Teacher Level Factors

Teacher-Level Factors
Teacher-Level Factors
The teacher is one of factors that influences students’
academic performance. Teachers are facilitators of the learning
process. Teachers are unique, in that they are architects, managers
and engineers of pedagogy. This is why teaching/learning process
is central to any education system.
Teacher-Level factors are some of the duties of the teacher
that can mainly affects the students of their learning. These factors
can also be used for the teachers to be more effective in teaching
their students.
Types of Teacher-Level Factors
1. Instructional- strategies-
Instructional strategies encompass any type of learning
technique a teacher uses to help students learn or gain a better
understanding of the course material. They allow teachers to make
the learning experience more fun and practical and can also
encourage students to take more of an active role in their education.
The objective of using instructional strategies beyond subject
comprehension is to create students who are independent strategic
learners. The hope is, with time and practice, students will be able to
select the right strategies on their own and use them effectively to
complete tasks.
• Interactive Teaching
Engaging students in-class through interactive
methods is an ideal way for an instructor to connect
with as many students as possible in person,
supporting both benchmarks of Student-Faculty
Interaction and Active and Collaborative Learning.
• Interdisciplinary teaching
Is a method, or set of methods, used to teach
across curricular disciplines or "the bringing together
of separate disciplines around common themes,
issues, or problems.” often Interdisciplinary
instruction associated with or a component of several
other instructional approaches
• Inquiry-based teaching
It is a pedagogical approach that invites students to
explore academic content by posing, investigating, and
answering questions. Also known as problem-based teaching
or simply as ‘inquiry,’ this approach puts students’ questions
at the center of the curriculum, and places just as much
value on the component skills of research as it does on
knowledge and understanding of content.
2. Classroom Curriculum design
Classroom Curriculum design is a term used to
describe the purposeful, deliberate, and systematic
organization of curriculum (instructional blocks) within a
class or course. In other words, it is a way for teachers to
plan instruction. When teachers design curriculum, they
identify what will be done, who will do it, and what
schedule to follow.
Purpose of Curriculum Design
Teachers design each curriculum with a specific
educational purpose in mind. The ultimate goal is to improve the
student learning , but there are other reasons to employ curriculum
design as well. For example, designing a curriculum for middle
school students with both elementary and high school curricula in
mind helps to make sure that learning goals are aligned and
complement each other from one stage to the next. If a middle
school curriculum is designed without taking prior knowledge from
elementary school or future learning in high school into account it
can create real problems for the students.
Types of Classroom Curriculum Design
• Subject-Centered Curriculum Design
Subject-centered curriculum design revolves around a particular subject

matter or discipline. For example, a subject-centered curriculum may focus on math or
biology. This type of curriculum design tends to focus on the subject rather than the
individual. It is the most common type of curriculum used in K-12 public schools.
Subject-centered curriculum design describes what needs to be studied and

how it should be studied. Core curriculum is an example of a subject-centered design
which can be standardized across schools, states, and the country as a whole. In
standardized core curricula, teachers are provided a pre-determined list of things that
they need to teach their students, along with specific examples of how these things
should be taught. You can also find subject-centered designs in large college classes in
which teachers focus on a particular subject or discipline.
• Learner-Centered Curriculum Design
In contrast, learner-centered curriculum design
takes each individual's needs, interests, and goals into
consideration. In other words, it acknowledges that
students are not uniform and adjusts to those student
needs. Learner-centered curriculum design is meant
to empower learners and allow them to shape their
education through choices.
• Problem-Centered Curriculum Design
Like learner-centered curriculum design, problem-centered
curriculum design is also a form of student-centered design. Problem-
centered curricula focus on teaching students how to look at a problem and
come up with a solution to the problem. Students are thus exposed to real-
life issues, which helps them develop
Problem-centered curriculum design increases the relevance of
the curriculum and allows students to be creative and innovate as they are
learning. The drawback to this form of curriculum design is that it does
not always take learning styles into consideration. p skills that are
transferable to the real world.
Classroom Curriculum Design Tips
• Identify the needs of stakeholders

• Create a clear list of learning goals and outcomes
• Identify constraints
• Consider creating a curriculum map
• Identify the instructional methods
• Establish evaluation methods
• Remember that curriculum design is not a one-step process;

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What are some types of instructional strategies discussed?

What are the purposes of curriculum design according to the passage?

Teacher-Level Factors

• Subject-Centered Curriculum Design

Subject-centered curriculum design revolves around a particular subject

Subject-centered curriculum design describes what needs to be studied and

• Identify the needs of stakeholders

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