Discussant Professor Topic: Curriculum Mapping Key Words: curriculum mapping‚ lesson planning‚ TLMS‚ horizontal alignment‚ vertical alignment‚ Curriculum Creator. Introduction To design a standard-based curriculum is one thing‚ but to translate the standards into actual classroom practices and to assess student mastery is one of complexity and non-conformity
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Summarize The HighScope Curriculum is an educational approach that emphasizes “active participatory learning”(???). When a child is an active listener it means that students have direct‚ hands-on experiences with people‚ objects‚ events‚ and ideas. The HighScope program is based around the child’s interests and choices which allows the children to take their first step into learning. The teachers‚ caregivers‚ and parents provide physical‚ emotional‚ and intellectual support to the children in
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The hidden curriculum American Marxist economists and sociologists Bowles and Gintis (1976) believed that through education there is a “Hidden Curriculum” which helped to achieve the objectives of the capitalists. (To provide capitalists with a hardworking‚ subservient‚ docile and obedient work force.) The hidden curriculum consists of those things that pupils learn through the experience of attending school‚ not educational objectives. Bowles and Gintis state that the hidden curriculum shapes the
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CURRICULUM VITAE ABDUL JABBAR ALI AKBAR NO: 139‚ APC. ROAD‚ NINTAVUR- 06 TEL: +94785183136 OR +94756711238 Email: aliakbaraj@gmail.com PERSONAL DETAILS Full Name :- ABDUL JABBAR ALI AKBAR Name with Initials :- AJ. ALI AKBAR Date of Birth :- 18th April 1992 Gender :- Male Civil status :- Single Nationality :- Sri Lankan Muslim NIC No : - 921090650V Driving License No :- B1361829 Divisional Secretariat :- Nintavur District :- Ampara Country :-
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Lolita Romanyuk Home address: Term address: Uritskogo Street 83/23 Uritskogo Street 83/23 Mariupol‚ Ukraine Mariupol‚ Ukraine 87514 87514 Email: lolita_romanyuk@ro.ru Tel. (096) 944 61 08 Date of Birth: 25.11.1992 Nationality: Ukrainian EDUCATION AND QUALIFICATIONS 2014
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Curriculum Design for Inclusive Practice Postgraduate Diploma (PCET) Year Two Michael Dickinson‚ November 2011 Contents Page Introduction 3 Curriculum 3 Curriculum Design – Influencing Factors 4 Curriculum Design – Linear‚ Spiral‚ Thematic 6 Curriculum Design – Ideologies and Models 8 Curriculum – Inclusive? 10 Conclusion 12 Bibliography 14 Introduction This assignment will analyse the Business Improvement Techniques
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Diagnostic Written Task: The National Curriculum According to Directgov (2012)‚ “the National Curriculum is a framework used by all the maintained schools to ensure that teaching and learning is balanced and consistent.” The National Curriculum is thought by many to be complex and unclear. However‚ it is at the heart of the education system in England. This is noted by Baumann et al (1997) and Kyriacou (2009) who document that the basis for the National Curriculum was established in the Education Reform
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Historical Perspectives on Curriculum Development : Historical Perspectives on Curriculum Development The development of curriculum in history is basically founded on five outstanding motives: : The development of curriculum in history is basically founded on five outstanding motives: The religious The political The utilitarian The mass education motive The traditional versus modern dimension of the curriculum : The traditional versus modern dimension of the curriculum Traditional Schools
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Brett Childers Coffman April 22‚ 2002 Curriculum Paper Curriculum‚ in my opinion‚ is the whole picture of education. It includes the teaching philosophy of a school and a teacher‚ the way the subject is taught in the classroom‚ the supplements used in assistance of teaching‚ the attitudes the school‚ the teachers and the administrators bring to the table‚ and the knowledge of the subject areas in the minds of the teachers. Curriculum can also be described as “a desired goal or set of
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Introduction to Curriculum (EDP 135) Assignment 1: Assessment Rubric (Student)Name: __________________________ Criteria | Fail (Marks 0 – 19.5) | Pass (Marks 20 – 23.5) | Credit (Marks 24 – 27.5) | Dist (Marks 28 – 31.5) | H Dist (Marks 32 – 40) | 1. Definition of curriculum | Has not addressed the criteria and/or missed the point. Does not present 3 different definitions/does not compare definitions to Marsh’s definition/very limited comparisons made. Does not use
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