Application Assignment: Curriculum Review Cycle Sarah Cummings Walden University Abstract This paper consists of two parts. The first part is a critique of curriculum review cycles which compares, contrasts, and critiques three plans for reviewing curriculum. The second part is a curriculum cycle proposal including length of time and steps for each phase. Introduction Wiles (2009) suggests a four phase curriculum review cycle that focuses on continuous improvement through on-going evaluation. Oxford School District (Pennsylvania) uses a six phase cycle that focuses on implementing many layers of professional development throughout the review process.
2. Identify the eight basic tenets of educational philosophy and discuss which philosophical questions, arguments, and positions have significantly shaped K-12 public education in the U.S.? Provide detailed examples of the educational phases of our current public educational system. 3. Describe an educational organization that reflects your beliefs in educational philosophy.
The author asked these four students the same set of five questions to determine if each one’s response would match the appropriate cognitive development stage established by Piaget. The results of the study proved that Piaget’s theory of cognitive development had some flaws as mentioned by Slavin (pg. 37). INTERVIEW PROJECT 3 Interview Project: Results from Interviewing Four Students from Pre-K to High School Interview #1 For the first part of the project, the author interviewed a four year old preschool student. The author asked the student five questions and recorded the student’s responses to each question.
Diana Grande Response Paper Okagaki & Sternburg’s Ideas Develop, Cognition, & Learning Dr. Templeton 10/22/2012 In “Putting the Distance into Student’s Hands: Practical Intelligence for School” by Lynn Okagaki and Robert J. Sternburg, the two authors discuss a new age idea for teaching in America’s schools, especially public schools. The two of them worked with Howard Gardner on a curriculum the three of them want to implement in junior high and high schools. This curriculum consists of many theories the three of them have come up with, like Gardner’s theory of multiple intelligences, Sternburg’s triarchic theory, also with sub theories. Okagaki, Gardner, and Sternburg’s theories contribute well to the curriculum the three of them would like to implement and it would help improve learning greatly by teaching students to take control of their own learning, learn tacit knowledge, and improve in studying and test-taking. Okagaki and Sternburg’s ideas discuss something called tacit knowledge.
It comprises eight components: (1) lesson preparation, (2) building background, (3) Comprehensible input (4) strategies (5) interaction, (6) practice/application, (7) lesson delivery and (8) review/assessment (Echevarria, Vogt, &ump; Short, 2008). SIOP presents teachers the chance to plan and express instruction clearly or formally in words for ELLs that is grade-appropriate. Development of the SIOP Model In order to offer teachers with an organizational underlying structure for planning and delivering efficient sheltered content lessons for students (English learners), the SIOP Model was developed and considered in detail. The acronym SIOP stands for the Sheltered Instruction Observation Protocol, a study instrument planned for teachers, administrators, supervisors, and coaches to rate the degree to which the eight parts and thirty characteristics of the Model is carried out in sheltered content lessons. The prospect is that the instruction express clearly or formally in words to language minority students are in English (or the individual language of
Number four was to restate the historical background. Number five was to choose the document you will use in your essay and number six was to write your essay. I thought that these were very good rules for the students to follow and will be very helpful when they take the state test. The next lesson was the social studies lesson. Mrs. Boyhan told the students to take out their Buckle Down Social Studies books.
Premises: 1) Standardized test are not standardized. 2) The consequences for schools not making the grade are very unforgiving. 3) They only measure a small portion of a student’s abilities. Standardized Tests Negative or Positive In the beginning, the intent of standardized testing was to be helpful by producing information that teachers and school systems could use to improve the educational structure for students. Although standardized tests have been around for a very long time, there is still a mountain of controversy surrounding, if they are helpful or a hindrance to our elementary and secondary school students.
Without doubt it is fair to say that the views and ideas of John Dewey have been the base of many of the modern schooling systems throughout the world. He looked at the way in which people were thought during his times and through his work explained what the factors were which shaped the schooling methods at that time. He then went on to describe his own view of how a school should be set up and also the style of teaching which he believed would best meet the need of the students. In this essay I will be basing my views mainly on two publications by Dewey; they are The School and Society Being Three Lecturers and also The Dewey School: The Laboratory School of the University of Chicago, 1896-1903. These books help to explain Dewey’s views on education.
Many people who are out of work rely on state benefits to survive, and if they have children these benefits often are not enough to keep the family above the poverty line, hence the children suffer by lacking basic essentials such as new school uniforms, schoolbooks, pens, pencils etc, and therefore their education suffers. If these children can’t get a decent education then they
Many EMG children also do not have that initial push of how important education is for them. They may have a fatalistic view on where they see themselves fitting into to society which may rub on to their children. Sugarman did a lot of research on this and found it as being one of the top reasons why children can fail in education. Children who believe their future is already predetermined will not put as much focus on education as they think they will only get working-class jobs. As parents may be new to the UK or not speak English they may not understand the educational system and the application process.