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5es and 4cs Presentation

The IDDR model emphasizes a structured approach to engage learners through stages of introduction, competence development, design, and realization. Each stage incorporates activities that foster curiosity, understanding, and application of knowledge, while continuous assessment informs both teaching and learning. The ultimate goal is to equip students with essential 21st-century skills for effective life management.

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20 views11 pages

5es and 4cs Presentation

The IDDR model emphasizes a structured approach to engage learners through stages of introduction, competence development, design, and realization. Each stage incorporates activities that foster curiosity, understanding, and application of knowledge, while continuous assessment informs both teaching and learning. The ultimate goal is to equip students with essential 21st-century skills for effective life management.

Uploaded by

monicamayot8
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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IDDR MODEL

5Es and 4Cs


Introduction

 Activities in this stage engages a learner into learning

 The purpose of this stage is to get the learner’s prior


knowledge based on the lesson to be taught
 Use questions or activities that arouse the child’s
interest, generate curiosity, and get them involved in
the lesson
Introduction…

 Provide activities that relate to the new


knowledge and skills that the child is expected
to develop.
 Integrate assessment to identify any
misconceptions, what students know, do not
know and needs in learning the intended
competence
 Use the assessment evidences obtained in
developing competence in a second stage
Competence development
• This stage has a great relationship with the introduction stage.
• Provide with activities that enable learner to develop
understanding/competence (i.e., reading texts, watching videos,
listening to audio sources, conducting discussions, investigating,
observing, questioning, communicating with peers, interviewing, and the
like.
• Let them work together to promote sharing and communication among
themselves, and give them opportunity to present and clarify what they
have learnt.
• Continue to assess students’ progress in learning and use the evidences
to support them in learning
• As, you engage them, they get chance to explore and explain new
things in learning processes
DESIGN

• This stage deepens learning


• Allow a learner to apply the knowledge leant in
other contexts.
• Use activities that guide the learner through
performing activities aimed at applying their
understandings (the acquired knowledge and skills)
to address challenges they face in real-life situation
• As students engage in the activities, they get
chance to elaborate their learning in depth.
Realisation
• This stage allow assessment and
evaluation of students’
achievement.
• Design activities that provides
opportunities for the teacher to
assess learning achievement and
students to assess themselves
Realisation…
• Use different forms of assessment, such
as portfolios, performance assessments,
interviews, preparation of physical
models, quizzes, and many others. This
will allow students also to self-
assessment and peer assessment
• Use assessment evidences as feedback
to improve learning if it is required.
Assessment Criteria

• Criterion should show clearly the expected


performance from a pupil in doing the activities
during teaching and learning process.
• Criterion of assessment has to focus on specific
task given on regards to learning intents.
Assessment Criteria…

• Example of how to state an assessment


criterion, “A picture of a cat is drawn.
• A criterion for assessment should be
prepared before entering the
classroom.
Remarks
• Remarks should be reflective comments and observations based on
performance of the specific activity.

• Therefore, a teacher is expected to do the following at this stage:


• Explain the strength or weakness on performing the specific learning activity.
• Note areas where students excelled and areas where they may
need further support or clarification or consider what went well
and what could be improved upon for future lessons.

• Use the information obtained from the assessment criteria to


remark the performance of the specific activity.
Conclusion

• TIE expects that through this approach, students are

expected to effectively develop their knowledge, skills,

and attitudes that enable them to acquire the necessary

skills for the 21st century which will enable them to

manage their lives in different ways.

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