Field Study 4, Learning episode 1, meaning of curriculum, limited and broad definitions, learning episode 2, types of curricula in schools, recommended curriculum, written curriculum, taught curriculum, supported curriculum, assessed curriculum, learned curriculum, hidden or implicit curriculum, learning episode 3, teacher as a curricularist, initiator, writer, planner, evaluator, knower, innovator, implementer, learning episode 4, teacher as knower of curriculum, traditional, progressive, learning episode 5, approaches about school curriculum, BASIC principles of curriculum content, learning episode 6, curriculum development processes and models, ralph tyler model, hilda taba model, grassroots approach, galen saylor and william alexander curriculum model
Field Study 4, Learning episode 1, meaning of curriculum, limited and broad definitions, learning episode 2, types of curricula in schools, recommended curriculum, written curriculum, taught curriculum, supported curriculum, assessed curriculum, learned curriculum, hidden or implicit curriculum, learning episode 3, teacher as a curricularist, initiator, writer, planner, evaluator, knower, innovator, implementer, learning episode 4, teacher as knower of curriculum, traditional, progressive, learning episode 5, approaches about school curriculum, BASIC principles of curriculum content, learning episode 6, curriculum development processes and models, ralph tyler model, hilda taba model, grassroots approach, galen saylor and william alexander curriculum model
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Power-sharing Class 10 is a vital aspect of democratic governance. It refers to the distribution of power among different organs of government, levels of government, and social groups. This ensures that no single entity can control all aspects of governance, promoting stability and unity in a diverse society.
For more information, visit-www.vavaclasses.com
Basic Civil Engineering Notes of Chapter-6, Topic- Ecosystem, Biodiversity Green house effect & Hydrological cycle
Types of Ecosystem
(1) Natural Ecosystem
(2) Artificial Ecosystem
component of ecosystem
Biotic Components
Abiotic Components
Producers
Consumers
Decomposers
Functions of Ecosystem
Types of Biodiversity
Genetic Biodiversity
Species Biodiversity
Ecological Biodiversity
Importance of Biodiversity
Hydrological Cycle
Green House Effect
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. CURRICULUM
–Curriculum is taken in its narrow view as a
listing of subjects to be taught in school or
sometimes it is undertood broadly as all
learning experiences that individuals undergo
while on school.
–The concepts of curriculum is sometimes
characterized as fragmentary, elusive and
confusing.
3. CURRICULUM
• The word originates from the Latin word ‘’currere’’ referring
to the oval track upon which Roman chariots raced.
• The new International dictionary defines curriculum as the
whole body of a course in an educational institution or by a
department while,
• The Oxford English Dictionary defines curriculum as courses
taught in schools or universities.
5. 1. ‘’Curriculum is a planned and guided set of learning
experiences and intended outcomes, formulated
throughnthe systematic reconstruction of knowledge
and experiences under the auspices of the school, for
the learners’ continuous and willful growth in
personal social competence.’’ (Daniel Tanner, 1980)
6. 2. ‘’It is a written document that
systematically describes goals planned,
objectives, content, learning activities,
evaluation procedures and so forth.’’ (Pratt,
1980)
7. 3. “The contents of a subject, concepts and
tasks to be acquired, planned activities, the
desired learning outcomes and experiences,
product of culture and an agenda to reform
society make up a curriculum.”(Schubert,
1987)
8. 4. A curriculum includes “All of the experiences
that individual learners have in a program of
education whose purpose is to achieve broad
goals and related specific objectives, which is
planned in terms of a framework of theory and
research or past and present professional
practice.” (Hass, 1987)
9. 5. “It is a programme of activities (by teachers and
pupils) designed so that pupils will attain so far as
possible certain education and other schooling
ends or objectives.” (Grundy, 1987)
10. 6. “ It is a planned that consists of learning
opportunities for a specific time frame and place, a
tool that aims to bring about behavior changes in
students as a result of planned activities and
includes all learning experiences recieved by
students with the guidance of the
school.”(Goodland and Su, 1992)
11. 7. “It provides answers to three questions:
1) What knowledge, skills and values are most
worthwhile?
2) Why are they most worthwhile?
3) How should the young acquire them? (Cronbett,
1992)
15. • Robert M. Hutchins views Curriculum as "permanent
studies"
where rules of grammar, reading, rhetoricy
logic and mathematics for basic education are
emphasized. The 3Rs(Reading, Writing, 'rithmetic)
should be emphasized in basic education while liberal
education should be the emphasis in college.
16. • Arthur Bestor as an essentialist believes
that the mission of the school should be
intellectual training, hence curriculum
should focus on the fundamental
intellectual disciplines of
grammar,literature and writing. It should
include mathematics, science,history and
foreign language.
17. • Joseph Schwabthinks that the sole source of
curriculum is a discipline, thus the subject areas
such as Science, Mathematics,Social Studies,
English and many more. In college, academic
disciplines are labelled as humanities, sciences,
languages.mathematics among others. He
coined the word discipline as a ruling doctrine
for curriculum development.
18. • Phillip Phenix asserts that curriculum
should consist entirely of knowledge
which comes from various disciplines.
20. Listing of school subjects, syllabi, course of
study, and specific discipline does not make a
curriculum. In its broadest terms, a
progressive view of curriculum is'the total
learing experiences of the individual.
21. •John Dewey believes that education
is experiencing. Reflective thinking
is a means that unifies curricular
elements that are tested by
application.
22. • Holin Caswell and Kenn Campbell viewed
curriculum as all experiences children have
under the guidance of teachers.
23. • Othaniel Smith, William Stanley and Harlan
Shore likewise defined curriculum as a
sequence of potential experiences, set up in
schools for the purpose of disciplining
children and youth in group ways of
thinking and acting.
24. •Colin Marsh and.George Willis also
viewed curriculum as all the
experiences in the classroom which
are planned and enacted by the
teacher and also learned by the
students.