Aesthetics, a not very tidy intellectual discipline, is a heterogeneous collection of problems that concern the arts primarily but also relate to nature. In practice, aesthetic judgement refers to the sensory contemplation or appreciation of an object not necessarily an art objectwhile artistic judgement refers to the recognition, appreciation or criticism of art or an art work.
Law for the Educator Duration: A thorough review is made of the legal parameters surrounding the local level of the educational system. In addition, students inspect federal and state guidelines generated to meet the needs of diverse student populations in compliance with current judicial decisions and state legislation.
The impact of precedent-setting cases is a major focus of this course. Methods for analyzing and interpreting federal, state, district and school-based data are covered with additional consideration of data credibility, relevance, reliability, and usability.
Establishing a data culture, investing in an information management system, selecting the right data, and analyzing and acting on data to improve performance is emphasized. This course has embedded experiential field-based learning components.
Reading and Writing in the Content Areas Duration: It includes an exploration of the relationships among reading, writing, critical thinking and learning; discussion and designing of current assessment tools, including portfolio; and analysis of, development of, and implementation of reading and writing strategies and procedures which develop student capacity for using reading and writing to think critically and to learn and understand content.
This course involves embedded experiential field-based learning components. The course presents strategies such as organizing time, materials, and space as well as activators, summarizers and transitions for smooth classroom operation and effective instruction.
Students will be prepared to understand underlying causes of challenging behaviors and consider appropriate interventions. Federal and state laws as they pertain to the legal procedures for all teachers, including teachers of students with disabilities and ELL students, will be presented.
This course involves embedded experiential field-based components. Course participants will be introduced to the tools to supplement the traditional classroom setting and help engage students by using new and exciting formats that meet expectations and learning styles.
Topics covered will include: Curriculum and Assessment for Teachers Duration: Formative and Summative Assessment Strategies Duration: Students will build upon previous coursework to align instruction with state and national standards and develop appropriate assessments.
They will learn how to use a variety of informal and formal methods of assessment to measure student learning, growth, and understanding, develop differentiated and enhanced learning experiences, and improve future instruction. Students will analyze data from assessments, draw conclusions, and share them appropriately with parents and other professionals as appropriate.
Professional behavior and ethics in the assessment process will be stressed. This course involves imbedded experiential field-based components. Dynamic Perspectives in Education Duration: Focal points will include curricular and instructional decisions, legislative mandates, diversity and special education.
Personal biases will be examined. Theories, research and implications for instructional practice are emphasized. Students learn how to be educated consumers of research, how to use of data tools such as Excel, and they examine the development of classroom school-based action research, and various methodologies associated with educational research.
Students also develop an understanding of longitudinal studies, sampling procedures, and research bias evaluating competing approaches.
Implementation of Best Practices Duration: A course in educational research SPED Differentiating Content Instruction Duration: Students learn to create safe and collaborative learning environments that respect student differences and back grounds.
They learn to develop differentiated lessons in collaboration with colleagues.
Lessons are designed following instructional practices that reflect high expectations regarding content and quality of effort. Consultation and Collaboration Strategies Duration: Strategies for welcoming, engaging in culturally proficient communication, and working collaboratively with diverse families are emphasized.The Part 1 question will be an essay on a given topic.
A set of notes on the topic will be provided, and will include three bullet points. Candidates will be asked to select two of the bullet points and to base their essay on those two points.
Academics. From lectures and lab research to our student-to-faculty ratio to class sizes averaging 17 students, Hendrix cultivates the skills, habits of mind, and qualities of individual character that the globally connected, innovation-driven 21st century economy requires that America and the world will need even more acutely in the years and decades ahead.
Language Curriculum Design Essay; Language Curriculum Design Essay. Words 17 Pages. It includes data such as content, language learning objectives, instructional approaches and procedures, materials required, and criteria for constructing an assessment for the lesson.
Some of the modules of the course require use of the textbook, Crosscultural, Language, and Academic Development Handbook: A Complete K Reference Guide ( edition) by Lynne T. Diaz-Rico, Kathryn Z. Weed. This text may be purchased from any online text supplier or from the publisher. Essay Question Notes Analyse how the approaches to curriculum development presented by different authors, like Tyler, Stenhouse, Freire, et cetera were used in the design of outcome-based education in South Africa%(1). Curriculum Approaches. in Language Teaching: Forward, Central, and Backward Design. design approaches is helpful in arriving at a ‘big picture’ understanding of some past and • The teacher chooses essay questions to .
Curriculum and Instructional Design Who should design the curriculum that technology educators teach? Should curriculum be developed by governments and ministries of education?
Should curriculum design be privatized and limited to commercial vendors? Should teachers design their own curriculum?
There are two basic aims of senior high school English language arts. One aim is to encourage, in students, an understanding and appreciation of the significance and artistry of literature. Oakland Schools led the development of the MAISA ELA Common Core-aligned units of study that were piloted and reviewed by teachers statewide.
This multi-year project resulted in a comprehensive K curriculum that is aligned not only to the standards, but also across grades.