Guidelines And Books For Teaching Essay

Curriculum, as stated by Glickman (2014) “is the what of instruction”. Additionally, Ornstein and Hunkins, (as cited by Glickman, Gordon and Ross-Gordon, 2014) have listed the elements of the curriculum and they “are sequence and continuity, scope and balance”. The mastery with which a teacher can incorporate the elements of the curriculum in instruction is categorized by levels. The levels of teacher involvement in curriculum implementation are described and exemplfied

Brady and Kennedy (2010) define the term curriculum as ‘the means by which young people and adults gain the essential knowledge, skills and attributes they need to be productive and informed citizens in a democratic society.’ However the term has many varied definitions, it can be described as being the subject matter, the overall plan for teaching or the outcome of what is taught (Wiles, 2005). Marsh and Willis (cited in Marsh, 2009, p. 3) break curriculum down into three individual areas of ‘planned curriculum’, the objectives and aims, ‘enacted curriculum’, how the objectives are

When curriculum are designed, planed daily activities follow. Curriculum designed by the interest of the children and go through steps. Include philosophies of education, theories, standards, principles values, research, and views on how children learn best. Usually contained different domains that children develop through the activities. Socio emotional, intellectual. Then, goals and objective are written and say how this goals will be recognize. A plan is coming for outside and inside environment, the activist have to be planned to be out or in the classroom.

Throughout twelve years working with young children I have come across with children with different needs, culture, social economic and different family structure. Each child is unique and so fore they must be treated as unique individuals. Each lesson plan should be written considering each child needs, social economic, or family structure. My plan to create a curriculum that fits and benefits all children that I will be serving is to first of all, consider each child individual needs then their families needs.

In order to understand the predominant program models for early childhood education let the consensus for model be described as a curriculum based approach or a curriculum. What does curriculum mean? For the sake of identifying quality, curriculum is a key component for building sustainable early childhood education programs. Curriculum encompasses ideas and materials transferred to a student to develop knowledge and skills as framed by identified expectations. The NAEYC 's definition states " . . . in general curriculum is seen as the means by which a society helps learners acquire the knowledge, skills, and values that that society deems most worth having." ( ,2015) The frameworks of Developmental-Interactional Approach, Direct Instructional Model, and Reggio Emilia Approach are approaches observed in early childhood

Respecting each family’s cultural identity and regimes as an educator requires the continuity between home and the childcare, meaning that as an educator you must communicate with the family to understand the specific needs of the child.

According to Blaise and Nuttall (2011, p.82), the curriculum is more than a complex official document. The Australian Curriculum can be understood when broken down into 5 key components. These components are intended curriculum, enacted curriculum, hidden curriculum, null curriculum and lived curriculum.

It’s important that you take in consideration of the child’s physical, emotional, social, linguistic, aesthetic, and cognitive developmental areas. It’s important to make sure that you have all these areas in mind when making the curriculum because curriculum is already builds up what the children already know. By doing this and making sure that its correct, you should be able to consolidate their learning and to foster their acquisition of new concepts and

From the Rusken College speech in 1976, a whole new approach to education was to be invented and from this came the introduction of the craft based qualifications, his idea of the government putting money into education and seeing very little return, made him concentrate on making people fit for work, in turn helping the economy and paying the government back on their investment. This is the main model used in my specialised curriculum. One of the attractions of this approach to curriculum theory is that it involves detailed attention to what people need to know in order for it to work. Lesson plans are produced with the main theme of ‘by the end of the session the learner will

According to John Delnay (1959) “Curriculum is all planned learning for which the school is responsible. The curriculum is all the experiences learners have under the guidance of the school. How do we define Curriculum? According to Bandi and Wales (2005), the most common definition derived from the word Latin root, which means racecourse. Bandi and Wales (2005), also stated that for many students, the school curriculum is a race to be run. A series of obstacles, or hurdles (subjects) to be passed. This implies that one of the functions of a curriculum is to provide a template or design which enables learning to take place. Curriculum development is carried out as a planned development, implementation and review cycle. Educational psychologists and pedagogues have determined different principles of learnings. One of them is Tyler (1949), he developed the objectives model, which was later modified by (1965), and Veness (2010). This model proposed that learning is defined in terms of what learners should be able to do at the end of the course. It uses systematic approach to planning, and it is learning outcome driven. There are four steps to curriculum design:

A curriculum has a particular structure where an instructor or teacher takes into account different factors to achieve identified outcomes.A curriculum is like a puzzle trying to fit all the puzzle pieces together to ensure each child reaches their full potential. Therefore, one must take into account the objectives, instruction, cognitive development, content knowledge, society 's culture and assessment. The purpose of this study is to analyze High/Scope curriculum and connect research studies relevant to this model. Moreover, theoretical perspectives and best practices in teaching are discussed in relation to the model in a real classroom context. Observations garnered from an early childhood High/Scope inspired classroom will be considered regarding its practices and implementation of the model.

During my time at Vernon I had the opportunity to observe Mr.Wilsie 's 8th and 6th-grade math classes, and Mr.Johnson 's 7th and 6th-grade science classes. As far as pedagogical strategies are concerned in some aspects they could not be more different in others they were identical. For example, both teachers provided numerous opportunities for cooperative learning among students. In Mr.Johnson 's class students worked together to complete lab experiments, and in Mr.Wilsie 's class students worked together to solve math problems. While both teachers had high expectations for their students, in my opinion, Mr.Johnson had higher and clearer expectations of his students. He consistently told his students what was expected of them through rubrics, and daily classroom conversations. He also continuously challenged them to do better and told his students that regardless of what you can already do there is always room for improvement. Furthermore, he created an environment open to discussion and questions. Both teachers did a fantastic job reaching multiple learning styles. Mr.Wilsie created a science fiction project that appealed to kinesthetic, visual, linguistic, and musical learners. Mr.Johnson used a variety of presentation modes in order to reach multiple learning styles. These are all pedagogical strategies that I plan to implement into my teaching philosophy.

Although it is impossible to agree on just one definition of curriculum, one can understand the idea based on how it functions in relation to education practice by aligning the three major types of curriculum, which are intended curriculum, implemented

The meaning of the term’ curriculum’ is difficult to define. For school, Pratt (in Brady and Kennedy, 2014, p. 3) argues that curriculum can be ‘an organized set of formal educational and training intentions’. For students, Marsh and Wills (in Brady and Kennedy, 2014, p. 3) maintain that curriculum is ‘an interrelated set of plans and experiences that a student undertakes under the guidance of the school’, while for teachers, the challenge is to develop curricula that will cater for the needs of all students (Ah Sam & Ackland, 2005). There are various meanings attached to the term’ curriculum’. My personal definition for school curriculum is that schools develop programs of different study areas basing on the content of the national curriculum document; teachers plan their teaching basing on the programs; eventually, students experience the curriculum by engaging in diverse teaching activities. In this essay, I will be discussing The Early Years Learning Framework (EYLF) in relation to the strategic plan and teaching philosophy of Hampton Park East Kindergarten.

According to Blaise and Nuttall (2011), to understand curriculum, we must first understand what is meant by the term curriculum. Within curriculum there are five key concepts, they are the intended curriculum The Intended curriculum is the curriculum that the teachers want the children to experience in order to develop particular knowledge, skills, and attitudes. (Blaise & Nuttall, 2011, p. 82). The enacted curriculum is what teachers want students to experience. important reason why the intended curriculum is enacted differently from teacher to teacher, from classroom to classroom, is that a key part of a teachers work is to interpret the official curriculum, taking into account a wide range of variables that are specific to their classroom and school setting.