Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
" (Scheibe, 2004)
Part of the problem for teachers in relating to the children of modern learning curricula is the tremendous competition from television programs that force children to process information in an entirely different manner. This assessment is a function of my observations with regard to the interest and understanding of children with regard to environments outside of their immediate radius. The television program appears to limit the viewpoint and concentration of many of my students, up to 1/3 of the class is unable to properly process information regarding a different environment, inclusively foreign and domestic.
According to Scheibe (2004), "In using a curriculum-driven approach, teachers sometimes take a narrow focus for a particular topic or lesson (e.g., linking current advertising appeals to a sixth-grade unit on Greek myths) or weave media literacy into ongoing activities in their classrooms (e.g., in a weekly discussion of current events). Sometimes media literacy is used to link several different parts of the curriculum together (e. g., investigating local history and literature through examining original documents at a local museum)." (Scheibe, 2004)
Recommendations
I feel the textbooks used in today's classrooms are not verbose, but are 'wordy' and do not provide enough pictures that captivate the interest of the child to engage in further discussion,...
Unfortunately, the board of education and the textbook publishing companies are often engaging in 'sweetheart' deals and therefore the student is marginalized for the benefit of business. Indeed, often the most appropriate books are the older generation of book, to which the teacher is able to teach to and 'modernize', or update the content to match today's current events.
Therefore, my recommendation is to authorize more power to the teacher to teach the curriculum and enable the student to pass the mandated state examination. The learning material is a key function to how at student is able to process information whilst supplemental material that act as a learning-aid can be provided via the provision of 'ditto's.
References
Hlebowitsh, P.S. (2005). Designing the School Curriculum. First Edition. Published: Allyn and Bacon. Copyright by Pearson Education, Inc.
Oberg, C. (2010). Guiding classroom instruction through performance assessment. Journal of Case Studies in Accreditation and Assessment, 1, 1-1-11. Retrieved from http://search.proquest.com/docview/759568097?accountid=13044
Scheibe, C.L. (2004). A deeper sense of literacy: Curriculum-driven approaches to media literacy in the K-12 classroom. The American Behavioral Scientist, 48(1), 60-60-68. Retrieved fromhttp://search.proquest.com/docview/214770498?accountid=13044
This in turn reflects badly upon me. There is no valid way in which I can adjust my teaching methods to relate to the narrowly focused test material without severely harming my or my students' goals towards excellence and future success. Having spoken with other teachers in my school and district, I have found that the problem also applies to teachers of other subject areas and other schools in my
and, some teachers focus mainly on staff development issues related to changes in curriculum, measures and/or desired outcomes. Of these various roles, I am most interested in how to change instruction so that it can meet desired standards and measurements. Ultimately, I believe that this is what makes the real difference in being able to achieve outcomes, particularly with the growing need for differentiated teaching strategies to achieve the same
These two areas of the curriculum are equally important and thus should be treated that way. Both should have excellent programs for students so that they have an outstanding chance to succeed in both. The other area that the school needs to enhance is that of their theology curriculum. They appear to have a very good basic program but one that could be made even better with a little
According to the Education World Web site, the National Standards for Language Arts was created by the National Council of Teachers of English. The Language arts include reading, writing, speaking and listening skills. For the English language, the National Standards include building skills involving communication, critical thinking, and evaluation. The educational system is to provide students with a wider perspective not only of themselves, but also of the world
Instead, the curriculum development responsibility is placed on the individual teachers, the majority who have less than two years of teaching experience. The result is that the teachers spent most of their time focused on such things as classroom management, that curriculum development is overlooked and no succinct curriculum is used in the school. This will cause problems as the students advance through the grades. The Curriculum: No As previously noted,
Curriculum The learning and skills sector (LSS) is an Essential part of educational development in the United Kingdom. For many years this educational program faltered and was not taken seriously. However in recent years Legislators in the UK have dedicated a great deal of time and resources to improving LSS. According to Maxwell (2009) The Learning and Skills Sector (LSS) in England is diverse, comprising further education (FE) colleges, sixth-form colleges, personal