Significant attention is now being paid to the development of innovative curricula that are responsive to today s demands on students and society. This book s intent is to design a new curriculum stressing on the 21st century learners needs, the learning process, the fragmented curriculum, its advantages and disadvantages, the new curriculum which is the integrated curriculum and its benefits and drawbacks, as well as the implementation information. This book provides a yearly plan for the usage of the implemented curriculum using the books and curriculum objectives utilized at the school at which the author was a staff member at. Lastly, a sample of lesson plans with activities for an integrated curriculum is provided. However, the concerned educators can adjust the provided curriculum accordingly. This book tends to encourage the usage of this curriculum at the respective institution and any other educational institution since there is a need for continuous improvements as the educational demands are changing.
The study reported in this book focused on teachers' task practices in relation to teachers' knowledge. The current mathematics curricula around the globe call for learning experiences, particularly tasks that support learners' active participation in developing mathematical ideas in the classroom. Tasks differ in qualities and possibilities for learners' participation and thus, teachers regularly make choices in terms of tasks for learners to work on. The criteria that inform teachers' choices of tasks, how teachers and students work with the selected tasks in class, how teacher knowledge is implicated in what teachers do with tasks and how task practices relate to learning achievement were the focus of the study. The data reported were from 11 Grade 10 and/or Grade 11 teachers, from 7 schools in Lagos State, Nigeria, as they taught geometry. Data collection techniques/instruments included teacher knowledge interviews, pre-lesson interviews, video recorded lesson observations, post-lesson reflection interviews, students' tests, copies of teachers' and learners' notes and workbooks. Important findings were reported in this book and recommendations were made as appropriate.
In light of continual debate among researchers regarding new teachers concerns about classroom management and the need to insure that instruction results in positive student learning, the focus of this qualitative case study was to examine how five second and third year teachers planned for and thought about the management of student engagement during instruction. In addition, this study examined the professional thinking of these five teachers while planning for a lesson in comparison to their actions during the lesson and later how they reflected on that plan. Also, the teachers beliefs about how they learned to integrate management with instruction during planning were examined. The results of this study indicate these five teachers did intentionally think about and plan for the integration of management with instruction during their lessons. District aligned curricula were used in each of these teachers districts which caused them to alter the traditional planning model so they could plan for the integration of management with instruction in their lessons. These teachers believed they learned to address management with instruction as a result of their first year(s) teaching.
In recent years, integrating technology with educational aims has become a key component of many teacher training programs and educational development initiatives. This book investigates the conceptions of technology held by preservice teachers and how their subsequent creation of an educational technology lesson is mediated by those conceptions. Comprehending what conceptions preservice teachers hold with regards to technology is one way to help teacher educators construct transformative learning encounters where prior technological understandings can be constructively integrated and scaffolded into relevant, pedagogical choices. This work adds to an increasing dialogue concerned with the development of effective preservice education and technology curricula. Also, it chronicles the practical experiences of a group of preservice teachers in order to contribute to an ongoing record that describes the ways in which technology continues to shape our educational culture. This analysis should be especially useful to education professionals, researchers, teacher educators, students, and anyone who is interested in broadening their knowledge of technology in educational practices.
The legacy of colonialism in Zimbabwe is revealed in the continued use of English in education, although teachers use local languages and certain techniques to bridge the language gap so children learn lesson content, especially in the rural areas. This research examines indigenous language use in an educational system in which curricula are administered in a second language. Third-grade classes in a rural school were recorded during science lessons. Language use and scientific concept development are explored in order to answer the following: When and how do teachers and students use Shona to discuss scientific concepts? What is the relationship among cognition, the use of Shona and the learning of science? Analysis reveals that single words in Shona were used as support, while large segments allowed for culturally relevant teaching and the development of scientific concepts. Metalinguistic awareness and literacy are salient elements, since teachers often explain lessons orally in Shona but all writing is done in English. Given the correlation between cognitive and linguistic development, the implications for education for national socio-economic development are great.
A teaching kit is a teaching resource developed by a museum education department with the intention of creating cross-curricular learning. Such kits often include many resources, such as an educators' guide, a CD-ROM with works of art and primary sources (letters, maps, period photographs), overhead transparencies, posters, curricula, and step-by-step lesson plans. The projects are founded on the belief that art and material culture can be a valuable lens through which to study a historical moment.
HIV/AIDS has been named the Sub Saharan disease. In countries that have achieved significant declines in HIV prevalence, young people have registered the biggest behavioural changes. It means they hold the keys not only to our understanding of the epidemic, but more importantly, to the efforts required to stem the tide of infections. However, the majority of young people are ignorant of how to prevent transmission, have low compliance to condom use, which is in some cases accentuated by misconceptions about HIV/AIDS transmission and have insufficient knowledge regarding transmission and avoidance behaviours. As such, consensus on feasible preventive interventions target young people, particularly those in schools. It is on this premise that the book unlocks the key pillars in effective HIV/AIDS education policies and practices.The study has drawn upon the experiences of selected Urban Schools in Malawi to explore the needs of young people in classroom, the extent to which the classroom practices respond to the needs, and the factors influencing these using questionnaires, interviews, lesson observations, and document analysis. Malawi typically represents most Sub Saharan African countries in terms of challenges faced by education systems. Given the similar cultural settings of the people of Sub Saharan Africa, the findings and recommendations of the study generalises to the education systems of Sub Saharan Africa to a greater extent. The book shows the need for open discussion climates on HIV/AIDS issues despite a conservative cultural and religious adult world that is not open. It has also identified a need for explicit and accurate knowledge on HIV/AIDS issues, opportunities to acquire behavioural skills for HIV prevention, and involvement of external speakers in classroom HIV/AIDS education.Current classroom practice does not address the pupils needs adequately. Factors influencing this can be linked to lack of policies responsive to culture and religion, ineffective and inadequate teaching policy guidelines, and lack of a policy prioritising HIV/AIDS education.The findings suggest that in future, effective HIV/AIDS Education needs to be informed by the pupils needs. To address these needs, support from the wider society and related policies, coupled with appropriate management and classroom practice will be required. The book is therefore an indispensable tool for education systems in Sub Saharan Africa. It provides an effective model for the development of effective HIV/AIDS policies and practices in HIV/AIDS education curricula.
Critical Analysis of Evolution is the name of both a proposed high school science lesson plan promoting intelligent design and a tactic to promote design using Teach the Controversy promoted by the Discovery Institute, originators of the intelligent design movement, as part of their campaign promoting intelligent design. It is an integral part and slogan of the Teach the Controversy campaign the goal of which is to undermine the teaching of evolution in public school science curricula and supplement it with intelligent design. A prime feature of the lesson plan is that it treats evolution as a theory which should be questioned in science classes. The Discovery Institute's presentation of evolution stands in contrast to that of the scientific community, where evolution is overwhelmingly accepted. McGill University Professor of Education Brian Alters states in an article published by the NIH that "99.9 percent of scientists accept evolution" whereas intelligent design has been rejected by the overwhelming majority of the scientific community.
This book is based on the notion that there are many ways in which mathematics learning can be achieved for students and that not all of them are focused on the mathematics classroom. It explores the foundational numeracy principles of the non-mathematical subject areas and aligns these to the Australian numeracy-learning continuum. It demonstrates, in detail, the extent to which numeracy competencies underpin successful learning in all the subject areas of the curricula. It validates a focus of developing numeracy competencies through learning in the arts, science and other discipline areas with which school students to engage with in order develop holistically, but which are not subjected to national assessment practices. It is developed around the notion of 'praxis', putting theory into practice in order to respond to the urgent need for students to be supported in their efforts to increase their numeracy capabilities in a world where extensive amounts of new information are often presented in graphical or data based formats. Additionally, it offers perspectives on developing all students' capacities to become numerate in school contexts and presents inclusive, differentiated lesson examples as an alternative way of exploring numeracy in the context of teaching and learning in real-world classroom contexts.