Curriculum Planning Sources for your Essay

Integrated Curriculum Planning: Concept-Based Curriculum


" (2006) Fat states that curriculum actually means: 1) Analysis of needs; 2) Formulation of objectives; 3) Selection and organization of content; 4) Construction of learning experiences; and 5) Assessment. (Fat, 2006) There has been a great deal of debate concerning the interaction that takes place between activities of research and instruction of students and the "structural tensions between them" which exist

Integrated Curriculum Planning: Concept-Based Curriculum


" The integrated curriculum is one "in which children broadly explore knowledge in various subjects related to certain aspects of their environment." (Lake, 2001) There are varied levels of integration within the framework of the integrated curriculum which are stated by Lake to include the following: Development of cross-curriculum sub-objectives within a given curriculum guide; Development of model lessons that include cross-curricular activities and assessments; Development of enrichment or enhancement activities with a cross-curricular focus including suggestions for cross-curricular 'contacts' following each objective; Development of assessment activities that are cross-curricular in nature; and Includes sample planning wheels in all curriculum guides

Integrated Curriculum Planning: Concept-Based Curriculum


Experience whether "primary" as in gathering data or doing observations, or "secondary" as in processing the data and observations in a data base, is the raw material for developing knowledge and understanding and for developing and applying the skills essential for effective learning." (Nolan and Harwood, 2001) Social integration involves learners applying "the ideas and understanding they have developed to their daily lives and to the lives of others, and they learn by interacting with others

Integrated Curriculum Planning: Concept-Based Curriculum


(Lake, 2001) The work of Bhattacharya, MacIntyre, Ryan and Brears (2006) entitled: "PBL Approach: A Model for Integrated Curriculum" states that the general aims of the integrated curriculum are: (1) development of a child's independence and interdependence as efficient and motivated learners; (2) to enable children to perceive the curriculum as relevant to their learning needs; (3) Acknowledge that attitudes and values play a pivotal role in exploring concepts and principles in all curriculum areas; and (4) to enhance teaching and learning more effectively than through a separate subject approach. (Bhattacharya, MacIntyre, Ryan and Brears, 2006) II

Curriculum Planning: Multiple Intelligences and

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Another is "curriculum compacting," in which "students qualify for compacting when they demonstrate a certain level of mastery of the subject that the teacher is about to commence teaching. This qualification is determined by offering students a pre-test on that content" (Gus 2003)

Curriculum Planning: Multiple Intelligences and


write a paragraph explaining the process, and still others may express their knowledge through drawings. In addition, students in the same classroom can focus on problems that range in complexity, with some students describing the process for reducing fractions and others designing and explaining binomial equations," (Kluth & Straut 2001)

Curriculum Planning: Multiple Intelligences and


Curriculum Planning: Multiple Intelligences and Standards-Based Education Develop classroom instructional criteria for accommodating various learning styles in a standards-based curriculum environment The demand that teachers tailor their instructional criteria to the requirements of standardized testing seems to fly in the face of the need to differentiate instruction to incorporate student's different learning styles. Teachers may long "to attend to student differences, but they must ensure that every student becomes competent in the same subject matter and can demonstrate the competencies on an assessment that is differentiated neither in form nor in time constraints" (Tomlinson 2000)

Curriculum Planning History on a


This stands in stark contrast to the 1990s, where interdisciplinary approaches like 'block scheduling' and multicultural subject matter were introduced into many districts. Standards were defined in open-ended value statements rather than quantifiable norms (Mathison & Mason 1989)

Curriculum Planning History on a


Standards were defined in open-ended value statements rather than quantifiable norms (Mathison & Mason 1989). It was argued by some educators that this unfairly penalized poorer districts, because students in less affluent schools could not be confident that their institutions would meet national standards, and gradually, a more norm-based approach was embraced, cumulating in the call for nationalized testing (Rogers, McDonald, & Sizer 1993)