The document discusses key elements of curriculum planning including identifying essential questions, enduring understandings, and desired learning outcomes. It emphasizes designing assessments before planning instruction using a backwards design approach. The planning process should involve identifying standards, developing measurable objectives, considering how skills and content will be taught and assessed, and reflecting on lessons to improve instruction.
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
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
The information content of this slide was taken from the book of Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company. And I am very thankful to have further knowledge because of her book.
Presentation on one view of the evolution of progressive education in the 21st century, originally made for the Progressive Education Network national conference in October 2009.
The information content of this slide was taken from the book of Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company. And I am very thankful to have further knowledge because of her book.
Presentation on one view of the evolution of progressive education in the 21st century, originally made for the Progressive Education Network national conference in October 2009.
This course is designed to introduce both traditional and innovative approaches/strategies in teaching science for Master students engaging in the field of teaching developing a scientific literacy through learning the strategies in reading and writing as one of the component for students in learning science as they organized each thoughts in a scientific ways, communicate ideas, and share information with fidelity and clarity, to read and listen with understanding. Integration of STEM – infusing through teaching approach as a model integrating all content areas in the way that provides rich meaningful experience for students. Explore the practical implications of cognitive science for classroom assessments, motivating student effort and designing learner – centered circular units.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
3. Three Elements of Curriculum
“WHO?”
The Learner WHO?
“WHAT?”
WHAT? HOW?
The Content
Subject Matter From “Who Am I in the Lives of Children?”
“HOW?” Feeny, Christensen, Moravick
The Process of Instruction
Kinds of Planned Learning Opportunities
4. Based on Vision of Society
Vision translated into Learning
Experiences
What do you believe is worth knowing?
What do you know about the learners
and their development?
What do you know about subject
matter?
Feeny, Christensen, Moravick
5. Educational Pendulum
Is emphasis on nature and interests of the
learner? OR
Is emphasis on the subject matter to be taught?
Importance for you as an educator
Stand firm for what you believe in
Emphasize developmentally appropriate
practice
Today’s backlash shifts focus to less student-
sensitive practice Feeny, Christensen, Moravick
6. What is Curriculum?
Experienced Curriculum
“Curriculum is what happens.”
What the student experiences and perceives
during the day
Planned or unplanned
Planned Curriculum
Planned learning experiences
Know what to teach – CONTENT
Know how to teach it - PEDAGOGY
Feeny, Christensen, Moravick
7. Content - What Should be Taught?
Essential knowledge changes throughout
history and culture
Dictated by social and political pressure
Current California subjects considered
“CORE”
English-Language Arts*
Mathematics*
Should we
History-Social Science teach only
Science* what’s tested?
Visual and Performing Arts
*Currently Tested!
8. Curriculum is Product of Time
Influenced by social and political forces
Early 20th century
European immigrants arrived
Emphasized acquisition of American language,
customs, values
Today’s curriculum
Mirrors cultural diversity of current society
Reflects importance of families and culture in
children’s learning
Echoes concerns with violence and values
Feeny, Christensen, Moravick
9. Plato’s Academy Recommended
Course of Study
“The exact sciences would first be studied for ten
years to familiarise the mind with relations that can
only be apprehended by thought.”
Arithmetic
Plane and solid geometry
Astronomy
Harmonics
Five years would then be given to the still severer
study of dialectic - the art of conversation, of
question and answer.
According to Plato, “dialectical skill is the ability to
pose and answer questions about the essences of
Different CORE things.
Curriculum and “The dialectician replaces hypotheses with secure
Instructional Strategies knowledge, and his aim is to ground all science, all
knowledge, on some 'un-hypothetical first principle'.”
10. John Dewey - 1897
“If education is life, all life has, from the
outset, a scientific aspect, an aspect of art
and culture, and an aspect of
communication. It cannot, therefore, be
true that the proper studies for one grade
are mere reading and writing, and that at a
later grade, reading, or literature, or
science, may be introduced. The progress
Science is not in the succession of studies but in
Art and Culture the development of new attitudes towards,
Communication and new interests in, experience.”
11. Progressive Education of the Early
20th Century
Philosophy and Education are identical, both
involving the practical, experimental attempt to
improve the human condition.
Major impact on the concept of the democratic
American education ideal.
Views the mind as a problem solver.
People are naturally exploring, inquiring entities
and learn through direct experience.
Student must master the scientific method.
12. Education for Democracy
Value of knowledge resides in the ability to solve
human problems.
Subject matter provides information and
methodologies for finding solutions.
The teacher is an intellectual guide or facilitator
in the problem solving process.
School is a democratic society in itself, preparing
students for community life.
Group activities and group problem solving to
prepare for solving world problems.
13. What knowledge is important today?
“If knowledge doubles every year or two, we
certainly cannot multiply the number of
hours or teach twice as quickly. Some
choice, some decisions about what can be
omitted, is essential.”
The first dilemma:
What should be taught?
Howard Gardner – 2001
From Multiple Intelligences after Twenty Years
http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf
14. Howard Gardner
What should be highlighted: facts, information? data? If so,
which of the countless facts that exist?
Subject matters and disciplines--if so, which ones?
Which science, which history?
Should we nurture creativity, critical thinking?
If there is to be an additional focus, should it be arts,
technology, a social focus, a moral focus?
If you try to have all of these foci, you would break the
backs of students and teachers, even given a demanding
elementary and secondary school curriculum. (2001)
15. The Invention of Education
Howard Gardner (2001)
One of the most magnificent of human inventions is the
Invention of Education--no other species educates its
young as do we.
At this time of great change, we must remember the
ancient value of education and preserve it—
Not just facts, data, information, but
Knowledge, Understanding, Judgment, Wisdom.
We must use the ancient arts and crafts of education to
prepare youngsters for a world that natural evolution could
not anticipate and which even we ourselves as conscious
beings cannot fully envision either.
16. Global Responsibility
“As the events of the last century remind us, a Dark
Age can always descend upon us.”
In the past, we could be satisfied with an education that:
was based on the literacies
that surveyed the major disciplines
taught students about their own national culture
For our students’ futures we now must:
Prepare our students for interdisciplinary work
Prepare our students for life in a global civilization.
Keep alive the important values of Responsibility and
Humanity Gardner (2001)
17. Curriculum:
What do we teach?
Recommended Curriculum
Standards as defined by experts in their field
Written Curriculum
State standards and frameworks, local goals and
objectives
Supported Curriculum
Available materials
Textbooks and software
18. Curriculum Content in California?
Standards: What students need to know and be able
to do
http://www.cde.ca.gov/be/st/ss/index.asp
Frameworks: Provide guidance for implementing the
standards adopted by the State Board of Education
http://www.cde.ca.gov/ci/cr/cf/allfwks.asp
19. Curriculum Planning Process
What standards will you be meeting in
this unit of study?
How will your learning objectives connect
to overall curriculum content standards?
What are the essential questions you
want students to grapple with in this
process?
What enduring understandings do you
want students to gain?
20. Essential Questions and
Curriculum Planning
Focus on a broad topic of study
Have multiple answers and perspectives
Address “why” or “how”
Help students see the “big picture”
Answering such questions may take a lifetime!
Answers may only be tentative
Information gathering may take place outside of formal
learning environments
Engage students in real life applied problem solving
Essential questions lend themselves to multidisciplinary
investigations.
Wiggins & McTighe
21. Essential Questions
Spark students’ curiosity and sense of
wonder
Desire to understand
Something that matters to them
Answers to essential questions can NOT
be found
Students must construct own answers
Make their own meaning from
information they have gathered
Create insight
Answering essential questions can lead to
“enduring understandings.” Wiggins & McTighe
22. Enduring Understandings
Worth being
familiar with
Important to
know and be
able to do
Enduring
Understanding
Wiggins & McTighe
23. The Big Picture
Big Ideas
Core concepts
Focusing themes
On-going debates/issues
Insightful perspectives
Illuminating
paradox/problem
Organizing theory
Overarching principle
Enduring
Underlying assumption Understanding
s
Wiggins & McTighe
24. Curriculum Planning
for Enduring Understandings
How will you know that students learned what you expected them to
learn?
What types of assessment might be most reliable in determining
student understanding or level of proficiency?
What kinds of activities will result in students being able to develop
those skills and gain understanding?
What skills do your students need to develop in order to gain enduring
understanding?
How will you motivate students to think critically and explore essential
questions?
How will you engage your students in this topic?
How do you hook them in with your “anticipatory set”?
25. Understanding by Design:
Backwards Design
Identify
Desired Results: What will the
Desired student learn?
Results Acceptable Evidence: How
will you design an
Determine assessment that accurately
Acceptable determines if the student
Evidence
learned what he/she was
supposed to learn?
Plan learning
Lesson Planning: How do you
experiences design a lesson that results in
and instruction
student learning?
Wiggins & McTighe
26. Identify Desired Results and
Determine Acceptable Evidence
Designing your Assessment
Desired Results: What will students say or do to show you
objectives were met? (presentation, debate, research paper, essay,
etc.)
Acceptable Evidence: What will you collect to show student’s
learning? (papers, portfolios, observations, work samples,
photographs, videos, etc.)
Assessments are the products or performances that
demonstrate student learning
Assessments are what the student does (the actual product
or performance), not the evaluation tool used to assess the
product.
27. Planning Instruction
How do you plan your lessons?
Backwards Design to Lesson Planning
How will you measure student learning?
What is the overall purpose of the lesson?
Who will participate?
What content standard will be met?
What are your learning objectives?
What are the activities that will get you
there?
How can you engage students and keep
them motivated?
28. Planning Instruction
What do you need to teach this unit?
Materials
Space
Time
Resources
What do you do? How? When?
Introduction – How do you get them interested?
Procedure – What will you do and say (step-by-step
guide)
Closure – How will you help students make a transition
to the next activity?
29. Skills and Learning Objectives
What skills do students need prior to this lesson or unit of
study?
How will you scaffold your students and tap into their own
prior knowledge?
What skills should students gain as a result of this lesson?
What key abilities and processes will students develop
related to specific content?
Write skills as action verbs that are measurable through
assessment.
http://www.sd104.s-cook.k12.il.us/ppt
30. Writing Measurable
Instructional Objectives
Instructional objectives connect instructional
planning with curriculum content as measured
by assessment.
By participating in this activity students will:
Learn about…?
Gain greater understanding of…?
Practice…?
Develop an awareness of…?
Express understanding of…?
Develop skill in…?
Begin to be able to…
How will you measure learning outcomes?
31. Reflective Practice
How will your assessment guide your teaching practice?
Was your instruction effective in promoting student
learning?
What might need to be “re-taught”?
How can you teach it differently when assessment
demonstrates that some students did not learn the
material?
Is there a better way to teach this material?
What will you do differently next time?
How could you extend this activity for another lesson?