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A Primer on Curriculum-Sharing Sites

A Primer on Curriculum-Sharing Sites
When I was teaching, the single greatest way for me to prepare was to have conversations with my colleagues who had taught the concepts before. For one, this helped all of us develop a common discourse, which was inevitably clearer once we were working through our thoughts in trying to explain ideas to each other. Second, chatting informally helped me to develop a conversational tone, and to speak extemporaneously with the class, which ultimately helped to convey my passion for the subject matter, which is what brought my colleagues and I together in the first place. In addition, the most effective assignments that I used were based on ideas or resources that other teachers had shared with me. Teacher collaboration not only saves time, and makes work easier, it improves the quality of curriculum. The second domain consists of sites that produce and share free curriculum materials, in a more traditional broadcast model. Curriculum Sharing Networks Curriculum Sharing Broadcast Sites Related:  Computer Science

How to Stay Caught Up with the Curriculum | Edutopia You mention to a fellow teacher during lunch or after a faculty meeting how far along you are in the curriculum and they respond, "Oh, I'm way past that." Gulp. Not what you were looking to hear, right? First off, curriculum "races" among teachers are just as common as fishing stories. To compare is to despair, I say, and the key to avoiding such despair? Stay focused on the talents and strengths of your group of learners, as well as your talents and strengths as their guide and teacher. Around this time of year, the truth is, I hear a lot of anguished statements from teachers who I support, like, "I'm already behind," "things are taking too long," and, "I've got to pick up the pace." So why are so many teachers already feeling like this so early in the year? One reason could be pacing plans that are sometimes used as mandates rather than guides, and are created by people outside of your school (down at the district, or maybe even in another state). In the Classroom Seek the Sages

How to Build a Technology-Based Curriculum | Edutopia Editor's Note: Check out our Schools That Work package that profiles Forest Lake Elementary. Find out how this school uses technology to personalize learning. This how-to article accompanies the feature "Educators Innovate Through Technology Integration." Although technology is the theme at Forest Lake Elementary Technology Magnet School, in Columbia, South Carolina, the school's approach is really about discovering ways to use these tools to power the engine of learning. Strictly having the hardware and software is not enough. Principal Kappy Cannon, technology specialist Paulette Williams, and curriculum resource teacher Marian Scullion explain that a school needs to establish a solid strategy, maintain a flexible plan of action, have the faculty buy into the plan, and foster collaboration among staff members. Use Your Imagination Don't be afraid to try new things and take chances. Hire or Designate a Technology Specialist Encourage Teachers to Teach One Another Talk It Out Involve Students

3 Ways to Plan for Diverse Learners: What Teachers Do In The Wizard of Oz, Dorothy and crew are so intimidated by the Wizard's enigmatic personality that they struggle to talk with him on equal footing. Fear and frustration overwhelm them as they blindly accept a suicide mission to slay the Witch of the West. In return, they each receive a treasured prize: a heart, a brain, courage, and a way home. Ironically, they already have these gifts -- which they only discover after unveiling the man behind the curtain posing as the grumpy wizard. Differentiated instruction (DI) casts a spell on educators as to how it meets all students' needs. The skillset required to differentiate seems mystical to some and incomprehensible to others in this environment of state standards and high-stakes tests. The DI elements were first introduced to me in How to Differentiate Instruction in Mixed-Ability Classrooms by Carol Tomlinson, and my understanding later deepened thanks to my friend and mentor, Dr. Image Credit: John McCarthy Differentiating Content

Three Ideas for 21st Century Global Curriculum Now over a decade into the 21st century, there is tremendous pressure for education to "globalize." What this means exactly isn't universally agreed upon. In major world markets, the business world globalized decades ago, expanding beyond domestic markets in pursuit of more diverse audiences and stronger profits. And while major players in business continue to experiment and find their way in markets whose culture and buying practices diverge from those domestic, the "field" of education has been slow to follow suit. This is made all the stranger by the relationship between education and economic systems. So how do you "globalize" a curriculum? How about starting small, with manageable ideas? Idea 1: Adapt to the Learners More often than not, educators select the technology platforms and tools (and thus the domain) of learning, and force the students to use them rather than understanding the needs of learners first, and then finding the appropriate tech to support those needs. 1.

Add "Workflow Strategies" as curricular theme Four stages of competence In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. History[edit] The Four Stages of Learning provides a model for learning. It suggests that individuals are initially unaware of how little they know, or unconscious of their incompetence. As they recognize their incompetence, they consciously acquire a skill, then consciously use it. Several elements, including helping someone 'know what they don't know' or recognize a blind spot, can be compared to some elements of a Johari window, although Johari deals with self-awareness, while the four stages of competence deals with learning stages. The four stages of competence[edit] Unconscious incompetenceThe individual does not understand or know how to do something and does not necessarily recognize the deficit. Fifth stage[edit] See also[edit] References[edit]

Dreyfus model of skill acquisition In the fields of education and operations research, the Dreyfus model of skill acquisition is a model of how students acquire skills through formal instruction and practicing. Brothers Stuart and Hubert Dreyfus proposed the model in 1980 in an influential, 18-page report on their research at the University of California, Berkeley, Operations Research Center for the United States Air Force Office of Scientific Research.[1] The original model proposes that a student passes through five distinct stages: novice, competence, proficiency, expertise, and mastery. The original five-stage model[edit] Michael Eraut summarized the five stages of increasing skill as follows:[2] Instead the original Dreyfus model is based on four binary qualities: Recollection (non-situational or situational)Recognition (decomposed or holistic)Decision (analytical or intuitive)Awareness (monitoring or absorbed) This leads to five roles: 1. Example uses of the model[edit] Criticism of the model[edit] See also[edit] Digital Fluency: Building Success in the Digital Age eBook: Christian Briggs, Kevin Makice, Larry Buchanan: Kindle Store Computer Science - Curriculum | Project Lead The Way The PLTW Computer Science program of study engages high school students in computational thinking and prepares a computationally aware and capable workforce. This program comprises introductory, foundation, and specialty courses. Schools that choose to implement Computer Science will bring on two year-long foundation courses: Computer Science and Software Engineering (CSE) and Computer Science Applications (CSA). Schools can then choose from an introductory course and a variety of specialty courses to complete a minimum of three (3) years of content for the program. The descriptions of the specialization and capstone courses are tentative and represent current thinking about options to complete a rigorous four-year high school computer science program of study. Introductory Course Introduction to Computer Science (ICS, 0.5 year) Foundation Courses Computer Science and Software Engineering (CSE, 1 year) CSE implements the College Board’s CS Principles framework. Specialization Courses