La exposición internacional presentó varios pabellones y atracciones acuáticas como la Torre del Agua, el Acuario Fluvial, la Plaza Temática SED Ciudades de Agua y el Pabellón de Aragón, además de fotografías de estos lugares y de la mascota de la Expo Zaragoza 2008.
Este documento describe varias formas de comunicación electrónica como el correo electrónico, chats, videoconferencias y foros. El correo electrónico ha reemplazado al correo tradicional al almacenarse los mensajes en servidores de correo accesibles a través de programas o páginas web. Los chats permiten comunicación en tiempo real entre dos o más personas de forma pública o privada. Los foros y grupos de noticias clasifican temas en categorías para debatir de forma controlada o no. La videoconferencia transmite datos, audio
Un viajero fue a Estados Unidos para trabajar y aprovechó para recorrer el país de arriba abajo. Al volver a España, quedó asombrado por lo que vio y pensó en explorar Europa, visitando países como Escocia, Suiza, Francia, Dinamarca y Suecia. Aunque la belleza de Europa le encantó, el viajero siempre regresa a la costa oeste de Estados Unidos, que despertó su curiosidad por otras culturas. Concluye esperando poder seguir viajando por Europa gracias a Barceló.
The document outlines the 10 step process for curriculum design: 1) Needs assessment, 2) Rational statement, 3) Determining content, 4) Defining goals for topics, 5) Writing learning objectives, 6) Choosing instructional strategies, 7) Evaluation, 8) Constructing instructional units, 9) Implementation, and 10) Sharing the curriculum. It provides examples and descriptions for each step, emphasizing the importance of aligning objectives, content, instructional methods, and evaluation. The overall goal is to design an educational program that meets learners' needs and produces the intended outcomes.
To be considered a curricularist, a teacher must fulfill several roles: knower, writer, planner, initiator, innovator, implementer, and evaluator. As a knower, the teacher must master the curriculum content. As a writer, the teacher documents lessons. As a planner, the teacher designs curriculum plans considering factors like learners and outcomes. As an initiator and innovator, the teacher introduces new ideas and is creative. As an implementer, the teacher brings the curriculum plan to life through teaching. And as an evaluator, the teacher determines if learning outcomes were achieved.
The document discusses the components that make up a school curriculum. It includes a school's vision, mission, and goals, which are important in designing the curriculum. The curriculum components guide how the school will be run and help achieve its aims. Methods and strategies employed by the school community to realize these goals include orienting students to the vision and mission and adopting teaching approaches that engage and develop lifelong learners. The curriculum also considers the needs of diverse learners through its components and approaches.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
La exposición internacional presentó varios pabellones y atracciones acuáticas como la Torre del Agua, el Acuario Fluvial, la Plaza Temática SED Ciudades de Agua y el Pabellón de Aragón, además de fotografías de estos lugares y de la mascota de la Expo Zaragoza 2008.
Este documento describe varias formas de comunicación electrónica como el correo electrónico, chats, videoconferencias y foros. El correo electrónico ha reemplazado al correo tradicional al almacenarse los mensajes en servidores de correo accesibles a través de programas o páginas web. Los chats permiten comunicación en tiempo real entre dos o más personas de forma pública o privada. Los foros y grupos de noticias clasifican temas en categorías para debatir de forma controlada o no. La videoconferencia transmite datos, audio
Un viajero fue a Estados Unidos para trabajar y aprovechó para recorrer el país de arriba abajo. Al volver a España, quedó asombrado por lo que vio y pensó en explorar Europa, visitando países como Escocia, Suiza, Francia, Dinamarca y Suecia. Aunque la belleza de Europa le encantó, el viajero siempre regresa a la costa oeste de Estados Unidos, que despertó su curiosidad por otras culturas. Concluye esperando poder seguir viajando por Europa gracias a Barceló.
The document outlines the 10 step process for curriculum design: 1) Needs assessment, 2) Rational statement, 3) Determining content, 4) Defining goals for topics, 5) Writing learning objectives, 6) Choosing instructional strategies, 7) Evaluation, 8) Constructing instructional units, 9) Implementation, and 10) Sharing the curriculum. It provides examples and descriptions for each step, emphasizing the importance of aligning objectives, content, instructional methods, and evaluation. The overall goal is to design an educational program that meets learners' needs and produces the intended outcomes.
To be considered a curricularist, a teacher must fulfill several roles: knower, writer, planner, initiator, innovator, implementer, and evaluator. As a knower, the teacher must master the curriculum content. As a writer, the teacher documents lessons. As a planner, the teacher designs curriculum plans considering factors like learners and outcomes. As an initiator and innovator, the teacher introduces new ideas and is creative. As an implementer, the teacher brings the curriculum plan to life through teaching. And as an evaluator, the teacher determines if learning outcomes were achieved.
The document discusses the components that make up a school curriculum. It includes a school's vision, mission, and goals, which are important in designing the curriculum. The curriculum components guide how the school will be run and help achieve its aims. Methods and strategies employed by the school community to realize these goals include orienting students to the vision and mission and adopting teaching approaches that engage and develop lifelong learners. The curriculum also considers the needs of diverse learners through its components and approaches.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.