Implementation of Teacher Competence to Optimize learners' development of Intellectual Skills

 Implementation of Teacher Competence to Optimize learners' development of Intellectual Skills

Teacher competencies to develop the Intellectual skills of students:

A teacher is able to: *undertake planning to support student learning, *apply a professional knowledge base to the design of learning experiences, *promote student learning cater for individual student learning styles and needs. *manage teaching and learning processes, *select and use instructional resources and information and communication technologies (lCT).

 Teacher practices or ways to implement teacher competencies to develop the intellectual skills of students:

 UNDERTAKE PLANNING TO SUPPORT STUDENT LEARNING

 l Identifies learning outcomes or objectives for individuals and groups that are matched

to students' developmental needs and are consistent with school curriculum.

l Prepares purposeful and sequential learning experiences that integrate learning areas

and are responsive to student interests and learning styles.

l Establishes connections between intended learning outcomes, learning experiences and

forms of assessment.

l Makes provisions inclusive of individual students with particular learning needs.

 DESIGN OF LEARNING EXPERIENCES

 l Links key concepts, principles and theories across the curriculum and to life applications.

l Uses knowledge of curriculum materials and resources in designing learning experiences.

l Applies an understanding of human psychology and learning theory to the design of

learning experiences.

l Provides frequent opportunities for students to engage in learning experiences that

promote problem solving, critical thinking, inquiry and creativity.

l Makes explicit connections between content and students' prior learning, contexts and

Interests.

l Structures real-life, practical learning experiences that motivate and engage students

l Values and encourages student risk taking.

 PROMOTING STUDENT LEARNING

l Makes the purpose of learning experiences clear to students and links new concepts to

prior or previous knowledge.

l Employs effective questioning strategies to promote student involvement and critical

thinking.

l Uses different patterns of interaction within and across learning experiences.

l Emphasizes language as a vehicle for learning through the use of discussion and by

listening and responding to the ideas of others.

l Offers clear explanations of concepts, relationships, procedures and processes

l Implements learning experiences that provide opportunities for student collaboration,

problem solving, inquiry and creativity.

l Encourages students to take increasing responsibility for attaining learning goals,

l Assumes different roles in the instructional process based on the content and purposes of learning experiences.

l Promotes students' awareness of their own thought processes and the use of reflection

to build new understandings.

l Encourages students to set personal goals for learning.

l Assists students to plan appropriate learning strategies to achieve personal goals. 

l Prompts students to monitor and reflect on the effectiveness of personal learning strategies implemented to attain goals.

l Allows students to assume control over aspects of the teaching and learning processes.

OPPORTUNITIES FOR STUDENTS TO WORK COLLABORATIVELY

l Plans frequent collaborative learning experiences that value students as partners in learning and builds upon the knowledge, personal experiences, language, and culture that students bring to the learning situation.

l Structures learning experiences, encouraging students to learn from their peers and from other members of the school community.

l Facilitates collaborative learning processes: for example, helping students to connect new information to their experiences; assisting students to learn how to learn.

l Provides opportunities for students to ask and investigate personal questions of interest.

l Involves students in classroom decision-making processes.

CATER FOR INDIVIDUAL STUDENT LEARNING STYLES AND NEEDS

l Modifies learning experiences to be inclusive of the learning styles and needs of individuals or groups of students.

l Provides individualized programs, support, and instructions for students with specific needs.

l Designs experiences that support students in becoming autonomous learners.

l Provides opportunities for students to develop reflective decision-making skills, allowing them to map their own learning.

l Makes provisions for students to work both independently and collaboratively.

MANAGE TEACHING AND LEARNING PROCESSES

l Establishes and communicates explicit expectations for student learning and provides clear directions and instructions to students to support their engagement with learning experiences.

l Structures learning experiences to ensure students have a sense of purpose.

l Establishes and maintains a classroom environment that has clear, consistent expectations for standards of behaviour.

l Organizes, allocates, and manages time, materials, and physical space to support learning.

l Encourages students to assume responsibility for their behaviour.

l Uses praise and encouragement to foster students' self-esteem and promote investment in effort.

l Facilitates student ownership of classroom procedures.

l Applies positive management techniques to respond to inappropriate behaviour.

USE OF INSTRUCTIONAL RESOURCES AND ICT

l Applies knowledge of relevant learning areas in evaluating instructional resources and ICT for comprehensiveness, accuracy, and usefulness in representing particular concepts.

l Uses a range of instructional resources and ICT within and across student learning experiences.

l Encourages students to select and use appropriate instructional resources and ICT to enhance thinking and further conceptual understanding.

l Engages the wider community as a resource for learning.

l Utilizes the whole school facilities (physical and human) as an environment to enhance student learning.

l Provides opportunities for students to use ICT for a variety of purposes: for example, to support inquiry, advance communication, extend access to resources, and encourage expression of ideas.

ASSESS STUDENT LEARNING OUTCOMES

l Relates assessment tasks to planned learning outcomes.

l Plans and uses purposeful assessment tasks which are integrated within and/or across sequences of learning experiences.

l Designs assessment tasks inclusive of all students, allowing them to demonstrate achievements in a variety of ways.

l Includes the use of ICT-enriched assessment tasks.

l Provides students with clear and constructive feedback on performance within an appropriate time frame.

l Encourages student self/peer monitoring and reflection where appropriate.

l Plans and conducts monitoring and assessment activities in accordance with curriculum framework.

RECORDING OF ASSESSMENT OF STUDENT LEARNING OUTCOMES

l Designs and uses a basic recording system of appropriate detail and utility.

l Records student learning outcomes accurately and consistently.

REPORTING PROGRESS TO PARENTS

l Provides detailed, accurate, and informative written and oral reports on student progress, consistent with recorded assessment information.

l Uses reporting procedures that articulate with school policies.

l Encourages ongoing constructive dialogue with parents about student progress and achievement.