The Different Aspects Of Quality Curriculum

They were interviewed at the beginning and end of the school year. The interviews were coded for quanitative analysis. The participants were practicing science teachers from a large urban school district in the western United States. The district’s student population was ethnically diverse Participants were recruited by an email to all high school Earth science teachers. Benchmark exams that measure student progress on important Earth science concepts at the beginning and end of each school year to provide a standard of focus.

What specifically do you want the students to be able to know and/or do by the end of the lesson? (must align with content standard(s) above)

The Curriculum for Excellence, introduced in 2014, aims to transform education in Scotland for ages 3-18. It intends to progress the standards of education and learning in the country by moving away from more traditional methods of teaching. This strategy, developed by the Scottish Government, recognises that learning is a lifelong process, beginning at birth, and therefore it is important to employ methods which prepare children from a young age for a life of work. In order to do so, the curriculum is based on seven key principles which are designed to provide young people with the knowledge and skills for life in the 21st century. This knowledge and skill is learnt through experiences and opportunities which are carefully planned for each age group, encouraging space for learning out with the standard school subject boundaries. The programme has four main outcomes prompting children to become successful learners, confident individuals, responsible citizens and effective contributors. Once an individual has completed the education programme, reflections of the curriculum’s purpose can be assessed in the child or young person to see if they have met the proposed outcomes and therefore determining the overall success.

I elicited and built upon student’s response to promote thinking and develop understanding of science concepts through questioning to get student think critically about what they did at each station and how it fit together what we see happen outside the classroom. it can be seen in the video clip 2 lesson 4 minute , it can been seen in the video that students are actively engaged in answering questions and are willing to give their insight into situation. In video clip 1 The students watch a video about the chemistry of carbon. and while the students watched the video there were a list of the question that each students need to answer it, and one of these questions was asking about “what the protein are made off “This provided students

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

The WebQuery, the 5E lesson plan, and the field trip guide, are examples of through which students engage in investigations that enhance learning and that helps them meet the NGSS. These artifacts also indicate my ability to develop lesson plans that promote the learning of science; that align content to the NGSS; that demonstrate the use of assessment to ensure that the students are meeting the standards; and that showcase the use of literature to support grouping strategies and lesson rationale

Scotland’s Curriculum for Excellence (CfE) in schools has been acknowledge as the most significant change in teaching practice in many years (Reeves ????). At the heart of the CfE lies the desire to develop four capacities within pupils to give individuals the necessary skills for work, life and learning. Abertay University’s curriculum is undergoing change designed to develop “Abertay attributes” in their graduates. Central to both strategies is interdisciplinary learning alongside the contextualisation of lessons to increase levels of engagement, attainment and success. This paper will consider the parallels between CfE and the Abertay TL Strategy, the Scottish Governments policy on attainment and draw conclusions on the role and potential of contextualised learning through the Dundee Academy of Sport project.

This way I can be a source of knowledge rather than a teacher who fills the students head with knowledge. This technique should also be able to direct students’ enquiries as well as allow them to ask their own questions and follow what directions their enquiries about Science might take them. My next key learning element would be the value of group work and the peer collaboration between students to enable better understanding about the topic being investigated or the experiment being conducted. My other key learning experience that was gained from this lesson was the determination of what prior learning had the students done on a particular subject so that their constructs can be added to or modified to achieve better scientific results. My thoughts are that, even more careful planning has to go into a design and make (discovery learning) lesson than into a mere investigation through books and the internet. These tasks increase student motivation and the willingness to accept Science as practical, necessary and important in today’s modern

In this report I will explain the purpose and design of the curriculum proposal. I will then review the feedback obtained from the validating panel and the changes made. Professional values will also be explained and the importance they have in the lifelong learning sector. In addition, I will explain how the course will be evaluated providing a summary of how records are currently being used. Finally, I will create an action plan highlighting development needs to the course design.

During the course of the year, we learned about the Investigation-Colloquium Method (I-CM) of the teaching science which emphasizes that children learn more by interacting with their peers, sharing their thoughts and collaborate information among themselves. As the word colloquium suggests, it is an informal gathering of peers during a discussion, it is during this discussion children expand on their learning experiences. This method is similar to what Vygotsky would have considered as the “Zone of Proximal Development.” His theory suggested that during a colloquium children tend to sharpen their perception which will, in turn, promote mental growth. As a future teacher of science, my goal is to base my lesson plans on the I-CM method by using it as a benchmark for my instructional practices. Some of these approaches would include concepts, materials, investigations, use of data charts, creative dramatics, and closure to name a few. Each of these subcategories of I-CM further enhances the concept of this method which will be discussed later in further detail. However, in my opinion, the role of a teacher is the pinnacle entity for a successful colloquium among children and an even more successful pedagogy of science.

Critique: Retired as a physics and astronomy librarian at Cornell University, Patricia Viele, has worked with Cornell faculty, students and numerous K-12 teachers for many years. The article focused on good starting places of

Consistent use of scaffolding techniques throughout the lesson. Introduce a new concept using a lot of scaffolding and decrease support as time goes on.

The first thing the teacher does for each lesson is breaks the students into groups so they can collaborate with their peers (Miller, 2015). Then the students observe with their groups and develop models based on the evidence they collected from their observations (Miller, 2015). When students create their models, they get to observe patterns in their everyday life. This helps the students develop real world connections to what they are learning in science (Miller, 2015). Also, the models help for the ELL students to have visuals of what they are learning and visuals have been proven to be used as an aid for these specific types of students. After the students make their observations and models, then they work together to discover the problem and the solution (Miller, 2015). Overall, the teacher’s goal is to facilitate discussion. The students are all learning on their

There was one concept on the assessment that I did not cover when I taught my Unit. The concept of when “If two forces push or pull an object equally, the object will move.” During the planning of this unit I completely left out this concept, after the post assessment I realized I didn’t teach it and reviewed it with the students. Once I explained “Tug-Of-War” they instantly understood. Another area I would improve on was allowing more time for the student’s to problem solve their own issues with their balloon rockets before stepping in.

One idea is that prior to a lesson, I would have them write down everything they have heard, or think they know about that topic. For example, if I am teaching about the American Revolution, I would have them make a list of everything they know, or think they know, about the topic. They will keep their lists, and as we go through the material, they can elaborate and add details. Also, they can rule out any myths or misinformation they have written down on their list. At the end of the unit, they will make a new list from memory and see how much they have learned. Another activity for the same topic, the American Revolution or another historic event, is to have them write an essay about the significance of that event on their current life.