PGE

PERSONAL DEVELOPMENT

3 LEARNING FOCUSES

SOCIAL DEVELOPMENT

3 LEARNING FOCUSES

ACADEMIC DEVELOPMENT

3 LEARNING FOCUSES

CAREER DEVELOPMENT

3 LEARNING FOCUSES

• SELF CONCEPT

• SELF-RELIANT

• SELF MANAGEMENT

PERSONAL DEVELOPMENT

•RESPECT AND ACCEPTANCE OF OTHERS

•COMMUNICATION SKILLS ANDINTERPERSONAL RELATIONSHIP

•COPING SKILLS & CONFLICT MANAGEMENT

SOCIAL DEVELOPMENT

• SKILLS & ATTITUDE IN EFFECTIVELEARNING

• SCHOOL SUCCESS

• PLEASURABLE SCHOOL LIFE

ACADEMIC DEVELOPMENT

• PLAN FOR LIVING

• WORKING ATTITUDE

• CAREER PATH

CAREER DEVELOPMENT

• STUDY SKILLS• COLLABORATION SKILLS• NUMERACY SKILLS

• CRITICAL THINKING SKILLS• PROBLEM-SOLVING SKILLS• COMMUNICATION SKILLS

• SELF MANAGEMENT SKILLS

• CREATIVITY• IT SKILLS

LEARNING AREA SOCIAL DEVELOPMENT

LEARNING FOCUSCOMMUNICATION SKILLS DEVELOPMENT

& INTERPERSONAL RELATIONSHIP

CONTENTADAPTATION TO SECONDARY SCHOOL

LIFE (SOCIAL ADJUSTMENT)

LEVEL MIDDLE-SCHOOL LEVEL

•Students group themselves into 5-6 smallgroups and conduct a survey of the possiblesocial adjustment difficulties they mayencounter on promotion to secondary andthen compile the statistics for analysis

STUDY SKILLS

COLLABORATION SKILLS

NUMERACY SKILLS

•Students present the findings of theirsurvey in class, discuss in groups andexplore the coping strategies

CRITICAL THINKING SKILLS

PROBLEM-SOLVING SKILLS

COMMUNICATION SKILLS

•Students complete their self-reflectionreport to review their own character and thepossible social adjustment difficulties

SELF MANAGEMENTSKILLS

•Students design goodwill cards with the aidof computer, expressing their appreciationfor their teachers/classmates whom theywill leave

CREATIVITY

IT SKILLS

VALUES

CORE VALUES

Certain values that arecommonly or universallyemphasized across humansocieties

SUSTAINING VALUES

Other values, which can varyacross ages, places and races,that are helpful for sustainingthe core values at aninstrumental level.

OPTIMISTIC PARTICIPATORY

CRITICAL CREATIVE

APPRECIATIVE EMPATHETIC

CARING AND CONCERNED POSITIVE

CONFIDENT COOPERATIVE RESPONSIBLE

ADAPTABLE TO CHANGES OPEN-MINDED

ATTITUDE

WITH RESPECT TO

TEACHER

GROWTH MINDSET

Creating belief in students that intelligence is

malleable

To remain focused on the goal despite

setbacks

PRIOR KNOWLEDGE

Affects Conceptual Growth and

Conceptual Change

To bring changes which are

imperative to know the baseline level

LIMITS OF STAGE

THEORY

Cognitive development not limited by stage

development

Scaffolding, Differentiation &

Mixed ability grouping

FACILITATING CONTEXT

Transfer of learning from one context to

another

Utilizing understanding to

find potential solution to real-world problem

PRACTICE

To encode learning material into long-

term memory

Spaced-interval activities helps in

long-term retrieval ability

FEEDBACK

Clear, Explanatory

& Timely Feedback

SELF-REGULATION

Attention, Organization, Self-Control, Planning and Memory

Strategies, improve learning and engagement

Using classroom calendarsHighlighting difficult concepts

Breaking large projects into manageable components

Using well designed rubricsAllowing sufficient processing time

CREATIVITY

Not a stable trait. It can be taught, nurtured & increased

Structuring assignments to increase creativity

Ideas for how to model creative problem solving

INTRINSIC MOTIVATION

Support the fundamental need of

students to feel autonomous

Understanding motivators and its

influence to achieve success

MASTERY GOALS

Focus on Mastery Goal over Performance Goal

In Performance Goal, students avoid activities which may expose their

weakness

Mastery goals motivates to learn new skills & achieve higher level of

competence

TEACHERS’ EXPECTATION

Beliefs that teachers have about their students affect

students

Communicate high expectations and avoid creating negative self-

fulfilling prophecies

GOAL SETTINGS

After students experience success with moderately

challenging proximal goals, they will be more likely to become

intermediate risk takers

They will be capable of achieving larger distal goals,

subsequently

SOCIAL CONTEXTS

Communities and Culture influence learning

Incorporating culture into every unit to increase student

engagement and build stronger relationships

INTERPERSONAL RELATIONSHIP

Both teacher-student and student-peer

relationships in the classroom

EMOTIONAL WELL-BEING

Self-esteem (Social Psychology)Self-efficacy and locus of control (Motivation And Personality)

Happiness and coping skills (Emotion And Stress)

Classroom activities should take care of these emotional well-being parameters to consolidate upon each one of them

CLASSROOM CONDUCT

Correcting inappropriate student behaviors and

for establishing appropriate

replacement behaviors at both the classroom and school-wide levels

EXPECTATION SUPPORT

Setting and communicating high

expectations

Consistently nurturing positive relationships

Providing a high level of student support

ASSESSMENT DEVELOPMENT

Assessments need to be evaluated on Reliability and Validity by aligning them to

learning targets, utilizing item analysis, and

monitoring outcomes for discrepancies

ASSESSMENT EVALUATION

Accurately interpret test results and clearly

communicate the results to students and

parents

STUDENTS