LEARNER CENTERED TEACHING
AND LEARNING
QUALITY INDICATORS
CHILD FRIENDLY BARAABARU SCHOOLS
MALDIVES
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: 99915-95-67-8
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.
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 Acheiveing
Evidence of all of Emerging plus
the following:
Evidence of all of Progressing plus Evidence of all of Achieving plus
the following:
the following:
All members of the school community are aware of and utilize the national curriculum and/or framework in all Learner centered curriculum / syllabus is
differentiated, and integrates technology
aspects of teaching and learning.
and multi-media.
Curriculum/framework for Pre-K through
All members of the school community
Grade 12 reflects local and international
standards and addresses knowledge and provide input into and evaluate the curriculum / syllabus.
skills for lifelong learning and prepare
students for employment/careers.
All members of the school community
Curriculum/framework is learner centered, discuss benchmarks and objectives of the
curriculum / syllabus.
based on the interests of the child, rel.
evant, and requires active engagement
Planned activities demonstrate respect
of students.
and equality, and value people of other
Curriculum/framework includes a balance cultures, gender, and difference in ability.
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
3
learner centered teaching and learning
Achieved
Progressing Curriculum / syllabus is annually evaluated by representatives of members of
the school community.
Curriculum/syllabus is learner centered,
and improves student learning, and is a
model for other schools in the country and
region.
Annual evaluation of the curriculum/syllabus includes examination of differentiation, Children see the curriculum/ syllabus as
relevance, cultural sensitivity, interests,
relevant, interesting and challenging.
ability, and values.
Children recognize that their input is
Evaluation process determines the extent important to their future and the future of
to which curriculum/ syllabus effectively
others.
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:- Policy on Inclusivity
Data source
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.
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
Notes:
4
learner centered teaching and learning
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 The importance of planning for learnercentered learning is reflected in the
school mission and vision.
Acheiveing
Evidence of all of Emerging plus
the following:
Evidence of all of Progressing plus Evidence of all of Achieving plus
the following:
the following:
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.
Assessment for learning includes methods for observation, feedback, discussion
of concepts, demonstration and/or application of skill/knowledge.
School has a comprehensive curriculum/
scheme of work with systematically
planned lessons, aligned with the national Members of the school community are
able to articulate how planning for learnercurriculum.
centered teaching and learning supports
the
high quality educational experience
SMART objectives, expected outcomes,
highlighted in the school mission and
and a variety of learner centered teachvision.
ing and learning strategies (intellectual,
aesthetic, physical, and social activities)
Curricula and lesson plans emphasize
are evident.
critical thinking, problem-solving, concepPlanning includes the use of manipulative tual understanding, applying and clearly
communicating knowledge and skills.
and laboratory materials, textbooks or
other instructional materials aligned with
the curriculum for each content area.
5
learner centered teaching and learning
Achieved
Progressing 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.
Emerging Progressing Acheiveing
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
Children are always included in planning
of learning experiences, according to their
interests, guided by the teacher.
25% of the school day is spent in active,
differentiated, and child initiated or child
directed learning experiences.
© MOE/2009/Fauziyya
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)
6
learner centered teaching and learning
Achieved
Evidence:- Lesson Planning
Data source
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
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
Notes:
7
learner centered teaching and learning
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 Acheiveing
Evidence of all of Emerging plus
the following:
Evidence of all of Progressing plus Evidence of all of Achieving plus
the following:
the following:
Teaching and learning is differentiated by
Teachers create a learning environment
student interest, ability or need, without
where all students benefit from a variety
discrimination across all grade levels and
of learning approaches, including indicontent
areas.
vidual and small group work in corners or
learning centers, seated on the floor, or
The school community is involved in conoutdoors.
tinual examination of resources, teaching
Students are encouraged to express their and assessment strategies to utilize those
opinions, make decisions, and solve prob- free of gender bias and discrimination.
lems creatively and cooperatively.
All members of the school community are
Teachers evaluate each and every lesson engaged in professional development or
the sharing of skills and knowledge that
or learning experience.
promote equality in the school.
Teachers sit at student level to assist and
Teaching and learning strategies (quesor talk with them.
tioning, response, activities, etc.) reflect
different ways in which girls and boys
Teacher interactions with students are
approach
learning tasks.
positive, personal and thought provoking.
Teachers promote learning through
There is evidence of flexible, differentiated teaching and learning approaches in scaffolding and giving descriptive and
constructive verbal and written feedback.
some classrooms.
8
learner centered teaching and learning
Achieved
Progressing Student self-evaluation and teacher
self-evaluation of learning is used in
each lesson to determine/modify the next
lesson.
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.
The entire school community is involved
in the evaluation of teaching, learning and Students take the initiative to go beyond
assessment, and in maintaining gender
what is expected and to investigate ideas
parity.
in depth outside of scheduled class time.
Evidence shows how improvement in
teaching improves student achievement
and satisfaction.
School is a model where student differences are recognized and all students
are given opportunities to demonstrate
individual skills and knowledge.
Lessons and learning experiences provide for varying levels and teachers/stuStudent motivation and engagement
dents can choose from different activities/ levels are high and as a result, a high perlessons based on interests/needs.
centage of learning outcomes is achieved
Students express that they feel valued
and respected by teachers and other
members of the school community.
Emerging Progressing Teachers use Information Communication Students are encouraged and taught to
reflect on prior knowledge, engage in
technology ( ICT) into classroom as a
teacher resource tool for all students
inquiry, self-assess in most lessons, and
develop their own goals.
Teachers are flexible and responsive to
students’ personal, emotional, educaICT is integrated into planning and
tional and physical needs and maintain
instruction
gender parity.
Students are confident, take the initiaStudents learn to work in pairs, small and tive to solve problems, help one another,
large groups, applying cooperative deci- and make some decisions about what
sion making and learning strategies.
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.
9
learner centered teaching and learning
Acheiveing
Achieved
Learning experiences are inquiry based
most of the time, and students constantly
ask questions.
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.
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.
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 /
Teachers self-evaluate the extent to which internationally.
their teaching strategies and learning
resources are free of gender bias and
discrimination.
Evidence:- Teaching and Learning Strategies
Data source
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
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
Notes:
10
learner centered teaching and learning
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
Evidence of all of Emerging plus
the following:
Evidence of all of Progressing plus Evidence of all of Achieving plus
the following:
the following:
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.
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.
School evaluates the quality, accessibility,
and effective use of resources to improve
teaching and learning as evidenced in
student outcomes.
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.
Teaching and learning resources are
plentiful, relevant, cost effective, safe,
labeled, and organized for easy access
and use by all.
Resource materials from the local environment are gathered and prepared for
use by students, parents, and/or school
staff.
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
Corners, designated classroom areas and resources, multi-media, art media, creative, and manipulative materials.
containers include practical, laboratory,
and manipulative materials to actively
Parents and community are seen at the
engage students and support all learning
school with students making use of learnstyles.
ing resources.
Reading materials and stories chosen to
teach or used as examples are gender
balanced.
11
learner centered teaching and learning
Materials are relevant in the students’
daily life experiences and are tools in
developing their global knowledge.
Achieved
School supports other schools in their
efforts to provide and use quality, costeffective and locally made resources and
is a model in this area.
Evidence:- Teaching and Learning Resources
Data source
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
•
•
•
•
•
•
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
Notes:
12
learner centered teaching and learning
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 Principal, staff and teachers smile and
demonstrate that they enjoy being with
children
Progressing Acheiveing
Evidence of all of Emerging plus
the following:
Evidence of all of Progressing plus Evidence of all of Achieving plus
the following:
the following:
Outdoor play space has a minimum of 45
square feet per student.
School and community together provide
a comfortable, stimulating environment
which meets their educational, social,
physical and recreational needs.
All classrooms have tiled or other flooring
Classroom provides shelter from sun, rain that can be cleaned and each a minimum
of 560 sq feet.
and wind and outdoor space is free of
litter and hazards for play and sports.
Maximum class size is 30 students for all
School compound is kept clean, safe, en- grades.
vironment friendly and attarctive in natural
Wheel chair access to classrooms is
and physical layout.
provided
Classrooms and other learning areas
(library, computer room, and school labo- Principal, school staff and teachers know
students and their families by name.
ratories) are well ventilated. Adequate
lighting provides for reading and writing.
Classroom size, space, arrangements
Shelves in classrooms and learning areas and furnishings allow for students to learn
alone, in pairs, in corners, in small and
are organized and labeled for students
to access and put things back safely and large groups and on the floor.
independently.
13
learner centered teaching and learning
Achieved
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.
School staff communicate with children
in ways that build confidence, extend
Students model effective value choices,
learning and encourage and demonstrate social, physical, and intellectual skills
value in their contributions.
for others in the region, country and/or
internationally.
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.).
Emerging Progressing Most classrooms allow a minimum of 20
square feet of indoor space per student.
Students decide how wall space in classrooms is utilized with teacher guidance
and/or parent assistance.
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.
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
learner centered teaching and learning
Teachers relate to students as individuals,
know their names, their parents’ names
and their individual skills, abilities and
interests.
Acheiveing
Achieved
Evidence:- Learning Environment
Data source
Examples of evidence
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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
•
•
•
•
•
•
•
•
•
•
Notes:
15
learner centered teaching and learning
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.
Standard 2.6: Learner Centered Assessment
Learner centered assessment practices and procedures improve teaching and learning and enhance student performance.
Emerging Progressing Acheiveing
Evidence of all of Emerging plus
the following:
Evidence of all of Progressing plus Evidence of all of Achieving plus
the following:
the following:
Principal with representatives of the
School enforces a comprehensive assessment policy, aligned with the Nation- school community designs and implements an assessment system that supal Assessment Policy.
ports all students’ needs.
Some teachers practice assessment for
Students are given timely feedback about
learning with high quality interactions
the quality of their work and how their
based on thoughtful questions, careful
learning compares with expectations from
listening and sensitive responses, with
observation and documentation to reflect grade to grade and from school to school
as they transit to the next level.
a valid picture of the whole child.
All teachers conduct assessment for
School staff, parents and children are
aware of the difference between assess- learning and attempt to maintain a balment of learning and assessment
ance between assessment for learning
for learning.
and assessment of 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.
16
learner centered teaching and learning
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
Assessments are actively used to improve results, and the information is imparted to
learning . (i.e. noting where errors are
all stakeholders to determine next steps.
made for further instruction) and students
are involved in feedback and discussion.
Achieved
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.
Emerging Progressing 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.
Acheiveing
Achieved
Students’ activities, formative and
summative assessment information
for and of learning are documented, and
feedback is provided to students and
parents.
© UNICEF Maldives/2004/Pirozzi
Guidelines for communicating assessment results to parents are helpful to students without singling them out publicly.
17
learner centered teaching and learning
Evidence:- Learner Centered Assessment
Data source
Examples of evidence
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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
Notes:
18
learner centered teaching and learning
•
•
•
•
•
•
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
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 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.
Achieved
Progressing Acheiveing
Evidence of all of Emerging plus
the following:
Evidence of all of Progressing plus Evidence of all of Achieving plus
the following:
the following:
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 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
School provides students with clear, accu- from one grade to another is evaluated
rate, relevant, and current information on
career opportunity choices, course selec- Students, with parent and teacher guidtion, financial awards, scholarships and
ance, make informed and responsible
job opportunities for internships, workdecisions about their course of study and
study and apprentice/mentor experiences. career/vocational goals.
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.
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 Every student has the skills and qualifi(electrical engineering, laying tile, painting, cations to contribute to the future of the
nation
School Board assures that processes for Students, in half of the classes or more at sculpting, etc.)
every grade level from preschool through
student participation and recognition in
grade 12, are exposed to and apply a
co-curricular and curricular activities are
fair, inclusive, relevant to student interests, variety of practical and technical skills and
concepts (electrical engineering, laying
support positive values, and are widely
tile, painting, sculpting, etc.) .
communicated and transparent.
19
learner centered teaching and learning
School implements activities and programs for effective transitions from preschool and from one grade level or school
to another.
Co-curricular and career guidance programs are models for other schools and
school communities regionally, nationally
and/or internationally.
Evidence:-: - Co-curricular/ Curricular/ Career and Vocational Guidance
Data source
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
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
Notes:
20
learner centered teaching and learning
GLOSSARY
Curricula: Is set of courses of study, or a group of related courses and their content
KEY TO READING AND UNDERSTANDING
Note: The descriptions given in this glossary refer to the terms used in this document.
SMART: Acronym for Specific, Measurable, Attainable, Relevant and Time-bound
Glossary 2.1
Glossary 2.3
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).
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.
International curriculum, benchmarks and indicators: An organized plan of
offered at school.
Scaffolding: This refers to adjusting instruction, materials and teacher responses
Members of the school community: Refers to children, parents, school staff, per- Teacher self-evaluation: Teachers reflect and make judgments about their own per-
sons in the community, and leaders in the community.
Pre-K: This refers to preschool age children, from birth to age eight years.
formance, knowledge, or skill, partly based upon how successful the children are in
response to their teaching.
National curriculum framework: An organized plan of instruction that engages students Glossary 2.4
in learning the standards, concepts, goals and performance objectives for each grade Resource list: This refers to a list of instructional materials useful for all areas of the
identified at the national and local level. A curriculum often includes scope and sequence, curriculum, with all ages and learning levels of children.
outcomes, and instructional materials alignment documents.
Glossary 2.5
Scheme of work: The scope and sequence of lessons for a given concept in a con- Corners: This refers to well-defined learning centers in the classroom with manipulatent area.
tive materials within reach of children, organized for children to take and return independently.
Syllabus: Refers to a plan of work.
Learning areas: This refers to library, laboratory, outdoor areas, computer room, halls,
Teaching and learning materials: Refers to materials and/or tools to support instruc- gymnasium, field areas, and corners.
tion (i.e. overhead projector, books, learning games, puppets, and calculators).
Glossary 2.6
Assessment for learning: Students know at the beginning of a lesson or unit what
Glossary 2.2
A representative group from the school community: This includes represen- they are expected to learn, work with the teacher to identify what she or he already
tation from each community group including the principal, teachers, PTA, school board knows about the topic and to see where any gaps or misconceptions exist. Together,
and students.
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
learner centered teaching and learning
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
learner centered teaching and learning
Ministry of Education
Republic of Maldives