CHAPTER ONE
1.0 Introduction
1.1 Background of the Problem
Competence Based Curriculum of students learning is an important component of any education system. The overall aim of CBC is to enhance attainment of educational objectives through meaningful learning. There is a global mistrust of paper and pencil based examination. This kind of assessment is however, criticised for its detrimental effects on students’ learning. Adams (1996) point out that paper and pencil particularly tests and examinations focus on irrelevant concepts that do not impact directly on students’ lives; they encourage superficial, rote learning and negligence of higher order thinking skills such as reasoning, problem solving and independent inquiry. A curriculum can either be content or competent based. A content based curriculum is based on the rote memorization of factual knowledge while competence based curriculum capitalizes on competence based learning which focuses on understanding the concepts, skills and competencies which in turn calls for changes in teaching, learning and assessment approaches (Posner, 1995).
The growing need for education system to
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For successful learning especially under the competence based curriculum, an excellent choice and application of a variety of teaching methods is important. As such, teachers need to be highly proficient in the application of teaching methods necessary to make students’ learning effective (Kafyulilo et al., 2012). Despite the fact that competence based curriculum has been in place in secondary education for ten years now, there is no clear evidence of whether or not there is a junction between Curriculum Policy and Tanzania Competence Base Curriculum. Therefore this paper intended to assess whether there is a Lack of correspondence between Policy and Practice in Implementation of Competence Based Curriculum in Tanzania secondary school to improve quality of secondary
CD 452 Professional Development Reflection The first lesson I chose was Power of Language for Infants and Toddlers. Each lesson taught how to build relationships, language, and every word builds a healthy brain. It taught how to respond to a child in a positive way, there are 5 elements to the responses.
Creative Curriculum 1. Select and identify TWO concepts presented in the video you find significant as an early educator and explain why you selected these concepts (7 descriptive/detailed sentences) In the Creative Curriculum video, I noticed the schedule they kept was far more regimented then the other types of preschools. The planning and preparation the teachers put into their classrooms lesson plans were well thought out and specific. Every moment of the day seems to be planned and each activity is designed with a specific purpose in mind.
Human Services Essential Function Skills Assignment. Below is my reflection regardless my three weaker skills according described in the assignment on December 16th, 2015. Goal 1: Communications and writing legible with proper grammar, spelling and punctuation.
With reference to the Australian Curriculum, Assessment and Reporting Authority (ACARA), literacy has been noted as an indispensible skill that all students require in order to become successful learners, and as well as creating a base line for success across all learning areas, which is dependent on the ability to use ‘the significant, identifiable and distinctive literacy that is important for learning and representative of the content of that learning area’ (2013, p1). Using the Australian Curriculum for 7-10 Geography, this essay will explore the reasons why the study of literacy is important for all teachers and what it means to be literate in the geography subject area. Further more, this essay will provide examples of teaching strategies
The Early Years Learning Framework (EYLF) and the Australian Curriculum are both frameworks introduced to create a coherent standard of achievements or learning outcomes for students at different development levels within Australia. The EYLF is dedicated to the learning outcomes of children from birth to 5 years in Kindergarten, early educational care settings and the transition to school. The Australian Curriculum is a framework focusing on children’s learning during the Foundation year through to year 10. Its standard of achievements and content descriptions establish the requirements for students to successfully progress through school. Both frameworks reinforce the principles of the United Nations Convention on the Rights of a Child.
It is prepared for students to self-assess if they meet each criterion, a vital self-scaffolding technique. Not only that but most often the criteria are linked one another, hence they formulate the learning. Holton & Clarke (2006) highly recommends to empower the students to develop their own problem solving skills, with this in mind, the first process success criterion encourages students to analyse the question and get a greater picture before they start solving it. This is transferable skill that can be applied with any
Competency Goal III Competency Goal III is to support social and emotional development and to provide guidance. There are three main areas to succeed in this, the things are self-concept, sociality, and guidance. One focus on Competency Goal III is self-concept. Children’s environments support the development of positive self-concepts.
2. For General Education Competencies what I demonstrated in my artifact is using Critical Thinking: Learners will demonstrate the ability to draw conclusions based
W-7 – PROFESSIONAL BOUNDARIES 1. I chose these competences because as a nurse it is vital to maintain professional boundaries and still be able to provide the therapeutic care without personally getting attached to patients. 2. From the article I learned that it is ok to be present with your patient, and caring about what they might be going through as you provide necessary care and support, but not to excessively worrying about a patient in your personal life/home” (p. 407) 3.
Although the common belief is that certain aspects of school are important for an ideal education for all students, the main problems that need to be rectified as soon as possible include the lettered grading system and test scores as the main measure of achievement as well as a lack of disciplined and motivated in teachers who do their jobs correctly in order for their students to reach their full potential and excel in life. Out of all the issues with American education today, one of the most overvalued yet problematic for students is the grades and scores that represent their classroom proficiency and content knowledge. It is true that today, in the United States, the easiest and seemingly most reliable way to track student performance and rank schools by quality of education is by simply marking students based on their scores on assignments and assessments done in school or on standardized exams designed to measure mastery of content, and by comparing and analyzing the
Topic: Why Career and Technical Education courses should be mandatory in high school General Purpose: To persuade Specific Purpose Statement: To persuade my audience that by taking Career and Technical Education courses during high school, they will better prepared for college and adulthood. Thesis Statement: By requiring high school students to take CTE courses in addition to their regular academic curriculum, they will understand the purpose and benefits of those courses and be better equipped to handle college and adulthood. There are two main purposes for Career and Technical Education programs within high schools. The first purpose is to prepare high school students for college and career.
LITERATURE REVIEW Introduction The literature reviews in this section will present a description on Variation Theory and Learning Study, and the degree to which the approach are being used in education context. This section will also review literatures that are related to tone value drawing, student learning and teacher development. Variation Theory as a Theoretical Framework The development of variation theory derives from the field of phenomenography in which was out of the interest of the different ways people experience a phenomenon (Marton & Booth, 1997).
Element 1.1.1 - 1.1.3 As a school community, we promote heritage and culture in our school through assemblies and educational presentations to preserve our culture. A huge celebration that takes place is National day where the triad of parent, school and community come together to celebrate our country. Element 1.2.1 - 1.2.3 As a teacher, we are role models to our students, therefore we need to demonstrate punctuality, attendance and proper dress code. Showing integrity in the workplace transfers into modeling a positive work ethic which is reflective of the teacher and school.
Chapter I The Problem Introduction Every school has its own policies which stat the rules and regulations that they are implementing to control and manage the behaviors, attitudes, and activities of the students inside the school. This may enable them to become a responsible and discipline one. The administrators and teachers are responsible for monitoring and supervising the student 's behavior.
School and teachers can influence the extent and quality of learning for all students. Teacher’s beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their daily professional life. Educators have control over numerous factors that influence motivation, achievement and behaviour of students. They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences.