Key notes and summary from the text
Sources - Examples taken from:
1- Mnecidisi Christian Maphalala (2017), University of Zululand, South Africa "The classroom as learning communities" Retrived September 17, 2017 from Sabinet: https://journals.co.za/content/journal/10520/EJC-77db5849d?fromSearch=true
2- CL Gray (2015) "Allergic prevention: Something old, something new, something borrowed, something blue" Retrevied September 17, 2017 from Sabinet: https://journals.co.za/content/caci/28/3/EJC175909?fromSearch=true
3- Teshni Moodley (20) "Runny nose - Not always allergy" Retreived September 17. 2017 from Sabinet: https://journals.co.za/content/caci/23/1/EJC22541?fromSearch=true
4- What is better purchase: LCD TV or Plasma TV?" Retreived September 17. 2017 from Pencraft: https://academichelp.net/samples/academics/essays/compare-contrast/lcd-vs-plasma.html
The paragraph discusses two approaches that have been used to identify teratogens, or exposures during pregnancy that harm the fetus or embryo. The first approach involves identifying a rare exposure linked to a rare defect, as was done for rubella virus and fetal alcohol syndrome. The second approach uses epidemiological data to confirm an association, as was done for valproic acid and spina bifida. It concludes that no single piece of evidence confirms causal relationships, and instead they emerge from multiple lines of evidence that each suggest but do not prove the relationship.
- The paragraph discusses the need to update TB-HIV frameworks in the Western Pacific region.
- It outlines four primary means for improving TB-HIV control: increasing collaboration between TB and HIV programs; improving HIV testing of TB patients and TB screening of HIV patients; expanding TB laboratories; and increasing TB infection control.
- The goal is to draw on global documents and evidence to decrease mortality for those with both TB and HIV through earlier detection and management.
Week 2 Discussion Learning Contract· Analyze two learning gaps .docxjessiehampson
Week 2 Discussion: Learning Contract
· Analyze two learning gaps that you have with the concepts of this course.
. Post a brief analysis of your 2 learning gaps to the discussion board.
. Write a brief learning contract addressing how you will address these learning gaps by the end of the course.
Read: Self-Directed Learning: Learning Contracts: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-learning-contracts
23
Chapter 4
The Andragogical Process Model for Learning
Introduction
The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education the instructor (teacher or trainer or curriculum committee) decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content (lectures, readings, laboratory exercises, films, tapes, etc.), and then develops a plan for presenting these content units in some sort of sequence. This is a content model (or design). The andragogical instructor (teacher, facilitator, consultant, change agent) prepares in advance a set of procedures for involving the learners and other relevant parties in a process involving these elements: (1) preparing the learner; (2) establishing a climate conducive to learning; (3) creating a mechanism for mutual planning; (4) diagnosing the needs for learning; (5) formulating program objectives (which is content) that will satisfy these needs; (6) designing a pattern of learning experiences; (7) conducting these learning experiences with suitable techniques and materials; and (8) evaluating the learning outcomes and rediagnosing learning needs. This is a process model. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills, whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. A comparison of these two models and their underlying assumptions is presented in Table 4.1 in which the content model is conceived as being pedagogical and the process model as being andragogical.
Table 4.1 Process elements of andragogy
Preparing the Learner
It was not until 1995 (Knowles, 1995) that it became apparent that the preparation of the learner step needed to be added as a separate step to the process model. Previously the process model had consisted of only seven steps, all of which will be discussed in this chapter. It became apparent that an important aspect of program design flowed from the adult educational models that assumed a high degree of responsibility for learning to be taken by the learner. Especially in the andragogical and learning projects models, the entire systems are built around ...
The document discusses an illuminative/responsive approach to evaluating an English as a foreign language (EFL) learning support program (LSP) in Greece. It describes a 4-step evaluation process: 1) Preparing stakeholders, 2) Identifying the program setting, 3) Sharing, observing, and seeking feedback, and 4) Reviewing, reflecting, and remedying issues. The evaluation aims to foster autonomous learning and involvement of all stakeholders at each step. It is argued that this participatory, formative approach can help programs improve, build ownership among stakeholders, and make evaluation less opposed in the Greek educational system.
Připravujete svůj první vědecký článek v anglickém jazyce? Umíte si poradit s abstraktem? Rádi byste získali lepší kompetence v tom, jak by měl být článek strukturován? Potřebujete vědět, které části odborného textu jsou klíčové pro čtenáře, které pro recenzenty? Chcete se vyvarovat chyb, které se opakovaně v cizojazyčných vědeckých článcích vyskytují? Pak byl právě pro vás určen seminář, který vedl zkušený lektor akademického psaní v angličtině z Centra jazykové přípravy MU PhDr. Robert Helán, Ph.D.
This document summarizes an instructional report from the Center for Research on Learning and Technology (CRLT) that examines Problem Based Learning (PBL) as an instructional model based on constructivist learning theory. The report outlines three key principles of constructivism: 1) understanding comes from interactions with the environment, 2) cognitive conflict stimulates learning, and 3) knowledge evolves through social processes. It then describes eight instructional principles for constructivist learning environments and provides PBL as an exemplar that aligns with these principles.
1. Authoritarian - Strict obedience is required and parents demand it without explanation. Little
emotional support is given.
2. Permissive - Parents are very lenient and make few demands. They avoid discipline and do not
require mature behavior.
3. Authoritative - Parents are both demanding and responsive. They require mature behavior but are
also warm and supportive. Clear communication of expectations is provided.
4. Uninvolved - Parents are neither demanding nor responsive. They are emotionally detached and
do not actively engage with their children.
[OOFHEC2018] Alison Canham: Advancing Inclusivity and Citizenship through Cha...EADTU
This document discusses a workshop on adopting the Change Laboratory method for teaching enhancement across Europe. The workshop aims to: [1] Learn about experiences using the Change Laboratory method in a pan-European context; [2] Participate in a sample micro-workshop using the model; and [3] Explore issues of inclusiveness and citizenship in teaching practices. The document provides background on the European Forum for Enhanced Collaboration in Teaching project and reviews key aspects of the Change Laboratory method, such as its theoretical foundations in activity theory and typical workshop structure.
The paragraph discusses two approaches that have been used to identify teratogens, or exposures during pregnancy that harm the fetus or embryo. The first approach involves identifying a rare exposure linked to a rare defect, as was done for rubella virus and fetal alcohol syndrome. The second approach uses epidemiological data to confirm an association, as was done for valproic acid and spina bifida. It concludes that no single piece of evidence confirms causal relationships, and instead they emerge from multiple lines of evidence that each suggest but do not prove the relationship.
- The paragraph discusses the need to update TB-HIV frameworks in the Western Pacific region.
- It outlines four primary means for improving TB-HIV control: increasing collaboration between TB and HIV programs; improving HIV testing of TB patients and TB screening of HIV patients; expanding TB laboratories; and increasing TB infection control.
- The goal is to draw on global documents and evidence to decrease mortality for those with both TB and HIV through earlier detection and management.
Week 2 Discussion Learning Contract· Analyze two learning gaps .docxjessiehampson
Week 2 Discussion: Learning Contract
· Analyze two learning gaps that you have with the concepts of this course.
. Post a brief analysis of your 2 learning gaps to the discussion board.
. Write a brief learning contract addressing how you will address these learning gaps by the end of the course.
Read: Self-Directed Learning: Learning Contracts: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-learning-contracts
23
Chapter 4
The Andragogical Process Model for Learning
Introduction
The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education the instructor (teacher or trainer or curriculum committee) decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content (lectures, readings, laboratory exercises, films, tapes, etc.), and then develops a plan for presenting these content units in some sort of sequence. This is a content model (or design). The andragogical instructor (teacher, facilitator, consultant, change agent) prepares in advance a set of procedures for involving the learners and other relevant parties in a process involving these elements: (1) preparing the learner; (2) establishing a climate conducive to learning; (3) creating a mechanism for mutual planning; (4) diagnosing the needs for learning; (5) formulating program objectives (which is content) that will satisfy these needs; (6) designing a pattern of learning experiences; (7) conducting these learning experiences with suitable techniques and materials; and (8) evaluating the learning outcomes and rediagnosing learning needs. This is a process model. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills, whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. A comparison of these two models and their underlying assumptions is presented in Table 4.1 in which the content model is conceived as being pedagogical and the process model as being andragogical.
Table 4.1 Process elements of andragogy
Preparing the Learner
It was not until 1995 (Knowles, 1995) that it became apparent that the preparation of the learner step needed to be added as a separate step to the process model. Previously the process model had consisted of only seven steps, all of which will be discussed in this chapter. It became apparent that an important aspect of program design flowed from the adult educational models that assumed a high degree of responsibility for learning to be taken by the learner. Especially in the andragogical and learning projects models, the entire systems are built around ...
The document discusses an illuminative/responsive approach to evaluating an English as a foreign language (EFL) learning support program (LSP) in Greece. It describes a 4-step evaluation process: 1) Preparing stakeholders, 2) Identifying the program setting, 3) Sharing, observing, and seeking feedback, and 4) Reviewing, reflecting, and remedying issues. The evaluation aims to foster autonomous learning and involvement of all stakeholders at each step. It is argued that this participatory, formative approach can help programs improve, build ownership among stakeholders, and make evaluation less opposed in the Greek educational system.
Připravujete svůj první vědecký článek v anglickém jazyce? Umíte si poradit s abstraktem? Rádi byste získali lepší kompetence v tom, jak by měl být článek strukturován? Potřebujete vědět, které části odborného textu jsou klíčové pro čtenáře, které pro recenzenty? Chcete se vyvarovat chyb, které se opakovaně v cizojazyčných vědeckých článcích vyskytují? Pak byl právě pro vás určen seminář, který vedl zkušený lektor akademického psaní v angličtině z Centra jazykové přípravy MU PhDr. Robert Helán, Ph.D.
This document summarizes an instructional report from the Center for Research on Learning and Technology (CRLT) that examines Problem Based Learning (PBL) as an instructional model based on constructivist learning theory. The report outlines three key principles of constructivism: 1) understanding comes from interactions with the environment, 2) cognitive conflict stimulates learning, and 3) knowledge evolves through social processes. It then describes eight instructional principles for constructivist learning environments and provides PBL as an exemplar that aligns with these principles.
1. Authoritarian - Strict obedience is required and parents demand it without explanation. Little
emotional support is given.
2. Permissive - Parents are very lenient and make few demands. They avoid discipline and do not
require mature behavior.
3. Authoritative - Parents are both demanding and responsive. They require mature behavior but are
also warm and supportive. Clear communication of expectations is provided.
4. Uninvolved - Parents are neither demanding nor responsive. They are emotionally detached and
do not actively engage with their children.
[OOFHEC2018] Alison Canham: Advancing Inclusivity and Citizenship through Cha...EADTU
This document discusses a workshop on adopting the Change Laboratory method for teaching enhancement across Europe. The workshop aims to: [1] Learn about experiences using the Change Laboratory method in a pan-European context; [2] Participate in a sample micro-workshop using the model; and [3] Explore issues of inclusiveness and citizenship in teaching practices. The document provides background on the European Forum for Enhanced Collaboration in Teaching project and reviews key aspects of the Change Laboratory method, such as its theoretical foundations in activity theory and typical workshop structure.
See, Do, then Teach - To See, Show-Do with Feedback, Teach with Feedback-Refl...Poh-Sun Goh
Using Digital Repositories to Support Mastery Training and Deliberate Practice in Radiology Training and Medical Education Faculty Development
See also examples below:
http://www.ajnr.org/
(see Case Collections)
https://www.nejm.org/multimedia/images-in-clinical-medicine?query=main_nav_lg
(NEJM, see Images in Clinical Medicine)
http://casereports.bmj.com/collections/radiology2
http://www.radiologycases.com/index.php/radiologycases
https://radiopaedia.org/
The document provides an overview of the key elements that should be included in a research proposal. It discusses the purpose of a research proposal is to convince others that the proposed research project is worthwhile and that the investigator has the competence and work plan to complete it. The main elements that should be included in a research proposal are an introduction section outlining the background, problem statement, objectives, literature review, methodology, ethical considerations, time schedule and references.
Připravujete svůj první vědecký článek v anglickém jazyce? Umíte si poradit s abstraktem? Rádi byste získali lepší kompetence v tom, jak by měl být článek strukturován? Potřebujete vědět, které části odborného textu jsou klíčové pro čtenáře, které pro recenzenty? Chcete se vyvarovat chyb, které se opakovaně v cizojazyčných vědeckých článcích vyskytují? Pak byl právě pro vás určen seminář, který vedl zkušený lektor akademického psaní v angličtině z Centra jazykové přípravy MU PhDr. Robert Helán, Ph.D.
The document discusses transdisciplinary learning, which allows students to authentically make connections between subjects so that they can construct their own meaning and apply learning to real-world situations. It notes that a transdisciplinary approach can help develop four pillars of new education outlined by UNESCO: learning to know, to do, to live together with others, and to be. The document provides various activities and videos to illustrate transdisciplinary concepts, skills, and their alignment with the UNESCO education pillars.
This document discusses the challenges scientists face in communicating their research findings to decision-makers and the public. It describes how the Intergovernmental Panel on Climate Change (IPCC) addresses these challenges through rigorous assessment processes. However, adapting to climate change at local levels will require different approaches than those used by the IPCC. Knowledge action networks that include social scientists can help connect research to community-level adaptation by building trust between experts and local leaders.
SHCR Review 2015 - Appendix 1 Literature ReviewHorizons NHS
Appendix 1. Literature review - This section of the School evaluation presents a literature review exploring existing thinking and evidence on social learning and organisational change that underlie the focus, principles and methods of the evaluation, and the impact model.
Further information and links can be found on the link below;
http://theedge.nhsiq.nhs.uk/school/school-evaluation/
This document analyzes an article about the role of professional communities in action research. It discusses key concepts like communities of practice and situated learning theory. Professional communities can strengthen teacher professional learning by allowing teachers to share experiences, support each other's research, and disseminate knowledge. Developing professional communities involves cultivating joint enterprise, mutual engagement, and a shared repertoire among members.
1. The document summarizes a passage that discusses the dilemma faced by governments who want to improve welfare but find policies incur environmental risks for current and future generations, raising questions of intergenerational justice and relations.
2. It then provides an outline of the passage in point form and a 150-word summary that discusses issues like pollution, depletion of resources, long-term debts, and the need to consider effects of current policies on future generations.
3. The summary discusses the author's perspective on the linguistic conflict faced by post-colonial communities between English and indigenous languages, and different approaches like rejecting one language, appropriating elements of the second language, or finding new discourses through creative tension between languages
Purpose, theory and policy for higher educationGeorge Roberts
This document outlines the agenda and content covered in Module 1 of the Cranfield University PGCLTAHE program. The purpose is to analyze and critically reflect on higher education policy and practice. Topics discussed include the purposes of higher education, hidden curriculums, theories of learning, academic identity, and critical perspectives on higher education policy. Learning activities include discussions, card sorting exercises, and reflecting on different learning theories and models.
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ANALYZING
THE CURRICULUM
George J. Posner
Cornell University
McGraw-Hill, Inc.
New York St. Louis San Francisco Auckland Bogota
Caracas Lisbon London Madrid Mexico Milan
Montreal New Delhi Paris San Juan Singapore
Sydney Tokyo Toronto
44 PART I CURRICULUM DOCUMENTATION AND ORIGINS
an inordinate amount of space to content, then you might infer that the
planners regarded covering content to be the teacher's major responsibility.
Or, if the curriculum documents seem preoccupied with the philosophy
supporting the curriculum, then you might infer that little consensus exists
in the field and that developing a rationale to justify a set of activities was
the primary concern.
Occasionally, some limited aspect of curriculum, such as sequencing
principles, has preoccupied developers., particularly in highly structured
subject matters such as mathematics.4 Some developers have even focused
almost exclusively on non-curriculum elements that, however great their
influence on the curriculum, are not, strictly sneaking,, elements of the cur-
riculum: for example, teacher training;5 school facilities, e.g. a computer
lab; or administrative structures, e.g., team teaching.
You might be able to infer the primary planning foci by searching
through the curriculum documents for evidence that the planners were pre-
occupied with one or more of the twelve questions listed in Table 2.1 - By
noting which of the planning foci received the greatest and least attention,
you might also be able to predict potential problems arising from neglected
planning elements—i.e., neglected questions.
CURRICULUM ANALYSIS QUESTIONS
FOR CHAPTER TWO
1. Who made up the cast of characters for the development of the curricu-
lum? What were their names, with what institution were they affiliated,
and what were their respective roles in the project? Within the project
team, who represented the learners, the teachers, the subject matter, and
the milieu? Was there an obvious blind spot on the team?
2. To what social, economic, political, or educational problem was the cur-
riculum attempting to respond?
3. What planning elements dominated the curriculum development pro-
cess?
NOTES
Chapter Three
Theoretical Perspectives
on Curriculum
What have been the most significant perspectives on curriculum development in
the United States?
What would proponents of each perspective propose for the reform of today's
curriculum?
Eve ...
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
See, Do, then Teach - To See, Show-Do with Feedback, Teach with Feedback-Refl...Poh-Sun Goh
Using Digital Repositories to Support Mastery Training and Deliberate Practice in Radiology Training and Medical Education Faculty Development
See also examples below:
http://www.ajnr.org/
(see Case Collections)
https://www.nejm.org/multimedia/images-in-clinical-medicine?query=main_nav_lg
(NEJM, see Images in Clinical Medicine)
http://casereports.bmj.com/collections/radiology2
http://www.radiologycases.com/index.php/radiologycases
https://radiopaedia.org/
The document provides an overview of the key elements that should be included in a research proposal. It discusses the purpose of a research proposal is to convince others that the proposed research project is worthwhile and that the investigator has the competence and work plan to complete it. The main elements that should be included in a research proposal are an introduction section outlining the background, problem statement, objectives, literature review, methodology, ethical considerations, time schedule and references.
Připravujete svůj první vědecký článek v anglickém jazyce? Umíte si poradit s abstraktem? Rádi byste získali lepší kompetence v tom, jak by měl být článek strukturován? Potřebujete vědět, které části odborného textu jsou klíčové pro čtenáře, které pro recenzenty? Chcete se vyvarovat chyb, které se opakovaně v cizojazyčných vědeckých článcích vyskytují? Pak byl právě pro vás určen seminář, který vedl zkušený lektor akademického psaní v angličtině z Centra jazykové přípravy MU PhDr. Robert Helán, Ph.D.
The document discusses transdisciplinary learning, which allows students to authentically make connections between subjects so that they can construct their own meaning and apply learning to real-world situations. It notes that a transdisciplinary approach can help develop four pillars of new education outlined by UNESCO: learning to know, to do, to live together with others, and to be. The document provides various activities and videos to illustrate transdisciplinary concepts, skills, and their alignment with the UNESCO education pillars.
This document discusses the challenges scientists face in communicating their research findings to decision-makers and the public. It describes how the Intergovernmental Panel on Climate Change (IPCC) addresses these challenges through rigorous assessment processes. However, adapting to climate change at local levels will require different approaches than those used by the IPCC. Knowledge action networks that include social scientists can help connect research to community-level adaptation by building trust between experts and local leaders.
SHCR Review 2015 - Appendix 1 Literature ReviewHorizons NHS
Appendix 1. Literature review - This section of the School evaluation presents a literature review exploring existing thinking and evidence on social learning and organisational change that underlie the focus, principles and methods of the evaluation, and the impact model.
Further information and links can be found on the link below;
http://theedge.nhsiq.nhs.uk/school/school-evaluation/
This document analyzes an article about the role of professional communities in action research. It discusses key concepts like communities of practice and situated learning theory. Professional communities can strengthen teacher professional learning by allowing teachers to share experiences, support each other's research, and disseminate knowledge. Developing professional communities involves cultivating joint enterprise, mutual engagement, and a shared repertoire among members.
1. The document summarizes a passage that discusses the dilemma faced by governments who want to improve welfare but find policies incur environmental risks for current and future generations, raising questions of intergenerational justice and relations.
2. It then provides an outline of the passage in point form and a 150-word summary that discusses issues like pollution, depletion of resources, long-term debts, and the need to consider effects of current policies on future generations.
3. The summary discusses the author's perspective on the linguistic conflict faced by post-colonial communities between English and indigenous languages, and different approaches like rejecting one language, appropriating elements of the second language, or finding new discourses through creative tension between languages
Purpose, theory and policy for higher educationGeorge Roberts
This document outlines the agenda and content covered in Module 1 of the Cranfield University PGCLTAHE program. The purpose is to analyze and critically reflect on higher education policy and practice. Topics discussed include the purposes of higher education, hidden curriculums, theories of learning, academic identity, and critical perspectives on higher education policy. Learning activities include discussions, card sorting exercises, and reflecting on different learning theories and models.
ATT00001.txt
ATT00002.txt
ATT00003.txt
ATT00004.txt
ATT00005.txt
Sent from my iPhone
photo 1.JPG
photo 2.JPG
photo 3.JPG
photo 4.JPG
photo 5.JPG
6.JPG
7.JPG
8.JPG
9.JPG
10.JPG
ATT00001.txt
ATT00002.txt
ATT00003.txt
ATT00004.txt
ATT00005.txt
Sent from my iPhone
photo 1.JPG
photo 2.JPG
photo 3.JPG
photo 4.JPG
photo 5.JPG
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ANALYZING
THE CURRICULUM
George J. Posner
Cornell University
McGraw-Hill, Inc.
New York St. Louis San Francisco Auckland Bogota
Caracas Lisbon London Madrid Mexico Milan
Montreal New Delhi Paris San Juan Singapore
Sydney Tokyo Toronto
44 PART I CURRICULUM DOCUMENTATION AND ORIGINS
an inordinate amount of space to content, then you might infer that the
planners regarded covering content to be the teacher's major responsibility.
Or, if the curriculum documents seem preoccupied with the philosophy
supporting the curriculum, then you might infer that little consensus exists
in the field and that developing a rationale to justify a set of activities was
the primary concern.
Occasionally, some limited aspect of curriculum, such as sequencing
principles, has preoccupied developers., particularly in highly structured
subject matters such as mathematics.4 Some developers have even focused
almost exclusively on non-curriculum elements that, however great their
influence on the curriculum, are not, strictly sneaking,, elements of the cur-
riculum: for example, teacher training;5 school facilities, e.g. a computer
lab; or administrative structures, e.g., team teaching.
You might be able to infer the primary planning foci by searching
through the curriculum documents for evidence that the planners were pre-
occupied with one or more of the twelve questions listed in Table 2.1 - By
noting which of the planning foci received the greatest and least attention,
you might also be able to predict potential problems arising from neglected
planning elements—i.e., neglected questions.
CURRICULUM ANALYSIS QUESTIONS
FOR CHAPTER TWO
1. Who made up the cast of characters for the development of the curricu-
lum? What were their names, with what institution were they affiliated,
and what were their respective roles in the project? Within the project
team, who represented the learners, the teachers, the subject matter, and
the milieu? Was there an obvious blind spot on the team?
2. To what social, economic, political, or educational problem was the cur-
riculum attempting to respond?
3. What planning elements dominated the curriculum development pro-
cess?
NOTES
Chapter Three
Theoretical Perspectives
on Curriculum
What have been the most significant perspectives on curriculum development in
the United States?
What would proponents of each perspective propose for the reform of today's
curriculum?
Eve ...
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
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!
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
From paragraph to essay
1. From paragraph to essay
1- Paragraph by listing
Definition:It’s a type of paragraph thatlists differentitems in a specific order by usinga set of functions
such as introducers,developers, modulators and terminators.
Example:
“Classrooms vary in the ways in which they operate, and their variation may be understood
in terms of the approach to learning (Watkins, 2005a). A few of these approaches are
considered in this discussion1. The first approach2, known as the ‘responsive classroom’
approach incorporates the learners’ social and emotional growth into their academic
learning. This idea stems from the belief that learners learn best through social interaction.
Therefore social and emotional skills should be overtly taught to the learners together with
their academic lessons (Rimm-Kaufman, Fan, Chiu & You, 2007).
The second approach3 considered here is constructivism. According to Ganga and Maphalala
(2016), constructivism is a notion that is based on the belief that during the teaching and
learning process learners construct their own knowledge and meaning through active
learning and mental processes of development. In such an environment, the learner plays
an active role in the learning process, and the teacher provides guidance and opportunities
for the learner to explore, experiment, discover, conclude, theorise, hypothesise, predict,
investigate and invent.
The third approach to learning is Vygotsky’s concept of the zone of proximal development,
based on the idea that development is defined both by what learners can do on their own
and by what they can do when assisted by a teacher or by a more competent peer (Daniels,
1995;Wertsch, 1991).According to Vygotsky (1978) for the curriculum to be appropriate for
the development of the learner, the teacher needs to plan learning activities that
incorporate not only what learners can do or learn on their own, but also what they can
learn with the help of others (Karpov & Haywood, 1998). As a result, the focus is on
cooperative learning activities for groups of children at different levels who can help each
other learn.”
Analysis:
1. “Classrooms vary in the ways in which they operate, and their variation may be understood in
terms of the approach to learning (Watkins, 2005a). A few of these approaches are considered
in this discussion…” This is the introducer of the sentence and its function is to introduce the
topic. The topic in this case is about different concepts about classrooms.
2. “First approach…” This sentence functions as a developer of the sentence and further support
the ideas previously mention from the introducer.
3. “Second approach…” This linker is also functions as modulator as it provides smooth transition
between ideas of the same type.
2&3 - Paragraph by examples
Definition: The example paragraph is a technique in which we use examples to support the topic
sentences.
Original introducer:
“Not only food diversity, but microbial diversity also plays a role in immunological
maturation and tolerance acquisition.1 A more diverse intestinal microbiota in the first week
of life has been associate with reduced subsequent onset of eczema in infant at risk of
2. allergic disease. Early interventions to enhance microbial diversity in early life may thus
useful in prevention of eczema and possibly food allergy in high risk infants” (First
paragraph)
“Other “sources” of microbial diversity have been suggested, for example, unpasteurised
milk and environmental “dirt”. A Polish study showed that the consumption of unpasteurised
milk In the first year was inversely associated with atopy2 (by skin prick tests) and asthma:
in town-dwelling patients, adjusted odds ratio was 0.46 for atopy and for asthma House
dust mite reduction strategies have not been shown to reduce AD; conversely, there is
evidence that high environmental house dust mite in early life reduce AD risk.” (Fifth
paragraph)
Analysis:
1. The introducer in this case is about primly about microbial diversity
2. This example supports the introducer by providing examples to provide a clear idea of what
microbial diversity is found.
4- Paragraph by comparison
Definition: A comparison paragraph is a type of paragraph that compares similar aspectof two subjects.
Frequently, examples are use to state which are the similarities.
Example:
“We live in a world of choice. In each moment, we are presented with the opportunity to
choose from an array of options. The truth is, though, that we do not always make our
choices consciously. Sometimes, instead of choosing what is best for our personal
requirements, we fall in the trap of commercial tricks and purchase a product we do not
need. When we want to make a choice based on facts and objective reasoning exclusively,
we need to methodically analyse and compare each product based on the criteria we value.
In this essay, I will try to do that when choosing between the two most populartypes of TVs:
LCD and plasma. When entering the technical department of any supermarket or a high-
tech store, many people ask themselves whether a LCD TV is better than a plasma TV, or vice
versa. To answer this question, we need to compare the two products based on several
relevant technical criteria.1” (First paragraph)
“At the same time, it is logical to assume that the LCD TV will also have some considerable
advantages that help it successfully compete with the plasma TV on store shelves and in
consumers’ households. One such important advantage of the LCD TV would be its lifespan.
LCD TVs have a longer lifespan as opposed to the plasma TV (Franz, TV Statistics). It also has
superior screen resolution. This would be a decisive factor to choose LCD over plasma for
those consumers who enjoy playing high-resolution video games on their TVs. However, this
would not greatly matter to an average TV viewer, since a plasma TV perfectly copes with
the other tasks of a regular TV set without any resolution imperfections for the viewer.2 ”
(Fifth paragraph).
Analysis:
1. The topic sentence is about whether is better to buy a LCD or a Plasma TV
2. Despite of that however, normally means contrast in this sentence but in this case, it’s showing
similarities between LCD and Plasmas TVs task management.
3. 5- Paragraph by contrast:
Definition:A contrastparagraph is a typeof paragraph thatcompare dissimilaraspects of two subjects.
Example:
“The community of practice (CoP) theory was proposed by cognitive anthropologists Jean
Lave and Etienne Wenger-Treyner in 1998.1 This theory has its origin in social constructivism,
which regards learning as a social process. Lave and Wenger-Treyner (1998) define
community of practice as a group of individuals in a particular environment who share a
common goal, and then regularly interact and collaborate to attain it together.
On the other hand2, Rowlands and Avramenko (2013) provide a distinction between
communities of practice and collaborative learning. They posit that a community of practice
is easily distinguishable because of its emphasis on the process of learning and building
knowledge for all members at both the individual and community level. In a community of
practice individual members are allowed to develop and learn collectively, whilst their
individual skills and growth are enhanced. When classrooms operate as learning
communities, all the learners are engaged in building knowledge under the guidance of the
teacher.”
Analysis:
1. “CoP” is the introducer of the paragraph.
2. “On the other hand…” functions as a modulator and it clear states that the followingidea will be
against of the topic sentence stated in the introducer of the paragraph.
6- Paragraph by definition and classification
Definition:A definition paragraph describe and explains terms that areunknown to the reader.
Example:
“Rhinitis isdefined as inflammation of the nasal membranes and is characterised by a typical
symptom complex and has both acute and chronic causes. Allergic rhinitis is but one cause
of chronic rhinitis and differentiating allergic rhinitis from other causes of rhinitis can be
difficult as the diagnostic criteria for the various forms of rhinitis are not always clear-cut.
Non-allergic rhinitis has nine basic sub classifications, as follows: (i) infectious rhinitis, (ii)
drug-induced rhinitis, (iii) vasomotor rhinitis, (iv) hormone-induced rhinitis, (v) gustatory
rhinitis, (vi) atrophic rhinitis, (vii) occupational rhinitis, (viii) non-allergic rhinitis with
eosinophilia syndrome (NARES) and (ix) rhinitis secondary to systemic disorders, e.g. cystic
fibrosis or primary ciliary dyskinesia. Each of these requires specific therapy. The aim of this
article is to remind clinicians that chronic rhinitis, labelled as allergic in nature, requires proof
of allergy. In addition when chronic rhinitis does not respond to conventional ‘allergy’
treatments, other causes for this condition should be sought rather than endlessly adding
therapies to a failing regimen.”
Analysis:
1. This is a clear example of a definition paragraph as itintroduces to reader information about the
Rhinitis
4. Sources:
Mnecidisi Christian Maphalala (2017), University of Zululand, South Africa "The
classroom as learning communities" Retrived September 17, 2017 from
Sabinet: https://journals.co.za/content/journal/10520/EJC-77db5849d?fromSearch=true
CL Gray (2015) "Allergic prevention: Something old, something new, something
borrowed, something blue" Retrevied September 17, 2017 from Sabinet:
https://journals.co.za/content/caci/28/3/EJC175909?fromSearch=true
Teshni Moodley (20) "Runny nose - Not always allergy" Retreived September 17. 2017
from Sabinet: https://journals.co.za/content/caci/23/1/EJC22541?fromSearch=true
What is better purchase: LCD TV or Plasma TV?" Retreived September 17. 2017 from
Pencraft: https://academichelp.net/samples/academics/essays/compare-contrast/lcd-vs-
plasma.html