Lesson Proper for Week 13

ELEMENTS EFFECTIVE INSTRUCTION

1. Learning Environment: The learning environment supports all students to take risks, ask questions, and make and learn
from mistakes. The physical space, routines and procedures, and development of positive relationships create a physically,
socially, and emotionally safe environment.

Supporting Beliefs

a. The learning environment is a shared domain between students, teachers, families, and other partners.

b. Positive and meaningful relationships are the foundation of a productive learning culture.

c. Safety and respect are vital to engagement and risk-taking.

2. Clear, Shared Outcomes: The learning outcomes are shared and internalized by teachers and students. These outcomes
anchor and guide the choices of instructional activities, materials, practice assignments, and assessment tasks. Outcomes are
understood and used by students to set goals, guide learning, and prompt self-reflection.

Supporting Beliefs

a. Everyone involved in the learning process must know where they are going and why the work matters.

b. Teachers and students need to be invested in the learning process to achieve outcomes.

c. A culture of reflection is necessary for students to set and adjust personalized goals.

Key Traits

a. Learning outcomes are clear—both long-term (e.g., graduation standards and performance indicators) and short-term
(e.g., learning targets).

b. Clear descriptions of what success looks like are established and shared.

c. Materials, activities, and assessment tasks are selected by teachers and students to align with the learning outcomes.

d. Students can explain how tasks and experiences align to learning outcomes.

e. Students use standards and learning targets to reflect on their own progress and set goals for growth.

3. Varied Content, Materials, and Methods of Instruction: Students explore ideas and information in varied ways and access
learning through multiple entry points. Teachers select content and materials to engage and meet the needs of all learners.

Supporting Beliefs

a. Selected content must foster and reflect an understanding of multiple perspectives, critical issues, and the diversity of our
world.

b. Learners must see themselves represented in the materials and connect to the content in authentic ways to become fully
engaged.

c. Different entry points, options for exploration, and end products are critical for student engagement and success.

4. Feedback and Practice: Students have opportunities to practice what they are learning and are given timely, specific
feedback based on their current performance in relation to the desired outcomes.

Supporting Beliefs

a. Learning is a cycle that includes goal-setting, successes, multiple attempts, and course corrections.

b. Productive practice and novel application of skills are essential for learning.

c. Timely, specific, and varied feedback is a catalyst for growth.

5. Complex Thinking and Transfer: Students are coached and taught to engage in higher order thinking through instructional
activities and practice tasks. Curriculum, instruction and assessments are designed to prompt complex thinking, integration of
concepts and ideas, and application of learned skills to new material or novel situations.

Supporting Beliefs

a. Every student is capable of complex thought and transfer of learning.

b. Higher order thinking promotes student engagement.

c. Learning that promotes transfer of knowledge and skills prepares students for the future.

Key Traits

a. Students engage in complex thinking throughout all stages of learning—from the introduction of new material to the
application of what has been learned.

b. Students ask and are asked questions that help them access and integrate knowledge to analyze, evaluate, and draw
conclusions.

c. Students are taught how to integrate and apply what they have learned within and across content areas and are given
opportunities to practice.

d. Students wrestle with complex and authentic problems.

Exercise 2/ Activity 2

HOW DO SCHOOLS SUPPORT THE EFFECTIVE INSTRUCTION

1. Careful use of instructional time

· While language arts practice occurs throughout the entire school day, significant time must be protected for and dedicated
to reading and language arts instruction. Many campuses dedicate a substantial amount of time each morning for reading and
language arts instruction (e.g., 90 minutes or more). Some children need additional assistance and are provided instruction that
is based on their specific needs.

· Language and concept development activities are an important part of the classroom curriculum.

· Language arts instruction includes daily reading aloud and discussion of high-quality literature, both fiction and nonfiction.

· Systematic instruction in reading begins as early as kindergarten and continues throughout the primary grades. This
careful, consistent instruction is based on thoughtful evaluation of data obtained from classroom observations, formal and
informal assessments, and samples of student work.

2. Effective instructional practices

· Teachers organize flexible and purposeful groups that are based on children's instructional needs.

· Membership in these groups changes as the children progress or as they experience difficulty.

· Teachers provide instruction that involves both frequent interactions with children and constructive feedback.

· Children read at an appropriate level in their programs of instruction, and teachers adjust their instructional practices
according to how well and how quickly the children progress.

· In first- and second-grade classrooms, children who are having difficulty learning to read are provided with additional
reading instruction in a small group or tutoring setting. In addition, before-school or after-school sessions and summer school
classes are provided for all children who need extra help. Such instruction is coordinated with the programs the children are
engaged in during the regular school day and based on continual and thoughtful analysis of each child's progress and needs as a
reader and writer.
3. Reading opportunities
As children develop as readers, they eagerly read books they can comprehend, learn from, and enjoy. Students must have access
to classroom and school libraries that contain a large and varied book collection that encourages the development of the
following:

· Wide reading:
As children become fluent readers, they read increasingly challenging literature, both fiction and nonfiction, of greater
complexity and difficulty. They read daily with partners, in groups, and independently at school and at home.

· Classroom discussions:
Teachers and students engage in meaningful discussions that focus on interpretations of and reflective thinking about what they
(and others) are reading and writing. They learn to support their interpretations by relying on the text.

· Comprehension strategies:
As they read various kinds of books and other materials, students learn and practice comprehension strategies, sometimes on
their own and sometimes with direct help from their teachers.

4. A variety of assessment tools

Teachers and administrators, who regard assessment as informative, select and administer assessments according to the needs
of individual students. They conduct ongoing evaluations of student progress to help them plan instruction. Parents, teachers,
and administrators are kept abreast of every child's reading progress based on such assessment and evaluations. Children who
reveal serious problems in reading often need further assessment. However, the following assessment and evaluations should
be used with all children:

· Screening assessments:
During kindergarten and first grade, every student is screened for phonemic awareness, alphabetic knowledge, and
understanding of basic language concepts.

· Informal assessments:
On a regular basis, children are informally assessed to determine if they are making adequate progress. These assessments can
include measures of reading rate and accuracy and story retellings. These assessments are used as a basis for adjusting
instruction to the needs of each child.

· End-of-year assessments:
Every student is assessed at the end of the school year to inform parents, teachers, and campus and district administrators
about student progress. These assessments are used to make plans to meet the needs of children and of the campus in the
following year.

5. A positive campus climate

Administrators and staff create campuses that are welcoming to their students and their families and that contribute to
students' successful progress as readers. Some aspects of positive campus climate include:

· Attractive environment:
Buildings and classrooms are clean, neat, and inviting.

· Book rich environment:

Lots of books are in evidence (and in use) in classroom libraries, and the school library.

· Student work:
Children's written work is displayed in the halls and in the classrooms.

· Positive staff:
The staff is friendly and respectful of every student and is committed to a program of continuous student development from one
grade level to the next and to stimulating family involvement.

· Curricular decisions:
Effective practices are maintained and often improved; new ideas are discussed, evaluated, and integrated with existing practice.
· Student attitudes:
Students are proud of their accomplishments and respectful of teachers and of other students.

6. Professional development
· Teachers take part in frequent, relevant and continuous professional development that focuses on the implementation of
good classroom reading instruction that meets the needs of all students.

· Teachers have time to work with and to consult each other, to visit each other's classrooms, and to make instructional
decisions that improve the coordination of instruction from one grade level to the next.

· Teachers are given time to practice instructional strategies and are supported throughout the school year.

· Lead or master teachers are available to coach new and less experienced teachers.

7. Sound administrative practices

· Administrators work to determine that all of the resources of the campus, including staff time, are allocated to meet the
goal of successful reading instruction for every student.

· Administrators either assure or designate responsibility for instructional leadership that includes monitoring students'
progress in each classroom and providing help when students are not making sufficient progress.

· In the professional development process, administrators help teachers focus on the performance of their students.

· In their words and in their actions, administrators consistently support the components of effective reading instruction.

Sound instructional materials

Research-based criteria are used to select the instructional materials that provide the structure for the classroom reading
program. These criteria establish the need for systematic instruction and sufficient practice in a number of aspects of beginning
reading. These aspects include the following:

· Phonemic awareness: Children learn how to divide spoken words into individual sounds and to blend spoken sounds into
words.

· Alphabetic knowledge: Children learn to recognize, name, and write letters.

· Alphabetic principle: Children learn that sounds can be represented by letters, and to recognize the most useful sound-
letter relationships.

· Decoding strategies: Children learn blending and other decoding strategies that permit them to sound out new words and
identify them quickly.

· Spelling and writing: Children write using their knowledge of printed letters and the sounds they represent. Because
knowledge of letter-sound patterns contributes to reading success, spelling instruction is coordinated with the program of
reading instruction. Knowledge of and practice in correct spellings also contributes to more effective writing.

· Manageable, decodable text: Children read words, sentences, and stories that contain the sound-letter relationships they
are learning, as well as some "sight" words. Because fluent reading is essential to comprehension, children should practice both
oral and silent reading. Children should have easy access to an array of storybooks and other reading materials that they can
read on their own and with others.

· Vocabulary acquisition: The meanings of unfamiliar words are taught and discussed. Students also acquire word
meanings through wide reading.

· Comprehension and understanding: Students discuss the meanings of everything they are learning to read — words,
sentences, and stories — with each other and with their teachers and their tutors. They learn comprehension strategies as they
engage in story time discussion, journal keeping, wide reading, and purposeful writing.

· Language activities: Children expand their speaking and listening skills, their background and vocabulary knowledge in
formal and informal activities as they engage in story time discussion, journal keeping, wide reading, and purposeful writing.
Lesson Proper for Week 14
INTRODUCTION

The value of co-curricular activities should not be denied, as students should be given more and
more opportunities to explore their interests and abilities. In order to instill the ‘all-rounder’
element in students, co-curricular activities in school are being introduced in the academic
curriculum in schools across many countries in the world. There is an appreciation of the
importance of co-curricular activities in the integrative school curriculum. The benefits of co-
curricular activities in schools have been studied quite well and it is now established that
students participating in these activities demonstrate better academic outcomes, stronger school
relationships and are more likely to lead a healthy and active lifestyle.

Determine the concept of co-curricular activities

Importance of Co-Curricular Activities for Students

Dipankar Sarkar | Mar 27, 2020

What are the Co-Curricular Activities?

Co-curricular activities are those activities which are undertaken along with academic
studies. Typically, cocurricular activities are carried out outside the normal classrooms but they
supplement academic curriculum and help in learning by doing. These activities help students to
develop problem-solving, reasoning, critical thinking, creative thinking, communication, and
collaborative abilities.
Co-curricular activities in school might be compulsory such as music, art, or drama classes
that take place during the day. Others could be voluntary such as participating in a school sports
team, school debating teams, or student newsletters editorial team. In either case, participation
helps students in emotional development, social skill development, and overall personality
development. This is why the importance of co-curricular activities is immense. Importance of Co-
Curricular Activities.
Importance of Co-Curricular Activities

In the 21st Century, the world is changing fast. The conventional education curriculum,
which was developed in the early 20th Century, has to pave the way to a new kind of education
and learning. In the book 21st Century Skills: Learning for Life in Our Times, the authors Bernie
Trilling and Charles Fadel have premised that “the world has changed so fundamentally in the last
few decades that the roles of learning and education in day-to-day living have also changed
forever”.

In the book Five Minds for The Future, the author Howard Gardner has outlined five
specific mental abilities which will help one to be successful and happy. The five mental abilities
or Minds as written by Howard Gardner are – The Disciplinary Mind (expertise in various subjects),
The Synthesizing Mind (ability to integrate concepts from different disciplines to solve a problem),
The Creating Mind (ability to think creatively to solve problems), The Respectful Mind
(appreciation of the diversity in individuals), and The Ethical Mind (fulfilling one’s duties and
responsibilities in the society as a citizen).

These concepts emphasize that in the 21st Century, education and learning must surpass
the four walls of a classroom. The core aim of education and learning should be to foster holistic
development. The importance of cocurricular activities cannot be overlooked in fostering holistic
development.
Holistic development essentially means intellectual, physical, emotional, and social
development which can be achieved only through proper education. Education plays a
fundamental role in holistic development.
Co-curricular activities help in the holistic development of students and assist in
developing critical skills and abilities to be successful and happy in the 21st Century life and
workplaces. Therefore, the importance of co-curricular activities is immense during school and
college education.
SOURCE: https://idreamcareer.com/blog/importance-of-co-curricular-activities-for-students/

Identify the different ways of school to support co-curricular activities.

12 ESSENTIAL SKILLS AND VALUES THAT YOU CAN DEVELOP THROUGH CO-CURRICULAR ACTIVITIES

When theoretical curriculum and co-curricular activities are integrated together, then
your chance of learning more and exploring more about your strengths, interests, and abilities
becomes higher. Therein lies the importance of co-curricular activities which are supplementary
to the theoretical curriculum.
It is true that much of your intellectual development happens, to a great extent, in the
classroom itself. But, various other aspects of your personality such as emotional development
and social skill development happen through co-curricular activities to a large extent. The key role
and importance of co-curricular activities cannot be denied in holistic development.
The 12 essential skills and values that you can develop through co-curricular activities are:
1. Logical and analytical thinking – analyzing reasons behind events and situations
2. Critical thinking – examining concepts, ideas, problems, and issues
3. Creative thinking – thinking of newer ways to solve problems; visualization; thinking of new
ideas
4. Problem-solving skills – solving problems utilizing various concepts, solutions, etc.
5. Leadership skills – taking initiatives and responsibilities; influencing others in working for a
good purpose; setting goals; motivating others to work towards goals; taking accountability
6. Social skills – collaboration; teamwork; building good relationships with others
7. Emotional skills – understanding your strengths and weaknesses; controlling your emotions;
empathy for others
8. Communication skill – the power of expression; listening to others; public speaking
9. Technology skills – using various computer software and apps for getting things done
10. Social values – respecting differences among individuals; respecting others values and culture
11. Ethical values – maintaining ethics in public life; good moral values
12. Recreational values – understanding the importance of leisure and recreation; participating in
leisure and recreational activities
Determine the benefits of co-curricular activities in students.

Benefits of co-curricular activities

Co-curricular activities are vital because even though they are not a part of the core curriculum,
they play a very crucial role in giving the young boys and girls the ability to shape up their lives.
The school activities have to be designed purposefully to give an apt mix of student’s participation
in academics and also to create a chance for all-round development. The importance of co-
curricular activities cannot be ignored.

1. Enhances overall personality

Co-curricular activities in school help to enhance the overall personality of the students. These
prepare them to take challenges heads up and enable them to think critically. Experiences and
skills acquired through these cocurricular activities make students proactive and prepared for
their future endeavors. Therefore, the importance of co-curricular activities cannot be denied in
overall personality development.

2. Strengthen Self Confidence

The goal of co-curricular activities is to give better fitness to students and inculcate a sense of
sportsmanship, competitive spirit, leadership, meticulousness, cooperation and team spirit. Thus,
many institutions are appreciating the importance of co-curricular activities and integrating a
number of co-curricular activities in their syllabus and making it mandatory for the students to
choose their interest in co-curricular activities from a list of options. The hidden motive behind all
this is to develop self-confidence and trust in others.

3. Develop Specialized Skills

Co-curricular activities in school help hone the talents of young minds and give them an
opportunity to develop their specialized skills. Competitions that are organized can create a
competitive environment and help them work towards continuous improvement in their skills.
Therefore, a number of schools are now understanding the importance of co-curricular activities
right from the early stages of school so that students can benefit in the future as well.

4. Improve Academic Performance

Studies have shown that students pursuing their hobbies achieved better results in their studies.
Their academic performance goes way up as they learn to balance their co-curricular activities
with their academic pursuits. They also better understand how to manage their time efficiently
and also increase their interest in the school. It is essential to understand the importance of co-
curricular activities in improving academic performance.

5. Greater Opportunities
In this competitive era, records of participation in co-curricular activities can act as game
changers during admissions into various courses. Students pursuing any co-curricular activities of
their choice are given preference over those who are not involved in any such activities.
Therefore, the importance of co-curricular activities is immense in their future pursuits
6. Exposure to New Activities
Students are introduced to a whole new horizon of activities that give them better insights and let
them choose what they enjoy and what they wish to learn. It broadens new horizons for them.
These activities stimulate playing, painting, acting, dancing, singing, speaking, and many other
skills in students. Thus, co-curricular activities broaden the scope of students in learning and
exploring new activities. Thus, the importance of co-curricular activities is a lot in this aspect.

7. Builds Sense of Responsibilities

When students in their early life are given some responsibility or a task to handle like an
application of first aid or managing the class painting board, etc. their efficiency to handle such
situations becomes much better. This fosters a sense of responsibility and accountability.

8. Enhance Physical and Mental Health

Co-curricular activities require students to stay active at school by participating. As students have
no option to skip these activities such as athletics, gymnastics, yoga, indoor games, and
meditation, etc. because they are part of their curriculum. This makes the importance of co-
curricular activities very high. Co-curricular activities are helpful for students as they enhance
physical fitness as well as mental health of a student and also help in relieving students from
academic stress.
Lesson Proper for Week 15
Define academic counseling.
Via networking opportunities, confidence building, and career preparation, advisors, counselors, and faculty members
can help students develop educational objectives and direct their professional growth. In order to improve students' successful
graduation, transition, work placement, and achievement of career goals, a close relationship between chemistry teachers ,
counselors, and advisors at the institution and their contacts at local high schools, recipient colleges, and employers should be
fostered and preserved. In addition to encouraging healthy mentoring relationships between students and faculty, programs can
provide opportunities for students to develop relationships with each other in order to encourage the growth of a learner group
that provides students with the support and sense of belonging required to succeed academically. Study groups, or student
study, may include such opportunities. Knowledge regarding integrating basic chemistry education with studies in other
disciplines should be provided by advisers, counselors, and faculty members. For instance, good preparation for students
planning careers in medicine, dentistry, or pharmacy is a major in chemistry with supporting work in biology. In addition, many
professions are available to graduates with a strong background in chemistry combined with other disciplines, such as computer
science, law, economics, environmental science, library science , history, literature, or philosophy, in the chemical industry ,
government, and other fields.

https://idreamcareer.com/blog/importance-of-co-curricular-activities-for-students/

Based on the presented article, what elements of effective instruction you think?

Determine personnel of school who conducts of academic counseling.

Faculty Mentors
Given their regular interaction with students, content knowledge, professional background, and community contacts, faculty
members can be particularly effective mentors, especially if they maintain communication with employers and four-year
institutions. Faculty members should encourage students to consider the career options available within chemistry and support
efforts to engage students from underrepresented minorities.

Faculty should be intentional about creating the opportunities for mentoring relationships to occur. While mentorship
can take many forms, faculty members engaging students in research are well-situated to provide exceptional mentoring
opportunities, as well as to prepare students for successful academic transfers and transitions into the workplace; such research
can be an enriching experience for faculty members as well. Faculty members can also guide students toward industrial or
government mentors and encourage participation in internships or cooperative education experiences.

Two-year college administration should foster an environment that supports faculty in their mentorship efforts. Faculty
members serving in formal mentoring programs should be compensated or given reassigned time.

Counselors and Advisers

Academic counselors should be discipline specific and provide current information with respect to the most efficient route
for completing a certificate or associate’s degree, or for transferring to a four-year program. Effective counseling includes
discussion of:

 Course prerequisites and skills needed for program completion

 Transfer to higher education or entry into the workforce, as appropriate
 Completion of all terms of required sequential courses (such as the general chemistry sequence and the organic
chemistry sequence, if appropriate)
 Mathematics and other science sequences
 Career advisers provide guidance for a student’s development, networking, confidence building, and career planning;
effective advisers are knowledgeable about current and future chemistry-based employment opportunities. Both counselors and
advisers should encourage students with strong interests and abilities in chemistry to continue their educations in the chemical
sciences.

Two-year colleges should use discipline-specific counselors and advisers to promote familiarity with chemistry and
chemistry-related programs and to facilitate articulation with four-year college programs and industry. Both advisers and
counselors should communicate with two- and four-year college faculty and community employers to assist students in
developing educational plans within the curriculum of the institution that will lead to successful academic transfer or to
employment.

Counseling and advising may be the responsibility of college personnel or of faculty as part of their job descriptions.
Faculty members serving as advisers or counselors should be compensated or given reassigned time.

https://www.acs.org/content/acs/en/education/policies/twoyearcollege/student-academic-counseling--careeradvising--and-
mentoring.html

Do you think teachers are effective academic counselors?

Explain the role of advisers as academic counselors.

Roles and Responsibilities of Advisors

The advisor’s role is an active rather than a passive one and the process of advising requires the following objectives to be met
for each student assigned as an advisee:

a. Help students define and develop realistic educational career plans through schedule planning for each semester and
summer school, if appropriate. Each student should have an up-to-date academic schedule plan through to graduation.

b. (Freshmen advisees) Meet with advisee during orientation to assist student with initial adjustment to university academic life.
Special sessions should be scheduled throughout the first academic year.

c. (For continuing advisees) Meet at least once each semester with continuing students to plan for the coming semester (or
summer) and to review/revise long range academic program schedules.

d. Assist students in planning a program consistent with their abilities and interests.

e. Monitor progress toward educational/career goals and meet at least once each semester to review the progress toward
completing the proposed academic program and to discuss grades and other performance indicators.

f. Discuss and reinforce linkages and relationships between instructional program and occupation/career.

g. Interpret and provide rationale for institutional policies, procedures, and requirements.

h. Follow-up with the advisee on any report of unsatisfactory work (notice of class probation for poor attendance, notice of FA
and/or failing grades, incomplete grades from past semester(s), etc.). Special attention should be paid to students who are
placed on academic probation.

i. Approve all designated educational transactions (e.g., pre-registration/registration schedule, drops/adds, withdrawals, change
of major and advisor, waivers, graduation requirements, etc.).

j. Try to make informal out-of-class/office contacts to underscore personal interest in the student as an individual.

k. Maintain an up-to-date Advising Portfolio, with a summary record of performance to date (grade reports, transcript,
requirements completed, etc.), dates of conferences, notation of special circumstances, up-to-date MyStuff information and
details, etc.

l. Inform and, if necessary, refer students to other institutional resources when academic, attitudinal, attendance, or other
personal problems require intervention by other professionals. (e.g., Office of Academic Development, Academic Services,
Personal Counseling, etc.)
m. Proactively contact and be available for student advisees on a regular basis. Office hours should be posted on the advisor’s
office door and preferably given to the advisee early in the semester. Advisors should plan for extended hours during pre-
registration advising.

n. Consult regularly with faculty colleagues in order to have up-to-date information. For career and graduate school options,
advisors should refer advisees to the Career Development Center when more information is needed.

Characteristics of Effective Advisors

Advisors who possess the following characteristics are most successful with students:

a. interested in advising

b. demonstrates a concerned and caring attitude toward advisees

c. exhibits effective interpersonal and communication skills

d. available to advisees

e. frequent contact with advisees

f. intrusive behavior with advisees

g. knowledgeable of institutional regulations, policies, offerings, and procedures

h. monitors student progress

i. uses appropriate information sources and refers when necessary

j. engages in developmental advising versus simply course scheduling