Bok.dvi qurhruv ta-ta3us1zmmhrcjnfudbewhk3zhbhndlwamcztw54awvbcnjyq3jvz0jjd...Honney K K
The document appears to be a technical paper discussing mathematical formulas and equations. It covers topics like differential equations, integrals, and functions. Many complex equations are presented along with mathematical notation.
This YouTube video provides a tutorial on how to make homemade pizza dough in three easy steps. It shows how to mix flour, yeast, salt, olive oil and water together to form the dough. The video then demonstrates shaping and topping the dough before baking it in the oven until crispy and cooked through. The finished homemade pizza is shown being sliced and served.
This chapter discusses curriculum evaluation and several models for evaluating curriculum. It identifies the key purposes of curriculum evaluation as assessing whether curriculum objectives are being achieved and determining what needs improvement. The chapter also outlines eight principles of curriculum construction that are important to consider in any evaluation: scope, relevance, balance, integration, sequence, continuity, articulation, and transferability. Curriculum evaluators assess programs according to these principles and use evaluation methods to identify areas for improvement.
Bok.dvi qurhruv ta-ta3us1zmmhrcjnfudbewhk3zhbhndlwamcztw54awvbcnjyq3jvz0jjd...Honney K K
The document appears to be a technical paper discussing mathematical formulas and equations. It covers topics like differential equations, integrals, and functions. Many complex equations are presented along with mathematical notation.
This YouTube video provides a tutorial on how to make homemade pizza dough in three easy steps. It shows how to mix flour, yeast, salt, olive oil and water together to form the dough. The video then demonstrates shaping and topping the dough before baking it in the oven until crispy and cooked through. The finished homemade pizza is shown being sliced and served.
This chapter discusses curriculum evaluation and several models for evaluating curriculum. It identifies the key purposes of curriculum evaluation as assessing whether curriculum objectives are being achieved and determining what needs improvement. The chapter also outlines eight principles of curriculum construction that are important to consider in any evaluation: scope, relevance, balance, integration, sequence, continuity, articulation, and transferability. Curriculum evaluators assess programs according to these principles and use evaluation methods to identify areas for improvement.
This chapter discusses how digital technologies are changing education. It defines new literacies and the impact of online learning, blended learning, and mobile learning. Computer-based assessments can differentiate instruction and assess standards. Open education resources provide free lessons but require discretion. Digital citizenship and internet safety are important considerations for technology use in schools. The chapter emphasizes that technology skills are increasingly necessary for students to function in the modern world.
This document discusses the human dimension of curriculum planning. It describes the roles that various individuals, such as principals, teachers, students, and parents, play in the curriculum development process. It emphasizes that curriculum development is a collaborative effort that requires strong leadership skills from curriculum leaders, including skills in managing the change process, building relationships, leading groups, and effective communication. Curriculum leaders must understand group dynamics and be able to facilitate productive discussions to improve the curriculum.
The document discusses current issues in curriculum development. It focuses on three key issues: 1) Academic area initiatives to correct perceived lacks in course offerings, with reform aiming to increase graduation rates and prepare students for college and careers. 2) Alternative schooling arrangements, such as magnet schools, charter schools, vouchers, and homeschooling, which have grown in popularity and provide more choice but also face opposition. 3) Bilingual/bicultural education, which serves over 55 million non-English speakers in the US, and remains an educational, linguistic, and political issue as views differ on approaches like English-only versus maintaining other languages.
The document discusses how curriculum developers should identify and analyze the needs of students and society to inform curriculum design. It outlines a classification scheme for categorizing needs by level (e.g. individual, school, national) and type (e.g. physical, socio-psychological). The document provides examples of needs at each level and type that curriculum should address, such as preparing students for careers in a global economy or developing environmentally conscious citizens. The overall aim is to systematically study needs through data collection to design curriculum that meets the challenges students will face.
This document discusses different approaches to organizing elementary, middle, and high school curriculums. It describes the traditional graded elementary school model and alternatives like nongraded schools, open education, and activity-based curriculums. For middle schools, it compares the junior high school and middle school models, noting that junior high schools often mirrored high schools while middle schools emphasized exploration and core curriculums. The document also briefly outlines different high school and magnet school approaches before analyzing factors that influence curriculum organization decisions.
The document discusses the aims and philosophies of education. It describes how aims are derived from analyzing society and student needs. It outlines four main philosophies - reconstructionism, perennialism, essentialism, and progressivism - and their beliefs around the purpose of education. Developing a school philosophy involves gaining consensus among teachers, administrators, students and parents on shared values and educational goals.
The chapter discusses three models for curriculum development: the Tyler Model, the Taba Model, and the Oliva Model. The Tyler Model is a deductive model that begins with examining societal needs and ends with specifying instructional objectives. The Taba Model uses an inductive approach, starting with creating teaching units and building to a overall design. The Oliva Model is also deductive and provides a process for a school faculty to develop the entire curriculum based on the needs of their students. The models illustrate different approaches to curriculum planning but should be adapted based on the unique needs and context of each situation.
The document discusses curriculum planning at five levels - classroom, team/grade/department, individual school, school district, and state. It describes how curriculum decisions are made at each level, with higher levels exercising authority over lower ones. Curriculum planning occurs through organizational structures like committees and councils. Examples provided include a school revising its reading series, a district preparing students for state tests, and a state developing standards and providing leadership to schools.
The document outlines key concepts in curriculum development principles:
- It defines curriculum, curriculum development, planning, implementation, evaluation and revision.
- Curriculum development aims to continuously improve learning experiences for students and is influenced by changes in society.
- Principles that guide curriculum development come from various sources and exist on a spectrum from established truths to hypotheses.
- Ten axioms are presented that curriculum developers use as guidelines, such as the need for change, reflecting the times, and starting curriculum planning from the current state.
This chapter discusses how digital technologies are changing education. It defines new literacies and the impact of online learning, blended learning, and mobile learning. Computer-based assessments can differentiate instruction and assess standards. Open education resources provide free lessons but require discretion. Digital citizenship and internet safety are important considerations for technology use in schools. The chapter emphasizes that technology skills are increasingly necessary for students to function in the modern world.
This document discusses the human dimension of curriculum planning. It describes the roles that various individuals, such as principals, teachers, students, and parents, play in the curriculum development process. It emphasizes that curriculum development is a collaborative effort that requires strong leadership skills from curriculum leaders, including skills in managing the change process, building relationships, leading groups, and effective communication. Curriculum leaders must understand group dynamics and be able to facilitate productive discussions to improve the curriculum.
The document discusses current issues in curriculum development. It focuses on three key issues: 1) Academic area initiatives to correct perceived lacks in course offerings, with reform aiming to increase graduation rates and prepare students for college and careers. 2) Alternative schooling arrangements, such as magnet schools, charter schools, vouchers, and homeschooling, which have grown in popularity and provide more choice but also face opposition. 3) Bilingual/bicultural education, which serves over 55 million non-English speakers in the US, and remains an educational, linguistic, and political issue as views differ on approaches like English-only versus maintaining other languages.
The document discusses how curriculum developers should identify and analyze the needs of students and society to inform curriculum design. It outlines a classification scheme for categorizing needs by level (e.g. individual, school, national) and type (e.g. physical, socio-psychological). The document provides examples of needs at each level and type that curriculum should address, such as preparing students for careers in a global economy or developing environmentally conscious citizens. The overall aim is to systematically study needs through data collection to design curriculum that meets the challenges students will face.
This document discusses different approaches to organizing elementary, middle, and high school curriculums. It describes the traditional graded elementary school model and alternatives like nongraded schools, open education, and activity-based curriculums. For middle schools, it compares the junior high school and middle school models, noting that junior high schools often mirrored high schools while middle schools emphasized exploration and core curriculums. The document also briefly outlines different high school and magnet school approaches before analyzing factors that influence curriculum organization decisions.
The document discusses the aims and philosophies of education. It describes how aims are derived from analyzing society and student needs. It outlines four main philosophies - reconstructionism, perennialism, essentialism, and progressivism - and their beliefs around the purpose of education. Developing a school philosophy involves gaining consensus among teachers, administrators, students and parents on shared values and educational goals.
The chapter discusses three models for curriculum development: the Tyler Model, the Taba Model, and the Oliva Model. The Tyler Model is a deductive model that begins with examining societal needs and ends with specifying instructional objectives. The Taba Model uses an inductive approach, starting with creating teaching units and building to a overall design. The Oliva Model is also deductive and provides a process for a school faculty to develop the entire curriculum based on the needs of their students. The models illustrate different approaches to curriculum planning but should be adapted based on the unique needs and context of each situation.
The document discusses curriculum planning at five levels - classroom, team/grade/department, individual school, school district, and state. It describes how curriculum decisions are made at each level, with higher levels exercising authority over lower ones. Curriculum planning occurs through organizational structures like committees and councils. Examples provided include a school revising its reading series, a district preparing students for state tests, and a state developing standards and providing leadership to schools.
The document outlines key concepts in curriculum development principles:
- It defines curriculum, curriculum development, planning, implementation, evaluation and revision.
- Curriculum development aims to continuously improve learning experiences for students and is influenced by changes in society.
- Principles that guide curriculum development come from various sources and exist on a spectrum from established truths to hypotheses.
- Ten axioms are presented that curriculum developers use as guidelines, such as the need for change, reflecting the times, and starting curriculum planning from the current state.