Science curriculum
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The document discusses the differences between a syllabus and curriculum. A syllabus is mandated by the government and outlines what must be taught and assessed. A curriculum is developed by teachers and consists of the experiences and activities students will engage in. It recommends developing the curriculum collaboratively based on the syllabus through an ongoing and adaptive process.
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The document discusses the differences between a curriculum and a syllabus. A syllabus is mandated by the government and outlines what must be taught and assessed, while a curriculum is developed by teachers and comprises the experiences students will have. The document also discusses various definitions of curriculum, the hidden curriculum, curriculum development processes, organizing curriculum around contexts, key concepts, planning based on student activities, using storylines in units, thinking styles of students, and making curricula public.
Group 1 Fundamentals of Curriculum Designing.pdf
The document discusses curriculum design and its key components. It begins with an overview of Peter Oliva's 10 axioms for curriculum development, which include that curriculum change is inevitable and necessary, curriculum reflects the times, and curriculum development is a cooperative process. It then covers the main elements of curriculum design, such as intended learning outcomes, subject matter, teaching methods, and assessment. The document provides examples and details for properly constructing each of these components for effective curriculum design. It emphasizes that curriculum design should follow systematic processes and be comprehensive rather than piecemeal.
Principles & theories in curriculum development ppt
The document discusses the definition and purpose of curriculum from several perspectives. It describes curriculum as the total learning experience for students, including academic subjects as well as informal activities. An effective curriculum considers students' needs, sets clear learning outcomes, and outlines the content and teaching methods needed to achieve those outcomes. It provides order and structure for administrators, teachers, and students to ensure students receive a well-rounded education that prepares them for further education and career opportunities.
Curriculum planning mam nourien rafique
Curriculum planning involves making decisions about what to teach, why, and how to organize instruction. It occurs at multiple levels from defining broad frameworks to developing detailed lesson plans. Effective curriculum planning ensures coordination between goals, content, teaching methods, and assessments. It considers factors like students' needs, available resources, and educational research. The process requires collaboration between various stakeholders like teachers, administrators, parents, and experts to determine what is essential for students to learn.
Unit -i_commerce_curriculum[1]
The curriculum is the planned interaction of learners with instructional content, materials, resources, and processes for evaluating educational objectives. It includes goals and objectives, content or subject matter, methods, learning experiences, and assessment. The curriculum is broader than the syllabus, which provides details on topics, materials, expectations, and evaluation for a particular course. State bodies like the SCERT are responsible for developing the curriculum and advising on policy, while examining boards and teachers prepare more specific syllabi. Curricula aim to connect learning to life outside of school and encourage active, collaborative construction of knowledge.
Curriculum Development And Change Essay
This document discusses curriculum development and different views of curriculum. It outlines some key concepts in curriculum including narrow and broad perspectives of curriculum. The narrow perspective focuses on plans and intentions for what should happen in school, while the broad perspective recognizes what actually occurs based on social constructs. Different forms of curriculum are also discussed, including the formal/official curriculum, actual curriculum, hidden curriculum, and common curriculum. Factors that influence curriculum development and planning are mentioned. Overall, the document provides an overview of key curriculum concepts and perspectives.
Principles and theories in curriculum development
What Is Curriculum
A Curriculum Will Answer
Difference Between Syllabus & Curriculum
Aims And Objectives
Curriculum Framework
Common Elements Of A Curriculum Framework
The Role Of Curriculum
Creating a Unit PlanCreating a Unit PlanChastity.docx
Creating a Unit Plan
Creating a Unit Plan
Chastity Jones
Laura Wilde
07/07/2014
EDU673: Instruct. Strat. for Differentiated Teach & Learn
Introduction
Classroom unit plans are documents used by teachers to map long-term plan throughout the school term or a year. Teachers should have a long-term unit plan that sets their goals and objectives throughout the term in a bid to enhance student performance. Teachers should be able to understand their students as different students come from different backgrounds and environment; exhibiting different personalities, traits, and intellectual capabilities. Students behave differently whenever they are in school and at home and this defines their ultimate achievement.
Some students come from very poor background while others come from rich families and this could contribute to the variations in academic performances; which is the ultimate goal behind learning institutions. Lack of enough learning materials such as stationeries and classrooms could reduce leaning efficiency. Some of the students are drug addicts and lack proper parental guidelines leading them to mischievous behaviors’ thus creating an environment not conducive for studying. A well designed unit plan will enable teachers to plan their work well and this l also favors the weak students who cannot perform very well in class.
First Step: Identification of the objective
The first thing that a teacher should do is to identify the content, unit title and the unit subject. The teacher should identify the area of study and the specific topics to be studied over that specific period. A mathematics teacher for example may decide on the topics to study such as algebra, subtraction, multiplication and division. However, teachers should be able to understand their learning objectives in creating a big goal and a long-term plan. The teacher should also be able to create two measurable unit objectives that will enable students to think critically as like align with the CCSS. A Physics teacher for example should make students to think critically in their practical work.
Teachers should be able to create a description of what they want their students to master and understand. Taking students out in the field will really make them understand what they are studying. An Environmental teacher for example should take students out for field studies to make them think critically through exposure.
Second step: Evidence of learning, pre-assessments, formative assessments and summative assessments.
· Pre-assessment: In this step, teacher should be able to detect the preparedness of the students. They should test the thinking of the students if indeed their thoughts are in the content of the subject that is about to be studied. In this case, teachers should be able to understand the interest and capability of the students before the learning process begin. Besides that, teachers should be to identify the learning materials.
· Formative assessme.
Stage Iii Lp
The backward design model comprises three stages:
I. Identify desired results
II. Determine acceptable evidence
III. Plan learning experiences and instruction. Once desired results and evidence are determined, a lesson plan can be developed to help students reach the objectives. Wiggins and McTighe's "WHERE" approach is used in planning instruction and experiences.
What makes a good curriculum
An effective curriculum has the potential to dramatically improve student achievement and teacher quality. It contains content that is thoroughly developed and explored at appropriate depth. Concepts and skills are built upon in a developmental sequence established in carefully planned lesson plans. Additionally, a quality curriculum incorporates research-based teaching methods, is tailored to the needs of the specific student population, and comprehensively addresses relevant academic standards.
interface between aspects of learning
The document discusses various aspects of learning including knowledge, subjects, curriculum, textbooks, and linguistic background of learners. It explains each of these aspects and their importance for learning. It also discusses the interfaces between these different aspects of learning and how they are interrelated and important for obtaining new information. The conclusion summarizes that the interfaces between various aspects of learning are critical for the learning process.
Lesson Planning Guide 2008
This document provides guidance on developing effective lesson plans for adult education teachers. It outlines the basic components of a complete lesson plan, including learning objectives aligned with state standards, materials and resources, engaging activities, and assessments. Lesson plans are important as they help teachers design high-quality instruction that meets learners' needs and goals. The document also discusses benefits such as improved preparation, innovation, and knowledge. Templates and samples are included in the appendices.
EEF_Metacognition_and_self-regulated_learning.pdf
This guidance report provides 7 recommendations for teachers to develop students' metacognition and self-regulated learning skills based on evidence from educational research. The recommendations include explicitly teaching students metacognitive strategies, modeling metacognitive thinking, promoting metacognitive classroom discussions, and ensuring an appropriate level of challenge to develop self-regulation. The report aims to give teachers practical and accessible guidance on implementing high-impact approaches to improve student learning and outcomes.
Effective ed practices.pptx
This document discusses effective educational practices and benchmarks for quality teaching and learning. It outlines five national benchmarks: academic challenge, student interaction with faculty, active and collaborative learning, enriching experiences, and supportive campus environment. It also discusses seven principles for good practice: contact between students and faculty, reciprocity among students, active learning, prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents. Resources are provided for implementing these principles effectively in the classroom.
Curriculum development
The document discusses various aspects of nursing curriculum development including:
- The stages of curriculum development including the directive, formative, functional, and evaluative stages.
- The principles, determinants, and types of curriculum including knowledge-centered, competence-based, and experience-based approaches.
- The steps of curriculum development including formulation of objectives, selection of learning experiences, organization of experiences, and evaluation of objectives.
- Characteristics of the core curriculum and discussion of new curriculum types including legitimate, illegitimate, hidden, and null curriculums.
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The document discusses various aspects of nursing curriculum development including:
- The stages of curriculum development including the directive, formative, functional, and evaluative stages.
- The principles, determinants, and types of curriculum including knowledge-centered, competence-based, and experience-based approaches.
- The steps of curriculum development including formulation of objectives, selection of learning experiences, organization of experiences, and evaluation of objectives.
- Characteristics of the core curriculum and new types of curriculums including child-centered, activity-based, and experience-based models.
Instructional development amirppt.
Instructional development models address challenges in producing teaching materials and strategies, even in difficult environments. These models convey the complex process of instructional design graphically and through text. One such model is the teaching-learning cycle, which involves diagnosing student needs, setting objectives, selecting content, preparing lessons, and guiding activities. The cycle aims to motivate students and effectively support their learning.
Instructional Development Models
The instructional development models document the complex process educators use to develop instructional solutions. Models help convey meaning of complex concepts through relationships and processes. The ASSURE model is a procedural guide that integrates technology into teaching. It includes six steps: analyze learners, state objectives, select materials, utilize materials, require participation, and evaluate. The concrete-abstract continuum model positions instructional methods on a scale from concrete to abstract based on the level of learner participation and sensory experience.
Instructional Development Models
The instructional development models document the complex process educators use to develop instructional solutions. Models help convey meaning about relationships and processes to facilitate study. The ASSURE model is a procedural guide that integrates technology into teaching. It includes six steps: 1) analyze learners, 2) state objectives, 3) select media and materials, 4) utilize materials, 5) require participation, and 6) evaluate and revise. The concrete-abstract continuum model positions instructional methods on a scale from concrete to abstract based on the level of engagement and active learning.
FORMATIVE TO SUMMATIVE ASSESSMENT
Transforming assessments from summative (AOL) to formative (AFL) supports individual learning. AFL focuses on providing ongoing feedback to help students improve, while AOL only shows current achievement levels. Effective AFL involves techniques like diagnostic testing, feedback, peer teaching, and rubrics to engage students and help teachers identify areas of weakness. When implemented properly in the classroom, AFL benefits learning by empowering students and improving understanding, confidence, and responsibility for their own progress.
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Principles & theories in curriculum development ppt
Principles & theories in curriculum development ppt
Creating a Unit PlanCreating a Unit PlanChastity.docx
Creating a Unit PlanCreating a Unit PlanChastity.docx
4vrc9l0fqouzrvqzjkww-signature-2173aaf3084f52f52c73a1ffced83b743b9899aac20e48...
4vrc9l0fqouzrvqzjkww-signature-2173aaf3084f52f52c73a1ffced83b743b9899aac20e48...
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Chapter-1
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Chapter 3
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Science curriculum
- 1. David Geelan University of Queensland