head: INSTRUCTIONAL PRACTICES FOR STANDARDS-BASED Instructional Practices for Standards-Based Curriculum Brandi R. Woods Grand Canyon University EDA 561 - Curriculum Development for School Improvement October 24‚ 2010 Instructional Practices for Standards-Based Curriculum George W. Bush put into action the No Child Left Behind Act to ensure that all children were giving the right education and succeeding. With this‚ many states adopted a standard-based curriculum approach that required
Premium Education
MODULE 1 CURRICULUM: CONCEPTS‚NATURE AND PURPOSES Curriculum from Different Points of View 1. Traditional Points of View of Curriculum* “It is a body of subjects or subject matter prepared by the teachers for the students to learn”‚ and is synonymous to course of study and syllabus. *According to Robert Hutchins‚ curriculum is permanent study which emphasizes rules of grammar‚ reading‚ rhetoric and logic and mathematics needed for basic education which gives importance to the 3Rs
Premium Educational psychology Curriculum Education
Advanced Studies in Curriculum Development The development of the new BTEC National Diploma in Music course will be discussed‚ specifically looking at the revision of the Studying Music from around the World Unit. Firstly the rationale and reasoning for its place as an important area within music as an educational and vocational context will be touched upon. Music is seen as a major art form and as a result offers students the possibility of developing their imagination‚ creativity skills and
Premium Education Vocational education Higher education
diversity and inclusive practice‚ and should always show that you value the child as an individual. Tasks should be set out to help the child make their own decisions so they are able to feel a sense of control over what they do. Early years settings should clearly display that they welcome diversity; at my setting we have posters of different cultures and a “welcome” poster with multiple languages on it. Practitioners should be able to spot when discrimination is going on in their practice and be willing
Premium Education Teacher School
SCHOOLING VOLUME 2‚ NUMBER 1‚ 2011 Curriculum Development: Deductive Models Fred C. Lunenburg Sam Houston State University ________________________________________________________________________ ABSTRACT Three models are presented in this article: Tyler’s behavioral model‚ Beauchamp’s managerial model‚ and Saylor‚ Alexander‚ and Lewis’s administrative model. Models can assist curriculum developers to conceptualize the development process by pinpointing certain principles and procedures. The
Premium Education High school Management
Fill in the table by describing the role and influence each group has on curriculum. Some may have direct influence and some may have indirect influence. Identify whether their influence deals with selecting‚ maintaining‚ or evaluating the curriculum and in what ways they participate in that process. The first answer is provided as an example. Key Players in Curriculum Development Key Players Role and Influence on Curriculum Federal Government The federal government passes federal legislations
Free Education Teacher School
(UPSAM) Sustainable Development and Peace Sarweswaran Arulanantham Advisors Mirian Vilela and Alicia Cabezudo July‚ 2009 This curriculum is submitted in partial fulfillment of the requirements for the degree of Master of Arts‚ International Peace Studies ii iii Acknowledgements I am greatly indebted to my course supervisor Professor Mirian Vilela- Executive Director‚ Earth Charter International Secretariat and Earth Charter for Education for Sustainable Development at UPEACE- for her
Premium Sustainability Peace Evaluation
C&G 7305 DTLLS Unit 3: Enabling Learning & Assessment Word Count: 3‚117 Introduction As a college based Management Apprenticeship assessor and trainer working within Corporate Development Training nationwide‚ I use a range of assessment methods. Initially in this assignment‚ I intend to describe and evaluate two different assessment methods‚ which I use to assess the progress of my learners. Through the identification of these assessment methods‚ I will analyse their
Premium Assessment Educational psychology
Unit 6 Curriculum development for inclusive practice. Firstly I am going to look at the range of contexts in which education and training can be provided in the lifelong learning sector. I also aim to look at how the curriculum on offer may differ according to the educational or training context. By looking at my own curriculum I intend to look at ways it may vary according to the context in which it is delivered
Premium Education Learning Educational psychology
Final Exam Summer 2013 There are several phases one must complete in order to develop a curriculum for any program. The first is the development or retooling of a mission statement (if necessary)—what does the school hope to accomplish and who are the students? In this scenario‚ the school is a 6-12 grade cram school whose mission is to facilitate the learning of the English language so that students will be prepared to have a successful exchange experience in the future; students will take
Free Education School Teacher