Curriculum Assignment

As students move from an elementary school setting to a middle school setting, ensuring a smooth transition is a collaborative effort involving teachers, parents, students and school administration. Often parents and students are nervous about the magnitude of this transition and easing those concerns can be handled by hosting a curriculum night. The purpose of Curriculum Night is to acquaint all students and parents with their teachers and administration as well as provide useful information concerning what the student will learn and the environment in which he/she will learn. The Curriculum Night addressed in this paper is specific Exceptional Education students in the 6th grade English Language Arts co-teaching

One of the most important information that I learned from the class is the Sex Education in Schools in the united states in general and California state in particular, and the discussion between the students was interesting. One of the students said that " I did not take any sex aid class when I was in school" she studied in a private school. Another student claimed that I took the class when I was in fifth grade. On the other hand, I told my classmates that in Saudi Arabia we took the class in high

The purpose of the Comprehensive Curriculum Project (CCP) is to analyze the myriad of issues that have arisen over the last few years revolving around curricula and its use in the classroom, school, and district. With the 2010 state adoption of the Common Core, educators experienced many different transitional issues and developmental issues revolving around the curricula. In order to develop a deeper understanding of these issues it is important to conduct interviews, look at the Teacher Working Conditions survey, and to analyze local organizational models that might affect the transition to the new standards.

My passion towards working with students every day has led me to the decision of pursuing a doctoral degree in Student Affairs in Higher Education at Miami University. I have chosen this program to prepare myself for a future role as a professor or a senior level college administrator. This program will allow me to become more proficient within the students’ educational experience and therefore better engage students in active learning.

I teach in an eighth grade classroom that is set in a Jr-Sr. High school. It is located in the Jr. High hallway, near the rear of our high school. I have thirty-two student desks situated in rows and two small tables at the front of my room used for paper pick up. I painted my room a turquoise beach blue and it is decorated with various beach themed paraphernalia. I also have many inspirational quote posters up around my room, hoping to engage my students into deeper thinking. The students all have their own Chromebooks and I have a desktop computer as well as a Samsung Tablet. Many computer applications suited for 1:1 schools are used in our building. We begin our day at 7:40am with a zero period for professional development and meetings. The students have seven, forty-five minute periods beginning at 8:20am and continuing until 3:15pm. My classes include four “regular” English classes, one “Honors” class, an Essential Skills class that rotates every week with two other teachers, and a prep period. My duties throughout the year consist of sponsoring the Jr. High Student Council as well as parking lot duty for two weeks during second semester. We adhere closely to the Indiana State Standards and use the ISTEP and NWEA mandated assessments. We, as teachers, are given free rein to teach how we see fit; however, we were asked to submit curriculum mapping outlining the content/topics, key terms, sources/resources, assessments

Freshmen and sophomores have a greater risk for on campus rape and sexual assault during the first semester of college (Wyatt, T., Oswald S. 2014). One way to make incoming students aware of their risks they have while attending a university is by providing sex education in higher education setting. This curriculum should include consent education, which discusses having permission to perform sexual acts, as well as recognizing how and when to report a crime. It may be argued that this is something that should have been covered in high school, but a refresher course on sexual education could be beneficial. College students are adults, and adults should be given information to keep themselves and others safe while attending the university. This information could be given at incoming freshmen orientation, first year

Many college professors find it very important to have parents, students and current instructors aware of the expectations for the upcoming student. By informing students,

One of the first things I thought of when I read the thematic unit assignment was The Hunger Games. I have always thought that it would be great book to use in the classroom because it is an exciting, engaging story that students enjoy while also making a point about important factors that are prevalent in today’s society. Students can be eased into talking about topics, like various forms of government, the corruption of power, heroism, the impact of reality television, loyalty, through discussion of the characters and plot which can then be broadened to include personal experiences and the current state of our world. Asking students to examine serious subject matter like this can be difficult, but I think starting with a fictional book gives them the confidence to explore reality in a safe but critical way. Another thing that lends itself

College students are in a capacity to discern productive activity from those with no benefits. This classifies them as mature and can make responsible personal choices. This is monumental in realizing and coming up with an effective teaching

To begin, the First Year Seminar course, WVUE 191, as directed by Scott Robertson himself, provided a relaxing, one-hour class that allowed students to share their personal and academic backgrounds and receive feedback on how to handle life and adulthood in school safely and responsibly. All the work assigned was simple to do, but at the same time, gave loads of insight about the ins and outs on what to expect for the rest of the semester up to graduation and beyond.

This essay discusses the journey of my previous educational experiences, lessons learned from the past and further reflections on how to approach future challenges and expectations of a university course. Altbach, P. G., Gumport, P. J. & Berdahl, R. O. (Eds.). (2011) explained that higher education always brings considerable challenges for new students in becoming knowledgeable and triumph over the barriers that may impact on learning. University course requires a student to be self-motivated, challenging, capable, concerned, active, energetic and vibrant. Maintaining the balance in learning and nourishing in university is the beginning of the journey of a new student in higher education.

Student personnel point of view encompasses the student as a whole. The concept of education is broadened o the student’’s well rounded development- physically, socially, emotionally and spiritually as well as intellectually. (sppv) Student affairs not only emphasize on academic excellence but to shape each individual as a unique human by providing a holistic learning and living environment. Student Affairs professionals play a pivotal role in the development of the students. By applying different theories in student development, they can foster student learning to help them shape their identity. Student affairs staff members must view themselves as educators to refute the belief that learning is held only in the classroom. (contested issue, 29). Learning does not only occur in the classroom but through out of class activities as well. Student affairs staff should talk about student learning and development to enhance the multiplicity of growth areas for students in higher education. These learning and development experiences do not simply happen to students. They happen with their active involvement. There are numerous branches of fields in student affairs that attend to the unique needs of each individual. Residence Director trains Residence assistance to cater to the needs of first year students who are new to the college environment. RA plays a major role of introducing the life of college through building relationships and community to help them develop their sense of

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.

There are many different key ideas that we as a class have learned over the past 3 weeks. One key idea

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.