The document outlines 10 axioms of curriculum change:
1. Change is inevitable as societies and institutions must adapt to changing conditions.
2. The curriculum reflects and is a product of its time, influenced by social, philosophical, psychological and knowledge-based factors of the period.
3. Curriculum changes can exist concurrently as new changes are adopted while older changes still remain.
4. Curriculum change results from changes in people as their desires, beliefs and skills evolve.
5. Significant curriculum changes are most effective when brought about through cooperative group efforts rather than individually.
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
Objective:
Explain the important insights and reasons of multilingual education in making education more responsive to cultural diversity.
Appreciate the value of using his/her own mother tongue in dealing with any classroom situations, and
Simulate different classroom situation using their own mother tongue.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
A Power Point Presentation of the Topic ''The PRINCIPLES of LEARNING'' on the subject '' The Principles of Teaching 1''
Contains the following:
-9 Principles of Learning by Horne and Pine
-Laws of Learning by Thorndike
with Pictures to be easily understand, or for to you ask share their insight about the given principles, Quotation related to the topic and also a special video.
Hope it will help you, thank you~
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
A Power Point Presentation of the Topic ''The PRINCIPLES of LEARNING'' on the subject '' The Principles of Teaching 1''
Contains the following:
-9 Principles of Learning by Horne and Pine
-Laws of Learning by Thorndike
with Pictures to be easily understand, or for to you ask share their insight about the given principles, Quotation related to the topic and also a special video.
Hope it will help you, thank you~
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Curriculum Change, Planning and Transactionvalarpink
Curriculum Change
With changing time, curriculum should also change reflecting the needs and aspirations of the people. There cannot be a uniform curriculum for all the countries for all the time, because education is related to social, economic and political changes in the country. Curriculum content should be based on current information and not on the past information that has been proved to be false or outdated and unusable. There is therefore need for constantly changing and updating the curriculum content.
Launched in 2005, Liberal Education and America’s Promise (LEAP) is a national initiative that champions the importance of a twenty-first-century liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality.
The school purposes in curriculum developmentMica Navarro
it includes:
Curriculum and School Purposes
Meaning and Application
School Goals and Sources of Curriculum
Data on the Learner
Data on the Contemporary Society
The Fund of Knowledge
Levels of School Goals
Curriculum development is defined as planned, purposeful, progressive, and systematic process in order to create positive improvements in the educational system.
The COVID pandemic has forced onto schools an overnight pivot to virtual delivery and assessment. This emergency provisions and their online component have remained a part of the reality of teaching and learning for large parts of the last two years. Innovative and emergent uses of technology in the classroom have blossomed rapidly and found a rich and opportune context for growth. This two-year period of change and experimentation has now created an unprecedented thirst for the long-term adoption and integration of digital solutions in teaching and learning – be they virtual, hybrid of face to face.
Much of the reflection that has occurred around the use and integration of technology and virtual tools in teaching and learning, however, has ignored learner diversity, accessibility, and inclusion. The time constraints, exceptional circumstances of the pivot, the urgency of the measures, and the understanding arrangements were temporary have contributed to a certain laissez faire in terms of accessibility. The legal notion of undue hardship has explicitly been used by many schools and school districts to circumvent legislation on inclusion and human rights provisions which normally guarantee accessibility to learning.
This session will first examine the various concerns regarding inclusion and accessibility which have arisen during the pandemic in relation to digital learning. The presentation will then analyze the inherent risks that are present in relation to social justice and inclusion, as educational organizations transition back to face-to-face instruction and seek to retain the digital flavour that has blossomed over the last two years. The third section of this paper is a call for action which delineates the safeguards that must be in place as digital transformation of teaching and learning gains momentum in the post-pandemic landscape.
Keynote Presentation Universell Norway May 25 Frederic Fovet
Keynote presentation at the Nasjonalt webinar om inkluderende læringsmiljø - Unoversell, Norway
Exploring the need for sustainable ‘whole campus’ approaches to the Inclusion of diverse learners
Edu on Tour 2012: Action Research about Alternatives in EducationPhilippe Greier
Out of our experience in Austria a 1-week program Edu on Tour:2012 was coming out as a dynamic group learning process with concrete results and a social impact. In November 2012 12 social entrepreneurs and education activists from all around the world met up to a social media campaign for making alternatives in education visible.
The participants realized the tour within a self-organizing process from and met the first time in person at the start in Amsterdam.
Among those were also the responsible stuff and founders of Nuestra Escuela (Puerto Rico; Stated funded school with democratic principles; http://www.nuestraescuela.org/) that is one of the driving forces in the education transition in South America. During the Edu on Tour Styria we visited 5 alterna-tive education institutions.
A traveling report of the EoT2012 can be found at: http://www.knowmads.nl/the-educational-revolution/
• Knowmads Business School (Netherlands; Alternative Business School; 1 Year Full – Time Pro-gram) http://www.knowmads.nl/
• Neue Schule Hamburg (Germany; Democratic School) http://www.neue-schule-hamburg.org/, Kinder entscheiden total frei über Lerninhalte werden von Erwachsenen nur beraten) http://www.neue-schule-hamburg.org/
• D&F Academy (Germany; 1 Year Change Maker Program, 6 weeks fulltime) http://dfacademy.org/
• KaosPilots (Denmark; Business school; official Bachelor degree possible) http://www.kaospilot.dk/
• YIP - International Youth Program (Sweden; 1 year Change Maker Program, Social Entrepreneurship) http://yip.se/
• Nuestra Escuela (Regelschule mit demokratischen Prinzipien, Schüler entscheiden selbst über ihre persönliche Lernstrategie) http://www.nuestraescuela.org/
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. • Change is inevitable
• Change as a product of its time
• Concurrent change
• Change in people
• Change is a cooperative endeavor
• Change involves a decision
making process
• Change is a continuous process
• Change is a comprehensive
process
3. INEVITABILITY OF CHANGE
Axiom 1:
Change is inevitable
and necessary, for it is
through change that life
forms grow and develop
4. • Human institutions, like human
being themselves, grow and
develop in proportion to their ability
to respond to chance and to adapt
to changing conditions
• Society constantly encounter
problems to which they must
respond or perish
5. Major changes in the society:
- changing values and cultural diversity
- changing values and morality
- family
- macro electronics revolutions
- changing world of work
- equal rights
- crime and violence
- global interdependence
-Parkay, et.al 2004
6. Change in the form
of responses to
contemporary
problems must be
foremost in the
minds of every
educator.
7. Who are the 21st
Century Learners?
• As large in number as Baby BoomersAs large in number as Baby Boomers
• Consumers- $150 billion annuallyConsumers- $150 billion annually
• Digital Media Users – 6 ½ hrs dailyDigital Media Users – 6 ½ hrs daily
(Exposed to 8 ½ hours)(Exposed to 8 ½ hours)
• Multi-taskers: online - phone - printMulti-taskers: online - phone - print
• Hyper-Communicators -socially & civicallyHyper-Communicators -socially & civically
• Gamers-interactive learningGamers-interactive learning
8. Who are the 21st
Century Learners?
• Risk-TakersRisk-Takers
• Pursuers of ongoing educationPursuers of ongoing education
• Futurists & OptimisticFuturists & Optimistic
• IQ is up by 17 points between 1947-IQ is up by 17 points between 1947-
2001 with most gains post 19722001 with most gains post 1972
12. Focus:
memorization of
discrete facts
Focus: What
students know, can
do and are like after
all the details are
forgotten
Lessons focus on
the lower level of
Bloom’s
Taxonomy
Learning is
designed on upper
levels of Bloom’s
and the updated
Bloom’s Digital
Taxonomy
13. Diversity in
students is
ignored
Curriculum and
instruction
address student
diversity
Literacy in the
3R’s – Reading,
Writing and
Math
Multiple literacy
of the 21st
Century- aligned
to living and
working in a
globalized new
millennium
15. Learners work in
isolation
Learners work
collaboratively with
classmates and
others around the
world-the global
classroom
Teacher-centered-
teacher is center of
attention and
provider of
information
Learner-centered –
teacher is
facilitator/coach
16. Low expectations High
expectations- “if it
isn’t good, it isn’t
done.”
Curriculum is
irrelevant and
meaningless to
the students
Curriculum is
connected to
student’s
interests,
experiences,
talents and the
real world
(community
engagement)
17. Print is the primary
vehicle of learning
and assessing
Performances,
projects and
multiple forms of
media are used for
learning and
assessment
Teacher as judge.
No one else sees
students work
Self, peer and other
assessments
(public audiences..
Authentic
assessments)
18. Factory model,
based upon the
needs of employers
for the industrial age
of the 19th
century
Global model,
based upon the
needs of a
globalized, high-
tech society
Goal- to master
content knowledge
(literature, history,
science)
Goal – to learn
skills and strategies
(access, analyze,
evaluate, create) to
solve problems
20. • The society faces a plethora
of contemporary problems,
some of which threatens its
existence.
21. Therefore, there is a
need to embrace
changes in the
curriculum in order to
respond to
contemporary
problems.
22. CURRICULUM AS A
PRODUCT OF ITS TIME
Axiom 2:
The school
curriculum not only
reflects but also a
product of its time. IT
is corollary to the first.
23. Before the advent of
television, computer
works an other media
curriculum was
relatively slow, but now
everything is instant.
24. Changes in the curriculum over
period of time:
• Team teaching
• Instructional television
• Open-space education
• Values clarification
• Behavioral objectives
• Computer literacy
• Cooperative learning
• Etc.
25. The curriculum is a product of its time
SOCIAL FORCES
PHILOSOPHICAL PROCESS
PSYCHOLOGICAL CONDITIONS
ACCUMULATING KNOWLEDGE
26. PSYCHOLOGY
• Faculty of the muscles
• Faculty Psychology
• Behavioristic
• Experimental
• Gestalt
• Perceptual
28. SOCIAL
• Male chauvanism
• Rich-poor dichotomoy
• Calvinist
• Industrial revolution
• Rise of the middle class
• Westward thinking
29. • Immigration
• Armed conflicts
• Civil rights
• Equal rights
• Changes in family
• Enviromental growth
• Rapid change in tech
• Change in family
• PWD
• Economic Crisis
• Population Growth
• Global warming
• Globalization
AIDS
• International conflicts
• Terrorism
30. ACCUMULATING
KNOWLEDGE
• Discovery of vaccines
• Computer
• Laser
• Multipurpose cell phone
• Moon landings
• Mars flight
• Galileo probe
• Cassini and Genesis mission
31. The pervasive educational
groups and individuals has
been responsible for the
adoption of curricular
innovations in the history
AND IT CAUSED
PERMANET AND
CONTINUING CHANGE IN
THE CURRICULUM
32. CONCURRENT CHANGES
Axiom 3:
Curriculum changes made at
an earlier period of time can exist
concurrently with newer curriculum
changes at a later period of time
33. • Curriculum changes starts and
ends abruptly
• Changes co exist or sometimes
overlap
34. –Because of this,
curriculum and
management change is
very tasking and
challenging
–The competing changes
have almost mandated
an eclecticism,
especially in the public
school
35. –People behind curriculum
select the best response
to the emerging changes
in the society
•Write behavioural objective
•CHANGES IN THE
EDUCAITON OF THE
PHILIPPINES
36. When status qou no
longer serves the needs
of the learners…
…we should replace it…..
….to promote
appropriate responses…
37. The re-emergence of
the prior responses
will be new
responses, not old in
the sense of being
unchanging and
unchangeable.
40. There is a need
to change the
people who must
ultimately effect
the
curriculum
41. To change the curriculum of the
school is to change the factors
interacting to shape the curriculum.
In each instance this means
bringing changes in people – in
their desires, beliefs, attitudes, in
their knowledge and skills.
(Meil, 1998)
42. The lack of enthusiasm
usually affected the
performance of the
students
43. –Sadly, subbordiantes
don’t work very well on
the rules
–Unless the subordinates
embrace this change
and rules as theirs, then
change will become
meaningful and long
lasting
47. Any change in the
curriculum should
involve all the stake
holders. The
students, teachers,
administrators even
the non certificated
personnel.
48. Teachers and specialists are
involved in the professional core.
The teachers work together under
the direction of the school
administrator as the overseer.
The administrator will take the bow
for successes and will also take the
barbs for efforts gone awry.
49. Any change made without
the understanding and
support of at least a core
majority of educators will fail.
Not because of the changes
themselves, but the way
these changes came about.
57. •How do we see
feedbacks?
•Do we FIGHT or
FLIGHT?
58. Stake holders should always
have room for improvement
As the needs of learners
change, as the society
unfolds, as new knowledge
appears,
there should be change.
69. The set of procedures should be
made systematically by
following an established set of
procedures.
70. Starting from existing curriculum
Axiom 10
The curriculum planners starts from where
the curriculum is, just as the teacher starts
where the students are.