Education authority staff Essay

By you consistently adhering to the writing guidelines By conflux agree timescales and deadlines by means of regular monitoring of output by your team up leader. Through joint face-offs with other writers to set and maintain the standard Through feed rachis from the engagement process Fin all in ally, sign off for outputs will be agreed by the Program Director following advice from a final trial impression panel comprising members of all four partner organisations. A checklist for writing outgrowths Does the consequent conform to the following criteria? 1. Is it written in clear English, appropriate as far as possible to the level?2. Does the outcome Specify what whitethorn be i. watched fellowship, understanding or skill? ii. ownd? iii. target or direct the selection of learning activities? iv. Allow evaluation of the outcome v. By the young individual? vi. By the teacher? vii. Does the outcome entangle an appropriate action verb? viii. Does the outcome demand more of t he young person than consider features of outcomes at the earlier level? Technology in K-12 program line 8 Generation Y is an innovative political program and resource solution for grades 3-12 that promotes tame wide technology infusion.It is a technology program with a twist. Gen Y schoolchilds develop technological fluency while learning how to share their companionship with others. Each student is paired with a classroom teacher who necessarily help integrating technology into their practice. Each student/teacher team decides on a curriculum component or lesson to enhance with technology. Students learn about pedagogy and lesson plan design while developing their communication, grooming and project management skills. The partner teacher regains support for their technology projects when and where they necessitate it in their classroom.The result is authentic project-based learning for the students and sustainable technology headmaster development for the teachers. Thi s powerful model has been refined and proven in literal classrooms around the world. The students are empowered to see themselves as valuable members of the didacticsal community. They take this responsibility very seriously, becoming invaluable resources and helping teachers and their initiates end-to-end their school career. For six years, Generation Y has been delivered in al virtually either(prenominal) conceivable school setting.From Native American villages in Alaska and Washington to all secondary schools in the Virgin Islands, to remote towns in Wyoming to urban schools in empowerment zones in Philadelphia, Cincinnati, Seattle, Los Angeles and Washington DC. Through this technology infusion, participating educators receive individualized support as they strengthen their use and integration of sassy technologies. Students learn technology, communication, collaboration, and project management skills in an authentic, personally meaningful context, and many go on to furth er extend their skills through advanced school or community service projects. Generation Y is one of most researched educational technology programs in the United States. Since the start of the Technology substructure Challenge Grant (TICG) program, the Northwest Regional Education Laboratory (NWREL) has served as an independent external evaluator. Feedback from every stakeholder group was woven back into the curriculum materials, the online support tools and the assessment design. The resulting program is a strong model that supports a wide variety of uses and classroom profiles. Test for the effectiveness of curriculum towards meeting its aims and objectives 6Is it possible to anticipate whether or not the curriculum meets its aims? One unanalyzable test to apply makes use of the set of guiding principles of skillful education proposed by the American Association of Higher Education. According to these a good curriculum should Encourage staff/student contact Encourage co-operat ion surrounded by students Encourage active learning Provide prompt feedback on action of both teacher and taught Emphasise time on the task celebrate the diverse talents and ways of learning brought to the course by the students Evaluate itself reveal a clarity of aims and objectives.Make use of the educational literature remainder One telling criticism that can continue to be make of any approach is that there is no social vision or program to guide the process of curriculum construction. headinging a curriculum not a simple matter and there is no mavin best answer either in the form of the curriculum or even the methodology adopted for its design. A final question we magnate ask is whether or not it is possible to determine if the result is any good. One way is by always including a careful student of the course once it has been given.Evaluation of this sort is essential and should always be treated seriously, allowing sufficient time in class for any stack questionnaire to be filled out and with the results carefully summarised. It is good practice to interest a notice giving the results of the evaluation and providing an instructors commentary.References 1. p 10, Kelly 1983, Kelly 1999 2. v50 n6 p488-496 Mar 2007, Stansberry, Susan L. Kymes, Angel D. , Journal of Adolescent & Adult Literacy 3. p 23, Blenkin et al 1992 23 4. p 11, Grundy 1987, Curriculum Product or Praxis, Lewes 5.77, Stenhouse 1974. 6. David J. Unwin, (1997).Curriculum Design for GIS, NCGIA Core Curriculum in GIScience, 7. http//www. ncgia. ucsb. edu/giscc/units/u159/u159. html, posted January 08, 1998. 8. http//www. newhorizons. org/strategies/technology/martinez. htm 9. Generation Y Evaluation Studies http//www. genyes. org/products/geny/genyresearch 10. Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago 11. Wragg, T. (1997) The Cubic Curriculum, capital of the United Kingdom 12. Aristotle (1976) The Nicomachean morality (Ethics), Harmondsworth Pengu in. 13. Barnes, J.(1976) Introduction to Aristotle The Nicomachean Ethics (Ethics), Harmondsworth Penguin. 14. Barrow, R. (1984) Giving Teaching back to Teachers. A critical presentment to curriculum theory, Brighton Wheatsheaf Books. 15. Blenkin, G. M. et al (1992) Change and the Curricula, London Paul Chapman. 16. Bobbitt, F. (1918) The Curriculum, Boston Houghton Mifflin 17. Bobbitt, F. (1928) How to Make a Curriculum, Boston Houghton Mifflin 18. Carr, W. & Kemmis, S. (1986) Becoming Critical. Education, knowledge and action research, Lewes Falmer Press 19. Cornbleth, C.(1990) Curriculum in Context, Basingstoke Falmer Press. 20. Curzon, L. B. (1985) Teaching in get on Education. An outline of principles and practice 3e, London Cassell. 21. Dewey, J. (1902) The Child and the Curriculum, Chicago University of Chicago Press. 22. Dewey, J. (1938) Experience and Education, freshly York Macmillan. 23. Eisner, E. W. (1985) The Art of Educational Evaluation, Lewes Falmer Press. 24. Fo reman, A. (1990) Personality and curriculum in T. Jeffs. & M. metalworker (eds. ) (1990) Using loose Education. An alternative to casework, teaching and control?Milton Keynes Open University Press. Freire, P. (1972) direction of the Oppressed, Harmondsworth Penguin. 25. Grundy, S. (1987) Curriculum product or praxis? Lewes Falmer Press. 26. Jackson, P. W. (1968) Life in Classrooms, New York Holt, Rinehart & Winston. 27. Jeffs, T. & Smith, M. (eds. ) (1990) Using Informal Education. An alternative to casework, teaching and control? Milton Keynes Open University Press. 28. Jeffs, T. J. and Smith, M. K. (1999) Informal Education. Conversation, democracy and learning, Ticknall Education Now. 29. Kelly, A. V. (1983 1999) The Curriculum.Theory and practice 4e, London Paul Chapman. 30. Stenhouse, L. (1975) An introduction to Curriculum Research and Development, London Heineman. 31. Newman, E. & G. Ingram (1989) The Youth Work Curriculum, London pass on Education Unit (FEU). 32. Taba, H. (1962) Curriculum Development Theory and practice, New York Harcourt call down and World. 33. Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago University of Chicago Press. 34. Usher, R. & I. Bryant (1989) Adult Education as Theory, Practice and Research. The captive triangle, London Routledge.