Gagne specifies nine types of instructional events. Name and describe each of these events.) Robe... more Gagne specifies nine types of instructional events. Name and describe each of these events.) Robert Gagné proposed a series of events which follow a systematic instructional design process that share the behaviourist approach to learning, with a focus on the outcomes or behaviours of instruction or training. Each of the nine events of instruction is highlighted below, followed by sample methods to help implement the events in your own instruction. Use Gagné's nine events in conjunction with Bloom's Revised Taxonomy to design engaging and meaningful instruction. Gagné, Briggs, and Wager (1992:10). Stressed out nine types of instructional events the list is given below First, gain attention of the students Ensure the learners are ready to learn and participate in activities by presenting a stimulus to gain their attention. Methods for gaining learners' attention include: Stimulate students with novelty, uncertainty and surprise, pose thought-provoking questions to the students and Have students pose questions to be answered by other students Second, inform students of the objectives Inform students of the objectives or outcomes to help them understand what they are to learn during the course. Provide objectives before instruction begins. Methods for stating the outcomes include: Describe required performance, describe criteria for standard performance and Learner establishes criteria for standard performance.
EDUCATION ADMINISTRATION, MANAGEMENT AND RESEARCH
YEAR 3
1.1 EDUCATION ADMINISTRATION AND MANAGE... more EDUCATION ADMINISTRATION, MANAGEMENT AND RESEARCH YEAR 3 1.1 EDUCATION ADMINISTRATION AND MANAGEMENT 1.1.1 Concepts of School ADMINISTRATION and Management 1.1.1.1 Discuss the concepts of school administration and management 1.1.1.2 Relate leadership to positive and negative school performance 1.1.1.3 Discuss the concept of educational administration. 1.1.2 School administration and management
1.1.2.1 Analyse education administration in Zambia primary schools 1.1.2.2 Discuss importance of School based continuing Professional Development. 1.1.2.3 Evaluate education administration and management in Zambian Primary schools 1.1.2.4 Discuss Leadership in the administration and management of school programmes 1.2 SCHOOL ORGANISATION AND STRUCTURE 1.2.1 Organisational Structure of Schools in Zambia 1.2.1.1 Discuss the organisational structure of schools in Zambia
1.2.2 Roles and Responsibilities of School Administration and other Members of the School Community. 1.2.2.1 Explain the roles and Responsibilities of a Headteacher 1.2.2.2 Explain the roles and Responsibilities of a Deputy Headteacher 1.2.2.3 Discuss the roles and responsibilities of a seniors 15.5 Analyse the roles and Responsibilities of a teacher 1.2.2.4 Explain the roles and responsibilities of prefects, monitors and others learners 1.2.2.5 Describe the roles and responsibilities of non-teaching staff 1.2.2.6 Discuss school committees. 3.1 ADMINISTRATIVE STRUCTURE OF THE MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION (MESVTEE) 3.1.1 Administrative Structure of MESVTEE 2.3.1.1 Describe the administrative structure of the MESVTEE 2.3.1.2 Explain the functions of PTAs, Education Boards, DEBs and PEOs 2.3.1.3 Discuss the relationship between Ministry Headquarters and the school administration
3.1.2 Statutory Bodies / Regulatory Institutions. /Tools For Teachers 3.1.2.1 Explain the role of the Teaching Council 3.1.2.2 Explain the role the Teaching Service Commission 3.1.2.3 Discuss the trade unions in the teaching service 3.1.2.4 Explain the role of subject associations 3.1.2.5 Analyse the general orders/ public service regulations 3.1.2.6 Examine the Education Acts of 1966 and 2011 3.2 INTRODUCTION TO RESEARCH 3.2.1 Concept and Types of Research 3.2.1.1 Discuss the concept and types of research 3.2.1.2 Describe quantitative research 3.2.1.3 Describe qualitative research 3.2.1.4 Differences between qualitative and quantitative research.
3.1.1 Educational Research
3.1.1.1 Discuss the concept of educational research 3.1.1.2 Discuss the importance of educational research. 3.1.1.3 Explain the research methods 3.1.1.4 Discuss research ethics 3.1.1.5 Demonstrate research proposal writing 3.1.1.6 Practice data collection 3.1.1.7 Practice Data Analysis 3.1.1.8 Write a research proposal 3.1.2 Action Research 3.1.2.1 Discuss action research as branch of general research 3.1.2.2 Discuss the purpose of action research 3.1.2.3 Discuss practice and reflection in action research 3.1.2.4 Explain topic identification and problem statement writing 3.1.2.5 Discuss data collection in action research 3.1.2.6 Explain data analysis in action research 3.1.2.7 Write an action research plan 3.1.2.8 Implement findings/Intervention measures 3.1.2.9 Explain action research cycle
Gagne specifies nine types of instructional events. Name and describe each of these events.) Robe... more Gagne specifies nine types of instructional events. Name and describe each of these events.) Robert Gagné proposed a series of events which follow a systematic instructional design process that share the behaviourist approach to learning, with a focus on the outcomes or behaviours of instruction or training. Each of the nine events of instruction is highlighted below, followed by sample methods to help implement the events in your own instruction. Use Gagné's nine events in conjunction with Bloom's Revised Taxonomy to design engaging and meaningful instruction. Gagné, Briggs, and Wager (1992:10). Stressed out nine types of instructional events the list is given below First, gain attention of the students Ensure the learners are ready to learn and participate in activities by presenting a stimulus to gain their attention. Methods for gaining learners' attention include: Stimulate students with novelty, uncertainty and surprise, pose thought-provoking questions to the students and Have students pose questions to be answered by other students Second, inform students of the objectives Inform students of the objectives or outcomes to help them understand what they are to learn during the course. Provide objectives before instruction begins. Methods for stating the outcomes include: Describe required performance, describe criteria for standard performance and Learner establishes criteria for standard performance.
EDUCATION ADMINISTRATION, MANAGEMENT AND RESEARCH
YEAR 3
1.1 EDUCATION ADMINISTRATION AND MANAGE... more EDUCATION ADMINISTRATION, MANAGEMENT AND RESEARCH YEAR 3 1.1 EDUCATION ADMINISTRATION AND MANAGEMENT 1.1.1 Concepts of School ADMINISTRATION and Management 1.1.1.1 Discuss the concepts of school administration and management 1.1.1.2 Relate leadership to positive and negative school performance 1.1.1.3 Discuss the concept of educational administration. 1.1.2 School administration and management
1.1.2.1 Analyse education administration in Zambia primary schools 1.1.2.2 Discuss importance of School based continuing Professional Development. 1.1.2.3 Evaluate education administration and management in Zambian Primary schools 1.1.2.4 Discuss Leadership in the administration and management of school programmes 1.2 SCHOOL ORGANISATION AND STRUCTURE 1.2.1 Organisational Structure of Schools in Zambia 1.2.1.1 Discuss the organisational structure of schools in Zambia
1.2.2 Roles and Responsibilities of School Administration and other Members of the School Community. 1.2.2.1 Explain the roles and Responsibilities of a Headteacher 1.2.2.2 Explain the roles and Responsibilities of a Deputy Headteacher 1.2.2.3 Discuss the roles and responsibilities of a seniors 15.5 Analyse the roles and Responsibilities of a teacher 1.2.2.4 Explain the roles and responsibilities of prefects, monitors and others learners 1.2.2.5 Describe the roles and responsibilities of non-teaching staff 1.2.2.6 Discuss school committees. 3.1 ADMINISTRATIVE STRUCTURE OF THE MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION (MESVTEE) 3.1.1 Administrative Structure of MESVTEE 2.3.1.1 Describe the administrative structure of the MESVTEE 2.3.1.2 Explain the functions of PTAs, Education Boards, DEBs and PEOs 2.3.1.3 Discuss the relationship between Ministry Headquarters and the school administration
3.1.2 Statutory Bodies / Regulatory Institutions. /Tools For Teachers 3.1.2.1 Explain the role of the Teaching Council 3.1.2.2 Explain the role the Teaching Service Commission 3.1.2.3 Discuss the trade unions in the teaching service 3.1.2.4 Explain the role of subject associations 3.1.2.5 Analyse the general orders/ public service regulations 3.1.2.6 Examine the Education Acts of 1966 and 2011 3.2 INTRODUCTION TO RESEARCH 3.2.1 Concept and Types of Research 3.2.1.1 Discuss the concept and types of research 3.2.1.2 Describe quantitative research 3.2.1.3 Describe qualitative research 3.2.1.4 Differences between qualitative and quantitative research.
3.1.1 Educational Research
3.1.1.1 Discuss the concept of educational research 3.1.1.2 Discuss the importance of educational research. 3.1.1.3 Explain the research methods 3.1.1.4 Discuss research ethics 3.1.1.5 Demonstrate research proposal writing 3.1.1.6 Practice data collection 3.1.1.7 Practice Data Analysis 3.1.1.8 Write a research proposal 3.1.2 Action Research 3.1.2.1 Discuss action research as branch of general research 3.1.2.2 Discuss the purpose of action research 3.1.2.3 Discuss practice and reflection in action research 3.1.2.4 Explain topic identification and problem statement writing 3.1.2.5 Discuss data collection in action research 3.1.2.6 Explain data analysis in action research 3.1.2.7 Write an action research plan 3.1.2.8 Implement findings/Intervention measures 3.1.2.9 Explain action research cycle
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Papers by Davis Mwanza
YEAR 3
1.1 EDUCATION ADMINISTRATION AND MANAGEMENT 1.1.1 Concepts of School ADMINISTRATION and Management 1.1.1.1 Discuss the concepts of school administration and management
1.1.1.2 Relate leadership to positive and negative school performance
1.1.1.3 Discuss the concept of educational administration.
1.1.2 School administration and management
1.1.2.1 Analyse education administration in Zambia primary schools
1.1.2.2 Discuss importance of School based continuing Professional Development.
1.1.2.3 Evaluate education administration and management in Zambian Primary schools
1.1.2.4 Discuss Leadership in the administration and management of school programmes
1.2 SCHOOL ORGANISATION AND STRUCTURE 1.2.1 Organisational Structure of Schools in Zambia 1.2.1.1 Discuss the organisational structure of schools in Zambia
1.2.2 Roles and Responsibilities of School Administration and other Members of the School Community.
1.2.2.1 Explain the roles and Responsibilities of a Headteacher
1.2.2.2 Explain the roles and Responsibilities of a Deputy Headteacher
1.2.2.3 Discuss the roles and responsibilities of a seniors 15.5 Analyse the roles and Responsibilities of a teacher
1.2.2.4 Explain the roles and responsibilities of prefects, monitors and others learners
1.2.2.5 Describe the roles and responsibilities of non-teaching staff
1.2.2.6 Discuss school committees.
3.1 ADMINISTRATIVE STRUCTURE OF THE MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION (MESVTEE)
3.1.1 Administrative Structure of MESVTEE
2.3.1.1 Describe the administrative structure of the MESVTEE
2.3.1.2 Explain the functions of PTAs, Education Boards, DEBs and PEOs
2.3.1.3 Discuss the relationship between Ministry Headquarters and the school administration
3.1.2 Statutory Bodies / Regulatory Institutions. /Tools For Teachers 3.1.2.1 Explain the role of the Teaching Council
3.1.2.2 Explain the role the Teaching Service Commission
3.1.2.3 Discuss the trade unions in the teaching service
3.1.2.4 Explain the role of subject associations
3.1.2.5 Analyse the general orders/ public service regulations
3.1.2.6 Examine the Education Acts of 1966 and 2011
3.2 INTRODUCTION TO RESEARCH 3.2.1 Concept and Types of Research 3.2.1.1 Discuss the concept and types of research
3.2.1.2 Describe quantitative research
3.2.1.3 Describe qualitative research
3.2.1.4 Differences between qualitative and quantitative research.
3.1.1 Educational Research
3.1.1.1 Discuss the concept of educational research
3.1.1.2 Discuss the importance of educational research.
3.1.1.3 Explain the research methods
3.1.1.4 Discuss research ethics
3.1.1.5 Demonstrate research proposal writing
3.1.1.6 Practice data collection
3.1.1.7 Practice Data Analysis
3.1.1.8 Write a research proposal
3.1.2 Action Research 3.1.2.1 Discuss action research as branch of general research
3.1.2.2 Discuss the purpose of action research
3.1.2.3 Discuss practice and reflection in action research
3.1.2.4 Explain topic identification and problem statement writing
3.1.2.5 Discuss data collection in action research
3.1.2.6 Explain data analysis in action research
3.1.2.7 Write an action research plan
3.1.2.8 Implement findings/Intervention measures
3.1.2.9 Explain action research cycle
Drafts by Davis Mwanza
YEAR 3
1.1 EDUCATION ADMINISTRATION AND MANAGEMENT 1.1.1 Concepts of School ADMINISTRATION and Management 1.1.1.1 Discuss the concepts of school administration and management
1.1.1.2 Relate leadership to positive and negative school performance
1.1.1.3 Discuss the concept of educational administration.
1.1.2 School administration and management
1.1.2.1 Analyse education administration in Zambia primary schools
1.1.2.2 Discuss importance of School based continuing Professional Development.
1.1.2.3 Evaluate education administration and management in Zambian Primary schools
1.1.2.4 Discuss Leadership in the administration and management of school programmes
1.2 SCHOOL ORGANISATION AND STRUCTURE 1.2.1 Organisational Structure of Schools in Zambia 1.2.1.1 Discuss the organisational structure of schools in Zambia
1.2.2 Roles and Responsibilities of School Administration and other Members of the School Community.
1.2.2.1 Explain the roles and Responsibilities of a Headteacher
1.2.2.2 Explain the roles and Responsibilities of a Deputy Headteacher
1.2.2.3 Discuss the roles and responsibilities of a seniors 15.5 Analyse the roles and Responsibilities of a teacher
1.2.2.4 Explain the roles and responsibilities of prefects, monitors and others learners
1.2.2.5 Describe the roles and responsibilities of non-teaching staff
1.2.2.6 Discuss school committees.
3.1 ADMINISTRATIVE STRUCTURE OF THE MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION (MESVTEE)
3.1.1 Administrative Structure of MESVTEE
2.3.1.1 Describe the administrative structure of the MESVTEE
2.3.1.2 Explain the functions of PTAs, Education Boards, DEBs and PEOs
2.3.1.3 Discuss the relationship between Ministry Headquarters and the school administration
3.1.2 Statutory Bodies / Regulatory Institutions. /Tools For Teachers 3.1.2.1 Explain the role of the Teaching Council
3.1.2.2 Explain the role the Teaching Service Commission
3.1.2.3 Discuss the trade unions in the teaching service
3.1.2.4 Explain the role of subject associations
3.1.2.5 Analyse the general orders/ public service regulations
3.1.2.6 Examine the Education Acts of 1966 and 2011
3.2 INTRODUCTION TO RESEARCH 3.2.1 Concept and Types of Research 3.2.1.1 Discuss the concept and types of research
3.2.1.2 Describe quantitative research
3.2.1.3 Describe qualitative research
3.2.1.4 Differences between qualitative and quantitative research.
3.1.1 Educational Research
3.1.1.1 Discuss the concept of educational research
3.1.1.2 Discuss the importance of educational research.
3.1.1.3 Explain the research methods
3.1.1.4 Discuss research ethics
3.1.1.5 Demonstrate research proposal writing
3.1.1.6 Practice data collection
3.1.1.7 Practice Data Analysis
3.1.1.8 Write a research proposal
3.1.2 Action Research 3.1.2.1 Discuss action research as branch of general research
3.1.2.2 Discuss the purpose of action research
3.1.2.3 Discuss practice and reflection in action research
3.1.2.4 Explain topic identification and problem statement writing
3.1.2.5 Discuss data collection in action research
3.1.2.6 Explain data analysis in action research
3.1.2.7 Write an action research plan
3.1.2.8 Implement findings/Intervention measures
3.1.2.9 Explain action research cycle