1 EDU 01 Knowledge and Curriculum 2019.pdf
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This document appears to be an exam for a first semester B.Ed. degree from 2019. It contains multiple choice and short answer questions about philosophical and sociological perspectives of knowledge and curriculum. The exam is divided into 5 parts testing knowledge of concepts such as the origins and aims of education, contributions of important educational philosophers, and the relationships between education, society, and democracy.
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TEDX Youth
(2012) presentation. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners. The majority of Nikhil’s story focuses on Nick Perez, a boy who was marginalized in school and medicated to be able to adhere to the parameters of thought and behavior expected for participation in the school. As you view the presentation, you will learn how Nick became disillusioned by the lack of relevancy and interest in his studies and how his disenfranchisement eventually led him to drop out of school.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995) resource and Chapter 4 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your formal written assignment to meet the content and written communication expectations stated below.
Content Expectations
Video Analysis (3 points):
Address the following three guiding statements:
According to Nick, “I was denied the right to exist normally. My school had wasted my time until there was no time left”. Based on the information presented in the video, describe the learning experiences and cultural competencies that you believe were valued at Nick’s school. Then, using Nick’s interest in computers as a form of his cultural identity, describe cultural competencies and learning experiences that would be most applicable and interesting to Nick (think about the way that he described his life at home and at computer camp).
Examine the 4C skills (a) creativity and innovation, (b) critical thinking and problem solving, and (c) communication and (d) collaboration that are presented in
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. Determine which of these skills you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today.
Explain how the acquisition of learning and innovation skills through culturally relevant learning opportunities can lead to greater student success in the classroom and in the real world.
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Reference cultural competencies in your response to the Video Analysis guiding statements. Inclu.
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Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience via a
TEDX Youth
(2012) presentation (please click here for a
written transcript of the video
). The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners. The majority of Nikhil’s story focuses on Nick Perez, a boy who was marginalized in school and medicated to be able to adhere to the parameters of thought and behavior expected for participation in the school. As you view the presentation, you will learn how Nick became disillusioned by the lack of relevancy and interest in his studies and how his disenfranchisement eventually led him to drop out of school.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995) resource and Chapter 4 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your formal written assignment to meet the content and written communication expectations stated below.
Content Expectations
Video Analysis (3 points):
Address the following three guiding statements:
According to Nick, “I was denied the right to exist normally. My school had wasted my time until there was no time left”. Based on the information presented in the video, describe the learning experiences and cultural competencies that you believe were valued at Nick’s school. Then, using Nick’s interest in computers as a form of his cultural identity, describe cultural competencies and learning experiences that would be most applicable and interesting to Nick (think about the way that he described his life at home and at computer camp).
Examine the 4C skills (a) creativity and innovation, (b) critical thinking and problem solving, and (c) communication and (d) collaboration that are presented in
Learning and Innovations Skills
. Determine which of these skills you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today.
Explain how the acquisition of learning and innovation skills through culturally relevant learning opportunities can lead to greater student success in the classroom and in the real world.
Cultural Competencies References (1.5 points):
Reference cultural compete.
Curricula DEAR
This document provides an overview of an optional English course curriculum designed to develop students' English communication skills through art-oriented activities and using ICT. The curriculum is divided into three sections for elementary, lower-secondary, and upper-secondary students. It includes general competencies, specific competencies for each level derived from the general ones, examples of learning activities, evaluation strategies, and lesson plans. The curriculum takes a competency-centered and cross-curricular approach to integrate knowledge from different fields through innovative teaching methods in a motivating learning environment.
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TEDX Youth
(2012) presentation. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners. The majority of Nikhil’s story focuses on Nick Perez, a boy who was marginalized in school and medicated to be able to adhere to the parameters of thought and behavior expected for participation in the school. As you view the presentation, you will learn how Nick became disillusioned by the lack of relevancy and interest in his studies and how his disenfranchisement eventually led him to drop out of school.
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Content Expectations
Video Analysis (3 points): Address the following five guiding statements:
Describe a culturally relevant learning experience in which Nick could have participated within his early high school years that may have been able to successfully meet his academic and personal needs.
Using Nick’s interest in computers as a form of his cultural identity, describe the cultural competencies that were most likely taught and/or applied within Nick’s school (i.e., not the computer camp, but the school system that Nick eventually left).
Examine the 4C skills (a) creativity and innovation, (b) critical thinking and problem solving, and (c) communication and collaboration that are presented in
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. Determine which of these skills you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today.
Evaluate the relationship between the cultural competencies identified above in item two and the learning and innovation skills described in item three, and then consider whether cultural competencies are represented in the 21st century skills. Describe in what ways.
Explain how the acquisition of learning and innovation skills through culturally relevant learning opportunities can lead to greater student success in the classroom and in the real world.
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A brief MS PowerPoint presentation about socioeconomic ideology in language curriculum development. It was presented before the Language Curriculum class of Dr. Mila J. Arias at the College of Education, Arts, and Sciences of the National University, Manila.
Student/presenter:
Tristan L. Piosang
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Faculty:
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References:
Bobbit, F. (1918). The curriculum. Boston: Houghton Mifflin.
Gutek, G. (2011). Historical and philosophical foundations of education. Boston, MA: Pearson Education.
Lutz, M. (2009). Handbook of economics and ethics. Edward Elgar Publishing.
Richards, J. (2001). Curriculum development in language teaching. NY, USA: Cambridge University Press.
Curricula
This document provides a general presentation of an optional English course curriculum that uses art-oriented activities and ICT to develop students' communication skills. The curriculum is designed for elementary, lower-secondary, and upper-secondary levels. It includes general and specific competencies, learning activities, contents, and evaluation strategies. The curriculum also includes lesson plans and teaching resources to help teachers implement the course. The goal is to create an interactive learning environment through cross-curricular and transdisciplinary approaches using art, ICT, and general themes.
Unit 1 ppt.pptx
The document discusses definitions and theories of curriculum from various sources. It provides definitions of curriculum as a planned set of learning experiences and activities, intended outcomes, content or subject matter. It also discusses curriculum as reflecting trends in education and institutions. The document outlines sociological, psychological and philosophical foundations that inform curriculum development. These include factors like values of society, student characteristics, learning theories, and teaching methods.
LD-education.pptx
This document discusses the meaning, aims, purposes, and importance of education. It defines education as the development of children from the Latin word "educere." The aims of education include the holistic development of individuals through moral, spiritual, cultural, physical and character development. The purposes of education are self-development and gaining complete control of one's powers. The importance of education is that it provides knowledge, teaches humanity, develops human talents, leads to innovations, and gives one the tools to overcome challenges in life.
Curricula
This optional course curriculum proposes using art-oriented activities and ICT to develop students' English communication skills in a highly interactive way. It is designed for elementary, lower-secondary, and upper-secondary levels. The curriculum aims to help students develop general competencies related to language learning, art, and ICT through specific competencies achieved over the school year. Learning activities are suggestions, while contents allow cross-curricular learning. The curriculum also provides lesson plans, evaluation strategies, and teaching resources to help teachers implement the course.
Cultural Competence in the ClassroomNikhil Goyal is a successful.docx
Cultural Competence in the Classroom
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience via a
TEDX Youth
(2012) presentation. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners. The majority of Nikhil’s story focuses on Nick Perez, a boy who was marginalized in school and medicated to be able to adhere to the parameters of thought and behavior expected for participation in the school. As you view the presentation, you will learn how Nick became disillusioned by the lack of relevancy and interest in his studies and how his disenfranchisement eventually led him to drop out of school.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995) resource and Chapter 4 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your formal written assignment to meet the content and written communication expectations stated below.
Content Expectations
Video Analysis (3 points):
Address the following three guiding statements:
According to Nick, “I was denied the right to exist normally. My school had wasted my time until there was no time left”. Based on the information presented in the video, describe the learning experiences and cultural competencies that you believe were valued at Nick’s school. Then, using Nick’s interest in computers as a form of his cultural identity, describe cultural competencies and learning experiences that would be most applicable and interesting to Nick (think about the way that he described his life at home and at computer camp).
Examine the 4C skills (a) creativity and innovation, (b) critical thinking and problem solving, and (c) communication and (d) collaboration that are presented in
Learning and Innovations Skills
. Determine which of these skills you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today.
Explain how the acquisition of learning and innovation skills through culturally relevant learning opportunities can lead to greater student success in the classroom and in the real world.
Cultural Competencies References (1.5 points):
Reference cultural competencies in your response to the Video Analysis guiding statements. Inclu.
Cultural Competence in the ClassroomNikhil Goyal is a succes.docx
Cultural Competence in the Classroom
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience via a
TEDX Youth
(2012) presentation (please click here for a
written transcript of the video
). The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners. The majority of Nikhil’s story focuses on Nick Perez, a boy who was marginalized in school and medicated to be able to adhere to the parameters of thought and behavior expected for participation in the school. As you view the presentation, you will learn how Nick became disillusioned by the lack of relevancy and interest in his studies and how his disenfranchisement eventually led him to drop out of school.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995) resource and Chapter 4 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your formal written assignment to meet the content and written communication expectations stated below.
Content Expectations
Video Analysis (3 points):
Address the following three guiding statements:
According to Nick, “I was denied the right to exist normally. My school had wasted my time until there was no time left”. Based on the information presented in the video, describe the learning experiences and cultural competencies that you believe were valued at Nick’s school. Then, using Nick’s interest in computers as a form of his cultural identity, describe cultural competencies and learning experiences that would be most applicable and interesting to Nick (think about the way that he described his life at home and at computer camp).
Examine the 4C skills (a) creativity and innovation, (b) critical thinking and problem solving, and (c) communication and (d) collaboration that are presented in
Learning and Innovations Skills
. Determine which of these skills you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today.
Explain how the acquisition of learning and innovation skills through culturally relevant learning opportunities can lead to greater student success in the classroom and in the real world.
Cultural Competencies References (1.5 points):
Reference cultural compete.
Curricula DEAR
This document provides an overview of an optional English course curriculum designed to develop students' English communication skills through art-oriented activities and using ICT. The curriculum is divided into three sections for elementary, lower-secondary, and upper-secondary students. It includes general competencies, specific competencies for each level derived from the general ones, examples of learning activities, evaluation strategies, and lesson plans. The curriculum takes a competency-centered and cross-curricular approach to integrate knowledge from different fields through innovative teaching methods in a motivating learning environment.
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1 EDU 01 Knowledge and Curriculum 2019.pdf
- 1. (Pages : 4) H – 2727 P.T.O. Reg. No. : ............................. Name : .................................. First Semester B.Ed. Degree Examination, November 2019 EDU–01 KNOWLEDGE AND CURRICULUM : PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVES (2019 Admission) Time : 2 Hours Max. Marks : 50 PART – A Answer all questions. Each question carries 1 mark. 1. The word ‘education’ has been derived from Latin word- “educere,” meaning (a) to lead out (b) to play (c) to see (d) to observe 2. Which of the following is the ultimate aim of education (a) knowledge creations (b) skill acquisition (c) knowledge development (d) harmonious development
- 2. H – 2727 2 3. The spread of cultural beliefs and social activities from one group of people to another is termed as (a) Cultural diffusion (b) Cultural inertia (c) Cultural drag (d) Cultural lag 4. “The roots of education are bitter, but the fruit is sweet.” Who said this? (a) Aristotle (b) Dewey (c) Tagore (d) Vivekananda 5. Which among the following is not suggested by idealism (a) self- discipline (b) impressionistic discipline (c) full freedom (d) inner discipline (5 1 = 5 Marks) PART – B Answer all questions. Each question carries 1 mark. 6. Who wrote the book “Geetanjali”? 7. “Education is a continuous reconstruction of experiences”. Who said this?
- 3. H – 2727 3 8. Define “international understanding”. 9. How did Swami Vivekananda define education? 10. What is the relationship between Education and Philosophy? (5 1 = 5 Marks) PART – C Answer all questions. Each question carries 2 mark. 11. Explain the concept of informal education 12. What is the meaning of national integration? 13. Explain the term “cultural lag”. 14. Teaching is a science. Give two reasons. 15. What is child-centred education? (5 2 = 10 Marks) PART – D Answer any four questions in about a page. Each question carries 5 mark. 16. List some important competencies that a teacher must possess. 17. Discuss the educational implications of naturalism. 18. Discuss the contributions of Dr. S Radhakrishnan to the field of education.
- 4. H – 2727 4 19. How does education inculcate the values connected with democracy? 20. Discuss the role of education in combating social evils. 21. Discuss the role of teacher as the architect of the nation. (4 5 = 20 Marks) PART – E Answer any one questions in about three pages. Each question carries 10 marks. 22. Discuss the contributions of Froebel to education. 23. Elaborate on the concept, features and educational implications of humanism. (1 10 = 10 Marks) ————————