Learning content refers to the facts, principles, and concepts that are taught as part of the curriculum. It is the medium through which instructional objectives are accomplished. There are three key questions related to developing learning content: 1) What knowledge, skills, attitudes, or values are most worthwhile to teach? 2) Why are they considered worthwhile? 3) How will they be acquired by students? When selecting learning content, schools must make wise choices given the vast amount of knowledge available, focusing on only the most essential material.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
The information content of this slide was taken from the book of Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company. And I am very thankful to have further knowledge because of her book.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
The information content of this slide was taken from the book of Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company. And I am very thankful to have further knowledge because of her book.
In this presentation we will take you through understanding the role of goals, objectives, and essential questions when developing both your syllabus and your coursework. We will also touch upon the role of Bloom's Taxonomy and how to better understand your students and the outcomes for your courses.
Content is defined as “Information to be learned in school, another term for knowledge (a collection of facts, concept, generalization, principles, theories)”
Cengage Learning, Webinar, Dev Studies, Strategies for Integrating Reading & ...Cengage Learning
Professors Dr. Lori Hughes and Dr Lana Myers, Lone Star College-Montgomery, shared their successful strategies for teaching integrated reading and writing (IRW) courses. They presented their integration strategies, combined assessments, and lessons learned through two years of IRW pilots and full-scale implementation of an IRW program.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
3. • Curriculum content simply means
the totality of what is to be
taught in a school system.
• The content component of
teaching learning situation refers
to the important facts, principles
and concepts to be taught.
4. • These contents must be in line
with the learning experiences
and there must be clear
objective to be achieved by the
end of each respective lesson.
5. • The most useful, although not
necessarily the only form of stating
instructional objectives is that in
which the behavior and the
content of the learning are clearly
spelled out.
6. EXAMPLE:
• “The student will write in his own
words the meaning of the law of
supply and demand”
CONTENT PORTION: ?
BEHAVIOR ASPECT: ?
7. • “The student will write in his own
words the meaning of the law of
supply and demand”
CONTENT PORTION:
- meaning of the law of supply and
demand”
BEHAVIOR ASPECT:
- write in his own words
9. CONTENT is the medium through
which the objectives are
accomplished.
10. There are three questions related
to learning content:
• 1. What knowledge, skills,
attitudes or values are most
worthwhile to be taught and
learned?
11. There are three questions related
to learning content:
• 2. Why are they considered
worthwhile?
12. There are three questions related
to learning content:
• 3. How are they acquired?
13. In dealing with learning
content we have to content
with the so-called
“knowledge explosion”
phenomenon
14. How can a school make a
wise selection of content
from the ever growing
body of available human
learning?
The objectives of the school, with a clear statement of priorities, should give direction to all curriculum planning.
Each curriculum area should be under continuous study and evaluation and should be reviewed periodically
This applies to adding content, eliminating content, or changing the emphases on various topics and fields of study.
