The document provides an overview of mathematics curriculum, including its definition, objectives, principles of construction, approaches to organization, characteristics of modern curriculums, and major reforms. It defines curriculum as the sum of planned learning experiences and activities provided to students. The objectives of mathematics curriculum are to develop fundamental skills, comprehension of concepts, appreciation of meanings, desirable attitudes, and ability to apply mathematics. Principles for developing curriculum include being child-centered, activity-based, integrated, and flexible. Approaches to organizing curriculum include topical, spiral, logical/psychological, unitary, and integrated approaches. Modern curriculums should prepare students for the future, incorporate new concepts, and be culturally relevant. Major reforms discussed
Action Research is done in the context of the classroom problems related to any aspect of classroom instruction, classroom method of teaching, classroom discipline, classroom management etc. whose solution is to be found out through Action Research.
In Action Research the emphasis is on getting solution of the problem.
Problem Solving Approach
The National Council of Educational Research and Training (NCERT) is an autonomous organization established in 1961 by the Government of India to assist and advise central and state governments on school education. NCERT undertakes research, develops educational materials such as textbooks and teacher guides, offers teacher training, and disseminates innovative practices. It aims to improve school education and achieve universal elementary education.
This document discusses continuous and comprehensive evaluation (CCE), including its aims, objectives, characteristics, and components. CCE aims to reduce student stress, make evaluation regular and comprehensive, and improve teaching and learning. It assesses students' scholastic development as well as co-scholastic areas like life skills, attitudes, interests, and physical health. CCE uses both formative and summative assessments periodically and continuously to evaluate students' cognitive, psychomotor, and affective development in a holistic manner. Progress reports are used to communicate student performance and guide future educational and career decisions.
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
The document discusses the Rashtriya Madhyamik Shiksha Abhiyan (RMSA), a centrally sponsored scheme launched in 2009 in India to improve access to and quality of secondary education. RMSA aims to increase secondary school enrollment rates from 52.26% to 75% by 2014 through universal education for 15-16 year olds. Its objectives include improving education quality, removing socioeconomic/gender barriers, and achieving universal retention by 2020. The scheme funds additional classrooms, labs, libraries, toilets, and teacher housing to enhance facilities. It also focuses on reducing pupil-teacher ratios, in-service training, STEM education, curriculum/teaching reforms, and empowering disadvantaged groups
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government of India scheme launched in 2009 to improve access to and quality of secondary education across the country. It aims to increase secondary school enrollment to 75% by 2017 from 52.26% in 2006, improve infrastructure and facilities in all secondary schools, remove barriers to education, and achieve universal retention in secondary education by 2020. Key activities under RMSA include expanding and upgrading secondary schools, increasing teacher numbers, improving science and English education, providing residential schools in tribal areas, and focusing on improving access for disadvantaged groups.
Action Research is done in the context of the classroom problems related to any aspect of classroom instruction, classroom method of teaching, classroom discipline, classroom management etc. whose solution is to be found out through Action Research.
In Action Research the emphasis is on getting solution of the problem.
Problem Solving Approach
The National Council of Educational Research and Training (NCERT) is an autonomous organization established in 1961 by the Government of India to assist and advise central and state governments on school education. NCERT undertakes research, develops educational materials such as textbooks and teacher guides, offers teacher training, and disseminates innovative practices. It aims to improve school education and achieve universal elementary education.
This document discusses continuous and comprehensive evaluation (CCE), including its aims, objectives, characteristics, and components. CCE aims to reduce student stress, make evaluation regular and comprehensive, and improve teaching and learning. It assesses students' scholastic development as well as co-scholastic areas like life skills, attitudes, interests, and physical health. CCE uses both formative and summative assessments periodically and continuously to evaluate students' cognitive, psychomotor, and affective development in a holistic manner. Progress reports are used to communicate student performance and guide future educational and career decisions.
This presentation will be helpful in knowing the concepts of disciplinary knowledge, interdisciplinary knowledge, nature and scope of disciplines, knowledge as construction of Experience, various kinds of thinking and how knowledge is different from information
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
The document discusses the Rashtriya Madhyamik Shiksha Abhiyan (RMSA), a centrally sponsored scheme launched in 2009 in India to improve access to and quality of secondary education. RMSA aims to increase secondary school enrollment rates from 52.26% to 75% by 2014 through universal education for 15-16 year olds. Its objectives include improving education quality, removing socioeconomic/gender barriers, and achieving universal retention by 2020. The scheme funds additional classrooms, labs, libraries, toilets, and teacher housing to enhance facilities. It also focuses on reducing pupil-teacher ratios, in-service training, STEM education, curriculum/teaching reforms, and empowering disadvantaged groups
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a government of India scheme launched in 2009 to improve access to and quality of secondary education across the country. It aims to increase secondary school enrollment to 75% by 2017 from 52.26% in 2006, improve infrastructure and facilities in all secondary schools, remove barriers to education, and achieve universal retention in secondary education by 2020. Key activities under RMSA include expanding and upgrading secondary schools, increasing teacher numbers, improving science and English education, providing residential schools in tribal areas, and focusing on improving access for disadvantaged groups.
This document discusses teacher autonomy and accountability. It defines teacher autonomy as the capacity for teachers to have control over their own teaching, including freedom of study, learning, and teaching. Teacher accountability refers to the responsibility teachers have to students and educational goals. The document provides characteristics of accountable teachers, such as being adaptable, caring, compassionate, dedicated, determined, empathetic, forgiving, joyful, kind, and trustworthy. It also lists responsibilities of teachers, such as attending assemblies, following conduct rules, maintaining lesson plans, and evaluating students.
Rashtriya Ucchatar Shiksha Abhiyan (Rusa) dr.c.thanavathiThanavathi C
RUSA (Rashtriya Ucchatar Shiksha Abhiyan) is a centrally sponsored scheme launched in 2013 that aims to provide strategic funding to state higher education institutions. The funding flows from the central ministry to state governments and institutions and is based on state higher education plans and institutional development plans. RUSA seeks to improve access, equity and excellence in higher education by upgrading colleges to universities, supporting infrastructure development, faculty recruitment and improving research. It also aims to increase gross enrollment ratios, ensure quality standards, promote autonomy and reforms, and address regional imbalances. Key challenges to achieving its goals include gender disparity, inadequate infrastructure, low industry training, faculty shortage and large college affiliations to universities.
Challenges in achieving universalization of educationThanavathi C
The document discusses challenges in achieving universal elementary education in India. Key challenges include: the government's policy being based on idealism rather than practicality; administration of education being ineffective at local levels; lack of adequate funding for schools; shortage of trained teachers, especially in rural areas; insufficient school buildings; unsuitable curriculum; high rates of student wastage and stagnation; and social evils like child marriage and untouchability that deprive children of education. Overcoming these hurdles is necessary to fulfill India's constitutional mandate of free and compulsory education for all children until age 14.
The National Curriculum Framework 2005 aimed to reform India's education system. It was developed by the National Council of Educational Research and Training under the leadership of Prof. Yash Pal with input from various committees and public consultations. The framework sought to shift away from rote learning and make education more flexible, learner-centered, and connected to the outside world. It recommended reforms across various subjects, focusing on developing critical thinking, using local knowledge and experiences, and evaluating students in a comprehensive manner. It also emphasized the need to improve school infrastructure, resources, and the overall learning environment to be more inclusive, participatory, and supportive of democratic values.
Pedagogical analysis in teaching mathematicsAnju Gandhi
This presentation helps the learners to develop an understanding of the concept of Pedagogical analysis and its process. It is specifically for B.Ed students.
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
This document discusses the importance of creating a yearly plan for teaching. It notes that planning is essential for any activity, including teaching, to be conducted efficiently and effectively. A yearly plan lays out instruction for the entire academic year, dividing the subject into meaningful clusters and topics organized by month, week and class periods. Key factors to consider in a yearly plan include the number of units to be taught, objectives, topic arrangement, methodology, available resources, and coordination with other subjects. The plan should consider seasonal variations and arrange simple concepts before complex ones. Objectives, activities, periods, and a tracking system are suggested for organizing the plan.
This document discusses principles of curriculum construction. It begins by defining curriculum as the sum total of experiences a student receives through activities at school, including the classroom, library, laboratories, playgrounds, and interactions with teachers. It then provides definitions of curriculum from various scholars. The main body outlines 14 principles that should guide curriculum construction, such as ensuring it reflects the aims of education and the needs, interests, and abilities of students (child-centric principle), considers civic and social needs, conserves cultural heritage while allowing for creativity, prepares students for the future and living, integrates subjects logically, accommodates individual differences, and considers the time available.
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
Dr. Priti Sonar has extensive educational qualifications and experience in teaching and administration. She has over 14 years of teaching experience and 7 years of administrative experience. She was previously a member of the Board of Studies at SNDT Women's University.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
C2 unit i education in contemporary India, Constitutional ContextThanavathi C
This document discusses the meaning, definitions, nature, functions and aims of education in India according to its constitutional context. It defines education as a systematic process through which individuals acquire knowledge, skills and develop sound attitudes. Education aims to make individuals civilized and perfect members of society. The document outlines the general functions of education as developing individuals' innate powers and all-round personalities while directing them in proper ways. It also discusses the functions of education towards individuals, society and the nation by helping socialization, leadership training, and inculcating civic values. The key aims of education are seen as the harmonious development of individuals and preparing them for complete living through knowledge acquisition and vocational skills.
The recomendations of ncf 2005 and 2009jakeerhusain1
This document discusses the National Curriculum Frameworks (NCF) of 2005 and 2009 in India. It provides a brief history of NCFs since 1975. The NCF of 2005 recommended softening subject boundaries, incorporating local knowledge into textbooks, and creating a stimulating school environment. The NCF of 2009 emphasized changing trainee teachers' negative approaches, moving beyond an examination-focused curriculum, and providing flexible training for in-service teachers. The conclusion states that NCFs aim to help teachers play a significant role in national development, as envisioned by the Education Commission.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
The Kothari Commission of 1964-1966, also known as the Education Commission, was tasked with reviewing India's education system and providing recommendations. The Commission was chaired by Dr. D.S. Kothari and had 17 members including 5 foreign experts. It provided extensive recommendations on reforming curriculum, improving teacher quality, increasing access to education, and making education more relevant to India's needs for national development, social cohesion, and modernization. The Commission's report emphasized that education is the most powerful tool for national development and shaping India's future.
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
Policies and commisions on teacher educationChama Agarwal
This document summarizes key policies and commissions related to teacher education in India since independence. Some of the major recommendations included expanding teacher training facilities, increasing the duration of training programs, establishing specialized teacher education institutions like DIETs and IASEs, prioritizing in-service training, and strengthening the regulation and standards of teacher education. Many commissions emphasized improving the professional development of teachers through continued education and training.
The document discusses the system approach in education. It defines a system as a set of interconnected elements that work together to achieve a specific goal. A system approach involves analyzing the inputs, processes, and outputs of an educational system. It aims to coordinate all aspects of education, such as the curriculum, facilities, teachers, and students, toward achieving learning objectives. The system approach is seen as a way to improve and manage the quality, effectiveness, and efficiency of education.
Modifying shapes in digital imaging involves using the add or subtract pen tool, which are accessed by holding down the pen tool. To make a straight shape, click each corner point and then the starting point to finish. To make a curved shape, click to start and drag slowly without releasing to create curves between points until the shape is complete.
This document discusses teacher autonomy and accountability. It defines teacher autonomy as the capacity for teachers to have control over their own teaching, including freedom of study, learning, and teaching. Teacher accountability refers to the responsibility teachers have to students and educational goals. The document provides characteristics of accountable teachers, such as being adaptable, caring, compassionate, dedicated, determined, empathetic, forgiving, joyful, kind, and trustworthy. It also lists responsibilities of teachers, such as attending assemblies, following conduct rules, maintaining lesson plans, and evaluating students.
Rashtriya Ucchatar Shiksha Abhiyan (Rusa) dr.c.thanavathiThanavathi C
RUSA (Rashtriya Ucchatar Shiksha Abhiyan) is a centrally sponsored scheme launched in 2013 that aims to provide strategic funding to state higher education institutions. The funding flows from the central ministry to state governments and institutions and is based on state higher education plans and institutional development plans. RUSA seeks to improve access, equity and excellence in higher education by upgrading colleges to universities, supporting infrastructure development, faculty recruitment and improving research. It also aims to increase gross enrollment ratios, ensure quality standards, promote autonomy and reforms, and address regional imbalances. Key challenges to achieving its goals include gender disparity, inadequate infrastructure, low industry training, faculty shortage and large college affiliations to universities.
Challenges in achieving universalization of educationThanavathi C
The document discusses challenges in achieving universal elementary education in India. Key challenges include: the government's policy being based on idealism rather than practicality; administration of education being ineffective at local levels; lack of adequate funding for schools; shortage of trained teachers, especially in rural areas; insufficient school buildings; unsuitable curriculum; high rates of student wastage and stagnation; and social evils like child marriage and untouchability that deprive children of education. Overcoming these hurdles is necessary to fulfill India's constitutional mandate of free and compulsory education for all children until age 14.
The National Curriculum Framework 2005 aimed to reform India's education system. It was developed by the National Council of Educational Research and Training under the leadership of Prof. Yash Pal with input from various committees and public consultations. The framework sought to shift away from rote learning and make education more flexible, learner-centered, and connected to the outside world. It recommended reforms across various subjects, focusing on developing critical thinking, using local knowledge and experiences, and evaluating students in a comprehensive manner. It also emphasized the need to improve school infrastructure, resources, and the overall learning environment to be more inclusive, participatory, and supportive of democratic values.
Pedagogical analysis in teaching mathematicsAnju Gandhi
This presentation helps the learners to develop an understanding of the concept of Pedagogical analysis and its process. It is specifically for B.Ed students.
Inquiry Training Model is ne of the most important model of teaching especially for Science Classrooms. The presentation gave the important topic of the Inquiry Training Model.
This document discusses the importance of creating a yearly plan for teaching. It notes that planning is essential for any activity, including teaching, to be conducted efficiently and effectively. A yearly plan lays out instruction for the entire academic year, dividing the subject into meaningful clusters and topics organized by month, week and class periods. Key factors to consider in a yearly plan include the number of units to be taught, objectives, topic arrangement, methodology, available resources, and coordination with other subjects. The plan should consider seasonal variations and arrange simple concepts before complex ones. Objectives, activities, periods, and a tracking system are suggested for organizing the plan.
This document discusses principles of curriculum construction. It begins by defining curriculum as the sum total of experiences a student receives through activities at school, including the classroom, library, laboratories, playgrounds, and interactions with teachers. It then provides definitions of curriculum from various scholars. The main body outlines 14 principles that should guide curriculum construction, such as ensuring it reflects the aims of education and the needs, interests, and abilities of students (child-centric principle), considers civic and social needs, conserves cultural heritage while allowing for creativity, prepares students for the future and living, integrates subjects logically, accommodates individual differences, and considers the time available.
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
Dr. Priti Sonar has extensive educational qualifications and experience in teaching and administration. She has over 14 years of teaching experience and 7 years of administrative experience. She was previously a member of the Board of Studies at SNDT Women's University.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
C2 unit i education in contemporary India, Constitutional ContextThanavathi C
This document discusses the meaning, definitions, nature, functions and aims of education in India according to its constitutional context. It defines education as a systematic process through which individuals acquire knowledge, skills and develop sound attitudes. Education aims to make individuals civilized and perfect members of society. The document outlines the general functions of education as developing individuals' innate powers and all-round personalities while directing them in proper ways. It also discusses the functions of education towards individuals, society and the nation by helping socialization, leadership training, and inculcating civic values. The key aims of education are seen as the harmonious development of individuals and preparing them for complete living through knowledge acquisition and vocational skills.
The recomendations of ncf 2005 and 2009jakeerhusain1
This document discusses the National Curriculum Frameworks (NCF) of 2005 and 2009 in India. It provides a brief history of NCFs since 1975. The NCF of 2005 recommended softening subject boundaries, incorporating local knowledge into textbooks, and creating a stimulating school environment. The NCF of 2009 emphasized changing trainee teachers' negative approaches, moving beyond an examination-focused curriculum, and providing flexible training for in-service teachers. The conclusion states that NCFs aim to help teachers play a significant role in national development, as envisioned by the Education Commission.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
The Kothari Commission of 1964-1966, also known as the Education Commission, was tasked with reviewing India's education system and providing recommendations. The Commission was chaired by Dr. D.S. Kothari and had 17 members including 5 foreign experts. It provided extensive recommendations on reforming curriculum, improving teacher quality, increasing access to education, and making education more relevant to India's needs for national development, social cohesion, and modernization. The Commission's report emphasized that education is the most powerful tool for national development and shaping India's future.
Continuous and Comprehensive EvaluationS. Raj Kumar
Continuous and Comprehensive Evaluation(CCE) refers to a system of school-based evaluation of students that covers all aspects of students’ development.
It is a developmental process 0f assessment which emphasizes on two fold objectives.
Policies and commisions on teacher educationChama Agarwal
This document summarizes key policies and commissions related to teacher education in India since independence. Some of the major recommendations included expanding teacher training facilities, increasing the duration of training programs, establishing specialized teacher education institutions like DIETs and IASEs, prioritizing in-service training, and strengthening the regulation and standards of teacher education. Many commissions emphasized improving the professional development of teachers through continued education and training.
The document discusses the system approach in education. It defines a system as a set of interconnected elements that work together to achieve a specific goal. A system approach involves analyzing the inputs, processes, and outputs of an educational system. It aims to coordinate all aspects of education, such as the curriculum, facilities, teachers, and students, toward achieving learning objectives. The system approach is seen as a way to improve and manage the quality, effectiveness, and efficiency of education.
Modifying shapes in digital imaging involves using the add or subtract pen tool, which are accessed by holding down the pen tool. To make a straight shape, click each corner point and then the starting point to finish. To make a curved shape, click to start and drag slowly without releasing to create curves between points until the shape is complete.
1) The document discusses how neonatal exposure to conserved microbial antigens can permanently alter the natural antibody repertoire directed against those antigens through clonal expansion and increased antibody levels.
2) It notes that some natural antibodies recognize epitopes found on both pathogenic bacteria and common environmental allergens.
3) Mouse studies show that neonatal immunization with bacterial polysaccharide vaccines results in attenuated allergic airway responses to common allergens, suggesting antibody-mediated immunoregulation of allergy.
Miguel Ceballos es un ingeniero civil y máster en negocios digitales que crea páginas webs, incluyendo su propia página personal, la comunidad Peersnotes que fundó, y sitios web para emprendedores dominicanos, negocios de gastronomía, una empresa legal y una constructora. También ofrece sus servicios de diseño y desarrollo web a otros.
Polyisobutylene is a synthetic rubber made from the monomer isobutylene through cationic vinyl polymerization. It is unique because it is impermeable to gases like air, making it useful as the inner liner of tires and inner tubes of balls to hold air for long periods. Polyisobutylene has properties like flexibility, weather resistance, vibration damping, and biocompatibility, leading to uses as sealants, adhesives, medical implants, chewing gum, and more.
Fund of design unit 2 module 1 understanding categories of l ine and their use kateridrex
This document discusses the uses of lines in design. It states that lines can be used to convey mood, organize elements, create borders, direct the eye, provide texture, and support the message. The document is about understanding the different categories of lines and their functions in design work.
This document summarizes a presentation on the use of the Unified Theory of Acceptance and Use of Technology (UTAUT) model in research studies. It finds that while UTAUT is commonly cited, many studies do not fully apply the model's methodology, such as measuring adoption at different time periods or explaining variance in behavioral intention. It recommends that future research use UTAUT on its own to study e-learning adoption and follow correct methodological procedures to improve understanding of technology acceptance.
This very short document contains 4 single-letter sections (A, B, C, D) but provides no other context or information to understand its meaning or purpose.
This document is a thesis submitted to the Department of Post-Graduate Studies in Rachana Sharir at Bharati Vidyapeeth University College of Ayurved in Pune, India. The thesis conducts a detailed study of Dauhrida, its implications and consequences on fetal development in the modern era. It includes an introduction, selection of the topic, previous work done, importance of the topic, aims and objectives, materials and methods, limitations of the study, and a design of the dissertation divided into chapters on the detailed study of Dauhrida-Avastha, development of the fetus, and consequences on the fetus. Statistical analysis is presented correlating Dauhrida
Elem of design unit 10 module 1 applying styleskateridrex
Consistency in multi-page documents is important and helps guide readers through the design by having the same text styles. Using style sheets ensures consistency and simplifies future changes by applying changes made to the style sheet across all instances. To create a style sheet, a designer uses the paragraph styles palette to apply features, save the style, and apply it to text.
Wd133 unit 3 module 2 working with the color picker and swatches palettekateridrex
The document discusses different tools in Photoshop for working with and selecting colors, including the Eyedropper tool, Color panel, Swatches palette, and Color picker. The Eyedropper samples colors from an image to set the foreground or background, the Color panel displays and allows editing color values, the Swatches palette provides preset colors, and the Color picker allows selecting from a range of colors or inputting color values.
Laporan akhir dianmas stik ptik angkatan 68 andarujakarta
Kegiatan pengabdian masyarakat mahasiswa STIKES Widya Jagratara di Kalimantan Selatan dan Lampung meliputi sosialisasi Kamtibmas, fokus grup diskusi, bakti sosial, kunjungan ke pos kamling, dan inovasi seperti berkantor di luar, razia sepang masa, rembug pekon, dan satgas kebakaran untuk mempererat hubungan polisi dan masyarakat serta mencegah kejahatan.
Top 8 registration coordinator resume samplestonychoper5305
The document provides information about resume samples, templates, and other career resources for registration coordinators. It includes links to resume examples, cover letter samples, interview questions and answers, job interview guides, and other materials on resume123.org. The resources cover topics like resume formats, cover letters, interview preparation, interview questions by type (e.g. behavioral), thank you letters, job searching, career development, and performance reviews. Fields that may require these types of resumes include healthcare, construction, education, engineering, and various coordinator or assistant roles.
The 4th Annual eLearning Innovators Conference & Expo (ELICE), an international conference for mobile educators, researchers, innovators & leaders, was held between 12th-16th September at KICD in Nairobi. This year's event attracted over 300 delegates during the five day event.
The 2016 theme, Powering Growth, saw us kick off conversations about mobile learning, competency based learning and digital literacy. From key notes - on gamification in learning, collaboratively building capacity for financial inclusion and using big data to empower decision making and M&E - to workshops and a networking mixer; the conference was a great opportunity to discover and discuss trends in the industry, network and build potential partnerships. www.elice.co
This document provides an overview of the biomechanics of various knee ligaments and structures. It describes the anatomy and function of the medial collateral ligament, lateral collateral ligament, anterior cruciate ligament, posterior cruciate ligament, posterior capsule ligaments, and iliotibial band. Each structure's role in resisting different motions at the knee joint is discussed, as well as how their function may change with knee position. Muscular effects on ligament strain are also reviewed.
This document discusses different types of crimes and the criminal justice process. It defines a crime as an act that violates the law and carries a penalty. Crimes are classified in various ways, such as victimless crimes, crimes against persons or property, and white collar crimes. More serious crimes are felonies, while less serious crimes are misdemeanors. The document also outlines the criminal justice process from arrest through trial, including initial appearances, grand jury proceedings, plea bargaining, jury selection and the trial.
The document discusses principles of curriculum organization. It begins with introducing the concept of curriculum and its importance in a child's development. It then outlines 15 key principles that should guide curriculum organization, such as ensuring it is child-centered, activity-based, integrated, flexible, comprehensive, and balanced. The document concludes that the curriculum is the core of education and should be organized according to these principles to meet the needs of both students and society.
The document discusses principles of curriculum organization. It begins with introducing the concept of curriculum and its importance in a child's development. It then outlines 15 key principles that should guide curriculum organization, such as ensuring it is child-centered, activity-based, integrated, flexible, comprehensive, and balanced. The document concludes that the curriculum is the core of education and should be organized according to these principles to meet the needs of both students and society.
This document discusses the principles of curriculum construction and organization. It begins by defining curriculum as the totality of a student's experiences within and outside of school. It then outlines 18 principles that should guide curriculum development, including that it should be child-centered, community-centered, balanced, fulfill student needs, promote creativity, flexibility, and contemporary knowledge. The document concludes by stating the current curriculum does not fully adhere to these principles and needs to be reorganized accordingly.
1. The document discusses various approaches to organizing the curriculum for social science education, including the correlated, integrated, topical, concentric/spiral, and unit approaches.
2. It also outlines several principles for designing social science curriculum, such as being child-centered, activity-centered, environment-centered, focused on human relationships, and community-centered. Additional principles include correlation, interest, individual differences, utility, and fulfilling the needs of higher grades.
3. The conclusion emphasizes that developing social science curriculum should involve all stakeholders and consider the advice of experts to be most effective.
The document discusses principles of curriculum development. It defines curriculum as the total experiences a student has in their educational process, including lectures, demonstrations, and other activities. The principles of curriculum construction include being child-centered, community-centered, activity-centered, varied, integrated, conserving cultural heritage, creative, forward-looking, flexible, balanced, and useful. The curriculum should cater to students' needs, interests, and future development.
The document discusses curriculum and the hidden curriculum. It provides definitions of curriculum from various sources that describe curriculum as comprising all planned learning experiences in and outside of school. It outlines principles of curriculum construction such as being child-centered, community-centered, balanced, needed-based, useful, creative, and contemporary. It notes major defects in current curriculums such as being exam-oriented, theory-focused, and not developing the whole personality. It defines hidden curriculum as unintended lessons learned from social environments and norms conveyed in school. It concludes that the current curriculum needs reorganization to align with curriculum principles and that hidden curriculums will always be present in schools to some degree.
The document discusses curriculum and the hidden curriculum. It provides definitions of curriculum from various sources that describe it as comprising all planned learning within and outside of school. It outlines principles of curriculum construction including being child-centered, community-centered, balanced, needs-based, useful, creative, and flexible. It notes major defects in current curriculums like being exam-oriented and lacking practical elements. It defines hidden curriculum as unintended lessons learned from social environments and structures within schools. These can reinforce social inequalities by educating students according to their class or status. The conclusion states that the current curriculum needs reorganization to align with principles and address its rigidness across age groups, while the hidden curriculum will always be present in
The document discusses the concept of curriculum and its development. It defines curriculum as the sum total of experiences a student receives through school activities. The functions of a science curriculum are outlined as providing continuous and sequential experiences, approaching concepts conceptually rather than factually, and familiarizing students with scientific processes. Principles for curriculum development include being child-centered, community-centered, activity-centered, integrated, and forward-looking. Types of curricula discussed are subject-centered, activity-centered, integrated, and hidden curricula.
This document discusses principles of curriculum construction. It outlines several key principles that educationists have laid down for developing curriculum, including the principles of child-centeredness, community-centeredness, activity-centeredness, integration, being forward-looking, conservative, renewal, creativity, motivation, maturity, balance, utility, elasticity and flexibility, and comprehensiveness. The conclusion states that a good curriculum should be well-balanced, properly graded, broadly-based, and appropriately designed to meet the needs of both students and society.
It is very helpful in understanding the construction of curriculum for school level for both science and math.
if you are teacher it is helpful in preparing the content of teaching and also helpful for improving teachimg learning process
The document discusses definitions and concepts related to curriculum. It provides 10 definitions of curriculum from different education experts that focus on curriculum as the totality of a student's activities and experiences, a means to achieve educational goals, and the sum of what is taught in schools. It then lists 11 characteristics of curriculum, such as it being a totality of activities, a means to an end, reflecting educational trends, and helping achieve goals. The document explores these concepts in more depth.
1. The document discusses the principles of curriculum construction and outlines 10 key principles that educationists have laid down for developing curriculum.
2. The principles include ensuring the curriculum is child-centered, community-centered, activity-centered, integrated, forward-looking, conservative, promotes renewal, is creative, motivating, and appropriate to students' maturity levels.
3. Effective curriculum construction should take into account students' needs and interests, the environment, ways to engage their interests, and teaching approaches that support effective learning.
1. The document discusses the principles of curriculum construction, outlining 10 key principles that educationists have established for developing effective curriculums.
2. The principles include making the curriculum child-centered, community-centered, activity-centered, integrated, forward-looking, conservative, able to renew culture, creative, motivating, and suited to student maturity.
3. An effective curriculum considers the needs of students, prepares them for future life, transmits cultural traditions, allows for cultural renewal, fosters creativity, and motivates learning.
Objecties and principle of designing mathematic curriculumCHANDRA KUMARI
The document discusses the objectives and principles of designing curriculum for mathematics. It defines curriculum and lists several objectives of curriculum according to different scholars, including understanding, skills, attitudes, concepts and information. It then outlines 12 principles for designing the mathematics curriculum, such as practical value, disciplinary value, preparatory value, utility, cultural value, child-centeredness, community-centeredness, comprehensiveness, integration of theory and practice, incorporating latest developments, considering teachers' opinions, and maintaining correlation.
The document defines curriculum and discusses its key components and principles of development. It provides several definitions of curriculum, noting it means the totality of a learner's experiences and planned learning outcomes. The bases of curriculum include aims of education, philosophy of education, sociological and psychological factors. Key principles for developing curriculum are that it should meet learner needs, be useful, varied yet uniform, centered on learners and community, integrated, flexible, balanced, and develop readiness and creativity. The curriculum development process involves analyzing needs, designing content and experiences, implementing, and evaluating. Different approaches to organizing curriculum are also outlined.
The document discusses the meaning, definitions, characteristics, and principles of curriculum development. It defines curriculum as the "race course" or total experiences and activities of students. Several scholars define curriculum broadly as the complete school environment including courses, activities, reading, and associations provided to pupils. It is described as the tool used by teachers to attain educational aims and as including the total learning experiences a child receives in school. Principles of curriculum development state it should be objective-centered, allow for individual differences, be broad-based to train students for work and leisure, present integrated and correlated knowledge, and correlate teaching units to students' lives.
The document discusses curriculum in education. It defines curriculum as the totality of a student's learning experiences, including a planned sequence of instruction aligned with educational goals. It notes there are different types of curriculums, such as traditional subject-centered, activity-centered, child-centered, and experience-centered curriculums. Principles for developing curriculum include making it child-centered, community-centered, activity-centered, integrated, and forward-looking to prepare students for adult life.
This document discusses different types of curriculum, including subject-centered, learner-centered, and discipline-based curriculums. It outlines elements of curriculum like aims, content, evaluation, and teaching strategies. Content selection involves considering criteria like economy, significance, relevance, validity, interest, utility, learnability, and feasibility. A discipline-based curriculum can have disadvantages like taking a long time for students and teachers, being difficult to achieve curriculum targets, and not accommodating specific student demands.
This document discusses curriculum and its various aspects. It begins by defining curriculum and providing different meanings of the term. It then discusses curriculum determinants such as philosophical, sociological, psychological, scientific, political, and environmental factors. Different curriculum models like behavioral objectives model, process model, and cultural analysis model are explained. The document also covers curriculum components, types such as traditional and activity-based curriculum, and characteristics of curriculum determined by different foundations of education.
The document discusses the meaning, definition, purposes, principles, and concepts of curriculum. It provides definitions of curriculum from various authors as the sum total of activities sponsored by the school to achieve its objectives or a tool for teachers to mold students. The key purposes are to bring about desirable behavior changes in learners and help them handle life situations. Important principles discussed include maturity, individual differences, linking curriculum to life, and flexibility. The conclusion states that curriculum provides formal and informal learning experiences and helps develop a balanced student personality.
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How to Make a Field Mandatory in Odoo 17Celine George
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Mathematics curriculum
1. MATHEMATICS CURRICULUM
INTRODUCTION
The word curriculum is derived from the Latin word ‘currere’ which means
‘run’. Thus curriculum means a course to be run for reaching a certain goal or
destination. Thus the traditional definition of curriculum is a course of study or training
leading to a product or education. Teaching learning process does not operate in a
vacuum. Certain planned experiences have to be provided in a school so that optimum
human development according to the needs of a particular country is possible. Thus the
term curriculum in recent years has come to mean all the planned activities and
experiences available to the students under the direction of the school. Curriculum is
dynamic and changes according to the pupils and society.
1. Definition of Curriculum
Curriculum has been defined differently by many authors and over the years the
focus is being shifted from ‘course of study’ to ‘learning activities and experiences’.
According to Alberty A. and Alberty E. curriculum is the sum total of student activities
which the school sponsors for the purpose of achieving its objectives. H. Robert Beck
and W. Walter Cook define curriculum as “The sum of the educational experiences that
children have in school”. Cunningham says “Curriculum is a tool in the hands of the
artist (teacher) to mold his material (the pupil) in accordance with his ideals in his studio
(the school)”. A good curriculum in fact is the sum total of good learning experiences
that the pupils have in order to achieve the goals of education which determine the
direction of these experiences.
2. Curriculum and syllabus
Curriculum is not merely syllabus, because the latter is only verbal, book
oriented and theoretical, while the former is not. Syllabus is much more specific,
speaking of the details of the contents to be learnt, the hierarchical order of presenting
the content, etc. It forms the basis for writing textbooks, preparing teacher’s guide and
2. planning lessons. Syllabus places more stress on the specific learning materials to be
internalized. In addition to what is prescribed in the syllabus, the curriculum
encompasses various kinds of curricular and co-curricular activities as well as the
various aspects of the social, natural and educational environment with reference to
which the experiences are transacted. In short, it includes all learning experiences that
would lead the learner to the anticipated goal.
3. Major Objectives of the Mathematics Curriculum
The mathematics curriculum aims at the following objectives.
- Proficiency in fundamental mathematical skills.
- Comprehension of basis mathematical concepts.
- Appreciation of significant meanings.
- Development of desirable attitudes.
- Efficiency in making sound mathematical applications.
- Confidence in making intelligent and independent interpretation.
4. General principles of curriculum construction
Educationists have laid down certain general principles for developing
curriculum. Some of these basic principles are indicated below:
1. The principle of Child-Centeredness: The curriculum shall be based on the present
needs and capabilities of the children. The curriculum should help in developing
initiative, cooperation and social responsibility among the children. This implies that
the curriculum should meet the physical, intellectual, emotional and social needs of the
pupils.
2. The principle of community-centeredness: Besides treating each child as an
individual, we should also view him as a member of the community to which he
belongs. He is to be educated in a school established by the society and by interacting
with other members of the society. Society is dynamic and continuously changing.
Living in this ever changing modern world is not as simple as it used to be in the past.
Any curriculum has to prepare the learners to face this challenge posed by the
community, with efficiency.
3. 3. The principle of Activity –Centeredness: Action is the sign of life. Man is an active
being. Therefore, the curriculum should provide for a variety of activities both physical
and mental in which children are naturally interested. Emphasis should be given to
‘learning by doing’ through the activities of hand, head and heart.
4. The principle of integration: By integration we do not merely mean integration of
subjects. What is required is the integration of the child’s needs on the hand and the
needs of the democratic society on the other.
5. Forward looking principles: The aim of education is to prepare the child for an
effective adult life. Therefore, the curriculum should reflect an insight into the future
life of the child. It should enable the child to prepare for a worthy life. It should prepare
him for a vocation. It should equip him with the caliber to meet the challenges posed
by all domains of human life.
6. Conservative principles: the curriculum should preserve and transmit the traditions
and culture of human race. It should embrace such subjects, topics or activities by which
students should cultivate a sense of respect for their traditions and their culture.
Selection of such items should be made with great care, according to the mental
development of children.
7. Renewal Principles: While conserving and transmitting the cultural heritage,
education should cater to renewal of the culture to suit the requirements of changing
times. Hence curriculum should be so constructed as to facilitate renewal of the society
by infusing dynamism in all aspects.
8. Creative principle: God has created the universe and men have created other things in
it. By nature, man is creative. Therefore education should be so molded as to enable
one develop one’s creativity.
9. Motivation Principle: The curriculum should be tailored to suit the needs and interests
of the pupils. It must be goal directed. It should thus motivate the pupils to actively
participate in the learning process with an innate desire arising out of intrinsic
motivation.
10. Maturity Principle: The curriculum should be suited to the mental and physical
maturity of the pupil.
11. The principle of preparation for life: The school curriculum should include such
elements that would prepare children for their future life. That is, they should be able
4. to earn their livelihood sufficiently and adjust themselves with the society efficiently.
It should equip the child with the caliber to meet the challenges of life.
12. The principle of Elasticity and Flexibility: Since the needs of the individual and the
society go on changing, a rigid and static curriculum cannot meet the requirements of
the child or of the society. Moreover, experiences to be presented have to presented
have to be modified to suit the environment, societal conditions, learning atmosphere,
etc. Also pupil differ in intelligence, tastes and skills too.
13. The principle of comprehensiveness: The curriculum must be comprehensive enough
to confirm to the needs of various individuals or communities. It must be broad-based
to include a wide variety of subjects suited to the needs of various types of pupils and
the society with all its diversities.
14. The principle of Balance: Curriculum should maintain proper balance between direct
and indirect experiences, liberal and professional education, individual and social aims,
compulsory and optional subjects, etc.
15. The principle of Utility: Curriculum should be of practical use to the pupil, and hence
should maintain vocational and technical bias. Due emphasis should be given to work
experiences.
In short, a curriculum should be well balanced, properly graded, fairly broad-
based and appropriately designed for meeting the needs of the child on the one hand
and those of the society, on the other.
5. Approaches to curriculum Organization
There are different approaches to organize the mathematics curriculum. The
important among them are
a. Topical approach
In topical approach a topic once presented should be completely exhausted in
the same class. This method demands that the entire topic, the portions easy as well as
the difficult, should be covered in the same stage.
5. Disadvantages
- This is not a psychological approach as the student are forced to learn many things for
which they have no immediate need and relevance.
- Some parts of the topic will be more complex and difficult for the learner to understand
at the stage.
- It does not take into account the mental development of the students.
- It introduces a large amount of irrelevant matter, the use of which cannot be appreciated
by the learner at the stage.
- Topics once completed receive no attention at larger stages and there is every likelihood
of them being forgotten.
b. Spiral approach
The Cambridge Report (1963) on Mathematics Curriculum emphasized the
importance of interrelating and interweaving the different mathematical topics to be
taken up throughout the school period and envisaged the progressive broadening and
deepening of the child’s mathematical knowledge and insight by what is called the
“Spiral Approach”. Therefore, contrary to topical approach, spiral approach demands
the division of the topic into a number of smaller independent units to be dealt with, in
order of difficulty, suiting the mental capacities of children. For example, ‘Set Theory’
can be split up into various subunits and arranged in the increasing order of difficulty.
The spiral approach has the following advantages over topical approach.
- Subject matter is introduced in the increasing order of difficulty, in accordance with the
needs and capacities of the students.
- It satisfies the psychological needs of the students
- The students are able to appreciate the relevance and significance of what they learn.
- It provides sufficient motivation for the students to learn.
- It provides opportunities to relate the topic with other topics, other branches and other
subjects.
c. Logical and psychological Approach
The arrangement of subject matter based on the principles of psychology is
known as psychological approach.in other words this approach is in tune with the
principle of child-centeredness. In the logical approach stress is given to the logical
6. sequencing of the subject concerned. Content of every subject have been developed in
tune with such a logical sequence. Logical approach demands maintaining the logical
sequence while developing a curriculum. At the same time, a good curriculum, if
carefully developed can maintain the psychological approach without sacrificing the
logical sequence of the subject. The only thing is that the logical continuity is taken
care of at every stage of curriculum transaction done in tune with the psychological
approach.
d. Unitary Approach
The students learn mathematics with its different branches and topics in
watertight compartments. So in the last few decades, the teachers in mathematics have
searched for broad unifying principles which could be made the core of the
mathematical course. Suppose that complete understanding of the function Y=ax+b be
made one of the major division of first year algebra, all the other concepts can be
developed through this because the attainment of an understanding of this important
function will develop upon many experiences. Such an organization enables the pupils
to see clearly the relationship between the various facts, processes and principles taught
in the course. They know that each unit contributes to the course as a whole.
The question of time and size need not enter in the organization of a unit. But
for most high school pupils it may take more than a month to assimilate. Experiences
seem to show that a unit which can be studied in the four weeks is most suitable as to
size. When it is not possible to finish it within that time the teacher should find a way
of simplifying the unit either by transferring some of the materials to other units or by
diving it into two smaller units.
Characteristics of the Unitary Organization
- It organizes a body of facts, theorems or processes, closely related to one another and
so organized as to contribute to the understanding of an important aspects of the course.
- It must be possible to present the theorems and process as a group in a form so definite
that the learner may attain a conception of them before he undertakes the detailed study
of the content of the unit.
- It must be possible to set up outcomes of the study so definite that they are clear not
only to the teacher but also to the pupils.
7. It should be clear that there is no single type of organization which may be set up to
determines as “only acceptable” list of units for the course. Unitary organization makes
teaching and learning purposeful and intelligent. Because the instructional materials are
closely related to each other, they are easily retained. Economy of time and effort should
be the result.
e. Integrated Approach
The main aim of education is acquisition of knowledge and the transfer of
knowledge to study other subjects and to solve successfully the problems that arise in
everyday life. Each subject in the curriculum aims at realizing these aims through
different means. The study of every subject should highlight the unity of knowledge.
While teaching any subject, the teacher can cite instances and examples to show that
knowledge is a single integrated whole and the knowledge that one gains through
courses like mathematics, physical/biological sciences, social sciences, language, arts
and other constitute the whole. Such an integrated approach helps the students to get a
holistic view of the school programme and thereby the study of each subject becomes
more meaningful and significant.
6. Characteristics of Modern Mathematics Curriculum
Certain characteristics features of a modern mathematics curriculum may be
specified briefly as follows.
- Mathematics course materials should prepare the students for college, but could be used
with less talented students if they are given more time.
- New concepts and different points of view which are useful for the students should be
there in the mathematics curriculum.
- Changes in the curriculum should help the students in meeting their present needs.
- The curriculum should provide an understanding of mathematics for future change and
development.
- The mathematics curriculum should provide experiences to explore the behavior of
numbers and invent new numbers to describe new situations.
- The mathematics curriculum should be in harmony with the cultural experiences the
children have at home and outside the school.
8. - The mathematics curriculum should be built on the mathematical experiences that the
students already have gained.
7. Major reforms in Mathematics Curriculum
1. SMSG (School Mathematics Study Group)
School Mathematics Study Group (SMSG) is a massive endeavor started in
USA, in 1958 with a view to improve the existing system of mathematics curriculum.
In addition to its improvement and compilation of study materials, SMSG prepared
textbooks separately for both teachers and students.
2. SMP (Scottish Mathematics Project)
Scottish Mathematics Project (SMP) was started in 1961 for making
improvements in mathematics curriculum. The mathematics curriculum was
reconstructed in Scotland with the intension of teaching mathematics heuristically in
schools. They prepared with this intention 5 textbooks for the pupils studying for GCE
(General Certificate of Education) examination at O level. Later in 1967 they prepared
a series of textbooks from A to H levels for the students studying for CSE examination.
These textbooks were prepared by considering the problems and needs of teachers and
students. It includes a number of experiments and problem solving activities. They also
prepared handbooks for the teachers for effective teaching.
3. NCERT (National Council for Educational Research and Training)
In our nation we restricted our mathematics curriculum in the following way.
At first a council was formed namely NCERT. They brought SMSG books from
America and took copies of them and published them at low cost in our country. The
teachers studied these books and taught mathematics in the way suggested in the books.
NCERT arranged classes for teachers to make them aware of the new changes in the
teaching of mathematics. Later the council prepared the overall curriculum. This is
known as CBSE curriculum and was introduced in the Central schools. The state
government was at liberty in using this curriculum. At present most of the states have
restructured mathematics curriculum in the line of the NCERT.
9. CONCLUSION
Arthur Cunningham says, Curriculum is a tool in the hands of an artist (teacher)
to mould his materials (pupils) according to his ideals (objectives) in his studio
(School). In brief, curriculum is the means for achieving the goals of education. It
includes all those experiences, activities and environment influences, which the student
receives during his educational career, for the realization of a variety of anticipated
goals.