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Thematic learning consists of a curriculum that is unified and dwells on an identified theme or topic, ideally guided by essential questions. The sources are not limited to textbooks. For example, in the social studies or history classroom, primary source texts and images encourage the development of critical reading skills.
The Units of Study curriculum guide books and "workshop" model centers on independent student work in combination with teacher modeling and one-on-one and small-group guidance. [17] The Project has also published a Classroom Library Series through Heinemann, which includes books for grades K-8 from more than 50 different publishers. These books ...
A didactic method (Greek: διδάσκειν didáskein, "to teach") is a teaching method that follows a consistent scientific approach or educational style to present information to students.
In terms of policy, this view sees curriculum frameworks as tools to bridge broad educational goals and the processes to reach them. A humanistic curriculum development perspective holds that for curriculum frameworks to be legitimate, the process of policy dialogue to define educational goals must be participatory and inclusive. [5]
The curriculum is project-based. Three levels of curriculum are used for elementary, middle, and high-school levels. PLTW Launch is the elementary school level, designed for preschool through fifth grade. The curriculum consists of 28 modules (four per grade) that touch on a variety of science and technology topics.
Intel Teach Elements: Project-Based Approaches is a free, online professional development course that explores project-based learning. Project Work in (English) Language Teaching provides a practical guide to running a successful 30-hour (15-lesson) short film project in English with (pre-)intermediate students: planning, lessons, evaluation ...
States are free to set their own standards, but the federal law mandates public reporting of math and reading test scores for disadvantaged demographic subgroups, including racial minorities, low-income students, and special education students.
The GEMS project used extracurricular activities, role-playing and games. This project began in the sixth grade and worked for two years with boys and girls between the ages of 12–14 in public schools in Goa, Kota and Mumbai. In Goa and Kota, it was layered with ongoing school curriculum.
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