Learning Worthy Curriculum And Its Impact On Middle Level Education

Brady and Kennedy (2007) explain the stakeholders that influence the curriculum are classified into two specific groups. Individuals which consist of students, parents and teachers and their concerns with the curriculum and groups consisting of government, community groups, business community and Universities all of which garner their own interest to ensure society continues to be shaped by the correct curriculum (Brady & Kennedy, 2007). This highlights the need for a diverse level of input into the curriculum. Brady and Kennedy (2007) convey that everyone in the community has a role to play to shape the curriculum and as a society we look to give the young people and adults the essential knowledge, skills and attitudes to be productive and informed citizens. All individuals and groups help form and improve the curriculum and are an integral part of the future learning of

Today’s education system is challenged with creating and incorporating the most effective and meaningful methodological and conceptual curriculum designs to date. One of the key challenges is to design curriculums that facilitate understanding, retention, and generalization (Bulgren, Deshler, & Lenz, 2007, p. 121-122). However, there is no single way to overcome these challenges due to the variances and complexities within each content area. These, along with the demands of meeting high stakes testing, and the endless revolving door of performance standards, places teachers in a constant state of turmoil as they seek to create coexistence between student achievement and rigorous and challenging standards. One strategy being implemented

Curriculums are the roadmaps for schools which provide purpose and direction for administrators, educators, parents, and students. Curriculum typically refers to, “the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning.” (Curriculum, 2015, para. 1) Curriculums may come in many shapes and forms, whether they’re purchased as a package at the school or district level or they’re created or refined by educators and

Also, throughout curriculum development the goals and aims of the curriculum need to be taken into account. Without specific goals and aims for the curriculum, the curriculum could be unfocused with no purpose identified. Within the social studies curriculum that I analyzed, I noticed societal goals for the curriculum (Posner, 2004). Societal goals are emphasized because the curriculum supports the development of knowledgeable and engaged citizens within our country. By understanding the goal of my curriculum I am better able to understand the purpose of what I am teaching, which in turn helps me to differentiate for my students while still keeping the ultimate goal in mind. I also was able to identify the further learning aims within the curriculum (Posner, 2004). By identifying this aim I was able to see how the curriculum I was teaching tied into the curriculum that the students would experience in subsequent grades. By reflecting on the further learning aims I was able to see how my teaching was a valuable piece of a bigger puzzle

The school is testing ground for the brain. I believe that the student should be exposed to new ideas, experiences, techniques and methods so as to further develop their own capacities to adapt, change, learn, and grow as people. One of the most important goals of the school, if not the most significant, is to develop literate and productive members of society, who are able to converse with a variety of issues using varied methods of communication and media. All students should be encouraged to make thoughtful contributions to society, no matter how large or small they may be. Also, the school is not confined to a

Before reading chapter nine and ten of What Every Middle School Teacher Should Know, I always though of the curriculum as a set of standards that is needed to be teach in order for the students to pass for the year. I guess in high school and college that may be true, but in middle school it is completely different. The curriculum should incorporate the student’s experiences, lives, curiosities, and connections to learning and the outside world. Since middle school is a time where children are trying to find themselves in the world it is important to not only focus on the educational aspect for these students. Different parts of their lives need to be added into the curriculum in order for them to relate to what they learning.

Defining and creating the perfect curriculum has been a struggle for educators and administrators since the creation of universities. This struggle has continued throughout the evolution of the American higher education institutions. Starting with Harvard University in the 17th century and following all the way through to today where there are over 4,000 institutions of higher education in the United States. The goals of universities have stayed relatively the same in that they want to create prepared individuals who go out into the world ready to work and make it a better place. The challenge has been that what the world requires is constantly changing and therefore the knowledge that individuals enter the world with needs

An effective curriculum depends on its design. When developing and planning a curriculum, educators must focus on student success. According to Danielson (2002), “educators follow clearly defined steps that are designed to link the local curriculum to state and district content standards” (p. 81). Once a state has established a Standard Course of Study, educators can design a curriculum that will provide the most appropriate education possible for the diverse learners in that state. This will prepare students to become successful, contributing members in a 21st century society and

The Foundation Phase completed its roll-out during the academic year 2011-2012. However, the Welsh Assembly Government (WAG) constantly observe children through documentation and therefore they adapt the curriculum to best suit the children and their needs. In this way, the Foundation Phase is ever-evolving and changing due to being constantly revised. The WAG believe there is always scope for revision and improvement. The key messages from the Framework for Children 's Learning for the 3 to 7-year-olds in Wales (The Framework) emphasise that all children should be receiving a good quality environment, experiential learning, sound adult observations and interactions and learn according to their interests. The Framework is essentially the

The research method used for this study was a survey distributed as a self-report questionnaire. Data were collected by giving the questionnaire to 3,065 male and female adolescents attending grades 7 through 12 in three midwestern states. The sample design consisted of two parts. First, schools were chosen within a participating school district, which was representative for size and location within the area. Second, two or three classrooms per grade level were chosen among the general enrollment classes. A small subset was also added from applicants who volunteered from the districts who were interviewed a few weeks before the questionnaire was administered (Akers, Lanza-Kaduce, & Radiosevich, 1979).

In the essay “School Is Bad for Children,” John Holt, the author, explains why the current school systems are failing children, but he gives ways on how the system could be fixed for children. Holts explains how a dull education is killing off the creativity in children. He gives solutions to fix the educational system by abolishing compulsory attending and replacing it with authorized absences, taking children outside of school to field trips to get a better understanding of the lesson being taught, have professional people come into the classroom to teach on the subject they know best, and finally have children work together instead of sitting by their self. Holt gives good points on what is wrong with the education systems that is happing in today’s modern world. It is agreeable that the current school system is failing kids, however instead of having voluntary schooling systems the educational systems need to be shorter, have more break, and start later. In general, schooling needs to be a place where children want to attend and be able to learn.

I love to learn. I love to learn not because I wish to be a walking encyclopedia, but simply because I love learning more about the world. Yet it seems as though I am one of very few who enjoy learning purely for the sake of gaining more knowledge. Which is why I highly value Columbia’s Core Curriculum: it teaches students how multiple subjects connect with one another and encourages students to think more deeply about the world.

To keep the student actively engaged will keep them away from having time to behave inappropriately (CISE, 2006). . It will also keep them from wanting to veer away from the educational activity. The key word here is actively. The goal or objective here is to engage the student actively, meaning we aren’t just keeping him/her busy, we are talking to them, asking questions, getting them to participate in the educational activity, as well as

‘High quality’ learning outcomes should result from the interplay between student’s learning efforts, the curricula, and the teaching methods used (Leonard and Penick, 2000) Curriculum design is an overwhelming endeavor. Never the less it is necessary in order to be an effective teacher. An effective teacher must be diligent in the creation of her units and lessons. Diligence as we create learning units will ensure student achievement at all times. Students’ readiness, interests, and learning profile most be at the center of any lesson set up. This should drive a teacher’s curriculum design. During this session, I have evolved in many aspects of teaching. Also, I have been able to pin point certain areas that need to be address.

Ever since the term curriculum was added to educators' vocabularies, it has seemed to convey many things to many people.  To some, curriculum has denoted a specific course, while to others it has meant the entire educational environment.  Whereas perceptions of the term may vary, it must be recognized that curriculum encompasses more than a simple definition.  Curriculum is a key element in the educational process; its scope is extremely broad, and it touches virtually everyone who is