This document discusses different approaches to organizing elementary, middle, and high school curriculums. It describes the traditional graded elementary school model and alternatives like nongraded schools, open education, and activity-based curriculums. For middle schools, it compares the junior high school and middle school models, noting that junior high schools often mirrored high schools while middle schools emphasized exploration and core curriculums. The document also briefly outlines different high school and magnet school approaches before analyzing factors that influence curriculum organization decisions.
This chapter discusses developing instructional goals and objectives to guide classroom instruction. It defines instructional goals as general statements of expected student performance, while instructional objectives are measurable and observable statements of student performance derived from goals. The chapter outlines guidelines for writing goals and objectives in the cognitive, affective, and psychomotor domains based on curriculum goals. It also discusses debates around using behavioral objectives and validating instructional goals.
This chapter discusses developing curriculum goals and objectives. It distinguishes between aims of education, curriculum goals, and curriculum objectives, noting that goals are general statements while objectives are specific and measurable. The chapter also distinguishes between curriculum goals/objectives, which guide an entire program or school, and instructional goals/objectives, which are used in individual lessons. It notes there is some ambiguity around the terminology used for different levels of outcomes. The chapter provides guidance on writing goals and objectives at different levels from state to district to school.
This document discusses the human dimension of curriculum planning. It describes the roles that various individuals, such as principals, teachers, students, and parents, play in the curriculum development process. It emphasizes that curriculum development is a collaborative effort that requires strong leadership skills from curriculum leaders, including skills in managing the change process, building relationships, leading groups, and effective communication. Curriculum leaders must understand group dynamics and be able to facilitate productive discussions to improve the curriculum.
This chapter discusses how digital technologies are changing education. It defines new literacies and the impact of online learning, blended learning, and mobile learning. Computer-based assessments can differentiate instruction and assess standards. Open education resources provide free lessons but require discretion. Digital citizenship and internet safety are important considerations for technology use in schools. The chapter emphasizes that technology skills are increasingly necessary for students to function in the modern world.
The document discusses evaluation of instruction through student assessment. It defines key terms like evaluation, assessment, measurement and testing. Evaluation can occur through preassessment before instruction, formative evaluation during instruction, and summative evaluation after instruction. Assessment includes norm-referenced comparisons to peers or criterion-referenced comparisons to objectives. Evaluation should address cognitive, affective and psychomotor domains using a variety of testing and alternative assessment methods.
The document discusses how curriculum developers should identify and analyze the needs of students and society to inform curriculum design. It outlines a classification scheme for categorizing needs by level (e.g. individual, school, national) and type (e.g. physical, socio-psychological). The document provides examples of needs at each level and type that curriculum should address, such as preparing students for careers in a global economy or developing environmentally conscious citizens. The overall aim is to systematically study needs through data collection to design curriculum that meets the challenges students will face.
The document discusses curriculum planning at five levels - classroom, team/grade/department, individual school, school district, and state. It describes how curriculum decisions are made at each level, with higher levels exercising authority over lower ones. Curriculum planning occurs through organizational structures like committees and councils. Examples provided include a school revising its reading series, a district preparing students for state tests, and a state developing standards and providing leadership to schools.
The document outlines key concepts in curriculum development principles:
- It defines curriculum, curriculum development, planning, implementation, evaluation and revision.
- Curriculum development aims to continuously improve learning experiences for students and is influenced by changes in society.
- Principles that guide curriculum development come from various sources and exist on a spectrum from established truths to hypotheses.
- Ten axioms are presented that curriculum developers use as guidelines, such as the need for change, reflecting the times, and starting curriculum planning from the current state.
This chapter discusses developing instructional goals and objectives to guide classroom instruction. It defines instructional goals as general statements of expected student performance, while instructional objectives are measurable and observable statements of student performance derived from goals. The chapter outlines guidelines for writing goals and objectives in the cognitive, affective, and psychomotor domains based on curriculum goals. It also discusses debates around using behavioral objectives and validating instructional goals.
This chapter discusses developing curriculum goals and objectives. It distinguishes between aims of education, curriculum goals, and curriculum objectives, noting that goals are general statements while objectives are specific and measurable. The chapter also distinguishes between curriculum goals/objectives, which guide an entire program or school, and instructional goals/objectives, which are used in individual lessons. It notes there is some ambiguity around the terminology used for different levels of outcomes. The chapter provides guidance on writing goals and objectives at different levels from state to district to school.
This document discusses the human dimension of curriculum planning. It describes the roles that various individuals, such as principals, teachers, students, and parents, play in the curriculum development process. It emphasizes that curriculum development is a collaborative effort that requires strong leadership skills from curriculum leaders, including skills in managing the change process, building relationships, leading groups, and effective communication. Curriculum leaders must understand group dynamics and be able to facilitate productive discussions to improve the curriculum.
This chapter discusses how digital technologies are changing education. It defines new literacies and the impact of online learning, blended learning, and mobile learning. Computer-based assessments can differentiate instruction and assess standards. Open education resources provide free lessons but require discretion. Digital citizenship and internet safety are important considerations for technology use in schools. The chapter emphasizes that technology skills are increasingly necessary for students to function in the modern world.
The document discusses evaluation of instruction through student assessment. It defines key terms like evaluation, assessment, measurement and testing. Evaluation can occur through preassessment before instruction, formative evaluation during instruction, and summative evaluation after instruction. Assessment includes norm-referenced comparisons to peers or criterion-referenced comparisons to objectives. Evaluation should address cognitive, affective and psychomotor domains using a variety of testing and alternative assessment methods.
The document discusses how curriculum developers should identify and analyze the needs of students and society to inform curriculum design. It outlines a classification scheme for categorizing needs by level (e.g. individual, school, national) and type (e.g. physical, socio-psychological). The document provides examples of needs at each level and type that curriculum should address, such as preparing students for careers in a global economy or developing environmentally conscious citizens. The overall aim is to systematically study needs through data collection to design curriculum that meets the challenges students will face.
The document discusses curriculum planning at five levels - classroom, team/grade/department, individual school, school district, and state. It describes how curriculum decisions are made at each level, with higher levels exercising authority over lower ones. Curriculum planning occurs through organizational structures like committees and councils. Examples provided include a school revising its reading series, a district preparing students for state tests, and a state developing standards and providing leadership to schools.
The document outlines key concepts in curriculum development principles:
- It defines curriculum, curriculum development, planning, implementation, evaluation and revision.
- Curriculum development aims to continuously improve learning experiences for students and is influenced by changes in society.
- Principles that guide curriculum development come from various sources and exist on a spectrum from established truths to hypotheses.
- Ten axioms are presented that curriculum developers use as guidelines, such as the need for change, reflecting the times, and starting curriculum planning from the current state.
This chapter discusses curriculum evaluation and several models for evaluating curriculum. It identifies the key purposes of curriculum evaluation as assessing whether curriculum objectives are being achieved and determining what needs improvement. The chapter also outlines eight principles of curriculum construction that are important to consider in any evaluation: scope, relevance, balance, integration, sequence, continuity, articulation, and transferability. Curriculum evaluators assess programs according to these principles and use evaluation methods to identify areas for improvement.
The chapter discusses three models for curriculum development: the Tyler Model, the Taba Model, and the Oliva Model. The Tyler Model is a deductive model that begins with examining societal needs and ends with specifying instructional objectives. The Taba Model uses an inductive approach, starting with creating teaching units and building to a overall design. The Oliva Model is also deductive and provides a process for a school faculty to develop the entire curriculum based on the needs of their students. The models illustrate different approaches to curriculum planning but should be adapted based on the unique needs and context of each situation.
The document discusses definitions of curriculum and the relationship between curriculum and instruction. It provides several conceptions of curriculum from narrow (subjects taught) to broad (all learner experiences). Curriculum can be defined by its purposes, contexts, or strategies. Models of the curriculum-instruction relationship are presented, including dualistic, interlocking, concentric, and cyclical. For curriculum to be considered a discipline, it must have principles, a body of knowledge and skills, and theoreticians and practitioners.
The document discusses current issues in curriculum development. It focuses on three key issues: 1) Academic area initiatives to correct perceived lacks in course offerings, with reform aiming to increase graduation rates and prepare students for college and careers. 2) Alternative schooling arrangements, such as magnet schools, charter schools, vouchers, and homeschooling, which have grown in popularity and provide more choice but also face opposition. 3) Bilingual/bicultural education, which serves over 55 million non-English speakers in the US, and remains an educational, linguistic, and political issue as views differ on approaches like English-only versus maintaining other languages.
The document discusses various aspects of effectively marketing a child care and education program. It emphasizes that marketing involves more than just advertising and should focus on delivering high quality services. An effective marketing plan identifies the program's mission, objectives, strengths, target clients, and services. Internal marketing focuses on meeting current family needs while external marketing attracts new families through strategies like relationships with referrals, print media, brochures, and community involvement. The most important element is exceeding client expectations through service delivery.
This document discusses curriculum innovations in the Philippines from 2002 to the present. It outlines several major innovations including the 2002 Basic Education Curriculum, Third Elementary Education Program, Secondary Education Improvement and Development Program, and the K-12 Basic Education Curriculum. The key innovations include strengthening early childhood education, making the curriculum more relevant, ensuring integrated learning, building proficiency in language, and gearing students for the future and 21st century skills. The document also discusses global concerns around quality learners, learning environments, content, processes and outcomes that curriculum innovations aim to address.
The document discusses curriculum development and instructional planning. It defines curriculum as the planned educational experiences offered by a school. Curriculum includes the learning content and experiences selected and organized by the school to achieve its goals. The document outlines different conceptions of curriculum, including as an accumulation of knowledge, an instructional plan, and an interaction process. It also describes the components and types of curriculum, including subject-centered and learner-centered models. Finally, it discusses different levels of curriculum from the societal to the instructional to the experiential.
1. The document discusses various practices and frameworks for instructional planning, including OBE, UbD, and traditional frameworks. It emphasizes starting with desired outcomes and considering standards from the curriculum guide.
2. It provides key points to remember for instructional planning, such as aligning plans with the DepEd and school vision statements, considering grade level qualifications, and using assessments to ensure learning and inform instruction.
3. The document stresses the importance of beginning with the end in mind, planning formative and summative assessments, and using assessment results to improve instruction.
This document discusses program evaluation models, including the CIPP (Context, Input, Process, Product) model developed by Stufflebeam et al. in the 1960s. The CIPP model guides evaluators in assessing a program's context, inputs, processes, and products. Context evaluation assesses needs and priorities. Input evaluation judges resources and strategies. Process evaluation monitors implementation. Product evaluation determines outcomes and whether goals were achieved. The CIPP model provides a systematic framework for evaluation to make judgments about a program's merit and effectiveness.
_GenSan TOT Sessions 1 Overview and General Guidelines copy.pptxBryanJuanichAnimo
The document outlines guidelines for DepEd's National Learning Camp (NLC) program, which aims to improve learner outcomes and strengthen teacher competence through summer learning camps. It will be implemented for Grades 7-8 in 2022-23, focusing on English, Science, and Math. The camps include Enhancement, Consolidation, and Intervention groups. Teachers will receive training through collaborative expertise sessions. The NLC aims to support learning recovery after disruptions to education from the pandemic.
The Concerns-Based Adoption Model (CBAM) identifies teachers' concerns about an educational innovation and their level of use of the innovation in the classroom. The CBAM assesses teachers on a stages of concern scale from 0-6 regarding their feelings about the change, and a levels of use scale from non-use to renewal regarding their implementation of the innovation. Applying both the stages of concern and levels of use dimensions can help describe teachers' positions and inform further implementation support activities.
The document discusses approaches to adopting an outcome-based education (OBE) curriculum. It outlines the key goals and philosophical assumptions of OBE, which include ensuring all learners can succeed and developing their talents. The document also describes characteristics of OBE curricula, such as having program objectives, outcomes, and performance indicators that are outcome-driven and assessed. It provides examples of OBE approaches teachers can take, such as writing good learning outcomes and familiarizing different curriculum models, as well as changing assessment methods to focus on outcomes over content.
The document describes four models of curriculum development:
1. The Hilda Taba model involves 8 steps beginning with identifying student needs and ending with evaluating to ensure mastery.
2. The Tyler model has four principles: determining education purposes, selecting learning experiences, organizing experiences effectively, and evaluating if purposes are met.
3. The Saylor, Alexander, and Lewis model starts with setting goals and objectives in four domains, then planning learning opportunities and implementation.
4. The Oliva model is simple, comprehensive, and systematic, involving 12 or 17 specific steps from specifying needs to curriculum evaluation.
OBE is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience each student should have achieved the goal. There is no specified style of teaching or assessment in OBE; instead classes, opportunities, and assessments should all help students achieve the specified outcomes.
This document discusses assessment and evaluation in outcome-based education. It outlines both old and new approaches to assessment, with the new approach focusing on active learning, critical thinking, and assessing learners on an ongoing basis based on outcomes rather than just exam scores. The role of lecturers shifts from being the sole source of knowledge to facilitating learning. Key benefits of the new approach include learners becoming problem solvers, effective communicators, and responsible citizens. Affective goals around attitudes and values are also important to assess but often neglected. The document emphasizes that changing assessment methods is crucial to changing student learning.
Curriculum Development Module 2 lesson 1-3alkhaizar
The document discusses curriculum design models and approaches. It describes several curriculum design models including the subject-centered, learner-centered, and problem-centered models. Each model focuses on different aspects of curriculum such as content or the learner. It also outlines dimensions of curriculum design like scope, sequence, continuity, integration, and articulation. Principles for effective sequencing are provided. Finally, the document discusses common approaches to curriculum design including identifying who teaches, who is taught, what is taught, how it is taught, assessing learning outcomes, and the role of community partners.
The document outlines new teacher education curriculums for BEEd and BSEd degrees in the Philippines. It discusses the nature and goals of the programs, which prepare teachers for elementary and secondary levels. It describes curriculum requirements, including general education courses, professional education courses, and content/specialization courses. Key features of the professional courses are an integrated approach, linking theory to practice, and a focus on developing a wide range of teaching skills and strategies through field experiences. A ladderized BTTE program is also described, offering technical teacher training through either a 4-year or ladder-based pathway.
This document discusses curriculum and its various components. It defines curriculum as subjects, learning experiences, intended outcomes, and planned experiences. It also describes different types of curriculum, including ideal curriculum, written curriculum prescribed by governing bodies, implemented curriculum actually taught by teachers, achieved curriculum learned by students, and tested curriculum assessed on exams. The document outlines foundations of curriculum including objectives, student characteristics, learning processes, teaching methods, and evaluation procedures. It also discusses conceptions that guide curriculum design like academic, cognitive, humanistic, social reconstructionist, technological, and eclectic conceptions. Key elements of curriculum are identified as intent, content, learning experiences, and evaluation.
UNDERLYING ELEMENTS INVOLVED IN DESIGNING A CURRICULUMFlorie May Gonzaga
Refers to the structure of arrangement of the components or elements of a curriculum.
The arrangement and emphasis of the elements reflect the theoretical orientation of the curriculum developer. Technical-scientific approaches put a lot of emphasis on well formulated objectives as bases for the selection and organization of content and evaluation of learning that is taking place.
The document discusses the aims and philosophies of education. It describes how aims are derived from analyzing society and student needs. It outlines four main philosophies - reconstructionism, perennialism, essentialism, and progressivism - and their beliefs around the purpose of education. Developing a school philosophy involves gaining consensus among teachers, administrators, students and parents on shared values and educational goals.
This chapter discusses curriculum evaluation and several models for evaluating curriculum. It identifies the key purposes of curriculum evaluation as assessing whether curriculum objectives are being achieved and determining what needs improvement. The chapter also outlines eight principles of curriculum construction that are important to consider in any evaluation: scope, relevance, balance, integration, sequence, continuity, articulation, and transferability. Curriculum evaluators assess programs according to these principles and use evaluation methods to identify areas for improvement.
The chapter discusses three models for curriculum development: the Tyler Model, the Taba Model, and the Oliva Model. The Tyler Model is a deductive model that begins with examining societal needs and ends with specifying instructional objectives. The Taba Model uses an inductive approach, starting with creating teaching units and building to a overall design. The Oliva Model is also deductive and provides a process for a school faculty to develop the entire curriculum based on the needs of their students. The models illustrate different approaches to curriculum planning but should be adapted based on the unique needs and context of each situation.
The document discusses definitions of curriculum and the relationship between curriculum and instruction. It provides several conceptions of curriculum from narrow (subjects taught) to broad (all learner experiences). Curriculum can be defined by its purposes, contexts, or strategies. Models of the curriculum-instruction relationship are presented, including dualistic, interlocking, concentric, and cyclical. For curriculum to be considered a discipline, it must have principles, a body of knowledge and skills, and theoreticians and practitioners.
The document discusses current issues in curriculum development. It focuses on three key issues: 1) Academic area initiatives to correct perceived lacks in course offerings, with reform aiming to increase graduation rates and prepare students for college and careers. 2) Alternative schooling arrangements, such as magnet schools, charter schools, vouchers, and homeschooling, which have grown in popularity and provide more choice but also face opposition. 3) Bilingual/bicultural education, which serves over 55 million non-English speakers in the US, and remains an educational, linguistic, and political issue as views differ on approaches like English-only versus maintaining other languages.
The document discusses various aspects of effectively marketing a child care and education program. It emphasizes that marketing involves more than just advertising and should focus on delivering high quality services. An effective marketing plan identifies the program's mission, objectives, strengths, target clients, and services. Internal marketing focuses on meeting current family needs while external marketing attracts new families through strategies like relationships with referrals, print media, brochures, and community involvement. The most important element is exceeding client expectations through service delivery.
This document discusses curriculum innovations in the Philippines from 2002 to the present. It outlines several major innovations including the 2002 Basic Education Curriculum, Third Elementary Education Program, Secondary Education Improvement and Development Program, and the K-12 Basic Education Curriculum. The key innovations include strengthening early childhood education, making the curriculum more relevant, ensuring integrated learning, building proficiency in language, and gearing students for the future and 21st century skills. The document also discusses global concerns around quality learners, learning environments, content, processes and outcomes that curriculum innovations aim to address.
The document discusses curriculum development and instructional planning. It defines curriculum as the planned educational experiences offered by a school. Curriculum includes the learning content and experiences selected and organized by the school to achieve its goals. The document outlines different conceptions of curriculum, including as an accumulation of knowledge, an instructional plan, and an interaction process. It also describes the components and types of curriculum, including subject-centered and learner-centered models. Finally, it discusses different levels of curriculum from the societal to the instructional to the experiential.
1. The document discusses various practices and frameworks for instructional planning, including OBE, UbD, and traditional frameworks. It emphasizes starting with desired outcomes and considering standards from the curriculum guide.
2. It provides key points to remember for instructional planning, such as aligning plans with the DepEd and school vision statements, considering grade level qualifications, and using assessments to ensure learning and inform instruction.
3. The document stresses the importance of beginning with the end in mind, planning formative and summative assessments, and using assessment results to improve instruction.
This document discusses program evaluation models, including the CIPP (Context, Input, Process, Product) model developed by Stufflebeam et al. in the 1960s. The CIPP model guides evaluators in assessing a program's context, inputs, processes, and products. Context evaluation assesses needs and priorities. Input evaluation judges resources and strategies. Process evaluation monitors implementation. Product evaluation determines outcomes and whether goals were achieved. The CIPP model provides a systematic framework for evaluation to make judgments about a program's merit and effectiveness.
_GenSan TOT Sessions 1 Overview and General Guidelines copy.pptxBryanJuanichAnimo
The document outlines guidelines for DepEd's National Learning Camp (NLC) program, which aims to improve learner outcomes and strengthen teacher competence through summer learning camps. It will be implemented for Grades 7-8 in 2022-23, focusing on English, Science, and Math. The camps include Enhancement, Consolidation, and Intervention groups. Teachers will receive training through collaborative expertise sessions. The NLC aims to support learning recovery after disruptions to education from the pandemic.
The Concerns-Based Adoption Model (CBAM) identifies teachers' concerns about an educational innovation and their level of use of the innovation in the classroom. The CBAM assesses teachers on a stages of concern scale from 0-6 regarding their feelings about the change, and a levels of use scale from non-use to renewal regarding their implementation of the innovation. Applying both the stages of concern and levels of use dimensions can help describe teachers' positions and inform further implementation support activities.
The document discusses approaches to adopting an outcome-based education (OBE) curriculum. It outlines the key goals and philosophical assumptions of OBE, which include ensuring all learners can succeed and developing their talents. The document also describes characteristics of OBE curricula, such as having program objectives, outcomes, and performance indicators that are outcome-driven and assessed. It provides examples of OBE approaches teachers can take, such as writing good learning outcomes and familiarizing different curriculum models, as well as changing assessment methods to focus on outcomes over content.
The document describes four models of curriculum development:
1. The Hilda Taba model involves 8 steps beginning with identifying student needs and ending with evaluating to ensure mastery.
2. The Tyler model has four principles: determining education purposes, selecting learning experiences, organizing experiences effectively, and evaluating if purposes are met.
3. The Saylor, Alexander, and Lewis model starts with setting goals and objectives in four domains, then planning learning opportunities and implementation.
4. The Oliva model is simple, comprehensive, and systematic, involving 12 or 17 specific steps from specifying needs to curriculum evaluation.
OBE is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience each student should have achieved the goal. There is no specified style of teaching or assessment in OBE; instead classes, opportunities, and assessments should all help students achieve the specified outcomes.
This document discusses assessment and evaluation in outcome-based education. It outlines both old and new approaches to assessment, with the new approach focusing on active learning, critical thinking, and assessing learners on an ongoing basis based on outcomes rather than just exam scores. The role of lecturers shifts from being the sole source of knowledge to facilitating learning. Key benefits of the new approach include learners becoming problem solvers, effective communicators, and responsible citizens. Affective goals around attitudes and values are also important to assess but often neglected. The document emphasizes that changing assessment methods is crucial to changing student learning.
Curriculum Development Module 2 lesson 1-3alkhaizar
The document discusses curriculum design models and approaches. It describes several curriculum design models including the subject-centered, learner-centered, and problem-centered models. Each model focuses on different aspects of curriculum such as content or the learner. It also outlines dimensions of curriculum design like scope, sequence, continuity, integration, and articulation. Principles for effective sequencing are provided. Finally, the document discusses common approaches to curriculum design including identifying who teaches, who is taught, what is taught, how it is taught, assessing learning outcomes, and the role of community partners.
The document outlines new teacher education curriculums for BEEd and BSEd degrees in the Philippines. It discusses the nature and goals of the programs, which prepare teachers for elementary and secondary levels. It describes curriculum requirements, including general education courses, professional education courses, and content/specialization courses. Key features of the professional courses are an integrated approach, linking theory to practice, and a focus on developing a wide range of teaching skills and strategies through field experiences. A ladderized BTTE program is also described, offering technical teacher training through either a 4-year or ladder-based pathway.
This document discusses curriculum and its various components. It defines curriculum as subjects, learning experiences, intended outcomes, and planned experiences. It also describes different types of curriculum, including ideal curriculum, written curriculum prescribed by governing bodies, implemented curriculum actually taught by teachers, achieved curriculum learned by students, and tested curriculum assessed on exams. The document outlines foundations of curriculum including objectives, student characteristics, learning processes, teaching methods, and evaluation procedures. It also discusses conceptions that guide curriculum design like academic, cognitive, humanistic, social reconstructionist, technological, and eclectic conceptions. Key elements of curriculum are identified as intent, content, learning experiences, and evaluation.
UNDERLYING ELEMENTS INVOLVED IN DESIGNING A CURRICULUMFlorie May Gonzaga
Refers to the structure of arrangement of the components or elements of a curriculum.
The arrangement and emphasis of the elements reflect the theoretical orientation of the curriculum developer. Technical-scientific approaches put a lot of emphasis on well formulated objectives as bases for the selection and organization of content and evaluation of learning that is taking place.
The document discusses the aims and philosophies of education. It describes how aims are derived from analyzing society and student needs. It outlines four main philosophies - reconstructionism, perennialism, essentialism, and progressivism - and their beliefs around the purpose of education. Developing a school philosophy involves gaining consensus among teachers, administrators, students and parents on shared values and educational goals.
This chapter discusses selecting and implementing instructional strategies. It defines key concepts like style, model, method and skills of teaching and how they relate to choosing strategies. Sources of strategies include objectives, subject matter, students, community and teachers. A variety of instructional strategies are discussed, and the chapter emphasizes planning instruction through both long-range and short-range planning like unit plans and daily lesson plans. The goal of all strategies, styles and skills discussed is fostering student achievement.
The document discusses ways to improve achievement for Pacific Island and Maori students in New Zealand schools. It reports on a 5-year project that interviewed students, families, and teachers to identify factors influencing student success. Key recommendations include better preparing year 9 students for secondary school, improving teacher-parent relationships through regular communication, and developing teacher qualities like cultural sensitivity, engaging lessons, and high expectations. Constructivist teaching strategies like relationship-building and cooperative learning are also emphasized.
The document is a submission from Box Hill High School to a parliamentary inquiry into gifted education. It discusses the school's Select Entry Accelerated Learning (SEAL) program, which began in 1994. The submission argues that current policies are ineffective at identifying gifted students, with many remaining unidentified. It notes girls and students from certain backgrounds are underidentified. The SEAL program helps identify more students but many still miss out on support. The submission makes recommendations to improve gifted student identification and support.
The document discusses key features of the Philippines' K-12 curriculum for basic education. It aims to be learner-centered, culturally responsive, and competency-based. Some key changes include adding two years to basic education for a total of 12 years, requiring kindergarten, and introducing a new senior high school program. The goals are to better prepare students for employment, higher education, and global competitiveness through an enhanced, decongested curriculum. While implementation challenges exist, supporters believe the reformed system will benefit students long-term.
Here are the key requirements of Geography from the National Curriculum at Key Stage 1:
- Name and locate the world's continents and oceans
- Name, locate and identify the UK and its capital cities
- Understand geographical similarities and differences through studying places in the UK and a non-European country
- Identify seasonal weather patterns in the UK and hot/cold areas of the world in relation to the Equator and North/South Poles
- Use basic geographical vocabulary related to physical and human features
- Use maps, atlases and globes to identify places studied
- Use compass directions and locational language to describe locations and routes on maps
- Use aerial photos and plans to recognise landmarks and physical/
Research on High School in Cambodia boundaryMengsongNguon
This document provides background information on the history and development of Preah Sisowath High School in Cambodia. It discusses the school's origins in the late 19th century and renaming over time. It also outlines increases in student and teacher populations from 1980 to 2005. The document proposes research on teaching methods of mathematics at the school, with the objectives of identifying strong and weak points to improve education quality. The proposed methodology is to observe mathematics teachers monthly and analyze findings.
The document discusses factors that contribute to successful schools based on research. It notes that high-performing schools plan instruction starting with their special education and English as a second language students, unlike most schools that mold curriculum to above-average students. It identifies 9 central factors in education planning, including teaching essential content, understanding each student, integrating research, and breaking learning into small parts. Additionally, it states that high-performing schools believe all children can learn, focus first on the needs of hardest-to-serve students, and are placing special education and ESL educators in leadership roles.
This document provides an introduction to a trial unit of the International Middle Years Curriculum (IMYC) for students aged 11-12. It outlines the beliefs and principles behind the IMYC, which are focused on student learning and engagement. The IMYC aims to provide an exciting, dynamic curriculum that builds on the learning approaches of the International Primary Curriculum. It was developed based on observations of 11-14 year olds and discussions with teachers to address the developmental changes occurring for students in middle school.
This document discusses several effective practices for multi-grade teaching from around the world. It describes programs like Escuela Nueva from Colombia that uses flexible promotion, self-instructional materials, and student participation. The School in a Box program provides learning activities arranged in five styles. The document also discusses the IMPACT program from the Philippines that reduces costs by increasing student-teacher ratios and utilizing community resources. Finally, it mentions projects in Nepal and Sri Lanka that adapted curricula for multi-grade settings.
This document discusses the history and development of curriculum in the Philippines. It begins by outlining traditional and modern views of curriculum, as well as purposes and models of curriculum development. It then provides details on the curriculum under Spanish, American, and Japanese rule in the Philippines. Key changes and the current K-12 system are described. The foundations and evolution of curriculum are also summarized, including influences from educational philosophers like Dewey, Judd, and Kilpatrick. Overall, the document traces the philosophical, psychological, social, and historical influences that have shaped curriculum in the Philippines over time.
CH 13 The Changing Purposes of American Education.pptVATHVARY
This chapter describes the relationship between the philosophies and theories
of education and the purposes that have prevailed at different times in the
history of American education. We then examine the important changes
in educational goals of recent years that have been promoted by infl uential
policy reports. First, however, the chapter shows how we defi ne educational
purposes in terms of goals and objectives.
The document discusses the goals and tasks of the Philippine Education for All (EFA) vision for 2015. It aims for universal basic education coverage, participation and completion rates, and community commitment. Tasks include improving school performance, expanding early childhood programs, and adopting a 12-year basic education curriculum. Enabling tasks involve providing stable funding, creating community groups, and monitoring progress through quality indicators. The document also discusses larger concerns like developing language skills, national identity, social capital, and individual freedom through education.
This document summarizes an observation of a school and classroom environment conducted by a field study student. The school campus was located in an urban community and served a socioeconomically diverse population. While the buildings and facilities were in usable condition, some maintenance could improve the environment. The classroom observed had basic facilities but was overcrowded with 52 students in a space designed for 40-45. The student concluded that the school and classroom environments can impact learning and that creating a supportive, engaging environment is important for child and adolescent development.
Joe Marlow proposes leading the Achievement First! district-wide reform initiative at Paseo Academy. The reform has three components: implementing Talent Development courses in reading and math, reviewing Paseo's status as an arts school, and restructuring Paseo into small learning communities. Marlow provides details on the research behind the reform, how it has been implemented at Paseo, and plans to assess its effectiveness by analyzing freshman test scores before and after Talent Development courses.
Dream Makers Academy is a proposed gifted school in Alpharetta, GA that would serve over 700 students in grades 6-8. It would have a diverse student body and offer challenging academic programs from high school through college levels. The school's mission is to help students achieve their dreams and become leaders through its curriculum, real-world experiences, and community partnerships. It would be funded through the state's funding formula and seek additional funds through grants and fundraising.
The document discusses key aspects of planning curriculum for early childhood programs. It outlines that curriculum should include activities, routines, relationships and the physical environment. The curriculum should also align with the program's mission and values, be developmentally appropriate, and promote multicultural sensitivity. The document provides guidance on standards, goals, organizing content, teaching strategies, technology use, transitions, social-emotional development, and curriculum supports. It notes trends in curriculum including the standards movement and growing diversity.
The document summarizes emerging models in education that aim to address problems with the current system. It discusses shifting away from an emphasis on standardized testing and a punitive approach, toward more cooperative learning, incorporating technology, and offering students more support and opportunities to develop skills for future careers. Many of these ideas have already been implemented successfully in some American schools, but need broader adoption in order to revolutionize the overall public education system.
Similar to Developing the curriculum chapter 9 (20)
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.