Through partnerships with schools and communities, Greenfox Schools empowers youth for a sustainable world by providing integrated curriculum. The curriculum connects academics across disciplines through projects and learning centers that reflect students' interests. The goals are for students to develop critical thinking, teamwork, and lifelong learning skills through experiences both in and out of the classroom.
An integrated curriculum draws together knowledge from different subject areas and relates them in meaningful ways for students and teachers. It can be planned or spontaneous. The document discusses the history and benefits of integrated curriculum, providing examples of integrating within subjects, between subjects, and beyond subjects. Key requirements for successful integration include maintaining content integrity and using authentic topics. Parents can also use integration at home. Links between integration and positive student outcomes are outlined.
UD -designing learner centered curriculumpraveenraj265
This document discusses learner-centered and student-centered curriculum. It defines these concepts and outlines their key features and advantages according to various scholars like Kelly, Dewey, and the Progressive Education Commission. The main points made are:
1) A learner-centered curriculum focuses on students' needs, interests, and development rather than a fixed set of lessons.
2) Key aspects include allowing student interaction, teaching according to growth stages, and suiting interests/abilities.
3) A student-centered curriculum provides direct experiences like field trips and indirect experiences like media. It is flexible and puts the student at the center of learning.
4) Advantages include increased student motivation, participation, and functional learning skills. Limit
This document discusses curriculum development and provides definitions, importance, and steps in the curriculum development process. It defines curriculum development as a planned, purposeful, and progressive process aimed at creating positive improvements in education. The key steps outlined are: 1) identifying problems, 2) assessing needs, 3) defining goals and objectives, 4) choosing educational strategies, 5) implementing the curriculum, and 6) evaluating and providing feedback. The overall purpose of curriculum development is to address societal needs and improve education, individuals, and society.
This document discusses the philosophy of humanism and its educational implications. It defines humanism as a philosophy that places primary importance on human beings, their faculties, and well-being. Some key principles of humanism are that values shape history, great literature emphasizes important values, and that humans are rational beings capable of perfection. The aims of education under humanism are the cultivation of intellect, liberation of the mind, human perfection, and the welfare of all humanity. Humanism stresses respect for ancient cultures, freedom of expression, and the development of thinking power.
This document defines models of teaching and describes several specific models. It begins by defining a teaching model as a plan that guides curriculum, instruction, and a teacher's actions. Teaching models aim to cause specific changes in student behavior. Key components of models include a focus, syntax, social system, principles of reaction, and support system. Models are categorized into four families based on their goals: information processing, personal development, social interaction, and behavioral modification. Several specific models are then described in detail, including the Concept Attainment Model and Inquiry Training Model.
Life Oriented Curriculum And Interdisciplinary CurriculumKawselya Jeyavasan
This document discusses life-oriented curriculum and inter-disciplinary curriculum. It defines life-oriented curriculum as incorporating many aspects of life and preparing learners for life's possibilities. Key topics in life-oriented curriculum include careers, physical education, democracy, social responsibility, self-development, and study skills. Inter-disciplinary curriculum presents content from multiple disciplines to examine a central theme or problem. It explores connections between disciplines and accommodates student diversity. The document advocates for updating educational curriculum to introduce innovative, life-oriented and inter-disciplinary approaches to deal with increasing knowledge and help students organize information.
The document discusses the meaning, definitions, scope, need, principles, and structure of curriculum development. It defines curriculum as the total efforts of the school to achieve desired outcomes, including all learning experiences and a plan for achieving goals. The scope of curriculum is broad, touching all aspects of student life. Curriculum development is important as it helps realize educational objectives, make efficient use of time, acquire knowledge, determine content structure, and develop student personality, among other reasons. Principles of development include being child-centered, community-centered, integrated, creative, elastic, and enabling livelihood and leisure.
The document discusses integrated curriculum versus traditional curriculum. Integrated curriculum draws content from several subject areas and focuses on a particular topic, while traditional curriculum keeps subjects separate. It also discusses the philosophical underpinnings of integrated curriculum from thinkers like Dewey, Tyler, and Bloom who saw benefits to helping students obtain a unified view of learning. Characteristics of applied learning in an integrated approach include being student-directed, using real-world application and multiple resources, and concluding with an end product or project.
An integrated curriculum draws together knowledge from different subject areas and relates them in meaningful ways for students and teachers. It can be planned or spontaneous. The document discusses the history and benefits of integrated curriculum, providing examples of integrating within subjects, between subjects, and beyond subjects. Key requirements for successful integration include maintaining content integrity and using authentic topics. Parents can also use integration at home. Links between integration and positive student outcomes are outlined.
UD -designing learner centered curriculumpraveenraj265
This document discusses learner-centered and student-centered curriculum. It defines these concepts and outlines their key features and advantages according to various scholars like Kelly, Dewey, and the Progressive Education Commission. The main points made are:
1) A learner-centered curriculum focuses on students' needs, interests, and development rather than a fixed set of lessons.
2) Key aspects include allowing student interaction, teaching according to growth stages, and suiting interests/abilities.
3) A student-centered curriculum provides direct experiences like field trips and indirect experiences like media. It is flexible and puts the student at the center of learning.
4) Advantages include increased student motivation, participation, and functional learning skills. Limit
This document discusses curriculum development and provides definitions, importance, and steps in the curriculum development process. It defines curriculum development as a planned, purposeful, and progressive process aimed at creating positive improvements in education. The key steps outlined are: 1) identifying problems, 2) assessing needs, 3) defining goals and objectives, 4) choosing educational strategies, 5) implementing the curriculum, and 6) evaluating and providing feedback. The overall purpose of curriculum development is to address societal needs and improve education, individuals, and society.
This document discusses the philosophy of humanism and its educational implications. It defines humanism as a philosophy that places primary importance on human beings, their faculties, and well-being. Some key principles of humanism are that values shape history, great literature emphasizes important values, and that humans are rational beings capable of perfection. The aims of education under humanism are the cultivation of intellect, liberation of the mind, human perfection, and the welfare of all humanity. Humanism stresses respect for ancient cultures, freedom of expression, and the development of thinking power.
This document defines models of teaching and describes several specific models. It begins by defining a teaching model as a plan that guides curriculum, instruction, and a teacher's actions. Teaching models aim to cause specific changes in student behavior. Key components of models include a focus, syntax, social system, principles of reaction, and support system. Models are categorized into four families based on their goals: information processing, personal development, social interaction, and behavioral modification. Several specific models are then described in detail, including the Concept Attainment Model and Inquiry Training Model.
Life Oriented Curriculum And Interdisciplinary CurriculumKawselya Jeyavasan
This document discusses life-oriented curriculum and inter-disciplinary curriculum. It defines life-oriented curriculum as incorporating many aspects of life and preparing learners for life's possibilities. Key topics in life-oriented curriculum include careers, physical education, democracy, social responsibility, self-development, and study skills. Inter-disciplinary curriculum presents content from multiple disciplines to examine a central theme or problem. It explores connections between disciplines and accommodates student diversity. The document advocates for updating educational curriculum to introduce innovative, life-oriented and inter-disciplinary approaches to deal with increasing knowledge and help students organize information.
The document discusses the meaning, definitions, scope, need, principles, and structure of curriculum development. It defines curriculum as the total efforts of the school to achieve desired outcomes, including all learning experiences and a plan for achieving goals. The scope of curriculum is broad, touching all aspects of student life. Curriculum development is important as it helps realize educational objectives, make efficient use of time, acquire knowledge, determine content structure, and develop student personality, among other reasons. Principles of development include being child-centered, community-centered, integrated, creative, elastic, and enabling livelihood and leisure.
The document discusses integrated curriculum versus traditional curriculum. Integrated curriculum draws content from several subject areas and focuses on a particular topic, while traditional curriculum keeps subjects separate. It also discusses the philosophical underpinnings of integrated curriculum from thinkers like Dewey, Tyler, and Bloom who saw benefits to helping students obtain a unified view of learning. Characteristics of applied learning in an integrated approach include being student-directed, using real-world application and multiple resources, and concluding with an end product or project.
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
This document discusses different types of curriculum, including formal curriculum (written textbooks and lesson plans), informal curriculum (implicit lessons learned), null curriculum (what is not taught), actual curriculum (both written and unlearned lessons), subject curriculum (traditional organization by subjects), child curriculum (focusing on student experiences), core curriculum (compulsory common lessons), broad field curriculum (combining subjects), correlated curriculum (teaching subjects correlated to each other), task curriculum (project-based learning), intended curriculum (documented plans), extra-mural curriculum (non-official lessons), objective curriculum (focusing on objectives, experiences and behaviors), rhetorical curriculum (ideas from officials), phantom curriculum (lessons from media), concomitant curriculum
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
Paulo Freire was a Brazilian educator who developed critical pedagogy. He was born into poverty and experienced hunger as a child due to the economic impacts of the Great Depression on his family. This influenced his view that education should empower the oppressed and poor. He argued that teaching should reject the "banking system" where students are treated as empty accounts to be filled by teachers. Instead, it should recognize that students have their own knowledge and life experiences. The goal of education, according to critical pedagogy, is to lessen human suffering and promote justice and equality.
Standards-based curriculum aims to define what students should know and be able to do. It includes content standards that outline the knowledge students should acquire, performance standards that describe how students can demonstrate their knowledge, and proficiency standards regarding students' ability levels. An effective standards-based curriculum has clear, measurable standards that are connected to students' needs and allow teachers flexibility. It assesses students' formative and summative progress across different subject areas while developing their communication, cultural understanding, ability to make connections, awareness of cultural comparisons, and engagement with communities.
The content in the slide mainly focuses on what a curriculum is
and the development of the curriculum. it will help you to gain a better understanding of the curriculum development.
The Delors Report titled "Learning: The Treasure Within" submitted recommendations to UNESCO on education reform needs for the 21st century. The report was created by an international commission chaired by Jacques Delors that included members from different countries. The commission acknowledged tensions between globalization and localization, tradition and modernity, and other challenges. It defined education's role as fostering harmony and reducing issues like poverty. The report recommended expanding basic education and emphasizing four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. It also stressed lifelong learning and international cooperation in education.
The document discusses a humanistic curriculum, which focuses on the holistic development of students by addressing their cognitive, affective, and psychomotor development. A humanistic curriculum is rooted in humanistic psychology and aims to develop students' self-concept, interpersonal skills, and ultimately self-actualization. It views students as individuals and facilitates their growth through participatory learning methods rather than a didactic approach.
This document discusses the 4Cs framework for CLIL (Content, Communication, Cognition, Culture). It provides details on each of the 4Cs: Content refers to the subject matter being taught; Communication means using the target language to communicate ideas; Cognition involves developing critical thinking skills; and Culture promotes understanding of different cultures. Mastering these four principles is essential for creating successful CLIL lessons.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Individualized instruction teaching methodSubhashini N
Individualized instruction is a teaching method that bases content, instructional methods, and pacing of learning on each student's abilities and interests. It requires assessing students' backgrounds and needs, selecting appropriate content, determining strategies to meet individual needs, constant progress monitoring, and maintaining qualitative and quantitative records. The key benefits are that it is student-centric and allows students to learn at their own pace and in a way that works for them, while recognizing their varying skills and preferences. However, it also poses challenges like time constraints, large class sizes, and teacher preparedness.
Curriculum, history and elements of curriculumUmair Ashraf
The document defines curriculum in several ways and discusses its history and key elements. It provides definitions from various perspectives, such as curriculum being all planned learning, the totality of a student's experiences, or a set of subjects. The history of curriculum development in the US is reviewed from colonial times through the 20th century. Basic elements of curriculum are outlined as having components like subject matter, instructional plans, goals and objectives.
This document outlines the three facets of science: content (body of knowledge including facts, concepts, hypotheses and theories), process (scientific inquiry including processes like observing, classifying and experimenting), and context (scientific attitudes like curiosity, open-mindedness and collaboration). It describes each facet in more detail and provides examples of scientific processes and attitudes. The conclusion states that the three facets should form the framework for understanding and teaching science at all levels, but that often only the content knowledge of specific fields is taught without the genuine nature of science.
The document discusses learner-centered curriculum and contrasts it with teacher-centered approaches. It outlines that learner-centered curriculum focuses on individual growth and development, with the teacher as a facilitator rather than instructor. Key aspects include respecting the child, allowing freedom of action, and recognizing students' unique needs, interests and goals in curriculum design. Assessment is open-ended and meant to involve students examining their own learning rather than focusing on grades. The goal is to empower students to take ownership of their learning process.
Curriculum Change, Planning and Transactionvalarpink
Curriculum Change
With changing time, curriculum should also change reflecting the needs and aspirations of the people. There cannot be a uniform curriculum for all the countries for all the time, because education is related to social, economic and political changes in the country. Curriculum content should be based on current information and not on the past information that has been proved to be false or outdated and unusable. There is therefore need for constantly changing and updating the curriculum content.
Integrated curriculum brings together students and teachers to select topics of interest to study together. Students actively participate in deciding the direction of their learning. They explore issues to understand them and propose solutions. This develops essential skills while also building knowledge. Integrated programs emphasize making connections, developing significant topics, and seeing real purposes for learning. Students are involved in negotiating their learning and integrating knowledge, skills, attitudes, and values. The teacher acts as a guide rather than just imparting knowledge.
The document discusses different approaches to integrated curriculum, including multidisciplinary, interdisciplinary, and transdisciplinary integration. In a multidisciplinary approach, different subject areas explore the same theme, such as studying pioneers through a math, language, and art lens. An interdisciplinary approach cuts across subjects, bringing them together around broad topics. A transdisciplinary approach organizes learning around student questions through project-based learning.
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
This document discusses different types of curriculum, including formal curriculum (written textbooks and lesson plans), informal curriculum (implicit lessons learned), null curriculum (what is not taught), actual curriculum (both written and unlearned lessons), subject curriculum (traditional organization by subjects), child curriculum (focusing on student experiences), core curriculum (compulsory common lessons), broad field curriculum (combining subjects), correlated curriculum (teaching subjects correlated to each other), task curriculum (project-based learning), intended curriculum (documented plans), extra-mural curriculum (non-official lessons), objective curriculum (focusing on objectives, experiences and behaviors), rhetorical curriculum (ideas from officials), phantom curriculum (lessons from media), concomitant curriculum
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
Paulo Freire was a Brazilian educator who developed critical pedagogy. He was born into poverty and experienced hunger as a child due to the economic impacts of the Great Depression on his family. This influenced his view that education should empower the oppressed and poor. He argued that teaching should reject the "banking system" where students are treated as empty accounts to be filled by teachers. Instead, it should recognize that students have their own knowledge and life experiences. The goal of education, according to critical pedagogy, is to lessen human suffering and promote justice and equality.
Standards-based curriculum aims to define what students should know and be able to do. It includes content standards that outline the knowledge students should acquire, performance standards that describe how students can demonstrate their knowledge, and proficiency standards regarding students' ability levels. An effective standards-based curriculum has clear, measurable standards that are connected to students' needs and allow teachers flexibility. It assesses students' formative and summative progress across different subject areas while developing their communication, cultural understanding, ability to make connections, awareness of cultural comparisons, and engagement with communities.
The content in the slide mainly focuses on what a curriculum is
and the development of the curriculum. it will help you to gain a better understanding of the curriculum development.
The Delors Report titled "Learning: The Treasure Within" submitted recommendations to UNESCO on education reform needs for the 21st century. The report was created by an international commission chaired by Jacques Delors that included members from different countries. The commission acknowledged tensions between globalization and localization, tradition and modernity, and other challenges. It defined education's role as fostering harmony and reducing issues like poverty. The report recommended expanding basic education and emphasizing four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. It also stressed lifelong learning and international cooperation in education.
The document discusses a humanistic curriculum, which focuses on the holistic development of students by addressing their cognitive, affective, and psychomotor development. A humanistic curriculum is rooted in humanistic psychology and aims to develop students' self-concept, interpersonal skills, and ultimately self-actualization. It views students as individuals and facilitates their growth through participatory learning methods rather than a didactic approach.
This document discusses the 4Cs framework for CLIL (Content, Communication, Cognition, Culture). It provides details on each of the 4Cs: Content refers to the subject matter being taught; Communication means using the target language to communicate ideas; Cognition involves developing critical thinking skills; and Culture promotes understanding of different cultures. Mastering these four principles is essential for creating successful CLIL lessons.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Individualized instruction teaching methodSubhashini N
Individualized instruction is a teaching method that bases content, instructional methods, and pacing of learning on each student's abilities and interests. It requires assessing students' backgrounds and needs, selecting appropriate content, determining strategies to meet individual needs, constant progress monitoring, and maintaining qualitative and quantitative records. The key benefits are that it is student-centric and allows students to learn at their own pace and in a way that works for them, while recognizing their varying skills and preferences. However, it also poses challenges like time constraints, large class sizes, and teacher preparedness.
Curriculum, history and elements of curriculumUmair Ashraf
The document defines curriculum in several ways and discusses its history and key elements. It provides definitions from various perspectives, such as curriculum being all planned learning, the totality of a student's experiences, or a set of subjects. The history of curriculum development in the US is reviewed from colonial times through the 20th century. Basic elements of curriculum are outlined as having components like subject matter, instructional plans, goals and objectives.
This document outlines the three facets of science: content (body of knowledge including facts, concepts, hypotheses and theories), process (scientific inquiry including processes like observing, classifying and experimenting), and context (scientific attitudes like curiosity, open-mindedness and collaboration). It describes each facet in more detail and provides examples of scientific processes and attitudes. The conclusion states that the three facets should form the framework for understanding and teaching science at all levels, but that often only the content knowledge of specific fields is taught without the genuine nature of science.
The document discusses learner-centered curriculum and contrasts it with teacher-centered approaches. It outlines that learner-centered curriculum focuses on individual growth and development, with the teacher as a facilitator rather than instructor. Key aspects include respecting the child, allowing freedom of action, and recognizing students' unique needs, interests and goals in curriculum design. Assessment is open-ended and meant to involve students examining their own learning rather than focusing on grades. The goal is to empower students to take ownership of their learning process.
Curriculum Change, Planning and Transactionvalarpink
Curriculum Change
With changing time, curriculum should also change reflecting the needs and aspirations of the people. There cannot be a uniform curriculum for all the countries for all the time, because education is related to social, economic and political changes in the country. Curriculum content should be based on current information and not on the past information that has been proved to be false or outdated and unusable. There is therefore need for constantly changing and updating the curriculum content.
Integrated curriculum brings together students and teachers to select topics of interest to study together. Students actively participate in deciding the direction of their learning. They explore issues to understand them and propose solutions. This develops essential skills while also building knowledge. Integrated programs emphasize making connections, developing significant topics, and seeing real purposes for learning. Students are involved in negotiating their learning and integrating knowledge, skills, attitudes, and values. The teacher acts as a guide rather than just imparting knowledge.
The document discusses different approaches to integrated curriculum, including multidisciplinary, interdisciplinary, and transdisciplinary integration. In a multidisciplinary approach, different subject areas explore the same theme, such as studying pioneers through a math, language, and art lens. An interdisciplinary approach cuts across subjects, bringing them together around broad topics. A transdisciplinary approach organizes learning around student questions through project-based learning.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document compares traditional curriculum to integrated curriculum. Traditional curriculum is teacher-centered, uses a factory model approach with an emphasis on memorization and isolated subjects. Integrated curriculum draws from multiple subject areas to focus on a particular topic, encouraging exploration of knowledge across disciplines. The philosophical basis for integrated curriculum comes from thinkers like Dewey, Oberholtzer, and Tyler who saw benefits to students obtaining a unified view of learning. Characteristics of integrated curriculum include being student-directed, emphasizing real-world application through projects, and combining subjects.
This document reports on a case study that examined students' responses to teaching English through an integrated-skills approach. The study involved 6 students at an English course in Bandung. Through observations and interviews, the study found that most students preferred the integrated-skills approach over a separated-skills approach. They felt it was more interesting and enjoyable to learn reading, writing, speaking, and listening skills together in a continuous sequence rather than separately. The integrated approach also helped students learn and use English in a more meaningful way that simulated real-world contexts.
This document discusses different models and types of curriculum. It describes curriculum models as approaches, methods, and procedures for teaching and learning tailored to specific student groups. Curriculum can be subject-centered or student-centered, traditional or innovative, topic-based or competency-based. Four broad categories of curriculum design are presented: traditional, student-centered, critical, and structural. Specific models like Tyler, Taba, and Saylor/Alexander are outlined. Eleven different types of curriculum are also defined, including overt, societal, hidden, null, phantom, concomitant, rhetorical, curriculum-in-use, received, internal, and electronic curriculum.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
The document discusses different approaches to curriculum development, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach focuses on setting goals and objectives and measuring learning outcomes through changes in behavior. The managerial approach views the principal as the curriculum and instructional leader who manages various school operations. The systems approach examines how different parts of the educational system relate and influence each other. The humanistic approach places the learner at the center of curriculum development and emphasizes self-actualization, intrinsic motivation, and developing students' self-esteem.
The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
This document discusses four approaches to curriculum development: behavioral, managerial, systems, and humanistic. The behavioral approach focuses on specifying goals and objectives and arranging content and activities to meet those objectives, evaluating learning outcomes based on the goals. The managerial approach emphasizes the principal's role in setting policies, planning, and organizing curriculum implementation. The systems approach views all parts of the school as an interconnected system. The humanistic approach places the learner at the center and aims for their total development. Curriculum developers may draw from one or more of these approaches.
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
The document discusses the key features of curriculum design:
1. It outlines the six main features of any curriculum - the teacher, learners, subject matter, teaching methods, performance assessment, and community partnerships.
2. It then examines the three main approaches to curriculum design - learner-centered, subject-centered, and problem-centered. The learner-centered approach focuses on the needs, interests, and abilities of students. The subject-centered approach emphasizes teaching detached subject matter. And the problem-centered approach views students as problem-solvers through experiential learning.
3. It emphasizes the importance of designing curricula that prepare students for the future by teaching relevant skills and adapting to changes
This document introduces multimedia and its key elements. It defines multimedia as a combination of text, graphics, sound, animation and video delivered interactively. The 5 main elements are described as text, audio, graphics, video and animation. It also discusses linear vs non-linear multimedia, authoring tools, importance and applications of multimedia, and different types of multimedia products such as briefing, reference, database, education/training, kiosk and entertainment products.
The document discusses different models of curriculum, including:
1. The Tyler Model which focuses on educational purposes, experiences, organization, and assessment.
2. The Taba Model which involves 7 steps including diagnosis of needs, formulation of objectives, and evaluation.
3. The Saylor and Alexander Model which views curriculum development as consisting of specifying goals and objectives, designing the curriculum, implementing it, and evaluating it.
4. Models for students with disabilities including developmental, functional, and ecological approaches.
5. Characteristics of different types of curriculums such as integrated, activity-based, learner-centered, core, hidden, null, and spiral curriculums.
Poveda social action talaban project (ab galgo2007)Arnel Galgo
The document outlines a curriculum integration project called TALABAN aimed at socio-pastoral formation for high school students. It describes the SEE-JUDGE-ACT process used, with SEE involving observation and analysis of community issues, JUDGE examining the issues from a Catholic perspective, and ACT developing and implementing a community project. The levels of integration involve cross-curricular thematic teaching and subject webbing. TALABAN aims to develop students' skills and make them informed, skilled, socially aware and involved members of their community.
This document discusses the Malaysian Smart School concept and components. It defines the Malaysian Smart School as a learning institution that has been reinvented in its teaching practices and management to prepare students for the Information Age. The key goals of a Smart School are to democratize education, produce a thinking and technology-literate workforce, provide well-rounded student development, enhance individual strengths and abilities, and increase stakeholder participation. It also outlines five strategies for preparing students, including providing a broad curriculum, emphasizing growth in multiple domains, developing technology literacy, accommodating all learning styles, and increasing involvement of all stakeholders.
It is Possible! - Positive Communication and Literacy Outcomes for All ChildrenSpectronics
Plenary from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
This presentation will outline the rationale and principles underlying the balanced literacy approach. This approach ensures that schools provide children with daily opportunities to engage in four key areas of literacy learning: guided reading for vocabulary and language comprehension skills, word instruction for phonics and sight word skills, self-directed reading for learning to choose books and read for pleasure, and writing instruction for targeting written language skills. All of these are critical for children with disabilities to develop conventional reading and writing skills. Specific strategies and adaptations will be outlined. Multi-level activities, which can be implemented with all students in a classroom, will be highlighted, as will ideas for older students who are beginning readers. The authors will discuss their recent experiences with school-wide model literacy programs. All students, regardless of their abilities, have the right to an opportunity to learn to read and write. This presentation will demonstrate how you and your school can make that happen.
Connect2Literacy: Communication Supports for Guided ReadingJane Farrall
This document discusses guided reading strategies and supports for students with complex communication needs (CCN). It recommends setting a purpose for reading and using aided language displays and comprehensive communication systems like PODD to support participation. Short-term customized supports and generic displays are suggested initially, with a long term goal of providing each student with their own comprehensive AAC system for full participation and language development.
Model pembelajaran terpadu terdiri dari 10 model yaitu fragmented, connected, nested, sequenced, shared, webbed, threaded, integrated, immersed, dan networked. Kesepuluh model tersebut memiliki keunggulan dan kelemahan masing-masing dalam mengintegrasikan konsep, keterampilan, dan sikap antar mata pelajaran.
This document discusses developing a sense of community in blended learning environments. It explains that research shows people learn best through social interaction. The "Community of Inquiry" model outlines three presences - teaching, social, and cognitive - that are important for building community. Specific strategies are presented for instructional design of online components, establishing social presence, and evolving online discussions in class. Examples from extension courses demonstrate focusing on details, profiles to connect learners, and moderating discussions to develop trust and engagement over time. The conclusion emphasizes that community is about relationships between people more than the technology itself.
presentation by Kristina D.C. Hoeppner, Gilbert Busana, Charles Max, Robert A.P. Reuter at
ED-MEDIA 2009 in Honolulu, 24 June 2009. The last slide was changed to reflect the new address of the study program where up-to-date information can be found.
Creating sustainable digital communities for students & teachers reushle
This document discusses creating sustainable digital communities for learning. It provides principles for building communities, including making the community purposeful, engaged, connected, and about people. Structure is needed but also flexibility. Leadership is required and communities should bring members closer together rather than create separation. Examples of digital communities include communities of practice and collaborative models involving mentoring and digital environments. Questions are raised about community commitment and priorities competing with other work.
Luento 4: Oppimisen uudet mallit ja teoriat (diat ja ääni eivät ole synkassa,...Jari Laru
This document discusses new models and theories of learning with a focus on the use of information and communication technology as a pedagogical tool. It provides an overview of the theoretical backgrounds that have guided the development of computer-assisted learning, including behaviorism, cognitivism, constructivism, and sociocultural theories of learning. It also discusses concepts like collaborative learning, computer-supported collaborative learning, and the role of technology in education to support cognition, interaction, and knowledge construction among learners.
This document discusses how the learning management system Moodle can support an institutional pedagogy called the "Living Curriculum". The Living Curriculum focuses on elements like conversations, enquiry, autonomy, and disciplines. It is described how features of Moodle relate to these elements. However, it is noted that teacher perceptions strongly influence how the tools are used in practice. Supporting teachers to develop new dispositions through training and reflection is important for successful adoption. Understanding affordances is key, but does not guarantee recognition or certain behaviors without addressing teacher mindsets.
The document outlines the agenda for a class on Universal Design for Learning, including discussing principles of UDL and activities that incorporate those principles, as well as presenting information on assistive technology and examples of implementing UDL at different levels of complexity. The class covers recognition, strategic, and affective learning networks and how UDL can support all students through flexible presentation, expression and engagement methods.
The document outlines an upcoming university course on teaching and learning strategies for adolescents, including topics such as 21st century learning, cooperative learning models, differentiation, reflective practice, and quality curriculum design. The course will utilize various interactive teaching methods and assessments to introduce pre-service teachers to current approaches for engaging and supporting adolescent learners.
These slides compliment a webinar on "Curriculum Differentiation for Gifted and Talented Students" held on December 1st, 2009. The webinar was presented by renowned gifted education specialists Joseph Renzulli, Sally Reis and Barbara Swicord.
The webinar focused on adapting and differentiating the regular curriculum to meet the needs of gifted students. A variety of strategies were discussed, including curriculum compacting and the use of enrichment. Strategies for identifying strength areas, assessing prior mastery, keeping records, and planning appropriate alternative activities using technology were presented.
Universal Design for Learning: An Introductiondaniellebrandt
This document provides an introduction to Universal Design for Learning (UDL). UDL is an approach to teaching that focuses on providing multiple means of representation, expression, and engagement to give all students equal opportunities to learn. It advocates for flexibility in curriculum design based on principles of providing options for perception, physical action, and engaging the affective networks of the brain. Examples of how UDL has been applied in architecture, television, and technology are given. The three principles of UDL and how they relate to presentation, expression, and engagement are then expanded upon with guidelines for incorporating UDL into lesson planning and resources for teachers.
Supporting integration through incidental learningAndrew Brasher
The Maseltov project (“Mobile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services”, http://www.maseltov.eu/ ) project recognises major risks for social exclusion of immigrants and identifies the potential of mobile services for promoting integration and cultural diversity in Europe.
The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
We will present the first iteration of an incidental learning framework developed within the Maseltov project. This framework is intended to facilitate the coordination of existing technologies, content, pedagogies, processes and practices into learning services that can be used effectively by immigrants, their networks and mentors so as to increase immigrants’ ability to function in an unfamiliar society. When fully developed, the framework is intended to support the design of learning experiences which show
(i) how incremental, opportunistic, social and game-based learning can be applied to immigrants problems, (ii) which content areas can be offered and combined (from among language, culture, information access, mobility, health care, etc.), and (iii) which technologies are best suited for each type of content and interaction.
A full description of the Incidental Learning Framework is provided by Brasher et al (2012).
Brasher, Andrew; Dunwell, Ian; Akiki, Oula and Gaved, Mark (2012). MASELTOV Deliverable D7.1.1: Incidental Learning Framework. MASELTOV Consortium, Graz, Austria. http://oro.open.ac.uk/39524/1/MASELTOV_D7.1.1_2012-09-02_IncidentalLearningFramework_final.pdf
This document summarizes Gráinne Conole's presentation on digital landscapes and challenges in education. It discusses the evolution of digital technologies for learning over time. It presents a pedagogical model and explores concepts of identity, presence and interaction online. It also examines learning design approaches and outlines challenges around disaggregation of education resources and skills gaps in a changing digital landscape and future of work.
The document discusses research findings from interviews and observations of teachers and classrooms. It addresses several topics:
1) A lack of resources that support personal qualities like responsibility, self-esteem, and integrity.
2) Teachers see themselves as researchers, administrators, and trying to speak students' language.
3) There is a need for new media and approaches to education.
4) Classrooms have little time, a fast pace, and teachers piecemeal existing resources while students struggle with abstract concepts.
This slideshow displays examination of the role of on-line Community of Practice (COP) in order to enhance professional development of ELT teachers. It argues the effectiveness of social virtual collaboration to meet the emerging educational challenges presented by new technologies. It was presented at IATEFL 2013 Liverpool
The document discusses learners' perceptions of learning in open and networked environments. It finds that such learning is connected, as learners are connected through various tools and networks to people, resources, and each other. It is also disruptive, as the unstructured nature of open learning can be challenging to manage. Learners must self-organize, determining how to learn, what tools to use, and how to develop connections. The learning is emergent and unpredictable as interactions and activities grow rhizomatically. Learners are expected to create, share, and expand their knowledge in this complex, distributed, and chaotic environment.
Facilitating communities of practice in today's diverse classroomMichael Dillon, Ed.D.
The document discusses six elements for empowering learning communities: 1) a climate of safety, 2) willingness to take risks, 3) alignment between words and actions, 4) proactivity, 5) using multiple teaching methods, and 6) sharing of ideas and authority. It also outlines communities of practice as groups defined by their domain of knowledge, shared practices, and community of members. Learning occurs through participation in the community's activities and relationships.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
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The complex relationship between human activities and the environment has been the focus
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these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
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Remote Sensing and Geographic Information Systems
9
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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1. Greenfox Schools. (Photographer). (2011). Empowering youth for a sustainable world. What we do. Through
partnerships with schools and community. [Print Photo]. Retrieved from http://www.greenfoxschools.com/
2. “When we try to pick
out anything by
itself, we find it
hitched to
everything else in
the universe.”
(Muir, 1911)
Panzner, M. (Photographer). (2011). Michael panzner ' s ah-ha moment & more.
[Print Photo]. Retrieved from
3. WHAT WILL BE COVERED…
Curriculum Description
Characteristics of I.C.
How Children Learn by Incorporating I.C.
Goals of I.C.
Learning Environment
Instructional Strategies
Accommodations
Methods of Assessment
4. WHAT IS INTEGRATED CURRICULUM?
The curriculum is integrated so that children's learning in all traditional subject areas occurs primarily
through projects and learning centers that teachers plan and that reflect children's interests and
suggestions.
Also known as Interdisciplinary Curriculum
Connects academics across disciplines (technical/career content, incorporating standards,
and individual student needs and interests)
Allows students to see how ideas are connected
Incorporates real world problems & investigative processes
Prepares students for life-long learning
Develops abilities required by “Life”
Emphasizes projects
Goes beyond textbook learning
Usage of thematic units
Peer Teaching & Observations
Baker, R. (Photographer). (March 2012). Seeds, seeds, seeds!. [Web Photo].
Retrieved from http://bakersbeautbunch.blogspot.com/2012/03/seeds-
seeds-seeds.html
5. “Children’s need for inquiry
becomes the vehicle for the
integration.”
(Integrated Curriculum in the Primary Program, (n.d.) )
6. COMMON CHARACTERISTICS
Cooperation and teamwork
Agreement on core learning goals
Risk-taking and flexibility
Focus on lifelong learning skills
Focus on the deeper structures and
understandings of a discipline
Peer observation and feedback
Experiences to develop children’s attitudes, skills,
and knowledge and to help them make
connections across the curriculum
Activities that provide for a range of abilities
Peterson, K. (Photographer). (2010). The national girls collaborative project---reaching hands, Whole class, small group, and individual experiences
minds, hearts, and girls. [Web Photo]. Retrieved from
http://tinakingfellowship.blogspot.com/2011/01/national-girls-collaborative-project.html
Opportunities for critical and creative thinking
Teacher, peer, and self-assessment
7. GOALS AND OBJECTIVES FOR
INTEGRATED CURRICULUM
Apply critical thinking skills across a variety of disciplines, including Art,
Mathematics, Social Studies, Science, Communication, and Technology.
Enhance team working skills
Acquire skills that prepare them for lifelong learning.
Possess the appropriate knowledge and skills.
Critically evaluate written /oral communication and express themselves.
Demonstrate ability to think logically about and develop investigative skills
within the demands of society involving their interests.
8. HOW IS THE LEARNING ENVIRONMENT?
What areas are available in the school?
What organizations could connect with our class?
Multi-purpose room
Multicultural societies
Gymnasium
Ethnic organizations
Storage area
Fine arts groups
What community facilities are available for real world experiences?
Service clubs
Parks and outdoor environments
Senior citizens
Businesses
Elderly care facilities
Museums and libraries
Who are the people who can support and enhance the learning experience?
Community services
Children
What features of the natural environment could facilitate learning?
Parents
Weather
Community
Geography
Teacher-librarian
Natural resources
Learning assistance teacher
Historic sites
District personnel
Specialist teachers (Integrated Curriculum in the Primary Program, (n.d.))
Edutopia. (Photographer). (n.d.). A new way to teach: Begin with
the end. [Print Photo]. Retrieved from
http://www.edutopia.org/an-incredible-journey
9. TEACHER’S ROLE
Teachers guide children's involvement in projects and enrich the
learning experience by extending children's ideas, responding to
their questions, engaging them in conversation, and challenging
their thinking. The teacher’s willingness to share what he/she
values shows the children that learning is a lifelong activity and
that their teacher is a person who thinks and feels and cares.
The teacher should take on the role of a partner.
10. DIFFERENTIATED
INSTRUCTION
The teacher should provide individual
students or groups of students with work
tailored to their ability level
Teachers require higher level responses
for more capable students and allow
struggling students to produce more
rudimentary work
Greenfox Schools. (Photographer). (2011). Empowering youth for a sustainable world. What we do. Through
Establishing high expectations for diverse
partnerships with schools and community. [Print Photo]. Retrieved from http://www.greenfoxschools.com/
students is also of vital importance
Lavishing praise and expressing belief
that students are talented and capable is an
important factor
11. METHODS OF ASSESSMENT/
EVALUATION OF LEARNING
Observe how children work and play cooperatively (learning clubs, playground)
Work Sampling (personal and social development section)
Anecdotal notes while children carry out multiple intelligence activities and at various times
throughout the day when children are working
Community circle observations
Information being collected on all goal and curriculum areas
Student interviews to reflect children’s thought processes
Student’s self-assessments describing something they did well at the end of each school day.
12. EXAMPLE OF AN INTEGRATED
CURRICULUM
As the teacher plans appropriate learning experiences it becomes
obvious that not all curriculum content can be explored in an
integrated way. For example, the introduction of place value in
mathematics need not be related to the project and might better be
taught using concrete materials designed specifically for enhancing
development of concepts in mathematics. Once understood, the
concept of place value could subsequently be integrated into other
activities and its connections in the real world highlighted.
13. RESOURCES
1. Bredekamp, S. (Ed.). (1990). Developmentally appropriate practice in early childhood programs serving children
from birth through age 8 (Exp. ed.). Washington, DC: National Association for the Education of Young
Children. http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5lk7.htm
2. Baker, R. (Photographer). (March 2012). Seeds, seeds, seeds!. [Web Photo]. Retrieved from
http://bakersbeautbunch.blogspot.com/2012/03/seeds-seeds-seeds.html
3. California School to Careers. (n.d.). How does curriculum integration work?. Retrieved from
http://www.schoolandbeyond.org/sblstrategy3.html
4. Edutopia. (Photographer). (n.d.). A new way to teach: Begin with the end. [Print Photo]. Retrieved from
http://www.edutopia.org/an-incredible-journey
5. Edutopia . (2008). Common sense: An overview of integrated studies. Edutopia, Retrieved
from http://www.edutopia.org/integrated-studies-overview-video
6. Muir, J. (1911). (Quote)My first summer in the Sierras. Boston, MA: Houghton Mifflin Company
7. Peterson, K. (Photographer). (2010). The national girls collaborative project—reaching hands, minds, hearts, and
girls. {Web Photo}. Retrieved from http://tinakingfellowship.blogspot.com/2011/01/national-girls-
collaborative-project.html
8. Schreiner, E. (n.d.). Effective teaching strategies that accommodate diverse learners. Retrieved from
http://www.ehow.com/way_5844024_effective-strategies-accommodate-diverse-learners.html
9. (n.d.). Integrated curriculum in the primary program. The Primary Program: Growing and Learning in the
Heartland Integrated Curriculum, Retrieved from http://www.education.ne.gov/OEC/pubs/pri_pro/IC.pdf