child development 120 chap 11 (planning curriculum).docx - CIRRICULUM PLANNING ELEMENTS OFEDUCATIONAL PLAN 1 PURPOSE Something you are trying to

child development 120 chap 11 (planning curriculum).docx -...

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CIRRICULUM PLANNING ELEMENTS OFEDUCATIONAL PLAN: 1) PURPOSE: Something you are trying to accomplish. Statements of purpose can be called goals or objectives. Goals are broad statements of desired ends towards. EX: goal of a preschool curriculum is to help children become creative thinkers. Objectives: more specific and intended outcomes of activities. EX: at the end of this activity children will have greater ability to express ideas using clay. 2) CONTENT: some strategies or methods can be used to deliver curriculum content. 3) METHOD: EX: to tech children that all birds have feathers and lay eggs, you might take a trip to the zoo to see diff. kinds of birds, cook dishes with eggs, read books, sing a song about birds etc. 4) ASSESSMENT: you get to know whether children have really learned what you intended them to or accomplish your purpose. You so this by observing children and making anecdotal records, by collecting work samples. To achieve a particular purpose ( learn about the characteristics of birds), you select the content and methods (observing and drawing a bird). The methods will determine how you assess (collect the drawings). What you assess depends on your purpose (do the drawings include characteristics of birds such as beaks, wings, feathers, legs, and feet?). INFLUENCES ON CURRICULUM CHOICES : VALUES AND BELIEFS: What and how you teach reflects your values for society. KNOWLEDGE OF CHILDREN: Reflects 3 dimensions: CHILD DEVELOPMENT & LEARNING: provides a framework from which you will prepare the learning environment and plan appropriate experiences to benefit them. Knowing the STRENGTHS, INTEREST, AND NEEDS OF EACH INDIVIDUAL CHILD allows you to adapt & be responsive for their learning style. SOCIAL & CULTURAL CONTEXT IN WHICH CHILDREN LIVE helps you to ensure that planned learning experiences are meaningful, relevant and respectful.
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