In order to make a perfect pizza pie, you need to have fresh dough with a little virgin olive oil rubbed on top, a not to bitter, little sweet sauce, fresh mozzarella and parmigiana cheese, and a pinch of oregano. For some people these are the ingredients that make up a delicious pizza pie, unfortunately, even with the best ingredients someone could still ruin the pie. The same holds true in the ingredients that go into curriculum development. Even if you have the right ingredients it doesn?t always mean that you will have a successful teaching experience. When it comes to life there are many rules or guidelines we have to follow. Sometimes these guidelines go against our beliefs or hinder our wants or desires. Concerning education these rules could inhibit your performance or you could conform to the guidelines and excel with great success. The curriculum itself is outlined first by the state and then school district, which in reality is driven by the community. As you begin to embark on curriculum development your outline, for public schools, should be the learning standards for the state. In the New York State Learning Standards you will find the general outline for each subject, coarse of study, and grade level.
This gives you your basic outline to follow. Each school district will have in its syllabus the NY State Learning Standards as well as their own curriculum guide. Even thought the curriculum is outlined you are still to choose or develop the most appropriate material to be used in your classes. The rest of the curriculum development is left up to you, the teacher. The second and maybe the most important thing that you should take into consideration when developing a curriculum is the audience to which you will be teaching. As a teacher you have to gage or measure the students abilities; can the students handle a rigorous coarse of study, a non challenging environment, or a curriculum that sits in the middle of the road. Identifying the students abilities will enable you to develop a curriculum that is suitable to your students needs. Which bring us to the next point of curriculum development, students needs. According to William Glasser, the students first need is love. If a person is able to give and receive love and can do it with some consistency then that person has experience some degree of success. This feeling of success brings forward the second need which is the need to feel worthwhile or positive self-esteem.
The Term Paper on Curriculum changes and development
This chapter describes how the curriculum for Basic Education evolved from 1973 to 2010. It describes the changes and innovations implemented as necessitated by the changing factors in our country’s political, social, economic, cultural and technological environments. The discussions include an analysis of the processes and outcomes in accordance with the prevailing national development agenda. It ...
Developing a students self esteem allows the students to except a degree of failure without damaging their well being which will enable the students to stay on the right path. Combining these two basic needs you end with the students need for identity. It is because of the feeling of self or distinction from others, importance, and self-worth that will keep a student on the path to success. If you as a teacher keep this in mind when you are developing you curriculum, you will have a program geared to teach the students social responsibility, self discipline, build self-esteem, and help the students understand the relevance between what is being taught in the classroom and it?s usefulness in their lives. Intertwined with the students abilities, wants, likes, and dislikes is the students learning styles and the teachers own teaching philosophies. As an educator you have to understand the people you are trying to teach. There a many different types of learners and the curriculum should be flexible enough to touch the various types of learners. In a typical classroom setting you could find all eight of Howard Gardner?s multiple intelligence?s woven within the fabric of the students.
To ensure some magnitude of success be shore to include sections of the unit that appeal to the different types of learners. Closely related to learning styles is teacher philosophies. Always keeping in mind your audience, you may have to alter your teaching methodology. Only you will know which approach will work for each class. Direct the curriculum according to philosophy you have adopted for each class but be shore to allow the curriculum to be flexible enough so it can be used by a humanist, cognitivist, or a behaviorist. There are many factors to consider when developing curriculum. The main ingredient is the state and school curriculum outline followed by the educators discretion on how to teach to the various learners, abilities, needs, and levels of learning. A curriculum is an overall sense what to teach and how to teach it, so that the students understand the material and are able to apply what they have learned in meaningful capacity.
The Essay on Between Parents & School To Teach Children
“Some people think that parents should teach children how to be good members of society. Others, however, believe that school is the place to learn this. Discuss both these views and give your own opinion.” It is the opinion of others that children’s proper attitudes and behavior should start at home because that is the place where innocence of one child grows and formed. Family ...
There are certain forces that have a direct impact on curriculum in schools. Ranging from parental concerns to the Board of Regents curriculum is challenged from all sides. It is difficult to say where the pressure begins, ends, and comes from but one thing is certain, it is there. We have seen societal pressure burn, ban, dictate, and destroy books, beliefs and curriculum many times and in many forms. The parental pressure of schools to teach what society deems important and necessary grows and declines every day. Children come home and tell their parents what they learned in school that day, if the parent feels that their children should not be learning that material rest assure that a phone call, letter, or visit will be the next step. If enough parents complain and pressure the school board, nine times out of ten the board will fold to parental concerns. A great example of this would be the banning of certain teenage books from the libraries of some public schools. Parental pressure and complaints, in my book, go hand and hand with each other. If there is one there is the other. Another large force that shapes curriculum is economics. Areas of wealth generally have the funds available to institute more or new programs into their curriculum.
A more economically stable community is willing to pay more to have the ?right? classes being taught to their children. On the down side this causes not only social pressure but political pressure as well. Communities of the affluent school districts tend to be more politically connected to the source and their decisions are carefully watch by the surrounding community. Some of the less fortunate communities, economically speaking, are at the other end of the spectrum all together. They do not have funds readily available to them for new programs, computers, or extra- curricula activities. All of these things combined are the deciding forces or factors that help make up curriculum. As mentioned earlier students abilities play a large role in curriculum as well. What the students are able to accomplish, their needs, abilities, parental support all have a part in curriculum development. It is the children we develop curriculum for anyway. Isn?t it? For the most part, everything that has been mention previously does play its role in the development of curriculum but it would not be complete without adding the deciding force, New York State. The State set forth its own curriculum and standards that the school districts have to follow, unless they are not a public school or a charter school.
The Term Paper on Supporting teaching and learning in schools 3
... the head teacher. Often responsible for a curriculum area and/or specific areas of school management. Early years coordinator – Responsible for children in the ... of the School staff to assign relevant, challenging and meaningful homework assignments that reinforce classroom learning objectives. Homework should provide students with the ...
Even with all of the power the state has it still comes down to ?mothers of America? helping pave they way for American education. As you can see there is not just one force that drives curriculum but a web with many facets that guides us into the new millennium. The future of education lies with those who are at the helm right now. They are going to take our children into the twenty-first century. The curriculum will be full of new ideas and educational theories, innovative and thoughtful styles of teaching, and the abolishment of the traditional teacher centered classroom. Included in this new curriculum will be the increased use of multimedia, computers, and realistic or authentic studies. With technological advancements in the area of learner based programs, schools are going to rely more on computers then ever before. This doesn?t only include the Internet or world wide web, it will include lessons being taught in England, Europe, or the Middle East and shown in the classroom via computer links or satellite transmissions. Multi-culturalism will come alive and our children will become more globally aware then anything we have seen thus far. Life will become a global adventure and the world will be our children?s learning forum. I am truly excited about the future of education and I can?t wait to embrace the triumphs and challenges of the future.
The Essay on Active Learning Ideas Teacher Child
" the task for the teacher (teaching science) is to find ways of helping children transform their own beliefs into ideas and explanations more consonant with the explanations accepted by conventional science." McGuigan and shilling p 26 The constructivist approach to teaching advocates that the teaching stems from the child's own beliefs and ideas. " Constructivist learning - That teachers should ...
A. Mastery leaning is a method used by some districts but isn?t too realistic in practice. It is a method of instruction that enables a child to learn a set percentage of the material regardless of how long the child needs to achieve the goal. If a child, at the end of the lesson only gets a 70% on the test then that child did not reach the 85% that is needed to move on to the next topic. The child would be given a chance to retest and review the material as many times as need to reach the 85% goal. In theory it sounds like a great idea but realistically in a regents centered class it would never work because of the time restraints. In different classroom setting it sounds like a great idea and possibly could reinvent the wheel.
B. One of the most commonly used largest buzz in education today is “authentic assessment.” Included in this new wave of assessment is the use of rubrics and portfolios. A rubric is no more then a scoring device or a tool designed to assist in the process of clarifying, communicating, and assessing expectations. Even though rubrics are a hot topic within the educational realm, the are not a new concept. Rubrics take on many different forms to include things we use everyday, check-off sheets, student grading sheets, student and professional rating scales, and even “to-do” lists are considered a form of rubric. Closely related to rubrics is its counterpart portfolios. A portfolio is simply defined as a collection of a students work over a period of time, ranging from their best to their worst, and is used as a teachers aid in identifying students strengths, weaknesses, improvements and lack of improvement. Portfolios are also a great method used to visually display a students progress or lack of progress to them as well as their parents, guardians, and you the teacher. C. A method that teaching that dares to challenge the norm is cooperative learning.
cooperative learning is an interactive method that involves any activity that requires two or more students, or the teacher and the students, to work together to complete a given task. Cooperative learning often supplements the teachers instruction by giving the students the opportunity elaborate, fine tune, and put in their own words what the teacher has already presented or wants the students to learn in a cooperative manner. The key benefits of cooperative learning is that it develops social and interpersonal skills, maximizes student involvement in learning, it enables students with different learning abilities to help each other achieve a common goal, and it addresses the sensitive issue of multi-culturalism. This learning style takes on many different forms and has to be adjusted to fit the versatility of the various classroom environments. One of the leading authorities on cooperative learning is Spencer Kagan and he come up with ten learning structure for cooperative learning. All ten of his methods force the students to think, work cooperatively, learn to work within a group, take on personal as well as group responsibility, and teaches the students to listen to each others ideas and offer constructive criticism.
The Term Paper on Ability Grouping Students Class Groups
... students a chance to learn at their particular ability level, and assists teachers in constructing lesson plans that will be appropriate for the class ... groups one by one takes time away from the class learning together as a whole, which is equally important. Within ... to be very cooperative and must be in agreement with one another. Another disadvantage is that teachers and students meet with one ...
This is a great way to break up the norm and enable the students to learn and develop ideas on their own. D. The age old complaint that the teacher favors boys over girls or girls over boys may have some truth to it. Even though the teachers ultimate goal maybe to achieve fairness in the classroom there are subtle, unintentional, and even unnoticed inequalities within the classroom. As a teacher you have to make a conscious effort to increase your response times for the female students, desegregate the class, don?t let the same students dominate the class discussion, boost girls confidence, and help students identify and eliminate self-degrading remarks. Gender awareness in a nutshell is being aware of those slight and usually unintentional preferential treatment of one sex over the other.
E. History is based on the interpretation of events that shape cultures, nations, and lives. Traditional lessons are taught through the Eurocentric perspective. This would be great if the rest of the world viewed history through that perspective. Multi-culturalism is a conscious effort to explore the truths about different cultures based on that cultures own beliefs and perspectives. An example of this would be to teach a lesson about the Vietnam War through the eyes of a Vietnamese peasant or soldier. Basically it is viewing a culture from the other side of the fence. A good multi-cultural lesson should be more inclusive and reflective of cultural differences and it should have multiple perspectives. Multi-culturalism expands beyond culture to include gender, race, ethnicity, class, sexual preference, physical ability, and religion. As educators we should make students active learners who see history as a way of examining the past so they can better understand the present and participate in the future. F. On of the most interesting classes that I have taken was a history class combined with an English class and the topic was the 1960’s. The thing that made this class so spacial was the readings and writing mixed together with the history.
The Essay on History Of Special Education Law 2
Education is beyond doubt an important aspect of life. Through education, an individual develops his talent and acquires knowledge that is necessary in understanding all aspects of life. Apart from that, education is the very stage at which one develops his discernment as to what is good and what is not. More importantly, values are strongly built up through education and through the educational ...
Interdisciplinary learning is just that, tying in or connecting the other core classes by subject matter or material. Each lesson should flow into the following lesson. For example if the students leave my history class and I was teaching a lesson about the history of baseball, they then would go to there English class and read ?Casey at the Bat,? and in their math class they may do batting percentages. The key to interdisciplinary learning is tying in the core classes and segwaying from one class to the next. It does not have to include all five core curriculum classes or subjects but it should include as many as it can to increase its effectiveness. G. character education is great way to promote order, discipline, and responsibilities within the schools. It is teaching children to be more tolerant of the students that are weak and in need. Character education emphasizes the effort to help others, to work hard in achieving goals, and to complete tasks on time and with precision. Conflict resolution and peer mediation is also a key ingredient that is involved in character education. The bottom line is that character education teaches social and personal responsibility and tolerance through the use of correct language usage, cooperation, and moral reflection. An increase in the emphasis of character education generally will bring an increase of the schools climate. Character education is truly authentic in nature and its affects will be felt long after the students leave their schools.