The philosophical basis of education emphasizes that philosophy is the end and education is the means to achieve that end. In other words, philosophy determines the goal of life and education tries to achieve the goal through its aims and curriculum.
The philosophical basis of education emphasizes that philosophy is the end and education is the means to achieve that end. In other words, philosophy determines the goal of life and education tries to achieve the goal through its aims and curriculum.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things.
It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers.
Content is defined as “Information to be learned in school, another term for knowledge (a collection of facts, concept, generalization, principles, theories)”
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
A curriculum is the instructional and the educative programme by following which the pupils achieve their goals, ideals and aspirations of life. It is curriculum through which the general aims of a school education receive concrete expression
Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things.
It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers.
Content is defined as “Information to be learned in school, another term for knowledge (a collection of facts, concept, generalization, principles, theories)”
A curriculum Plan is the advance arrangement of learning opportunities for a particular population of learners.
Curriculum guide is a written curriculum.
Curriculum Planning is the process whereby the arrangement of curriculum plans or learning opportunities are created.
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
Information literacy at UR, workshop 1 2013Anna Stockman
Integrating Information Literacy education at program level, University of Rwanda. Workshop 1. Facilitator: Kent Pettersson, Blekinge Institute of Technology
Similar to Criteria for the selection of subject matter or content of the curriculum (20)
Environmental protection awareness refers to the understanding of environmental issues and the
importance of preserving the environment. It involves recognizing the impact of our actions on the
environment and the need for sustainable practices. The objective of this study is to investigate the
impact of environmental protection awareness interventions and strategies, considering locality and
media influence, on the environmental attitude of secondary school students. The study adopted a single
group pre and post-test experimental design method. In this study, a purposive sampling method was
used, selecting a focused group of 50 students from St. Joseph’s Matriculation School in Dindigul. This
study utilized various statistical techniques, including mean and standard deviation calculations for
dataset analysis. The t-test was used for comparing pre and post intervention scores, and percentage
analysis was conducted for understanding attitude changes. The study found that the environmental
education intervention positively influenced secondary school students' environmental attitude. After the
intervention, there was an overall increase in environmental attitude scores, indicating voluntary
participation in environmental activities, sharing of environmental knowledge, and preference for
environmentally-friendly products.
Mobile phones are a dominant form of information and communication technology, with India ranking second in the
global telecommunication market. Most individuals start using mobile phones from the age of 12 and technology
becomes an integral part of their lives. This research studied the impact of mobile phone use on the academic
performance of secondary school students in the Namsai district of Arunachal Pradesh. The study adopted a
descriptive survey research method with a sample size of 40 students from 4 selected schools, each contributing 5
boys and 5 girls by using stratified random sampling technique. A self-constructed scale with four points, referred to
as a Likert-type scale, entitled "Mobile Phone and Students’ Academic Performance of Secondary School
questionnaire, was employed in order to evaluate the utilization of mobile phones as well as the students’ academic
performance of secondary schools. The study's results showed significant impacts of mobile phone use on the
academic performance of students during the COVID-19 pandemic. It pointed out the negative effects of their usage,
such as distractions in academic work, health issues, and time loss. However, the study establishes that appropriate
usage of cellular device can provide benefits in academic performance.
Technology has greatly influenced the educational sector, not only supplemented in-class processes, but also transformed conventional teaching methods. In this context, the Flipgrid application has emerged as a powerful instrument which amplifies students' participation in learning. Particularly in the realm of mobile learning, Flipgrid has gained significant prominence in educational settings. Flipgrid, a versatile and innovative video discussion platform, has been gaining momentum in the realm of education. It delves into the pedagogical foundations of Flipgrid and provides insights into practical applications, demonstrating how it fosters active engagement, fluency, and effective feedback. By combining the benefits of technology and speaking practice, educators can empower students to become confident and proficient communicators in the digital age. Flipgrid is revolutionizing the way we approach oral communication, providing a platform that encourages students to voice their opinions, collaborate with peers, and enhance their speaking abilities. This article explores the role of Flipgrid in enhancing speaking skills among students. Introduction In an era defined by digital transformation, educators are constantly seeking ways to integrate technology into their teaching methods, catering to the needs and expectations of the modern learner. One such technological innovation that has garnered attention is Flipgrid.
The term "collaborative learning" (CL) refers to a broad range of educational strategies including the combined intellectual efforts of teachers and pupils. Students are typically required to work in groups of two or more, looking together for understanding, answers, or meanings or producing a product. People will be able to collaborate with someone far away just as readily as they would with someone in the same room thanks to the usage of ICT in CL. E-collaboration tool enable users to contribute a variety of abilities to group projects that remove time, distance, and resource limitations. Face-to-face engagement is still important, but ICT can enhance it by enabling communication at any time and from any location. ICT functions for group work coordination, tools for tracking progress and providing feedback, libraries of solutions and best practises, as well as meta data, are all available as collaborative technologies. In order to facilitate collaborative learning in all areas of education, the following technological tools can be used: wiki, online forums, chat, video conferencing, email, blogging, learning management systems, virtual classrooms, Sticky notes, etc.
The term ÄJerk Technology (JT) is widely used to get the attention of the learners and provides the
active, lively, interactive classroom atmosphere. Jerk Technology breaks out the boredom way of
traditional teaching by implementing the active learners. Each learner is unique and the way of
learning is divergent because of an Individual difference (Shobana.S, 2014). In teaching – learning
process, attention plays a vital role which the source for transferring the knowledge. The overall
outcomes of the study show that the effect of Jerk can use easily without any strain for teaching
grammar.The main purpose of the study is to find out the ÄEffect of Jerk Technology in Teaching of
Grammar among Higher Secondary School StudentsÇ. The researchers adopted a single group pre
and post - test design. The sample for the present study is of 32 pupils selected from the Government
Model Higher Secondary School, Allinagaram, Theni District. The pre – test is conducted using the
traditional fact to face instruction, but the post test is conducted using effect of Jerk Technology (JT).
The statistical procedures were employed descriptive analysis, mean S.D and t – test. The findings of
the study reveals that implementation of Jerk Technology is very effective for teaching Grammar.
Hence, the Jerk Technology (JT) is potentially the most powerful tool for extending platform in
Educational process.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Criteria for the selection of subject matter or content of the curriculum
1.
2. Introduction
• There are seven criteria that commonly applied in the
selection of subject-matter/content, subjects needed
for the curricular programme or course of a curriculum.
They are:
(i)Self-sufficiency of Learners,
ii)Significance of Domains of Learning,
(iii)Validity of the Subject matter,
(iv)Interest of the Learners,
(v)Utility of the Subject-matter,
(vi)Learnability of the Students, and
(vii)Feasibility of Completion.
3. (1) Self-sufficiency of Learners
• ‘Economy of learning’ refers to less teaching effort
and less use of educational resources, but students
gain more results.
• They are able to cope up with the learning
outcomes effectively. This means that students
should be given chance to experiment, observe,
and do field study. This allows them to learn
independently
4. (2) Significance of Domains of
Learning
• The subject-matter should respond to the need and
interest of the learners.
• It is significant, if it is selected and organized for the
development of learning activities, skills, processes,
and attitude.
• It also develops the three domains of learning - the
cognitive, affective and psychomotor skills; and
considers the cultural aspects of the learners.
Particularly, if students come from different cultural
backgrounds and races, the subject-matter must be
culture-sensitive.
• In short, selection of content or subject-matter is to be
done to achieve the overall aim of the curriculum.
5. (3) Validity of the Subject-
matter
• Validity refers to the authenticity of the subject-matter
or content that we select.
• For example, inclusion of content on Computer or
Information Technology is more useful than inclusion
of typewriting as a skill to be learned by college
students. There is a need to check regularly the
subject-matter or content of the curriculum, and
replace it according to the emerging trends and
demands of the learners.
• The content should also be changed and updated
according to the changing need of the society and the
individual’s growth.
6. (4) Interest of the Learners
• Teacher must consider the interest of the learners,
their developmental stages, cultural, and ethnic
background. That is, the subject-matter should be
learner-centered curriculum.
• Students’ learn best if the subject-matter is
meaningful to them. It becomes meaningful, if
students’ are interested in it. But, if the curriculum
is subject-centered, teachers have no choice but to
finish the pacing schedule and teach only what is in
the book. This causes uninterest in students and
fails in the subjects.
7. (5)Utility of the Subject-matter
• Another criterion of selection of content is the
usefulness of the content or subject-matter.
Students’ think that a subject-matter or some
subjects are not important to them.
• They view it useless and as a result, they don’t
study. So that selection of subject-matter need to
be done in such a way that students’ must value
the subject-matter or content as useful to them.
8. (6) Learnability of the Students
• The subject-matter or content must be within the
schema of the learners. It should be within their
experiences. Teachers should apply theories on
psychology of learning in order to know how
subjects are presented, sequenced, and organized
to maximize the learning capacity of the students.
9. (7) Feasibility of Completion
• Feasibility of completion means that the subject-
matter can be fully implemented within the
prescribed time schedule.
• Content should be selected by considering the real
situation of the educational institutions, the
government, and the society in general.
• Students’ must learn within the allowable time and
the use of resources available to them. And also,
the essential content can be covered in the amount
of time available for instruction.
10. Cont.,
• For example, when teachers have only one week to finish
the unit but then, the activities may take a month for the
students’ to complete it. This is not feasible. Likewise, we
should not offer a computer subject, if there is no provision
of electricity in the area, or there are no computers
available to the students, or no teachers who are experts in
that field.
• Similarly, for example, do not offer English for Business
Communication, if there is no teacher to teach the subject,
English. And also, there is a need to consider the nature of
the learners. The organization and design of the subject-
matter or content must be appropriate to the nature of
the students.