Note: Sample below may appear distorted but all corresponding word document files contain proper formattingExcerpt from Essay:
What policies should be taken into account for the curriculum design?
Institutional policies concerning the disciplines being offered should be taken into account (Keating).
Case Study #2: Philmore College
What parameters must the curriculum committee consider when designing the courses?
The design parameters that should be considered by the curriculum committee should include "all components (title, purpose, and description; outcomes, teaching-learning strategies, content, classes; opportunities for students to demonstrate learning and faculty evaluation of student achievement), and the relationships between and among them" (Iwasiw et al.).
In what way will a commitment to active learning influence course design?
As the term implies, active learning requires effort on the part of the educator as well as the learners in an intensive fashion. For example, Michael and Modell (2003) report that all active learning approaches "ultimately require students (the learners) to test their current mental models of the phenomenon being considered. All of these techniques require that educators present challenges to the students' mental models" (p. 79). In addition, active learning can influence course design by providing opportunities for educators to fine-tune their curricular offerings to the learning styles being evinced by their students (Michael & Modell). In addition, the active learning process will contribute to improvements through the iterative process that takes place as curricular offerings are provided and experience is gained in what works best in a given classroom setting. In this regard, Iwasiw et al. point out that, "The philosophical approaches and outcomes approved for the curriculum are realized within courses."
Which components should be included in the courses?
When planning a course, there are several issues that nursing educators must take into account, including the following concerning the needs of their students:
1. What level of understanding and experience do they possess?
2. What are appropriate expectations for the group in terms of knowledge, skills and attitudes?
3. What topics and course areas have they been studying before this particular course/session?
4. What are they going on to do and what specifically should they be prepared for?
5. Does the teaching content (in terms of level, pace and content) appear to be meeting their needs?
6. Are there opportunities for flexibility to address unforeseen learning needs? (McKimm, 2003, p. 8).
In addition, other factors that should be considered include:
1. Do the students/trainees have any particular learning needs or difficulties?
2. Have the learners experienced difficulties with any course areas or topics previously which might affect their progress?
3. Is the teaching style appropriate for these learners' needs and style of learning? (McKimm, 2003, p. 8).
What classroom and clinical experiences could be incorporated into the courses?
An accelerated 12-month BSN program must take into account a wide range of regulation, accreditation, professional standards and the educational milieu in which curricular offerings are provided. At the national level, Fontaine advises that, "The NCSBN developed a model nurse practice act that offers guiding principles for state boards of nursing and applies to education and practice" (Fontaine, p. 199).
What would sample clinical and classroom courses look like for this accelerated baccalaureate-nursing program?
An accelerated baccalaureate-nursing program generally requires between 12 and 18 months to complete, including prerequisites, and achieve their programmatic objectives in intensive learning settings (Mason, Isaacs & Colby, 2008). According to Mason et al., "Instruction is intensive with courses offered full-time with no breaks between sessions. Students receive the same number of clinical hours as their counterparts in traditional entry-level nursing programs" (2008, p. 174).
Cook, P.R. & Cullen, J.A. (2003, July/August). Caring as an imperative for nursing education.
Nursing Education Perspectives, 24(4), 192-195.
Fontaine, K.E. Curriculum planning for degree nursing programs.
Iwasiw, C., Andrusyszyn, M.A. & Goldenberg, D. Curriculum development in nursing education. Sudbury, MA: Jones and Bartlett Publishers.
Keating, S.B. The components of the curriculum.
Mason, D.J., Isaacs, S.L. & Colby, D.C. (2011). The nursing profession: Development, challenges, and opportunities. New York: Wiley.
McKimm, J. Curriculum design and development.
Michael, J.A. & Modell, H.I. (2003). Active learning in secondary and college…[continue]
"Curriculum And Course Development Debate" (2013, April 22) Retrieved October 25, 2016, from http://www.paperdue.com/essay/curriculum-and-course-development-debate-90090
"Curriculum And Course Development Debate" 22 April 2013. Web.25 October. 2016. <http://www.paperdue.com/essay/curriculum-and-course-development-debate-90090>
"Curriculum And Course Development Debate", 22 April 2013, Accessed.25 October. 2016, http://www.paperdue.com/essay/curriculum-and-course-development-debate-90090
Curriculum Trends in the Next 10 Years For more than 20 years, curriculum and its accompanying emphasis on standards and accountability for learning have dominated the debate over improving education. Today, the controversy over how to provide equity in achieving the curriculum, how to achieve compatibility between equity and high standards, and what comprises a meaningful curriculum are increasingly commonplace and serve to focus attention on the performance and progress of
(a new history of Iraq) Psychologically, it is very difficult for them to believe that Islamic believers, meaning Arabs in this case have lost wars with the infidels. Islam is the religion of victors and one day, God willing Islam will rule the world is their belief. This is what leads Sheikh Abdul Settar Jabber head of the Muslim Awareness Association; a leading Sunni group to feel that the entire
In the most recent study, conducted by Philliber Research Associates for the Hartford Foundation for Public Giving 188 children enrolled in 14 childcare centers were evaluated and findings report significant gains for children in the 'Creative Curriculum' classroom. These children "made statistically significant gains in the cognitive/language profile, motor profile, and self-help profile over what would be expected of children of the same age during the same amount of
Lawrence Stenhouse (1975) spoke 'initiation' and 'induction' as learning functions and held that these forms of learning effectively reached further than 'training' and 'instruction' which are instrumental learning. The initiation stage of learning is an independent learning stage where the learner grasps and understands for themselves the object of learning and in which the learner's dependence upon both the teacher and upon learning structures are lessened. A higher stage of
curriculum books have been written since the turn of the [20th] century; each with a different version of what 'curriculum' means (Ackerman, 1988). I define classroom curriculum design as the sequencing and pacing of content along with the experiences students have with that content. My use of the qualifier classroom is important. By definition, I am considering those decisions regarding sequencing, pacing, and experiences that are the purview of
features of the Saylor, Alexander, and Lewis (1981) model of curriculum evaluation is the model requires curriculum unit to have merit for society as well as for the individual classroom or school. Thus this model of evaluation seems a particularly appropriate schema to evaluate a unit on civil rights The name and subject area of the curriculum unit chosen to evaluate along the lines of this model one designed
TESOL: Materials and Course Design A situation analysis, giving all details available before the course begins: New comers of the TESOL school scheme will be assessed for their English language proficiency by the teachers assigned by TESOL (Teaching of English to speakers of other languages). Programming system will be run under this teacher - member of TESOL (Dorr, 2006). This TOSEL teacher is assigned to assist and teach student in establishing sound understanding