General #revision #science #grade 8 Dr ABED TERM 3 2022#

General #revision #biology #grade 10 Dr ABED TERM 3 2022#

https://drive.google.com/drive/folders/1ijVpxjgWasPZNH5PhrTXlhNzypIH7L3P?usp=sharing

رابط يحتوى المادة العلمية PDF للمراجعة اضغط عليه ستدخل على المادة العلمية

GENERAL #revision #BIOLOGY #grade 9 ADV Dr ABED TERM 3 2022#

link for biological material 

رابط يحتوي ععلى المادة العلمية بالاسئلة 

بالضغط على الرابط ممكن تحمل البوربوينت بالاضافة الى الشرح متاح بالفيديو في الاسفل 

https://drive.google.com/drive/folders/1cxfc5afbBIly6VoUfGd7QTCCwgDHihz_?usp=sharing

GENERAL #REVISION #TERM 3 #GRADE 4 #science#

https://drive.google.com/drive/folders/1s9hhb7gDaRCfMBvSs8VJMWPCOo_kSY8q?usp=sharing

رابط يحتوي على مراجعة اليوم كاملا 

https://youtu.be/wf0clIBkmVY

General revision science grade 4 term 3 Dr Abed

https://drive.google.com/drive/folders/1s9hhb7gDaRCfMBvSs8VJMWPCOo_kSY8q?usp=sharing

رابط يحتوي على مراجعة اليوم كاملا 

https://youtu.be/wf0clIBkmVY

Mohamed Salah a story from Egypt

 فيها حاجة  حلوة منا ♥️🇪🇬🇪🇬🇪🇬🇪🇬🇪🇬

ده تعامل الغرب والجماهير في إنجلترا مع #محمد_صلاح❤️  #فخر_العرب  وفخر الأرض المصرية العربية @mosalah  الذي لم يقصر ابدا ويضرب المثل في العمل الجاد والنتائج على الله  فعلا فيها حاجة حلوة لما يكون فيها ناس زي #صلاح

جلسة تعريفية بجائزة الف لاولياء الامور والطلبة مع سفير الف الدكتور عابد عثمان

ولي الامر المتميز وفئة الطالب المتميز -Distinguished_Student - AlefAward#  @Alef Education   @Esen Müzik  @Emirates Schools Establishment #education @education

Assistive and adaptive Technology in the Classroom

 Assistive Technology in the Classroom

Research shows that assistive technology has a huge influence on students with special needs. Assistive technology refers to devices that help those learners to complete tasks they face everyday or tools that “maintain or improve the function” of a learner with disability (Adebisi, 2015,p. 15).

According to Burgstahler (2003, as cited in Adebisi et al., 2015 )there are eight key areas in which assistive technology enhances the classroom: “(1) develop independence in academic and employment tasks, (2) participate in classroom discussion, (3) gain access to peers and teachers, (4) gain access to the full variety of educational options, (5)secure high levels of independent learning, (6) work side-by-side with peers, (7) master academic tasks that they find difficult, (8) participate in community and recreational activities”. (p.19).

Overall assistive technology offers the chance to truly include learners with learning disabilities in the classroom and to take charge of their learning and not be dependent on other people and their support. Adebisi et al. (2015) point out that the inclusion of assistive technology needs collaboration between content teachers and special needs teachers as well as proper professional development to be able to understand this undertaking fully.

 

Adaptive Technology in the Classroom

 

Adaptive technology is a more broader term, as it describes the technology being used to describe the implementation of technology towards the individualized learner. They analyze the learners performance of each learner in the classroom to see where and what needs to be supported. An “individual learning response” is created to maximize the results. The adaptive technology also collects the data of the students in order to analyze it. This data can be used to optimize the learning experience even more and for the researcher and teacher gives the opportunity to learn about learning itself (Natriello, 2013).

It not only enhances to support the individual learner's needs in learning it also helps to “enhance agency, self -assessment and self-regulation” (Natriello, 2013,p. 12). In certain scenarios like peer-reviews or discussion forums it also helps the learner to understand their learning in relation to other learners and learn from them.

 

Teachers and Technology

Looking back to the last two years, teachers struggled overall to adapt to a fully digitized environment. It took a while until teachers got a hang of using technology in a full online classroom. Technology, although very important in an inclusive classroom, does not share much centerstage with other parts of the teacher training in the past. Thinking about professional development at the schools I taught, assistive technology and adaptive technology was never given the full spotlight. After two years of forced use of technology, at least adaptive technology and its opportunities were given more room. In my environment with the main focus on using it in the classroom but not thinking about the opportunities to use the data being gathered (Moodle etc.). For assistive technology I only know about a very reactive way of implementing it. I never had a training beforehand. If there is a learner that is in need of assistive technology it will be brought into the classroom and the teacher needs to accommodate it. Adebisi et al. (2015) points out that it is important to understand those technologies clearly to be able to properly use them.

Overall the need for technology in the classroom arrived also in my environment after COVID. Due to a lack of proper professional development in this area, the potential of adaptive and assistive technology has not yet been explored.

Adebisi, R.O., Liman, N.A., & Longpoe, P.K. (2015). Using assistive technology in teaching children with learning disabilities in the 21st century. Journal of Education and Practice, 6(24), 14-20. https://files.eric.ed.gov/fulltext/EJ1078825.pdf

Natriello, G. (2013). Adaptive Educational Technologies: Tools for Learning and for Learning about Learning. National Academy of Education. https://files.eric.ed.gov/fulltext/ED574477.pdf

Classroom Icebreakers Best practices in your classroom

 Classroom Icebreakers

     Sharing Course Trepidations: Have students in pairs share a few of the concerns about the course or semester. Groups can share with the larger class if they feel comfortable; this provides validation for the students and an opportunity for the instructor to address student concerns.

       Simple Self-Introductions: Have students give a selected number of facts about themselves.

Two truths and a lie: Have students share two facts about themselves and a lie (a convincing one is best). The class has to guess which one is a lie. This can be done online in discussions or in small groups if the course is large.

Draw a Picture or Doodle of a Significant Event: Have students draw a recent event they took part in or a compilation about themselves and share it with a partner and then a larger group. Draw a Picture of Why the Student is Taking the Class: Ask students to play Pictionary to explain why they are in the class.

     Bingo: Make a 5×5 grid to use as a Bingo sheet. In each box, write a “fun fact,” or something that at least one of your students will probably relate to. Some examples might be: has traveled to Europe; plays a sport; is left-handed, but they can also be related to your discipline. Have your students walk around and talk to others until they find matches; the first to find all of them “wins.”

       Mini Colab: Create a “dance card” about yourself, then go around the class in 2-3 minute increments, and read another person’s “dance card” and chat – Fast-paced speed dating.

        The M&M Icebreaker: Pass out a candy bowl of M&M’s (or a Lifesaver, or other multicolored candy). They can count the number of pieces that they have and share that many facts with the class or a group depending on class size. Another option is, students are given one color M&M and a question based on that color. Develop a few questions or ideas about what students can share with the rest of the class. Then, ask the students to introduce themselves to either a small group of other students or to the whole class, depending on the size of your course. When they introduce themselves, what they share or say is dependent on the color of their piece of candy. For example, a red one might mean they share why they decided to take the course or what they did over the school break.

        Syllabus Icebreaker: Before distributing syllabi, have students get into small groups (3-5 students depending on the size of your course) and introduce themselves to one another. In their groups, students write a list of questions they have about the class. After their questions are written down, hand out the syllabus and have the students find answers to their questions using the syllabus. This is not only an icebreaker, but can also show students that many of their questions can be answered by reading the syllabus. Afterward, the class “debriefs” as a large group and discusses any questions that were not answered in the syllabus.

        Syllabus Jigsaw: Divide your syllabus into a few major sections. Have your students get into groups and distribute one major section to each group (for example, Group A gets “homework assignments”). Each group studies the section of the syllabus until they are confident about the information in it; groups then present that section of the syllabus to the rest of the class.

         Best and Worst Classes: Divide the chalkboard/whiteboard into 2 sections. On one side, write “the best class I have ever had” and on the other side write “the worst class I have ever had”. Under each of these headings, write “what the teacher did” and “what the students did” As a group, have your students share what they liked and disliked about past courses, being careful not to mention any course, department, or instructor by name. At the end, point out to students what you would like to achieve as an instructor but emphasize that you can’t do it alone.

         Common Sense Inventory: Make a list of true or false statements pertaining to content in your course (for example, in a Biology course, one might read, “Evolution is simply change over time”). Have students get into groups and decide whether each statement is true or false. As a large group, “debrief” by going over the answers and clarifying misconceptions.

         Anonymous Classroom Survey: Write 2 or 3 open-ended questions pertaining to course content. Consider including at least one question that most students will be able to answer and at least one question that students will find challenging. Have your students respond anonymously on note cards; collect the answers to get a general sense of your students’ starting point.

       First Day Graffiti: This is an adaptation of an activity proposed by Barbara Goza in the Journal of Management Education in 1993. Flip charts with markers beneath are placed around the classroom. Each chart has a different sentence stem. Here are a few examples: “I learn best in classes where the teacher ___” “Students in courses help me learn when they ___” “I am most likely to participate in classes when ___” “Here’s something that makes it hard to learn in a course: ___” “Here’s something that makes it easy to learn in a course: ___” Students are invited to walk around the room and write responses.

                The Reception Line or Syllabus Speed Dating: Students sit in two rows facing each other. They have two minutes to get to know each other and answer one syllabus question. When the two minutes are up the students move to the next seat down the line and get a new syllabus question.

       Irritating Behaviors: Theirs and Ours: In groups, have students identify the following: “What are the five things faculty do that make learning hard?” Or, asked positively, “What are the five things faculty do that make it easy to learn?” Collect the lists and make a master list to share in class or online. You can also do the reverse and ask bout student behaviors making easier or more challenging to teach or learn.

        Sentence completion: Students are given a number of sentences that are incomplete in groups they must each complete the sentence. To make it even more fun, have them complete the sentence for each other and see how far off or close they came to the correct answers for the members of their group (a little like apples to apples).

           Take Sides: Hand students a list of choices to make, some related to learning and class, others about more personal preferences and then have them mark their answers. (Option to have the groups try to decide what choices each member made before the answer is revealed). A little like would you rather?

 

References:

 Icebreakers for the College Classroom. (n.d.). Retrieved March 05, 2018, from https://ucat.osu.edu/bookshelf/teaching-topics/shaping-a-positive-learning-environment/12- icebreakers-college-classroom/ First Day of Class Activities that Create a Climate for Learning. (2017, July 19). Retrieved March 05, 2018, from http://www.facultyfocus.com/articles/teaching-professor-blog/first-day-of-class[1]activities-that-create-a-climate-for-learning/ Category:Icebreakers/Warmups.    (n.d.). Retrieved March 05, 2018, from https://icebreakerideas.com/icebreakers[1]collegestudents/#College_Icebreaker_Games_with_a_Purpose

Creating an Inclusive and Diverse Learning Atmosphere in a Classroom Environment

Creating an Inclusive and Diverse Learning Atmosphere in a Classroom Environment

 Abed Othman reflection paper   

   The diverse and inclusive characteristics of the learning environment include promoting a     better understanding, tolerance, respect and acceptance of the individual differences of others by exploring the diverse and diverse learning, education and evaluation practices that accommodate the needs and methods of each learner. Research shows that students who have been exposed to diverse learning communities tend to perform better later in life. According to Hurtado (2001), "Scientists assert that the cognitive and social development of students is intertwined and as students approach college, they are likely to apply cognitive abilities to personal attitudes and social problem-solving." Because of the different educational policies that advocate the right to education for all, different schools around the world are forced to open their doors to students from diverse backgrounds with different educational needs.

To implement an inclusive classroom environment, there are 7 ways like academic support, preparing teachers, curriculum, integrating student bodies, creating a respectful school community, adjusting ranking calculations and creating space for discussion (Anderson,     

A.,2018)

Laura Healey confirms in 2016 that continuous teacher training to create inclusive and diversified classrooms needs highly trained and qualified teachers, not only teachers but also the rest of the staff working in education. One of the most important actions that Laura referred to was the establishment of an office for diversity in 2006 in Guilford County schools after a request from community members in the county. One of the most important tasks that this office undertakes is to ensure equality and justice in the opportunity to obtain a quality education for all students, with no difference between them based on sex, gender, class, race or colour. The most important thing in dealing with students is to create inclusive and diverse classrooms.

Laura also referred to a series of workshops called Equity Wednesdays, 'Lunch and Learning'. Led by local and local change-makers in higher education and business, these sessions provide attendees with a framework to understand the racial and cultural inequalities that exist in public systems and emphasize the need for collaboration to address them. Laura makes a critical point that the Clifford County Board of Education has opposed the North Carolina House Rule 2 Act, legislation passed earlier this year that prohibits transgender individuals from using public restrooms other than those compatible with the listed gender. on their birth certificate. This makes a great impression on the success of the inclusive and diverse classrooms in the district.

Jeanine Fukuda                        

Jeanine Fukuda, the first director of the office at the Portland Public School teacher, indicated that an office called the Equity Office was established, and through the data, and academic decline in results was found due to the neglect of a large group of students, which affected the general academic level, and pointed to the importance of initiatives such as the Success Counsellors Initiative. My Brother's Keeper - an offshoot of the national program My Brother's Keeper aims to help these young people form supportive relationships with teachers, as well as identify and celebrate their strengths. Other goals include improving attendance rates and connecting students with the support needed to stay on track.

This is a good indication of the importance of the initiatives that we can use in our schools to create an inclusive and diverse classroom.

Senior Principal Fukuda also mentioned the importance of changing curricula to help students prepare for the challenges of the future. “As our world becomes more diverse, students need to understand that there are multiple perspectives on life, which enriches their learning and prepares them for the time when they will have to work with people From different backgrounds at the district level, our goal is to engage in courageous conversations about race with every employee in our organization, understanding their ethnic identity and its impact on their decision-making. We often hear the loudest voices, which usually come from the most privileged and majority communities. However, no single group can speak for the entire community.

Fukuda used a remarkable strategy to measure the impact of teachers' identities on their students called the Racial Equality Lens Tool, which consists of five questions, including questions that ask teachers about the racial and ethnic groups affected by policies, programs, and decisions. whether these actions and initiatives ultimately exacerbate existing inequalities or have unintended consequences; whether and in what way teachers have engaged other stakeholders; What are the barriers to achieving equitable results? And how it will address these barriers and mitigate any negative effects.

The question is, should we establish an office for diversity or an office for equity to achieve inclusive and diverse classrooms?

 The answer is in Cedar Rapids community schools where they rely on fair practices and initiatives rather than creating offices, says Kenneth Morris Jr., director of student equity in the Office of Learning and Leadership at CRCSD. 'The important thing is for society to learn to interact with a multicultural mindset.' Kenneth notes that in higher education, teachers and students have rich discussions about what they are reading and learning. Their views go beyond simply reciting or sharing what is required of the reading.

Kenneth Morris Jr                     

As for how to implement this in the school community, there is no doubt that the previous ideas are very important for creating an inclusive and diverse learning environment, but for this to happen, teachers must be developed by holding training workshops to urge teachers to develop the idea, as teachers are the actual leadership of this work, and when these cadres are available, we can To apply to the first principal and convince him of the idea of ​​inclusive, diverse classes and establish an office for diversity or equity through which the diverse inclusive learning process will be monitored and to ensure that all learners have the same rights and have the same duties

References :

Creating inclusive learning environments. (n.d.). Arizona-diversity.pantheonsite. http://live-uarizonadiversity.pantheon.arizona.edu/sites/default/files/creating_inclusive_learning_environments._a_project_of_sap_di_and_oie.pdf Hurtado, S. (2001).

Anderson, A. (2018, January 18). 7 ways to create an inclusive classroom environment. ASCD IN Service. http://inservice.ascd.org/7-ways-to-create-an-inclusive-classroom-environment/

Healy, L. (2016). K-12 school districts work to improve inclusion through teacher training. Insight into Diversity. Retrieved from http://www.insightintodiversity.com/k-12-school-districts-work-to-improve-inclusion-through-teacher-training/

 

#بث_مباشر #قران_كريم مع #كتاب_الله في #رمضان #الجزء_العاشر PART 10 HOLY...

#بث_مباشر #قران_كريم مع #كتاب_الله في #رمضان #الجزء_الحادي عشر PART 11 H...

#بث_مباشر #قران_كريم مع #كتاب_الله في #رمضان #الجزء_التاسع PART 9 HOLY Q...

#بث_مباشر قران كريم الجزء الثالث #معا نتعلم قراءة القران READING HOLY QURAN

#بث_مباشر قران كريم الجزء الثاني

مع #كتاب_الله في #رمضان الجزء الاول

مع #كتاب_الله في #رمضان .... الجزء الرابع #بث_مباشر

#بث_مباشر #قران_كريم مع #كتاب_الله في #رمضان #الجزء_الخامس PART 5 HOLY...

#بث_مباشر #قران_كريم مع #كتاب_الله في #رمضان #الجزء_السادس PART 6 HOLY...

#بث_مباشر #قران_كريم مع #كتاب_الله في #رمضان #الجزء_السابع PART 7 HOLY...

نسخة من #بث_مباشر قران كريم الجزء الاول

BIOLOGY GRADE 9 adv REVISION TERM 2 coverages and interactive worksheets

Please follow us on this WEBSITE, Telegram and YouTube 

 الاشتراك على جروب التليجرام وعلى اليوتيوب لكي يصلكم اي جديد مفيد 

كما نتمنى ان تزودونا بالتعليقات في الاسفل عن مدى سهولة او صعوبة الاسئلة وكيف كان التعامل معها ومع روابط التدريب  المختلفة 

رابط التليجرام 

 https://t.me/+YGA3k6oMr9XQhoWd

رابط اليوتيوب 

https://youtu.be/pnOYoHhkQMs

  و الان رابط الهيكلة 

https://drive.google.com/file/d/1k3b8FBauKzROTkwjjpMB1zy1h_JNTnKj/view?usp=sharing

رابط اسئلة المراجعة الاولي 

https://docs.google.com/presentation/d/1zowgRpunQ1YHje0thv6q7oYxrMYXqsR1/edit?usp=sharing&ouid=117306194798549436528&rtpof=true&sd=true

رابط اسئلة المراجعة الثانية 

https://docs.google.com/presentation/d/1YwtOeFHTWnrJvGcUEvAsaGl2n50CrnAD/edit?usp=sharing&ouid=117306194798549436528&rtpof=true&sd=true

Endocrine system

https://www.liveworksheets.com/sq1559032lt

https://www.liveworksheets.com/qj1898594so

Nervous system:

https://www.liveworksheets.com/gm2490226ua

https://www.liveworksheets.com/xo1281647mg

https://www.liveworksheets.com/su1490884md

https://www.liveworksheets.com/um2540174sm

Sensory system 

https://www.liveworksheets.com/bk1573077us

https://www.liveworksheets.com/rd1511009vb

https://www.liveworksheets.com/ed2584686pp

https://www.liveworksheets.com/xt1557900jj

Reproductive system : 

https://www.liveworksheets.com/yi2013439nh

https://www.liveworksheets.com/id2013405hm

https://www.liveworksheets.com/kv1562671js

https://www.liveworksheets.com/bk2331923yf

https://www.liveworksheets.com/cc1469213np

https://www.liveworksheets.com/ck666649uu

https://www.liveworksheets.com/qe701060bl

SCIENCE REVISION #GRADE_6 TERM 2 PART 2 #CELL_STRUCTURE COMPLETE REVISION

 

 

Interactive worksheet grade 6 term 2  part 2   with  ppt science coverage grade 6

  لكي يصل لكم كل جديد تابعونا على التليجرام لطلبة ما قبل الجامعة على الرابط التالي 

https://t.me/+YGA3k6oMr9XQhoWd

Interactive worksheets

https://www.liveworksheets.com/xn429867bl

https://www.liveworksheets.com/fr2573635cu

https://www.liveworksheets.com/pk865308db

https://www.liveworksheets.com/xn429867bl

https://www.liveworksheets.com/lc1846840hv

https://www.liveworksheets.com/cn658549zz

https://www.liveworksheets.com/mf658825ff

https://www.liveworksheets.com/worksheets/en/Science/Machines/PS-12-Identifying_Simple_Machines_zc1557513uv

https://www.liveworksheets.com/worksheets/en/Natural_Science/Machines/Machines_ot1495777cr

https://www.liveworksheets.com/oh537169es

https://www.liveworksheets.com/worksheets/en/Science/Living_things/Kingdoms_of_living_things_vm2169479jr

https://www.liveworksheets.com/rg2436250fu

https://www.liveworksheets.com/sp1357500rx

https://www.liveworksheets.com/if2494206us

https://www.liveworksheets.com/bg2391818ue

https://www.liveworksheets.com/yu1901142ph

link of ppt science coverage grade 6 رابط هيكلة علوم سادس الفصل الثاني :

https://docs.google.com/presentation/d/1FEazQp9bigBLAHpSJEJ1QQvl4WGPOLsW/edit?usp=sharing&ouid=117306194798549436528&rtpof=true&sd=true

ولا تنسونا من الدعاء لوالديا  والمسلمين اجمعين 

SCIENCE REVISION WITH Interactive worksheet grade 6 term 2 part 2

 

 

Interactive worksheet grade 6 term 2  part 2   with  ppt science coverage grade 6

  لكي يصل لكم كل جديد تابعونا على التليجرام لطلبة ما قبل الجامعة على الرابط التالي 

https://t.me/+YGA3k6oMr9XQhoWd

Interactive worksheets

https://www.liveworksheets.com/xn429867bl

https://www.liveworksheets.com/fr2573635cu

https://www.liveworksheets.com/pk865308db

https://www.liveworksheets.com/xn429867bl

https://www.liveworksheets.com/lc1846840hv

https://www.liveworksheets.com/cn658549zz

https://www.liveworksheets.com/mf658825ff

https://www.liveworksheets.com/worksheets/en/Science/Machines/PS-12-Identifying_Simple_Machines_zc1557513uv

https://www.liveworksheets.com/worksheets/en/Natural_Science/Machines/Machines_ot1495777cr

https://www.liveworksheets.com/oh537169es

https://www.liveworksheets.com/worksheets/en/Science/Living_things/Kingdoms_of_living_things_vm2169479jr

https://www.liveworksheets.com/rg2436250fu

https://www.liveworksheets.com/sp1357500rx

https://www.liveworksheets.com/if2494206us

https://www.liveworksheets.com/bg2391818ue

https://www.liveworksheets.com/yu1901142ph

link of ppt science coverage grade 6 رابط هيكلة علوم سادس الفصل الثاني :

https://docs.google.com/presentation/d/1FEazQp9bigBLAHpSJEJ1QQvl4WGPOLsW/edit?usp=sharing&ouid=117306194798549436528&rtpof=true&sd=true

ولا تنسونا من الدعاء لوالديا  والمسلمين اجمعين 

SCIENCE GRADE 5 TERM 2 REVISION WITH INTERACTIVE WORKSHEETS for training

Please follow us on this WEBSITE, Telegram and YouTube 

 الاشتراك على جروب التليجرام وعلى اليوتيوب لكي يصلكم اي جديد مفيد 

كما نتمنى ان تزودونا بالتعليقات في اسفل المنشورعن مدى سهولة او صعوبة الاسئلة وكيف كان التعامل معها ومع روابط التدريب  المختلفة 

رابط التليجرام 

 https://t.me/+YGA3k6oMr9XQhoWd

رابط اليوتيوب

 https://youtu.be/Rf-eQwvu0Gk 

 والان روابط المراجعة ( ارجو الاضطلاع عليهم جميعا  للتدريب الجيد ولو سريعا)

REVISIONS LINK

 https://drive.google.com/file/d/1Fbswc3584F1Om_lgxIvyVwZDMEPI2-FF/view?usp=sharing

https://docs.google.com/presentation/d/1PmnYRf5g9iITFLc-2ZprQGlK-vp5k9TN/edit?usp=sharing&ouid=117306194798549436528&rtpof=true&sd=true

https://drive.google.com/file/d/1QzKZB-BsnQfTiKPybX1RPlvcftBMp9Uv/view?usp=sharing

https://drive.google.com/file/d/1Fbswc3584F1Om_lgxIvyVwZDMEPI2-FF/view?usp=sharing

 

:INTERCTIVE WORKSHEETS

https://www.liveworksheets.com/cl2028415nd

https://www.liveworksheets.com/vg1274882uj

https://www.liveworksheets.com/ni1860713ep

https://www.liveworksheets.com/kl2286676ou

https://www.liveworksheets.com/sm2490737mb

https://www.liveworksheets.com/fe1966363zb

https://www.liveworksheets.com/xz1907240fi

https://www.liveworksheets.com/ed565586ql

https://www.liveworksheets.com/ob1894933su

https://www.liveworksheets.com/dn1484589pt

https://www.liveworksheets.com/xj1234935pk

https://www.liveworksheets.com/rs2367610gi

https://www.liveworksheets.com/pf1926561hp

high level  )force problem   )  

https://www.liveworksheets.com/va1513357bu

portfolio assignment unit 8 EDUC 5220 for Master degree in EDUCATION ( curriculum design and educational decision-making)

                                                   

 

 

 

 

 

Portfolio unit 8

EDUC 5220 - Curriculum Design and Instructional Decision Making

October 27, 2021

 

 

 

       The course of curriculum design and educational decision-making is one of the best courses from which I have learned a lot, and the fact that when studying any course in the university you fully believe that the reform of the educational process is done only without it, for example, when I studied the course of creating an attractive environment, you see that the process of education renaissance is done only through it and this is a great success of the course and when I studied the course of curriculum design and educational decision-making.

          I now believe that the validity of the education process in my country or in any country Another is through the design of a strong curriculum that corresponds to the needs of individuals and meet their desires with the needs of the whole society and studied that the design process is not carried out by an individual but a large group of individuals who studied in the best foreign universities and received science at the hands of the great scientists in the world and this higher group creates groups smaller than them to perform specific functions such as conducting questionnaires or meetings with students, teachers, parents and all communities of society with the aim of reaching the process of evaluating the curriculum The old and presented their views on how the new curriculum is and what their needs are, i.e. they feel that all the steps that this committee is taking for the rest of the people themselves and all this is done through a mental action plan for the process of reforming the existing curriculum or the formation of a new school model that responds to changes in society as well as meets its needs and develops the skills of the twenty-first century .

In this great course, I have learned several important points, including the following:

             The curriculum has many definitions that vary from researcher to researcher. According to Russell, the problem of definition is not as flexible as it appears on the surface. This is so because it remains a strong debate whether the teacher makes the curriculum or the curriculum makes the teacher. The point, however, is, the content of a curriculum is partly influenced by the needs of the learner and the curriculum determines what the teacher teaches (Russel, 1997).

 

            I think the following definition of the curriculum is from the best, where “Tanner and Tanner (1975) has an accommodating definition of curriculum, thus: Curriculum is the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experience, under the auspices of the school, for the learner’s continuous and willful growth in personal social competence.” (Ikhianosime, F. (n.d.),2011, P4)

The curriculum plays a major role not only in terms of education but also in terms of economy, trade, industry and even politics. Eisner asked good questions, showing the relationship between curriculum and life, “What opportunities do students have to work cooperatively to address problems that they believe to be important? Can we design schools so that we create communities of learners who know how to work with one another? Can we design schools and classrooms in which cooperating with others is part of what it means to be a student? Do students have the opportunity to serve the community in ways that are not limited to their interests? “(Eisner, E. (n.d.),2001, P302)

 

            In the International Bureau of Education website of UNESCO in an article with different meanings of the curriculum was mentioned that In some cases, people see the curriculum entirely in terms of the subjects that are taught, and as set out within the set of textbooks, and forget the wider goals of competencies and personal development. This is why a curriculum framework is important. It sets the subjects within this wider context and shows how learning experiences within the subjects need to contribute to the attainment of the wider goals. (Eisner, E. (n.d.),2001). I think this refers to there are different goals for the curriculum.

           Kliebard,1989 mention that Curriculum decision making also involves the problem of distribution We should be prepared to address the question of who should get what knowledge through the institution of schooling generally, and the vehicle of the curriculum in particular. As the English sociologist, Michael F. D. Young has contended, all knowledge is socially constructed, and this point is of fundamental importance in curriculum thinking. Young and others have argued from this sociology-of knowledge vantage point that "the school curriculum becomes just one of the mechanisms through which knowledge is 'socially distributed. " If this "socially distributed" knowledge gets parcelled out according to, say, social class or race or gender, then this view would have the highest significance for any relationship we may assume between education and social mobility. When we consider the value and mechanism of knowledge goods (Kliebard, H. M., 1989)

        I think that schools determined to create communities of learners trained in 21st-century skills, the most important of which is collaboration, innovation, creativity and problem solving are almost too few so, we need more from these schools. I have studied to the world Michael Schiro that to design a curriculum we must take care of the study of several ideologies.

           Michael Schiro mentioned that there are four Curriculum Ideologies, that is, “The Social Efficiency ideology, the Scholar Academic ideology, the Learner-Centered ideology, and the Social Reconstruction ideology,” (Schiro, 2013) which he believes once put to practice can lead to positive results within the education sector.

         In his elaboration of the four curriculum ideologies together with their purpose of education, Shiro says that The Scholar Academic Ideology is to “help children learn the accumulated knowledge of our culture” (Pg 4). This ideology focuses on the delivery of content of a specific discipline and the role of learners is to take it all in. The social Efficiency Ideology differs from the scholarly academic in a way that it aims to equip learners with skills that would make them productive in society. It also labours in determining the needs of a society leading to the training of learners to meet these needs. (Pg 5). Schiro’s The learner-centred Ideology does not rely on the societal needs or on the academic disciplines, it instead centres on the needs and concerns of the learners individually. This ideology details the fact that individuals are knowledgeable from their interaction with the world around them, the teacher’s role is to help facilitate the synthesis of the knowledge that the learners have. This rules that the teaching methods should be learner-centred and the activities should dwell on the interests and strengths of the learners. Finally, Shiro Posits that The Social Reconstruction Ideology looks forward to the reconstruction of an already bruised society. He points out that issues like race, gender, social, and economic inequalities are the roots of societal injustices, and these are supposed to be rectified through education. (Schiro, 2013)

        I think that the curriculum is always changing and developed and hence the role of researchers and scientists specialized comes in finding the best curriculum to achieve the needs of learners and develop their skills especially skills of the 21st century so that the most expensive goal of the curriculum is to create a generation of leaders in multiple fields achieve happiness and well-being

 

And we can't lose sight of the great benefit of our study of the ideas of Dr John Dewey, one of the founders of the education revolution in America and the world.

 

Dr John Dewey put statement is the best statement ever published on education in the 20th century. Written after more than two decades of democracy and education (Dewey's most comprehensive statement on his position in educational philosophy), this book illustrates how Dewey reformulated his ideas as a result of his experience with progressive schools and in light of the criticisms of his theories received. In analysing both "traditional" and "progressive" education, Dr Dewey insists that neither old nor new education is sufficient and that both are mixed because neither of them applies the principles of a carefully developed philosophy of expertise. ( Dewey, J.,1938)

Dr Dewey in  chapter 8 Experience --The Means and Goal of Education mentioned that     “The principle that education to achieve its goals both for the individual learner and society must be based on experience - which is always the actual life experience of some individuals and the educational system must move in one way or another, either backwards to the intellectual and ethical standards of the pre-science era or forward to use more scientific methods than ever before in developing and expanding the possibilities of developing and expanding experience” (Dewey, J.,1938)

         Develop a curriculum reform plan through a community project in which everyone participates in which we guarantee the needs of students for the future, whether by designing a new school model that has all the ingredients for success, whether from a curriculum that adopts the achievement and development of students' skills as well as training teachers on the latest educational systems and freedom of thought and creativity to create a generation for the future and then evaluation step.

 

         The evaluation process is a process of measuring the impact of the existing plan to emphasize the positives and avoid the negatives. I think the Davis’ Process Model, the Stake’s Countenance Model, and the Eisner’s Connoisseurship Model (Wood, 1988) are legitimate methods of curriculum evaluation in my learning community.

        The Davis process model’s delineating sub-process allows individuals and groups to evaluate aspects of the curriculum by focusing on the aspects they feel are important for a particular audience. In my learning environment, this model could be used for what UNESCO (2015) identifies as assessment for accountability. Stakeholders who fund the school need to know the ideas they are promoting, such as reducing violence against students in schools, are being implemented. If these assessments are favourable, we could gain more support. Also, we can assess formatively which areas we should improve on. This would be an effective process to evaluate if the curriculum is meeting this goal.

 

 

 

 

References :

Russell, Susan Jo. The Role of Curriculum in Teacher Development, Retrieved from

http://investigations.terc.edu/library/bookpapers/role_of_curriculum.cfm, August 30, 2014

Ikhianosime, F. (n.d.). Problems of definition in the curriculum. Academia.edu. https://www.academia.edu/16840258/PROBLEMS_OF_DEFINITION_IN_CURRICULUM.

Kliebard, Herbet M, (1989), Problems of Definition in Curriculum, Journal of Curriculum and supervision, Fall, vol 5. No. 1-5, retrieved from http://www.ascd.org/ASCD/pdf/journals/jcs/jcs_1989fall_kliebard.pdf, August 30, 2014

Eisner, E. (n.d.). What does it mean to say a school is doing well?.  In Flinders, D. J., &   Thornton, S. J. (Eds.), The Curriculum Studies Reader, Fourth Edition, pp.297-305. New York, NY: Routledge. https://chrisdavidcampbell.files.wordpress.com/2016/12/eisener-2001.pdf

Different meanings of “curriculum" (n.d.). International Bureau of Education. http://www.ibe.unesco.org/en/geqaf/annexes/technical-notes/different-meanings-%E2%80%9Ccurriculum%E2%80%9D

. Kliebard, H. M. (1989). Problems of definition in the curriculum. Journal of Curriculum and Supervision Fall 1989, 5(1), pp.1-5.  http://www.ascd.org/ASCD/pdf/journals/jcs/jcs_1989fall_kliebard.pdf

 

    Olema, D. K., Nabitula, A., Manyiraho, D., & Atibuni, D. Z. (2021). Analysis of the shift from knowledge-based to competency-based education among secondary school teachers in Uganda. http://ir.busitema.ac.ug:8080/handle/20.500.12283/783

Schiro, M. (2013). Curriculum theory: Conflicting visions and enduring concerns (2nd ed). SAGE Publications.

Dewey, J. (1938). Experience and education. Touchstone Book. http://ruby.fgcu.edu/Courses/ndemers/Colloquium/ExperiencEducationDewey.pdf

UNESCO (2015). Student learning assessment and the curriculum: issues and implications for policy, design, and implementation. Current and Critical Issues in the Curriculum and Learning. pp. 1-29. http://unesdoc.unesco.org/images/0023/002354/235489e.pdf

 

Woods, J. D. (1988). Curriculum evaluation models: Practical Applications for Teachers. Australian Journal of Teacher Education, 13(1).http://dx.doi.org/10.14221/ajte.1988v13n2.1