Teachers play a central role in curriculum implementation and should be actively involved in the entire curriculum development process. When developing or revising curriculum, policymakers need to understand teachers' perspectives and address any discrepancies between the new curriculum and teachers' beliefs. Providing teachers with proper training and professional development opportunities is crucial for successful curriculum implementation, as it helps teachers understand the curriculum goals and philosophy, feel prepared to teach new content, and gain the knowledge and skills needed. Without teacher input and support, high-quality education through effective curriculum implementation is not possible.
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Topic: Formative Evaluation
Student Name: Aitzaz Ahsan
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The Tyler Model Is:
One Of The Best Known Models For Curriculum Development.
Known For The Special Attention It Gives To The Planning Phases.
Deductive For It Proceeds From The General (Examining The Needs Of Society,) To The Specific (Specifying Instructional Objectives).
Tyler Recommends That Curriculum Planners Identify General Objectives By Gathering Data From Three Sources:
1) The Learners
2) Contemporary Life Outside The School
3) Subject Matter. • After Identifying Numerous General Objectives, The Planners Refine Them By Filtering Them Through Two Screens:
1. The Philosophical Screen 2. The Psychological Screen
Determine The School’s Purposes (Objectives)
2. Identify Educational Experiences Related To Purpose
3. Organize The Experiences
4. Evaluate The Purposes
Topic: Formative Evaluation
Student Name: Aitzaz Ahsan
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Curriculum change/ Curriculum Change Process / Issues in Curriculum Change HennaAnsari
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
A curriculum Plan is the advance arrangement of learning opportunities for a particular population of learners.
Curriculum guide is a written curriculum.
Curriculum Planning is the process whereby the arrangement of curriculum plans or learning opportunities are created.
Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Curriculum change/ Curriculum Change Process / Issues in Curriculum Change HennaAnsari
Curriculum Change
Concept of Change
Curriculum change or Revision
Forces Driving Changes
Drivers for curriculum change
Factors influencing the Change in Curriculum
Need to Change the Curriculum
Major Types of Curriculum Change
Process of Curriculum change
Stage of curriculum change Process
Various issues in Curriculum change
A curriculum Plan is the advance arrangement of learning opportunities for a particular population of learners.
Curriculum guide is a written curriculum.
Curriculum Planning is the process whereby the arrangement of curriculum plans or learning opportunities are created.
The Teaching Learning Process: Intro, Phases, Definitions, Theories and Model...Monica P
(MST) The Teaching-Learning Process in Educational Practices
First set of report/discussion
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow.
The Impact of Teacher Professional Development on Student Success.hussanisoyat
In the dynamic landscape of education, where the demands on both teachers and students continue to evolve, the role of teacher professional development has gained significant prominence. Recognizing that the quality of teaching directly influences student success,
The Uniqueness Of The Middle Level Student Teaching Practicumnoblex1
Most beginning teachers will agree that the student teaching experience is the most practical and worthwhile experience in their teacher preparation program. It is the one culminating experience that brings together the earlier studies in subject matter specializations, adolescent development, pedagogy, and curriculum.
Middle level student teachers also share a respect for this final field experience, yet these students are often placed in a setting that is basically different from the junior highs of yesteryear. In addition to the former areas integrated into the student teaching process, there is an added dimension to this teacher induction process in which the student teacher must learn to absorb the culture of the middle level schools.
The fact that many beginning teachers in middle level schools are encountering elements such as interdisciplinary teaming, flexible block scheduling, advisory programs, and integrated curricula adds to the uniqueness of the middle level student teaching practicum.
Because the experience may be unique, there are a number of ideas that can facilitate the transition from college student to effective middle level teacher. A few of those ideas are: getting off to a good start, developing effective interpersonal relationships with the cooperating teacher and the university supervisor, and acclimating the student teacher to the responsibilities of an effective middle school teacher.
Getting off to a Good Start
The beginning days of the student teaching experience are crucial to the growth of the novice teacher. This is the time when learning about the new surroundings, introduction to the role of the middle school teacher, and laying the foundation for a classroom management system are initiated.
An excellent way for the student teacher to learn about the environment of the middle school is through participation in a shadow study. The student teacher, with help from the cooperating teacher, selects a middle school student to shadow for a day. The student teacher records impressions about the student he/she is following, considers the events of the day, and draws conclusions about the daily life of a young adolescent in this particular middle school. Much opportunity for observation and reflection is provided by a well-done shadow study.
Since the focus of an effective middle school is meeting the needs of the young adolescent learner, situations that permit the student teacher to view the school environment from the eyes of a variety of individuals working to meet learner needs is important. Interviews with support staff, other faculty at the same and different grade levels, administrators, and the secretarial staff help the student teacher appreciate the educational atmosphere of the school.
Source: https://ebookscheaper.com/2023/09/28/the-uniqueness-of-the-middle-level-student-teaching-practicum/
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Curriculum development and instruction
Role OF Teacher
IN CURRICULUM IMPLEMENTATION
ROLE OF TEACHER
IN CURRICULUMIMPLEMENTATION
CONTENT:
Curriculum
Importance of curriculum in school
Who implements the curriculum
Attitudes of Policy makers
Teachers importance in the implementation of curriculum
Professional development
WHAT IS CURRICULUM?
Curriculum is a systematic and intended packaging of competencies ieknowledge , skills and
attitudes they are underpinned by values. Learners should acquire these values through
organized learning experiences both in formal and informal settings.
WHAT IS THE IMPORTANCE OF CURRICULUM IN A SCHOOL?
2. Good curriculum plays an important role in forging life-long learning competencies , social
attitudes and skills such as tolerance and respect , peaceful conflict management , promotion
and respect of human rights , gender equality and social justice. Besides , it also contributes to
thinking skills ,creativity and the acquisition of relevant knowledge that is applicable to their
daily life and careers.
It also support the learners personal development by enhancing their
self-respect, confidence, motivation and aspirations.
WHO IMPLEMENTS THIS CURRICULUM?
All this curriculum is implemented by teachers and depends on the quality of teaching and
learning strategies, learning materials and assessment. Only those teachers who are trainees
can play an effective role in defining and implementing the curriculum. This entails
understanding and participating in the curriculum development process, taking on new roles as
advisors, facilitators and curriculum developers.
ATTITUDES OF POLICY MAKERS:
Teachers cannot be taken for granted or viewed simply as skilled technicians who dutifully
realize a given set of teaching in accordance with the directives of a distant authority. Teachers
are supposed to be active participants in the creation of classroom realities and they act in light
of their own beliefs, attitudes and perceptions of the relevant teaching situation.
Policy makers should no longer assume that curriculum implementation is a process that
translates directly into classroomreality. Teachers are those who ultimately decide the fate of
any educational enterprise. Consequently, teacher’s attitudes, feelings and perceptions should
not be devalued before the launching of any innovation.
Policy makers should identify, analyze and address any discrepancies between teachers
opinions and ideas offered for curriculum innovation.
Even though large sums of money are spent on implementing new curriculum, several of these
efforts have failed. According to Sarason (1990) the main reason for the failure is the lack of
understanding of the culture of the school by both experts and educators externally and
internally. Successful implementation requires understanding the traditions, the roles and
responsibilities of individuals in the school system.
Implementation is an interaction between those who have created the programme and those
who are charged to deliver it. (Ornstein and Hunkins, 1988 )
3. Policy makers generally view teachers as technicians and do not include them in the curriculum
development process.
WHY ARE TEACHERS IMPORTANT IN THE IMPLEMENTATION OF CURRICULUM?
Teachers/educators are the major pillars in the teaching and learning process. Without doubt,
the most important person in the practice curriculum is the teacher. With their knowledge ,
experience and competencies teachers are central to any curriculum improvement effort, they
are responsible for introducing the curriculum in the classroom and outside the classroomas
well.
Handal and Herrington (2003) also stress the central role of the teachers in implementing the
curriculum and call on policy makers to take teachers attitudes and perceptions into account.
A teacher does more than just implement curriculum. While curriculum specialists,
administrators and outside education companies spend countless hours developing curriculum
it is the teachers who know best what the curriculum should look like. After all, they work
directly with the students who are meant to benefit from the curriculum. In order to create
strong curriculum teachers must play an integral role in every step of the process.
Teacher’s role in planning the curriculum:
Teachers know their students better than others involved in the curriculum process. While the
state often dictates the skills covered by the curriculum, a teacher can provide insight into the
types of materials, activities and specific skills that need to be included. Teachers from multiple
grade levels may collaborate to identify skills students need at each level and ensure that the
curriculum adequately prepares students to advance to the next grade-level.
Teacher’s role in the creation of the curriculum:
A teacher can gauge whether an activity will fit into a specified time frame and engage
students. All teachers should be allowed to provide input during the creation stage. As teachers
provide input they will gain ownership in the product and feel more confident that the
curriculum was created with their concerns , and the needs of their students in mind.
IMPLEMENTATION FROM THE TEACHER:
Teachers must implement the curriculum in their own classroom sticking to the plan that has
taken so much time, careful planning and effort to create. When a teacher fails to properly
implement a strong curriculum, she risks not covering standards or failing to implement
effective practices in the classroom. That does not mean a teacher can’t make minor changes.
4. In fact a strong curriculum is designed to allow a teacher to be flexible to add a few
personalized components, from a selection of activities.
REFLECTION BY THE TEAHCER:
Reflection on a curriculum allows teachers and others involved in the process to find any
weaknesses in the curriculum, and attempt to make it better. Teachers may reflect on
curriculum in multiple ways such as keeping a journal as they implement the curriculum giving
student reviews and surveys, analyzing results and assessments, data about student’s individual
performance. Not only can reflection serve to improve a specific curriculum, it may guide the
creation of a new curriculum.
SETBACKS/SHORTCOMINGS OF INVOLVING TEACHERS IN THE PROCESS OF CURRICULUM
DEVELOPMENT:
In the absence of adequate teacher training, teachers may rely on their prior beliefs and
experiences in interpreting the new curriculum. This will contribute to the mismatch between
what the curriculum aims to achieve and what actually happens inside the classroom.
Teacher’s prior beliefs and practices can pose challenges, not only because teachers are
unwilling to change in the direction of the policy, but also because their understandings may
interfere with their ability to interpret and implement the reforms in ways consistent with the
designer’s intent.
HOW CAN PROFESSIONAL DEVELOPMENT ENHANCE TEACHERS ROLE IN DEVELOPMENT AND
IMPLEMENTATION OF CURRICULUM?
It is the responsibility of teacher training and development programs to provide teachers
teachers with opportunities to redirect their beliefs and reflect upon their classroom practices,
so that maximum targeted professional development can be implemented.
An example of how the role of teachers was developed by the national teacher’s organization in
making a pivotal change is from new Zealand in the year 2011. Computer science was
introduced into high schools after a long period when computing was mainly focused on
training students to be users. The transition was rapid and teachers had little time to prepare
for the new topics and yet there was widespread voluntary adoption of the new standards.
Without an appropriate focus on teachers, quality education is not feasible at all. The quality of
teachers explains differences in learning outcomes. Proper recruitment and continuous
5. professional development strategies must be in place to endow those entrusted with teaching
with the required knowledge, skills, attitudes and values to retain them in the profession.
The key to getting teachers committed to an innovation is to enhance their knowledge of the
programme. This means teachers need to be trained through workshops organized for
professional development. However, not all teachers will have the benefit of such exposure due
to insufficient funds.
A successfully implemented curriculum can be ensured only through teacher education
programme with curriculum development as a major subject.
Following are some topics to be addressed in designing professional development opportunities
for teachers who are implementing as new programme.
1. Program philosophy:
It is important for teachers to understand the philosophy behind the program and how
it may impact students, parents, administrators and stake holders.
2. Content:
Teachers may find the curriculum introduces unfamiliar content they have not taught in
a while, eg using a problem solving approach rather than a topical approach.
3. Resources:
Adequate resources should be available for implementing a new curriculum.
4. Time:
Teachers should be allowed enough time to prepare and deliver the new requirements
of the new curriculum and take time to understand the subject.
5. School Ethos:
The overall belief of the school in the new curriculum, eg the faculty and community
recognises the importance of the subject in the school curriculum.
6. Professional Support:
Opportunities for professional development such as workshops, seminars, best teacher
awards.
7. Professional Adequacy and interest:
Teachers own interest, ability and competence to teach the curriculum i.e confidence in
teaching, attitudes and freeness to teach the subject.