A Interview On The School Of Secondary Curriculum

Although taking online courses may appear to be very time consuming and hard at times, the idea of obtaining your college degree from the convenience of your own home has made it easy for students to continue on with their everyday life. This article has given me a whole new perspective to this online learning experience. Through the group assignments and class participation, online learning generates relationships amongst peers and instructors and allows us as the students to value each individual student’s walks of life under the same subject. This online course will prepare me to become the educator that I need to be when dealing with the different diversities with the students, parents,

Schwartz (2013) discusses how blended learning can be a mix of online and in-person instruction or hybrid class. Blended learning is a combination of the physical and digital tools, which integrate face-to-face pedagogical methods with a mixture of in class instruction, online work, and peer collaboration all intertwined with choices, creativity, and differentiated instruction that keeps student’s engaged as they learn. Blackboard, Ramport, and Banner allows faculty and staff members’ access to university data that is need to track the student’s VA benefits.

For the last three years, I have had the opportunity to share my higher education and professional expertise to advance Charter Oak State College mission as your Academic Dean. With the support of the Charter Oak community, I have been able to accomplish various initiatives that are especially gratifying for me and worth taking time to reflect on. One of those initiatives was to redesign of the curriculum for the IDS 101 Cornerstone course. Redesigning this course was an initiative to address the Charter Oak’s strategic goal: to increase the number of students who successfully completed the first year of college.

Schools are always changing and evolving with new students every year; so why not change some other things to benefit the school system. Changing and adding different curriculum in the school environment, is something that should be considered to benefit Streator High School. For example, changing the school starting time to give students more time to prepare themselves for another day at school. Another change that would be advantageous to be brought into Streator High School is to add open campus lunch. Changing up the curriculum would also be obliging. Adding a sign language class would be beneficial to staff and faculty. This would be for students to be able to interact with others that use that for their only communication with others, resulting in a closer, more friendly school environment. There would be an overall positive impact in the school community by adding these changes. More involvement, improvement in the the economy of our town, and improving the overall academics at the high school would be the result of these changes.

The Committee of Highly Successful School for Programs for K-12 STEM Education (2011) calls for schools to “strive for excellence for all students in all disciples” (p.13). Meaning successful STEM K-12 education programs have specific qualities which lead towards success, including; a coherent set of standards and curriculum, teachers with high capacity to teach in their discipline, a supportive system of assessment and accountability, adequate instructional time, and equal access to high-quality STEM learning activities (Committee of Highly Successful Schools for Programs for K-12 STEM Education, 2011, p. 18-23). Agora Cyber Charter School is far from a STEM integrated school, but does possess high quality, committed teachers who regularly participate in professional development and professional learning communities (PLC), as well as, adequate instructional time through a block scheduling model. Agora needs to develop their curriculum to adequately and consistently teach the standards within STEM student-centered activities that proved students quality learning experiences.

This session focuses on the critical importance of ongoing professional learning for a successful blended learning transition. Participants will examine the core competencies of blended teaching as they think about the professional learning content that needs to be addressed. Participants will also discuss the core principles of effective professional learning, as they explore and plan models aligned to these principles with approaches that are ongoing, job-embedded, personalized, collaborative and connected to content. An important focus of this session is the key role of the principal in leading

The purpose of this paper is to discuss the similarities, differences, pros, and cons between face-to-face classrooms, distance learning, and hybrid environments. The role of the instructor and student both change depending on the learning style chosen. Some are better for some students, and others are best due to time restrictions or the material being taught. There is not one strategy that will work for every class, each should be selected specifically for the environment and to fit the student’s needs.

The creators of hybrid degrees recognize that certain skills and knowledge cannot be adequately conveyed through online platforms alone. In order for certain topics to be effectively taught, it is sometimes necessary to receive face-to-face instruction. Lectures can be recorded and listened to online, but advanced medical or mechanical techniques need to be learned from someone who is available to answer questions and provide constructive feedback. Hybrid degrees incorporate the best features of both online instruction and on-campus study to deliver a holistic educational experience.

Many things that before were harder and almost impossible to accomplish are now a piece of cake thanks to the new innovations that technology has provided the world with. Academically speaking, it can be said that students of different ages have benefited, since the use of the Internet provides several tools that help the academic development. Steve Lohr, who was a foreign correspondent for The New York Times for a decade and served brief stints as an editor, in his article “When the Alma Mater Ends With '.edu'”states that “Internet schools look sweet indeed. At Virtual U., there is no need for costly land, buildings or roads. There are no books, no protests, no students griping about food, parking or surly roommates. And space is never a problem. In cyberspace, there is always room for more” (1). Here, Lohr talks about the change from the limit space classrooms to the unlimited cyberspace that now is available to students. Now, anyone can choose the best time or day to take classes without worrying so much about the time it is going to take to get to an educational facility in order to obtain

During my four years teaching at Agora Cyber Charter School, student achievement has been an upmost concerns. Traditionally, our student population has not done well on standardized test and each year our scores have gone down. Personally, I feel that our students lack a sense of overall performance character and need help developing the characteristics of perseverance, integrity, and responsibility. Additionally, we work within a unique platform in a virtual classroom that could lead to some progressive models of education. One model that I feel would be effective in the cyber environment is the use of a flipped classroom pedagogy. Not only would a flipped classroom enable us to more effectively differentiate instruction, it would increase

Two decades ago, it became the federal government’s mission to boost student competencies across the board. With a strict focus on making all students successful in the common core, there

The reality of being a virtual school teacher is having very little contact time with the student and offering multiple rounds of encouragement and support to finish the course, as some virtual teachers are not paid unless the student finishes the course. Tying a completion rate to a teacher’s salary is a dangerous slope that may lead some teachers to cheat students out of learning only to ensure getting paid. Linda Darling-Hammond wrote in her text of having high standards for competent teachers both in pedagogy and in content. Since all curricular decisions have been made by the virtual copy for the teachers, it seems that a highly skilled workforce would be unnecessary for virtual schools. This is precisely the opposite of what Darling-Hammond proposes in her text. Instead, she calls for teachers who are able to collaborate and conduct action research to ensure learning for all students. Virtual teachers work in isolation most of the time and again, action research couldn’t be completed when being forced to use a prescribed

Some of the problems in the use of this Online Learning Environment is its inaccessibility sometimes leading student’s failure to attend timed-online quizzes and activities. Most of the supplement activities is done online instead of doing it in the classroom. Another pressing concern that is that students who don’t have an internet access finds this online learning challenging. One of the challenges in flipped classroom is the inconsistency in bridging digital divide. Flipped classroom lack strong provision in cases where the learners don’t have a home technology access [5]. Although there is an internet connection throughout the entire campus, it is not guaranteed that each students has the tool to access it taking into consideration the diverse demographic profiles of the

Curriculum is a term often highlighted during discourse about education and most commonly understood as a policy with overt leaning outcomes for teachers to apply and achieve. Ornstein and Hunkins (1998), as cited by Selvaraj (2010), defined curriculum based on two lenses; micro and macro, which identify the term as both policy towards certain goals and what students experience with consideration for relevant theories and principles central to its development and implementation. However, Wilson (n.d.) argued that curriculum is not restricted to certain individuals, subjects and environments, since teaching and learning can also occur beyond the scope of official curriculum (Ebert & Culyer, as cited in Marsh, Clarke & Pittaway, 2014). I believe this interpretation is the closest to the true nature of curriculum, or education, as there are more complex layers to curriculum than just a written guideline. For example, not one curriculum is similar to another because it is subjected to influences from continuum number of factors, such as politics and economy. Hence, it is wise to conclude that curriculum could not be defined based on a singular perspective due to its dependability on context.

Education is an important part of people’s lives; it will either make them or break them in the future depending on the careers they choose. Education is greatly diverse today in comparison to the 1950s because of advancements in teaching and other great inventions that provide easier techniques of teaching. One major issue that has been raised is distant learning courses and online education.