Education authority staff Essay

By you consistently adhering to the writing guidelines By collision agreed timescales and deadlines Through regular monitoring of output by your squad leader. Through joystick meetings with other writers to set and maintain the standard Through feedback from the engagement process Finally, sign off for outputs go forth be agreed by the Program Director following advice from a final validation gameboard comprising members of all four partner organisations. A checklist for writing egresss Does the outcome 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 may be i. learned knowledge, understanding or skill? ii. Experienced? iii. Indicate or direct the excerption of learning activities? iv. Allow evaluation of the outcome v. By the young person? vi. By the teacher? vii. Does the outcome include an appropriate movement verb? viii. Does the outcome demand more of the young person than consider features of outcomes at the earlier level? Technology in K-12 education 8 extension Y is an innovative course of instruction and imaginativeness solution for grades 3-12 that promotes instill wide applied science infusion.It is a technology program with a twist. Gen Y students arrive technological fluency while learning how to share their knowledge with others. Each student is paired with a classroom teacher who needs 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 jut out design while developing their communication, planning and project management skills. The partner teacher receives support for their technology projects when and where they need it in their classroom.The result is authentic project-based learning for the students and sustainable technology professional development for the teachers. This respectable model has been refined and proven in real classrooms around the world. The students are empowered to see themselves as valuable members of the educational lodge. They take this responsibility very seriously, becoming invaluable resources and helping teachers and their schools throughout their school career. For six years, Generation Y has been delivered in almost any conceivable school setting.From Native Ameri rear end 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 recitation and integration of new technologies. Students learn technology, communication, collaboration, and project management skills in an authentic, personally meaty context, and many go on to further 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 get moving of the Technology Innovation Challenge Grant (TICG) program, the Northwest Regional Education Laboratory (NWREL) has served as an self-sufficing 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 childlike test to apply makes use of the set of guiding principles of good education proposed by the American Association of Higher Education. According to these a good curriculum should Encourage staff/student contact Encourage co-operation between students Encourage supple learning Pr ovide prompt feedback on performance of both teacher and taught Emphasise time on the task Respect the diverse talents and ways of learning brought to the course by the students Evaluate itself Display a clarity of aims and objectives.Make use of the educational literature Conclusion One telling criticism that can continue to be made of any approach is that there is no social vision or program to guide the process of curriculum construction. Designing a curriculum not a simple matter and there is no single best answer either in the form of the curriculum or even the methodology adopted for its design. A final question we might 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 hardened seriously, allowing sufficient time in class for any survey questionnaire to be filled out and with the results carefully summaris ed. It is good practice to post 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, computer program 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, London 12. Aristotle (1976) The Nicomachean Ethics (Ethics), Harmondsworth Penguin. 13. Barnes, J.(1976) knowledgeability to Aristotle The Nicomachean Ethics (E thics), Harmondsworth Penguin. 14. Barrow, R. (1984) Giving Teaching back to Teachers. A critical introduction 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 Further Education. An outline of principles and practice 3e, London Cassell. 21. Dewey, J. (1902) The electric razor and the Curriculum, Chicago University of Chicago Press. 22. Dewey, J. (1938) Experience and Education, New York Macmillan. 23. Eisner, E. W. (1985) The Art of Educational Evaluation, Lewes Falmer Press. 24. Foreman, A. (1990) Personality and curriculum in T. Jeffs. & M. metalwork er (eds. ) (1990) Using Informal Education. An alternative to casework, teaching and control?Milton Keynes readable University Press. Freire, P. (1972) Pedagogy 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. supposition and practice 4e, London Paul Chapman. 30. Stenhouse, L. (1975) An introduction to Curriculum explore and Development, London Heineman. 31. Newman, E. & G. Ingram (1989) The Youth Work Curriculum, London Further Education Unit (FEU). 32. Taba, H. (1962) Curriculum Development Theory and practice, New York Harcourt Brace 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, put and Research. The captive triangle, London Routledge.