Domain: Write down the domain your subject belongs to (e.g. domain of Language & Communication)
Subject: Write down your subject (e.g. Albanian Language)
Level: The level you are practicing your profession (for example, if you teach in the Second Grade – Level 1)
Class: Write down the class you are contributing to as a teacher.
Theme: In this section, you will write down the topic to be taught, as planned in the quarter schedule.
Situation of Comprehension:
- A situation at which the student is going to interact. The situation is a set of circumstances, some of which act as resources for the situation to be treated by the student.
- A family of situations has a general character and comprises of some situations that have common properties.
- The categories of actions that may be performed by the students during situation treatment.
- Action execution – implies the use of resources, strategies, techniques and methods of situation treatment.
- Self-related resources (cognitive), physical;
- Specific resources
- External resources.
- the type of the expected treatment for the situation to be truly treated by the student and accepted by others;
- the assessment criteria regarding the treatment of situation component by the students.
Comprehension Situation Form
The teacher takes into account:
- the comprehension results;
- the denomination of the situation;
- the contextual description of the situation;
- the actions taken for contextual treatment of the situation;
- the resources (means, devices, various resources, knowledge, previous skills of the students);
- the assessment (once performed).
The results of domain competencies comprehension according to the teaching theme: they clearly define the grade of student achievements by the end of a didactic unit. The domain comprehension results are scheduled based on domain competencies; they define their accomplishment grade, in addition the accomplishment of the key competency accomplishment according to which your subject contributes.
Keywords: they define the terminology to be used in a given didactic unit, in order for the comprehension results to be accomplished.
Resources: they include any and all necessary materials that support you with information and assist in the accomplishment of competencies. These include: Wikipedia, student text, atlases, encyclopedias, maps, various laboratory instruments, research projects (studies), various banners, leaflets, journals and magazines, various information sources (such as the National Institute of Statistics), Powerpoint presentations, audiovisual equipment (laptops, projectors, USB flash drives, cameras, Smart Boards, CDs, tape recorders, etc), or various materials according to the subject profiles necessary for the accomplishment of competencies.
Relating with other domains or intercurricular themes
In this section, you will mention the subjects your didactic unit is integrated with. The rest of the subjects that your own subject is integrated with are displayed in your syllabus. The case may be that all such subjects can be integrated into a single didactic unit; however, it may also be that your subject can only be integrated with some of them. You must have very good knowledge of your curriculum and you must also cooperate with the teachers of the rest subject with regard to the concepts or knowledge that you identify to have been or that will be treated in other disciplines, thus enabling your own subject to accomplish its competencies.
Student activities and methodology are a condition sine qua non
Teaching hour organizing and scheduling, which may include the following:
- relating the topic in question with the previous knowledge of the students;
- forming new knowledge;
- presenting and demonstrating the results achieved.
The teacher makes sure that the techniques and methods he or she is to use during the teaching hour, should be in function of comprehension results accomplishment by the students, as well as in line with their age level. They must be attuned with the didactic unit competencies and stimulating for the students.
Selection criteria of teaching methods
First: they must be selected according to the nature of the subject, taking into account the rest of the subjects that such knowledge are also integrated with.
Second: in conformity with the place at which the lesson shall be held (in a classroom, in a special laboratory class, in nature, in a factory or production plant, in a museum, etc).
Third: according to the students’ age.
In order to enable you obtain better understanding, we are hereby providing the classification of methods in detail:
The Teaching Methods are classified as follows:
- TEACHER-CENTRED METHODS
- STUDENT-CENTRED METHODS
Group work techniques and methods
- Group working techniques and methods enable students to achieve the education goals through interaction with each-other.
- Interaction is the substantial part of those techniques, and they provide suitable grounds for students to introduce their ideas, viewpoints and the information they possess.
Some examples of group working techniques:
- Think/Create, work in pairs
- Preliminary knowledge discussion
- Working in small or big groups
- Expert groups
- Text Coding
- Reading, summarizing in pairs
Research techniques and methods – a main characteristic of this group of methods is: Information research and conclusion drawing by students themselves.
- Research project
- Case study
- Questionnaire / Inquiry
Teaching Hour Schedule Date / /
|Teaching theme:||Situation of Comprehension:|
|Domain competency comprehension results according to the teaching theme:||Keywords:|
|Resources:||Relation to other domains or intercurricular themes:|
Methodology and Student Activities:
|Organization of Teaching Hour:|
|Homework and independent study:|