This document proposes a new STEAM (science, technology, engineering, art, and mathematics) curriculum for grades K-5 at Gold Elementary School. It discusses the core instructional goals of STEAM education, which include preparing students for STEAM careers and developing their problem-solving, critical thinking, and hands-on skills. The document also outlines different approaches that will be used in the new curriculum, including behavioral, humanistic, philosophical, psychological, and cultural approaches. It proposes using Bloom's Taxonomy to incorporate critical thinking skills and describes strategies like experiments, group work, and project-based learning. The discipline for the pilot curriculum will be K-12 science education.
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
INNOVATION OF SENIOR HIGH SCHOOL SCIENCE TEACHERSAJHSSR Journal
ABSTRACT: This is descriptive research employed quantitative and qualitative elements as it explored the
innovations implemented and the administrative support provided among the senior high school science teachers
in Castilla, Sorsogon Philippines. The study obtained data from the thirty purposively selected Senior High
School Science Teachers through interview and survey and were analyzed and interpreted using simple statistics
like frequency count, percentage, and ranking as well as thematic analysis and presented using tables and
narratives. The study revealed innovations in terms of teaching strategies which include:“Modified Group
Dynamics-based on online games characters, robots (acting out) use in groupings and role playing” , “Memesbased Picture Analysis”, and “Social media-based Teaching Strategy using Likes, Shares, Comments”.; in
terms of LearningAssessment, the minimal innovations include; Modified 4 pics 1-word, (role playing,
contest/games), Projects with social media integration (posting of projects in their Social Media accounts/class
FB pages), and Adapted Online learning applications (kahoot.com). alongSchool Management of and
Projects linkages to some international private advocacy organization eg.Intervida and Green Valey were
revealed. There were minimal administrative support to innovations related activities: along Facilities and
Equipment, Sources of Fund, Capability-building activities, and Rewards and Incentives. The innovations
made students view their learning activities as; “Active and engaging”, “Motivating and insightful”, and
“Going beyond the minimum”.
KEYWORDS :Innovations, Senior High School Science Teachers, Teaching Strategies, Learning Assessment,
School Management of projects.
Role and functions of educational technology in the 21ST CENTURY EDUCATIONjaneparreno18
Student-centered instruction (SCI) fundamentally changes traditional teaching methods by shifting the focus from the teacher to the learners. SCI involves active learning where students solve problems, ask questions, and discuss ideas. It also uses cooperative learning, where students work in teams on projects, and inductive teaching, where students first address challenges and then learn course material. SCI makes content relevant to students, builds on their knowledge, and leads to deeper and longer-lasting learning as students can relate lessons to their own experiences.
This document discusses effective teaching practices, with a focus on cooperative learning and multicultural education. It argues that research should guide teaching improvements and that practices must adapt to social changes. Two practices examined are cooperative learning, which emphasizes teamwork and accountability, and multicultural education, which supports exploring different cultures and viewpoints. These practices aim to build relationships, engage students, and ensure high standards when implemented ethically. The goal is for all students to achieve success through inclusive, student-centered practices aligned with the vision of preparing students for the 21st century.
This document describes a research study that developed mathematical teaching materials based on inquiry learning aided by multimedia to improve high school students' critical thinking skills. The study used a descriptive qualitative method and the 4-D model to develop geometry materials for 10th grade students across North Sumatra, Indonesia. The results found that the materials were valid, simple to use, and effective based on expert reviews and positive student responses during trials. The developed materials are designed to engage students actively in the learning process and encourage higher-order thinking.
1. The document describes a study on developing mathematical teaching materials based on inquiry learning aided by multimedia to improve high school students' critical thinking skills.
2. The study used a descriptive qualitative method and the 4-D model to develop geometry teaching materials including a teacher's manual, student handbook, and worksheets.
3. The results found that the developed materials were valid, practical to use, and effective in engaging students based on observations and student feedback. The materials helped enhance students' logical thinking, problem-solving, and communication skills.
A Synthesis of Self-directed Learning Design Model with Constructionism in t...Kru Suthin
This document proposes a self-directed learning model combining constructionism that is suitable for the new media environment in Thai higher education. The model aims to develop students' creative thinking skills. It was developed through interviews, expert opinions, and focus group discussions. The model includes identifying learning goals, analyzing learners, designing lesson content, identifying learning activities, preparing learning environment support systems, and assessing learning. The model is meant to incorporate social media technologies to improve deep learning through a more student-centered approach.
Research In Science Education Utilizes The Full Range Of Investigative Methodsnoblex1
While our understanding of the process of teaching, learning, and schooling has improved recently, more must be accomplished. Rapid societal changes are necessitating that we construct a new image of the process of schooling in general, and the process of teaching and learning science in particular.
An interdisciplinary cadre of researchers and educators is building an infrastructure from which new themes for research in science education are emerging.
Our research agenda must embrace collaboration and relevancy around a vision that celebrates not what is, but what can be!
A new image of the role of the teacher is emerging as well. In addition to possessing discipline specific knowledge and knowledge about effective pedagogy, teachers must be afforded the time to share ideas with colleagues, participate in professional development, and inquire about teaching and learning. Teachers must be active, reflective practitioners who engage in constructing a curriculum to enhance the development of all students. Similarly, science education research ought to be relevant and should inform the practice of science teaching. Research on teaching and learning should contribute new insights for both practice and future research.
Fundamentally, we believe that research should guide and inform policy formation and decision-making regarding science teaching, preschool through college. We wish to clarify the breadth of research and to identify key issues. Moreover, we wish to warn against policies and decisions governed by marketing concerns rather than by systematic study or reasoned analysis or information important to teachers.
A realistic view of the scientific enterprise is paramount both to the success of research on science teaching and as a goal for students studying science. For example, traditional science experiences often result in students constructing a distorted view of the scientific enterprise. Students believe that: (a) science is a collection of facts to be memorized, (b) all the information in the science textbook is true, (c) the sum total of scientific knowledge is known, (d) science is a quantitative, value-free, empirical discipline. Moreover, students often fail to understand that: (a) science proceeds by fits and starts, (b) ideas based on evidence are still fallible, (c) scientific ideas are enhanced through a process of sharing, negotiation, and consensus building, and (d) continual inquiry is a fundamental attribute of the scientific enterprise. Today's science is more accurately portrayed as a value-laden discipline in which there are moral and ethical dimensions. The changing nature and ethos of science has led to the acceptance of more diverse investigative methods.
Research in science education utilizes the full range of investigative methods, embracing quantitative research.
Source: https://ebookschoice.com/research-in-science-education-utilizes-the-full-range-of-investigative-methods/
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
INNOVATION OF SENIOR HIGH SCHOOL SCIENCE TEACHERSAJHSSR Journal
ABSTRACT: This is descriptive research employed quantitative and qualitative elements as it explored the
innovations implemented and the administrative support provided among the senior high school science teachers
in Castilla, Sorsogon Philippines. The study obtained data from the thirty purposively selected Senior High
School Science Teachers through interview and survey and were analyzed and interpreted using simple statistics
like frequency count, percentage, and ranking as well as thematic analysis and presented using tables and
narratives. The study revealed innovations in terms of teaching strategies which include:“Modified Group
Dynamics-based on online games characters, robots (acting out) use in groupings and role playing” , “Memesbased Picture Analysis”, and “Social media-based Teaching Strategy using Likes, Shares, Comments”.; in
terms of LearningAssessment, the minimal innovations include; Modified 4 pics 1-word, (role playing,
contest/games), Projects with social media integration (posting of projects in their Social Media accounts/class
FB pages), and Adapted Online learning applications (kahoot.com). alongSchool Management of and
Projects linkages to some international private advocacy organization eg.Intervida and Green Valey were
revealed. There were minimal administrative support to innovations related activities: along Facilities and
Equipment, Sources of Fund, Capability-building activities, and Rewards and Incentives. The innovations
made students view their learning activities as; “Active and engaging”, “Motivating and insightful”, and
“Going beyond the minimum”.
KEYWORDS :Innovations, Senior High School Science Teachers, Teaching Strategies, Learning Assessment,
School Management of projects.
Role and functions of educational technology in the 21ST CENTURY EDUCATIONjaneparreno18
Student-centered instruction (SCI) fundamentally changes traditional teaching methods by shifting the focus from the teacher to the learners. SCI involves active learning where students solve problems, ask questions, and discuss ideas. It also uses cooperative learning, where students work in teams on projects, and inductive teaching, where students first address challenges and then learn course material. SCI makes content relevant to students, builds on their knowledge, and leads to deeper and longer-lasting learning as students can relate lessons to their own experiences.
This document discusses effective teaching practices, with a focus on cooperative learning and multicultural education. It argues that research should guide teaching improvements and that practices must adapt to social changes. Two practices examined are cooperative learning, which emphasizes teamwork and accountability, and multicultural education, which supports exploring different cultures and viewpoints. These practices aim to build relationships, engage students, and ensure high standards when implemented ethically. The goal is for all students to achieve success through inclusive, student-centered practices aligned with the vision of preparing students for the 21st century.
This document describes a research study that developed mathematical teaching materials based on inquiry learning aided by multimedia to improve high school students' critical thinking skills. The study used a descriptive qualitative method and the 4-D model to develop geometry materials for 10th grade students across North Sumatra, Indonesia. The results found that the materials were valid, simple to use, and effective based on expert reviews and positive student responses during trials. The developed materials are designed to engage students actively in the learning process and encourage higher-order thinking.
1. The document describes a study on developing mathematical teaching materials based on inquiry learning aided by multimedia to improve high school students' critical thinking skills.
2. The study used a descriptive qualitative method and the 4-D model to develop geometry teaching materials including a teacher's manual, student handbook, and worksheets.
3. The results found that the developed materials were valid, practical to use, and effective in engaging students based on observations and student feedback. The materials helped enhance students' logical thinking, problem-solving, and communication skills.
A Synthesis of Self-directed Learning Design Model with Constructionism in t...Kru Suthin
This document proposes a self-directed learning model combining constructionism that is suitable for the new media environment in Thai higher education. The model aims to develop students' creative thinking skills. It was developed through interviews, expert opinions, and focus group discussions. The model includes identifying learning goals, analyzing learners, designing lesson content, identifying learning activities, preparing learning environment support systems, and assessing learning. The model is meant to incorporate social media technologies to improve deep learning through a more student-centered approach.
Research In Science Education Utilizes The Full Range Of Investigative Methodsnoblex1
While our understanding of the process of teaching, learning, and schooling has improved recently, more must be accomplished. Rapid societal changes are necessitating that we construct a new image of the process of schooling in general, and the process of teaching and learning science in particular.
An interdisciplinary cadre of researchers and educators is building an infrastructure from which new themes for research in science education are emerging.
Our research agenda must embrace collaboration and relevancy around a vision that celebrates not what is, but what can be!
A new image of the role of the teacher is emerging as well. In addition to possessing discipline specific knowledge and knowledge about effective pedagogy, teachers must be afforded the time to share ideas with colleagues, participate in professional development, and inquire about teaching and learning. Teachers must be active, reflective practitioners who engage in constructing a curriculum to enhance the development of all students. Similarly, science education research ought to be relevant and should inform the practice of science teaching. Research on teaching and learning should contribute new insights for both practice and future research.
Fundamentally, we believe that research should guide and inform policy formation and decision-making regarding science teaching, preschool through college. We wish to clarify the breadth of research and to identify key issues. Moreover, we wish to warn against policies and decisions governed by marketing concerns rather than by systematic study or reasoned analysis or information important to teachers.
A realistic view of the scientific enterprise is paramount both to the success of research on science teaching and as a goal for students studying science. For example, traditional science experiences often result in students constructing a distorted view of the scientific enterprise. Students believe that: (a) science is a collection of facts to be memorized, (b) all the information in the science textbook is true, (c) the sum total of scientific knowledge is known, (d) science is a quantitative, value-free, empirical discipline. Moreover, students often fail to understand that: (a) science proceeds by fits and starts, (b) ideas based on evidence are still fallible, (c) scientific ideas are enhanced through a process of sharing, negotiation, and consensus building, and (d) continual inquiry is a fundamental attribute of the scientific enterprise. Today's science is more accurately portrayed as a value-laden discipline in which there are moral and ethical dimensions. The changing nature and ethos of science has led to the acceptance of more diverse investigative methods.
Research in science education utilizes the full range of investigative methods, embracing quantitative research.
Source: https://ebookschoice.com/research-in-science-education-utilizes-the-full-range-of-investigative-methods/
The course had a significant impact on the student's teaching practice and beliefs. It taught effective teaching strategies like using clear language, concrete examples, and hands-on activities to engage students. The course also introduced new theories and best practices in education to help the student develop their understanding of teaching and learning. Additionally, the course encouraged self-reflection, which is crucial for teachers to evaluate their performance and identify areas for improvement. Through reflecting on their experiences and soliciting feedback, teachers can become more effective educators.
The document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered approaches. A learner-centered approach focuses on students' needs, interests, and abilities. A subject-centered approach emphasizes separate subjects detached from real life. A problem-centered approach assumes students experience problems and aims to develop their ability to resolve issues independently and assume civic responsibilities.
Running head PLANNED EVALUATION APPROACH AND QUESTIONS1PLANN.docxtodd581
Running head: PLANNED EVALUATION APPROACH AND QUESTIONS 1
PLANNED EVALUATION APPROACH AND QUESTIONS 8
Planned Evaluation Approach and Questions
Antony Jacob
Cheanel Nolden
May 5, 2019
Planned Evaluation Approach and Questions
Identification of Students’ Innate Talents
In order to identify the talents of individual students, teachers will communicate with parents and guardians of the students from time to time so that the parents can information regarding the interests of the students at home. The teachers will also identify student’s innate talents through carefully observing the students to identify the activities that they like to engage in, apart from interviewing the students. The student assessment program will be done twice in a week and will involve putting students in groups so that they can develop social skills (Heeneman et al., 2015). Student’s social skills will be assessed through oral examination. The oral exams will be conducted by giving allowing students to present their ideas in their groups and later in the class on selected topics. The teacher will then note the weaknesses of each student and model ways of encouraging the students through individual-centered approaches (Heeneman et al., 2015). With time, students will master appropriate social skills so that they can be able to present and express themselves eloquently, and with the required social and moral competencies.
Another element of the program will involve exploring the students’ talents by asking them to complete talent-based tasks. There will be no limitations or restrictions as to the nature of task that the student will choose since the project to be completed will be based on their own personal interests. From the completed tasks, teachers will be able to identify students’ personal interests. Teachers will then group students based on their inclinations. For instance, the teacher will introduce creative arts to allow students to engage in taking different perspectives in order to explore their talents and expand their creativity (Jones, Kittendorf & Kumagai, 2017). In this way, even academically talented students will be in a position to rediscover and explore other alternative activities that can be useful in their future socioeconomic life. Physical education will also make a core element of the student assessment plan. Teachers will identify students who are talented in different games and will communicate with the parents to promote the student’s abilities by investing in such talents rather than discouraging the sports.
Rationale
The reason why talent-based assessment is important and should be included in the overall student’s assessment is that students view education different from the way parent do. In most occasions, parents and teachers put high academic expectations that they want students to achieve and discourages talent-based activities. This tendency often makes students feel pressured to the extent that most stude.
Running head PLANNED EVALUATION APPROACH AND QUESTIONS1PLANN.docxglendar3
Running head: PLANNED EVALUATION APPROACH AND QUESTIONS 1
PLANNED EVALUATION APPROACH AND QUESTIONS 8
Planned Evaluation Approach and Questions
Antony Jacob
Cheanel Nolden
May 5, 2019
Planned Evaluation Approach and Questions
Identification of Students’ Innate Talents
In order to identify the talents of individual students, teachers will communicate with parents and guardians of the students from time to time so that the parents can information regarding the interests of the students at home. The teachers will also identify student’s innate talents through carefully observing the students to identify the activities that they like to engage in, apart from interviewing the students. The student assessment program will be done twice in a week and will involve putting students in groups so that they can develop social skills (Heeneman et al., 2015). Student’s social skills will be assessed through oral examination. The oral exams will be conducted by giving allowing students to present their ideas in their groups and later in the class on selected topics. The teacher will then note the weaknesses of each student and model ways of encouraging the students through individual-centered approaches (Heeneman et al., 2015). With time, students will master appropriate social skills so that they can be able to present and express themselves eloquently, and with the required social and moral competencies.
Another element of the program will involve exploring the students’ talents by asking them to complete talent-based tasks. There will be no limitations or restrictions as to the nature of task that the student will choose since the project to be completed will be based on their own personal interests. From the completed tasks, teachers will be able to identify students’ personal interests. Teachers will then group students based on their inclinations. For instance, the teacher will introduce creative arts to allow students to engage in taking different perspectives in order to explore their talents and expand their creativity (Jones, Kittendorf & Kumagai, 2017). In this way, even academically talented students will be in a position to rediscover and explore other alternative activities that can be useful in their future socioeconomic life. Physical education will also make a core element of the student assessment plan. Teachers will identify students who are talented in different games and will communicate with the parents to promote the student’s abilities by investing in such talents rather than discouraging the sports.
Rationale
The reason why talent-based assessment is important and should be included in the overall student’s assessment is that students view education different from the way parent do. In most occasions, parents and teachers put high academic expectations that they want students to achieve and discourages talent-based activities. This tendency often makes students feel pressured to the extent that most stude.
This document discusses the philosophical foundations of curriculum design. It outlines six philosophies: Essentialism focuses on basic skills and aims to prepare students for higher-level thinking. Perennialism emphasizes timeless principles and critical thinking skills. Progressivism is learner-centered and promotes democratic values. Reconstructionism aims to create social reform through education. Constructivism views learning as an active process where students build knowledge from their experiences. Pragmatism prepares students for life by focusing on problem-solving real world issues. The current K-12 curriculum incorporates elements from these philosophies, such as an emphasis on building knowledge over time and using inquiry-based learning.
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
INTRODUCTORY REMARKS ON KNOWLEDGE, LEARNING AND TEACHINGizaherna
This document discusses different perspectives on teaching and learning, including epistemology, constructivism, behaviorism, cognitivism, and learner-centered approaches. It also addresses using technology to accommodate different learning styles and enhancing student engagement through interactive media like animation, graphics, and games.
This document discusses different approaches to curriculum design. It describes six key features of a curriculum: the teacher, learners, knowledge/skills/values taught, teaching strategies/methods, student performance, and community partnerships. It then examines different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered/human relations-centered approaches. The learner-centered approach focuses on student needs/interests, while the subject-centered approach emphasizes separate subjects. The problem-centered approach views students as capable of directing their own problem solving.
The document discusses student-centered learning and the role of teachers in cultivating student interest, curiosity, and lifelong learning skills. It emphasizes that teachers should act as facilitators, connecting new concepts to prior knowledge to help students solve problems. Students are expected to work collaboratively to explore questions, share ideas from different cultures, and recognize each other's strengths. The teacher provides guidance on skills and ensures students understand how to apply their learning. Overall, the document advocates for flexible, student-centered instruction that fosters skills useful for any situation.
Roles and functions of educational technology in thehannagail ejem
The document discusses considerations for education in the 21st century. It suggests that students should gather information under teacher guidance, be encouraged to learn in different styles with enhanced motivation and responsibility. Students must learn collaboration and be encouraged to work together to discover, analyze, and construct meaning from information. Teachers should provide guidance on skills while helping students apply skills to their lives. Educational technology can help analyze and improve the teaching-learning process by developing teaching theories and evaluating principles and maxims of teaching. It can help establish better relationships between teaching and learning.
The document discusses the need for research in the teaching and learning process. It states that research establishes new truths and formulates new theories to contribute to the development of knowledge. Research in teaching and learning is important for acquiring knowledge, planning education effectively, promoting understanding in the classroom, making predictions, modernizing tools and techniques, increasing teaching efficiency, and applying psychological principles. Developing innovative techniques in pedagogy and evaluation is also necessary to fit new levels of knowledge, implement new assessment systems, understand learners, cater to individual differences, and keep pace with latest developments to make learning permanent.
This study examined the effectiveness of innovative instructional strategies for teaching educational psychology to B.Ed. trainees. 60 student trainees were randomly assigned to experimental and control groups. The experimental group was taught using innovative strategies like concept maps, blogs, and cooperative learning, while the control group was taught using traditional methods. Both groups were given a pre-test and post-test on educational psychology. The study found no significant difference between the groups' pre-test scores, but a significant difference between their post-test scores, with the experimental group scoring higher. The experimental group also had higher retention scores on a follow-up test 25 days later, suggesting innovative strategies are more effective for teaching and learning educational psychology.
Roles and functions of educational technology in the 21st century educationGlory Fe Alcantara
The document discusses the roles and functions of educational technology in 21st century education. It states that instruction should be student-centered by focusing on active and collaborative learning. Education should also be collaborative, with students working together on projects. Finally, learning needs to have context and be relevant to students' lives. The document also outlines key functions of educational technology, including improving teaching and learning, developing curriculum and materials, and identifying community needs. Overall, the document advocates for using technology comprehensively to support innovative teaching, learning, and education systems.
"Roles and Functions of Educational Technology in the 21st Century Education" Jennelyn Tambayag
The document outlines 10 important functions of educational technology in 21st century education: 1) improving teaching methods, 2) analyzing the teaching-learning process, 3) improving learning outcomes, 4) enhancing educational goals, 5) training teachers, 6) developing curricula, 7) developing teaching-learning materials, 8) utilizing teaching-learning strategies, 9) developing audio-visual aids, and 10) helping with overall improvement and meeting community needs. Educational technology aims to optimize the educational system and prepare students for success in today's world.
The document discusses the key features of curriculum design:
1. It outlines the six main features of any curriculum - the teacher, learners, subject matter, teaching methods, performance assessment, and community partnerships.
2. It then examines the three main approaches to curriculum design - learner-centered, subject-centered, and problem-centered. The learner-centered approach focuses on the needs, interests, and abilities of students. The subject-centered approach emphasizes teaching detached subject matter. And the problem-centered approach views students as problem-solvers through experiential learning.
3. It emphasizes the importance of designing curricula that prepare students for the future by teaching relevant skills and adapting to changes
"Roles and Functions of technology in the 21st century education"rosalynesabado
The document discusses the role of teachers and technology in student-centered learning. It states that teachers should provide guidance to help students understand how the skills they are learning can be applied. This will motivate students by showing them the value of what they are learning. Technology allows for 24/7 access to information, constant social interaction, and easily created and shared digital content. Educational technology can help improve teaching and learning, enhance educational goals, train teachers, develop curriculum and teaching materials, and identify community needs.
The concept of a cognitive apprenticeship can be successfully applied to early childhood instruction. An ongoing priority for American education is the systemic reform of urban schools to better meet the needs of an increasingly diverse student population. One general recommendation from policymakers is that school reform efforts target the early education of young children through the design and implementation of effective, responsive curricula.
Source: https://ebookschoice.com/an-ongoing-priority-for-american-education/
Running Head: SERVICE LEARNING 1
PAPER 30
The Perception of Educators on Service Learning for High School Students
Student’s Name:
Institution:
Numerous studies examine the perception of educators on service learning for high school students. According to a study done by Schine (2016) service learning has become popular in modern day society among educators of high school students. The study postulates service learning as knowledge base for teachers, which is regarded as systematic and effective in designing effective teaching with the aim of achieving certain set goals, is the formal empirical research on teaching effectiveness. This goes hand in hand with the realizing of learning goals. Schine (2016) conceptualized the teacher knowledge and proposed four aspects which are: General pedagogical knowledge in which the teacher understands how to moderate discussions of students, how to design group works, how to organize material for the students and how to utilize texts and other sources used in teaching. Further, content knowledge which includes the understanding of a domain’s concepts, theories, principles,classic problems as well as explanatory concepts that bring the major ideas together. Pedagogical knowledge which is mainly based on the knowledge of the types of ideas necessary for learners of different ages to analyze, knowledge of ideas that are required for students’ understanding of a target area. It also imbibes skills to be able to bring students to a reasoning process where they are able to solve problems and noting differences and similarities and disciplinary knowledge which includes the understanding of methods and theories applied in class and the relationship that they have.
According to Amtmann (2014), well grounded knowledge base is vital for an intelligent actor, in this instance, an intelligent teacher. Decisions in class should be made on a well grounded knowledge base and this helps the teacher to be able to take control of the various circumstances in class. The knowledge base of teaching involves the required cognitive knowledge for creating operative teaching and learning environments. This is crucial because it focuses on the mechanisms that explain how comprehension of information and knowledge gained in classrooms can be put into good use of the society through identification of the channels through which the information can be used for the betterment of the society.
According to Ball (2018), the instructional design approach hypothesizes education as a decision-oriented or prescriptive engineering science particularly aimed at achieving practical educational ends in efficient ways. Education in this instance is viewed as a system that is built by many elements. The researche.
Roles and Functions of Educational Technology in the 21st century EducationRheychill Montefalco
This document discusses the role of educational technology in improving education. It states that educational technology analyzes the teaching and learning process, identifies variables that impact it, and helps establish better relationships between teaching and learning. It facilitates learning in less time by drawing on theories from different fields. Educational technology also helps determine appropriate objectives and curriculum for education based on changes in environment and society. It assists in training teachers and identifying problems in education to help remedy issues and improve the evaluation process through feedback. Overall, educational technology aims to enhance the teaching and learning process.
Tugas landasan educational psychology terbaru200409190711
- Educational psychology focuses on understanding teaching and learning in educational settings. It helps teachers study students' abilities and needs to employ effective teaching techniques.
- Constructivist theories of learning emphasize that individuals actively construct knowledge and understanding. Teachers should support student exploration and provide opportunities for social learning.
- Recent research suggests teaching educational psychology concepts within realistic teaching problems or cases, similar to how problem-based learning teaches math concepts within story problems. This facilitates meaningful learning that applies to teaching practice.
Running head Multi-actor modelling system 1Multi-actor mod.docxglendar3
Running head: Multi-actor modelling system 1
Multi-actor modelling system3
Multi-actor modelling system
Yogesh Dagwale
University of the Cumberland’s
Ligtenberg, A., Wachowicz, M., Bregt, A. K., Beulens, A., & Kettenis, D. L. (2004). A design and application of a multi-agent system for simulation of multi-actor spatial planning. Journal of environmental management, 72(1-2), 43-55.
They talk about the potential and restrictions of the MAS to manufacture models that empower spatial organizers to incorporate the 'actor factor' in their examination. Their structure system contemplates actors who assume a functioning job in the spatial planning. They included actors who can watch and see a spatial domain. Using these perceptions and discernment they produce an inclination for a preferred spatial situation. Actors at that point present and discuss their inclinations amid their exchanges with different actors.
The inclinations of the actor fill in as inputs for an official choice making. Finally, ultimate conclusions are actualized in the spatial framework. They found that MAS can produce space utilization designs in light of a portrayal of a multi-actor planning process. It additionally can clear up the impacts of actors under the administration of various planning styles on the space utilization and prove how the relations between actors change amid a planning process and under different orders of coming up with decisions. Unlike the work by Parker, Manson, Janssen, Hoffman & Deadman,2003, cited below, this paper did not include the various challenges associated with the use of MAS.
Parker, D. C., Manson, S. M., Janssen, M. A., Hoffmann, M. J., & Deadman, P. (2003). Multi-agent systems for the simulation of land-use and land-cover change: a review. Annals of the association of American Geographers, 93(2), 314-337.
In this paper, they studied different models. These models, however, were not thorough enough and therefore they took into account the multi-actor system, dynamic spatial Simulation, which has two components, that is, a cellular model that speaks to biogeophysical and biological parts of a demonstrated framework and an actor-based model to speak to human conclusion making. Because of its nature and ability to model complex situations, they highlighted some of the areas that MAS can be applied where other models cannot be able to deliver. Such areas are modeling of emergent phenomena whereby MAS can model landscape plans, due to its flexibility, MAS can represent complex land use/ cover systems, and they can be used to model dynamic paths. They also outlined the various challenges to Multi-actor systems. Such challenges include an understanding of complexity, individual decision making, empirical parameterization and model validation, and communication.
Faber, N. R., & Jorna, R. J. (2011, June). The use of multi-actor systems for studying social sustainability: Theoretical backgrounds and pseudo-specifications. In Com.
Running head: MY MOTHER MY HERO 1
MY MOTHER MY HERO 4
My Mother My hero
Institution Affiliation
Students’ Name
Date of Submission
My Mother My hero
Once I think of a hero, there are specific qualities that surround my imagination, being courageous, hardworking, truthful, strong, resilient, and generous have been the qualities I taught about. I also think a hero is someone protective, caring, and so concerned to change the life of the others and make them happy in their life. My Mother has all these qualities and recognizes her as my hero. Otherwise, she grew up on the support of two great parents who had a good life where she grew up and become a teacher in her life. Almost every individual has had some achievements in their life, and there must be a factor behind those achievements, especially someone who had a significant impact on their life. My mother appears to be my hero, who had a substantial impact on my life.
She is currently 54 years old. She was a teacher by profession, and she did her best as a teacher, where she influenced the lives of many students positively; up to now, some still call her and pass their appreciation to her. She was blessed and gave birth to seven kids; the first three are daughters, then a boy and a girl, and then the last two are boys. All of them have been significantly raised, everyone has something to do for a living, my big brother is a doctor, and three of my sisters are teachers, (like Mother like daughters). Our last born is an engineer interior designer and all of us are married with happy family. All these were not for granted but because of the love of God and the efforts, commitment, and great concern of our beloved parents, especially our Mother.
Even though she did not make a complete journey in her teaching profession, but up to where she stopped, she did a lot. They have been in a relationship with my father for thirty-six years of marriage, and when they had their third kid, my dad suggested that she stop teaching and remain at home to take care of the children. Throughout my entire life, my Mother had been supportive of me, a center of inspiration, and she has always been telling me to have self-confidence and believe in myself that I can make it. In case I face a problem, and I have to make a concrete decision towards it, my Mother always had behind me because I seek for her consultation before I move on to the next step.
It feels so great knowing that there is someone who will support you despite the intensity of the problem you face. It relieves much of the stress that comes along with making decisions. My Mother is beautiful inside and out, but most importantly, she has the biggest heart. She's a hard-working person and can play both parent roles. Everyon.
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The course had a significant impact on the student's teaching practice and beliefs. It taught effective teaching strategies like using clear language, concrete examples, and hands-on activities to engage students. The course also introduced new theories and best practices in education to help the student develop their understanding of teaching and learning. Additionally, the course encouraged self-reflection, which is crucial for teachers to evaluate their performance and identify areas for improvement. Through reflecting on their experiences and soliciting feedback, teachers can become more effective educators.
The document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered approaches. A learner-centered approach focuses on students' needs, interests, and abilities. A subject-centered approach emphasizes separate subjects detached from real life. A problem-centered approach assumes students experience problems and aims to develop their ability to resolve issues independently and assume civic responsibilities.
Running head PLANNED EVALUATION APPROACH AND QUESTIONS1PLANN.docxtodd581
Running head: PLANNED EVALUATION APPROACH AND QUESTIONS 1
PLANNED EVALUATION APPROACH AND QUESTIONS 8
Planned Evaluation Approach and Questions
Antony Jacob
Cheanel Nolden
May 5, 2019
Planned Evaluation Approach and Questions
Identification of Students’ Innate Talents
In order to identify the talents of individual students, teachers will communicate with parents and guardians of the students from time to time so that the parents can information regarding the interests of the students at home. The teachers will also identify student’s innate talents through carefully observing the students to identify the activities that they like to engage in, apart from interviewing the students. The student assessment program will be done twice in a week and will involve putting students in groups so that they can develop social skills (Heeneman et al., 2015). Student’s social skills will be assessed through oral examination. The oral exams will be conducted by giving allowing students to present their ideas in their groups and later in the class on selected topics. The teacher will then note the weaknesses of each student and model ways of encouraging the students through individual-centered approaches (Heeneman et al., 2015). With time, students will master appropriate social skills so that they can be able to present and express themselves eloquently, and with the required social and moral competencies.
Another element of the program will involve exploring the students’ talents by asking them to complete talent-based tasks. There will be no limitations or restrictions as to the nature of task that the student will choose since the project to be completed will be based on their own personal interests. From the completed tasks, teachers will be able to identify students’ personal interests. Teachers will then group students based on their inclinations. For instance, the teacher will introduce creative arts to allow students to engage in taking different perspectives in order to explore their talents and expand their creativity (Jones, Kittendorf & Kumagai, 2017). In this way, even academically talented students will be in a position to rediscover and explore other alternative activities that can be useful in their future socioeconomic life. Physical education will also make a core element of the student assessment plan. Teachers will identify students who are talented in different games and will communicate with the parents to promote the student’s abilities by investing in such talents rather than discouraging the sports.
Rationale
The reason why talent-based assessment is important and should be included in the overall student’s assessment is that students view education different from the way parent do. In most occasions, parents and teachers put high academic expectations that they want students to achieve and discourages talent-based activities. This tendency often makes students feel pressured to the extent that most stude.
Running head PLANNED EVALUATION APPROACH AND QUESTIONS1PLANN.docxglendar3
Running head: PLANNED EVALUATION APPROACH AND QUESTIONS 1
PLANNED EVALUATION APPROACH AND QUESTIONS 8
Planned Evaluation Approach and Questions
Antony Jacob
Cheanel Nolden
May 5, 2019
Planned Evaluation Approach and Questions
Identification of Students’ Innate Talents
In order to identify the talents of individual students, teachers will communicate with parents and guardians of the students from time to time so that the parents can information regarding the interests of the students at home. The teachers will also identify student’s innate talents through carefully observing the students to identify the activities that they like to engage in, apart from interviewing the students. The student assessment program will be done twice in a week and will involve putting students in groups so that they can develop social skills (Heeneman et al., 2015). Student’s social skills will be assessed through oral examination. The oral exams will be conducted by giving allowing students to present their ideas in their groups and later in the class on selected topics. The teacher will then note the weaknesses of each student and model ways of encouraging the students through individual-centered approaches (Heeneman et al., 2015). With time, students will master appropriate social skills so that they can be able to present and express themselves eloquently, and with the required social and moral competencies.
Another element of the program will involve exploring the students’ talents by asking them to complete talent-based tasks. There will be no limitations or restrictions as to the nature of task that the student will choose since the project to be completed will be based on their own personal interests. From the completed tasks, teachers will be able to identify students’ personal interests. Teachers will then group students based on their inclinations. For instance, the teacher will introduce creative arts to allow students to engage in taking different perspectives in order to explore their talents and expand their creativity (Jones, Kittendorf & Kumagai, 2017). In this way, even academically talented students will be in a position to rediscover and explore other alternative activities that can be useful in their future socioeconomic life. Physical education will also make a core element of the student assessment plan. Teachers will identify students who are talented in different games and will communicate with the parents to promote the student’s abilities by investing in such talents rather than discouraging the sports.
Rationale
The reason why talent-based assessment is important and should be included in the overall student’s assessment is that students view education different from the way parent do. In most occasions, parents and teachers put high academic expectations that they want students to achieve and discourages talent-based activities. This tendency often makes students feel pressured to the extent that most stude.
This document discusses the philosophical foundations of curriculum design. It outlines six philosophies: Essentialism focuses on basic skills and aims to prepare students for higher-level thinking. Perennialism emphasizes timeless principles and critical thinking skills. Progressivism is learner-centered and promotes democratic values. Reconstructionism aims to create social reform through education. Constructivism views learning as an active process where students build knowledge from their experiences. Pragmatism prepares students for life by focusing on problem-solving real world issues. The current K-12 curriculum incorporates elements from these philosophies, such as an emphasis on building knowledge over time and using inquiry-based learning.
The document discusses different approaches to curriculum organization and design. It describes subject-centered, activity/experience-based, and core curriculum designs. Subject-centered design organizes curriculum into distinct subjects. Activity/experience-based design determines curriculum based on learner needs and interests, emphasizing learning by doing. Core curriculum identifies common learnings all students should acquire. The document also discusses principles, models, importance, and steps of curriculum design to effectively organize educational experiences and content.
INTRODUCTORY REMARKS ON KNOWLEDGE, LEARNING AND TEACHINGizaherna
This document discusses different perspectives on teaching and learning, including epistemology, constructivism, behaviorism, cognitivism, and learner-centered approaches. It also addresses using technology to accommodate different learning styles and enhancing student engagement through interactive media like animation, graphics, and games.
This document discusses different approaches to curriculum design. It describes six key features of a curriculum: the teacher, learners, knowledge/skills/values taught, teaching strategies/methods, student performance, and community partnerships. It then examines different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered/human relations-centered approaches. The learner-centered approach focuses on student needs/interests, while the subject-centered approach emphasizes separate subjects. The problem-centered approach views students as capable of directing their own problem solving.
The document discusses student-centered learning and the role of teachers in cultivating student interest, curiosity, and lifelong learning skills. It emphasizes that teachers should act as facilitators, connecting new concepts to prior knowledge to help students solve problems. Students are expected to work collaboratively to explore questions, share ideas from different cultures, and recognize each other's strengths. The teacher provides guidance on skills and ensures students understand how to apply their learning. Overall, the document advocates for flexible, student-centered instruction that fosters skills useful for any situation.
Roles and functions of educational technology in thehannagail ejem
The document discusses considerations for education in the 21st century. It suggests that students should gather information under teacher guidance, be encouraged to learn in different styles with enhanced motivation and responsibility. Students must learn collaboration and be encouraged to work together to discover, analyze, and construct meaning from information. Teachers should provide guidance on skills while helping students apply skills to their lives. Educational technology can help analyze and improve the teaching-learning process by developing teaching theories and evaluating principles and maxims of teaching. It can help establish better relationships between teaching and learning.
The document discusses the need for research in the teaching and learning process. It states that research establishes new truths and formulates new theories to contribute to the development of knowledge. Research in teaching and learning is important for acquiring knowledge, planning education effectively, promoting understanding in the classroom, making predictions, modernizing tools and techniques, increasing teaching efficiency, and applying psychological principles. Developing innovative techniques in pedagogy and evaluation is also necessary to fit new levels of knowledge, implement new assessment systems, understand learners, cater to individual differences, and keep pace with latest developments to make learning permanent.
This study examined the effectiveness of innovative instructional strategies for teaching educational psychology to B.Ed. trainees. 60 student trainees were randomly assigned to experimental and control groups. The experimental group was taught using innovative strategies like concept maps, blogs, and cooperative learning, while the control group was taught using traditional methods. Both groups were given a pre-test and post-test on educational psychology. The study found no significant difference between the groups' pre-test scores, but a significant difference between their post-test scores, with the experimental group scoring higher. The experimental group also had higher retention scores on a follow-up test 25 days later, suggesting innovative strategies are more effective for teaching and learning educational psychology.
Roles and functions of educational technology in the 21st century educationGlory Fe Alcantara
The document discusses the roles and functions of educational technology in 21st century education. It states that instruction should be student-centered by focusing on active and collaborative learning. Education should also be collaborative, with students working together on projects. Finally, learning needs to have context and be relevant to students' lives. The document also outlines key functions of educational technology, including improving teaching and learning, developing curriculum and materials, and identifying community needs. Overall, the document advocates for using technology comprehensively to support innovative teaching, learning, and education systems.
"Roles and Functions of Educational Technology in the 21st Century Education" Jennelyn Tambayag
The document outlines 10 important functions of educational technology in 21st century education: 1) improving teaching methods, 2) analyzing the teaching-learning process, 3) improving learning outcomes, 4) enhancing educational goals, 5) training teachers, 6) developing curricula, 7) developing teaching-learning materials, 8) utilizing teaching-learning strategies, 9) developing audio-visual aids, and 10) helping with overall improvement and meeting community needs. Educational technology aims to optimize the educational system and prepare students for success in today's world.
The document discusses the key features of curriculum design:
1. It outlines the six main features of any curriculum - the teacher, learners, subject matter, teaching methods, performance assessment, and community partnerships.
2. It then examines the three main approaches to curriculum design - learner-centered, subject-centered, and problem-centered. The learner-centered approach focuses on the needs, interests, and abilities of students. The subject-centered approach emphasizes teaching detached subject matter. And the problem-centered approach views students as problem-solvers through experiential learning.
3. It emphasizes the importance of designing curricula that prepare students for the future by teaching relevant skills and adapting to changes
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The document discusses the role of teachers and technology in student-centered learning. It states that teachers should provide guidance to help students understand how the skills they are learning can be applied. This will motivate students by showing them the value of what they are learning. Technology allows for 24/7 access to information, constant social interaction, and easily created and shared digital content. Educational technology can help improve teaching and learning, enhance educational goals, train teachers, develop curriculum and teaching materials, and identify community needs.
The concept of a cognitive apprenticeship can be successfully applied to early childhood instruction. An ongoing priority for American education is the systemic reform of urban schools to better meet the needs of an increasingly diverse student population. One general recommendation from policymakers is that school reform efforts target the early education of young children through the design and implementation of effective, responsive curricula.
Source: https://ebookschoice.com/an-ongoing-priority-for-american-education/
Running Head: SERVICE LEARNING 1
PAPER 30
The Perception of Educators on Service Learning for High School Students
Student’s Name:
Institution:
Numerous studies examine the perception of educators on service learning for high school students. According to a study done by Schine (2016) service learning has become popular in modern day society among educators of high school students. The study postulates service learning as knowledge base for teachers, which is regarded as systematic and effective in designing effective teaching with the aim of achieving certain set goals, is the formal empirical research on teaching effectiveness. This goes hand in hand with the realizing of learning goals. Schine (2016) conceptualized the teacher knowledge and proposed four aspects which are: General pedagogical knowledge in which the teacher understands how to moderate discussions of students, how to design group works, how to organize material for the students and how to utilize texts and other sources used in teaching. Further, content knowledge which includes the understanding of a domain’s concepts, theories, principles,classic problems as well as explanatory concepts that bring the major ideas together. Pedagogical knowledge which is mainly based on the knowledge of the types of ideas necessary for learners of different ages to analyze, knowledge of ideas that are required for students’ understanding of a target area. It also imbibes skills to be able to bring students to a reasoning process where they are able to solve problems and noting differences and similarities and disciplinary knowledge which includes the understanding of methods and theories applied in class and the relationship that they have.
According to Amtmann (2014), well grounded knowledge base is vital for an intelligent actor, in this instance, an intelligent teacher. Decisions in class should be made on a well grounded knowledge base and this helps the teacher to be able to take control of the various circumstances in class. The knowledge base of teaching involves the required cognitive knowledge for creating operative teaching and learning environments. This is crucial because it focuses on the mechanisms that explain how comprehension of information and knowledge gained in classrooms can be put into good use of the society through identification of the channels through which the information can be used for the betterment of the society.
According to Ball (2018), the instructional design approach hypothesizes education as a decision-oriented or prescriptive engineering science particularly aimed at achieving practical educational ends in efficient ways. Education in this instance is viewed as a system that is built by many elements. The researche.
Roles and Functions of Educational Technology in the 21st century EducationRheychill Montefalco
This document discusses the role of educational technology in improving education. It states that educational technology analyzes the teaching and learning process, identifies variables that impact it, and helps establish better relationships between teaching and learning. It facilitates learning in less time by drawing on theories from different fields. Educational technology also helps determine appropriate objectives and curriculum for education based on changes in environment and society. It assists in training teachers and identifying problems in education to help remedy issues and improve the evaluation process through feedback. Overall, educational technology aims to enhance the teaching and learning process.
Tugas landasan educational psychology terbaru200409190711
- Educational psychology focuses on understanding teaching and learning in educational settings. It helps teachers study students' abilities and needs to employ effective teaching techniques.
- Constructivist theories of learning emphasize that individuals actively construct knowledge and understanding. Teachers should support student exploration and provide opportunities for social learning.
- Recent research suggests teaching educational psychology concepts within realistic teaching problems or cases, similar to how problem-based learning teaches math concepts within story problems. This facilitates meaningful learning that applies to teaching practice.
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Running head Multi-actor modelling system 1Multi-actor mod.docxglendar3
Running head: Multi-actor modelling system 1
Multi-actor modelling system3
Multi-actor modelling system
Yogesh Dagwale
University of the Cumberland’s
Ligtenberg, A., Wachowicz, M., Bregt, A. K., Beulens, A., & Kettenis, D. L. (2004). A design and application of a multi-agent system for simulation of multi-actor spatial planning. Journal of environmental management, 72(1-2), 43-55.
They talk about the potential and restrictions of the MAS to manufacture models that empower spatial organizers to incorporate the 'actor factor' in their examination. Their structure system contemplates actors who assume a functioning job in the spatial planning. They included actors who can watch and see a spatial domain. Using these perceptions and discernment they produce an inclination for a preferred spatial situation. Actors at that point present and discuss their inclinations amid their exchanges with different actors.
The inclinations of the actor fill in as inputs for an official choice making. Finally, ultimate conclusions are actualized in the spatial framework. They found that MAS can produce space utilization designs in light of a portrayal of a multi-actor planning process. It additionally can clear up the impacts of actors under the administration of various planning styles on the space utilization and prove how the relations between actors change amid a planning process and under different orders of coming up with decisions. Unlike the work by Parker, Manson, Janssen, Hoffman & Deadman,2003, cited below, this paper did not include the various challenges associated with the use of MAS.
Parker, D. C., Manson, S. M., Janssen, M. A., Hoffmann, M. J., & Deadman, P. (2003). Multi-agent systems for the simulation of land-use and land-cover change: a review. Annals of the association of American Geographers, 93(2), 314-337.
In this paper, they studied different models. These models, however, were not thorough enough and therefore they took into account the multi-actor system, dynamic spatial Simulation, which has two components, that is, a cellular model that speaks to biogeophysical and biological parts of a demonstrated framework and an actor-based model to speak to human conclusion making. Because of its nature and ability to model complex situations, they highlighted some of the areas that MAS can be applied where other models cannot be able to deliver. Such areas are modeling of emergent phenomena whereby MAS can model landscape plans, due to its flexibility, MAS can represent complex land use/ cover systems, and they can be used to model dynamic paths. They also outlined the various challenges to Multi-actor systems. Such challenges include an understanding of complexity, individual decision making, empirical parameterization and model validation, and communication.
Faber, N. R., & Jorna, R. J. (2011, June). The use of multi-actor systems for studying social sustainability: Theoretical backgrounds and pseudo-specifications. In Com.
Running head: MY MOTHER MY HERO 1
MY MOTHER MY HERO 4
My Mother My hero
Institution Affiliation
Students’ Name
Date of Submission
My Mother My hero
Once I think of a hero, there are specific qualities that surround my imagination, being courageous, hardworking, truthful, strong, resilient, and generous have been the qualities I taught about. I also think a hero is someone protective, caring, and so concerned to change the life of the others and make them happy in their life. My Mother has all these qualities and recognizes her as my hero. Otherwise, she grew up on the support of two great parents who had a good life where she grew up and become a teacher in her life. Almost every individual has had some achievements in their life, and there must be a factor behind those achievements, especially someone who had a significant impact on their life. My mother appears to be my hero, who had a substantial impact on my life.
She is currently 54 years old. She was a teacher by profession, and she did her best as a teacher, where she influenced the lives of many students positively; up to now, some still call her and pass their appreciation to her. She was blessed and gave birth to seven kids; the first three are daughters, then a boy and a girl, and then the last two are boys. All of them have been significantly raised, everyone has something to do for a living, my big brother is a doctor, and three of my sisters are teachers, (like Mother like daughters). Our last born is an engineer interior designer and all of us are married with happy family. All these were not for granted but because of the love of God and the efforts, commitment, and great concern of our beloved parents, especially our Mother.
Even though she did not make a complete journey in her teaching profession, but up to where she stopped, she did a lot. They have been in a relationship with my father for thirty-six years of marriage, and when they had their third kid, my dad suggested that she stop teaching and remain at home to take care of the children. Throughout my entire life, my Mother had been supportive of me, a center of inspiration, and she has always been telling me to have self-confidence and believe in myself that I can make it. In case I face a problem, and I have to make a concrete decision towards it, my Mother always had behind me because I seek for her consultation before I move on to the next step.
It feels so great knowing that there is someone who will support you despite the intensity of the problem you face. It relieves much of the stress that comes along with making decisions. My Mother is beautiful inside and out, but most importantly, she has the biggest heart. She's a hard-working person and can play both parent roles. Everyon.
Running head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION PLAN.docxglendar3
Running head: PROGRAM EVALUATION PLAN 1
PROGRAM EVALUATION PLAN 10
Program Evaluation Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Professor:
Dr. Jacob
Course:
Edu 571
Date:
March 2, 2020
Program Evaluation Plan (Part 3)
Goals of Evaluation
Evaluation refers to the act of checking various things thoroughly in order to characterize their worth or value, with reference to a certain context. In the field of education, the amount of success in a person’s aims can only be determined through evaluation. Therefore, there is a very close relationship between various aims and evaluation. The main goals of evaluation in schools are as discussed below. The first goal of evaluation in the field of education is to create an educational program ("Evaluation in Teaching and Learning Process | Education", 2020). Through evaluation, evaluators and the school management can build a given program of learning among the students. This is after gathering and checking various factors in order to find what program will fit and make a positive impact in the school. This involves consulting all the stakeholders of the program and developing strategies that will ensure the development of a good program.
The second goal of evaluation is assessing the effectiveness of the program. Evaluation ensures that the developed program is up to standards and serves the purpose that it was intended to. It helps the evaluators to check if the teaching strategies and techniques are being applied properly. The third goal of evaluation is to ensure improvement of the program. Through evaluation, evaluators can gauge the impact of the program on the school and learners. They can also identify various things that can make the program more effective. It acts as an in-built monitor in the program in order to review the progress of the program from time to time. It also gives feedback regarding the design and the implementation of a given program. Through such assessments, the school management can know where to work on, and what they need in order to enhance effective programs in teaching and learning.
For instance, in our case, evaluators can comfortably tell whether or not the program is helping girls become more superior in math. If not they can suggest better or other strategies that will make positive impact.
Cultural Issues Affecting the Program
Culture can influence how different people view things. An individual’s culture and upbringing can affect their way of processing information. Among the cultural issues that might be faced in the evaluation plan include cultural stereotypes. Some students believe that they cannot perform as expected in school or in a particular subject due to lack of preparation from their home environment. This makes them believe they do not have enough potential to do well in a given subject when they get to school. For instance, some students may not have calculat.
Running head Project 21Project 22Projec.docxglendar3
The document provides guidelines for a project on writing a historical context and introduction. Students are instructed to write a 2-3 page paper that includes: (1) an introduction paragraph incorporating background on their topic and concluding with a thesis statement, (2) a summary of the historical context citing primary and secondary sources, and (3) a discussion of how the historical context impacted their topic, again citing sources. Rubrics are provided to evaluate students' work on elements like the introduction, thesis statement, historical context summary, and impact discussion.
Running head: MILESTONE ONE 2
2
Milestone One Final Project
John Doe
Southern New Hampshire University
I. Executive Summary
In this section, you should accurately highlight the essential elements of the intelligence report for quick reference by the agency receiving the report. You should include the name of referring agent (your name), the name of the agency that you are imagining you work for, the current date, dates of the activities being covered in the intelligence report, and a brief summary (two to three sentences) on the adversary, scope, and nature of the potential threat. Although this is the opening section of the report, you may wish to complete it last in order to accurately capture the analysis of the body of your report. (This section is the summary so be sure this section is brief. Additional relevant details should be written in their respective sections of the report.)
II. Adversary, Motivation, and Jurisdiction
Summary
Accurately summarize the intelligence collected from the SARs to date, focusing on the “who, what, when, where, why, and how” of the threat situation. Information should be annotated with dates and times from relevant SARs, and information from each date should be provided in a separate paragraph, from inception to most recent. Your summary should focus on connecting the dots, with as much detail as needed to present all the relevant intelligence. It should highlight information that would be of particular relevance for the law enforcement agency doing follow-up in understanding the potential threat. (If it makes it easier, you can format your first section as follows:
A. Who
B. What
C. When
D. Where
E. Why
F. How
Adversary
Determine who the adversary is for this potential threat. It may be an individual or a group. You should identify the names of suspects (if known) and also the type of adversary. For example, is the adversary an international terrorist group, a domestic terrorist group, an organized crime, a local or international gang, drug traffickers, an extremist or militia group, a hacker, or a white-collar criminal? Support your answer using relevant information from the SARs.
Range
Analyze the range of the adversary’s operations. Are their activities focused within one city or state or across multiple states? Support your answer with relevant information from the SARs.
Motivation
Analyze what is known about the adversary’s motivation and how that might affect their choice of target (individual or location). Might it affect whether they choose one target or many, the type of target they select, or the location of the attack? Support your answer with relevant information from the SARs.
Jurisdiction
Based on your analyses in Parts A–C above, determine which agency has jurisdiction in following up on the potential threat. For example, should local or state law enforcement follow up? Should federa.
Running Head PROJECT 31DISCUSSION5Project 3.docxglendar3
Running Head: PROJECT 3 1
DISCUSSION 5
Project 3
Problem statement:
The specific problem to be addressed is how McDonald's is going to deal with a decrease in demand in the wake of COVID-19 pandemic. The general problem to be addressed is how fast-food chains and food outlets are changing their operations during the pandemic of Corona Virus in the world, especially in the United States (Daniel, 2016).
You must always list your general problem statement first. Provide context for that statement. Then present your specific problem statement and provide context for that statement. Per the assignment instructions you should list your research questions following your problem statements.
The method selected for research:
To conduct research on the above-stated problem stated, the right methodThe research method that will be adopted in conducting the proposed research will be the mixed method approach a combination approach withwhich includes both quantitative and qualitative methodologies. A quantitative approach will help understand the insights into what is triggering a certain behavior in participants. While on the other hand, quantitative study is important to figure out the proportion of customers who is are not availing their previous interest in fast food and epically McDonald's (Apuke, 2017). But dueDue to the lockdown and social distancing, going in the market and conducting research is out of option. The suitable technique is to develop a flexible approach where both primary and secondary sources are sued. For secondary resources, the reports by McDonald's' Company and other institutions regarding the change in the food industry will be a suitable option. For primary data collection, developing an online survey is the safest option. For the qualitative study, online interviews can be scheduled. Both structured and unstructured interviews can be planned. Similarly, panel discussion over video calls is also a safe option. Through a mixed approach data for both quantitative and qualitative questions can be gathered (Yoshikawa & Kalil, 2008). Comment by Terrance Woods: What does this mean? Poor word choice. Consider rephrasing Comment by Terrance Woods: Word choice
Per the assignment instructions you were required to “include the justification as to why other methods would not be appropriate”. You failed to do that here.
Research question
Qualitative Research Question:
1. How the fast-food business of McDonald's in the United States is getting affected by the pandemic of COVID-19? Comment by Terrance Woods: I provided you with feedback in your Project 2 submission regarding this research question. My exact feedback was - This questions is not well-articulated. Reword for clarity. You failed to address the feedback received and merely presented the same question in this submission.
Quantitative research question:
2. How many Americans have stopped buying McDonald's because of coronavirus threat in the United States? Comment by.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 3
Problem statement
Name:
Institution:
Date:
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of all ages. According to Clark (2016), e-learning courses need to be integrated with instructional methods which align with high-quality research.” The implication is that the process of designing instructional designs should involve careful planning, preparing and researching in order to achieve high quality learning outcomes. In this regard, those responsible for designing must identify their strategic purpose as it predetermines the goals, objectives, expected outcomes, and resource allocation of the entire instruction model.
The main approach involves studying the critical elements in the design phases of an instructional model which enhances the learning experience of learners based on evidence-based literature. This is because humans apply appropriate cognitive processes to learn and thus instruction must adopt similar cognitive processing (Clark, 2016).The main purpose is therefore to emphasize the importance of good instructional design in enhancing the quality of education among instructors and learners. The objective involves highlighting the goals of an instructional program, the instructional objectives, relevant instructional materials and design assessment which rationalize the need for a good instructional design with the goal of engaging both learners and instructors. After all, learning is a process that requires the active participation of the learners (Reigeluth, 1987). This research study seeks to identify answers to two questions: a) What are the critical elements that build up a strong foundation for a good instructional design and b) what value do these elements offer to the learners and instructor who are the main consumers of learning instructional designs.
References
Clark, R.C. (2016). E-learning and the science of instruction: proven guideline for consumers and designers of multimedia. Walden University Library.
Regeiluth, C.M. (1987). Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. Walden University Library.
Running head: PROBLEM STATEMENT 1
PROBLEM STATEMENT 6
Need working title
Problem statement
Tangela Jones
Walden University
11/10/18
Need section heading
There is a critical need for a good instructional design because it is a multipurpose learning tools that not only serves instructional designers but also learners of.
Running head MUSIC AND GENDER WOMEN PORTRAYAL IN RAP 1.docxglendar3
Running head: MUSIC AND GENDER: WOMEN PORTRAYAL IN RAP 1
MUSIC AND GENDER: WOMEN PORTRAYAL IN RAP 15
Music and Gender: Women Portrayal in Rap Music
Student’s Name:
Course:
Music and Gender: Women Portrayal in Rap Music
The introduction of rap music in the 1980s was welcomed with a lot positivity. However, this genre of music has on many occasions been considered as being controversial. Rap music has been accused of advancing messages and themes that deal with sexism, violence, gender stereotyping and materialism. Previous studies on rap music have indicated the content found in rap music promotes negative behavior. Moreover, research has shown that rap music videos generally differ in their portrayals of men and women in music videos. Males are often cast in positive light compared to females who are depicted in positions that portray them as a submissive gender to males.
The scope of this research narrows down on rap music produced from the years 2016 to 2018.The songs selected for this research are songs with lyrics that have misogynistic themes on women. Rap songs are observed in normalizing, objectifying, glorifying, victimizing and even exploiting women. Moreover, the rap songs are observed in defaming women through using innuendos and stereotypical language which portray misogynistic and sexist perspectives. The main area of focus for this paper is on the kind of nouns that are used in rap music to refer to the concept of woman and ways in which these nouns depict women. It is critical for this project to investigate the lyrics and its representations, as rap music has in the past years been under criticism for increasingly presenting a negative and controversial image of women in the society. A theological perspective on these issues is undertaken at understanding and criticizing the misogynistic and sexist culture of rap music generally.
Men in rap music have a higher probability of perpetuating violence on women. A review done on the common rap images found out that women were more likely to be dressed in images which portrayed them in provocative ways, especially in videos that had sexual content. Research has suggested that the perpetuation of gender in the media is a theme which has been occurring for eons of time[footnoteRef:1]. Specifically, music and gender and the portrayal of women in rap music has not been extensively studied previously. It is essential to consider the differences of gender in rap music and the portrayal of women in this genre of music. [1: Ronald Weitzer and Charis E Kubrin, “Articles Misogyny in Rap Music A Content Analysis of Prevalence and Meanings,” accessed October 23, 2018, https://doi.org/10.1177/1097184X08327696.]
Although scholars have attempted examining the interactions between rap music and religion, there has been a gap in regard to how artists frame religious messages within their lyrics. However, this lack of sufficient research does not reflect on the continued .
Running head Museum Focus1Museum Focus.docxglendar3
Running head: Museum Focus
1
Museum Focus
4
Museum Focus
Linda Dotson
Walden University
Interdisciplinary Experience: Sustaining Quality of Life in the City
Professor Paige Parker
September 15, 2018
Question 1
Brief introduction of Ohio City
Ohio is a great city named after the Ohio River in the 18th century. The area was disputed by the France and Great Britain. After the dispute, it established its own territories. This territory included the land where west of Pennsylvania in United States and the northwest of the Ohio River. The area covered more than 260,000 square miles (Turner, & Bogue 2010).
The History of Ohio City that has led to construction of Museums.
The area remained as a hunting ground by the Iroquois after the dispute. Later, some American groups began to migrate to the area. Later there was a seven years war between the Europeans, British and France. They all wanted to colonize the area. Unfortunately, the British worn and after the win, they ordered French settlers to leave the area. It is evident that the war brought about the breakdown of ethnicities.
How museum focus has been of great importance to the citizens of the city
The area is known for its landscape, mountains, rivers and minerals. This makes Ohio City to be a great city suitable for great museums. It is evident that, Ohio City creates the best environment for a museum with the theme of History and Natural History to be built. For instance, Miami River is known to be a great river. Many people admire visiting the area just to see the river. This creates the best conditions to build a museum. People within the city can also visit the museum and get to enjoy the benefits of the museums.
How people from outside the city benefit from the construction of the museums.
People outside Ohio City can also visit the museums. These museums will offer the history of the river to its visitors. They will also address an increasing array of issues in the dynamic environment (Edson, 2017).
Question 2
Permanent Exhibition.
Modern museum are designed to have a permanent exhibit, in this case the museum must have enough collections and classification of a field of knowledge for research and for display purposes. This will enlighten the visits about the history of Ohio City. The history stored in this museum will also be of great use to students as they will learn a lot in these museums,
References
Edson, G. (2017). Museum management. In Encyclopedia of Library and Information Sciences(pp. 3185-3198). CRC Press.
Turner, F. J., & Bogue, A. G. (2010). The frontier in American history. Courier Corporation.
If you can do it send confirmation at [email protected]
If you can do it send confirmation at [email protected]
Assessment Details and Submission Guidelines
Trimester
T2 2018
Unit Code
MN603
Unit Title
Wireless Networks and Security
Assessment
Individual
Type
Assessment
Design and implementation of secure enterprise wireless network
Tit.
Running head: MODULE 3 - SLP 1
MODULE 3 – SLP 2
Module 3 – SLP
Elizabeth Davis
Trident International University
Dr. Sharlene Gozalians
13 May 2019
Module 3 – SLP
In a bid to control the prevalence of diabetes among the African Americans, it is important to examine a number of attributes of culture that can empower a person towards changing a behavior. The factors may be positive, existential, and negative. Existential factors may be not harmful but need to be acknowledged. The importance of a family cannot be ignored especially because of the support they provide to diabetic patients. Family is therefore a positive cultural value which will assist in managing diabetes disease. This paper therefore seeks to address how each of the PEN-3 model’s three factors within the dimension of cultural empowerment applies to the African American group.
It is important to explore by identifying several cultural beliefs and practices that are positive, existential and negative. Positive factors are likely to lead to an improvement by reducing the prevalence of diabetes among the African Americans. Existential factors are existing cultural values and beliefs that may have no harmful health consequences. Cultural practices that may act as barriers in controlling the prevalence of diabetes among the African Americans are the negative factors. Example of these negative practices includes poor nutrition leading to obesity.
Positive Factors
The positive factors which will influence management and control of diabetes among the African Americans include spirituality and family. For example, talking about a family affair with diabetes will make a great impact in controlling diabetes among the African Americans. This is because it will create awareness of how to handle and deal with diabetes. Spirituality will have a positive impact in controlling the prevalence of diabetes among the African Americans. African Americans who have spiritual faith are likely to engage in activities which will reduce the prevalence of the disease.
Existential Factors
Existential factors include faith healing. A belief in faith healing is a factor which is likely to reduction in prevalence of diabetes among the African Americans. Individuals who are religious are likely to visit religious leaders to seek healing and intervention. Many individuals confess that they got healed after being prayed for by the Pastors and other religious leaders. This is attributed to believing in faith healing.
Negative Factors
Consumption of “comfort foods” is common in the diet of the African Americans. These foods contain high fat, sugar, and calorie contents. Example of negative cultural factors includes unhealthy traditional foods. Poor nutrition among the African Americans is more l.
Running Head PROGRAM EVALUATION PLAN1PROGRAM EVALUATION.docxglendar3
Running Head: PROGRAM EVALUATION PLAN 1
PROGRAM EVALUATION PLAN 2
PROGRAM EVALUATION PLAN
Name:
Tanisha Hannah
Institution:
Strayer University
Class:
EDU 571 Evaluating School Programs
Professor:
Antony Jacob
Date of Submission:
February 19, 2020
Program evaluation plan (part 2)
In order to ensure that the “gender equity for girls in math” education program which applies to master’s level students is efficient in fulfilling the outlaid goals, the goal based approach of evaluation should be applied in evaluating the effectiveness of the program. The major objective of this education program is to empower the girl child and to ensure that there are increase female students taking courses in mathematics at higher education levels (Markovits & Forgasz, 2017). In this case therefore, the evaluators has to establish if the establishment of this program will promote the positivity and capability of girls to take courses in Mathematics and to increasingly love the subject even in the lower classes so as to portray an increased number in the number of girls pursing this course in the masters level.
The goal based approach of evaluation will help the school evaluator to be able to determine how they can ensure that all the institutions are able to empower the girl child and encourage them to increasingly perfect their skills in mathematics in order to see a reflection of changes in the higher education levels (Sarouphim & Chartouny, 2017). This evaluation technique will help the education program creators to determine if the program is efficient in attaining the set objects through checking the outcomes of the implementation of the program over certain period of time.
The gender equality for girls in Math is a program that is anticipated to help the girl children be able to resolve their issues that result from fear and insecurities which cause them to undermine their power and be left behind by the boy child in regard to prosperity in Mathematics (Ganley.et.al, 2018). Therefore, the evaluators will have a role of determining the broader impacts of this approach as well as investigate what greater good is served as a result of this program. This will include identify the consequences that the program will have on other courses which most female students major in and how the male students will be affected by the program. The goals based evaluation method will help establish the objectives which can be added in the program to make it have optimal results to both girls and boys as well as ensure that other courses that are male dominated portray gender equality (Stoehr.et.al, 2017).
The major areas where the evaluators will assess include; the goals of the program, the outcomes of the program as well as the consequences. The main questions concerning these areas will be; what are the objectives of the program? How will the program be able to meet these goals? How do the goals of the program align with the activities involved.
This document discusses a program budget and financial analysis for a breast cancer awareness campaign targeting African American women. It includes a $1 million budget with revenue sources like grants, donations, and product sales. Expenditures include materials development, workshops, salaries, and supplies. A break-even analysis finds the point where costs equal $100,000 in revenue. Cost-effectiveness analysis shows the awareness campaign is more effective than alternative screening programs in reaching more women at a lower cost. In conclusion, careful budgeting and financial planning are important for implementing the breast cancer awareness initiative.
Running Head MUNCHAUSEN SYNDROMEMunchausen SyndromeKr.docxglendar3
This document summarizes a research article about the role of relationships and families in healing from trauma. The article discusses how most trauma treatment focuses on the individual, but trauma is also a relational event that affects close relationships. It argues that systemic protocols addressing interpersonal difficulties in addition to intrapersonal issues are critical for healing. To illustrate, a graphic case study is presented of a family experiencing trauma due to a kidnapping, and how individual versus systemic treatment approaches would differ in addressing their needs.
Running head PROGRAM EVALUATION 6PROGRAM EVALUATIONPr.docxglendar3
Running head: PROGRAM EVALUATION
6
PROGRAM EVALUATION
Program Evaluation
Insert Your First & Last Name
Capella University
COUN 5280 – Introduction to School Counseling
Professor: Dr. Erin Berry
Month, Year
Setting up the format for an APA style paper
· Begin by setting your cursor at the first, beginning space of the first page of your paper and creating all of your margins at 1”. You do this by going to File>Page Set Up>Margin Tab and set at 1 inch for all 4 sides, Top, Bottom, Right, and Left.
· To set spacing to true Double: First, highlight the entire document text, or choose Select All. Then go to Format>Paragraph>Indents and Spacing Tab and in the box that says Line Spacing: select Double from the pull down menu. Make sure the ‘before’ and ‘after’ boxes are set at 0 pt, and not at Auto. Double Spacethroughout the document and see rules in APA Publication Manual, 6th Edition. APA is about saving space… no gaps or quadruple spacing, so the document is consistent and easy to read.
· The font is Times New Roman, 12 pt. Use the same size and typeface throughout, including the paging and Running heads.
(REMOVE THIS INSTRUCTION PAGE WHEN SUBMITTING PAPER)
Start your introduction here. APA 6th edition does not use a heading title for the introduction because its position in the paper identifies it as the introduction. Open your paper with a nice foreword to introduce your response to the unit 7 discussion. You also want to set the reader up about the four general topic areas you will present . At this point, you may respond to the assignment in an outline fashion or take a narrative approach. An example of an outline form is provided. Please review the rubric carefully! There is still an expectation to support your ideas with the literature.
I. School specific needs
In this section you will examine your understanding of identified gaps or specific needs for Model Middle School.
· Included in this section should be an analysis that addresses academic career, personal-social and developmental needs. A strong analysis is demonstrated when the ideas presented in this section are supported by specific examples and scholarly literature.
· A strong program analysis takes into consideration the ways in which student development is fostered through stakeholder collaboration (e.g., school, family and community). Additionally, the measures used to demonstrate accountability are reviewed. Be sure these two ideas clearly addressed in your outline.
II. Program outline
Strong action plans demonstrate critical thinking through the discussion of reasonable assumptions, drawing inferences or making predictions while exploring the potential risks and benefits of the plan. Make sure specific examples are provided! For example, the plan may include group counseling for an academic issues because intervention is supported in the literature.
· In this section, you will describe the specific program of services you plan to provide to .
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxglendar3
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Running head PROFICIENCY LEVEL ANALYSIS1PROFICIENCY LEVEL AN.docxglendar3
Running head: PROFICIENCY LEVEL ANALYSIS 1
PROFICIENCY LEVEL ANALYSIS 4
Proficiency Level Analysis
ESL-433
6/16/19
Proficiency Level Analysis
Grouping Strategy for Ms. Jensen
The arrangement of the student in the class should be based on their proficiency level while factoring the different capabilities of each student. The teacher should ensure that the both fast learners and slow learners are catered in terms of understanding how to handle their comprehension capabilities. The class has three categories of student, basic, intermediate and proficient.
Cooperative Learning
Cooperative grouping is based on the differences among the children in terms of their learning abilities. Li & Lam (2013) states that cooperative grouping is best suited for situations where students have learning abilities which are differing. The grouping technique is implemented following the analysis of the heterogeneous factors such that students should be grouped depending gender, economic background, culture, race and ethnicities. The ranking of students should follow the descending order starting with the highest to the lowest. To make a ranking legend, the teacher should use L for low achiever, M for medium achievers and H for highest achievers. The grouping should include at least one student from each category for the purposes of achieving diversity. The grouping system should however be done without involving the students as such could encourage discrimination. The issues of gender should be defined effectively to avoid the majority of gender in any of the group.
Rationale for Placement
The strategy is important and useful for the given case because students have different abilities and proficiency. The grouping strategy also promotes involvement of all students since the group is designed in manner which facilitates individual contribution. Tsay & Brady (2012) states that the cooperative grouping is important since it allows for the development of critical thinking skills and communication skills.
Conclusion
Ms. Jensen’s class has students with different abilities and varying English proficiency. Cooperative grouping is effective for 7th grade children since it allow them to exchange information amongst themselves while encouraging collaborative learning. Students are more likely to improve their self-esteem and moralization to study English tasks since group composition allows individual contribution and peer discussions.
References
Li, M. P., & Lam, B. H. (2013). Cooperative learning. 2015-01-20]. http://www. ied. edu. hk/aclass/l'heories/cooperative learning course writing_LBH% 2024June, pdf.
Tsay, M., & Brady, M. (2012). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference?. Journal of the Scholarship of Teaching and Learning, 10(2), 78-89.
Ms. Jensen's 7th Grade Class AZELLA Scores
Student Name
Reading Label
Writing Label
Listening Label
Speaking Label
Aryanna
P.
Running head PROFESSIONAL CAPSTONE AND PRACTICUM1PROFESSIONA.docxglendar3
This document provides a literature review on studies related to falls and injuries among older adults. Several studies are compared that explore interventions for preventing falls and factors contributing to falls in healthcare facilities. The research questions, sample populations, and limitations of the studies are analyzed. Most studies used systematic reviews to examine fall prevention strategies and identified predictive risk factors through large sample sizes. However, limitations included a lack of randomized controlled trials and inconsistencies in reporting study methodology.
Running head PROFESSIONAL DEVELOPMENT PROPOSAL PROGRAM .docxglendar3
Running head: PROFESSIONAL DEVELOPMENT PROPOSAL PROGRAM 1
PROFESSIONAL DEVELOPMENT PROPOSAL PROGRAM 3
Professional Development Proposal Program
BUS520
Strayer University
November 9, 2018
Executive Summary
Professional Development Proposal Program
The need for organizational efficiency is driving the need for understanding the competency of individuals that generate effectiveness. The emotional intelligence capabilities help explain considerable as well as significant variances in accepting and predicting performance in capability studies. Emotional intelligence is the ability to monitor personal feelings and emotions visa vie other people’s feelings and emotions and use the information to guide personal thinking and actions. Management can rely on employees’ emotional building blocks to not only enhance their performance, but also their job satisfaction levels. The most important emotional intelligence building blocks that enhance employee performance and job satisfaction are social skills, self-awareness, self regulation, self motivation and empathy. Managers will use emotional intelligence to identify the positive and negative reinforcement of motivation to enhance employee morale within the organization. Positive reinforcement motivation tools are the rewards given to employees for exemplary performance while negative reinforcement is the penalty or punishment for poor performance.
Leaders can use the concept of emotional intelligence to enhance their social skills and decision-making skills in management. Emotional intelligence plays a critical role in helping persons requiring social skills to help them deal with social situations. Given that building strong relationship is one aspect of effective leadership, there is need for organizational leaders to build capacity in social skills for better organizational performance. Leaders can also utilize the concept of emotional intelligence to enhance their decision-making skills. Emotionally intelligent decision makers rely on self-awareness and self-management to determine their appropriate duties in decision making process. Decision makers use these skills to determine whether they have the necessary orientation to a problem.
Emotionally intelligent leaders strive for the establishment of effective teams to help realize organizational and team goals. Effective teams have clear purpose and goals, engage in consensus decision making, shared leadership and embrace open communication. To develop effective teams, departmental managers must define the team’s purpose and goals, define the roles for each group member and quickly identify and resolve conflicts. Finally, there is need to develop both extrinsic and intrinsic reward systems for employee motivation and improved performance.
Professional Development Proposal Program
Introduction
The need for organizatio.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
1. Running Head: New Curriculum 2
New Curriculum 2
Curriculum Foundations
Student’s Name:
Anthony Tyler
Instructor:
Professor Brian Stark
Date:
February 16, 2020
Introduction
Curriculum proposal planning is entailing the making of several
choices. There are three basics of curriculum, which is
knowledge, learner, as well as society and should be put into
consideration. Each of the three factors should be equally
considered when coming up with a proposal of a curriculum.
The foundations of the curriculum are plating a crucial role in
the planning of the curriculum alongside shaping and
influencing the mind of individuals developing a curriculum
(McNeil & Thompson, n.d., p. 66). The curriculum is
categorized under three categories which psychology,
philosophy, as well as sociology, which affect the way
2. developers, do plan curriculum and the curriculum development
process. This paper is a proposal that is to be used for a newly
established curriculum that is outlined on various curriculum
foundation areas towards meeting the new state of standards
that are created alongside coming up with an improvement to
the school that is selected. Gold Elementary school will be the
school chosen for this assignment, whereby the proposed new
curriculum will be developed. The paper will begin by
summarizing aspects that are submitted from the task that is
describing a specific curriculum area regarding the pilot project
as well as the core instructional goals to be used for the
curriculum. The paper will also be describing various
curriculum development approaches which are used alongside
the theoretical methods as well as psychological strategies that
are in line with the essential instructional goals of the planned
curriculum. Similar, cultural influences that are significantly
impacting the selected school alongside the effective ways of
integrating my planned curriculum with the cultural influences.
The paper will summarize by outlining the strategies I have
developed to have critical thinking skills incorporated into my
proposed plan by the use of “Bloom’s Taxonomy of Cognitive
Objectives” not forgetting their rationales that are
corresponding (AHN, 2017, p. 107).
Area of Target and Type of Curriculum Education
The pilot curriculum that is proposed is planning to incorporate
STEAM Education in all the grade students to grade five
students in Gold Elementary School. STEAM education is
consisting of disciplines like science, technology, engineering,
art as well as mathematics. STEAM knowledge is crucial in
keeping the students with technology alongside ensuring that
they are engaged in the process of active learning. The STEAM
knowledge is also useful in transforming ideas that are new into
the best innovation and inventions as well as making the
students more innovative. The proposed curriculum is using the
concepts as well as approaches that entail enhancing the
curiosity, exploration, creativity, critical thinking, and
3. collaboration of the students which are essential in helping the
students become more successful in their higher learning. As a
result of the use of STEAM education, it is possible to connect
subjects for the students thereby opening the door to curriculum
that is more exciting and meaningful and relevant to the current
situations (McNeil & Thompson, n.d., p. 55).
Core Instructional Goals of STEAM education
i. The STEAM education is aiming at educating, encouraging as
well as preparing the current youth towards pursuing careers
that are in the related field alongside developing them for
higher learning. He approaches focusing on the learning
environment that is student-centered aiming at engaging the
students in collaborating, solving problems, critical analysis as
well as hands-on activities (McNeil & Thompson, n.d., p. 65).
ii. Student undertaking STEAM education is incorporated with
questions that are complex, investigating issues that are global
alongside finding solutions to the problems especially for the
situations that are challenging and in the real world alongside
applying technology, science engineering, mathematics and arts
contents in an interactive learning process. Thus, STEAM
education is aiming at developing the logical abilities of the
students alongside teaching them to become individuals who are
scientifically, mathematically and technological literate
alongside having effective communication (Voogt et al., 2015,
p. 270).
iii. STEAM education is capitalizing in the early experiences
and interest of the students as well as identifying and building
creativity and knowledge alongside providing the student's
opportunities of engaging on several practices especially in
mathematics and other sciences to have their interest sustained.
The student will be able to enhance their abilities to solve
problems through investigating questions that are about the
world just like the way mathematicians, and scientist is doing
(Voogt et al., 2015, p. 271).
iv. STEAM education is aiming at providing as well as
enhancing the development of teachers. It is giving course,
4. classes alongside internships that will be useful to the teachers
as they can get the crucial knowledge and skills in areas they
previously never had. Instructors will have a chance to learn the
technologies that are current as well as current approaches that
are beneficial to the student through the use of competency
training alongside online course (Mannathoko & Mamvuto,
2018, p. 149).
The different approaches to student learning
This new pilot curriculum will be using both humanistic as well
as behavioral approaches to learning. The behavioral approach
is playing a significant role in emphasizing on guiding the
students towards reaching pre-established learning outcomes.
The method is beginning with the plans of education, and it is
ending with the setting of objectives and goals that are crucial
for the learning process. The behavioral approach is more
significant being that is scientific alongside having measurable
outcomes. When the learners can attain the expected results of
learning that are put in place towards achieving the curriculum
objectives, then learning is considered to have taken place. The
main aim of the behavioral approach to the process of learning
is to provide appropriate opportunities to learners helping the
students in demonstrating that they can show that they have
learned something. High priority should be given to lessening
the problem behavior intensity within the classroom by the
teachers towards ensuring that the leaning, as well as
interventions impact, are maximized (Mannathoko & Mamvuto,
2018, p. 150).
Humanistic learning Approach is putting more emphasis on the
role of non-cognitive variables in learning, for instance, the
requirements of students as well as their values, emotions, and
self-perceptions. The approach is based on the principle the
students will be motivated to learn is the materials used in the
class are personally meaningful. It is aiming at helping the
students to understand better their behavior alongside creating a
classroom environment that is positive, having the ability to
activate learning desires. The instructor who is establishing an
5. atmosphere that is humanistic within the class is expressing
interest that is genuine in every learner alongside guiding the
students into the right actions. The learners are having more
opportunities of discussing their views, feelings, problems in an
open manner within a school environment that is humanistic
thereby increasing happiness and motivation to the students
(Grote, 2016, p. 1329).
The Philosophical Approach to learning
A philosophical approach of realism is used for this pilot
curriculum towards shaping the design of the curriculum.
Generally, Realism is based on that fact reality is what you one
is observing. This philosophical approach is believing that
people only sense and observe something that is truthful and
that goodness is found in order of natural laws. It is practical
education philosophy; thus, this new curriculum will be
teaching reality as well as facts that are in the field of
education. The realistic approach is entailing three questions;
what is the reality? What is good? As well as what are the facts?
This approach is discussing the fundamental knowledge, value,
as well as philosophies of education. This new pilot curriculum
is going to be used on a plan that is more realistic alongside
emphasizing in critical reasons with the help of experiments and
observations. The approaches encourage lecture methods
alongside other teaching methods of learning. It will be crucial
in furnishing the cognitive strength of the students preparing
them for future life (Grote, 2016, p. 1330).
The psychological, motivational approach
The best approach to learning that will be used in this pilot
curriculum is the cognitive-behavioral approach to remediate
behavioral deficits alongside problems as the students will be
provided with necessary tools that they can use to control their
behavior. This approach is involving the teaching of the use of
inner speech towards modifying cognitions that are underlying,
having impacts on the students. The cognitive behavioral
approach is incorporating motive, behavioral, cognitive as
developmental strategies. This is line with the help of role
6. plays, modeling, using rewards as well as self-evaluation
towards remediating social behavior and student’s deficit.
Cognition of the students regarding social situations that are
encountered in the class can be modified alongside being
examined via self-regulation approach, which is provided by
this approach. The method is a student-operated system,
therefore, will be allowing the students to have their newly
learned behavior generalized by themselves in a better manner
compared to systems that rely on punishments and external
awards (Adams, 2015, p. 153).
Cultural influence and its integration in the school district
Forces, as a result of various cultures, are having a significant
impact on the way students participate in learning. As a result
of religion, we can identify understand the differences within
the learners alongside enabling use to come with the best
curriculum strategies and modifications. Differences in culture
in students should be carefully put into consideration so that the
teachers do to make assumptions that are based on the cultural
background of the students. The transformational approach is
one of the cultural influencings that is significantly impacting
the school district. The method is aiming at changing how
students understand themselves and anybody within the
classroom setting alongside being able to be involved in the
external contribution to the outside world. STEAM education
will be emphasizing on the curriculum that is transforming
teaching alongside instilling changes in educators and learners.
Primary methods are used to have transformational approach
integrated. For instance, provision of mastery and modeling
experiences of the members of faculty, establishing the vision
of the course, intellectual improvement alongside encouraging
and challenging learners, feedback and attention
personalization, creation of less of experiments as well as
encouraging reflection alongside reflection within the
learners (AHN, 2017, p. 99). The transformational approach can
be adequately integrated by creating experiences that are
constructive within the class with the teacher's role being
7. preparing and transmitting information to the learners as the
students are supposed to receive, store as well put the
information into action (AHN, 2017, p. 102).
Strategies Using Bloom’s Taxonomy into the Planned
Curriculum
Bloom's Taxonomy is providing a basic framework for the
educators towards aligning their activity with a specific process
of cognitive development level. Bloom's Taxonomy is useful to
the teacher regarding the design of task performance,
developing questions for the students alongside provide
feedbacks regarding the work of the students. To have critical
thinking incorporated to all students in Gold Elementary School
in the curriculum that is planned by the use of Bloom's
Taxonomy of cognitive objectives, I will be developing goals
and strategies of learning that will be applied by the teachers in
the classes. First, the students will be in groups while
performing scientific experiments after which they will be
required to recite the activities to have their memory and
knowledge tested ("Bloom's Taxonomy of Educational
Objectives," n.d.). This will enable the students to recall the
activities that they learn in previous classes regarding answer,
facts as well as concepts and terms. The strategy will be useful
in promoting recognition, remembering, as well as
memorization of learning activities (Adams, 2015, p. 153).
The second strategy involves grouping the learner in different
pairs whereby every par is required to think of words describing
a particular object which will be followed by asking them to
write the descriptions. This strategy is useful as the students
can demonstrate an understanding of ideas and facts through
comparing, organizing, describing, translating, stating as well
as interpreting the major conceptual ideas. Thirdly, a strategy
that is involving the giving of exercises to the students asking
them to give the difference between various disciplines will be
used. This strategy is useful in enabling the students to examine
as well as break the information into multiple parts through
identifying the causes, making inferences alongside supporting
8. their answers with evidence. Similarly, a fourth strategy of
giving the students a project that is requiring them to design
homework problem that is original and is dealing with a topic
that is specified. The strategy is useful in enabling the learners
to compile information in various techniques through element
combinations into patterns that are new towards solving the
problem. It is enhancing the learning of students as well as the
ability to resolve the issues and student's critical thinking
(Adams, 2015, p. 152).
References
Adams, N. E., (2015). Bloom's taxonomy of cognitive learning
objectives. Journal of the Medical Library Association:
JMLA, 103(3), 152-153.
AHN, J., (2017). Implications of Art & Culture Area Student-
Designed Major to Art & Culture Curriculum. Society for Art
Education of Korea, 63, 99-113.
Bloom's Taxonomy of Educational Objectives. (n.d.). Retrieved
from https://teaching.uncc.edu/services-programs/teaching-
guides/course-design/blooms-educational-objectives
Grote, T., (2016). James F. Keenan (2015), University Ethics:
How Universities Can Build and Benefit from a Culture of
Ethics. Ethical Theory and Moral Practice, 19(5), 1329-1330.
Mannathoko, M. C., & Mamvuto, A. (2018). Teaching the Arts
in the Primary School Curriculum: What Strategies Imbue the
Integrative Arts Subjects? Studies in Art Education, 59(2), 145-
158.
McNeil, J., & Thompson, A. (n.d.). Enhancing Curriculum in a
First-Year Introduction to Engineering Course to Assist
Students in Choice of Major. 2016 ASEE Annual Conference &
Exposition Proceedings.
Voogt, J., Laferrière, T., Breuleux, A., Itow, R. C.,
9. Hickey, D. T., & McKenney, S. (2015). Collaborative design as
a form of professional development. Instructional
Science, 43(2), 259-282.
Running Head: CURRICULUM INCEPTION
Curriculum Inception
Assignment 1: Curriculum Inception
Anthony Tyler
Instructor:
Professor Brian Stark
Date: January 21, 2020
Curriculum Inception
School District of Philadelphia
Geographical Location
This is the school district that houses all the public schools in
Philadelphia, it is one of the largest school districts in The
United States, in terms of enrollment because it is has enrolled
over 200,000 students. This school district operates over 214
schools in the city, whereby there are almost 300 schools. The
10. high schools are 49 in number, the middle schools are 16, and
the elementary has 149 schools. The other schools are run
independently by charter schools that directly report to the
School District of Philadelphia.
Demographics of Student Population and Cultural Influences
The enrollment in Philadelphia district schools by the year 2013
was 131,362, which currently the number is at 200,000. There
are 107 languages spoken by the district students in the schools
other than English. The most significant group students
speaking another language than English is the Spanish speakers
that amount to almost half of the total number of students in the
school district. The other languages include Arabic, Mandarin
Chinese, Vietnamese, Russian, Khmer, Creoles and pidgins
which are English and French-based, Ukrainian, Bengali,
Albanian and other 80 languages.
State Policies and Practices Related to Curriculum Development
There are various state policies designed to improve curriculum
development; such as a curriculum audit; a curriculum audit
assists the school district in establishing if the curriculum in
place aligned to the objectives of the sates and if the curriculum
is adopted in a class by the teachers (Partelow & Shapiro,
2018). The curriculum is vital to the education that the students
receive hence, establishing what and when they are taught is
essential, in the sense that a curriculum that is of high quality
will positively reflect on the student. This policy is on the same
page as evaluating the effectiveness of the curriculum and not
just alignment, which helps in the development of the best
curriculum.
Specific Discipline and Grade Level for Pilot Curriculum
The discipline for the pilot curriculum is the K-12 Science
Education, which is a broad discipline and exciting at the same
time. It is essential to understand that the science curriculum
Science education goes with instruction, assessment and teacher
development. Science education is the field in education that is
involved with sharing of science process and content with
individuals, mostly students that are not considered to be part of
11. the science community. In this case, the learners might be
college students, children or adults that are among the general
population. The science education field encompasses works in
science process that is the scientific method, science content,
teaching pedagogy and social science. There are standards for
science education that provide the basis for the development of
proper understanding for the students the entire K-12 education
course and other levels of education. The conventional subjects
in the standards are life, physical, earth human sciences and
space.
K-12 being the level that this pilot curriculum is focusing on it
is also essential to describe it, K-12 is a used educational
technology and education in Canada and the United States in
addition to other countries (Rouse, 2019). It is somehow a short
form for the school grades that are publicly supported that come
before college. The publicly-supported grades include the (K)
that stands for Kindergarten and the twelve grades that go from
1st to 12th grade (1-12). Whereby after the 12th grade follows
is, college and hypothetically speaking the first year of college
would be the 13th grade if this system was to extend to college.
Also, something to note is that modern information technology
is provided at the K-12 level in our communities that use the K-
12 model.
Rationale That Proposes Three benefits to The Students
The alignment of the framework of this K-12 curriculum, there
are other aspects outside the curriculum, that could be
considered and at the same time not addressed in the
framework. Through the elements of the science curriculum,
there are specific areas such as discussion and reflection, which
are part of the curriculum. Through this aspect's students can
come and establish the fact that scientific inquiry encompasses
some values. These values will then benefit them in future even
if they are applied in a scientific field, for instance;
Respect for the Importance of Logical thinking; this is an aspect
that is spread through the science units. Through the
experiments and historical evaluations of the branches of
12. science. Logical thinking it is something that is required for nay
individuals, which is a good thing that this curriculum can
develop this at the K-12 grade level while the students are still
young.
Open-mindedness; this is a crucial factor in our current society
with the various issue with gender, politics and other societal
topics. Hence the development of such skills through the
curriculum will be necessary for the students, as they will
develop this from the class to real life situations such as when
they join college, and suddenly everything is not the same.
Honest report findings; this is another beneficial aspect that the
students can get from the science curriculum. In the sense that
in some way, it will develop individuals with integrity, which is
a vital factor for the next generation as a lack of integrity is
what ails our current age.
The science-education curriculum is supposed to consider the
students, mainly because the curriculum in place is not
sufficient for their development through the K-12 grade level.
Hence the above three benefits are some of the benefits the
students will get from the pilot-curriculum program.
Four Instructional Goals of the Curriculum
Albert Einstein said education has the goal "to produces
independently thinking and acting Individuals." Science
education, on the other hand, has the aim to produce capable
individuals that evaluate and understand information that is or
claims to be scientific and therefore creating motivated and
skills future scientists in every field (Forman et al. 2015). The
curriculum was based on this principle, and consequently it has
Instructional Goals which are to produce proficient students in
Science;
That has the knowledge, utilise and interpret the natural world's
scientific Interpretation. Meaning that they have the extensive
scientific experience, that can be established through reading
lessons, to at least have a clue about the various science units
such as the earth, plants and human sciences. The general
scientific knowledge is the first step that each student is
13. anticipated to have in this pilot curriculum.
Who can evaluate and generate scientific explanation and
evidence; this can be achieved through the experiments that are
set aside for the practical lessons. The main aim of the practical
lessons is to give the students the feel of scientific tests aimed
at getting scientific evidence.
That can appropriate the development and nature of scientific
knowledge and at the same time, participate proficiently in
scientific discourse and practices. In other words, the
curriculum is designed to ensure that the students enjoy science
as a subject; of course, it is not for every student. But it will
propel those interested in having enthusiasm about science. This
is because students who interest and passion in the subject have
a better shot at being productive in scientific practices.
Works Cited
School District of Philadelphia. 2018 July 23rd. Retrieved from
https://www.philasd.org/about/
Curriculum Reform in the Nation’s Largest School Districts by
Lisette Partelow & Sarah Shapiro. August 29th, 2018. Retrieved
from https://www.americanprogress.org/issues/education-k-
14. 12/reports/2018/08/29/454705/curriculum-reform-nations-
largest-school-districts/
K-12 by Margaret Rouse. May 28th, 2019. Retrieved from
https://whatis.techtarget.com/definition/K-12
Forman, J., Gubbins, E. J., Villanueva, M., Massicotte, C.,
Callahan, C., & Tofel-Grehl, C. (2015). National Survey of
STEM High Schools' Curricular and Instructional Strategies and
Practices. NCSSS Journal, 20(1), 8-19.
Hamilton, L. S., Stecher, B. M., & Yuan, K. (2017). Creating an
Indicator of K-12 Classroom Coverage of Science, Technology,
Engineering, and Math (STEM) Content and Practices. RAND
Corporation.