The document discusses different perspectives on curriculum, including:
- Subject-centered, teacher-centered, and student-centered approaches
- Definitions that see curriculum as experiences guided by teachers, all learning opportunities, or a plan for all learner experiences
- Debates around who determines curriculum, whether there is a "right" curriculum, and whether it should reflect the real world
- Distinctions between the overt, hidden, and null curriculums and how they shape student learning and development
- Issues regarding what knowledge is included or excluded from curriculum and whose knowledge is prioritized
master in education related topic ...different type of supervision .nature of supervision in context of education.description of each type of supervision.with references and small conclusion..
Topic: School Evaluation Program
Student Name: Amtal Basit Tooba
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
master in education related topic ...different type of supervision .nature of supervision in context of education.description of each type of supervision.with references and small conclusion..
Topic: School Evaluation Program
Student Name: Amtal Basit Tooba
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Centering Teaching: the Human Work of Higher EducationJesse Stommel
Most higher education teaching practices are unexamined, because teachers are rarely given space to think critically about pedagogy. We need departments of higher education pedagogy (or interdisciplinary clusters of scholars focused on higher education pedagogy) at every school offering graduate degrees aimed at preparing future faculty.
First A Work in Progress submitting a 1,000 word position statem.docxernestc3
First: A Work in Progress: submitting a 1,000 word position statement in which you declare an epistemological stance, and draw connections between your position and ideas presented in course readings and class discussions.
these are the ideas from the whole class, + add some more about the important of validity and inquiry in research.
Also, declare an epistemological stance as a pragmatism and subjective researcher, or reflect that I believe I will be a pragmatist and subjective researcher
Reflection 1:
Education research is defined as the scientific study field that evaluates education and the process of learning as well as the human attributes, interactions, institutions and organizations that determine educational results. Researchers in this field of study aims at describing, understanding and explaining the manner in which learning happens throughout the life of an individual as well as how the formal and informal circumstances affect every form of learning.
As a doctoral student and a future researcher, this class helps me to understand and look beyond the information that I'm looking for. To understand the difference between a theory and facts .to be a researcher in the field of education you have to understand what educational prospect you have to follow, the present education, or what the future education will be. The idea of being a research for me is to add a new thing to the educational history, to find something that is missing or not covered the way it should be covered. As a special education doctoral student, and as a student in the epistemology class, I understand that my field is not that easy to research about because in many cases the environment and other factors may affect my results or it could change during the time.
The human science and the educational field is related to the human part and what the situation around the study topic or what the society may reflect on about the topic. In Saudi Arabia, if we talked about special education, most of the time we couldn’t find a clear answer for our researchers because of the society or the families and what they needed or understood, which lead us to the most important thing. For me what I needed the most is for the society to understand why we are researching and why we are looking for an answer or new innovation in the educational field.
The time is changing and the traditional way of learning is no longer effective, we need to create new ways to make the new generation learn and think. As a mission for the educational researcher, we should be open to other ideas, to look behind the facts, to read and learn more, this is the way to open up on the theory of learning and how to encourage ourselves to look more and discover new things for the future.
Reflection2:
The last couple of classes include to my knowledge a lot, and how to be an outstanding educator. From my point of view, the last classes were talking about the history of race and feminism. Thi.
This presentation looks at specific learning theories, the idea of learning theory in general, and develops a notion of "institutional learning" (and teaching) to explain why xMOOCs have become so popular and hold (at least some) promise.
Focus group with staff at Teesside University (C-SAP cascade project)CSAPSubjectCentre
The focus group was undertaken in the context of the C-SAP (Higher Education Academy Subject Centre for Sociology, Anthropology and Politics) project “Cascading Social Science Open Educational Resources”.
The focus group was conducted by Michael Teague and John Craig from Teesside University who were involved in the project as academic partners. More information about the project can be found at http://cascadeoer2.pbworks.com
The importance of understanding the learning process when trying to improve p...wellcome.trust
Presented by Maria Elizabeth Gastal Fassa, Anaclaudia Gastal Fassa, Neice Müller Xavier Faria at the Public Engagement Workshop, 2-5 Dec. 2008, KwaZulu-Natal South Africa, http://scienceincommunity.wordpress.com/
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Three Versions of Curriculum
Subject Centered
Teacher Centered
Student Centered
3. In my K-? Education, I have had….
20
%
20
%20
%
20
%
20
%
All teacher-cente... Some Subject-cent...
Some student-cent... An optimal blend ...
A blend that had ...
1. All teacher-centered
experiences of curriculum
2. Some Subject-centered
experiences
3. Some student-centered
experiences
4. An optimal blend of these
varieties
5. A blend that had little
rhyme or reason to
recommend it
4. What is the nature of curriculum?
Curriculum is something determined by
experts and authorities.
There is no right curriculum.
Curriculum should reflect the real world, be
practical, of use.
There are many curricula we can learn and
negotiate
5. Please make your selection...
A
uthorities
/Experts
...
There
is
no
“right”
cu...
C
urriculum
should
be...
There
are
m
any
curri...
10%
48%
12%
30%
1. Authorities /Experts
Determine
2. There is no “right”
curriculum
3. Curriculum should be
the “real world”
4. There are many
curricula we can learn
6. Definitions of Curriculum
1. Curriculum is all of the
experiences children have
under the guidance of
teachers.
2. Curriculum encompasses all
learning opportunities provided
by school.
3. Curriculum is a plan for all
experiences which the learner
encounters in school.
4. Curriculum is subject to
perspectives, debate, change
7. Discipline, Discourse, & Theory
Discipline – an area of study, with its own particular rules
and expectations.
E.G., the discipline of Economics, or History
Discourse – a system of statements that provide rules of
information and sets of practices within a social milieu (Grant
& Gillette, 2006).
E.G. “discourse of free-market capitalism.”
Theory– an argument about how to think about a discipline
or a discourse. Thinking about the
Nature of our thinking – “metacognition.”
E.G. Theory of the novel, or Theory of Evolution, or Marxist
Theory of History
8. Who owns the curriculum?
A teacher in a public school is an employee
of the district, which is an educational entity
of the state.
It is the state, the governor, the legislature
(the state dept. of education or state board of
education) which has ultimate responsibility
over the curriculum.
9. Curriculum…Thomas Popkewitz
“I view curriculum as a particular, historically formed
knowledge that inscribes rules and standards by
which we ‘reason’ about the world and our ‘self’ as a
productive member of that world.”
“Curriculum is a disciplining technology that directs
how the individual is to act, feel, talk, and ‘see’ the
world and the ‘self.’ As such, curriculum is a form of
social regulation.”
10. Curriculum and Power Relationships
Expert knowledge shapes our thinking about
much in our daily life.
We think of it as “natural” but it is not…it is
built from expert systems of thinking.
We assume expert knowledge to be true.
11. I know for certain that…
The
earth
revolves
a...
M
y
friend
loves
m
e
Itis
below
zero
outside
There
is
truth
in
the
...
M
y
senses
give
m
e
f...
36%
16%
20%
18%
10%
1. The earth revolves
around the sun
2. My friend loves me
3. It is below zero
outside
4. There is truth in the
world
5. My senses give me
factual information
12. Curriculum Standards
Nothing new…in 1909 E.L. Thorndike developed handwriting
standards measuring students’ penmanship performance
Standards consider content and performance and remove the
need for teachers to guess or make inferences about what
students need to know
Content standards specify what students should know and be
able to do
Performance standards specify the evidence needed to
demonstrate achievement
Tendency toward conservative visions of back to basics since
1983 A Nation at Risk Report
Tendency toward internationalism in curricular thinking
13. Standards and Curriculum
“Although most educators…argue that these
standards are not the curriculum, standards do
suggest the learning experience and opportunities
that students should have under the guidance of the
teachers.”
“…for many teachers, the standards have become
the fusion of teachers’ public, professional, and
personal knowledge that disciplines their choices
and possibilities, and must therefore be thought of as
the effects of power.”
14. The Overt Curriculum
The overt curriculum is the open, or public,
dimension and includes current and
historical interpretations, learning
experiences, and learning outcomes.
Openly discussed, consciously planned,
usually written down, presented through the
instructional process
Textbooks, learning kits, lesson plans, school
plays etc.
15. Overt Curriculum
Provides students with science, history,
math, literature
Provides students with the knowledge society
wants them to have…beyond the academics
Social Responsibility…the overt curriculum
should be “society’s messenger” (Benjamin
Franklin)
16. Society’s Messsenger
In the 1600s…for religious purposes…Old Deluder
Satan laws (1642)
In order to organize what students should learn and
teachers should teach, The New England Primer
was published (1690)
In the late 1700s and 1800s, Americanization
1900’s Progressivism for Democracy in reforms
founded on thinking of John Dewey
E.D. Hirsch, Cultural Literacy
17. The Invisible (Hidden)Curriculum
The processes…the “noise” by which the overt
curriculum is transmitted
“they are also learning and modifying attitudes,
motives, and values in relationship to the
experiences…in the classroom.”
The nonacademic outcomes of formal education are
sometimes of greater consequence…than is learning
the subject matter….
18. Results of the Hidden Curriculum
Notions of truth, ways of thinking, unstated
implications
Appraisals of self-worth
Social Roles
Middle-Class Perspectives
Attitudes and Behavior Required for Work
19. I see myself
1. As an “A” kind of person
2. As a future leader in my field
3. As a hard worker
4. As a solid middle class member
20. The “What Knowledge” Debate
Colonial – moral education
19th Century – “Americanization”
Early 20th …The Scopes trial…before
Scopes, religious faith was the common, if
not universal, premise of American thought;
after Scopes, scientific skepticism prevailed.
A Nation at Risk (1983) return to the “basics”
21. The Null Curriculum
When a topic is never taught:
“too unimportant…”
“too controversial…”
“too inappropriate…”
“not worth the time…”
“not essential…”
22. Extra or Co-curricula
Beneficial to self-esteem
Improved race relations
Higher SAT scores, grades
Better health for females, gender stereotypes
undermined
Higher career aspirations
23. The “Whose Knowledge” Debate
…our arguments over curriculum are also
our arguments over who we are as
Americans, including how we wish to
represent ourselves to our children
The Canon…defining what is central and
what is marginal
24. Curriculum Organization
Societal level…politicians, special committees,
experts
Institutional level…set at the school, district,
college…usually set along subject matter disciplines
Instructional level…teacher planning and teaching
students
Ideological level…learning theorists and subject
matter specialists
25. The Reign of the Textbook
Textbook adoption states
Effects
Economies of scale
Censorship
“Mentioning Effect…”
Inauthentic text
Timeliness
26. Standards Movement
Content Standards
– Whose content?
– Traditional versus Progressive
– Today…debate over Scientifically Based
Practices in education.
28. Adequate Yearly Progress
AYP
“Underperforming” by measurements
Students and parents offered options
Consequent Loss of Funding
Browse State Website?
29. State Standards and Test are…
25
%
25
%
25
%
25
%
Desirable, as the... A mistake, they d...
Positive for unif... Divisive and not ...
1. Desirable, as they create
accountability
2. A mistake, they don’t
measure real learning
3. Positive for unifying
educational experience
4. Divisive and not
representative of different
groups’ experiences
30. Alfie Kohn
Individuals lost in sea of tests
Learning as exploration, creativity stifled
Use of threats and bribery counter to ethical
education.
Shifting emphasis from real issues to surface
issues
Detract from teacher autonomy
31. Topics in Curriculum / Know these in
terms of philosophy topics?
Creationism versus Evolution
Core Knowledge, the Canon, versus
Multiculturalism
Multiple Intelligences
Critical Thinking Skills
Metacognition
Critical Pedagogy (and literacy)