There are some things that can be taught and understood only after other things. For example, square roots and cube roots will make sense only after you know about squares and cubes. Furthermore, squares and cubes will only make sense if you know about multiplication.
cuz it just IS.
Kelly Miller modernized the classical curriculum.
sequence of service
3354435543 is a single number, it is not a sequence.3354435543 is a single number, it is not a sequence.3354435543 is a single number, it is not a sequence.3354435543 is a single number, it is not a sequence.
An arithmetic sequence.
"Curriculum is a standards-based sequence of planned experiences where students practice and achieve proficiency in content and applied learning skills." - Google
The curriculum defines what is to be taught and the sequence it is to be taught in. It may (should) also define the assessment and standards required for evaluation of the curriculum. The value and significance can only be determined by the content.
Teaching and Learning are important elements in the curriculum such that both concepts are the end purpose why a curriculum is produced or formulated. Both of these concepts are what the teachers and students do while persuing the content of the curriculum.
Curriculum organization of the curriculum content, means the process of selecting curriculum elements from the subject, the current social life and the students' experience, then designing the selected curriculum elements appropriately so that they can form the curriculum structure and type. In a narrow sense curriculum organization is the process to change the content into students' learning experiences intentionally, and make learning experiences sequential ,integral, successive after curriculum ideology has been determined, curriculum goal been set, curriculum content been selected.
Subject centered design model is widely used in the United States. It focuses on the content of the curriculum. The sequence of the lessons follows the logic of the subject matter.
Scientific content include specific capacities, understandings, and abilities in science. It is different from the scientific curriculum. Scientific curriculum is the way scientific content is delivered.
Curriculum organization of the curriculum content, means the process of selecting curriculum elements from the subject, the current social life and the students' experience, then designing the selected curriculum elements appropriately so that they can form the curriculum structure and type. In a narrow sense curriculum organization is the process to change the content into students' learning experiences intentionally, and make learning experiences sequential ,integral, successive after curriculum ideology has been determined, curriculum goal been set, curriculum content been selected. by favour geoffrey or favorugoefrey@yahoo.com
Teaching and Learning are important elements in the curriculum such that both concepts are the end purpose why a curriculum is produced or formulated. Both of these concepts are what the teachers and students do while persuing the content of the curriculum.
Different models of curriculum design vary in their approach and focus. For example, the Tyler model is more focused on defining objectives and outcomes, while the Taba model emphasizes collaboration and student input. The Hilda Taba model also places importance on evaluation and reflection throughout the curriculum design process.
Important sources of curriculum evaluation include students, teachers, educational experts, subject experts, curriculum experts, policy making community, dropout sample, employers and entrepreneurs.
Taba's model of curriculum design emphasizes a cyclical process that includes diagnosing needs and interests, formulating specific objectives, selecting content and learning experiences, organizing content for effective teaching, evaluating student growth, and revising the curriculum accordingly. This approach prioritizes student input and teacher collaboration throughout the curriculum development process.
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