Reflective Reflection On Curriculum

The children’s strengths, shortness’s, interests guide the curriculum emphasis in my classroom. I can see the aspects where my children do well and the aspects where they encounter difficulties or are interested. By observing the children while playing or doing an activity and documenting these observations. Another way of discovering what the children know and what they need to know or want to know is by using assessment. This understanding of each child becomes the backbone of curriculum and determine the types of activities and experiences that are presented through intentional classroom

Any student, whether in elementary or college, learns better when the subject matter is thought-provoking and appealing. Traditional and old curriculum provides a baseline for students to meet and follow. Also, traditional curriculum is based of individualism and discourages exchanges between the student and teacher. Individual work teaches the child to develop internal critical thinking skills but it may bore the student. Teachers should continually interact with their students and challenge the student to think outside the box. Great teachers in today's system should help students develop a new way of thinking about history, math, english, and science and their education in general.

When it comes to curriculums it is important to know what kids interest are and to find out what they are learning. Children being involved in the classroom is more than just participating in the lesson. The themes need to help and expand the

This movie, The Classroom, which was very interesting to watch, discusses all that goes on in the school system, the good and the bad. But it also shows how things at home can affect the way the student acts during the school day. This movie definitely makes you look at students that act out differently, instead of punishing them maybe we should all look deeper into the issue and find a way for the student to thrive and use school as an outlet.

The aim of this assignment is to give a reflective account on group presentation and the peer assessment process as well as the development of a personal action plan. It would involve using ‘The What? Model of Structured Reflection’ (Driscoll 2007) to analyse the experience of using a group designed assessment tool to assess my peers and the experience of being peer assessed. Additionally, experience of completing a group presentation would be reflected upon. A personal action plan which identifies areas for personal development and the designed assessment tool is attached as appendix 1 and 2 respectively.

The text begins by explaining what the components of a strong and focused curriculum are and its importance as the first step. Strong curriculums should be focused on what instructors will actually teach in day-to-day life as opposed to macro/power standards put forth by some governing body of legislative contingency. Many lesson plans are riddled with codes, standards, and, benchmarks that have little to do with the real world of teaching and learning and more to do with educational policy fads and bureaucratic oversight. Anything to distract or take away from instructional planning and lecture time should be abandoned under the model proposed in the text. Curriculum design is the largest individual factor contributing to student learning and should not only be simplistic and impactful but also, be able to prepare students for their respective futures, regardless of what their initial decision for the future is.

Wiggins & McTighe (2005) said it best “teachers are designers” and we need the right to craft our curriculum and learning experiences to meet specified purposes (Pg. 13. Ch. 1). We are all teaching different students, in different cities, in different states; all of whom that have individual strengths and weaknesses, come from various homes, a multitude of diversified backgrounds, who speak different languages and all of whom who have experienced their lives in different manners. I have been teaching for well over 11 years, and I have never once modified my teaching to meet the needs of a curriculum, I always have and will continue to adapt the curriculum to meet the needs of my students.

This assignment will critically reflect and analyse a microteaching session I presented to my peers in a clinical placement regarding Nursing management of chest drains. I will define reflection; teaching, learning and the rationale for choosing this topic will be clearly outlined in this paper. The preparation, planning, implementation and evaluation will also be incorporated. This assignment will be structured using Gibbs (1988) reflective model cited in Modular Training Course, 2003 because of its simplicity. Analysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my role as a joint practitioner outlining areas of personal, professional growth, identifying my strength, weakness

It has been well established that early childhood is a crucial time for children’s cognitive development (Bowman, Donovan & Burns, 2001). Preschool curriculum is the entire span of lessons and teachings that a child will be taught during the course of a preschool year (Rock, 2015). Preschool curriculum covers a wide variety of academic, social, physical, and emotional lessons and usually vary from school to school and teaching method to teaching method. Depending upon the school and the preschool philosophy employed by the preschool, the preschool curriculum can be developed by administrators, teachers, and parents.

My experiences with education have allowed me to witness disparities and challenges that underrepresented students face, as education systems are not designed to meet the needs of these scholars. Furthermore, these experiences have further motivated me to address these issues through research and community involvement. I hope to discover new ways in which underrepresented students can be assisted throughout their postsecondary educational journeys, through graduate research at the Harvard Graduate School of Education. Ultimately, with a Doctoral Degree focused on Education, I want to conduct transformative research and share this work as faculty at a research-intensive higher education institution.

Professional knowledge is no longer viewed as just consisting of a standardised, explicit and fixed knowledge base. It is now seen as knowledge which exists in use, is ethical in its use and is changed by experience.

Reflection on practice has different meanings, in my view it means constructive criticism: being honest with myself, becoming aware of and understanding my own strengths, and being able to review activities and constantly test assumptions related to our work. These have been my approach to critical reflection throughout the year. This is supported by Brookfield, he says that "Critically reflective teaching happens when we identify and scrutinise the assumptions that undergird how we work” (Brookfield, 1995, pg. 11-13). This is further supported by Ghaye, T & Ghaye, k (Ghaye, 1998); he argued that many teachers have benefited from learning through reflection. Their teaching and understanding of what is possible and less possible, impacts of activities on children’s learning and its boundaries have risen as a result of reflection.

Through the completion of my graduate program in Curriculum, Instruction, and Assessment, I have gained an immense amount of knowledge and a plethora of skills which I have used and found valuable in my seventh grade English classroom. My outlook on student learning and my empathy towards students has also been positively affected by the program. These learning opportunities have led me to become a better educator both inside and outside of the classroom.

In this term paper I will explore infant and toddler curriculum. I will discuss: the developmental themes in infancy, infant toddler curriculum, and the differences between preschool curriculum and appropriate infant toddler curriculum. In conclusion I will share some of my personal feelings about infant and toddler curriculum, including the challenges and rewards.

I am a concerned parent of a kindergartener whom attends this school. I am writing this letter in hopes of protesting the new textbook-based curriculum. Throughout the course of this letter, I would like to suggest some other developmentally appropriate practices that may be of use to your curriculum. It is not just my own opinion, but it is a fact that textbook based curriculum is not appropriate for kindergarteners, and I will explain why throughout this letter. For one, children need to be active while learning. Two, children are social by nature, which means they need to socialize with other children throughout their school day. And three, children learn at different paces, hitting milestones around the same age, but not exactly as their peers, so it makes it difficult to put their learning to a strict schedule based on a textbook. For these reasons, I highly encourage a developmentally appropriate practice such as centering the curriculum based on the children’s interests versus what is strictly in a textbook or on a test.