The Parallel Curriculum Model is a framework for designing curriculum that includes four interrelated designs or "parallels":
1) The Core Curriculum focuses on essential concepts, principles, and skills through representative topics and analytical activities.
2) The Curriculum of Connections builds on the core by linking concepts across disciplines and contexts.
3) The Curriculum of Practice applies knowledge through authentic problems and roles like researchers or scholars.
4) The Curriculum of Identity explores how content relates to students' interests, strengths, and personal growth.
Together these parallels provide flexibility to meet varied student needs and abilities through challenging, meaningful curriculum.
Development involves learning and change throughout the lifespan from birth to death. The lifespan perspective views development as multidimensional, multidirectional, and influenced by biological, social, and individual factors. Developmental theories aim to explain how people change physically, cognitively, and socially over time through various processes like maturation, learning, and social interaction within different contexts. Major theories include psychoanalytic, cognitive, behavioral, and ecological approaches.
From Super to Savickas: A Review of Career Theory & its Application (Dr. JoAn...Kuder, Inc.
This presentation was conducted by Dr. JoAnn Harris-Bowlsbey on May 21, 2014, at the 2014 Asia Pacific Career Development Association (APCDA) conference in Honolulu, HI.
Intermediate schoolers are in the concrete operational stage of cognitive development. Their thinking skills are more effective than in primary school as they can organize thoughts logically about immediate situations. Their reading skills have developed through applying word attack techniques. Their attention spans are longer and more flexible compared to younger children. Creativity is encouraged through activities that celebrate uniqueness, reduce competition, and support sharing ideas with peers and teachers. The document discusses the impact of media such as television and computers in schools, noting benefits like opportunities for collaboration, problem solving, and independent learning. However, media is also linked to increased aggression and anti-social behavior in children as well as greater desire to see and engage in violence.
The document discusses the Jigsaw strategy for cooperative learning. With Jigsaw, students are broken into groups where each member becomes an expert on a different subtopic related to an overall topic. Experts then meet with students from other groups who are studying the same subtopic. They return to their original groups and teach their topic to help build comprehension and encourage collaboration. The strategy allows each student to play a vital role and contributes their unique piece to the overall understanding, like a jigsaw puzzle. The document then outlines the 9 easy steps to implementing Jigsaw in the classroom and provides examples of possible topics.
This presentation provides an overview of K to 12 Curriculum in the Philippines. The different principles to be considered in teaching and learning the curriculum based on the best teaching and learning practices of the APA is tackled.
The document provides guidance on developing measurable annual goals for a student's Individualized Education Program (IEP). It explains that annual goals should be directly related to the student's current performance levels, focus on skills that can reasonably be achieved in one school year, and include specific, measurable criteria. Short-term objectives and benchmarks should also be included to track progress towards the annual goals. Examples are provided of current performance levels, a measurable annual reading goal, and related benchmarks/objectives for a sample student.
Make-up classes arranged outside of regular class times create problems for both students and management. For students, particularly girls, it can be difficult to attend late classes which increases absenteeism and conflicts with other commitments like jobs. It also leads to large class sizes where teachers cannot give full attention. For management, extra classes require more expenses and staffing arrangements which disrupt schedules. However, there are solutions like limiting teachers to only 3 make-up classes and not paying them for additional classes, as well as keeping strict records of teacher classes to inform administrators. The conclusion emphasizes the importance of focusing on students' education for the country's prosperity.
Development involves learning and change throughout the lifespan from birth to death. The lifespan perspective views development as multidimensional, multidirectional, and influenced by biological, social, and individual factors. Developmental theories aim to explain how people change physically, cognitively, and socially over time through various processes like maturation, learning, and social interaction within different contexts. Major theories include psychoanalytic, cognitive, behavioral, and ecological approaches.
From Super to Savickas: A Review of Career Theory & its Application (Dr. JoAn...Kuder, Inc.
This presentation was conducted by Dr. JoAnn Harris-Bowlsbey on May 21, 2014, at the 2014 Asia Pacific Career Development Association (APCDA) conference in Honolulu, HI.
Intermediate schoolers are in the concrete operational stage of cognitive development. Their thinking skills are more effective than in primary school as they can organize thoughts logically about immediate situations. Their reading skills have developed through applying word attack techniques. Their attention spans are longer and more flexible compared to younger children. Creativity is encouraged through activities that celebrate uniqueness, reduce competition, and support sharing ideas with peers and teachers. The document discusses the impact of media such as television and computers in schools, noting benefits like opportunities for collaboration, problem solving, and independent learning. However, media is also linked to increased aggression and anti-social behavior in children as well as greater desire to see and engage in violence.
The document discusses the Jigsaw strategy for cooperative learning. With Jigsaw, students are broken into groups where each member becomes an expert on a different subtopic related to an overall topic. Experts then meet with students from other groups who are studying the same subtopic. They return to their original groups and teach their topic to help build comprehension and encourage collaboration. The strategy allows each student to play a vital role and contributes their unique piece to the overall understanding, like a jigsaw puzzle. The document then outlines the 9 easy steps to implementing Jigsaw in the classroom and provides examples of possible topics.
This presentation provides an overview of K to 12 Curriculum in the Philippines. The different principles to be considered in teaching and learning the curriculum based on the best teaching and learning practices of the APA is tackled.
The document provides guidance on developing measurable annual goals for a student's Individualized Education Program (IEP). It explains that annual goals should be directly related to the student's current performance levels, focus on skills that can reasonably be achieved in one school year, and include specific, measurable criteria. Short-term objectives and benchmarks should also be included to track progress towards the annual goals. Examples are provided of current performance levels, a measurable annual reading goal, and related benchmarks/objectives for a sample student.
Make-up classes arranged outside of regular class times create problems for both students and management. For students, particularly girls, it can be difficult to attend late classes which increases absenteeism and conflicts with other commitments like jobs. It also leads to large class sizes where teachers cannot give full attention. For management, extra classes require more expenses and staffing arrangements which disrupt schedules. However, there are solutions like limiting teachers to only 3 make-up classes and not paying them for additional classes, as well as keeping strict records of teacher classes to inform administrators. The conclusion emphasizes the importance of focusing on students' education for the country's prosperity.
This document provides an overview of electronic portfolios (e-portfolios). It defines an e-portfolio as a digital collection of work and achievements that can be used for assessment, development and showcase purposes. The document outlines key features of e-portfolios like multimedia capabilities and the development of computer skills. It also discusses types of e-portfolios, components that should be included, benefits and potential drawbacks. The conclusion states that while promising, e-portfolios have not yet become mainstream but institutions are recognizing their value as assessment tools that encourage self-study.
Jigsaw is a cooperative learning strategy where students are assigned different aspects of a topic to become "experts" on. They then teach their topic to their home group. The purpose is to develop teamwork, responsibility, and a deeper understanding than learning individually. To implement jigsaw, topics are divided among expert groups who then teach their home groups. Assessment ensures all students mastered the material. Cooperative learning similarly aims to develop academic and social skills through heterogeneous groups working interdependently to achieve goals. Various roles foster accountability while social skills and group processing are emphasized.
The document discusses various audio-visual aids that can be used to enhance teaching and learning. It describes non-projected aids like charts, diagrams, and models as well as projected aids like slides, filmstrips, overhead projectors and LCD panels. Projected aids have advantages like allowing magnification, bringing distant concepts into the classroom, and enabling ideas to be presented to a large audience simultaneously. Effective use of instructional technology and multimedia tools like PowerPoint can improve learning outcomes by making lessons more engaging and content more accessible to students.
This document summarizes physical, cognitive, and socio-emotional development in intermediate schoolers. Physically, puberty begins and girls mature earlier than boys. Cognitively, thinking skills improve and attention spans lengthen. Creativity flourishes when activities encourage uniqueness. Socio-emotionally, self-identity strengthens and emotional intelligence grows. Building friendships becomes important, with popular children demonstrating positive skills like listening and concern for others. Family support remains crucial during this developmental period.
Edmodo is a social networking site for teachers and students to connect and collaborate in a secure learning environment. It allows teachers to post assignments, messages, and grades for students, and engage students in exploring real-world issues and reflecting on their learning. Some key advantages are that it is free, secure, enables mobile access, and has features like calendars, quizzes and file sharing. Both teachers and students appreciate that it is intuitive to use like Facebook, yet private and focused on education. Students value being able to easily communicate and collaborate on homework assistance.
The document provides guidance on developing a competency-based curriculum for medical rotations or educational experiences. It outlines a six step process: 1) conduct a needs assessment, 2) identify relevant competencies, 3) write goals and objectives, 4) determine teaching methods, 5) determine assessment methods, and 6) determine program improvement methods. Key aspects include identifying broad goals and specific measurable objectives, aligning objectives with assessment methods, and using multiple assessment approaches.
The document discusses the language of leadership. Effective leadership language is clear, respectful, stimulating, and congruent. Clear language involves using a vision and descriptive pictures. Respectful language recognizes others' potential and values caring and listening. Stimulating language engages and challenges others. Congruent language involves truth telling, promise keeping, and consistency between words and actions. The language leaders use makes an important difference in influencing others.
Nannette Marrero Berríos outlines her teaching philosophy which is guided by theories of pragmatism, humanism, and behaviorism. She believes that students must be actively involved in their learning experiences and that teachers should promote critical thinking skills. Her philosophy also emphasizes meeting students' needs and reinforcing positive behavior. She views teaching as a profession that requires constant self-evaluation to best support student learning and development.
Project-based learning (PBL) engages students in extended inquiry projects that are student-influenced and structured around complex questions. PBL promotes collaboration by having students work in peer groups to share ideas and make project decisions together. In PBL, students take on roles and responsibilities such as setting goals, exploring questions, working well with peers, and being accountable for outcomes. The teacher's role is to facilitate student thinking, structure meaningful tasks, and help students set goals to produce high-quality work.
The document outlines a vision for 21st century education that focuses on developing students' skills in critical thinking, problem solving, communication, collaboration, and other areas. It discusses why these 21st century skills are important given changes in the global economy and workforce. The document proposes a framework for 21st century skills and provides 8 strategies that schools and districts can implement, such as developing consensus on needed skills, upgrading professional development and assessments, and collaborating with community partners.
This document outlines the author's teaching philosophy which emphasizes that every student is unique and deserves engaging activities tailored to their strengths. The author believes in guiding students to achieve their own success by planning curriculum based on student interests, setting goals, and allowing students to provide input. Their passion for bringing out the best in students and seeing children learn and grow is what drives their objectives as an educator.
The document outlines the process and purpose of the German-American International School's student exhibition. It describes the preparation steps including parent and student meetings. The purpose is for students to demonstrate independent learning through an in-depth collaborative inquiry into an issue and proposed action. Students work with teachers to plan their inquiry, which must incorporate the transdisciplinary themes and skills. The final exhibition includes student work, presentations, and a celebration of their learning.
The document provides information on learning targets:
- Learning targets are specific goals that clearly state what students should know and understand, linked to adopted standards.
- Effective learning targets are measurable, specific to a lesson, written in student-friendly language, and shared with students.
- Research shows students perform better when learning targets are clear.
- Examples are given to distinguish learning targets from goals and standards.
- Guidance is provided on writing learning targets aligned to specific math standards.
The document compares 20th century and 21st century education, outlining key differences. In the 20th century classroom, teaching was teacher-centered with a focus on memorization and passive learning. In contrast, the 21st century classroom emphasizes student-centered, collaborative and active learning through integrated, technology-enhanced projects. It stresses skills like critical thinking, communication and digital literacy to prepare students for future success in a globalized world. The document argues that educators must continue evolving practices through professional learning communities to ensure students have rich 21st century learning experiences.
The document outlines a teaching philosophy that emphasizes student-centered learning and lifelong learning. It advocates for a 50-50 approach where teachers provide 50% of education through teaching and students provide 50% through learning. The ideal learning environment encourages self-motivated, autonomous students who develop critical thinking skills. The goal is for students to become excellent teaching professionals able to face challenges in education and benefit their own students. Project-based learning and communicative language teaching are advocated for developing skills and deep learning.
The notice summarizes the IEP team's proposals to change Kara's reading goal, accommodations, and educational placement. Specifically, it proposes:
1. Changing her reading goal from fluency to comprehension.
2. Removing her accommodation of "read everything aloud" and replacing it with "read unfamiliar words aloud upon request."
3. Removing her modified reading assignments.
The notice explains the reasons for these proposals using Kara's assessment results showing her fluency and comprehension are now average. It considers but rejects simply removing all accommodations. The notice describes the evaluations and Kara's work ethic that support the proposals. It informs parents of their procedural rights and sources of assistance.
The importance of differentiated instruction in the classroom 5Melody Dougherty
This document discusses the importance of differentiated instruction in the classroom. It defines differentiated instruction as modifying instruction to meet the varying needs of students in terms of their readiness levels, interests, and learning preferences. The document outlines types of differentiation like modifying content, process, product, and learning environment. It provides examples of differentiation strategies and considerations for implementation, including using assessments to inform instruction, tiered lessons, flexible grouping, learning contracts, and UDL. The document also discusses creating an optimal learning environment, monitoring behaviors, embedding social skills instruction, and references related resources.
The document discusses curriculum and education in ancient India. It provides 9 objectives of education in ancient India, which included physical, intellectual, spiritual, and social development. Education was taught through listening, memorizing, and realizing concepts through meditation. The document also discusses categories of knowledge like facts, concepts, principles, and generalizations. It provides definitions of curriculum and different levels of curriculum like societal, institutional, and instructional. Finally, it discusses different approaches to curriculum development like the parallel curriculum model.
Doctoral Education Online: What Should We Strive For? How Could It Be Better?Cynthia Agyeman
This document discusses best practices for designing high-quality online doctoral programs. It recommends striving for courses that meet Quality Matters standards of 85% or higher. Key aspects include: using learning objectives and assessments aligned to course goals; providing instructional materials, activities, and technologies to support student-centered learning and collaboration; ensuring accessibility; and obtaining feedback to continuously improve courses. Overall it emphasizes the importance of designing courses for the diverse needs and experiences of adult learners in doctoral programs.
This document discusses curriculum implementation and enrichment. It defines curriculum and describes two curriculum models - Ralph Tyler's objectives model and the Kellough & Kellough model. It emphasizes that curriculum should meet students', society's, and subject's needs. The document also discusses implementing curriculum through fidelity or adaptation and creating enrichment curriculum through Type 1, 2, and 3 enrichment to supplement the core curriculum. The goal of enrichment is to support all students' unique skills, interests, and needs.
The document outlines Hilda Taba's model of curriculum development. It discusses Taba's background and philosophical ideas, which emphasize involving teachers in curriculum development and seeing it as a long-term, bottom-up process. The document then details the 7 steps of Taba's model: 1) Diagnosing learner needs 2) Formulating objectives 3) Selecting content 4) Organizing content 5) Selecting learning experiences 6) Organizing activities 7) Determining evaluation. It assesses the model's strengths like its inductive approach and teacher involvement, and limitations like relying on teacher skills and balancing student needs.
This document provides an overview of electronic portfolios (e-portfolios). It defines an e-portfolio as a digital collection of work and achievements that can be used for assessment, development and showcase purposes. The document outlines key features of e-portfolios like multimedia capabilities and the development of computer skills. It also discusses types of e-portfolios, components that should be included, benefits and potential drawbacks. The conclusion states that while promising, e-portfolios have not yet become mainstream but institutions are recognizing their value as assessment tools that encourage self-study.
Jigsaw is a cooperative learning strategy where students are assigned different aspects of a topic to become "experts" on. They then teach their topic to their home group. The purpose is to develop teamwork, responsibility, and a deeper understanding than learning individually. To implement jigsaw, topics are divided among expert groups who then teach their home groups. Assessment ensures all students mastered the material. Cooperative learning similarly aims to develop academic and social skills through heterogeneous groups working interdependently to achieve goals. Various roles foster accountability while social skills and group processing are emphasized.
The document discusses various audio-visual aids that can be used to enhance teaching and learning. It describes non-projected aids like charts, diagrams, and models as well as projected aids like slides, filmstrips, overhead projectors and LCD panels. Projected aids have advantages like allowing magnification, bringing distant concepts into the classroom, and enabling ideas to be presented to a large audience simultaneously. Effective use of instructional technology and multimedia tools like PowerPoint can improve learning outcomes by making lessons more engaging and content more accessible to students.
This document summarizes physical, cognitive, and socio-emotional development in intermediate schoolers. Physically, puberty begins and girls mature earlier than boys. Cognitively, thinking skills improve and attention spans lengthen. Creativity flourishes when activities encourage uniqueness. Socio-emotionally, self-identity strengthens and emotional intelligence grows. Building friendships becomes important, with popular children demonstrating positive skills like listening and concern for others. Family support remains crucial during this developmental period.
Edmodo is a social networking site for teachers and students to connect and collaborate in a secure learning environment. It allows teachers to post assignments, messages, and grades for students, and engage students in exploring real-world issues and reflecting on their learning. Some key advantages are that it is free, secure, enables mobile access, and has features like calendars, quizzes and file sharing. Both teachers and students appreciate that it is intuitive to use like Facebook, yet private and focused on education. Students value being able to easily communicate and collaborate on homework assistance.
The document provides guidance on developing a competency-based curriculum for medical rotations or educational experiences. It outlines a six step process: 1) conduct a needs assessment, 2) identify relevant competencies, 3) write goals and objectives, 4) determine teaching methods, 5) determine assessment methods, and 6) determine program improvement methods. Key aspects include identifying broad goals and specific measurable objectives, aligning objectives with assessment methods, and using multiple assessment approaches.
The document discusses the language of leadership. Effective leadership language is clear, respectful, stimulating, and congruent. Clear language involves using a vision and descriptive pictures. Respectful language recognizes others' potential and values caring and listening. Stimulating language engages and challenges others. Congruent language involves truth telling, promise keeping, and consistency between words and actions. The language leaders use makes an important difference in influencing others.
Nannette Marrero Berríos outlines her teaching philosophy which is guided by theories of pragmatism, humanism, and behaviorism. She believes that students must be actively involved in their learning experiences and that teachers should promote critical thinking skills. Her philosophy also emphasizes meeting students' needs and reinforcing positive behavior. She views teaching as a profession that requires constant self-evaluation to best support student learning and development.
Project-based learning (PBL) engages students in extended inquiry projects that are student-influenced and structured around complex questions. PBL promotes collaboration by having students work in peer groups to share ideas and make project decisions together. In PBL, students take on roles and responsibilities such as setting goals, exploring questions, working well with peers, and being accountable for outcomes. The teacher's role is to facilitate student thinking, structure meaningful tasks, and help students set goals to produce high-quality work.
The document outlines a vision for 21st century education that focuses on developing students' skills in critical thinking, problem solving, communication, collaboration, and other areas. It discusses why these 21st century skills are important given changes in the global economy and workforce. The document proposes a framework for 21st century skills and provides 8 strategies that schools and districts can implement, such as developing consensus on needed skills, upgrading professional development and assessments, and collaborating with community partners.
This document outlines the author's teaching philosophy which emphasizes that every student is unique and deserves engaging activities tailored to their strengths. The author believes in guiding students to achieve their own success by planning curriculum based on student interests, setting goals, and allowing students to provide input. Their passion for bringing out the best in students and seeing children learn and grow is what drives their objectives as an educator.
The document outlines the process and purpose of the German-American International School's student exhibition. It describes the preparation steps including parent and student meetings. The purpose is for students to demonstrate independent learning through an in-depth collaborative inquiry into an issue and proposed action. Students work with teachers to plan their inquiry, which must incorporate the transdisciplinary themes and skills. The final exhibition includes student work, presentations, and a celebration of their learning.
The document provides information on learning targets:
- Learning targets are specific goals that clearly state what students should know and understand, linked to adopted standards.
- Effective learning targets are measurable, specific to a lesson, written in student-friendly language, and shared with students.
- Research shows students perform better when learning targets are clear.
- Examples are given to distinguish learning targets from goals and standards.
- Guidance is provided on writing learning targets aligned to specific math standards.
The document compares 20th century and 21st century education, outlining key differences. In the 20th century classroom, teaching was teacher-centered with a focus on memorization and passive learning. In contrast, the 21st century classroom emphasizes student-centered, collaborative and active learning through integrated, technology-enhanced projects. It stresses skills like critical thinking, communication and digital literacy to prepare students for future success in a globalized world. The document argues that educators must continue evolving practices through professional learning communities to ensure students have rich 21st century learning experiences.
The document outlines a teaching philosophy that emphasizes student-centered learning and lifelong learning. It advocates for a 50-50 approach where teachers provide 50% of education through teaching and students provide 50% through learning. The ideal learning environment encourages self-motivated, autonomous students who develop critical thinking skills. The goal is for students to become excellent teaching professionals able to face challenges in education and benefit their own students. Project-based learning and communicative language teaching are advocated for developing skills and deep learning.
The notice summarizes the IEP team's proposals to change Kara's reading goal, accommodations, and educational placement. Specifically, it proposes:
1. Changing her reading goal from fluency to comprehension.
2. Removing her accommodation of "read everything aloud" and replacing it with "read unfamiliar words aloud upon request."
3. Removing her modified reading assignments.
The notice explains the reasons for these proposals using Kara's assessment results showing her fluency and comprehension are now average. It considers but rejects simply removing all accommodations. The notice describes the evaluations and Kara's work ethic that support the proposals. It informs parents of their procedural rights and sources of assistance.
The importance of differentiated instruction in the classroom 5Melody Dougherty
This document discusses the importance of differentiated instruction in the classroom. It defines differentiated instruction as modifying instruction to meet the varying needs of students in terms of their readiness levels, interests, and learning preferences. The document outlines types of differentiation like modifying content, process, product, and learning environment. It provides examples of differentiation strategies and considerations for implementation, including using assessments to inform instruction, tiered lessons, flexible grouping, learning contracts, and UDL. The document also discusses creating an optimal learning environment, monitoring behaviors, embedding social skills instruction, and references related resources.
The document discusses curriculum and education in ancient India. It provides 9 objectives of education in ancient India, which included physical, intellectual, spiritual, and social development. Education was taught through listening, memorizing, and realizing concepts through meditation. The document also discusses categories of knowledge like facts, concepts, principles, and generalizations. It provides definitions of curriculum and different levels of curriculum like societal, institutional, and instructional. Finally, it discusses different approaches to curriculum development like the parallel curriculum model.
Doctoral Education Online: What Should We Strive For? How Could It Be Better?Cynthia Agyeman
This document discusses best practices for designing high-quality online doctoral programs. It recommends striving for courses that meet Quality Matters standards of 85% or higher. Key aspects include: using learning objectives and assessments aligned to course goals; providing instructional materials, activities, and technologies to support student-centered learning and collaboration; ensuring accessibility; and obtaining feedback to continuously improve courses. Overall it emphasizes the importance of designing courses for the diverse needs and experiences of adult learners in doctoral programs.
This document discusses curriculum implementation and enrichment. It defines curriculum and describes two curriculum models - Ralph Tyler's objectives model and the Kellough & Kellough model. It emphasizes that curriculum should meet students', society's, and subject's needs. The document also discusses implementing curriculum through fidelity or adaptation and creating enrichment curriculum through Type 1, 2, and 3 enrichment to supplement the core curriculum. The goal of enrichment is to support all students' unique skills, interests, and needs.
The document outlines Hilda Taba's model of curriculum development. It discusses Taba's background and philosophical ideas, which emphasize involving teachers in curriculum development and seeing it as a long-term, bottom-up process. The document then details the 7 steps of Taba's model: 1) Diagnosing learner needs 2) Formulating objectives 3) Selecting content 4) Organizing content 5) Selecting learning experiences 6) Organizing activities 7) Determining evaluation. It assesses the model's strengths like its inductive approach and teacher involvement, and limitations like relying on teacher skills and balancing student needs.
Students centered curriculum - Unit VII of Knowledge and CurriculumThanavathi C
The document discusses student-centered curriculum. It states that in this type of curriculum, students are given more importance compared to subjects or teachers. The curriculum is framed based on the needs, skills, abilities and aptitudes of learners. The goal is to ensure overall development of students. Students influence content, activities, materials and pace of learning. The teacher provides opportunities for independent learning and coaches students in skills. A learner-centered curriculum is developed in 7 stages: identifying learners, learning objectives, models, theories, curriculum architecture, content selection, and learner services. The curriculum focuses on freedom to develop naturally, teacher as guide, learner interest, development study, and home-school cooperation.
The document outlines the key components of a curriculum:
1) Goals and objectives which aim to provide knowledge, skills, values and prepare students for further education or work.
2) Curriculum content which includes core subjects and is organized based on principles like balance, articulation and integration.
3) Teaching methods and experiences which stimulate learning and achieve the objectives through approaches like flexibility and consideration of learning styles.
4) Evaluation to determine the quality, effectiveness and outcomes of the curriculum through continuous assessment and improvement.
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects but can ignore student interests.
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
The document discusses various models of curriculum, including the Tyler model, Taba model, Saylor and Alexander model, and models for children with special needs. The Tyler model focuses on educational purposes, experiences, organization, and evaluation. The Taba model is a grass-roots approach with 7 steps including diagnosis, objectives, content selection, and evaluation. The Saylor and Alexander model includes goals, design, implementation, and evaluation. Models for children with special needs incorporate developmental, functional, and ecological approaches.
Ed 54 crafting the curriculum teacher as a designerRose Mae Artiola
This document discusses curriculum planning and development. It defines curriculum crafting as the process where teachers make decisions about the depth and content to teach at specific grade levels. The curriculum scope can be divided into chunks like units, sub-units and chapters. These chunks are guided by curriculum objectives and can be arranged thematically, linearly, or logically. Thematic curriculum promotes quality learning through engaging topics. Linear curriculum follows a step-by-step process starting with objectives. Logical curriculum sequences content simply to complex. Effective curriculum development involves teachers, is an ongoing process, and follows a systematic, comprehensive approach.
The document discusses the definition of a nursing curriculum as the learning opportunities and activities planned by faculty to attain objectives for students over a specified period of time. It describes the components of a nursing curriculum as including objectives, duration, course plans, and evaluation. Additionally, it outlines the process of curriculum development as selecting, organizing, implementing, and evaluating learning experiences based on learner needs and abilities.
This document discusses curriculum development in the Philippine context. It defines curriculum as the sum of all learning experiences organized by the school. It also discusses different approaches to curriculum such as technical, behavioral, systems-based, and humanistic approaches. It outlines factors that influence curriculum development like society, learners' needs, and educational principles. The document also compares essentialist and progressive philosophies of curriculum, which see it as rigid vs flexible respectively. It examines elements of curriculum like intent, content, learning experiences, and evaluation.
This document provides definitions and outlines the process of curriculum development. It discusses:
1. The definitions of curriculum and its determinants like historical, political, psychological, scientific, and philosophical factors.
2. The steps in curriculum development including formulating philosophy, establishing objectives, selecting learning experiences, organizing content, and evaluating.
3. Common curriculum models like Tyler's model and Taba's model that provide frameworks for conceptualizing and organizing a curriculum.
4. Types of curriculums like traditional, child-centered, and activity-based curriculums.
5. The functions and characteristics of curriculum frameworks that set parameters and guide policy and practice.
This document discusses key concepts related to curriculum development. It defines curriculum in several ways, such as the totality of a student's learning experiences, everything planned by the school, and a series of experiences undergone by learners. The document also discusses curriculum construction, implementation, foundations, and design. It notes that curriculum development is the process of designing, implementing, and evaluating curriculum. Overall, the document provides an overview of important curriculum concepts and terms.
The backward design model comprises three stages:
I. Identify desired results
II. Determine acceptable evidence
III. Plan learning experiences and instruction. Once desired results and evidence are determined, a lesson plan can be developed to help students reach the objectives. Wiggins and McTighe's "WHERE" approach is used in planning instruction and experiences.
Effective learning environment by Dr.Shazia Zamirshaziazamir1
The document discusses the characteristics of an effective learning environment from the perspectives of both teachers and learners. It outlines several key components of an effective learning environment, including developing a total learning space that considers learners' needs, goals for teaching and learning, appropriate activities, and assessment strategies. The document also provides strategies for teachers to build a productive learning environment, such as making learning relevant, establishing clear behavioral expectations, teaching positive behaviors, reinforcing positive actions, and serving as a positive role model. Overall, the document emphasizes the importance of creating a learning environment that optimizes students' ability to learn through diverse, personalized, and student-centered approaches.
BEST PRACTICES IN IMPLEMENTING CURRICULUM IN THE CLASSROOMRechelle Longcop
The document outlines best practices teachers can implement in their classrooms, including balancing the curriculum, integrating subjects, differentiating instruction, and providing active learning opportunities. A balanced curriculum includes all subjects, promotes brain development, and prepares students for success. An integrated curriculum allows students to identify topics and research across disciplines. Differentiating the curriculum meets the individual needs of students and nurtures their strengths. Active learning engages students through hands-on activities and collaborative work.
Similar to Parallel_Curriculum_Model for Open House.ppt (20)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. 2
What is the Parallel
Curriculum Model?
The Parallel Curriculum Model is a
set of four interrelated designs that
can be used singly, or in combination,
to create or revise existing curriculum
units, lessons, or tasks. Each of the
four parallels offers a unique
approach for organizing content,
teaching, and learning that is closely
aligned to the special purpose of each
parallel.
3. 3
The Parallel Curriculum Model
CURRICULUM
OF
CONNECTIONS
CURRICULUM
OF
PRACTICE
CURRICULUM
OF
IDENTITY
KEY CURRICULUM COMPONENTS
CORE
CURRICULUM
4. 4
What does
“Parallel” mean?
• Each parallel has components that align with each other.
• Parallels can be used singly or in combination.
• Each of the parallels is of equal value and use with a
variety of students or with an individual student at a
variety of times.
• The choice to use a particular parallel should be strongly
related to learners’ profiles, the subject area, content goals,
related units, lessons, and tasks.
5. 5
What goals does PCM
foster?
• Enhances the collaboration between
general education and gifted education
• Increases the number of students who participate in
challenging and motivating curriculum
• Nurtures the varied strengths and interests among all
our students
• Strengthens the sense of collegiality within the field of
gifted education
• Increases the extent to which gifted education theory
and principles are incorporated into daily practice
6. 6
What are the purposes for the
Parallel Curriculum Model?
• Provides teachers with a comprehensive framework with which they
can design, evaluate, and revise existing curriculum
• Improves the quality of the curriculum units, lessons, and tasks
• Enhances the alignment among the general, gifted, and special
education curricula
• Increases the authenticity and power of the knowledge students acquire
and their related learning activities
• Provides opportunities for continuous professional, intellectual, and
personal growth
• Offers teachers the flexibility to achieve multiple purposes
• Reinforces the need to think deeply about learners and content
knowledge
• Uses high quality curriculum as a catalyst for observing and developing
abilities in learners
• Allows flexibility to address varying needs and interests of learners
9. 9
The Core Curriculum
The Core Curriculum is a plan that includes a set of
guidelines and procedures to help curriculum
developers address the core concepts, principles, and
skills of a discipline. This parallel is designed to
help students understand essential, discipline-based
information, concepts, principles, and skills through
the use of representative topics, inductive teaching,
and analytic learning activities.
10. 10
Why the
Core Curriculum?
• Promotes student understanding of a discipline
• Makes new learning easier and more efficient
• Promotes content expertise
• Promotes teachers’ understanding of a discipline
• Promotes higher level thinking
• Responds to the knowledge explosion in a
practical and efficient manner
• Promotes equity and opportunity to learn
• Increases depth of understanding
• Promotes transfer
11. 11
Guiding Questions within
the Core Curriculum
• What is the essential content within this discipline?
• What are the powerful concepts, principles and skills within
this discipline?
• Which topics best represent the core content discipline?
• Which topics are developmentally appropriate for my
students?
• How might I help students construct an accurate scheme of
this discipline?
• Which resources, activities, and products provide opportunities
for students’ analytic thinking about core knowledge?
• How might I assess student learning?
13. 13
The Curriculum of
Connections
The Curriculum of Connections builds upon the
Core Curriculum. It is a plan that includes a set of
guidelines and procedures to help curriculum
developers connect overarching concepts, principles,
and skills within and across disciplines, time
periods, cultures, places, and/or events. This parallel
is designed to help students understand overarching
concepts and principles as they relate to new content
and content areas.
14. 14
The Curriculum
of Connections
What kind of connections
are we talking about?
Connections across time, events, topics, disciplines,
cultures, and perspectives
•Connections to self, other texts, and other people
•Understanding of intra and interdisciplinary
macroconcepts
•Understanding of intradisciplinary
generalizations
•Understanding of interdisciplinary themes
15. 15
The Curriculum of
Connections………..
What is the purpose for making these
connections?
•To discover key ideas in multiple contexts
•To examine variance across contexts
•To use ideas from one context to understand another context
•To use connections and contexts to formulate questions and hypotheses
•To improve depth of understanding
•To foster the development of analogical reasoning and metaphoric
thinking
•To see the world in a grain of sand
•To enhance perspective
•To improve problem solving
•To “make the strange familiar”
•To develop wisdom
•To fosters the development of analogical reasoning and metaphoric
thinking
16. 16
Guiding Questions
within the Curriculum
of Connections
• What are the major concepts and principles in this discipline?
• Which of these major concepts and principles link to numerous topics, people,
events, time periods, cultures and other disciplines?
• Which topics, events, people, or time periods best represent these intra or
interdisciplinary connections?
• Which topics, events, people, or time periods are developmentally appropriate
for my students?
• How might I help students construct a more comprehensive scheme of this
discipline, related topics, and other disciplines?
• Which resources, activities, and products provide opportunities for students to
think metaphorically about macroconcepts, principles, and generalizations?
• How might I assess student learning?
18. 18
The Curriculum
of Practice
The Curriculum of Practice is a plan that includes
a set of guidelines and procedures to help students
understand, use, generalize, and transfer essential
knowledge, understandings, and skills in a field to
authentic, discipline-based practices and
problems. This parallel is designed to help
students function with increasing skill and
competency as a scholar, researcher, problem
solver, or practitioner in a field.
19. 19
What is meant by the
Curriculum of Practice?
• Understand real world applications in a
discipline
• Assume the role of a practitioner as a means
of studying the discipline
• Become a problem solver
• Work as a researcher
• Function as a scholar
20. 20
• Allows students to function as a practitioner, a producer, a researcher, or a scholar in
the discipline
• Helps students see the relationship between the questions that disciplines seek to
answer and the questions that they seek to answer in their daily lives
• Allows students to assume a leadership role in conducting their own research
• Provides a rationale for the persistent student question, “Why is this so important to
learn?”
• Provides students with the tools and methods for independent learning
• Provide a means for exploring the daily lives of professionals in the discipline:
working conditions, hierarchical structures, fiscal aspects of the work, and peer or
collegial dynamics
• Offers students the opportunity to learn how to use and apply the skills of the
discipline in real world situations
Why might we use the
Curriculum of Practice?
21. 21
Guiding Questions within
the Curriculum of Practice
• What are the common problems, practices, issues, needs, and
questions within this discipline?
• Who are the practitioners, researchers, scholars, and contributors
within this discipline?
• What are the powerful cognitive, research, reference, learning,
communication, and methodological skills within this discipline?
• What kinds of products, services, research, or investigations are
typically conducted in this discipline?
• Which problems, practices, issues, needs, and questions are
developmentally appropriate for students?
• Which resources, activities, and products provide opportunities for
students’ to act like a practicing professional within this field?
• How might I assess student learning?
23. 23
The Curriculum
of Identity
The Curriculum of Identity is a plan that includes a
set of guidelines and procedures to assist students in
reflecting upon the relationship between the skills
and ideas in a discipline and their own lives,
personal growth, and development. This parallel is
designed to help students explore and participate in
a discipline or field as it relates to their own
interests, goals, and strengths, both now and in the
future.
24. 24
The Identity Parallel
• Emphasizes the role of the individual within
a content area
• Provides opportunities for self exploration
• Supports an individual’s search for affinity,
affiliation, and knowledge of self
• Offers a sequential plan to address
increasing levels of interest and
commitment to a field
25. 25
Why might we use the
Curriculum of Identity?
• Reduces student alienation
• Encourages examination and reflection about students’ strengths
• Clarifies for a student, over time and at increasing levels of specificity, the
degree of “fit” between his or her learning profile and a targeted field
• Highlights student personal growth; targets possible next steps
• Increases the likelihood of self- actualization and productivity
• Reminds us that the focus of our work is students
• Illuminates powerful differences among students
• Provides specific techniques for learning about the identity of individual
students
• Pinpoints where teachers can make adjustments to accommodate critical
differences
• Lessens the likelihood of the “one-size-fits-all” curriculum
• Makes teaching more enjoyable
26. 26
Guiding Questions within
the Curriculum of Identity
• What are the various interests, abilities, and learning preferences of my students?
• Which topics, skills, opportunities, and careers are related to my students’
profiles?
• How might I link my students’ profiles with the content I am required to teach?
• How might I introduce my students to professionals, organizations, and role
models in their areas of interest and strength?
• How might I help my students discover their own strengths and affinities?
• How might I identify, measure, and help my students reflect upon their growth
and progress toward self-actualization?
• What is our long-term plan for supporting my students’ self-actualization?
• Which opportunities and activities are appropriate for my students at this stage
of their development ?
• Which resources, activities, and products provide opportunities for students’
self-reflection and personal development?
28. 28
Ascending Levels of
Demand
Ascending levels of intellectual demand is the
process by which we escalate the curriculum in order
to match the learner profile. Prior knowledge and
opportunities, existing scheme, and cognitive
abilities are major attributes of a learner’s profile.
Teachers reconfigure one or more curriculum
components in order to ensure that students are
working in their zone of optimal development.
29. 29
Ascending Levels of
Intellectual Demand Take Into
Consideration Students’ …….
• Cognitive abilities
• Prior knowledge
• Schema
• Opportunities to learn
• Learning rate
• Developmental differences
• Levels of abstraction
30. 30
Why Provide
Ascending Levels of
Intellectual Demand?
•To honor differences among students.
•To address varying levels of prior knowledge,
varying opportunities, and cognitive abilities
•To ensure optimal levels of academic achievement
•To support continuous learning
•To ensure intrinsic motivation
•To provide appropriate levels of challenge
31. 31
Guiding Questions that Support the
Ascending Levels of Intellectual Demand
• What are the powerful differences among my students’
levels of prior knowledge, cognitive ability, and rates of
learning?
• Which students requires greater or lesser degrees of
depth, abstraction, and sophistication with regard to
this unit, lesson, or task?
• How might I design lessons and activities that provide
varied levels of scaffolding, support, and challenge?
• Which content, teaching or learning activities,
resources or products support varying levels of prior
knowledge and cognitive ability within this unit, lesson,
or task?
• How might I assess students’ growth when many of
them possess varying levels of abstraction and prior
knowledge?