This document outlines a comprehensive management and organization plan for teachers. It discusses establishing a safe, organized, equitable, flexible, inclusive and collaborative learning environment that meets the needs of all students. It emphasizes building relationships with families and promoting respect for students' cultural and linguistic backgrounds. It provides examples of how to develop classroom rules and procedures, maintain safety, address various learner needs, communicate expectations, and utilize technology as a teaching tool. The overall goal is to fully manage student behavior and provide engaging lessons through strong classroom management.
Edu 671 wk 5 discussion 1 mock action research proposal presentationhchristianie
This mock action research proposal focuses on developing culturally responsive instruction and materials to increase academic achievement for diverse learners. The researcher plans to observe four students from varying cultural backgrounds and developmental levels. Research questions address how to create a developmentally appropriate environment based on students' interests and how to develop a culturally responsive classroom. Data collection will include parent surveys, teacher observations, workshops, student assessments and journals. The intervention will use scaffolding instruction and emergent curriculum to differentiate learning based on each student. Results will be analyzed to determine the effectiveness of strategies and make improvements.
The document discusses integrating Understanding by Design (UbD) and Differentiated Instruction (DI) to meet the needs of all students. It provides several axioms and corollaries related to curriculum design, assessment, instruction, and collaboration. The goal is to develop deep student understanding through flexible use of content, materials, time, groupings and other elements based on evidence of individual student understanding and proficiency.
The document discusses key aspects of the International Baccalaureate (IB) Middle Years Programme (MYP). It outlines requirements for schools implementing the MYP, including developing the curriculum as a whole-school activity and articulating it with other IB programmes. It also discusses the IB's role in supporting schools and validating their assessments. The MYP aims to develop inquiring, knowledgeable and caring students through an interdisciplinary curriculum framework.
A teaching framework based on the constructivist theoryAngie Magdasoc
The document outlines a teaching framework based on constructivism. It discusses preparation involving goal setting, material selection, and assessment design. It emphasizes establishing a respectful learning environment with rules and cleanliness. Professional responsibilities like reflection, record keeping, and communication are highlighted. Instruction involves hands-on activities, questioning, and scaffolding to help students construct their own understandings. The framework aims to engage students in discovering and creating knowledge through experiences.
This document discusses effective classroom management strategies for teachers. It begins by defining classroom management as creating and maintaining orderly classrooms to prepare students for learning. Effective classroom management involves high student involvement, minimal disruptions, and efficient use of time. The document then covers several aspects of classroom management, including establishing classroom rules and procedures, organizing the physical classroom, developing lesson plans, assigning and grading work, and addressing misbehavior. The overall message is that preparation, organization, clear expectations, and consistency are key to effective classroom management.
This document outlines competencies for teacher certification. It includes competency 005 on establishing a positive classroom environment, competency 006 on classroom management strategies, and competency 007 on effective communication. For each competency, the document provides the competency description, the author's reaction statement on how they will meet the competency, and artifacts they have selected as examples. The overall document provides a teacher candidate's portfolio for demonstrating their knowledge of important classroom competencies around environment, management, and communication.
Chapter 9_Programme Teaching and Learning Strategies.pptxLeianMartin1
This document discusses strategies for curriculum design and program teaching and learning. It covers aligning teaching, learning, and assessment; encouraging creativity and innovation; internalizing the curriculum; and increasing blended and online learning. For aligning teaching and learning, it emphasizes ensuring coherence between objectives, assessments, and activities. For creativity, it suggests cultivating curiosity and relevance. Internalizing curriculum discusses active learning, multiculturalism, equity, and incorporating student choice. Increasing online learning reviews synchronous, asynchronous, and blended models, noting benefits like flexibility but also challenges like digital gaps.
Curriculum development-Nursing education 1st year M.Sc NursingAnand Gowda
This document provides an overview of curriculum development in nursing education. It begins with definitions of curriculum and discusses the main determinants and principles of curriculum. It then outlines the main steps in curriculum development according to Ralph Tyler: [1] formulation of educational objectives, [2] selection of learning experiences, [3] organization of learning experiences, and [4] evaluation of the curriculum. For each step, key aspects are described such as how objectives are formulated, criteria for selecting learning experiences, and approaches to organizing and evaluating the curriculum. Different types of curricula such as knowledge-centered and competence-based are also briefly discussed.
Edu 671 wk 5 discussion 1 mock action research proposal presentationhchristianie
This mock action research proposal focuses on developing culturally responsive instruction and materials to increase academic achievement for diverse learners. The researcher plans to observe four students from varying cultural backgrounds and developmental levels. Research questions address how to create a developmentally appropriate environment based on students' interests and how to develop a culturally responsive classroom. Data collection will include parent surveys, teacher observations, workshops, student assessments and journals. The intervention will use scaffolding instruction and emergent curriculum to differentiate learning based on each student. Results will be analyzed to determine the effectiveness of strategies and make improvements.
The document discusses integrating Understanding by Design (UbD) and Differentiated Instruction (DI) to meet the needs of all students. It provides several axioms and corollaries related to curriculum design, assessment, instruction, and collaboration. The goal is to develop deep student understanding through flexible use of content, materials, time, groupings and other elements based on evidence of individual student understanding and proficiency.
The document discusses key aspects of the International Baccalaureate (IB) Middle Years Programme (MYP). It outlines requirements for schools implementing the MYP, including developing the curriculum as a whole-school activity and articulating it with other IB programmes. It also discusses the IB's role in supporting schools and validating their assessments. The MYP aims to develop inquiring, knowledgeable and caring students through an interdisciplinary curriculum framework.
A teaching framework based on the constructivist theoryAngie Magdasoc
The document outlines a teaching framework based on constructivism. It discusses preparation involving goal setting, material selection, and assessment design. It emphasizes establishing a respectful learning environment with rules and cleanliness. Professional responsibilities like reflection, record keeping, and communication are highlighted. Instruction involves hands-on activities, questioning, and scaffolding to help students construct their own understandings. The framework aims to engage students in discovering and creating knowledge through experiences.
This document discusses effective classroom management strategies for teachers. It begins by defining classroom management as creating and maintaining orderly classrooms to prepare students for learning. Effective classroom management involves high student involvement, minimal disruptions, and efficient use of time. The document then covers several aspects of classroom management, including establishing classroom rules and procedures, organizing the physical classroom, developing lesson plans, assigning and grading work, and addressing misbehavior. The overall message is that preparation, organization, clear expectations, and consistency are key to effective classroom management.
This document outlines competencies for teacher certification. It includes competency 005 on establishing a positive classroom environment, competency 006 on classroom management strategies, and competency 007 on effective communication. For each competency, the document provides the competency description, the author's reaction statement on how they will meet the competency, and artifacts they have selected as examples. The overall document provides a teacher candidate's portfolio for demonstrating their knowledge of important classroom competencies around environment, management, and communication.
Chapter 9_Programme Teaching and Learning Strategies.pptxLeianMartin1
This document discusses strategies for curriculum design and program teaching and learning. It covers aligning teaching, learning, and assessment; encouraging creativity and innovation; internalizing the curriculum; and increasing blended and online learning. For aligning teaching and learning, it emphasizes ensuring coherence between objectives, assessments, and activities. For creativity, it suggests cultivating curiosity and relevance. Internalizing curriculum discusses active learning, multiculturalism, equity, and incorporating student choice. Increasing online learning reviews synchronous, asynchronous, and blended models, noting benefits like flexibility but also challenges like digital gaps.
Curriculum development-Nursing education 1st year M.Sc NursingAnand Gowda
This document provides an overview of curriculum development in nursing education. It begins with definitions of curriculum and discusses the main determinants and principles of curriculum. It then outlines the main steps in curriculum development according to Ralph Tyler: [1] formulation of educational objectives, [2] selection of learning experiences, [3] organization of learning experiences, and [4] evaluation of the curriculum. For each step, key aspects are described such as how objectives are formulated, criteria for selecting learning experiences, and approaches to organizing and evaluating the curriculum. Different types of curricula such as knowledge-centered and competence-based are also briefly discussed.
This document provides an overview of curriculum development in nursing education. It begins with definitions of curriculum and discusses the main determinants and principles of curriculum. The key steps in curriculum development are then outlined, including:
1) Formulating educational objectives based on the needs of learners, society, and experts.
2) Selecting learning experiences according to criteria like consistency with objectives and allowing students to learn by doing.
3) Organizing learning experiences vertically and horizontally with continuity, sequence and integration.
4) Evaluating the curriculum, including assessment of the philosophy, goals, content, methods, and relationship between courses.
The document discusses the different types and components of curriculum. It identifies 9 types of curriculum: recommended, written, taught, supported, assessed, learned, hidden, concomitant, and phantom. It also discusses 4 key components of curriculum - aims and objectives, content/subject matter, curriculum experience (instructional strategies), and evaluation. The types and components show the complex and multifaceted nature of curriculum.
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
The document discusses the key features of curriculum design:
1. It outlines the six main features of any curriculum - the teacher, learners, subject matter, teaching methods, performance assessment, and community partnerships.
2. It then examines the three main approaches to curriculum design - learner-centered, subject-centered, and problem-centered. The learner-centered approach focuses on the needs, interests, and abilities of students. The subject-centered approach emphasizes teaching detached subject matter. And the problem-centered approach views students as problem-solvers through experiential learning.
3. It emphasizes the importance of designing curricula that prepare students for the future by teaching relevant skills and adapting to changes
Excellent teachers should strive to model excellence in all aspects of their work. This includes having strong teaching skills and strategies to promote student learning and positive outcomes. Teachers must know their content but also how to teach it through varied approaches that accommodate different learning styles and student diversity. Lessons should build upon each other through scaffolding and assessments to help students draw conclusions and see how the content applies in different contexts. The ultimate goal is for students to find personal, intellectual, and academic meaning in the subject to positively influence their perspectives.
This document discusses selecting educational environments and participants in curriculum development. It notes that the learning environment should challenge students and make them feel safe. Various criteria for effective educational environments are discussed, including adequacy, suitability, efficiency and economy. The document outlines many participants that should be involved in curriculum development, including teachers, students, principals, curriculum specialists, superintendents, boards of education, and the federal government. It emphasizes that teachers should play a central role as codesigners and coresearchers, and that students should have a voice. Overall participation from various stakeholders is important for developing quality curricula.
The document outlines the Homeroom Guidance Program for Saint Francis Academy for the 2022-2023 school year. The program aims to foster students' academic, personal and social, and career development through meaningful encounters with teachers and staff that embody compassion and respect for diversity. It does so by having students listen to different perspectives, understand the relationship between learning and well-being, and create inclusive classrooms. The program is implemented through homeroom advisors and monitored by the school head and guidance coordinator to ensure all students' needs are met.
The document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered approaches. A learner-centered approach focuses on students' needs, interests, and abilities. A subject-centered approach emphasizes separate subjects detached from real life. A problem-centered approach assumes students experience problems and aims to develop their ability to resolve issues independently and assume civic responsibilities.
1. The document provides guidance on localizing and contextualizing the curriculum through various activities. It defines localization and contextualization and explains their importance in making learning relevant.
2. Teachers are instructed to help students identify topics from the curriculum that can be localized using local materials and contextualized by relating to the students' lives and settings.
3. Effective localization and contextualization of the curriculum is important for addressing cultural diversity and geography while ensuring a quality, equitable and complete basic education for all students.
The document defines curriculum and discusses its key components and principles of development. It provides several definitions of curriculum, noting it means the totality of a learner's experiences and planned learning outcomes. The bases of curriculum include aims of education, philosophy of education, sociological and psychological factors. Key principles for developing curriculum are that it should meet learner needs, be useful, varied yet uniform, centered on learners and community, integrated, flexible, balanced, and develop readiness and creativity. The curriculum development process involves analyzing needs, designing content and experiences, implementing, and evaluating. Different approaches to organizing curriculum are also outlined.
this is one of the indicators that can be found in the IPCRf of teachers which is also observable in every classroom observation. this can help teachers develop and establish ways on how to best develop a safe, fair and respectful environment while learning. Additionally, teachers would also be informed of the proper ways and strategies on how this will be implemented in the classroom
The document is an assignment submitted by Mr. Boyet B. Aluan for a graduate course on organization and management of institutions. It contains his responses to questions about the mission, values, objectives, and promotion of values at his school, San Roque Elementary School.
In 3 sentences: The document discusses the mission, values, and objectives of San Roque Elementary School based on the graduate student's responses. It identifies promoting excellence, respect, and lifelong learning as key values and proposes defining measurable criteria and providing opportunities for students to practice values as ways to further promote them in the school.
This document discusses different approaches to curriculum design. It describes six key features of a curriculum: the teacher, learners, knowledge/skills/values taught, teaching strategies/methods, student performance, and community partnerships. It then examines different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered/human relations-centered approaches. The learner-centered approach focuses on student needs/interests, while the subject-centered approach emphasizes separate subjects. The problem-centered approach views students as capable of directing their own problem solving.
This document discusses curriculum development and different views of curriculum. It outlines some key concepts in curriculum including narrow and broad perspectives of curriculum. The narrow perspective focuses on plans and intentions for what should happen in school, while the broad perspective recognizes what actually occurs based on social constructs. Different forms of curriculum are also discussed, including the formal/official curriculum, actual curriculum, hidden curriculum, and common curriculum. Factors that influence curriculum development and planning are mentioned. Overall, the document provides an overview of key curriculum concepts and perspectives.
This document discusses principles and methodologies for integrated learning. It begins by defining principles as fundamental truths that form the basis of a system or belief, and methodologies as systematic methods of study or activity. It then outlines several principles of integrated learning including cognitive, administrative, epistemological, ideological, psychological, practical, and theological principles. It also discusses the Understanding by Design methodology, its three stages of backward design (identifying desired results, determining evidence of understanding, and planning learning experiences), and how it supports integration. Finally, it provides examples of themes suitable for integration and frameworks for structuring integration within a school.
The document discusses various aspects of nursing curriculum development including:
- The stages of curriculum development including the directive, formative, functional, and evaluative stages.
- The principles, determinants, and types of curriculum including knowledge-centered, competence-based, and experience-based approaches.
- The steps of curriculum development including formulation of objectives, selection of learning experiences, organization of experiences, and evaluation of objectives.
- Characteristics of the core curriculum and discussion of new curriculum types including legitimate, illegitimate, hidden, and null curriculums.
The document discusses various aspects of nursing curriculum development including:
- The stages of curriculum development including the directive, formative, functional, and evaluative stages.
- The principles, determinants, and types of curriculum including knowledge-centered, competence-based, and experience-based approaches.
- The steps of curriculum development including formulation of objectives, selection of learning experiences, organization of experiences, and evaluation of objectives.
- Characteristics of the core curriculum and new types of curriculums including child-centered, activity-based, and experience-based models.
The document discusses definitions and perspectives on curriculum from various authors. It is described as a systematic arrangement of learning experiences designed to achieve educational aims. Curriculum helps students adjust to their environment and develop new behaviors. It includes the totality of a program's philosophical approaches, outcomes, courses, strategies, interactions and evaluation methods. An effective curriculum incorporates the needs of students and society, advances in knowledge, and available resources to achieve its objectives.
This document discusses curriculum, curriculum planning, and curriculum change. It defines curriculum as the learning experiences and outcomes formulated through systematic reconstruction of knowledge for learners. Curriculum planning is described as the process of preparing learning opportunities for students and ensuring a shared vision and understanding. The importance of curriculum planning is that it leads to well-coordinated, quality teaching and improved student outcomes. Curriculum innovation involves teaching subjects in new ways, while curriculum change affects the actual subjects taught.
This document discusses curriculum, curriculum planning, and curriculum change. It defines curriculum as the learning experiences and outcomes formulated through systematic reconstruction of knowledge for learners. Curriculum planning is described as the advance arrangement of learning opportunities for a particular group of learners and involves activities where individuals work together to study, plan, develop and improve the curriculum. The importance of efficient and effective curriculum planning is discussed as it ensures a shared vision and improved student learning outcomes. The difference between curriculum innovation and change is provided, with innovation involving teaching a subject in a new way and change affecting the actual subjects taught.
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This document provides an overview of curriculum development in nursing education. It begins with definitions of curriculum and discusses the main determinants and principles of curriculum. The key steps in curriculum development are then outlined, including:
1) Formulating educational objectives based on the needs of learners, society, and experts.
2) Selecting learning experiences according to criteria like consistency with objectives and allowing students to learn by doing.
3) Organizing learning experiences vertically and horizontally with continuity, sequence and integration.
4) Evaluating the curriculum, including assessment of the philosophy, goals, content, methods, and relationship between courses.
The document discusses the different types and components of curriculum. It identifies 9 types of curriculum: recommended, written, taught, supported, assessed, learned, hidden, concomitant, and phantom. It also discusses 4 key components of curriculum - aims and objectives, content/subject matter, curriculum experience (instructional strategies), and evaluation. The types and components show the complex and multifaceted nature of curriculum.
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
The document discusses the key features of curriculum design:
1. It outlines the six main features of any curriculum - the teacher, learners, subject matter, teaching methods, performance assessment, and community partnerships.
2. It then examines the three main approaches to curriculum design - learner-centered, subject-centered, and problem-centered. The learner-centered approach focuses on the needs, interests, and abilities of students. The subject-centered approach emphasizes teaching detached subject matter. And the problem-centered approach views students as problem-solvers through experiential learning.
3. It emphasizes the importance of designing curricula that prepare students for the future by teaching relevant skills and adapting to changes
Excellent teachers should strive to model excellence in all aspects of their work. This includes having strong teaching skills and strategies to promote student learning and positive outcomes. Teachers must know their content but also how to teach it through varied approaches that accommodate different learning styles and student diversity. Lessons should build upon each other through scaffolding and assessments to help students draw conclusions and see how the content applies in different contexts. The ultimate goal is for students to find personal, intellectual, and academic meaning in the subject to positively influence their perspectives.
This document discusses selecting educational environments and participants in curriculum development. It notes that the learning environment should challenge students and make them feel safe. Various criteria for effective educational environments are discussed, including adequacy, suitability, efficiency and economy. The document outlines many participants that should be involved in curriculum development, including teachers, students, principals, curriculum specialists, superintendents, boards of education, and the federal government. It emphasizes that teachers should play a central role as codesigners and coresearchers, and that students should have a voice. Overall participation from various stakeholders is important for developing quality curricula.
The document outlines the Homeroom Guidance Program for Saint Francis Academy for the 2022-2023 school year. The program aims to foster students' academic, personal and social, and career development through meaningful encounters with teachers and staff that embody compassion and respect for diversity. It does so by having students listen to different perspectives, understand the relationship between learning and well-being, and create inclusive classrooms. The program is implemented through homeroom advisors and monitored by the school head and guidance coordinator to ensure all students' needs are met.
The document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered approaches. A learner-centered approach focuses on students' needs, interests, and abilities. A subject-centered approach emphasizes separate subjects detached from real life. A problem-centered approach assumes students experience problems and aims to develop their ability to resolve issues independently and assume civic responsibilities.
1. The document provides guidance on localizing and contextualizing the curriculum through various activities. It defines localization and contextualization and explains their importance in making learning relevant.
2. Teachers are instructed to help students identify topics from the curriculum that can be localized using local materials and contextualized by relating to the students' lives and settings.
3. Effective localization and contextualization of the curriculum is important for addressing cultural diversity and geography while ensuring a quality, equitable and complete basic education for all students.
The document defines curriculum and discusses its key components and principles of development. It provides several definitions of curriculum, noting it means the totality of a learner's experiences and planned learning outcomes. The bases of curriculum include aims of education, philosophy of education, sociological and psychological factors. Key principles for developing curriculum are that it should meet learner needs, be useful, varied yet uniform, centered on learners and community, integrated, flexible, balanced, and develop readiness and creativity. The curriculum development process involves analyzing needs, designing content and experiences, implementing, and evaluating. Different approaches to organizing curriculum are also outlined.
this is one of the indicators that can be found in the IPCRf of teachers which is also observable in every classroom observation. this can help teachers develop and establish ways on how to best develop a safe, fair and respectful environment while learning. Additionally, teachers would also be informed of the proper ways and strategies on how this will be implemented in the classroom
The document is an assignment submitted by Mr. Boyet B. Aluan for a graduate course on organization and management of institutions. It contains his responses to questions about the mission, values, objectives, and promotion of values at his school, San Roque Elementary School.
In 3 sentences: The document discusses the mission, values, and objectives of San Roque Elementary School based on the graduate student's responses. It identifies promoting excellence, respect, and lifelong learning as key values and proposes defining measurable criteria and providing opportunities for students to practice values as ways to further promote them in the school.
This document discusses different approaches to curriculum design. It describes six key features of a curriculum: the teacher, learners, knowledge/skills/values taught, teaching strategies/methods, student performance, and community partnerships. It then examines different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered/human relations-centered approaches. The learner-centered approach focuses on student needs/interests, while the subject-centered approach emphasizes separate subjects. The problem-centered approach views students as capable of directing their own problem solving.
This document discusses curriculum development and different views of curriculum. It outlines some key concepts in curriculum including narrow and broad perspectives of curriculum. The narrow perspective focuses on plans and intentions for what should happen in school, while the broad perspective recognizes what actually occurs based on social constructs. Different forms of curriculum are also discussed, including the formal/official curriculum, actual curriculum, hidden curriculum, and common curriculum. Factors that influence curriculum development and planning are mentioned. Overall, the document provides an overview of key curriculum concepts and perspectives.
This document discusses principles and methodologies for integrated learning. It begins by defining principles as fundamental truths that form the basis of a system or belief, and methodologies as systematic methods of study or activity. It then outlines several principles of integrated learning including cognitive, administrative, epistemological, ideological, psychological, practical, and theological principles. It also discusses the Understanding by Design methodology, its three stages of backward design (identifying desired results, determining evidence of understanding, and planning learning experiences), and how it supports integration. Finally, it provides examples of themes suitable for integration and frameworks for structuring integration within a school.
The document discusses various aspects of nursing curriculum development including:
- The stages of curriculum development including the directive, formative, functional, and evaluative stages.
- The principles, determinants, and types of curriculum including knowledge-centered, competence-based, and experience-based approaches.
- The steps of curriculum development including formulation of objectives, selection of learning experiences, organization of experiences, and evaluation of objectives.
- Characteristics of the core curriculum and discussion of new curriculum types including legitimate, illegitimate, hidden, and null curriculums.
The document discusses various aspects of nursing curriculum development including:
- The stages of curriculum development including the directive, formative, functional, and evaluative stages.
- The principles, determinants, and types of curriculum including knowledge-centered, competence-based, and experience-based approaches.
- The steps of curriculum development including formulation of objectives, selection of learning experiences, organization of experiences, and evaluation of objectives.
- Characteristics of the core curriculum and new types of curriculums including child-centered, activity-based, and experience-based models.
The document discusses definitions and perspectives on curriculum from various authors. It is described as a systematic arrangement of learning experiences designed to achieve educational aims. Curriculum helps students adjust to their environment and develop new behaviors. It includes the totality of a program's philosophical approaches, outcomes, courses, strategies, interactions and evaluation methods. An effective curriculum incorporates the needs of students and society, advances in knowledge, and available resources to achieve its objectives.
This document discusses curriculum, curriculum planning, and curriculum change. It defines curriculum as the learning experiences and outcomes formulated through systematic reconstruction of knowledge for learners. Curriculum planning is described as the process of preparing learning opportunities for students and ensuring a shared vision and understanding. The importance of curriculum planning is that it leads to well-coordinated, quality teaching and improved student outcomes. Curriculum innovation involves teaching subjects in new ways, while curriculum change affects the actual subjects taught.
This document discusses curriculum, curriculum planning, and curriculum change. It defines curriculum as the learning experiences and outcomes formulated through systematic reconstruction of knowledge for learners. Curriculum planning is described as the advance arrangement of learning opportunities for a particular group of learners and involves activities where individuals work together to study, plan, develop and improve the curriculum. The importance of efficient and effective curriculum planning is discussed as it ensures a shared vision and improved student learning outcomes. The difference between curriculum innovation and change is provided, with innovation involving teaching a subject in a new way and change affecting the actual subjects taught.
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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2. WHY CREATE A COMPREHENSIVE MANAGEMENT AND
ORGANIZATION PLAN?
2
In order to provide quality instruction, the teacher must provide and
maintain a student-centered learning environment that is safe,
organized, equitable, flexible, inclusive, and collaborative.
The classroom should be safe, organized, equitable, flexible, inclusive,
and collaborative and place emphasizes on the importance of
understanding the natures of all children and how they learn, according
to Cook, Klein, and Chen (2020).
Teachers must work to build a strong foundation that meet the
developmental needs of all children (Cook, Klein, & Chen, 2020).
4. THE LEARNING ENVIRONMENT TEACHER
MUST:
4
I understand that the family is the most pervasive and influential part
of every student’s life and promoting a working relationship with the
family will increase student learning.
Working in the classroom has caused me to revisit my style of
teaching and my classroom management style. I work to support
learning based on students’ learning styles.
I will continue to work to increase my knowledge as teacher to
provide student with an inclusive and collaborative classroom that
maximizes all students’ learning experiences.
5. 5
How I will promote respect for children’s cultural,
linguistic, and family background:
6. PROMOTE RESPECT FOR CHILDREN’S CULTURAL,
LINGUISTIC, AND FAMILY BACKGROUND
6
I will provide my students with a learning environment that will
provide not only learning but a structured learning environment.
Support families and their cultural beliefs and linguistic practices
Assist with overcoming barriers that interfere with student learning
Learn to understand how family dynamics has changed and find
ways to communicate with families through the changes
(Galvin, Bylund, & Brommel, 2007).
7. EXAMPLE OF CULTURAL, LINGUISTIC, AND FAMILY
BACKGROUND
7
There are a wide range of classroom activities
that can help students recognize the essential
humanity and value of different types of people.
For instance, providing students with an
opportunity to share stories of their home life,
such as family holiday practices, provides fellow
students with a window into their peer's cultural
traditions.
DIRECTIONS: Describe what your favorite
holiday would look like.
9. EXAMPLE ESTABLISH POSITIVE
RELATIONSHIPS:
9
I will provide my students with a learning environment that promotes
respect with both children and their families
I will work to support partnership that makes learning as a priority
I will always work to find creative and innovative ways to maintain
open communication channels with families, through school, home,
and classroom visits, through calls, texts, emails, and any means
necessary to ensure that I provide a partnership with students and
their families.
(Cook, Klein, & Chen, 2020).
10. EXAMPLE OF CULTURAL, LINGUISTIC, AND FAMILY
BACKGROUND
10
Conduct a Family Night
activity that includes
school, student,
families, and the
community.
11. 11
How I will maintain a climate or openness, inquiry,
fairness, and support:
12. MAINTAIN A CLIMATE OR OPENNESS, INQUIRY,
FAIRNESS, AND SUPPORT:
12
I will communicate regularly with families on class expectations
I will work to ensure that all families feel welcome in the classroom
I will work to encourage families to share ideas and suggestions on
their students’ learning and education.
I will work to create a trusting relationship with students and their
families
(Cook, Klein, & Chen, 2020).
13. 13
• One way that I maintain a
climate of openness, fairness,
and support in the classroom is
allow students to share their
ideas on subject matter or work
in groups
14. 14
How will I organize, allocate, and manage the
resources of time, space, and attention:
15. ORGANIZE, ALLOCATE, AND MANAGE THE RESOURCES OF
TIME, SPACE, AND ATTENTION:
15
I will organize, manage, and allocate the resources that I provide to
my students by ensuring that not based on abilities or inabilities
I will work to monitor all students in my classroom and provide
feedback on behaviors that are inappropriate quickly so that they do
on interfere with classroom instructions.
I will always have a plan of action that includes intervention and
strategies that motivate appropriate behaviors
(Copple & Bredekamp, 2009).
16. ORGANIZE, ALLOCATE, AND MANAGE THE RESOURCES OF
TIME, SPACE, AND ATTENTION:
16
I use a variety of
instructional
strategies and
resources to teach
concepts to
students
17. 17
How will I collaborate to develop shared values and
expectations for respective interactions with
students in discussion and group work:
18. COLLABORATE TO DEVELOP SHARED VALUES AND
EXPECTATIONS FOR RESPECTIVE INTERACTIONS WITH
STUDENTS IN DISCUSSION AND GROUP WORK :
18
I will work with colleagues and other professionals to create the best
learning opportunities for all students
I will work to collaborate with special education teachers to create an
inclusive classroom
I will work to provide an environment that offers differentiated
teaching and learning practices in group setting by combining a
diverse collection of students in groups
(Copple & Bredekamp, 2009).
19. COLLABORATE TO DEVELOP SHARED VALUES AND
EXPECTATIONS FOR RESPECTIVE INTERACTIONS WITH
STUDENTS IN DISCUSSION AND GROUP WORK :
19
I use collaborative learning or group work activities to teach shared
values and expectations for students
Think-Pair-Share/Write-Pair-Share
•The instructor poses a question that demands analysis,
evaluation, or synthesis.
•Students take a few minutes to think through an appropriate
response.
•Students turn to a partner (or small groups) and share their
responses. Take this a step further by asking students to find
someone who arrived at an answer different from their own and
convince their partner to change their mind.
•Student responses are shared within larger teams or with the
entire class during a follow-up discussion.
20. 20
How will I create safe learning environment
processes and procedures that support safety rules
and guidelines:
21. CREATE SAFE LEARNING ENVIRONMENT PROCESSES AND
PROCEDURES THAT SUPPORT SAFETY RULES AND
GUIDELINES:
21
I know that a safe classroom will improve focus and concentration
22. ADRESSING AND RESOLVING
DISCIPLINE PROLBEMS IN THE
CLASSROOM
• Provide students with a quality
instructional process that has
established classroom procedures
and rules
• The procedure and rules are
regularly reinforced along with
classroom teaching
• Establish classroom routine and
reinforce procedures and rules daily
22
23. Code to ensure that student learn to
act and exhibit the appropriate
behavior in the classroom
It is vital as a teacher to learn why the
student exhibit inappropriate
behavior so that they can be taught a
better response
The code of conduct can assist with
teaching students how to transition
from one activity to another
The code of conducts will be taught
all year and not just a few days at the
beginning of school
Tennessee Teachers’ Code of Conduct
23
25. BASED ON STUDENT CODE OF CONDUCT, HOW TO ESTABLISH
AND TEACHER PROCEDURES:
25
I instruct students
on how to safety
use the classroom
computers
26. BASED ON STUDENT CODE OF CONDUCT, HOW TO DEVELOP
AND TEACH CLASSROOM AND ONLINE RULES, REWARDS, AND
CONSEQUENCES:
26
I will teach students through instructional management why
positive behaviors is important
I will use the student code conduct policy as teaching tool
I will reward students that execute the student code of
conduct appropriately
I will also issue consequences for students who violate the
student code of conduct
I will work to teach conflict resolution and problem solving
27. BASED ON STUDENT CODE OF CONDUCT, HOW TO DEVELOP
AND TEACH CLASSROOM AND ONLINE RULES, REWARDS, AND
CONSEQUENCES:
27
I will ensure that code
of conduct is discussed
regularly and that all
students have a copy
of the code of conduct
28. HOW TO DEMONSTRATE USE OF ALL SAFETY MEAURES,
FEATURES, AND TRAINING:
28
Emergency procedures will be followed by students and staff
I will work to maintain up-to-date training on safety
I will update policy and rules as needed based on updated
information
I create a plan that is sufficient to activities for all students
I will work to teach students the steps to follow in an
emergency situation
29. HOW TO DEMONSTRATE USE OF ALL SAFETY MEAURES,
FEATURES, AND TRAINING:
29
I will work to
ensure the safety
rules are
discussed
regularly with
students
30. HOW TO MAINTAIN EMERGENCY ACCESS:
30
All emergency procedure will be implemented when there is
a dangerous behavior and significant situation
I will attempt to calm the student and gain control of the
situation
I will remove the student from the classroom or have other
students cleared from the room to the designated safe area
I will teach emergency process to student
I will notify school personnel and parents of the emergency
when appropriate to do so
31. BASED ON CODE OF CONDUCT, MANAGE
INDIVIDUAL AND CLASS BEHAVIORS THROUGH A
WELL-PLANNED MANAGEMENT SYSTEM
31
I will promote management of individual behaviors
I will monitor student behaviors at all times
I will work to correct inappropriate behavior as soon as
necessary
I will be proactive in my approach to teaching correct
behaviors of students
I will follow my classroom management plan
32. ADRESSING PLAN TO MANAGE
SPACE, MATERIALS, EQUIPMENT,
AND MOVEMENT OF PEOPLE, AND
THE STANDARDS-BASED LESSON
• I will manage my classroom as a
student-centered environment and
use a hands-on approach to
teaching
• I will provide all students with a
meaningful and innovative learning
experience 32
33. HOW TO ADDRESS THE NEEDS OF ALL LEARNERS
33
I will promote an inclusive classroom for all students
I will work to ensure all students feel comfortable and
welcomed in my classroom
I will provide a high-quality educational experience for all my
students
I will be revise, modify, adapt lessons to meet the needs of
all students and their learning needs
34. HOW TO ADDRESS THE NEEDS OF STUDENTS WHO
DO NOT SPEAK ENGLISH AS THEIR FIRST
LANGUAGE:
34
I will improve my skills and knowledge on with diverse
students
I will work to incorporate lessons that meets the needs of all
students and their languages
I will use visual aid or other technological devices to ease
the learning for students with language concerns
I will provide opportunities for group work
I will talk slowly, repeat often, and ask questions for
understanding
35. HOW TO ADDRESS THE NEEDS OF STUDENTS OF
VARYING ABILITY LEVELS:
35
I will use differentiated strategies for diverse learning
I will stay current in the latest trends and changes in working
with students and their unique learning styles
I will work to understand each student’s learning style
I will work toward students strengths
I will provide reinforcement for students’ weaknesses
36. HOW TO ADDRESS THE NEEDS STUDENT
INTERESTS, LEARNING STYLES, AND MULTIPLE
INTELLIGENCES:
36
I will work to address the learning styles of each student
I will conduct assessments to gain more knowledge on
students’ skills and knowledge
I will create lessons that can build upon students’ interest
and prior knowledge
I will ensure that I make learning meaningful and fun
I will use a variety of teaching methods such as lecturing,
hands-on activities, computer assisted activities, and group
work when possible
37. HOW TO CONVEY HIGH EXPECTATIONS FOR A LL
STUDENTS:
37
I will require the best work and effort from each of my
students
I will create lesson plans that provide address the needs of
all students
I will identify student with low expectations and work to
increase support for improvement
I will always be fair and consistent in my practices
I will treat all students equally and always expect the best
38. HOW TO MODEL CLEAR, ACCEPTABLE ORAL AND
WRITTEN COMMUNICATION SKILLS:
38
I will make every effort to ensure that I have an open,
clear, and acceptable mode of communication orally and
written with students, colleagues, families, and the
community in a manner that respects all stakeholders
I will work to model the communication behavior that I
expect from my students, colleagues, families and
community
I will pledge to always have an open door and welcome
families and the community to visit my classroom
39. HOW TO INTEGRATE CURRENT INFORMATION AND
COMMUNICATION TECHNOLOGIES:
39
I will work to incorporate a variety technological
medias into the classroom and lesson plans
I will explore and discover ways to introduce
technology as a teaching and learning tool in the
classroom
I will work to make learning fun, innovative,
creative, and interesting for all students
40. HOW TO VARY LEARNING EXPERIENCES THAT HELP
STUDENTS TO WORK AS SELF-DIRECTED
LEARNERS AND AS COLLABORATIVE LEARNERS IN
PAIRS OR GROUPS, BOTH FACE-TO-FACE AND
VIRTUAL, WHO ARE RESPECTFUL OF DIVERSE
SOCIAL AND CULTURAL PERSPECTIVES:
40
I will work to differentiate my teaching style to ensure
that I teach to the best way that promotes learning for a
diverse group of students
I will work to diverse my teaching style to be as diverse
as the students I teach
41. HOW TO PROMOTE THOUGHTFUL RESPONSIVE
INTERACTIONS WITH STUDENTS AND COLLEAGUES
THAT PROMOTE SHARED VALUES AND
EXPECTATIONS FOR INTERACTIONS THROUGH
COLLABORATIVE AND SELF-DIRECTED LEARNING:
41
I will work to provide students with motivating learning
activities that encourage self-directed learning.
I will work to gain the interest of students which will
increase learning
I will work to always have a classroom that is diverse
and multicultural to meet the needs of all students
43. HOW TO UTILIZE CURRENT AND EMERGING
TECHNOLOGIES THAT ENABLE STUDENTS TO
PARTICIPATE IN HIGH-QUALITY COMMUNICATION
INTERACTIONS AND ACHIEVE THEIR EDUCATIONAL
GOALS. PAYING PARTICULAR ATTENTION TO ONLINE
LEARNERS AND LEARNING:
43
I will utilize the current and emerging assistive
technological devices that can increase lessons for
students that include multicultural and appropriate
technology in the classroom.
I will ensure that I provide a holistic approach to teaching
and explore new technological device to provide a
balanced learning environment for students
44. • Classroom management is based on beliefs of the teacher and their
skills, knowledge, and experiences
• Understand that nothing in teaching is in concrete and things can
always be adapted, modified, and revised to meet the needs of the
students
• To fully manage student behavior classrooms and procedure should
be a part of the guide
• Students should be provided with lessons that are fun, exciting, and
interesting to all students
• Having an educational relationship with students, families,
colleagues, and the community is vital to successful learning.
44
45.
46. Cook, R. E., Klein, M. D., & Chen, D. (2020). Adapting early childhood curricula for child with disabilities and special needs.
(10th ed.). Hoboken, NJ: Pearson Education, Inc.
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from
birth through age 8. (3rd ed.). Washington, DC:
Galvin, K. M., Bylund, C. L., & Brommel, B. LJ. (2007). Family communication: Cohesion and change (7th ed.). Boston:
Allyn & Bacon.
Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco: Jossey-Bass.
Posey, A. (n.d.). Lesson planning with universal design for learning (UDL). Retrieved from:
https://www.understood.org/en/school-learning/for-educators/universal-design-for-learning/lesson-planning-with-
universal-design-for-learning-udl
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