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Making principals and school administrators involved in the process along with parents creates additional support and potential for learning reinforcement at home and in creates greater cohesiveness in terms of the school's overall learning environment. While any number of step-by-step curricular models exists for individual teachers, since the underlining principle of all curriculum design is to impart skills to students that build upon previous units of learning, it is better that there exist some continuity in curriculum planning between teachers. Also, if all teachers take a similar approach there is a greater chance that learning outcomes will build on one another, throughout a student's educational career.
Curriculum design will no doubt be different 10 years from now, as state and perhaps even national standards require learning outcomes to be more measurable and clearly defined within individual units. This may create more homogeneity in terms of basic skills demanded between schools. However, the idea that a curriculum should be cohesive has also...
Curriculum design may take a more standardized approach in deciding what skills to focus on at specific grade levels, but teachers will still strive to bring innovation to the classroom to meet learning objectives.
Works Cited
Hlynka, Denis. (30 Nov 2005). "Course Syllabus: Theory and Practice of Curriculum
Design and Development." Retrieved 30 Jan 2007 at http://www.umanitoba.ca/centres/ukrainian_canadian/hlynka/courses/132756/syllabus.html
Learning Outcomes." (2004). Learning Development Unit. Retrieved 30 Jan 2007 at http://www.livjm.ac.uk/lid/ltweb/ldu_12/learning_outcomes.htm
Ornstein & Hunkins. (1998). Curriculum: Foundations, Principles, and Issues.
3rd Edition, Allyn & Bacon.
Works Cited
Hlynka, Denis. (30 Nov 2005). "Course Syllabus: Theory and Practice of Curriculum
Design and Development." Retrieved 30 Jan 2007 at http://www.umanitoba.ca/centres/ukrainian_canadian/hlynka/courses/132756/syllabus.html
Learning Outcomes." (2004). Learning Development Unit. Retrieved 30 Jan 2007 at http://www.livjm.ac.uk/lid/ltweb/ldu_12/learning_outcomes.htm
Ornstein & Hunkins. (1998). Curriculum: Foundations, Principles, and Issues.
" How much the design of curriculum may affect the student in terms of learning outcomes is another very important consideration in this humanistic theory of Combs and Snygg. Differentiation in the Perceptions of Learning Style Just as different individuals have different tastes, views and personalities the theories of learning are differentiated as well. Some of the learning styles that exist are Learning preferences that exist are based in (1) Concrete learning
By the end of this portion, I had gained confidence in the processes and the procedure and could remember all the requirements. The learning outcome of the course was to educate nurses on the new protocols and technology to complete this procedure on difficult patients. I feel that the curriculum attended very well to these goals. It was always on task and efficient in its training. I'm guessing that it
Curricular instruction on what to expect both practically and emotionally from the patient and his or her surrounding support system will be instrumental in preparing to help these individuals navigate the difficult course of treatment. Designed Nursing Case: Instruction through the Electronically-mediated approach would ultimately segue into graduating involvement with real case management scenarios. The practical design of this aspect of the curriculum will revolve on breast cancer, which is useful
Curriculum Design When a group of individuals designed to be members of a sales force for a brick and mortar multinational business go 'back to school,' the curriculum philosophy, implementation and design of the firm will be by definition much, much different in its objectives than the aims of the curriculum of a local school district. The difference will not simply be in the age of the individuals, as many older
Activity -- Work through the rock face problem as a class using an overhead or projector. Ask for input on alternatives to this set of functions? Ask for, and brainstorm other measurements in which we can try our new method (e.g. measurement without a measurement tool). 2. Working on the concept of ratios. Using the measurement skills from Activity 1, students will calculate measurement and ratios to find patterns of sides
curriculum of all the schools of a district. It uses 5 sources and is in APA format. The main aim of my curriculum that I have designed for five elementary schools, 4 middle schools and one high school of the district, is that I intend uniformity in the curriculums of all the schools so all the schools impart the same educational quality and therefore there is no discrepancy and the