Cmp Pilot Curriculum Analysis

My curriculum observation is an analysis of a third grade class in a public charter school. Charter schools are known for their strong core curriculum and creative elective courses and teaching methods. I also selected this particular class setting and student group because of the questioning and dialogue commonly used in the learning process at this grade level. I speculated that the in-class interactions would consist of open-ended questions and reflective dialogue. This extends the learning process and allows for better assessment of student comprehension of the material. My goal was to pinpoint teaching strategies and theories being used by the teacher and determine their effectiveness.

For this program outcome I chose my curriculum analysis paper from CUR 512, Curriculum Analysis and Planning. In this course we defined curriculum, the aspects that are considered when writing curriculum, the theoretical perspectives found within curriculum, and the goals of the curriculum. By writing this paper, I was able to focus in on a unit that I teach in third grade social studies to get a full picture of the curriculum. I was also able to see the complex issues surrounding the curriculum that I never previously noticed.

A study conducted in 2003 by Ofsted that involved England, Denmark and Finland, showed England’s national curriculum compared to the other two countries was:

Prompt: Discuss the impact of Curricula on their intended beneficiaries as described in the readings of Jean Anyon and John Taylor Gatto.

The evidence-based teaching strategy that was implemented in the video was cooperative learning. Cooperative learning provided the students with the opportunity to practice their problem through discussion and building upon one another to create a solid foundation of understanding and maximize learning.

I find a lot of value in having a standard curriculum that is implemented statewide. I think it will be difficult to plan a uniform curriculum for a student with a disability. I think individual lesson plans should be developed to best suit the student. I understand that, and agree, that there should be shared expectations for student performance, so that no child is left behind. In my opinion, the objective of Common Core State Standards “to offer rigor and depth to a curriculum to better prepare students in the United States for college and careers for the future” (Vaughn, Bos, & Schumm, 2014, p. 306) is a great idea but has failed to be implemented successfully. When I was a student, I had the option of graduating early, when I arrived in

As we see here they’re many relations to the JROTC curriculum starting with the Appendix Mandatory Core Service Learning Chapter 8 Making a difference with service learning Lessons 1-3 which is where we made sure our project fell under its criteria. then we have Unit 3 Foundations for Success Chapter 10 Lesson 2 goals and goal setting in this lesson we learned how to create a goal and how to plan to accomplish the goal by following the SPAM (specific, positive, attainable and measurable) method. Next we noticed that the project related to the Unit 5 Geography, Map Skills and Environmental Awareness Chapter 3 Lesson 1 Local Environmental Issues and lesson 2 Global Environmental Issues which can be found on the Hard Bound books, here we saw

The local law enforcement is Charlotte- Mecklenburg Police Department(CMPD), it is in Charlotte, North Carolina. This Police department is considered one of the largest metropolitan police department between Washington DC and Atlanta, Georgia. To become a member of the team CMPD applicant must meet the minimum requirements for age, residence, vision, hearing, driver license, and education requirements.

Curriculum can be broken into three forms: intended curriculum, implemented curriculum and attained curriculum. Intended curriculum is the goals for instruction, that are set through: schools, school districts, states, and national organizations. The TIMSS illustrates intended curriculum through the school’s textbooks, curriculum guides, programs, and surveys of educational higher-ups. Implemented curriculum is the pursuit of desired goals within the classroom, and the teacher’s performance in the learning process. The TIMSS studies for implemented curriculum include videotapes and surveys from a teachers’ course. The surveys include the teachers instructional practices, beliefs on education, subject being taught, and other factors that influence the student’s test scores. Attained curriculum is the

With this children will learn various social skills such as treatment in encountering conflict that will enable them to become virtuous members of society (Goodwin, 1999, p.29-34). This is what the national Curriculum aims for (Department for Education, 2014).

Dynamic curriculum is the main focus of this article. In order to meet the requirement of chil-dren’s developmental domains, the curriculum must be planned according to the needs of en-rolled children. An activity should be planned to support the individual child development holistically. The programme provide the child with the space to explore in his own phase of development. When the environment is warm, child centred it will be welcoming to the chil-dren and as well as the parent. Every day the child would be coming to school with no nag-ging or any fuss; as the atmosphere in school is more appropriate for his age and with the equipment supporting him to explore. If the parents are clearly educated on their programme framework.

The Utah Schools for the Blind consider the Expanded Core Curriculum (ECC) as part of the daily studies for students with vision impairments, however, they do not consider it to be an intensive need of the students, and therefore do not give adequate instruction to students.

It is not only my job as a teacher to know the content I am supposed to teach but to use my knowledge of the content to develop lessons plans and instruction for my students (OES 2.1) For me this sub-standard calls for me to look at the bigger picture of what I want my students to learn and not just each individual content standard by itself. I have my Ohio Early Learning and Developmental Standards unpacked into big ideas. The big ideas allows me plan and design my lesson plans based off the bigger concept of what my preschool students need to be able to do. I think I would need to develop the same concepts if I taught fourth or fifth grade math. From the discussion board, many of my fellow teachers have discussed how using the backward

The Early Years foundation stage curriculum of England took place in England with the National Curriculum Framework for schools in 1988 but this related to statutory schooling from age 5 years. But this move to a centralized curriculum also had an impact on early childhood education. Within early years education there became a struggle to hold onto a ‘progressive’ child-centred pedagogy which continues today.

Prospective student teachers were required to choose a curriculum document from either the primary or secondary school sector for evaluation. They were required to conduct such an evaluation using the Daniel Stufflebeam’s CIPP (Context, Input, Process and Product) Model. The CIPP Model would be used to determine the usefulness of the curriculum in meeting the needs of the Trinidad and Tobago society. Based on possible weaknesses found in the document, prospective teachers were to offer appropriate alternatives to improve the document’s content and implementation.