Designing Curriculum, Instruction, And Assessment

Part: 1 Explanation and discussion of the curriculum design and development process currently used in Australian Secondary schools.

Early childhood curriculum and theory coincide and impact one another. How an educator believes children learn determines what curriculum methods they will use to facilitate learning in their classrooms. This short dissertation will highlight the prominent early childhood theorists Emmi Pikler’s philosophy, summarize the Creative Curriculum method, and analyze how Pikeler’s early childhood theory relates to the Creative Curriculum method.

The three-week introduction to instructional design (changed from two weeks) for the four department heads can be produced and taught in three months at a proposed cost of $40340 (or approximately 50808 less 20%). The technology includes the in-house learning management system along with audio/video (a/v) design beginning with a prototype. Based on this examination, this project can expand the effectiveness and efficiency of instruction at Ged’s World.

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

I administered math and oral reading fluency probes to Braelynn Muller as part of this curriculum-based measurement assignment. Braelynn is six years old and in the first grade this year. For the math, I gave three probes, testing her on the addition of two one-digit numbers that have sums up to 18. She received two minutes to complete as many problems as she could. In addition, I assessed her oral reading fluency by having her read three different excerpts from various first grade level texts. She was given one minute to read as many words as possible in each of these excerpts.

College curriculum plays a significant role in building a base for a career. Therefore, college curriculum needs to be designed carefully and from both teachers' and students' perspective. If I could create my college curriculum, it would be in the science area of study. Science is the area of study where we can learn through hands-on experience and experiments.

Learning and Talent Development Professional with certificates and certifications in leadership, personality assessments, and human resource management. Demonstrated expertise in college course instruction, student retention, training facilitation, training design and development (classroom and e-learning), and coaching. Dedicated to fostering classroom environments based on respect, community, and collaboration. Graduate credits in adult education, human resources management, instructional design, leadership, assessment, and organizational development. Proficient in the use of Articulate 360, Rise, Peek, Storyline, Google Suite, Outlook, PowerPoint, Word, Excel,

A defined development path and training program that ties into the organization business strategy is the ideal behavior to model. Is this possible? Yes, the concept of having a written development plan and only offering training associated with employees assigned positions has been happening within the Air Force (AF) for over 27 years. After working as an AF personnel specialist within several different areas concerning training, the AF has illustrated that the training and business strategy technique is possible. Additionally, during an airman development process training is annotated in the Career Field Education Training Plan (CFETP). The CFETP provides a sample career path through an illustration of a career pyramid for enlisted members; however, other employees have similar written documentation. Furthermore, a part of the training manager’s duty is to ensure funding only necessary courses

Although learning outcomes have a number of negative consequences, they are claimed to be useful and beneficial towards improving educational teaching methods. Well-written learning outcomes can provide both teaching staff and students, a clear depiction of the behavior that is expected at the end of a course. This can help to provide direction and stability of the course while also minimizing the over-reliance on a particular staff member or distinctive interpretation of syllabuses. Another benefit of clear outcomes statement is that a teacher who is in possession of such objectives would be in a much better position to decide how they may assess since they know exactly what behavior they are supposed to be assessing. Different types of behavior

Learning objectives are statements of distinct goals students should achieve by the end of the lesson. They describe what the students should be able to do by the end of the

Teachers around the world are tasked with what seems to be an impossible job. Increasing students’ knowledge and skills is no easy task, yet millions do it daily. Many can attribute their success to the ability to design a curriculum that engages learners and sets the foundation for success. Heidi Hayes Jacobs believes that a good curriculum sets the path for students to take (Laureate Education, n.d.). The process of curriculum mapping helps to ensure that learning is cohesive and beneficial to the individual needs of our students. Curriculum mapping provides the foundation and vision of learning. Once that foundation is set, it is up to the teacher to bring each individual lesson to life in a way that will truly impact students.

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.

There are four learning outcomes that were set at the beginning of the semester. These outcomes include:

School districts everywhere within the United States have many legislated mandates and demands to produce students who are college, career and citizenship ready for the future. In order to meet the challenges that they face educators have been evaluating curriculum, methodologies and pedagogy. An urban school system within the south east portion of Virginia has uncovered the need to make changes to their Social Studies curriculum. These educators will need to establish a reliable streamlined process that will meet the needs and buy-in of their parents, teachers, librarians and administrators.

In general, literature in education studies confirms that Rogers’s model parsimoniously carries over to research in school health: several researchers have conceptualized implementation within a diffusion of innovation paradigm (Hausman & Ruzek, 1995; Henderson & Dancy, 2008; McCormick, Steckler, & McLeroy, 1995; Parcel et al., 1989; Payne, Gottfredson, and Gottfredson, 2006; Penberthy & Millar, 2002). For example, Rogers’s adoption-invention continuum has been helpful to identify which elements of a reform are modified and directly adopted. Henderson & Dancy (2008) demonstrate that new users often adapt and reinvent instructional tools to fit their needs, adding new characteristics that distinguish it from its planned or intended use.