Five Curriculum Outlines
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Teachers' Understandings and Beliefs About the Role of the Learning Environment Ladda Prasertsintanah
TEACHERS’ UNDERSTANDINGS AND BELIEFS ABOUT THE ROLE OF THE LEARNING ENVIRONMENT by LADDA PRASERTSINTANAH B.B.A., Chulalongkorn University, Bangkok, 2000 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES (Early Childhood Education) THE UNIVERSITY OF BRITISH COLUMBIA (VANCOUVER) July 2008 ©Ladda Prasertsintanah, 2008 ABSTRACT The purpose of the study was to investigate early childhood educators' understandings and beliefs about the role of the early childhood learning environment. In particular, this study was conducted in four Reggio Emilia inspired Canadian childcare and preschool classrooms in order to examine how the fundamental principles of the Reggio Emilia approach were interpreted within a Canadian context. Semi-structured interviews were employed with ten educators to investigate their knowledge, experiences, and beliefs about the learning environment. The data sources included interview notes, audiotapes, and photos of the classroom environment without any child/adult present. The teachers’ beliefs about the role of the learning environment were reflected in materials, aesthetics, and documentation. First, the participants believed that children need to have access to a wide range of materials to stimulate and support their play. Second, several participants stressed the importance of creating the sense of well-being that an aesthetically-pleasing and well-kept classroom provides. Finally, the concept of making learning visible requires a number of participants to collect the children’s works and experiences in as many types of media as possible. The findings suggest that such an interpretation of environment is highly dependent on teachers’ and other adults’ views of development; that variations in practices may reflect cultural differences in both beliefs about, and expectations for, their children. -
Curriculum Vitae Quick Guide
College of Medicine Curriculum Vitae for Promotion and Tenure Quick Guide CV Section AI Screen(s) Feeding to Activity Description and Notes (In Order of Report) This Section . Personal and Contact Name and credentials, primary academic Information CV Header department, division/section, primary administrative . Yearly Data role, office location, and other contact information . Administrative Leadership Postgraduate Education Postgraduate training, including internship, . Postgraduate Education and Training residency, fellowship, and postgraduate research. and Training Education Education leading to formal academic degrees . Education Current and previous professional employment history, including academic, government, Professional hospital/agency, military, and other private/public Experience professional positions . Academic . Administrative Administrative leadership roles such as Dean, . Professional Experience . Government Program Director, Chair, and Chief will also fall . Administrative Leadership . Hospital/Agency under this section, but are to be entered on the . Other Professional Administrative Leadership screen. Committee roles will not appear here. Those roles U.S. Military Experience are to be entered on the Service screens and will fall under Service on the CV report. Honors, awards, and special recognition received Honors and Awards Distinguished professorships and endowed . Honors and Awards positions should be captured here. Specialty certification that is required for professional practice within your discipline . Board Certification, Board Certification Certification received as a result of continuing Practice Certification, and education will not appear here. That should be Licensure entered on the Professional Growth and Development screen. Professional licensure required for professional practice within your discipline . Board Certification, Licensure License numbers will be captured in the system, but Practice Certification, and will not appear on the CV report. -
Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries
Pedagogy, curriculum, teaching practices and teacher education in developing countries EVIDENCE BRIEF The evidence suggests that when teachers see pedagogy as entailing communication with students they use practices in interactive ways that mean that learning is more likely to take place: the ‘how’ is more important than ‘what’ teachers do. drawing on students’ alignment of professional About this brief backgrounds and experiences. development with teachers’ This paper summaries evidence Six practices used in interactive needs, the promoted pedagogy from a DFID-funded review by ways by effective teachers were and in-class monitoring of Westbrook et al. (2013), entitled more likely to enhance learning: teachers Pedagogy, Curriculum, Teaching support from head teachers demonstration and explanation, Practices and Teacher Education alignment of forms of drawing on subject knowledge in Developing Countries, produced assessment with the school flexible use of whole-class, group by the University of Sussex. The curriculum. review identifies pedagogic and pair work where students practices that most effectively discuss a shared task Practices were disabled by support all students to learn, and frequent, relevant use of learning misalignment of: determines ways that these can be materials beyond the textbook initial teacher training with the supported by teacher education open and closed questioning, school curriculum and the school curriculum. expanding responses, Continuing professional encouraging questioning development with the promoted This brief provides an overview of use of local languages and code pedagogy the strength of evidence, key switching (switching between two the school curriculum with findings and theory of change, to languages within a sentence to assessment. assist policy makers and ensure understanding) Further disabling factors were: researchers in assessing the planning and varying lesson poor communication with the evidence in this field. -
EDUCATION in CHINA a Snapshot This Work Is Published Under the Responsibility of the Secretary-General of the OECD
EDUCATION IN CHINA A Snapshot This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Photo credits: Cover: © EQRoy / Shutterstock.com; © iStock.com/iPandastudio; © astudio / Shutterstock.com Inside: © iStock.com/iPandastudio; © li jianbing / Shutterstock.com; © tangxn / Shutterstock.com; © chuyuss / Shutterstock.com; © astudio / Shutterstock.com; © Frame China / Shutterstock.com © OECD 2016 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. Education in China A SNAPSHOT Foreword In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province. -
Experiential Education Through Project Based Learning
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 152 ( 2014 ) 1256 – 1260 ERPA 2014 Experiential education through project based learning Douladeli Efstratia* ASPAITE-Roehampton University,Irakleio Attikis,14121,Greece Abstract Experiential learning is the key factor of acquiring knowledge through experiencing things. It addresses specific teaching methods, which are believed to achieve a beneficial outcome to the learning ability of students. Project Based Learning is such a modern teaching method. The core idea of Project Based Learning is to connect student’s experiences with school life and to provoke serious thinking as students acquire new knowledge. While there are some negative implications related to PBL, the method can leverage the advantages of modern teaching techniques. Finally, through Experiential Learning and in particular through PBL, connection with problems of real world is achieved. ©© 2014 2014 The The Authors.Authors. PublishedPublished byby ElsevierElsevier Ltd. Ltd. This is an open access article under the CC BY-NC-ND license (Selectionhttp://creativecommons.org/licenses/by-nc-nd/3.0/ and peer-review under responsibility of th).e Organizing Committee of the ERPA Congress 2014. Peer-review under responsibility of the Organizing Committee of the ERPA Congress 2014. Keywords:experiential education; experiential learning; project based learning; skills; knowledge. 1. Experiential learning Although the traditional form of education has been with us for some years, experiential education is a modern form of education that appeared in recent years. It focuses on the learning process of the individual and concerns the development of student’s abilities, such as memory, creativity, and sensitivity to achieve knowledge (Mulligan, cited in Boud et al., 1993). -
Do and Understand: the Effectiveness of Experiential Education Claudia Gama, MBA Cristina Fernández, B.S
GAMA & FERNÁNDEZ Do and Understand: The Effectiveness of Experiential Education Claudia Gama, MBA Cristina Fernández, B.S. Abstract /Resumen This paper shares the results of a study on the benefits which an experiential education program has on students in the K-12 range. The study was carried out at a bilingual North American-style college preparatory school located in Colombia, South America. Research was based on experiences obtained through the coordination and implementation of an experiential education program during the 2008-09 school year. The findings deal with experiential education as a pedagogical philosophy. Este manuscrito comparte los resultados de un estudio sobre los beneficios que un programa de educación experiencial les otorga a estudiantes de grados pre-escolar a bachillerato. El estudio fue realizado en un colegio bilingüe, de estilo norteamericano, localizado en Colombia, Sur América. La investigación fue basada en las experiencias obtenidas a través de la coordinación e implementación de un programa de educación experiencial durante el período escolar 2008–2009. Los resultados se refieren a educación experiencial como una filosofía educativa. Keywords/Palabras claves: experiential education, emotional well- being, social interaction, service learning, outdoor education companies, physical abilities; educación experiencial, bienestar emocional, interacción social, servicio social, compañías de educación al aire libre, habilidades físicas GAMA & FERNÁNDEZ Introduction “I hear and I forget. I see and I remember. I do and I understand.” This saying of Confucius (551-479 BC) sums up much of the effectiveness inherent in experiential education methodologies. However, experiential education as a systematic pedagogical philosophy was only first introduced in the early 20th century. -
The Neighborhood School Curriculum Outline
The Neighborhood School Curriculum Outline 2008-2009 Curriculum is at the heart of our school. It is born of the interests and developmental capacity of the children and the goals and knowledge of the teachers. We understand that children are learning to make sense of the world. They need to be equipped to live in the world. We work with each child to further that child’s academic and social development. The curriculum provides opportunities for children to find new areas of interest and strength as they grow, to present their ideas and be well spoken and self assured in public presentations. Children develop a sense of responsibility towards the community through their group work, as well as towards their own individual learning. We provide children with work that is real. We look at what real writers do, what good readers to in order to build curriculum that is important and relevant to the lives of the children. We teach children to be researchers from pre- kindergarten up through 5th grade and to reflect on their experiences to ask questions and learn. We assess children through looking at collections of their work, through observing them work and participate in class activities, by keeping notes on their progress and through conferencing with them about their work. Every spring, each grade level and the administration meet to decide the curriculum for the following year. Our mixed age classes are on a two year cycle of curriculum, to match the two years the children are in the classes. We choose topics and areas of study that are important and worthwhile, that spark the ideas of children, that provide a platform for later learning. -
MASARYK UNIVERSITY BRNO FACULTY of EDUCATION Department of English Language and Literature
MASARYK UNIVERSITY BRNO FACULTY OF EDUCATION Department of English Language and Literature Experiential Learning and its Impact on Students of English Bachelor Thesis Brno 2016 Supervisor: Author: Ailsa Marion Randall, M.A. Kateřina Špačková Declaration: Prohlašuji, že jsem závěrečnou bakalářskou práci vypracovala samostatně, s využitím pouze citovaných pramenů, dalších informací a zdrojů v souladu s Disciplinárním řádem pro studenty Pedagogické fakulty Masarykovy univerzity a se zákonem č. 121/2000 Sb., o právu autorském, o právechsouvisejících s právem autorským a o změně některých zákonů (autorský zákon), ve znění pozdějších předpisů. I hereby declare that I worked on my thesis independently, using only the sources listed in the bibliography. I agree with storing of this work in the library of the Faculty of Education at the Masaryk University Brno and making it accessible for study purposes. Brno, 20 March 2016 …………………………………. Kateřina Špačková 2 Acknowledgements: I would like to thank to my supervisor Ailsa Randall for all her kind help and valuable advice which she provided throughout the whole process of my writing. I would also like to thank all those who participated in the intensive language course in autumn 2013, when I first went to Fryšták, as it was the first time I was introduced to experiential learning. Even more so I wish to give my thanks to those who participated in the course in Fryšták in spring 2015, as they inspired me to write this thesis. Last but not least, I would like to thank all my classmates and other students of the faculty for their help with my research. 3 Annotation This bachelor thesis deals with experiential learning and intensive learning courses in English and its title is “Experiential Learning and its Impact on Students of English”. -
The Philosophy and Theory of Experiential
2009 The Philosophy and Theory of Experiential Education: An Introduction A short overview of the most important educational philosophies, learning theories and leading theorists/practioners, that have laid the fundaments of Experiential Learning, as it is practiced by the partnership of Via Experientia: the International Academy of Experiential Education. Via Experientia: the International Academy of Experiential Education. Contents: Page 2 Table of contents Page 3 What? Introduction to the context of this text. Page 4 I Where does the partnership of Via Experientia come from? Page 6 II Background and dimensions of experiential learning, as a theory and a practice in adult education. Page 6 An overview of philosophies of adult education Page 8 The nature of experience Page 9 Learning orientations and learning theories Page 13 III Constructivism – a reflection orientation Page 13 Learning through reflection on experience Page 14 Constructivist models of experiential learning Page 16 Roles for educators in experiential learning Page 17 Critiques of the constructivist theory of experiential learning Page 18 IV So what? Page 19 Litterature list Áskorun Ehf. Björn Vilhjálmsson 2 Via Experientia: the International Academy of Experiential Education. The Philosophy and Theory of Experiential learning Via Experientia: The International Academy of Experiential Education. This project has been funded by the Grundtvig Programme with support from the European Commission. This learning material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. What? The aim of this text is to give a short overview of the most important educational philosophies, learning theories and leading theorists/practioners, that have laid the fundaments of Experiential Learning as it is practiced by the partnership of Via Experientia: The International Academy of Experiential Education. -
Chapter 4: Putting It Into Practice: Curriculum and Pedagogy
3XWWLQJLWLQWRSUDFWLFH 4 &XUULFXOXPDQGSHGDJRJ\ 4.1 Curriculum, from the Latin for ‘course’, is the content or subject matter that is taught. Pedagogy, from the Greek words for ‘boy’ and ‘guide’, refers to the art or science of teaching or the techniques used to teach students. The notion of a teacher guiding students through a course of study has more contemporary relevance than the content driven, ‘drill and skill’, approaches that characterised schooling until the last few decades of the 1900s. 4.2 Good teachers have always, through sound and supportive teacher/student relationships, guided students through what they need and want to learn. This chapter considers the importance of relevant curricula and engaging pedagogy in promoting learning as well as the methods used to assess student achievement. Curriculum and pedagogy 4.3 If the definitions of curriculum and pedagogy are clear, the separation of the two in classrooms is not. While the curriculum is the content that education departments mandate must be taught, classroom teachers have significant responsibility for, and control over, how the curriculum is presented and delivered. In practice, an inspired and talented teacher can energise dull content and find ways to link it to real life while a mediocre or unmotivated teacher can compromise the appeal of the most relevant and imaginative curriculum by poor delivery. 4.4 The research at Flinders University by Slade and Trent indicates that boys are aware of and reactive to what they view to be irrelevant curriculum and poor teaching. Boys see curriculum and pedagogy as inseparable from each other and from other aspects of schooling. -
Environmental Education (EE) and Experiential Education:A Promising
Creative Education 2011. Vol.2, No.2, 114-120 Copyright © 2011 SciRes. DOI:10.4236/ce.2011.22016 Environmental Education (EE) and Experiential Education: A Promising “Marriage” for Greek Pre-School Teachers Alexandros Georgopoulos1, Maria Birbili1, Anastasia Dimitriou2 1Department of Early Childhood Education, Aristotle University of Thessaloniki, Thessaloniki, Greece; 2Department of Educational Science in Early Childhood, Democritus University of Thrace, Komotini, Greece. Email: [email protected] Received February 18th, 2011; revised March 19th, 2011; accepted April 14th, 2011. Kindergarten teachers tend to combine EE and experiential education in their every day practice as a matter of course. The majority perceive EE as related to sensory awareness and exploration and the concomitant will to act in a pro-environmental direction. They deal with and elaborate their pupils experiences in a way that is remi- niscent of Colb’s learning cycle. It is not clear from the interviews whether they effectively facilitate their child- ren’s reflection upon the acquired experience, although there is some evidence that they accompany and assist their pupils in associating their new knowledge to that previously acquired, integrating it into new wholes and appropriating it. They do not give any information about the elaboration of their pupils emotions developed through the experiential educational approaches. They claim that when EE and experiential education are blen- ded together then this can generate active citizens of the future. Keywords: Environmental Education, Experiential Education, Preschool, Teachers Introduction Munson, 2005) using direct experiences as the first stage of a quite effective learning strategy. Experiential education treats the individual experiences of Early childhood is a period largely neglected by environ- pupils as educative material and exploits them in order to pro- mental education research (Chawla & Cushing Flanders, 2007: duce learning rather than using texts and knowledge imposed p. -
Measuring the Values and Costs of Experiential Education, Report Of
digitalcommons.nyls.edu Faculty Scholarship Articles & Chapters 2015 Measuring the Values and Costs of Experiential Education, Report of the Working Group on Cost and Sustainability Stephen Ellmann New York Law School, [email protected] K. R. Kruse Follow this and additional works at: http://digitalcommons.nyls.edu/fac_articles_chapters Recommended Citation 7 Elon L. Rev. [i] (2015) This Article is brought to you for free and open access by the Faculty Scholarship at DigitalCommons@NYLS. It has been accepted for inclusion in Articles & Chapters by an authorized administrator of DigitalCommons@NYLS. 2015] Experiential Education in Law Law Practicum. A course focused on a discrete area of law that inte- grates a requirement that students engage in practical fieldwork or complex simulations on the topic of study. Experiential education is an integral part of the class but a secondary method of instruction. Capstone Course. A course that provides students with the opportu- nity to apply accumulated learning from across the curriculum, en- hancing student learning by integrating doctrinal knowledge with experiential application. Ideally, a capstone course also establishes and cultivates connections within the larger legal community, allowing students to develop strategies for analyzing and addressing legal mat- ters. Although "capstone" implies a culminating experience, capstone courses can be designed to be at the end of any component of legal training. Experiential Module. A self-contained experiential education activity that can be inserted into any law school course. The activity is used to enhance learning of substantive material and to introduce students to real world lawyering experiences. Examples include role-plays, draft- ing exercises, and field trips with reflection.