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Curriculum Development Teach:     more books (49)

Week-By-Week Lessons: Standards-Based Lessons That Guide Students Through the Writing Process, Teach Conventions, Explore Genres, and Help Second Graders ... and Essays (Grade 2 Writing Curriculum) by Kathleen A. Carden, Mary Godley-Sugrue, 2005-07-01 Video Interactions for Teaching and Learning (VITAL): analyzing videos online to learn to teach early childhood mathematics.(Report): An article from: Australasian Journal of Early Childhood by Joon Sun Lee, Herbert P. Ginsburg, et all 2009-06-01 Preparing to teach `The Literature Review': staff and student views of the value of a compulsory course in research education.: An article from: Australian Academic & Research Libraries by Maureen Nimon, 2002-09-01 Case Studies in Computer Aided Learning: Teach, Train, Transform Mind Power (Teach Yourself: Rapid Revision Guides) by Tony Buzan, 1999-02-01 The Reading Teacher's Word-a-Day: 180 Ready-to-Use Lessons to Expand Vocabulary, Teach Roots, and Prepare for Standardized Tests (JB-Ed: 5 Minute FUNdamentals) by Edward B. Fry Ph.D., 2008-04-11 All Children Read: Teaching for Literacy in Today's Diverse Classrooms (with Teach-it! Booklet) by Charles A. Temple, Donna Ogle, et all 2005-01-06 Rite-to-the-Passage: So you want me to appreciate your history before you teach me my own...? (Tablets by Dalva) The interaction of three levels of aptitude determined by a teach-test procedure with two treatments related to area: Report from the Project on Development ... Development Center for Cognitive Learning) by Mary Eleanor Montgomery, 1972 To teach science, tell stories: we need to incorporate the human dimensions of individual struggle, creativity, and adventure into the way we teach science.(SCIENCE ... from: Issues in Science and Technology by Niles Eldredge, 2009-06-22 Transformational Teaching in the Information Age: Making Why and How We Teach Relevant to Students by Thomas R. Rosebrough and Ralph G. Leverett, 2011-01-03 Tests That Teach by Karen Tankersley, 2010-06-22 WHAT SHALL THE HIGH SCHOOLS TEACH? Art Activities A to Z (Activities a to Z Series) by Joanne Matricardi, Jeanne McLarty, 2005-03-04

lists with details

41. TLL Forum On Educational Innovation: Curriculum Development
    a comprehensive revision of 3.091 (Introduction to Solid State Chemistry) to teach the fundamentals of The development of a Bilingual curriculum in Chinese  
    http://web.mit.edu/tll/forum/curriculum.htm
    
    Extractions: Welcome to the MIT Electronic Forum on Educational Innovation! The purpose of the Forum is to provide a clearinghouse for information on educational experimentation and innovation at MIT. If you are interested in creating new curricula, using innovative pedagogical techniques, experimenting with educational technologies, or improving assessment and evaluation, use the Forum to find faculty, administators, graduate and undergraduate students at the Institute who have experience in the area in which you are working. TO POST INFORMATION ON A PROJECT PLEASE CLICK HERE Project Listings: Developing a Computational Component to the Chemistry Curriculum Dept: Chemistry Date: Desc: The Department of Chemistry has been involved in a long-term effort to develop a computational component to the Chemistry curriculum. This project, which was seeded with funds from the Class of '51 Fund, hired undergraduates to work with faculty to develop teaching modules using computers to simulate and visualize complex molecules and molecular reactions. This included lecture demonstration material that is now regularly presented in undergraduate biochemistry, physical chemistry, and organic chemistry subjects.

42. MIT News Office Site Redirect
    calls on talented alumni and other successful engineers to teach two to The d’Arbeloff grant will pay for additional curriculum development this summer, as  
    http://web.mit.edu/newsoffice/tt/2003/may21/ed-computer.html

43. How To Teach Your Lawyers To "Sell"
    We may want to suggest to the curriculum development committee that they consider having an announced course goal. An example might be To teach lawyers how to  
    http://www.wjfinstitute.com/articles_11.htm
    
    Extractions: Can We Turn Drought Makers Into Rainmakers? by William J. Flannery, Jr. This article appeared in the ALA Marketing Management newsletter in the Spring of 1992. The format and approach is in the form of a letter to the managing partner outlining the why and what the firm should do in marketing, business development or client development. Memo to: Managing Partner From: Director of Client Relations/Law Firm Administrator/Executive Director Subject: Teaching our lawyers to "sell" If we are to be more successful at developing business and increasing profitability, we will need to help our lawyers to learn new skills, modify their individual behavior and change their attitude about marketing and selling legal services. We may have to, at a later date, look at changing the firm's reward and recognition (compensation systems) to encourage the appropriate new behavior. It is clear to me that we need to quit talking about business development and begin taking action. Training is the first step. We should select a group of no more than three lawyers to be our curriculum development committee. This would allow the lawyers to put their fingerprints on the course and increase firm-wide acceptance. We will need to be sensitive to the NIH (Not Invented Here) syndrome. We may want to suggest to the curriculum development committee that they consider having an announced course goal. An example might be: To teach lawyers how to establish and develop more profitable relationships with existing and new clients.

44. ED.gov
    Helping teachers teach Well Transforming Professional development. approaches to professional development which is being proposed, and to revise curriculum.  
    http://www.ed.gov/pubs/CPRE/t61/
    
    Extractions: Archived Information June 1995 Thomas Corcoran is a Senior Research Fellow at CPRE. He is co-directing CPRE's study of state policies and alternative approaches to professional development which is being supported by the Carnegie Foundation. He also is currently playing a lead role for CPRE in the design and conduct of case studies of states for the national program evaluation of the National Science Foundation's State Systemic Initiative being conducted by SRI and CPRE. In virtually every state in the country, reform efforts are dramatically raising expectations for students, and consequently, for teachers. In response to these reform initiatives, educators are being asked to master new skills and responsibilities and to change their practice. To meet these new expectations, teachers need to deepen their content knowledge and learn new methods of teaching. They need more time to work with colleagues, to critically examine the new standards being proposed, and to revise curriculum. They need opportunities to develop, master and reflect on new approaches to working with children. All of these activities fall under the general heading of professional development. Historically, state policymakers have paid little attention to the form, content or quality of professional development. Such matters have been left to the discretion of local boards of education and district administrators. However, if today's teachers are to be adequately prepared to meet the new challenges they are facing, this laissez-faire approach to professional development must come to an end. The needs are too urgent and resources too scarce to simply continue or expand today's inefficient and ineffectual arrangements.

45. ED.gov
    CPRE Policy Brief Helping teachers teach Well Transforming Professional The Association for Supervision and curriculum development has documented several  
    http://www.ed.gov/pubs/CPRE/t61/t61d.html
    
    Extractions: Archived Information CPRE Policy Brief: Helping Teachers Teach Well: Transforming Professional Development - June 1995 A number of organizations have proposed setting standards for teachers' professional development. The guiding principles behind these ideas are summarized in the sidebar in the previous section. Standards might help improve the quality and efficiency of professional development. However, while these proposals are useful for discussion, it is important that state and local policymakers engage teachers in the process of setting standards for states or districts. Teachers have a great deal of insight into what has made professional development effective or ineffective in the past, and will be more likely to support changes to the current system if they have been a significant part of the improvement process. To make professional development more effective and more consistent with the guiding principles outlined in the sidebar in the previous section, policymakers need to be clear about the problems they are trying to solve and about the conditions under which teachers are likely to change their practice. They must also be more concerned about the quality and character of experiences provided for teachers. And, given the scarcity of resources, they must strive to be efficient, to leverage additional resources, and to make full use of expertise already in the system. Fortunately, some policymakers and practitioners have come up with new approaches that are promising, though we know little about their costs or effects as yet.

46. Center For Children & Technology
    Districts are shifting professional development offerings away from skills training and toward curriculum integration. Intel teach to the Future has also  
    http://www2.edc.org/cct/publications_report_summary.asp?numPubId=92

47. Center For Children & Technology
    in widely varying circumstances, Intel teach to the as an extensively piloted, welldesigned curriculum. ambitious, large-scale professional development program  
    http://www2.edc.org/CCT/publications_report_summary.asp?numPubId=45

48. NEBHE Programs: Professional And Curriculum Development, NEBHE Programs: Curricu
    educators the knowledge and resources needed to implement and teach photonics technology Prior NEBHE Professional and curriculum development programs include  
    http://www.nebhe.org/curriculum_development.html
    
    Extractions: Professional and Curriculum Development NEBHE's Professional and Curriculum Development Programs provide cutting-edge curriculum and professional development for community college faculty in collaboration with secondary teachers and college and university faculty. Programs focus on science, technology, engineering and mathematics (STEM) fields that support the growth and competitiveness of the region's technician workforce. Project is designed to give educators the knowledge and resources needed to implement and teach photonics technology at their own institutions. The program is funded by a three-year grant (DUE# 0302528) from the Advanced Technological Education (ATE) program of the National Science Foundation (NSF). Prior NEBHE Professional and Curriculum development programs include: Project PHOTON

49. NEBHE Programs: Professional And Curriculum Development, NEBHE Programs: Curricu
    will be responsible for the curriculum contents a set of experiments to teach Newtonian mechanics responsibility for instructional materials development for the  
    http://www.nebhe.org/photon2team.html
    
    Extractions: Project Principals The PHOTON2 team has extensive experience in the field of optics; in industry; in middle-, secondary-, and postsecondary instruction and curriculum development; in career pathways development; and in project design and administration. Principal Investigator Fenna Hanes Co-Principal Investigators (Co-PI) Judith Donnelly and Barbara Washburn will be responsible for the scientific, technological and educational integrity of the project. They will participate in adapting the PHOTON instructional materials to a one-semester web-based course, develop support services for the distance learning course and design the content and delivery of the two-day "Introduction to Distance Learning" workshop. Co-PI Judith Donnelly will be responsible for the curriculum contents. She holds a BS in chemical physics from Tufts University and a MS in bioengineering from the University of Connecticut. A physics instructor at Three Rivers Community College (TRCC), Donnelly has been an advocate of hands on learning. In the the early 1990's, she created a set of experiments to teach Newtonian mechanics using computer integrated instruments. With experience gained through NEBHE's FOTEP program and the assistance of an industrial advisory committee, Donnelly created Connecticut's and New England's only associate degree program in photonics engineering technology. She has had complete responsibility for instructional materials development for the new program, as well as for improvements to the physics department's optics facility, including the development of a new lab for holography and interferometry.

50. School Administrator: Deciding What To Teach And Test: Developing, Aligning, And
    work, curriculum Alignment A Facilitator s Guide to Deciding What to teach and Test, Fenwick s book can serve as the basis of staff development activities.  
    http://articles.findarticles.com/p/articles/mi_m0JSD/is_10_57/ai_77205061
    
    Extractions: The debate over high-stakes testing has become almost moot for those of us in education who must use assessments as an accountability tool for our school systems and, in some cases, personal accountability. Deciding What to Teach and Test: Developing, Aligning and Auditing the Curriculum provides district and campus leaders with a guide for addressing the high-stakes assessment issue. Fenwick English, father of a curriculum audit process for schools, provides a simple answer here for meeting accountability requirements: alignment. The alignment process ensures the written, taught and tested curriculums are the same. This book gives practitioners a template for developing a curriculum whose purpose is to focus and connect the work of teachers in the system. English gives practical approaches to curriculum development and alignment.

51. We Teach Reading & Literature
    more Reading Standards Basis for curriculum development, K12 curriculum Frameworks Blueprint for implementing the standards.  
    http://tepd.ucop.edu/tepd/content/reading.php

52. We Teach Writing
    English Language Arts Standards Basis for curriculum development, K12 curriculum Frameworks Blueprint for implementing the standards.  
    http://tepd.ucop.edu/tepd/content/writing.php
    
    Extractions: NWP (National Writing Project) is a nationwide professional development program for teachers. The primary goal of the project is to improve student writing achievement by improving the teaching of writing in the nation's schools. The NWP model is based on the belief that teachers are the key to education reform, teachers make the best teachers of other teachers, and teachers benefit from studying and conducting research.

53. MOE TEACH - Professional Development
    Some of the areas of sponsorship include Educational Administration - curriculum development - Educational Guidance and Counselling - Educational Psychology  
    http://www.moe.gov.sg/teach/pdl.htm
    
    Extractions: PROFESSIONAL DEVELOPMENT In the environment of Thinking Schools, Learning Nation, opportunities abound for teachers to develop themselves professionally. There are many in-service courses, e.g. Diplomas, Advanced Diplomas and Advanced Postgraduate Diplomas that continually challenge and develop teachers to upgrade their professional knowledge. We also have the Teachers' Network which organizes regular conferences, seminars and forums. As a trained teacher, there will be a wide range of training and upgrading opportunities, including: In-service training courses Study leave Scholarships and study loans When you have gained sufficient experience in teaching, a wide range of in-service courses awaits you. You can attend these courses to broaden your knowledge base and learn/share ways of making your teaching and learning more effective. There are also milestone courses to equip officers for leadership roles. Officers earmarked to be Heads of Department are sent for the Diploma in Departmental Management (DDM) programme at NIE to prepare them for their managerial roles. Officers who have the potential to be school leaders attend the Leaders in Education programme at NIE.

54. Web Teaching Articles: Preparing To Teach With The Web
    faculty courses focused on using the Web to teach. At this stage in the development process, be An innovative curriculum with a strong technology component is  
    http://www.dartmouth.edu/~webteach/articles/prepare.html
    
    Extractions: @import "../files/styles/main.css"; Go back to Articles menu Before you embark on a project to use computers in your teaching, make sure you clearly understand your means. Assess how much support you can expect to receive at your institution. Although there are educators who can accomplish such a project on their own, most of us need at least some assistance. Contact your computing services department and find out what support it offers for Web-based projects. Ask colleagues who have developed instructional materials to tell you about their process and experiences. And think about how the project will affect you personally: your time, your position, your teaching style. Assess your situation before defining your strategy. Just as there are many ways to create a Web site, so you are likely to encounter a variety of options when selecting a course. There may be an "Introduction of the Web" course, with little about creating sites but more about the Web, its components, and how to use it (search strategies, useful links). You may find an "Introduction to HTML" course, which explains HTML and teaches how to mark up Web documents. Or you may find software-specific courses for tools such as FrontPage or GoLive or for courseware systems like CourseInfo or WebCT. If there is an introductory course that covers Web basics, take it. In the early days of the automobile, drivers were well advised to have some understanding of its inner workings in case things went wrong. The World Wide Web is a new contraption, and though you may never need to peek under the hood, it will pay to have some inkling of how it works should you find yourself stranded.

55. Multiple Intelligences
    You don’t have to teach or learn something in all eight ways, just see what the Alexandria, VA Association for Supervision and curriculum development, 1994.  
    http://www.thomasarmstrong.com/multiple_intelligences.htm
    
    Extractions: The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: Linguistic intelligence ("word smart"): Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart") Multiple Intelligences in the Classroom ). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad new is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds (see In Their Own Way The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development (see

56. How To Teach With Historic Places
    Now, How to teach with Historic PlacesA Technical site interpreters, preservationists, and anyone interested in curriculum development and instructional  
    http://www.cr.nps.gov/nr/twhp/techncal.html
    
    Extractions: Teaching with Historic Places lesson plans have been a great success bringing historic places into upper elementary, middle, and high school classrooms. Now, How to Teach with Historic PlacesA Technical Assistance Sourcebook offers you a wealth of information on using historic places as an exciting teaching tool, training others to develop programs based on places, and creating your own lesson plans. Produced by the National Park Service's National Register of Historic Places and the National Trust for Historic Preservation, the Sourcebook is a valuable reference kit for teachers, site interpreters, preservationists, and anyone interested in curriculum development and instructional training. The Sourcebook includes: A Curriculum Framework , a publication that explains the advantages of using historical places to teach, and provides information on creating educational materials and programs based on places; Twenty slides with a script that introduces the idea that places can teach; A guide to using the Teaching with Historic Places format to create lessons on other places;

57. WHO: TEACH-VIP For Schools Of Public Health Project Aim
    of the structure of the course development of the VIP Basic Core Module Production of 13 teachVIP Advanced consensus of the purpose of the curriculum and the  
    http://www.who.int/violence_injury_prevention/national_capacity/project_aim/en/i
    
    Extractions: TEACH-VIP for Schools of Public Health Project Aim: Previous page Table of contents Context and justification Development process Goals and implementation Target population and course pre-requisites Main objectives In practice, the structure of the TEACH-VIP curriculum was initially proposed and agreed upon by multiple stakeholders and participants during a consultation meeting held at the WHO headquarters in Geneva, Switzerland on April 2002. Meeting participants included injury and violence prevention experts, individuals involved in educational policy decision-making and curriculum design for schools of public health, and student representatives. The main objective of this meeting was to create a strategy on how WHO could incorporate injuries and violence prevention and safety promotion concepts into the curricula of schools of public health internationally, while addressing key barriers and strengths of this process. The secondary objectives of the meeting included: Defining key concepts and competencies on injury prevention that should be included in curricula Defining basic compulsory subjects and optional (elective) topic Identifying key stakeholders and potential collaborator Identifying similar strategies for the application of this process in other health-related educational programs. Subsequent steps following the same principle led to the development of three complementary activities:

58. WHO: TEACH-VIP For Schools Of Public Health Project Aim
    The following teachVIP course objectives were developed by consensus at the Geneva curriculum development meeting in April 2001  
    http://www.who.int/violence_injury_prevention/national_capacity/project_aim/en/i
    
    Extractions: TEACH-VIP for Schools of Public Health Project Aim: Previous page Table of contents Context and justification Development process Goals and implementation Target population and course pre-requisites Main objectives The following TEACH-VIP course objectives were developed by consensus at the Geneva curriculum development meeting in April 2001: To identify the basic principles of injury prevention, control and safety promotion. To differentiate basic measuring techniques use in the study of injury problems in the community. To diagnose injury problems with a multilevel perspective. To design, implement and evaluate injury prevention and safety promotion interventions in the community. To identify and compare effective injury prevention and control interventions (products, programs, policies). To identify relevant sources of information (scientific literature, guidelines and recommendations, summaries of research, web sites) and critically appraise them. To advocate for injury prevention in communities. To practice injury prevention control and safety promotion based on universally accepted ethical principles. Subject areas The course is divided into two sections, foundations and fundamentals of injury prevention and safety promotion and specialized areas of knowledge. The first section is an introduction to the field and to the way injuries are studied. The second section provides examples and shows how the fundamentals are applied in different problems. The course finally returns to the foundations and fundamentals again to provide the learner with a more holistic view of the problem. The overall structure of the course is described in more detail in the following page. Based on expert input from different academic institutions and in the context of a multidisciplinary approach, four key subject areas were proposed for the core module:

59. Voyages Through Time™—A New Way To Teach Science
    Through Time™—A New Way to teach Science By Edna Time, a new high school science curriculum from the students to consider the origin and development of the  
    http://www.space.com/searchforlife/seti_devore_time_031106.html
    
    Extractions: "How does the physical and biological world change over time?" "What causes these changes and how fast do they occur?" "What is the evidence for change in living and physical systems?" These are core questions posed in Voyages Through Time , a new high school science curriculum from the SETI Institute that challenges students to consider the origin and development of the universe, our solar system, life on Earth, and us. A collaborative team of scientists and educators at the SETI Institute, NASA Ames Research Center, the California Academy of Sciences, and San Francisco State University developed Voyages Through Time . The team's vision was to create a scientifically accurate, inquiry-based science curriculum that would be the foundation course for high school science. Thematically, Voyages Through Time focuses on evolution in its broadest meaning: What is changing? What is the rate of change? and What are the causes and evidence for change? Students explore these questions through evidence provided in lessons, database investigations, simulations, readings, laboratory experiments, and projects that draw upon multiple disciplines in science.

60. Educational Psychology Interactive: Constructivistic Theory
    or skills students should acquire and then developing curriculum that will provide for their development. it is certainly appropriate to teach a specific  
    http://chiron.valdosta.edu/whuitt/col/cogsys/construct.html
    
    Extractions: Last Revised: July, 2003 Overview of the Cognitive System Educational Psychology Interactive The constructivistic approach to teaching and learning is based on a combination of a subset of research within cognitive psychology and a subset of research within social psychology, just as behavior modification techniques are based on operant conditioning theory within behavioral psychology . The basic premise is that an individual learner must actively "build" knowledge and skills (e.g., Bruner , 1990) and that information exists within these built constructs rather than in the external environment. [See Ullman (1980) versus Gibson (1979) for an overview of this controversy within the cognitive perspective.] However, all advocates of constructivism agree that it is the individual's processing of stimuli from the environment and the resulting cognitive structures, that produce adaptive behavior, rather than the stimuli themselves ( Harnard John Dewey (1933/1998) is often cited as the philosophical founder of this approach;

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