Students first! Introduction to implementation the Kuwait
National Curriculum in Primary Education State of Kuwait Ministry
of Education KUWAIT NATIONAL CURRICULUM Primary Education
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The objectives : By the end of this session participants will
be able to *Interpret the differences between the current textbooks
and the teaching and learning materials in competence-based
instruction. *Explain how the current textbooks may be used in
implementing the new subject curricula. *Provide ideas about how to
attract teachers in developing competence-based teaching and
learning materials as part of piloting in schools the new
curriculum. 3
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4 *Describe the range of additional learning resources and
tools that could be used in the learning process. * Clarify the
role of using different learning resources in the implementation of
new curriculum
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5 Part one Current Teaching and Learning Materials
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6 What areTeaching and Learning (T-L) Materials
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Teaching and Learning (T-L) Materials This is a term used to
describe RESOURCES which teachers use to support and organise the
teaching and learning process. An obvious example of a teaching and
learning material is the subject textbook. But this is only one
example we have others.
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8 Task 1 :What ideas come to your mind while looking at this
picture. (Your reflections )
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What are the Current Learning Resources ?
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The Current Learning Resources are : Current learning resources
Textbooks PB WB HWB Teacher Guide Pictures Wall charts CDs Flash
cards
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Examples of T-L resources T-L tools such as the blackboard,
white board, projector, i-pad Equipment such as posters, paintings,
photographs, games, maps, charts, apparatus Activity cards,
activity equipment (eg for science, art, PE) Reference books,
dictionaries, curriculum document, other documents, music scores,
software, internet, radio/TV Workbooks The Teacher Guide book.
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Textbooks: Advantages and Disadvantages
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A textbook is only as good as the teacher who uses it. And it's
important to remember that a textbook is just one tool, perhaps a
very important tool, in your teaching arsenal. No textbook is
perfect, and no textbook is complete. It is but one resource at
your disposal. 13 What is a textbook ?
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Workbook/Activities book Besides a textbook it is possible to
have a WORKBOOK A workbook enables students to undertake, record,
interpret and draw conclusions from activities. At its simplest,
the workbook is a series of exercises for students to undertake
(and can be integrated into the textbook e.g. end of chapter
exercises). At a more demanding level, the workbook can initiate
stimulating activities in which STUDENTS PLAY a major role in
putting forward the ideas, the reason for the activity, undertaking
the planning and identifying the outcomes e.g. a project undertaken
by students individually, or in groups.
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Teacher Guide book for the Curriculum The Teacher Guidebook
(TG) for the curriculum is an elaboration and extension of the
learning unit. It is important because it can put forward a
suggested TEACHING APPROACH, TEACHER TIPS and, if needed,
ASSESSMENT STRATEGIES. The creation of a teacher guide can be used
as a very appropriate assessment tool for the effectiveness of the
training of teachers in the teacher training program. (HOW?)
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16 AdvantagesDisadvantages 1.. 2 3 4 Task 3: In groups, think
of the advantages and disadvantages of the textbooks :
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17 Textbooks are especially helpful for beginning teachers. The
material to be covered and the design of each lesson are carefully
spelled out in detail Textbooks provide organized units of work A
textbook series provides you with a balanced, chronological
presentation of information Textbooks are a detailed sequence of
teaching procedures that tell you what to do and when to do it
Textbooks provide administrators and teachers with a complete
program The advantages of textbooks
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18 1. The textbook is designed as the sole source of
information. 2. Textbook is old or outdated. 3. Textbook questions
tend to be low level or content- based. 4. Textbook doesn't take
students' background knowledge into account. 5. Reading level of
the textbook is too difficult. 6. The textbook has all the answers
to all the questions The disadvantages of textbooks
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19 Part Two How the current textbooks may be used in
implementing the new subject curricula
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WeaknessStudent Difficulty Ways of Overcoming Problem The
textbook is designed as the sole source of information. Students
only see one perspective on a concept or issue. Provide students
with lots of information sources such as trade books, CD-ROMS,
websites, encyclopedias, etc.
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21 WeaknessStudent Difficulty Ways of Overcoming Problem
Textbook is old or outdated. Information shared with students is
not current or relevant. Use textbook sparingly or supplement with
other materials.
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22 WeaknessStudent Difficulty Ways of Overcoming Problem
Textbook questions tend to be low level or content- based. Students
assume that learning is simply a collection of facts and figures.
Ask higher-level questions and provide creative thinking and
problem- solving activities. Textbook doesn't take students'
background knowledge into account. Teacher does not tailor lessons
to the specific attributes and interests of students. Discover what
students know about a topic prior to teaching. Design the lesson
based on that knowledge.
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23 WeaknessStudent Difficulty Ways of Overcoming Problem
Reading level of the textbook is too difficult. Students cannot
read or understand important concepts. Use lots of supplementary
materials such as library books, Internet, CD- ROMs, etc.
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24 WeaknessStudent Difficulty Ways of Overcoming Problem The
textbook has all the answer to all the questions. Students tend to
see learning as an accumulation of correct answers. Involve
students in problem- solving activities, higher-level thinking
questions, and extending activities.
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Textbooks as a resource When thinking about how you want to use
textbooks, consider the following: Use the textbook as a resource
for students, but not the only resource. Use a textbook as a guide,
not a mandate, for instruction. Be free to modify, change,
eliminate, or add to the material in the textbook. Supplement the
textbook with lots of outside readings. Supplement teacher
information in the textbook with teacher resource books; attendance
at local, regional, or national conferences; articles in
professional periodicals; and conversations with experienced
teachers. 25
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About the Textbook This resource must support 4 key points: The
curriculum intentions. The teachers planned strategies. The
learning of students with respect to the competences being
developed, the students prior learning and their ability level.
Maximising student involvement in thinking, doing and feeling.
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How to Use the Textbook
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We have already heard - The textbook is not the Curriculum. The
textbook was called a RESOURCE. So the key points are: 1. The
textbook is used to support the teaching (it does not drive it).
The teaching direction comes from the learning units which
indicates the learning activities (and their sequence). The
textbook acts as a SUPPORT (for the teacher, the student and the
parents) to enable students to understand and undertake the
activities/learning and attain the curriculum standards.
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29 Develop textbooks that do not include merely information,
but a large range of exercises, review questions and illustrations
that support a student- centered learning approach; Accompany
textbooks or learning kits with relevant teachers guides and
students workbook; Shift gradually the emphases from printed
materials to interactive e-books and e-materials.
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What does a Teacher Guide look like?
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The teacher guide for the Curriculum relates to/copies/provides
the basis for, the learning unit and can include : (a) The title.
(b) The general competence and specific competence(s). (c)
Anticipated teaching time. (d) Learning outcomes to be achieved (as
sub- components of the curriculum standards). (e) The topic.
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Developing a Teacher Guide Take the Learning Unit as the
starting point. If desired, break down the learning unit into
sub-parts. This gives the Competences, activities, etc. Add to this
the actual teaching ideas (strategies) (a) Resources needed. (b)
What the teacher can do (suggestions) give this step by step in
sequence. (c) Teacher notes (preferably against each suggestions in
(b). (d) Worksheets for students (if a separate workbook not
available, or is available but insufficient).
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Part Three Effective teaching and learning resources
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35 The label Teaching and Learning Materials is a generic term
used to describe the resources teachers use to organize the
teaching and learning process to increase student success. Although
the availability of textbooks has long been recognized as an
important factor in educational attainment, the teaching and
learning materials needed to support the learning process include
more than textbooks.
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Additional learning resources and tools
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Resource-based Learning actively involves students in
meaningful use of a wide variety of print, non-print, electronic,
virtual, and human resources. Learning resource means a resource
used for educational purposes in any format, real or virtual, that:
illustrates or supports one or more elements of a course or course
of study; and may enrich the learning experience of the student or
teacher; 37
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Additional Learning Resources Reading materials, periodicals
Websites, catalogs, graphic organizers Manipulative activities,
demonstrations, experiments, games Museums, exhibitions,
performances Audio, TV,CD,DVD Learning Resources Additional
learning resources meet the varying needs of students and
teachers.
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Resources required The resources required are those that enable
students to undertake the activities. The resources may be for the
teacher, OR The resources may be for the students. The textbook may
or may not be a resource. The workbook may be a resource. Other
resources may be tools, equipment, chemicals, activity cards,
reference material, etc.
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40 Equipment and tools needed for instruction.
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41 Of equal, or sometimes even greater importance than teaching
and learning materials for improving educational achievement, are
various equipment and tools needed for instruction.
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42 1 On line resources such as : collection of documents /
texts / songs / pictures Images 2 Educational software / games/ TV
broadcast 3 Ready made experiment kits 4 topic-specific books,
workbooks, teachers guides, maps and charts, atlases,
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When developing effective teaching and learning materials,
publishers of educational materials should consider criteria to
ensure that their products: 43 Criteria for developing effective
teaching and learning materials
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44 1- Are relevant to promote the vision, principles and values
established by the National Curriculum Framework in Kuwait; b) for
a competence-based, student-centered type of curriculum; and c)
address knowledge, skills, values and attitudes required by the
National Curriculum;
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45 2- Address cross-cutting issues, for example gender equity,
environmental issues, concepts of globalization, HIV/AIDS, rational
consumption, health and others; 3. Are directly related to a
schools curriculum policies and programs;
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46 4.Support an inclusive curriculum, thus helping students to
be aware of Kuwaiti cultural diversity and promote respectful
relations with others; 5. Help teachers to increase the quality of
planning, thus avoiding routine, and encouraging student
involvement, creativity and diversity in learning; 6. Stimulate
students to be motivated for and engage in learning; 7. Stimulate
students to explore natural and social phenomena
independently;
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47 8.Encourage greater interaction among students in the
learning process; 9. Assist teachers to differentiate learning by
activating each student's learning style and rhythm of learning;
10. Motivate students and teachers to examine their own attitudes
and behavior and to comprehend their duties, responsibilities,
rights and privileges as citizens in the Kuwaiti modern
society;
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48 11. Encourage understanding of the Kuwaiti cultural
heritage, as well as the contribution of different cultural and
linguistic groups, people with disabilities, and others different
cultural and linguistic groups, people with disabilities, and
others;
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49 12. Are relevant to the age of the students for whom they
are oriented and effective for their emotional, intellectual,
social and cultural development. This includes the assurance that
students will not be exposed to offensive materials that may
include materials which inappropriately describe, express or
otherwise deal with matters of sexual, ethnical or religious
discrimination, drug misuse or addiction, crime, cruelty, violence
or revolting or abhorrent phenomena
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50 13. Provide opportunities for students to develop critical
thinking and active involvement in social life; 14. Present a range
of views on all issues; 15. Are easy for students to understand and
to use;
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51 16. Consider national and international safety standards,
not affecting the corporal integrity or the life of the students;
17. All printed materials consider national and international
standards in terms of physical production (quality of cover card
text paper, binding etc.), readability and durability.
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52 Part Four Graphic Organizer as a teaching tool?
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53 Teaching with Graphic Organizers
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Used across the curriculum, teachers use graphic organizers to
teach many things, including but not limited to: Cause and effect
Note taking Comparing and contrasting concepts Organizing problems
and solutions Relating information to main themes and ideas
Organizational skills Vocabulary knowledge Sequencing 54
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An example of using graphic organizers T-Charts are a type of
chart, a graphic organizer in which a student lists and examines
two facets of a topic, like the pros and cons associated with it,
its advantages and disadvantages, facts vs. opinions, etc. 55
ProsCons
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56 For example, a student can use a T-chart to help graphically
organize thoughts about: Making a decision by comparing resulting
advantages and disadvantages (like getting a pet or taking a new
job),
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57 Evaluating the pros and cons of a topic (for example,
adopting a new invention), Enumerating the problems and solutions
associated with an action (for example, analyzing the plot of a
book or a topic like poor nutrition), Listing facts vs opinions of
a theme (greatly to use after reading a selection of text or a
news.Graphic Organizer.pdfGraphic Organizer.pdf
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58 Part Five Preparing a competence- based lesson
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59 Sample of a lesson plan Based upon competences Grade One
Book 1A Unit :4 Lesson 4 PB. page 28 AB. Page 17
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Instructions : 1- Work in groups 2- Go through the lesson and
look at the pictures. 3-Look at the yellow box to know what to
teach. 4- Read the procedures in the T.G 5- Design your own lesson
plan based upon competences.
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Specific Competences Related to the lesson: 1-.. 2-. 3-
4-......
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Procedure: ( Tackling according to the new concepts ) ..
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Activities needed to achieve the desired standard /
competences: ..