Principle |
Rating |
Explanation |
Open-Ended Instruction
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
| Good |
- The activities are based on a wide range of educational methods from opening discussions and debates to experimentation and observation, field research, writing and reading, creativity, role playing and games. Many activities encourage interaction and students’ participation.
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Integrated Learning Learning brings together content and skills from more than one subject area
- Satisfactory: content from a number of different subject areas is readily identifiable
- Good: resource is appropriate for use in more than one subject area
- Very Good: the lines between subjects are blurred
| Satisfactory |
- Science
- Health
- Social Studies
|
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Inquiry Learning Learning is directed by questions, problems, or challenges that students work to address.
- Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
- Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions. Sometimes referred to as Guided Inquiry
- Very Good: students generate the questions and assume much of the responsibility for how to solve them. . Sometimes referred to as self-directed learning.
| Good | |
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Differentiated Instruction Activities address a range of student learning styles, abilities and readiness.
- Satisfactory: includes a variety of instructional approaches
- Good: addresses the needs of visual, auditory & kinesthetic learners
- Very Good: also includes strategies for learners with difficulties
| Good |
-
The activities are based on a wide range of educational methods from opening discussions and debates to experimentation and observation, field research, writing and reading, creativity, role playing and games. Many activities encourage interaction and students’ participation.
|
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Experiential Learning Authentic learning experiences are provided
- Satisfactory: learning takes place through ‘hands-on’ experience or simulation
- Good: learning involves direct experience in a ‘real world context’
- Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
| Good |
- Some authentic experiences are used,
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Cooperative Learning Group and cooperative learning strategies are a priority.
- Satisfactory: students work in groups
- Good: cooperative learning skills are explicitly taught and practiced
- Very Good: cooperative learning skills are explicitly taught, practiced and assessed
| Satisfactory | |
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Assessment & Evaluation Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | Good |
-
The “Who Knows?” cards will help the teachers evaluate students’ understanding of the main issues addressed throughout the programme. At the end of the teaching programme, teachers will find a review of the preventive and protective rules everyone should follow to protect the ozone layer as well as to be protected from the sun. They can use this review to sum up the whole programme and evaluate students’ understanding of these rules.
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Peer Teaching Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
- Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
- Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
| Good |
-
The project Ozone and Health Action Plan at School is aimed at encouraging students to demonstrate their understanding of the issues related to ozone layer depletion. Through student participation to reach out to other members of the school and their families, ozone action planning can help students develop a sense of ownership of their own environment and reinforce sun protection behaviours.
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Case Studies Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | Satisfactory | |
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Locus of Control Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | Satisfactory |
- Some opportunities to enhance the learning are suggested.
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