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Curriculum Development
The document discusses three approaches to curriculum design: subject-centered, learner-centered, and problem-centered. The subject-centered approach focuses on teaching academic subjects. The learner-centered approach places the learner at the center of the educational process and builds the curriculum based on their skills and knowledge. The problem-centered approach assumes learners experience problems in living and develops the curriculum to help them solve problems and become independent problem-solvers. Each approach has its own principles that guide the curriculum design.
Approaches to Curriculum Design-Language Curriculum Design I.S.P. Nation and ...
Language Curriculum Design by
I.S.P. Nation and John Macalister.
Chapter 9
Approaches to Curriculum Design
Chapter 2
This document provides information on curriculum design and mapping. It discusses 10 axioms of curriculum design, key elements of curriculum like objectives and content, and approaches like subject-centered and problem-centered designs. It also explains that curriculum mapping is done after designing to outline learning outcomes, content, skills, assessment, and student progression in a visual timeline before implementation. Mapping allows quality control and improving instruction to ensure coverage of intended outcomes and content.
Curriculum design models
This document discusses different models of curriculum design, including subject-centered, learner-centered, and problem-centered designs. Subject-centered designs focus on specific academic subjects and follow a textbook format. Learner-centered designs emphasize the needs and interests of students, with examples including child-centered and experience-centered approaches. Problem-centered designs draw on life problems and situations, using themes like core curriculum or life skills to organize content around addressing issues.
Curriculum Development Models
The document discusses various models for curriculum development in higher education. It describes 11 different curriculum models including differentiated curriculum models, integrated curriculum models, and inquiry-based models. It also discusses factors to consider when developing or updating curriculum, such as learning environments, processes, and outcomes. The key aspects of different approaches to curriculum development are outlined as well, including behavioral, managerial, and academic approaches.
Factors influencing changes in curriculum
This document discusses factors that influence changes in curriculum. It identifies several definitions of curriculum provided by education experts. It then discusses different types and sources of curriculum change, including political, economic, technological, diversity, learning theories, and environmental factors. It also outlines McNeil's five types of curriculum change: substitution, alteration, perturbations, restructuring, and value orientation changes. Influential individuals and employer/industry viewpoints are also identified as sources that can drive curriculum changes.
Creating a learner centered environment
Creating a learner centered classroom, looking at how it relates to the teaching and learning framework and where the focus areas are going to be for the year.
ORIC Inclusive approaches to curriculum design
The document discusses different definitions and approaches to curriculum design from various perspectives:
1) QCA and Scotland focus on promoting learner development and a process-oriented approach.
2) Singapore emphasizes a step-by-step design and implementation process with feedback loops.
3) Prideaux discusses different levels of curriculum and questions the best approach.
4) JISC defines curriculum by answering "What needs to be learned?", "What resources are required?", and "How will this be assessed?".
Recommended
Curriculum Development
The document discusses three approaches to curriculum design: subject-centered, learner-centered, and problem-centered. The subject-centered approach focuses on teaching academic subjects. The learner-centered approach places the learner at the center of the educational process and builds the curriculum based on their skills and knowledge. The problem-centered approach assumes learners experience problems in living and develops the curriculum to help them solve problems and become independent problem-solvers. Each approach has its own principles that guide the curriculum design.
Approaches to Curriculum Design-Language Curriculum Design I.S.P. Nation and ...
Language Curriculum Design by
I.S.P. Nation and John Macalister.
Chapter 9
Approaches to Curriculum Design
Chapter 2
This document provides information on curriculum design and mapping. It discusses 10 axioms of curriculum design, key elements of curriculum like objectives and content, and approaches like subject-centered and problem-centered designs. It also explains that curriculum mapping is done after designing to outline learning outcomes, content, skills, assessment, and student progression in a visual timeline before implementation. Mapping allows quality control and improving instruction to ensure coverage of intended outcomes and content.
Curriculum design models
This document discusses different models of curriculum design, including subject-centered, learner-centered, and problem-centered designs. Subject-centered designs focus on specific academic subjects and follow a textbook format. Learner-centered designs emphasize the needs and interests of students, with examples including child-centered and experience-centered approaches. Problem-centered designs draw on life problems and situations, using themes like core curriculum or life skills to organize content around addressing issues.
Curriculum Development Models
The document discusses various models for curriculum development in higher education. It describes 11 different curriculum models including differentiated curriculum models, integrated curriculum models, and inquiry-based models. It also discusses factors to consider when developing or updating curriculum, such as learning environments, processes, and outcomes. The key aspects of different approaches to curriculum development are outlined as well, including behavioral, managerial, and academic approaches.
Factors influencing changes in curriculum
This document discusses factors that influence changes in curriculum. It identifies several definitions of curriculum provided by education experts. It then discusses different types and sources of curriculum change, including political, economic, technological, diversity, learning theories, and environmental factors. It also outlines McNeil's five types of curriculum change: substitution, alteration, perturbations, restructuring, and value orientation changes. Influential individuals and employer/industry viewpoints are also identified as sources that can drive curriculum changes.
Creating a learner centered environment
Creating a learner centered classroom, looking at how it relates to the teaching and learning framework and where the focus areas are going to be for the year.
ORIC Inclusive approaches to curriculum design
The document discusses different definitions and approaches to curriculum design from various perspectives:
1) QCA and Scotland focus on promoting learner development and a process-oriented approach.
2) Singapore emphasizes a step-by-step design and implementation process with feedback loops.
3) Prideaux discusses different levels of curriculum and questions the best approach.
4) JISC defines curriculum by answering "What needs to be learned?", "What resources are required?", and "How will this be assessed?".
Character Education In The Core Curriculum
The document discusses integrating character education into core curriculum subjects at the middle school level. It provides examples of how character education concepts can be naturally incorporated into lessons in subjects like science, communication arts, social studies, physical education, health, math, and class meetings. Effective integration involves focusing on ethical values and performance in the classroom, using real-world examples, and addressing state standards without taking away from subject content. One school implemented daily character education through an advisory period called "Hawk Time."
November 8 class
This document discusses three approaches to curriculum design in language teaching: forward, central, and backward design. Forward design starts with choosing a topic and resource, then plans instructional methods and assessment. Central design prioritizes teaching activities over syllabus or outcomes. Backward design begins with specifying learning outcomes and uses them to develop the syllabus, materials, teaching, and assessment.
Jen report
The document discusses different models for curriculum design. It describes curriculum design as similar to writing a lesson plan and putting together different components in a creative way. Curriculums can be organized either horizontally, with subjects moving alongside each other, or vertically, with topics building upon each other in sequence. Common curriculum design structures include organizing content horizontally across related subjects or vertically in a logical progression from broader to more specific topics.
Crafting the curriculum
The document discusses the role of teachers as curriculum designers, implementors, and evaluators. It outlines different structures of curriculum design, including subject-centered models focused on content; learner-centered models centered on the needs and interests of students; and problem-centered designs drawing on social issues. The subject-centered structures include subject, discipline, correlation, and interdisciplinary designs. Learner-centered structures comprise child-centered, experience-centered, and humanistic designs. Problem-centered structures involve life-situations and core designs.
MoStep Four Presentation, By Sarah Cress
This document summarizes a presentation about the importance of long-range planning for teaching. It discusses creating short-term goals for students to achieve within a month and long-term goals to achieve within a year. It also discusses aligning lessons with standards and considering individual student needs when planning curriculum over a semester or year. The presentation provides tips for developing a planning system and mapping out themes, lessons, media, and artists to address standards and asks teachers to reflect on how they are meeting requirements.
Creating a Reflective Community
Arlinda Lopez Rodriguez created an online reflective writing community for her students to share their reflections on educational theories and pedagogical practices. She explains to students that reflection is an important part of being an educator, as it allows teachers to continuously improve by thinking about their teaching. In class, students discuss how learning theories like project-based learning and problem-based learning relate to critical pedagogy and their developing educational philosophies. Students are invited to join the online community site to continue reflecting, where they can read one another's posts and provide feedback on connecting theory to teaching practice. The goal is for students to better understand how their own beliefs influence their teaching strategies and future pedagogy.
Curriculum Design Models
This document outlines different approaches to curriculum design, including subject-centered, discipline, correlation, broad field/interdisciplinary, and learner-centered designs. Subject-centered design focuses on textbook content for specific subjects. Discipline design focuses on academic disciplines. Correlation design links subjects to reduce fragmentation. Broad field design prevents compartmentalization by integrating related contents. Learner-centered designs make the learner the center, including child-centered, experience-centered, and humanistic approaches that focus on the needs, interests, experiences and self-direction of the learner.
Horizontal collaboration meeting
collaboration takes place when members of an inclusive learning community work together as equals to assist students to succeed in the classroom. This may be in the form of lesson planning with the special needs child in mind, or co-teaching a group or class
Karen frongoso curriculum design models
This document discusses different models for curriculum design, including subject-centered and learner-centered models. Subject-centered models focus on content and include designs organized by individual subjects, disciplines, correlations between subjects, and broad/interdisciplinary fields. Learner-centered models emphasize the needs and interests of students and include child-centered, experience-centered, and humanistic designs where students play an active role in constructing their own learning. Examples of each design model are provided and explained.
Curdev final
This document outlines different models for crafting curriculum, including subject-centered, learner-centered, and problem-centered designs. The subject-centered model focuses on content and divides school hours among subjects like history and geography. Learner-centered designs emphasize the needs and interests of students, incorporating child-centered, experience-centered, and humanistic approaches. Problem-centered designs draw on social problems and involve students analyzing life situations or common human activities through a core curriculum approach.
Lesson 2 curriculum design arjay alteza
1. There are three main approaches to curriculum design: subject-centered, learner-centered, and problem-centered.
2. The subject-centered approach focuses on specific academic content and disciplines. The learner-centered approach places the needs, interests, and abilities of students at the center. The problem-centered approach uses real-world problems as the basis for curriculum.
3. Within these approaches there are different models. The subject-centered includes designs based on individual subjects, disciplines, correlations between subjects, and interdisciplinary fields. Learner-centered includes child-centered, experience-centered, and humanistic designs. Problem-centered includes life-situations and core problem designs.
curriculum research in nursing,factors affecting faculty sfaff realationship
curriculum research in nursing
factors affecting faculty staff relationship & techniques of working together
techniques of maintaining good faculty staff relationship
The School Curriculum
The document defines curriculum from both traditional and progressive viewpoints. Traditionally, curriculum focuses on core academic subjects like grammar, literature, math, and emphasizes knowledge from established disciplines. Progressively, curriculum incorporates all planned learning experiences, emphasizes experiential learning, and aims to develop thinking and social skills. Overall, the document concludes that curriculum encompasses all that is taught in school through a set of subjects, materials, courses, and experiences planned by teachers to promote student growth.
Characteristics of curriculum
The curriculum is continuously evolving to meet the needs of a modern community. It is based on the needs of both individuals and society as a whole. The curriculum is developed through democratic efforts of various stakeholders and takes long-term planning and evaluation. It provides a complex of instructional details and materials to support logical sequencing of subjects. The curriculum also complements other community programs through cooperation.
Curriculum Design
The document discusses curriculum design and its key elements. It outlines different types of curriculum designs including subject-centered, integrated, core curriculum, child-centered, social reconstructionist, and deschooling. Each design has a focus, philosophical orientation, and prominent proponents. Principles of effective curriculum design are also presented, focusing on big ideas, strategic integration, and review. Curriculum alignment through horizontal and vertical articulation is also discussed.
Web based and traditional curriculum
This document discusses and compares web-based curriculum and traditional curriculum. It defines curriculum as what is taught to students. It describes different types of traditional curriculums such as subject-centered, board field, and conservative core curriculums. Modern curriculums discussed include child-centered, activity-centered, community-centered, progressive, and problem-oriented curriculums. The document then outlines the development process for a traditional curriculum and some benefits and criticisms of web-based curriculum, such as its emphasis on design and creativity versus criticisms that it lacks personal relationships.
Danielson Domain 2
This document provides an introduction to Charlotte Danielson's Framework for Teaching, which outlines four domains of teaching: planning and preparation, classroom environment, instruction, and professional responsibilities. Each domain contains several components that are assessed, such as demonstrating knowledge of content and pedagogy, establishing a culture for learning, engaging students in learning, and reflecting on teaching. The introduction lists the domains and components that will be covered in the Danielson training series.
Intro slides
This document provides information about a workshop on building strong courses that connect to sustainability and social justice issues. The workshop is facilitated by Sarah Fortner, Richard Gragg, and Ellen Metzger of the National Association of Geoscience Teachers, and aims to help participants effectively incorporate sustainability and social justice issues into their courses through activities like backward course design. The workshop also provides information from educational research on student learning and high-impact teaching practices.
The four rs final
The document summarizes William Doll Jr.'s alternative to the traditional 3 Rs curriculum model called the 4 Rs model. The 4 Rs include richness, recursion, relations, and rigor. Richness refers to curriculum depth with possibilities and lived experiences. Recursion involves reflection and viewing learning as a loop. Relations focuses on connections within and between curricula and using narration and dialogue. Rigor means searching for alternatives and hidden assumptions. The document discusses how each R could be incorporated into classrooms and reflections that the traditional curriculum does not fully align with the 4 Rs approach.
Danielson Domain 1
This document provides an introduction to Charlotte Danielson's Framework for Teaching, which outlines four domains of teaching: planning and preparation, classroom environment, instruction, and professional responsibilities. Each domain contains several components, such as demonstrating knowledge of content and pedagogy, establishing a culture for learning, communicating clearly with students, and reflecting on teaching. The introduction examines Domain 1 in more detail, covering teachers' knowledge of content, students, instructional outcomes, resources, lesson design, and student assessments.
Objectives-setting framework for SBC
This document outlines a framework for setting objectives at different levels of an organization, from corporate-level medium term business plans down to individual employee plans. It discusses setting objectives for directorates, departments, teams, and individuals to align their goals and activities with the overall corporate strategy and community focus. Competencies and enablers are also mentioned as part of the "how" for achieving objectives.
Bloom
The document discusses Bloom's Taxonomy, which is a classification system used to categorize educational goals and objectives into six cognitive levels of complexity - from lower order thinking skills to higher order thinking skills. It emphasizes that higher order thinking questions are important for all students, not just older students, as they help stimulate learning and brain development. The document provides examples of question stems teachers can use to ask students questions targeting each of the six cognitive levels in Bloom's Taxonomy.
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Character Education In The Core Curriculum
The document discusses integrating character education into core curriculum subjects at the middle school level. It provides examples of how character education concepts can be naturally incorporated into lessons in subjects like science, communication arts, social studies, physical education, health, math, and class meetings. Effective integration involves focusing on ethical values and performance in the classroom, using real-world examples, and addressing state standards without taking away from subject content. One school implemented daily character education through an advisory period called "Hawk Time."
November 8 class
This document discusses three approaches to curriculum design in language teaching: forward, central, and backward design. Forward design starts with choosing a topic and resource, then plans instructional methods and assessment. Central design prioritizes teaching activities over syllabus or outcomes. Backward design begins with specifying learning outcomes and uses them to develop the syllabus, materials, teaching, and assessment.
Jen report
The document discusses different models for curriculum design. It describes curriculum design as similar to writing a lesson plan and putting together different components in a creative way. Curriculums can be organized either horizontally, with subjects moving alongside each other, or vertically, with topics building upon each other in sequence. Common curriculum design structures include organizing content horizontally across related subjects or vertically in a logical progression from broader to more specific topics.
Crafting the curriculum
The document discusses the role of teachers as curriculum designers, implementors, and evaluators. It outlines different structures of curriculum design, including subject-centered models focused on content; learner-centered models centered on the needs and interests of students; and problem-centered designs drawing on social issues. The subject-centered structures include subject, discipline, correlation, and interdisciplinary designs. Learner-centered structures comprise child-centered, experience-centered, and humanistic designs. Problem-centered structures involve life-situations and core designs.
MoStep Four Presentation, By Sarah Cress
This document summarizes a presentation about the importance of long-range planning for teaching. It discusses creating short-term goals for students to achieve within a month and long-term goals to achieve within a year. It also discusses aligning lessons with standards and considering individual student needs when planning curriculum over a semester or year. The presentation provides tips for developing a planning system and mapping out themes, lessons, media, and artists to address standards and asks teachers to reflect on how they are meeting requirements.
Creating a Reflective Community
Arlinda Lopez Rodriguez created an online reflective writing community for her students to share their reflections on educational theories and pedagogical practices. She explains to students that reflection is an important part of being an educator, as it allows teachers to continuously improve by thinking about their teaching. In class, students discuss how learning theories like project-based learning and problem-based learning relate to critical pedagogy and their developing educational philosophies. Students are invited to join the online community site to continue reflecting, where they can read one another's posts and provide feedback on connecting theory to teaching practice. The goal is for students to better understand how their own beliefs influence their teaching strategies and future pedagogy.
Curriculum Design Models
This document outlines different approaches to curriculum design, including subject-centered, discipline, correlation, broad field/interdisciplinary, and learner-centered designs. Subject-centered design focuses on textbook content for specific subjects. Discipline design focuses on academic disciplines. Correlation design links subjects to reduce fragmentation. Broad field design prevents compartmentalization by integrating related contents. Learner-centered designs make the learner the center, including child-centered, experience-centered, and humanistic approaches that focus on the needs, interests, experiences and self-direction of the learner.
Horizontal collaboration meeting
collaboration takes place when members of an inclusive learning community work together as equals to assist students to succeed in the classroom. This may be in the form of lesson planning with the special needs child in mind, or co-teaching a group or class
Karen frongoso curriculum design models
This document discusses different models for curriculum design, including subject-centered and learner-centered models. Subject-centered models focus on content and include designs organized by individual subjects, disciplines, correlations between subjects, and broad/interdisciplinary fields. Learner-centered models emphasize the needs and interests of students and include child-centered, experience-centered, and humanistic designs where students play an active role in constructing their own learning. Examples of each design model are provided and explained.
Curdev final
This document outlines different models for crafting curriculum, including subject-centered, learner-centered, and problem-centered designs. The subject-centered model focuses on content and divides school hours among subjects like history and geography. Learner-centered designs emphasize the needs and interests of students, incorporating child-centered, experience-centered, and humanistic approaches. Problem-centered designs draw on social problems and involve students analyzing life situations or common human activities through a core curriculum approach.
Lesson 2 curriculum design arjay alteza
1. There are three main approaches to curriculum design: subject-centered, learner-centered, and problem-centered.
2. The subject-centered approach focuses on specific academic content and disciplines. The learner-centered approach places the needs, interests, and abilities of students at the center. The problem-centered approach uses real-world problems as the basis for curriculum.
3. Within these approaches there are different models. The subject-centered includes designs based on individual subjects, disciplines, correlations between subjects, and interdisciplinary fields. Learner-centered includes child-centered, experience-centered, and humanistic designs. Problem-centered includes life-situations and core problem designs.
curriculum research in nursing,factors affecting faculty sfaff realationship
curriculum research in nursing
factors affecting faculty staff relationship & techniques of working together
techniques of maintaining good faculty staff relationship
The School Curriculum
The document defines curriculum from both traditional and progressive viewpoints. Traditionally, curriculum focuses on core academic subjects like grammar, literature, math, and emphasizes knowledge from established disciplines. Progressively, curriculum incorporates all planned learning experiences, emphasizes experiential learning, and aims to develop thinking and social skills. Overall, the document concludes that curriculum encompasses all that is taught in school through a set of subjects, materials, courses, and experiences planned by teachers to promote student growth.
Characteristics of curriculum
The curriculum is continuously evolving to meet the needs of a modern community. It is based on the needs of both individuals and society as a whole. The curriculum is developed through democratic efforts of various stakeholders and takes long-term planning and evaluation. It provides a complex of instructional details and materials to support logical sequencing of subjects. The curriculum also complements other community programs through cooperation.
Curriculum Design
The document discusses curriculum design and its key elements. It outlines different types of curriculum designs including subject-centered, integrated, core curriculum, child-centered, social reconstructionist, and deschooling. Each design has a focus, philosophical orientation, and prominent proponents. Principles of effective curriculum design are also presented, focusing on big ideas, strategic integration, and review. Curriculum alignment through horizontal and vertical articulation is also discussed.
Web based and traditional curriculum
This document discusses and compares web-based curriculum and traditional curriculum. It defines curriculum as what is taught to students. It describes different types of traditional curriculums such as subject-centered, board field, and conservative core curriculums. Modern curriculums discussed include child-centered, activity-centered, community-centered, progressive, and problem-oriented curriculums. The document then outlines the development process for a traditional curriculum and some benefits and criticisms of web-based curriculum, such as its emphasis on design and creativity versus criticisms that it lacks personal relationships.
Danielson Domain 2
This document provides an introduction to Charlotte Danielson's Framework for Teaching, which outlines four domains of teaching: planning and preparation, classroom environment, instruction, and professional responsibilities. Each domain contains several components that are assessed, such as demonstrating knowledge of content and pedagogy, establishing a culture for learning, engaging students in learning, and reflecting on teaching. The introduction lists the domains and components that will be covered in the Danielson training series.
Intro slides
This document provides information about a workshop on building strong courses that connect to sustainability and social justice issues. The workshop is facilitated by Sarah Fortner, Richard Gragg, and Ellen Metzger of the National Association of Geoscience Teachers, and aims to help participants effectively incorporate sustainability and social justice issues into their courses through activities like backward course design. The workshop also provides information from educational research on student learning and high-impact teaching practices.
The four rs final
The document summarizes William Doll Jr.'s alternative to the traditional 3 Rs curriculum model called the 4 Rs model. The 4 Rs include richness, recursion, relations, and rigor. Richness refers to curriculum depth with possibilities and lived experiences. Recursion involves reflection and viewing learning as a loop. Relations focuses on connections within and between curricula and using narration and dialogue. Rigor means searching for alternatives and hidden assumptions. The document discusses how each R could be incorporated into classrooms and reflections that the traditional curriculum does not fully align with the 4 Rs approach.
Danielson Domain 1
This document provides an introduction to Charlotte Danielson's Framework for Teaching, which outlines four domains of teaching: planning and preparation, classroom environment, instruction, and professional responsibilities. Each domain contains several components, such as demonstrating knowledge of content and pedagogy, establishing a culture for learning, communicating clearly with students, and reflecting on teaching. The introduction examines Domain 1 in more detail, covering teachers' knowledge of content, students, instructional outcomes, resources, lesson design, and student assessments.
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curriculum research in nursing,factors affecting faculty sfaff realationship
curriculum research in nursing,factors affecting faculty sfaff realationship
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Objectives-setting framework for SBC
This document outlines a framework for setting objectives at different levels of an organization, from corporate-level medium term business plans down to individual employee plans. It discusses setting objectives for directorates, departments, teams, and individuals to align their goals and activities with the overall corporate strategy and community focus. Competencies and enablers are also mentioned as part of the "how" for achieving objectives.
Bloom
The document discusses Bloom's Taxonomy, which is a classification system used to categorize educational goals and objectives into six cognitive levels of complexity - from lower order thinking skills to higher order thinking skills. It emphasizes that higher order thinking questions are important for all students, not just older students, as they help stimulate learning and brain development. The document provides examples of question stems teachers can use to ask students questions targeting each of the six cognitive levels in Bloom's Taxonomy.
Bloom’S Taxonomy.Ppt 2
Bloom's Taxonomy "Synthesis" level involves combining information to form unique products that require creativity and originality. Some verbs associated with synthesis include create, invent, compose, predict, plan, construct, design, imagine, propose, devise, and formulate. Example activities for synthesis include inventing a machine, designing a building, creating a new product, writing a song or play, devising a new language code, and composing a new rhythm or lyrics.
Setting objectives and goals
Setting learning objectives is important for tutors to design effective assessments, teaching strategies, and activities to help students develop their knowledge and skills. Learning objectives should be measurable statements of what students will know or be able to do by the end of a session. Examples include a student being able to identify variables in a word problem or describe key events of the Civil War. Setting clear learning objectives allows tutors to measure student learning and helps students understand what is expected of them.
Bloom’S Taxonomy Analysis
Bloom's Taxonomy Analysis separates concepts into their component parts to understand their organizational structure. It distinguishes between facts and inferences. Some useful verbs for analysis include analyze, distinguish, examine, compare, contrast, investigate, categorize, and identify. Sample questions ask how events may have occurred differently, how things are similar or different, what other outcomes may have been possible, and what problems exist. Potential analysis activities include designing questionnaires, making flow charts, constructing graphs, and writing reports.
How to Set Learning Objectives
Learning objectives are specific and measurable outcomes describing the learners’ expected performance after the training. Here is the presentation on "How to Set Learning Objectives".
Learning objectives & success criteria inset
This document discusses effective use of learning objectives and success criteria when planning lessons. It defines learning objectives as what students will learn and success criteria as how students will demonstrate their learning. It provides tips for writing clear, specific objectives and criteria, such as separating the learning from the context, using verbs that describe the learning rather than just the task, and avoiding simply repeating the objective in the criteria. The document also discusses common pitfalls to avoid and gives examples of well-written objectives and criteria for both literacy and maths lessons.
Objectives and success criteria
This document discusses the importance of using learning objectives, outcomes, and success criteria in lesson planning. It defines these terms and provides examples. Setting clear objectives helps pupils understand what they are learning and why. Describing outcomes and success criteria empowers pupils to take responsibility for their own learning and know how to be successful. When used consistently, these techniques can improve pupil focus, independence, understanding, and feedback.
Learning objectives powerpoint
The document discusses the importance of learning objectives and providing clear success criteria for students. It emphasizes that objectives should be student-friendly, focus on skills rather than tasks, and include both short-term and long-term goals. Reflection during lessons allows students to assess their progress and teachers to address misunderstandings. Objectives mixed with context could cause students to focus on the wrong things, so they should be separated. Providing success criteria linked to objectives helps students understand expectations and how to improve.
Setting Objectives And Success Criteria
The document discusses setting learning objectives and success criteria for students. It provides examples of different types of objectives that focus on knowledge, skills, understanding and attitudes. Objectives should progress from simpler to more complex as students advance through years of schooling. Teachers are encouraged to communicate objectives verbally, in writing or visually. Expectations should be clear and teachers should know if objectives are met through participation, skills developed, answers given, or assessments. The document suggests leveling objectives simply and sharing exemplar material. It also recommends trying different ways to communicate objectives and assessing student work to improve future delivery.
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This document summarizes a session on developing coherent and rigorous instructional programs. It discusses the importance of aligning curriculum, instruction, and assessment. School leaders attended and performed a scan of their school's instructional program, identifying areas of strength and concern. Topics discussed included developing essential standards, integrating curriculum, using high-impact instructional strategies, incorporating technology, and balancing standardized tests with broader skills. The goal was for school leaders to develop priorities for continuous school renewal focused on student-centered, 21st century learning.
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The document outlines a doctorate curriculum on curriculum development, discussing preparation activities like developing teaching and learning activities, orientation of students, and implementation through managing curriculum elements, the learning environment, and teaching activities, with the goal of training students to implement effective teaching and manage learning.
Promoting Inclusivity through Universal Design for Learning, Karen Buckley, DCU.
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Curriculum development new
The document discusses curriculum design and planning. It describes how a group of forest animals started a school and included subjects like flying, tree climbing, swimming, and burrowing in the curriculum. However, they realized that not all animals were suited for each subject. For example, the bird struggled with burrowing and the fish couldn't participate in non-water activities. The document also discusses defining curriculum, its components, principles of curriculum planning, and new trends in education like learner-centered and activity-based approaches.
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- At Hull University, Lynch advocates for design to be a recognized activity with clear goals that identify data collection methods up front and build knowledge through learning design patterns shown to work or not in specific contexts.
Curriculum planning mam nourien rafique
Curriculum planning involves making decisions about what to teach, why, and how to organize instruction. It occurs at multiple levels from defining broad frameworks to developing detailed lesson plans. Effective curriculum planning ensures coordination between goals, content, teaching methods, and assessments. It considers factors like students' needs, available resources, and educational research. The process requires collaboration between various stakeholders like teachers, administrators, parents, and experts to determine what is essential for students to learn.
Curriculum Development-Aroona Hashmi
This document discusses curriculum development and evaluation. It defines curriculum as planned experiences given to learners by an instructor. The curriculum development process involves analyzing purpose, designing programs, implementing activities, and evaluating. Curriculum objectives are formulated based on aims, goals, and specific objectives. Objectives should identify learning outcomes, be consistent with curriculum aims, be precise, feasible, functional, significant, and appropriate. Content is selected and organized, and instructional strategies are chosen to effectively implement the content. Formative and summative evaluation are used to assess learner progress and achievement of outcomes. The role of testing and measurement in curriculum includes instructional evaluation, pupil evaluation, and curriculum development evaluation.
Action research PPt new.pptx
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Designs of Curriculum
Subject-centered design • Learner-centered design • Teacher- centered design • Activity based curriculum • Core Curriculum
Curriculum Design
• Hidden Curriculum • Integrated Curriculum
Mathematics
The document discusses Understanding by Design (UBD), a framework for designing curriculum and assessments. Some key points:
- UBD is based on backwards design - starting with the desired results and assessing if they were achieved before planning lessons.
- It focuses on developing students' deep understanding of key concepts and enduring understandings, rather than superficial coverage of content.
- Lessons and units are designed around essential questions to spark inquiry into big ideas.
- The framework emphasizes designing authentic performance tasks to assess if students achieved the desired understandings and skills.
- A template is provided to guide planning units using UBD in three stages: 1) identifying desired results, 2) determining acceptable evidence, and
Principlesofteaching 140403024620-phpapp02
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Preparing learning activites
- 1. Deakin University CRICOS Provider Code: 00113B PREPARING LEARNING ACTIVITIES Dr Zosh Pawlaczek Deakin Learning Futures, Teaching Development
- 2. Deakin University CRICOS Provider Code: 00113B OBJECTIVES „ Explore your design preferences in preparing learning activities „ Discuss planning elements of learning facilitation „ Reflect on your practices for managing a learning environment „ Create a context for reflecting on own practice.
- 3. Deakin University CRICOS Provider Code: 00113B TEACHING PHILOSOPHY What is your Teaching Philosophy? “The self is not something ready- made, but something in continuous formation through choice of action.” John Dewey
- 4. Deakin University CRICOS Provider Code: 00113B PLANNING AND MANAGING LEARNING ACTIVITIES „ Good Practice – what is it? „ Aims and objectives iterated as learning outcomes „ Syndicate (unit/module) specifications made clear „ Discipline knowledge specialism conveyed
- 5. Deakin University CRICOS Provider Code: 00113B PLANNING: KEY ELEMENTS •Timing •Structure of activities •Your involvement in activities •How you will instruct •H&S •Reflect on participant learning •Pilot new ways of assessment and monitor •Gauge participant approaches to learning •Participate in an analytic process that is intrinsic to good practice •Activities •Motivation strategies •Understand intended LOs •Know the Syndicate Aims and objectives •Acquire relevant subject knowledge for session Preparing Designing PresentingEvaluating
- 6. Deakin University CRICOS Provider Code: 00113B Based on part or whole of program that culminates in a “course” for example, like a degree. THE PLANNING PROCESS This encompasses the day to day responsibilities of facilitators and includes sessions including - parts of sessions and sequences of sessions. Topic or unit of work that may last for part or whole of syndicate activity. Goals Short Term Medium Term Long Term Preparation of learning activities HAS to belong to all three of these goals.
- 7. Deakin University CRICOS Provider Code: 00113B SALJO’S (1982) CATEGORIES OF LEARNING 1. A qualitative increase in knowledge. 2. Memorizing. 3. Acquisition of facts, methods, etc. which can be retained and used when necessary. 4. The extraction of meaning. 5. And interpretation process aimed at understanding reality. Cognitive Learning Categories 1, 2 & 3 Recall and retention Holistic Learning Categories 4 & 5 Relate to your learning outcomes
- 8. Deakin University CRICOS Provider Code: 00113B MANAGING THE LEARNING SETTING Person- centred approach Interactive Approach Interventionist Approach Carl Rogers – congruence, high regard, empathy. Idiosyncratic and laissez-faire. Anticipating behaviour and managing by predetermined rules. Assertive but restrictive. Both need to negotiate rules and values together so that the learning environment is understood by all. Groundwater-Smith el al. (2003)
- 9. Deakin University CRICOS Provider Code: 00113B „ “Classroom management” is about the steps that a facilitator takes to ensure that a learning environment is maintained. „ Teaching qualities and tasks – distinctive. „ Creating and maintaining a positive learning environment. „ Developing relationships. „ Monitoring the learning environment. „ Reflection and evaluation. „ Peer review Facilitating learning is “what one person does to try to help another to learn” (Claxton, 1984)