...through a Take One approach. Take One Methodology begins with an initial stimuli chosen, in the scheme of work created this is a Dutch landscape painting which can be found in the Walker Art Gallery, (See Appendix One.) Using a stimuli is something which Bloomfield, (2000:138) supports, as they ‘are used to enhance children’s understanding.’ From this a plan of potential lines of enquiry should be created around the artefact chosen, (see Appendix Two.) This helps the practitioner to select one key line of enquiry, and from this, clear connections between subjects can be identified. This promotes cross-curricular learning, however Barnes, (2007:245) states that ‘cross curricular teaching is risky.’ This is something which Webb, (1996:93) identifies; however there are ‘no magical formula[s] for incorporating a crucial cross-curricular theme.’ Previous experience has shown that cross curricular practice will come when a wealth of experience and confidence is gained. The two subjects linked within the scheme of work are geography and art and design. Linking these together is something which Bloomfield, (2000:123) identifies as beneficial as ‘geographical understanding can be expressed artistically.’ It is believed by Althouse, et al. (2003) that art is an essential part of all education. In addition to this, these subjects also provide clear links across the curriculum to other subjects, Catling and Tessa, (2009:151) are in agreement with this, stating that ‘geography is linked inherently...
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...Introduction Cross Curricular teaching involves a conscious effort to encourage students to apply skills or knowledge acquired through learning at school to more than one subject on their curriculum. A central topic or theme can interlink subjects with each other, and students as a result should be able to learn an aspect of a central topic and apply information learned in one subject to others(Householder & Boulin 1992). As mentioned in Component 1 there are huge advantages to Cross Curricular teaching and learning. However, many students do not or cannot apply the knowledge that they have acquired in one subject to others (www.fromtinyacorns.wordpress.com/2009/10/28/about-transdisciplinary-thematic-learning) Learning beyond subject boundaries provides a student with the opportunity to experience not only learning that is relevant to one subject’s requirements, but also learning information that they will apply to other subjects. This type of learning some students may find to be challenging as they will be studying one topic from many different perspectives. However, with a deeper understanding of a topic, others will find it more interesting and may be encouraged to study the topic even further. Rensick (1989) confirms this stating that in contrast to learning topics in isolation students become more actively engaged in their studies when they participate in cross curricular learning. Cross curricular learning that is based on linking learning experiences and...
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...Biology guide First assessment 2016 Biology guide First assessment 2016 Diploma Programme Biology guide Published February 2014 Published on behalf of the International Baccalaureate Organization, a not-for-profit educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva, Switzerland by the International Baccalaureate Organization (UK) Ltd Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales CF23 8GL United Kingdom Website: www.ibo.org © International Baccalaureate Organization 2014 The International Baccalaureate Organization (known as the IB) offers four high-quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes. The IB may use a variety of sources in its work and checks information to verify accuracy and authenticity, particularly when using community-based knowledge sources such as Wikipedia. The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used. The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted...
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...Everyday Mathematics Teaching Math to Young Children Spring 2010 Ashley Dismukes I feel that this quote from Richard Wertheimer defines mathematics as well as describes how the majority of people view the subject, “Mathematics, the science studied and practiced by mathematicians, is a language that quantifies the world around us. In its applied form, it is used by workers in most walks of life. Unfortunately, most people see mathematics as cold, abstract, difficult and beyond their reach” (Post Gazette, 2002). Due to these feelings educators, administrators, and researchers are constantly working to develop new and improved ways to teach students mathematics. As a result there are many theories and curriculum sets available; one being Everyday Mathematics. When one enters the teaching field they will become acutely aware of just how many curriculums are available to teach each subject. The school where you are employed will most likely have adopted a curriculum that they feel best suits their needs and the needs of their students. As a teacher it will be your responsibility to teach to and with the curriculum. Everyday Mathematics is a curriculum that is used across the country (Wright Group, 2010) with more than 3 million students. It is “a rigorous PreK-6 curriculum” (Wright Group, 2010) that is “scientifically research-based and proven to build students’ mathematical knowledge from the basics to higher-order thinking and critical problem solving” (Wright Group...
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...Examples of ICT applications that can be used in physical education The following applications are considered below: Cameras Mobile phone cameras Motion analysis software Film editing Portable media players Interactive whiteboards Voice projections systems Developing FUNctional skills through physical education Games consoles Nintendo Wii Fit Dance mat systems Pedometers Pupil response systems Archos The use of iPods Podcasting The Virtual Learning Environment (VLE) Video conferencing Youtube Cameras There are a range of hardware applications that can be used with physical education departments. Video cameras can provide footage of experienced performers in action and can be used to inspire, to demonstrate correct techniques and to develop pupils’ understanding and knowledge of the subject. By reviewing their own actions, for example, pupils can evaluate and improve their own games strategies, gymnastics sequences, trampolining routines or dance compositions, particularly if they are able to look at their performances in slow motion or from a different viewing angle. Within practical situations the use of still and video cameras can highlight personal achievement within lessons. Video footage and photographic images can be cropped and edited and used either a slideshow or highlight DVD. Cameras can also be used as an assessment for learning tool and as a form of classroom management. Furthermore, they can help to create activity cards, worksheets,...
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...physical and personal attainment and development; • To be appropriate for the age, ability, gender and ethnicity of students; • To prepare students for the next stage of their education, training or employment; • To provide continuity and progression throughout the key stages; • To provide a suitable and effective learning environment for those students requiring special provision, including very able students and those with statements of special need, and for those students who have English as an additional language; • To provide equality of access and opportunity for all students to learn and progress; • To provide access to extra-curricular activities for the purpose of enrichment; • To raise attainment in all subjects, particularly in English, Mathematics; • To develop PLTS (Personal Learning and Thinking Skills) which cross all areas of the curriculum enabling students to see links between areas of learning; • To develop the idea of ‘capable learners’ and employability across the key stages [1] Objectives: The Academy has set 5 different objectives to be completed within the 5 year strategic plan,...
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...Examples of ICT applications that can be used in physical education The following applications are considered below: Cameras Mobile phone cameras Motion analysis software Film editing Portable media players Interactive whiteboards Voice projections systems Developing FUNctional skills through physical education Games consoles Nintendo Wii Fit Dance mat systems Pedometers Pupil response systems Archos The use of iPods Podcasting The Virtual Learning Environment (VLE) Video conferencing Youtube Cameras There are a range of hardware applications that can be used with physical education departments. Video cameras can provide footage of experienced performers in action and can be used to inspire, to demonstrate correct techniques and to develop pupils’ understanding and knowledge of the subject. By reviewing their own actions, for example, pupils can evaluate and improve their own games strategies, gymnastics sequences, trampolining routines or dance compositions, particularly if they are able to look at their performances in slow motion or from a different viewing angle. Within practical situations the use of still and video cameras can highlight personal achievement within lessons. Video footage and photographic images can be cropped and edited and used either a slideshow or highlight DVD. Cameras can also be used as an assessment for learning tool and as a form of classroom management. Furthermore, they can help to create activity cards, worksheets,...
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...Improvement of Curriculum and Instruction: Curricular Models for Student Success by Robert D. Cummings [Collaboration for Improvement of Curriculum and Instruction EDUC 5535] March, 2011 Address: 3131 Cane Mill Rd. City, State, Zip: Albany, Ga. 31721 Phone: 478-225-6233 E-mail: mike109@yahoo.com Instructor: Ron Dougall Abstract The purpose of this project is that I continue to promote an effective professional learning curriculum for my students, so that they will continue to improve their enduring understanding of strategies and concepts that I implement to help improve learning. The prospect of having these teaching communities for my students will keep them active and involved in classroom, and they will continue to reduce learning gaps as a whole because the better the enduring understanding; leads to the likelihood of a successful learning student. Demographics • Attendance roughly 800 students (85 special needs) ; 55 teachers; 5 administrators • 94% Black; 3% White; 3% Other • 254 6th graders; 246 7th graders; 302 8th graders • 46% Male; 54% Female We have made AYP the past two years, but our administration is not satisfied with that accomplishment. They are continuously researching ways to continue to improve our schools learning efforts. So in saying that, I think that they are very willing to change, and that they are always open to programs and strategies that can help our students to have success in learning. Success...
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...third of the University’s enrollment. The College of Commerce has 55 full time faculty and over 100 lecturers. The faculty members taught as many as 5 courses per semester while the lecturers taught three courses. The College of Commerce was distributed among the four major fields, namely: Banking and Finance, Accounting, Marketing and Business Management. In June of 1988, Mr. Santos assumed the position of Dean of the College of Commerce. Since the college experienced rapid growth in enrollment in the University during the past ten years, Dean Santos wanted to combine curricular improvements and administrative changes that would improve the College’s efficiency and effectiveness. Under the Dean are six Department heads. These department heads were senior faculty who were considered academically and professionally well-prepared in the department. These department heads have teaching quotas and at the same time, they also have administrative duties to fulfill such as training new recruits and providing recommendation...
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...inquiry-based and integrate multiple topics to confront learners. The emergence of entertainment-based cultural background increased the subject of taking serious action towards the implementation of videogames into classroom. Videogames have the capacity to enrich the learning process and encourage student commitment. This paper examines the integration of videogames into classrooms, as it can benefit students to improve cognitive skills and reach curricular education goals. Thesis statement “The integration of videogames into classroom learning process can allow students to reach curricular learning goals and develop critical thinking skills” Historical background The rapid development of gaming industry is on its way to outdistancing television and film industry. A movement was started in the year 2003 to use videogames in training and teaching process. This movement is known as serious games. The significant range of representations of worldwide people and society in the field of video games created a huge opportunity for cross-cultural learning and education in any field of study. In the world of globalization, screen culture plays a vital role in defining the work and need of people. The young generation of people is gaining further...
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...GLOBALIZATION OF MANAGEMENT EDUCATION: Changing International Structures, Adaptive Strategies, and the Impact on Institutions This page intentionally left blank GLOBALIZATION OF MANAGEMENT EDUCATION: Changing International Structures, Adaptive Strategies, and the Impact on Institutions Report of the AACSB International Globalization of Management Education Task Force AACSB International – The Association to Advance Collegiate Schools of Business 777 South Harbour Island Boulevard Suite 750 Tampa, Florida 33602-5730 USA Tel: + 1-813-769-6500 Fax: + 1-813-769-6559 www.aacsb.edu United Kingdom North America Japan India Malaysia China Emerald Group Publishing Limited Howard House, Wagon Lane, Bingley BD16 1WA, UK First edition 2011 Copyright r 2011 AACSB International. Reprints and permission service Contact: booksandseries@emeraldinsight.com No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the copyright holder or a license permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. No responsibility is accepted for the accuracy of information contained in the text, illustrations or advertisements. The opinions expressed in these chapters are not necessarily those of the Editor or the publisher. British Library Cataloguing in Publication...
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...MAINSTREAMING Disaster Risk Reduction IN SCHOOLS’ CURRICULUA (ANALYTICAL INSTRuMENT FOR POLICY ADVOCACY) By, AmjAd NAzeer Indus ConsortIum (IC) (December 2012, IslamabaD, Pakistan) 0 “Things like DRR need to be there in the textbooks. Aspired to interpret, we ourselves will learn further and teach children better. Children will in turn explain things to their younger brothers and sisters, even to their parents and to those who cannot read or write. The new learning has a capacity to inform, who should do what during, before or after a disaster.” Ali Akbar, A primary school teacher in Chack Tumb Bhel, U.C Khoski, Badin. “Disaster Reduction Begins at School” (United Nations International Strategy for Disaster Reduction, 2006-8) 1 CONTENTS 1. Introduction……………………………………………………………………..……3 2. Growing Frequency of Natural Disasters: A Major Concern……..….…………7 3. Relevant UN Conventions and Other International Commitments….…………7 4. Impact of Natural Disasters on Children and Schools.……………………….....9 5. Education and Psychosocial Impact on Children………………………………10 6. Connecting Education, Safe Schooling and DRR……………………………...10 7. Significance of Mainstreaming DRR in Curriculum and Children’s Potential Role....…………………………………...……………………………………….…12 8. Approaches to Integrate DRR with Sindh and Punjab’s Textbooks….…..…..14 8.1. Infusion or Permeation Approach…………….…………………………………16 8.1.1. Holistic Review of Sindhi, Urdu And English Textbooks….……………..…17 8.1.1.1. Sindhi and Asaan...
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...Curriculum: An Annotated Bibliography Third Edition April 2005 1 2 The K–12 Mathematics Curriculum Center The K–12 Mathematics Curriculum Center (K–12 MCC) supports school districts as they build effective mathematics education programs using curricula that align with the National Council of Teachers of Mathematics’ (NCTM) Curriculum and Evaluation Standards for School Mathematics (1989) and Principles and Standards for School Mathematics (2000). The K–12 MCC offers a variety of products and services to assist mathematics teachers and administrators. Our seminars address selecting and implementing new curricula, designing professional development and support, aligning curriculum with assessment, and examining leadership in curricular change. Our other resources include: About This Publication This publication, an annotated bibliography of articles relevant to Standards-based mathematics curriculum reform, is intended as a resource for educators and communities considering the selection and implementation of a Standards-based mathematics curriculum. It also may assist individuals who are interested in learning about the student achievement, classroom practices, and implementation challenges associated with the use of Standards-based materials. When gathering resources for this publication, the K–12 Mathematics Curriculum Center staff reviewed articles that either addressed important issues in mathematics curriculum change or shared experiences, views, and data relevant...
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...1999). This definition presents the foundational belief of pride, freedom, value, ideas that formed America. One of the most unique aspects of the United States is the diversity of its people. On the Statue of Liberty is engraved “give me your tired, your poor, your huddled masses yearning to breath free,” America has upheld through the mixture of people of different races, religions, and creeds. According to James Banks’s Introduction to Multicultural Education (Boston, 1999) shares that multicultural education consist of: equity pedagogy, empowerment, knowledge construction, content integration, and prejudice reduction. Equity pedagogy involves teachers modifying their teaching to facilitate the academic achievement of culturally diverse students (Tummala-Narra, P. 2009). There is an approach to teaching and learning that is based on conscious building, respect, and fostering cultural pluralism within racial societies. So why is the United States and most importantly the teachers in the classroom at odds with the idea of a multi-cultural and classroom? America, is the “melting pot”of the world. It has been stated that by the year 2025 the public schools will be predominately influx with minorities (Santrock, 2004). There are many reasons why multiculturaism shoud be taught in schools. Multi-cultural education is beneficial to our schools because it reduces fear, ignorance, and other feelings that some students deal with in the...
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...overall goal of positive school culture is effective student learning and achievement. Therefore, school leaders must establish a culture that meets the needs of diverse student populations and challenges of accountability-driven education systems. This also involves effective collaborative instruction that is designed to maintain a focus on improving student learning. School leaders are required to ensure that students are meeting performance standards in a collaborative process. The research in this paper offers several suggestions for school leaders to facilitate their responsibilities to student achievement. Organizational development and management are discussed to provide principles and concepts that promote a dynamic continuum of teaching and learning. An organization that is nourished with trust and teamwork further develop group processes and consensus building. Avolio and Gardner (2005) discuss four elements of authencity that are crucial...
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