers explain the scope and sequence of the curriculum within each grade level and across grade levels in each content area Written guideline and a checklist are used prior to purchase any curriculum materials to ensure that they are free of bias The curriculum includes integrated thematic units that focus on everyday life applications Interviews with students and parents verifying their interests are reflected in the curriculum/syllabus and/or framework. Learner centered curriculum includes schemes, lessons, stages, benchmarks, indicators appropriate to ability, cultural relevance and interests. Results from the analysis of student performance in multiple assessments, national diagnostics tests, and school self-assessments are used in the annual curriculum review process to build progress in achievement at all levels. Notes: 4

5 Standard 2.2: Lesson Planning Planning and preparation of lessons stems from the belief that leaner centered learning is important and appropriate to support the school mission and vision. Emerging Progressing Acheiveing Achieved Evidence of all of Emerging plus Evidence of all of Progressing plus Evidence of all of Achieving plus The importance of planning for learnercentered learning is reflected in the school mission and vision. School has a comprehensive curriculum/ scheme of work with systematically planned lessons, aligned with the national curriculum. SMART objectives, expected outcomes, and a variety of learner centered teaching and learning strategies (intellectual, aesthetic, physical, and social activities) are evident. Planning includes the use of manipulative and laboratory materials, textbooks or other instructional materials aligned with the curriculum for each content area. A representative group from the school community (i.e. principal, teachers, PTA, school board, students) advises, assists in planning and monitoring lesson plans and their systematic documentation. Members of the school community are able to articulate how planning for learnercentered teaching and learning supports the high quality educational experience highlighted in the school mission and vision. Curricula and lesson plans emphasize critical thinking, problem-solving, conceptual understanding, applying and clearly communicating knowledge and skills. Assessment for learning includes methods for observation, feedback, discussion of concepts, demonstration and/or application of skill/knowledge. Assessment for learning is a component of all learning experiences/lessons planned, including student self-assessment. A representative group from the school community is involved in evaluating the extent to which planning and preparation of lessons results in increased improvement in student achievement and satisfaction. 50% -75% of the school day is spent in active, differentiated, and child initiated or directed learning experiences. Planning and preparation of child friendly, high quality learning experiences is consistently exemplary, as determined through external (M0E) and internal (school self-assessment) evaluation. School is a model for others in the region, country and/or internationally in high quality child friendly learning experiences. Members of the school community actively mentor other schools and school communities on planning child-friendly teaching and learning experiences. 5

6 Emerging Progressing Acheiveing Achieved Students are included in developing weekly plans, according to their interests, guided by the teacher. Plans include relevant and differentiated learning objectives, strategies, assessment and support materials 25% of the school day is spent in active, differentiated, and child initiated or child directed learning experiences. Plans include students choice within teacher directed learning experiences. (i.e. choosing which story to read, what book to read for a report on contemporary fiction, what topic to investigate in science) Children are always included in planning of learning experiences, according to their interests, guided by the teacher. MOE/2009/Fauziyya 6

7 Evidence:- Lesson Planning Data source Weekly lesson plans Review lesson plans Instructional materials Assessment records Individual Education Plan (IEP) Records of work of the teachers Students records or portfolio Teacher evaluation tools/protocols Learning resources Computers, software, and Internet access Records / reports of student interviews, surveys, Records/minutes of the coordination meetings Records/minutes of departmental or cluster meetings Examples of evidence Teachers lesson plans explicitly include differentiated learning objectives, strategies, instructions assessment and support materials that address the needs of all learners. Teachers lesson plans contain instructional strategies and learning experiences that address the targeted performance objectives and emphasize critical thinking, problem solving, understanding and communicating skills. Teachers lesson plans include measurable learning objectives with appropriate learning outcomes. Teachers lesson plans include IEPs, differentiated learning experiences, adaptations, alignment to national curriculum goals Instructional collaboration and coordination meetings are held at grade level and/or crossgrades every other week or at least twice a month. Teachers lesson plans explicitly integrate technology in teaching and learning activities, where appropriate. Teacher s lesson plans include formative and summative evaluations. Teacher s lesson plans include student and teacher self-assessments, and student portfolios. Supporting materials are listed and is utilized in an effective way Interviews of members of the school community determine the views of the parents, students and other stakeholders. Teacher s lesson plans show students decisions about learning content and pedagogy with teachers Notes: 7

8 Standard 2.3: Teaching and Learning Strategies Varied teaching and learning strategies are experienced by students to enhance active participation and improve achievement for both boys and girls according to their interests and abilities. Emerging Progressing Acheiveing Achieved Evidence of all of Emerging plus Evidence of all of Progressing plus Evidence of all of Achieving plus Teachers create a learning environment where all students benefit from a variety of learning approaches, including individual and small group work in corners or learning centers, seated on the floor, or outdoors. Students are encouraged to express their opinions, make decisions, and solve problems creatively and cooperatively. Teachers evaluate each and every lesson or learning experience. Teachers sit at student level to assist and or talk with them. Teacher interactions with students are positive, personal and thought provoking. There is evidence of flexible, differentiated teaching and learning approaches in some classrooms. Teaching and learning is differentiated by student interest, ability or need, without discrimination across all grade levels and content areas. The school community is involved in continual examination of resources, teaching and assessment strategies to utilize those free of gender bias and discrimination. All members of the school community are engaged in professional development or the sharing of skills and knowledge that promote equality in the school. Teaching and learning strategies (questioning, response, activities, etc.) reflect different ways in which girls and boys approach learning tasks. Teachers promote learning through scaffolding and giving descriptive and constructive verbal and written feedback. Student self-evaluation and teacher self-evaluation of learning is used in each lesson to determine/modify the next lesson. The entire school community is involved in the evaluation of teaching, learning and assessment, and in maintaining gender parity. Evidence shows how improvement in teaching improves student achievement and satisfaction. Lessons and learning experiences provide for varying levels and teachers/students can choose from different activities/ lessons based on interests/needs. Students express that they feel valued and respected by teachers and other members of the school community. School is a model of learner centered teaching, learning, assessment, and mentors/supports for the learning of other school communities, locally, nationally and/or internationally. Students take the initiative to go beyond what is expected and to investigate ideas in depth outside of scheduled class time. School is a model where student differences are recognized and all students are given opportunities to demonstrate individual skills and knowledge. Student motivation and engagement levels are high and as a result, a high percentage of learning outcomes is achieved 8

9 Emerging Progressing Acheiveing Achieved Teachers use Information Communication technology ( ICT) into classroom as a teacher resource tool for all students Teachers are flexible and responsive to students personal, emotional, educational and physical needs and maintain gender parity. Students learn to work in pairs, small and large groups, applying cooperative decision making and learning strategies. Students are encouraged and taught to reflect on prior knowledge, engage in inquiry, self-assess in most lessons, and develop their own goals. ICT is integrated into planning and instruction Students are confident, take the initiative to solve problems, help one another, and make some decisions about what and how to learn with one another, their teachers, leading teachers and/or administrators. Staff members use information from student self- evaluation to improve the quality of student learning. Learning experiences are inquiry based most of the time, and students constantly ask questions. ICT is integrated and implemented effectively for all students in instructional planning, delivery, assessment, monitoring, student progress and communicating information Students collaboratively decide and assign roles and responsibilities when working in pairs or groups. Teachers self-evaluate the extent to which their teaching strategies and learning resources are free of gender bias and discrimination. Members of the school community conduct workshops, professional development programs, awareness sessions and/or present publications regarding instructional methods and strategies that enhance the achievement and satisfaction of boys and girls to other schools in the region, country and/or internationally. Student achievement and test scores are high with no signficant differences between the scores of boys and girls. School is a model of using ICT nationally / internationally. 9

10 Evidence:- Teaching and Learning Strategies Data source Classroom observation records of teachers practice Classroom observation tools Teacher self evaluation tools and feedback Records of peer observations Classroom displays Records / reports of interviews with students and teachers. Self development program records of teachers Students self assessment records Perceptual data from surveys, questionnaires, and interviews Examples of evidence Classroom observations show teachers using instructional strategies that are developmentally appropriate and provide students with tasks that require them to use higherorder thinking strategies Classroom observations show that all students are actively engaged in the learning activities and tasks. Classroom observations show that all students can work cooperatively with one another, with pairs, independently and with different academic ability groups. It is evident during classroom observations that students have access to the resources necessary to complete their work Classroom observations show that students independently use technology for a variety of purposes Teachers use appropriate instructional equipment and supplies for students with learning or physical disabilities. Students who have difficulty meeting standards are provided with individualized instructional support. Students are able to explain what they are currently working on when asked. Classroom observations show teacher communication and movement, interaction with all students, individual help provided, student activity, students questions and the teacher knows students by name. Classroom observations show learning needs of boys and girls are equally met in using instructional methods Teachers use materials free from stereotyping and represent male and female, persons with disabilities, and different racial, ethnic and religious groups. Classroom and school displays are primarily planned and posted by students Notes: 10

11 Standard 2.4: Teaching and Learning Resources Teaching and learning resources provided promote intellectual, social and physical learning needs of all students. Emerging Progressing Acheiveing Achieved Evidence of all of Emerging plus Evidence of all of Progressing plus Evidence of all of Achieving plus School principal, in collaboration with other members of the community create a resource list of teaching and learning materials designed to actively engage students in learning in each lesson or class. School principal, in cooperation with other members of the school community provides half of the listed resource materials, or half of what teachers report needing to teach effectively. Resource materials from the local environment are gathered and prepared for use by students, parents, and/or school staff. Corners, designated classroom areas and containers include practical, laboratory, and manipulative materials to actively engage students and support all learning styles. Principal, in cooperation with other members of the school community provide and utilize resource materials for each classroom to effectively support child-centered teaching and learning at all grade levels. Teaching and learning resources are plentiful, relevant, cost effective, safe, labeled, and organized for easy access and use by all. Teaching and learning resources are diverse, gender neutral, adaptive for all ability levels (struggling/low, average, gifted) and for all students with disabilities. Teaching and learning resources are not limited to textbooks, but include reference resources, multi-media, art media, creative, and manipulative materials. Parents and community are seen at the school with students making use of learning resources. School evaluates the quality, accessibility, and effective use of resources to improve teaching and learning as evidenced in student outcomes. Materials are relevant in the students daily life experiences and are tools in developing their global knowledge. School supports other schools in their efforts to provide and use quality, costeffective and locally made resources and is a model in this area. Reading materials and stories chosen to teach or used as examples are gender balanced. 11

12 Evidence:- Teaching and Learning Resources Data source Teaching learning resources list Lending and sign-out procedures Up-to-date text books Teachers hand book Locally developed teaching learning materials Reading cards, story books (Dhivehi and English), puzzles, building blocks, toys, wall charts, black boards, chalk Resource room Laboratories with necessary equipment list Library with minimum required books Records of the library books Computer room List of equipments for sports and physical education activities Examples of evidence All materials are appropriate and challenging for all students Teaching and learning materials are used in the class rooms as support materials Borrowing and lending procedures and sign-out procedures well monitored by leading teachers. Text books are up-to- date and available for all students. Adequate quantity of teaching and learning materials for teachers and students are available Teachers do reference using the internet and available text books Teachers develop and use their own locally developed resources / materials for all subjects. Students are engaged in using manipulative materials displayed in the classroom to support all learning styles. Parent-student computer literacy classes are conducted. Parent volunteer training times or schedules (for library, computer, classrooms, etc) are conducted. Minimum requirement of resources for labs, libraries, computer room, physical education and recreation are available The computer rooms are staffed and open to students for lessons before, during, and after school hours with supervision Students enjoy their PE and sports session using the relevant equipments Notes: 12

13 Standard 2.5: Learning Environment The school provides a friendly, stimulating, and safe environment that promotes social, physical, and intellectual learning needs of all students. Emerging Progressing Acheiveing Achieved Evidence of all of Emerging plus Evidence of all of Progressing plus Evidence of all of Achieving plus Principal, staff and teachers smile and demonstrate that they enjoy being with children Classroom provides shelter from sun, rain and wind and outdoor space is free of litter and hazards for play and sports. School compound is kept clean, safe, environment friendly and attarctive in natural and physical layout. Classrooms and other learning areas (library, computer room, and school laboratories) are well ventilated. Adequate lighting provides for reading and writing. Shelves in classrooms and learning areas are organized and labeled for students to access and put things back safely and independently. Outdoor play space has a minimum of 45 square feet per student. All classrooms have tiled or other flooring that can be cleaned and each a minimum of 560 sq feet. Maximum class size is 30 students for all grades. Wheel chair access to classrooms is provided Principal, school staff and teachers know students and their families by name. Classroom size, space, arrangements and furnishings allow for students to learn alone, in pairs, in corners, in small and large groups and on the floor. School and community together provide a comfortable, stimulating environment which meets their educational, social, physical and recreational needs. School staff communicate with children in ways that build confidence, extend learning and encourage and demonstrate value in their contributions. Public displays of student work and student learning are chosen by students with teacher guidance, and do not exclude students or publicize judgment (marks, behavior, etc.). The physical environment of the school is a model for other schools and members of the school community conduct workshops and sessions on creating an effective environment for teaching and learning. Students model effective value choices, social, physical, and intellectual skills for others in the region, country and/or internationally. 13

14 Emerging Progressing Acheiveing Achieved Most classrooms allow a minimum of 20 square feet of indoor space per student. Some age-appropriate and safe outdoor play equipments are available. Wall displays of students work are evident in each classroom. The posted displays are attractive, updated, relevant, educationally stimulating, and kept at eyelevel of the students. Students decide how wall space in classrooms is utilized with teacher guidance and/or parent assistance. Teachers relate to students as individuals, know their names, their parents names and their individual skills, abilities and interests. Classroom furniture is comfortable for the age and size of the child. School staff provides support and care for all students and understand the significance of high quality interactions and communication. 14

15 Evidence:- Learning Environment Data source Classroom environment Outdoor areas Computer rooms Halls Gymnasium Learning corners Bulletin boards Notice board for parents Safety precautions Records / reports of interviews with students parents and teachers Examples of evidence The school s physical environment is clean and well maintained Unsafe places are closely monitored All students have access to and use the available technology The school hall and gymnasium are used for extra activities Visitors are greeted and assisted when they enter the school Posters of upcoming education programs are prominently displayed on the school notice board Pictures and names of members of the Parent/School Board are displayed on the school notice board Shaded areas are used for physical education and other activities Outdoor equipment for all age groups and abilities are used Appropriate space, lighting, ventilation in the classroom is appropriate for reading, writing and other activities Learning materials are displayed in the classrooms. Student s work is displayed and updated regularly. Activity corners inside the classroom are used by students as supplementary learning materials. Study / open corners with the school premises are used by students for group studies and project works. Students and parents perceptions about the learning environment of the school and their involvement, in school activities. Time tabling for out door play requirments are scheduled. Notes: 15

16 Standard 2.6: Learner Centered Assessment Learner centered assessment practices and procedures improve teaching and learning and enhance student performance. Emerging Progressing Acheiveing Achieved Evidence of all of Emerging plus Evidence of all of Progressing plus Evidence of all of Achieving plus School enforces a comprehensive assessment policy, aligned with the National Assessment Policy. Some teachers practice assessment for learning with high quality interactions based on thoughtful questions, careful listening and sensitive responses, with observation and documentation to reflect a valid picture of the whole child. School staff, parents and children are aware of the difference between assessment of learning and assessment for learning. Assessments and test scores are fair, valid, reliable and used to target learning experiences to students based upon identified needs to determine next steps. Principal with representatives of the school community designs and implements an assessment system that supports all students needs. Students are given timely feedback about the quality of their work and how their learning compares with expectations from grade to grade and from school to school as they transit to the next level. All teachers conduct assessment for learning and attempt to maintain a balance between assessment for learning and assessment of learning. Assessments are actively used to improve learning. (i.e. noting where errors are made for further instruction) and students are involved in feedback and discussion. School staff, students and other stakeholders discuss how assessment helps learning and use the information gathered to improve teaching and learning Staff encourage students to become confident individuals through promoting realistic and challenging goals and expectations. Students use assessment results in the personal planning process, identifying and setting their own learning goals with strategies for meeting those goals. The school analyze and evaluate the results, and the information is imparted to all stakeholders to determine next steps. School assessment results indicate overall improvement in student achievement of key curriculum outcomes and evidence of students completing school with a broad based foundation for further education and training. School staff mentor other school staff in carrying out assessments for learning. 16

17 Emerging Progressing Acheiveing Achieved Assessments for and of learning identify students with special needs to determine appropriate placement and curriculum goals/objectives. Students are informed of learning objectives and assessment criteria, and often assist in developing assessment strategies and/or criteria. Students activities, formative and summative assessment information for and of learning are documented, and feedback is provided to students and parents. Guidelines for communicating assessment results to parents are helpful to students without singling them out publicly. UNICEF Maldives/2004/Pirozzi 17

18 Evidence:- Learner Centered Assessment Data source Assessment policy and guidelines. Display of assessment criteria. Records of student progress summaries. Individual student records, student portfolio, projects and other performance based assessments. Self and peer assessment. Records of developmental and special education screenings. Guidelines for early screening Individual Education Plans ( IEP s) Records of Intervention programs Continuous assessment Standardized tests Skills checklist for individual performance of students Rubrics Books marked with relevant and timely feedback. School and classroom assessments aligned with subject outcomes. Analysis of test scores. Assessment records. Transition records (grade to grade, school to school) Record/report of parent and student interviews. Teacher interviews/questionnaires. Diagnostic assessments (NASAL). Records/minuets of grade level/ faculty meetings Program evaluation Examples of evidence Teachers use multiple assessments according to the guideline Assessment criteria is displayed Assessment tools are culturally and developmentally appropriate and free of bias Teachers review and record each students progress in meeting the curriculum outcomes Complete records of student assessment results are maintained The senior management team in the school meets annually to review the results of students outcomes in relation to the standards and revises the curriculum where appropriate Written guidelines are used for appropriate inclusion and implementation and accommodation for students of special educational needs Written guidelines are used for early identification of students with special educational needs Teachers meet annually to design and select classroom assessments that are aligned with the curriculum needs Grade level teachers meet to discuss the students achievement at the national level, school level, classroom level and individual level to inform school to make decisions. Diagnostic test results are evaluated to adjust instruction to meet the needs of individual students and to monitor their progress. Assessment information is used to evaluate the effectiveness of teacher dedication and accountability Notes: 18

19 Standard 2.7: Co-curricular / Curricular / Career and Vocational Guidence. Co-Curricular, curricular and career / vocational guidance are aligned with the school mission and vission, are child friendly, and prepare students as responsible citizens. Emerging Progressing Acheiveing Achieved Evidence of all of Emerging plus Evidence of all of Progressing plus Evidence of all of Achieving plus School cooperates with School Board, PTA, students, MoE, and other stakeholders to provide an annual plan for learner -centered co-curricular activities. This plan includes all students and supports the school mission and vision. School has a plan for student preparation including student and parent guidance on stream selection and career and/or vocational skill pathways. School has written plans for effective transitions from preschool and from one grade level or school to another, including strategies for informing school staff, parents and students of common problems, challenges and successes. School Board assures that processes for student participation and recognition in co-curricular and curricular activities are fair, inclusive, relevant to student interests, support positive values, and are widely communicated and transparent. School principal and school board monitor and document co-curricular activities for their quality, inclusivity, alignment with school vision/mission/goals, participation levels, and positive values, and make use of student input in future planning. School provides students with clear, accurate, relevant, and current information on career opportunity choices, course selection, financial awards, scholarships and job opportunities for internships, workstudy and apprentice/mentor experiences. School implements activities and programs for effective transitions from preschool and from one grade level or school to another. Students, in half of the classes or more at every grade level from preschool through grade 12, are exposed to and apply a variety of practical and technical skills and concepts (electrical engineering, laying tile, painting, sculpting, etc.). School Board evaluates the degree to which co-curricular activities contribute to students achievement and satisfaction, and community involvement during the school life of students. School policy on transfers and transitions from one grade to another is evaluated Students, with parent and teacher guidance, make informed and responsible decisions about their course of study and career/vocational goals. Students, in all classes at every grade level from preschool through grade level, are exposed to and apply a variety of practical and technical skills and concepts (electrical engineering, laying tile, painting, sculpting, etc.) Co-curricular and career guidance programs are models for other schools and school communities regionally, nationally and/or internationally. School is a model of graduating/producing students with knowledge, skills, and values for effective transitions to jobs or higher education, and demonstrate innovative, entrepreneurial and creative spirit. Members of the school community teach or mentor others about effective student guidance and decision making on course selection, future work and higher education. Every student has the skills and qualifications to contribute to the future of the nation 19

20 Evidence:-: - Co-curricular/ Curricular/ Career and Vocational Guidance Data source Policy/criteria on co-curricular activities Uniform bodied activity plan Activities planned and displayed on bulletin boards Established Uniform Bodies Records of sports activities conducted for boys as well as girls Written documents of the formation of associations and clubs Records of competitions planned and held at school Record of career and vocational guidance provided Information packs for students Examples of evidence Participation in extra curricular activities is representative of student population School calendar sent to parents include the planned activities of the school for the year The school activity calendar include extra- curricular activities, academic support services such as career and vocational guidance, social and cultural enrichment activities, recreational and sports activities Uniform activities such as Scouts, Guides, Little Maids conducted Cultural activities such as local music (Boduberu, Bandiya, Dhafinegun etc.) planned and conducted An annual evaluation of all extra-curricula activities conducted to determine equitable participation of all students without discrimination Primary, secondary, and higher secondary level transitional activities and strategies are observed and/or documented Internet sites, course booklets, and career information in publications and in other media. Information packs for students and school leavers on matters such as employment and higher education are available Posting of available job placements and scholarships from newspapers, fliers, etc. in library or on notice boards are evident Information about grants, awards and outside fuding sources available for students Notes: 20

21 GLOSSARY KEY TO READING AND UNDERSTANDING Note: The descriptions given in this glossary refer to the terms used in this document. Glossary 2.1 International curriculum, benchmarks and indicators: An organized plan of instruction that engages students in learning the goals and objectives by grade level as determined by international professional organizations in the content areas (i.e. science and mathematics) or by international tests. Benchmarks and indicators refers to what students should know and be able to do at various developmental levels (i.e., secondary and higher secondary levels). Members of the school community: Refers to children, parents, school staff, persons in the community, and leaders in the community. Pre-K: This refers to preschool age children, from birth to age eight years. National curriculum framework: An organized plan of instruction that engages students in learning the standards, concepts, goals and performance objectives for each grade identified at the national and local level. A curriculum often includes scope and sequence, outcomes, and instructional materials alignment documents. Scheme of work: The scope and sequence of lessons for a given concept in a content area. Syllabus: Refers to a plan of work. Teaching and learning materials: Refers to materials and/or tools to support instruction (i.e. overhead projector, books, learning games, puppets, and calculators). Glossary 2.2 A representative group from the school community: This includes representation from each community group including the principal, teachers, PTA, school board and students. Curricula: Is set of courses of study, or a group of related courses and their content offered at school. SMART: Acronym for Specific, Measurable, Attainable, Relevant and Time-bound Glossary 2.3 Scaffolding: This refers to adjusting instruction, materials and teacher responses slightly higher than the level of the child, posing challenging questions, materials, experiences, and carefully supporting learning by closely monitoring the child s performance and responding to support their growing understanding of a concept or skill. Student self-evaluation: Students reflect and make judgments about their own performance, knowledge, or skill. Teacher self-evaluation: Teachers reflect and make judgments about their own performance, knowledge, or skill, partly based upon how successful the children are in response to their teaching. Glossary 2.4 Resource list: This refers to a list of instructional materials useful for all areas of the curriculum, with all ages and learning levels of children. Glossary 2.5 Corners: This refers to well-defined learning centers in the classroom with manipulative materials within reach of children, organized for children to take and return independently. Learning areas: This refers to library, laboratory, outdoor areas, computer room, halls, gymnasium, field areas, and corners. Glossary 2.6 Assessment for learning: Students know at the beginning of a lesson or unit what they are expected to learn, work with the teacher to identify what she or he already knows about the topic and to see where any gaps or misconceptions exist. Together, the child and teacher work to determine learning needs, where and how improvement can take place and document the progress. Assessment takes place throughout the learning process, and is embedded in that. The assessment may be a learning experi- 21

22 ence at the same time, and has descriptive feedback but not typically a grade. Assessment of learning: Is measured more often at the end of a lesson or unit of study simply to assess what is known at the end (summative assessment) and is usually graded, and sometimes compared to a standard. Electronic documentation: This refers to anecdotal notes, photos, scan of child s drawing or written work documented as a computer file, to be kept as an item in an electronic portfolio. Formative assessment: Is a measure of what students know and can do during the lesson or unit to guide instruction and reinforce learning. National Assessment Policy: This refers to the National Assessment Policy pre- scribed by the Ministry of Education, Maldives. Summative assessment: Takes place at the end of a unit of study to determine the MOE/2009/Fauziyya level of student understanding or skill. Examples: formal tests, final exams, final projects, term papers, etc. The information is often used in determining a grade, placement, or promotion. 22

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24 Ministry of Education Republic of Maldives