Unit 6 Curriculum development for inclusive practice What do we mean by the word ‘curriculum’? A definition given by John Kerr and quoted by Vic Kelly is ’All the learning which is planned and guided by the school‚ whether it is carried on in groups or individually‚ inside or outside the school’. (quoted in Kelly 1983 P10). The idea of curriculum is not exactly a new one; the word itself has its roots in ancient Greek and Latin. But the way it is understood and the way that it has been theorised
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Leadership for Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ‚ and the most effective teachers do whatever it takes to hook the whole range of kids on learning.‐Tomlinson (2001). Students can take different roads to the same destination.” Accountability Depends on Appropriate Measurement States‚ districts‚ buildings‚ and classrooms are accountable for the learning growth for all students. The most meaningful measure is not the percentage
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Fill in the table by describing the role and influence each group has on curriculum. Some may have direct influence and some may have indirect influence. Identify whether their influence deals with selecting‚ maintaining‚ or evaluating the curriculum and in what ways they participate in that process. The first answer is provided as an example. Key Players in Curriculum Development Key Players Role and Influence on Curriculum Federal Government The federal government passes federal legislations
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(UPSAM) Sustainable Development and Peace Sarweswaran Arulanantham Advisors Mirian Vilela and Alicia Cabezudo July‚ 2009 This curriculum is submitted in partial fulfillment of the requirements for the degree of Master of Arts‚ International Peace Studies ii iii Acknowledgements I am greatly indebted to my course supervisor Professor Mirian Vilela- Executive Director‚ Earth Charter International Secretariat and Earth Charter for Education for Sustainable Development at UPEACE- for her
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work. You have been with me in our ups and downs‚ in happiness and sorrow‚ with money and no money―no matter what; I always envision a lifetime together. Thank you for your patience and kindness. You are my constant inspiration. iii CURRICULUM DEVELOPMENT GUIDELINES FOR PIANO TEACHERS by PABLO A. AGUILAR‚ B.A. PROJECT IN PIANO PEDAGOGY Presented to the Graduate Faculty of The University of Texas at San Antonio In Partial Fulfillment Of the Requirements For the Degree of MASTER
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Three ways of Oppression In this essay‚ “The Ways of Meeting Oppression‚” Martin Luther King Jr. was speaking about three kinds of oppression and how people deal with their oppression. The first acquiescence‚ which means that the oppressed resign themselves to their doom. When this happens the oppressed person gets accustomed to their oppression and they never try to get out and become accustomed to it. He criticizes the people who use this first method. The second method talks about physical
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Philippine Social Realities Affecting the Curriculum (Curriculum Development Book Copy) The Philippine society today is different in many respects from what is was fifty years ago. The Philippines is now politically independent – in fact a full-fledged Republic. We now have direct relations with most foreign countries including Red China and Russia on the basis of equality‚ reciprocity and dignity. Because of our beliefs and commitments to the democratic way of life we are now ranged against the other
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Test-driven development cycle A graphical representation of the development cycle‚ using a basic flowchart The following sequence is based on the book Test-Driven Development by Example.[1] 1. Add a test In test-driven development‚ each new feature begins with writing a test. This test must inevitably fail because it is written before the feature has been implemented. (If it does not fail‚ then either the proposed "new" feature already exists or the test is defective.) To write a test‚ the
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document consists of extracts from the subject guide and the teacher support material already available on the OCC‚ as well as additional notes providing guidance for teachers with regards to using the internal assessment criteria. These additional notes can also be found in the May 2006 subject report. Diploma Programme Mathematics SL—Internal assessment criteria and additional notes Published November 2006 International Baccalaureate Organization Peterson House‚ Malthouse Avenue‚ Cardiff Gate Cardiff
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Breaching Experiment The three social norms I violated were sitting with my own “clique” during lunch‚ brushing my teeth at home‚ and not interacting with others as I walk down the street. I chose to do these because once I learned that they’re considered social norms‚ I wanted to learn how big of a role they play in regards to social control. I conducted the first part of the experiment in the larger cafeteria of Lehigh Career & Technical Institute‚ as it is my assigned cafeteria. Every table
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