...Tracy Johnson EDU 310 April 22, 2012 Professor Dale Horner The Hidden Curriculum: The Graphic Organizer |Five Types of Curricula | | |Curriculum as the development of cognitive processes |“The Trivium” is stages or ways of learning that coincide with a | | |child’s cognitive development. Grammar Stage-What’s in their world | | |(Pre-K-2nd or 3rd); Dialectic Stage-Tell me more. Tell me why. How | | |does it work? Compare/contrast; Connect real things to abstract. (2nd | | |or 3rd-5th or 6th); Rhetoric Stage- What does it mean to me? What do I| | |do with this info? How am I going to use it? Logic/Debate. ( Middle | | |school to Adult) | |Curriculum as technology |This includes internet and software based programs. The internet | | |provides...
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...Romeo And Juliet : Not Acceptable for Ninth Grade Curriculum. Romance could be tragic but it's how lovers cooperate with it. Romeo and Juliet showed that love is tragic especially when situations are being rushed. In the novel of Romeo And Juliet it clearly had showed based on the situations that was being occurred that those couples were a bad example of romance. Since they showed a bad example of being a role model it shouldn't be teacher in a ninth grade curriculum. In this essay i will be covering three different reasons to why Romeo And Juliet shouldn't be taught in a ninth grade curriculum, due to the fact of immatureness students are still which connects to them idolizing actions and taking it as a lesson. First of all, income students in high school are still not matured enough to understand serious situations that's happening in the story. Based and according to my experience in watching the movie i clearly saw the situation that was being occurred that those situations of action are just a silly part of those student’s part of life . As in reality i have actually seen how my other classmates could be so immature when we were watching the movie about Romeo And Juliet. Further on yet there are still students who doesnt consider maturity yet in their age....
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...religious, language, and cultural groups. These diversity groups are increasing the need for multicultural educational initiatives within all schools, including higher education. This essay will examine two of the four approaches to multicultural curriculum reform recommended by Banks (1989). The two approaches are Level I: The Contributions Approach and Level II: The Social Action Approach. Rather than attempt to define multicultural education, these approaches have been broken down into levels, that allow different conceptions in the decision making process when implementing multicultural education program. This essay will examine the two approaches,...
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...Introduction This paper discusses how Aboriginal and Torres Strait Islander (ATSI) histories and cultures (“the histories and cultures”) can be incorporated into a Year 10 history classroom curriculum. The classroom curriculum is the practical unfolding of the formal, written curriculum between teacher and student. For incorporating histories, three overt, practical ways are discussed: role play, writing an Acknowledgement of Country and interpreting a movie which incorporates the perspectives of ATSIs. For incorporating cultures, the eight-way Aboriginal pedagogies outlined by Tyson Yunkaporta (2009a) are discussed along with how the classroom curriculum can be adapted to incorporate such cultural techniques. Indigenous history and culture...
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...INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 1, ISSUE 11, DECEMBER 2012 ISSN 2277-8616 Contributions of Madrasah To The Development of The Nation Character Ma'zumi, Jakaria Abstract:-The purpose of writing this article is to discuss the contribution of madrasah to the development of the nation character. Analysis methodology used in this study is qualitative analysis based on causal effectual analysis model, which connects the madrasah conditions and their effects on the development of the nation character. The result showed that madrasah could provide a positive and significant contribution to the development of the nation character. Index Terms:- Madrasah, education, national character. ———————————————————— 1 INTRODUCTION Pesantren and madrasah is the root of education in Indonesia. Pesantren and madrasah have produced many leaders in the field of education, religion (scholars), statesman even hero, so it can not be denied the role and contribution to the character with establishment of the Nation, such as Wahid Hashim, Hamka, Hasyim Muzadi, Mahfud MD. In the contemporary context, encountered symptom of moral decline that is really worrying, such as fraud, deceit, oppression, and harm each other, even fight each other which not only affects adults but also among the students, as a generation, have tarnished the credibility of the education (Nata, 2003), it was time for madrasah to act more minimizing the deterioration of the nation and mankind in general...
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...K+12 CURRICULUM REACTION PAPER Introduction When people used the word curriculum, it is usually referring to the content chosen to be taught – the official curriculum. In the K to 12 Basic Education Program of the Department of Education, a new curriculum was designed to develop a learner who possess a healthy mind and body; has a solid moral and spiritual grounding; has essential knowledge and skills for lifelong learning and self-actualization; engages in critical thinking and creative problem solving; contributes to the development of a progressive, just, and humane society; is proud to be a Filipino; and appreciates the beauty around him/her and cares for the environment for a sustainable future. This enhanced curriculum from the Kindergarten to the senior high school aims to produce holistically developed learners with the 21st century skills. How can all these mission and vision of the K to 12 programs be attained? It can be attained through the child centered or learner centered curriculum that high lights the said program of the Department of Education. Body As I was looking at the new curriculum of the K to 12 Basic Education Program of the Department of Education, I am beginning to appreciate the effort made by the government to uplift the kind of education in our country. The Curriculum that was made for the Kindergarten until the senior high school was quite satisfying for me because it is really the product of different researches to make the education system in...
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...Curriculum In Quality Education By : Rohmat Muflikhul Huda 1. Introduction In education we are never separated from the curriculum. The basis for the creation of curriculum educational settings. The curriculum is said to be successful if the trip went smoothly, and can be said to be in accordance with the plan. However, the curriculum is said to fail when encountering many obstacles along the way that makes the pace of the curriculum itself becomes obstructed. There are at least 4 times a change of curriculum in Indonesia, that began 94 years, from 1994 to the enactment of curriculum, until now is curriculum 2013. I chose this topic, because of the many debates every time to discuss curriculum that affect the level or quality of education itself. Basically, the quality of education itself is not only influenced by the course curriculum, but the way teachers teach and also the effectiveness of the learning process also greatly affect the quality of education. That which will be discussed later in this article, so it is not just the curriculum that will be discussed in this article, but the effectiveness, a great system in education, and also a good way of how the education will also be discussed in this article. 2. Discussion Background Research Education is very important in the lives of individuals around the world. It is also generally recognized that education is a key element in the socio – economic nation building. Each level has its own...
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...read about crime in our communities, watch a high-speed police chase, or hear the details of a school shooting, we cannot so easily shirk responsibility for assisting students’ moral growth. Parents and the wider family should hold the highest degree of responsibility in this matter. However, if they fail, we are perhaps the only barrier left between the students and potentially life-devastating decisions (Brimi, 2009). Historically, one of public education’s purposes in America has been the development of moral citizens. However, educators currently face more academic accountability due to No Child Left Behind. Consequently, teachers must strike a balance between achieving quantifiable academic standards and assisting with students’ character development (Brimi, 2009). Most thinkers, educational practitioners, and parents acknowledge that children are born helpless and need the care and guidance of adults into their teens and often beyond. More specifically, children need to learn how to live harmoniously in society. Historically, the...
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...mature high school students may be able to handle the adult content, One Flew Over The Cuckoo's Nest should be removed from school curriculum because of its explicit language. When prompted to...
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...18 3.4 What does good drama look like at Key Stage 4? 22 3.5 What does good drama look like at post-16? 24 3.6 What does good drama look like in special schools? 26 3.7 What does a good drama enrichment programme look like? 27 4 Structuring drama in schools 32 4.1 Level descriptions for drama 33 5 Policy, facilities, resources 41 5.1 Useful points for schools managers and subject leaders to consider 41 5.2 What does a good school policy for drama look like? 42 5.3 What do good facilities and resources in drama look like? 44 6 Conclusion 46 Appendix 1 Drama and the early learning goals within 48 the Foundation Stage Appendix 2 The National Curriculum for England – English 50 Appendix 3 Drama within the Primary Strategy 54 Appendix 4 Drama and the Key Stage 3 National Strategy 58 Appendix 5 Inclusive education 60 Appendix 6 Ofsted’s guidance on inspecting drama 11–16 62 Appendix 7 Ofsted’s guidance on inspecting post-16 drama 65 and theatre studies Appendix 8 National initiatives in the arts that impact on drama 67 in schools...
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...part of the Canadian curriculum because of three main reasons , the novel depicts many good values for Canadian students , the novels develops the students vocabulary and, it denounces segregation, racism, and prejudice. The novel teaches a student various good values, such as to take a stand for what you believe in, or that true bravery is when you start something and see it through even if you knew from the start you wouldn’t succeed. The story is filled with important messages to learn and understand. High school students who are mature enough to understand this classic novel will benefit from the knowledge they gain. Students who take the time in carefully reading the entire will learn new vocabulary. The people in the 1930’s used a greater vocabulary than the people in a present day. Even the way the characters speak is very different than now. They used to speak more respectfully to adults, and even the younger kids used a larger vocabulary. If this book was replaced in the curriculum, it would deprive the students of gaining new insight on their language and how to speak. Most importantly, this story portrays how segregation, racism, and prejudice are for the ignorant and uneducated. Even though this book was written in the 1960’s, while people were fighting for equal rights, it still showed us how wrong the people were at handling issues regarding same rights for whites and African-Americans. Throughout the novel, the main characters are fighting for fairness...
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...laden with continuous content increases to be covered within the curriculum (Devereaux-Melillo, Dowling, Abdallah, Findeisen, & Knight, 2013). The need to examine curricular transformation is imperative in order to manage content saturation, and abate the separation of the classroom and clinical teaching. This paper will outline the following processes: (a) the development of a concept-based curricular plan for a baccalaureate program, (b) the impact of a concept-cased curriculum (CBC) on the faculty, students, finances, community of interests, accreditation, and (c) examples of the integration of competencies. Development of Concept-Based Curricular Plan Nursing faculty are challenged with curriculum, for they are presenting an astronomical amount of material to “cover the content”. According to Duncan and Schulz (2015) nurses practice conceptually on a daily basis by focusing on the patient needs, regardless of the medical diagnoses assigned. In order to practice conceptually, nurses must think conceptually by grouping important facts into concepts that can then be transferred from one clinical situation to another (Benner, Sutphen, Leonard, & Day, 2010). A CBC provides an opportunity for students to transfer the understanding of concepts across multiple areas, make connections to current, and future learning experiences, and underlying issues in complex situations. Needs assessment within the plan. Curriculum development originates at the level of the university’s...
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...LIST OF LAWS, ACTS AND DECREES AS LEGAL BASES OF PHILIPPINE EDUCATION Act #74-enacted in January 21, 1901. It provides for the establishment of Department of Public Instruction and establishment of PCAT now TUP and PNS now PNU Act #1870 founding of UP (June 18, 1908) Act #2706 Private School Law (enacted March 10, 1917) Commonwealth Act #1- preparatory military training shall begin in Elementary grade school at age 10. This act was amended by PD 1706 (August 8, 1980) requiring all citizens to render civil welfare service, law enforcement service and military service. Commonwealth Act #80- (October 26, 1936) established the Office of Adult Education (vocational training in an effort to eliminate illiteracy) Commonwealth Act#578 (June 8, 1940) conferred the status of PERSONS IN AUTHORITY upon teachers Commonwealth Act #586 Education Act of 1940-reduction of number of years in elementary (from 7 to 6), fixing school entrance age 7 years old, national support of elementary education, compulsory attendance in the primary grades for all children enrolled in grade one, introduction of double single session Commonwealth Act #589-(August 19, 1940) established school rituals in private and public schools RA #137 (June 14, 1947) enacted the Board of Textbooks RA #896 (June 20, 1953) Elementary Education Act of 1953. This law repealed Commonwealth Act #586 (restoration of grade 7, abolition of double single session, compulsory completion of elementary, compulsory...
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...| Curriculum Paper Report – Written Assessment # 2 | Academic Report | Contents: Introduction/Curriculum Focus pg 2 School & Class Context pg 2 Inclusive Teaching Principles pg 2-3 Curriculum features pg 3-5 Potential challenges of curriculum implementation pg 5 References pg 6 Word count: (excluding references) 1,630 Word Count: (Report and Curriculum Plan combined) 2,499 Curriculum Focus The curriculum plan that I have designed is aimed at a Year 8 English class. I have selected the novel ‘Holes’, by Louis Sachar, and have built a novel study around the text. The plan is a six week unit, and the intention is for students to engage with the text, while completing scaffolding tasks to build up to a written piece of assessable work. I have selected this particular novel for a couple of reasons. The language used is fairly simple, and this will assist with student understanding of the text. Also, as this novel has been turned into a film, students have the option of watching the film in their spare time (or as a part of their activity booklet), to assist in attaining meaning from the text. As the ‘choice of curriculum, instruction, and discipline styles can be the difference between success and failure…’ (Obiakor, 2002), I have attempted to include a level of flexibility within the curriculum so that the individual teacher can teach to their own strengths regarding instruction; however, I have...
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...DISCUSSION On the basis of Critical Ratio values which are found to be significant at 0.05 level it can be concluded that out of all the three variables, Teaching Experience and Type of Management have a significant influence in the development of moral values with respect to the area Culture as assessed by the teachers. FINDINGS • A high percentage (90-98) of teachers had favourably agreed upon the positive influence of curriculum, co-curricular activities, religion, classroom activities and culture in the development of moral values among high school students. • Based on the variables considered for the study, male teachers, teachers above 5 years of experience and Government teachers comparatively had favourable opinion regarding the positive...
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