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| life centered curriculum: The Survival Guide for New Special Education Teachers Catherine Creighton Martin, Clara Hauth, 2015 This book offers practical guidance on such topics as roles and responsibilities, school environment and culture, classroom organization and management, collaboration with other professionals, and individual professional development. |
| life centered curriculum: A Teacher's Guide to Special Education David F. Bateman, Jenifer L. Cline, 2016-06-27 Despite the prevalence of students with disabilities in the general education classroom, few teachers receive training on how to meet these students’ needs or how to navigate Despite the prevalence of students with disabilities in the general education classroom, few teachers receive training on how to meet these students’ needs or how to navigate the legally mandated processes enumerated in the Individuals with Disabilities Education Act (IDEA). What is their role? What are their responsibilities? What are the roles and rights of parents? And what must all teachers do to ensure that students with disabilities and other special needs receive the quality education they’re entitled to? In this practical reference, David F. Bateman—bestselling author of A Principal’s Guide to Special Education—and special education administrator Jenifer L. Cline clarify what general education teachers need to know about special education law and processes and provide a guide to instructional best practices for the inclusive classroom. Topics covered include The pre-referral, referral, and evaluation processes Individualized education programs (IEPs) and the parties involved Accommodations for students who do not quality for special education, including those covered by Section 504 Transition from preK to K–12 and from high school to postschool life Classroom management and student behavior Educational frameworks, instructional strategies, and service delivery options Assessment, grades, graduation, and diplomas The breadth of coverage in this book, along with its practical examples, action steps, and appendixes covering key terms and definitions will provide the foundation all K–12 teachers need to successfully instruct and support students receiving special education services. It’s an indispensable resource for every general education classroom. the legally mandated processes enumerated in the Individuals with Disabilities Education Act (IDEA). What is their role? What are their responsibilities? What are the roles and rights of parents? And what must all teachers do to ensure that students with disabilities and other special needs receive the quality education they’re entitled to? In this practical reference, David F. Bateman—bestselling author of A Principal’s Guide to Special Education—and special education administrator Jenifer L. Cline clarify what general education teachers need to know about special education law and processes and provide a guide to instructional best practices for the inclusive classroom. Topics covered include The pre-referral, referral, and evaluation processes Individualized education programs (IEPs) and the parties involved Accommodations for students who do not quality for special education, including those covered by Section 504 Transition from preK to K–12 and from high school to postschool life Classroom management and student behavior Educational frameworks, instructional strategies, and service delivery options Assessment, grades, graduation, and diplomas The breadth of coverage in this book, along with its practical examples, action steps, and appendixes covering key terms and definitions will provide the foundation all K–12 teachers need to successfully instruct and support students receiving special education services. It’s an indispensable resource for every general education classroom. |
| life centered curriculum: What Really Works With Exceptional Learners Wendy W. Murawski, Kathy Lynn Scott, 2017-01-20 Your desk reference for success with exceptional students Today’s teachers, especially the many who work with students with special needs, are pressed to know a little something about everything. Expertise is needed in different content and pedagogical areas, but knowledge of different types of disabilities is required as well. Wendy Murawski and Kathy Lynn Scott have assembled another reader-friendly What Really Works resource full of experiences and evidence-based practices to empower any educator. Each chapter is presented in an easy-access and practical format suited for busy professionals. The editors and authors examine how special educational needs affect Content areas like reading and math Specialization areas like autism and learning disabilities Pedagogical areas like culturally responsive practices and accommodations Other critical areas like legal issues, behavior challenges, and home-school collaboration As education trends promote the inclusion of students with exceptionalities, this book is the perfect resource for teachers and administrators who need to know what works...and what doesn’t. |
| life centered curriculum: Above High School Merritt Madison Chambers, 1970 |
| life centered curriculum: High-leverage Practices in Special Education Council for Exceptional Children, Collaboration for Effective Educator Development, Accountability and Reform, 2017 Special education teachers, as a significant segment of the teaching profession, came into their own with the passage of Public Law 94-142, the Education for All Handicapped Children Act, in 1975. Since then, although the number of special education teachers has grown substantially it has not kept pace with the demand for their services and expertise. The roles and practice of special education teachers have continuously evolved as the complexity of struggling learners unfolded, along with the quest for how best to serve and improve outcomes for this diverse group of students. High-Leverage Practices in Special Education defines the activities that all special educators needed to be able to use in their classrooms, from Day One. HLPs are organized around four aspects of practice collaboration, assessment, social/emotional/behavioral practices, and instruction because special education teachers enact practices in these areas in integrated and reciprocal ways. The HLP Writing Team is a collaborative effort of the Council for Exceptional Children, its Teacher Education Division, and the CEEDAR Center; its members include practitioners, scholars, researchers, teacher preparation faculty, and education advocates--Amazon.com |
| life centered curriculum: Life in Schools Peter McLaren, 2015-11-17 This new edition brings McLaren's popular, classic textbook into a new era of Common Core Standards and online education. The book is renowned for its clear, provocative classroom narratives and its coverage of political, economic, and social factors that are undervalued in other educational textbooks. An international committee of experts ranked Life in Schools among the top twelve education books in the world. |
| life centered curriculum: The Leader in Me Stephen R. Covey, 2009-10-06 The Leader in Me tells the story of the extraordinary schools, parents, and business leaders around the world who are preparing the next generation to meet the great challenges and opportunities of the 21st century. |
| life centered curriculum: Deep Kindness Houston Kraft, 2022-04-26 Kindness is essential in helping heal a world that is more divisive, lonely, and anxious than ever. Kraft believes it is time to reinvent how we talk about it, exercise, and bring kindness into our daily lives. Here he shares anecdotes and actions that can help bring change to our lives, our relationships, and the world. |
| life centered curriculum: Teaching Adolescents With Disabilities: Donald D. Deshler, Jean B. Schumaker, 2005-11-02 Get the blueprint for building bridges that leave no learner behind! Aligned with the Individuals with Disabilities Education Act and No Child Left Behind Act requirements, this comprehensive guide empowers teachers and administrators with research-validated practices and interventions that can close the general-curriculum performance gap and break down the barriers to academic success for middle and high school students with disabilities. This insightful resource features: Practical planning advice, teaching practices, and learning strategies for inclusive classrooms Methods for designing instructional materials Tips for effectively leveraging technology Strategies for transition beyond high school Real-life examples and illustrations |
| life centered curriculum: Transforming Teaching Marie Masterson, 2021-03 Child-centered lesson planning provides a system to strengthen teaching. Great lesson planning helps teachers to choose a range of strategies that match what children are learning and doing-- from directed mini-lessons to facilitated group activities. |
| life centered curriculum: Education for Life and Work National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Board on Testing and Assessment, Committee on Defining Deeper Learning and 21st Century Skills, 2013-01-18 Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as 21st century skills. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums. |
| life centered curriculum: Total Life Learning Curriculum Wendy Bridgeo, 2014-01-15 |
| life centered curriculum: Life Beyond the Classroom Paul Wehman, 1992 In this improved and expanded edition of a classic resource, Paul Wehman and his colleagues take a fresh look at transition, examining the persistent yet unfortunate reality that not working is perhaps the truest definition of having a disability. Specialists in a variety of disciplines can use the creative and practical techniques in this book to ensure careful transition planning, to build young people's confidence and competence in this work skills, and to foster support from businesses and community organizations for training and employment programs. Young people with disabilities need life-skills training before they leave school. Life Beyond the Classroom offers professionals and students indispensable information and effective strategies for ensuring successful, supported transitions. |
| life centered curriculum: The 60-year Curriculum Christopher J. Dede, John Richards, 2020 The 60-Year Curriculum explores models and strategies for lifelong learning in an era of profound economic disruption and reinvention. Over the next half-century, globalization, regional threats to sustainability, climate change, and technologies such as artificial intelligence and data mining will transform our education and workforce sectors. In turn, higher education must shift to offer every student life-wide opportunities for the continuous upskilling they will need to achieve decades of worthwhile employability. This cutting-edge book describes the evolution of new models--covering computer science, inclusive design, critical thinking, civics, and more--by which universities can increase learners' trajectories across multiple careers from mid-adolescence to retirement. Stakeholders in workforce development, curriculum and instructional design, lifelong learning, and higher and continuing education will find a unique synthesis offering valuable insights and actionable next steps. |
| life centered curriculum: Teaching for Purpose Heather Malin, 2021-03-09 In Teaching for Purpose, Heather Malin explores the idea of purpose as the purpose of education and shows how educators can prepare youth to live intentional, fulfilling lives. The book highlights the important role that purpose—defined as “a future-directed goal that is personally meaningful and aimed at contributing to something larger than the self”—plays in optimal youth development and in motivating students to promote the cognitive and noncognitive skills that teachers want to instill. Based on a decade of research conducted at the Stanford University Center on Adolescence, the book explores how educators and schools can promote purpose through attention to school culture, curriculum, project learning, service learning, and other opportunities. Malin argues for expansive thinking on the direction schools should take, especially in terms of educating students to be creative, innovative, and self-directed critical thinkers. The book includes profiles of six organizations working in schools across the US that have made purpose development a priority. Infused with the engaging voices of purposeful youth, Teaching for Purpose offers a fresh, inspirational guide for educators who are looking for new ways to support students to succeed not only in school, but in life. |
| life centered curriculum: Teaching Life Differently Judith (J.C.) Greeley, Melinda Doyle McCall, 2018-04-17 Children who are sighted learn concepts and gain experience through incidental learning, the observation of events and interactions in their environment. Students with visual impairment need to be systematically, sequentially, and concretely taught through hands-on-experiences. Historically, students got this learning through channels other than schools. The teaching of recreation, adaptive sports, social life opportunities, and career education require this specific systematic approach. Individuals with vision impairment may also require specific interventions to learn independent living skills, self-advocacy, and community relationships. |
| life centered curriculum: Life Centered Education Donna Wandry, Michael L. Wehmeyer, Susan J. Glor-Scheib, 2013-07-01 |
| life centered curriculum: Developing Teacher Leaders in Special Education Daniel M. Maggin, Marie Tejero Hughes, 2020-07-06 Practical and forward-thinking, Developing Teacher Leaders in Special Education is the administrator's essential guide to growing special educator leadership in any school, district, or program. Special educators need to be flexible, proactive, and collaborative – qualities that make them uniquely suited to roles in school leadership – but these skills are often overlooked when choosing effective teacher leaders. Featuring helpful tips and detailed examples to demonstrate the concepts in action, this book breaks down the qualities that special educators can bring to your school leadership team and explores how you can leverage those skills to create a more inclusive and successful community. |
| life centered curriculum: Community-based Instruction Barbara A. Beakley, Sandy L. Yoder, Lynda L. West, 2003 This guide is intended to provide teachers of student with disabilities with resources, ideas, and procedures in implementing community-based instruction (CBI). The first chapter defines CBI, explains its importance, differentiates CBI from field trips, discusses appropriate CBI participants and stakeholders, and reviews the research on CBI. Chapter 2 focuses on expectations for CBI including expected outcomes, expectations for students, expectations for families, expectations for communities, and how expected outcomes of CBI respond to school reform issues. The following chapter considers procedures for program implementation including 10 steps to utilizing CBI, CBI sites for older students, and necessary resources and support systems. Chapter 4 considers the school and classroom component of CBI such as application of the general curriculum and alternative curriculum approaches and the transition portion of the Individualized Education Program. The following chapter focuses on development of independence and self-determination skills as well as natural environments for CBI and transfer of skills from classroom to community. Chapter 6 addresses issues concerned with evaluation of CBI programs, noting important evaluation questions and how to use assessment information to show accountability. The last two chapters focus on maintaining and generalizing community skills and the dynamics of community-based instruction, respectively. Appendices include a variety of sample forms. A CD-ROM containing the appendix files is also included.(Individual chapters contain references.) (DB). |
| life centered curriculum: Teaching for Joy and Justice Linda Christensen, 2009 Teaching for Joy and Justice is the much-anticipated sequel to Linda Christensen's bestselling Reading, Writing, and Rising Up. Christensen is recognized as one of the country's finest teachers. Her latest book shows why. Through story upon story, Christensen demonstrates how she draws on students' lives and the world to teach poetry, essay, narrative, and critical literacy skills. Teaching for Joy and Justice reveals what happens when a teacher treats all students as intellectuals, instead of intellectually challenged. Part autobiography, part curriculum guide, part critique of today's numbing standardized mandates, this book sings with hope -- born of Christensen's more than 30 years as a classroom teacher, language arts specialist, and teacher educator. Practical, inspirational, passionate: this is a must-have book for every language arts teacher, whether veteran or novice. In fact, Teaching for Joy and Justice is a must-have book for anyone who wants concrete examples of what it really means to teach for social justice. |
| life centered curriculum: Rigorous PBL by Design Michael McDowell, 2017-03-01 By designing projects that move students from surface to deep and transfer learning through PBL, they will become confident and competent learners. Discover how to make three shifts essential to improving PBL’s overall effect: Clarity: Students should be clear on what they are expected to learn, where they are in the process, and what next steps they need to take to get there. Challenge: Help students move from surface to deep and transfer learning. Culture: Empower them to use that knowledge to make a difference in theirs and the lives of others. |
| life centered curriculum: Essentials of Transition Planning Paul Wehman, 2020 |
| life centered curriculum: Life Centered Career Education Robert J. Loyd, Donn E. Brolin, 1997 This scope and sequenced functional curriculum is designed for use in schools and adult training environments with individuals who have moderate disabilities. The first chapter explains the curriculum's origins in the original Life Centered Career Education Curriculum and the research project which determined the need for and modifications necessary to make the curriculum more appropriate for individuals with moderate disabilities. An extensive chart correlating competencies and subcompetencies of this curriculum with the original curriculum is also included. The second chapter, comprising the major portion of the guide, presents instructional implementation strategies for the three domains of the curriculum: daily living skills, personal-social skills, and occupational skills. Charts break these domains into 20 competencies as well as subcompetencies and objectives. Classroom training activities and home/community-based training activities are suggested for each objective. Chapter 3 briefly addresses assessment and instructional planning strategies and integration of the curriculum into the Individualized Education Program. Appended are the Competency Rating Scale-Modified for Life Centered Career Education Modified Curriculum for Individuals with Moderate Disabilities, master forms for use with the curriculum, a modified Individualized Education Program form, and related resources. (DB) |
| life centered curriculum: Four-dimensional Education Charles Fadel, Maya Bialik, Bernie Trilling, 2015 The foundational reason for why we find it so difficult to rebuild school curricula around the needs of the modern world is that we lack an organizing framework that can help prioritise educational competencies, and systematically structure the conversation around what individuals should learn at various stages of their development. Four-dimensional education provides a clear and actionable first-of-its-kind organizing framework of competencies needed for this century. Its main innovation lies in not presenting yet another one-size-fits-all list of what individuals should learn, but in crisply defining the spaces in which educators, curriculum planners, policymakers and learners can establish what should be learned, in their context and for their future. |
| life centered curriculum: Education for a Civil Society Dan Gartrell, 2012 Social and emotional skills children need. |
| life centered curriculum: Yes We Can! Heather Friziellie, Julie A. Schmidt, Jeanne Spiller, 2016 As states adopt more rigorous academic standards, schools must define how special education fits into standards-aligned curricula, instruction, and assessment. Utilizing PLC practices, general and special educators must develop collaborative partnerships in order to close the achievement gap and maximize learning for all. The authors encourage all educators to take collective responsibility in improving outcomes for students with special needs. |
| life centered curriculum: Mind in the Making Ellen Galinsky, 2011-04-01 |
| life centered curriculum: Interdisciplinary Curriculum Association for Supervision and Curriculum Development, 1989 Explore the two important criteria to which every interdisciplinary program must adhere and read about six design options for an interdisciplinary curriculum. |
| life centered curriculum: Artificial Intelligence in Education Wayne Holmes, Maya Bialik, Charles Fadel, 2019-02-28 The landscape for education has been rapidly changing in the last years: demographic changes affecting the makeup of families, multiple school options available to children, wealth disparities, the global economy demanding new skills from workers, and continued breakthroughs in technology are some of the factors impacting education. Given these changes, how can schools continue to prepare students for the future? In a world where information is readily available online, how can schools continue to be relevant? The emergence of Artificial Intelligence (AI) has exacerbated the need to have these conversations. Its impact on education and the multiple possibilities that it offers are putting pressure on educational leaders to reformulate the school curriculum and the channels to deliver it. The book Artificial Intelligence in Education, Promises and Implications for Teaching and Learning by the Center for Curriculum Redesign immerses the reader in a discussion on what to teach students in the era of AI and examines how AI is already demanding much needed updates to the school curriculum, including modernizing its content, focusing on core concepts, and embedding interdisciplinary themes and competencies with the end goal of making learning more enjoyable and useful in students' lives. The second part of the book dives into the history of AI in education, its techniques and applications -including the way AI can help teachers be more effective, and finishes on a reflection about the social aspects of AI. This book is a must-read for educators and policy-makers who want to prepare schools to face the uncertainties of the future and keep them relevant. --Amada Torres, VP, Studies, Insights, and Research, National Association of Independent School (NAIS) The rapid advances in technology in recent decades have already brought about substantial changes in education, opening up new opportunities to teach and learn anywhere anytime and providing new tools and methods to improve learning outcomes and support innovative teaching and learning.Research into artificial intelligence and machine learning in education goes back to the late 1970s. Artificial intelligence methods were generally employed in two ways: to design and facilitate interactive learning environments that would support learning by doing, and to design and implement tutoring systems by adapting instructions with respect to the students' knowledge state.But this is just the beginning. As Artificial Intelligence in Education shows, AI is increasingly used in education and learning contexts. The collision of three areas - data, computation and education - is set to have far-reaching consequences, raising fundamental questions about the nature of education: what is taught and how it is taught. Artificial Intelligence in Education is an important, if at times disturbing, contribution to the debate on AI and provides a detailed analysis on how it may affect the way teachers and students engage in education. The book describes how artificial intelligence may impact on curriculum design, on the individualisation of learning, and on assessment, offering some tantalising glimpses into the future (the end of exams, your very own lifelong learning companion) while not falling victim to tech-hype. The enormous ethical, technical and pedagogical challenges ahead are spelt out, and there is a real risk that the rapid advances in artificial intelligence products and services will outstrip education systems' capacity to understand, manage and integrate them appropriately. As the book concludes: We can either leave it to others (the computer scientists, AI engineers and big tech companies) to decide how artificial intelligence in education unfolds, or we can engage in productive dialogue.I commend this book to anyone concerned with the future of education in a digital world. --Marc Durando, Executive Director, European Schoolnet |
| life centered curriculum: Elizabeth Farrell and the History of Special Education Kimberly E. Kode, 2017 Elizabeth Farrell made inclusion, individualized education, and comprehensive assessment her causes at a time when prominent psychologists argued to segregate people with disabilities from society. In this male-dominated field, Farrell made a case for what would become special educaiton and found success, but she could not have anticipated that her efforts to reoganize other teachers around her cause would evolve into the world's largest and most influential special education association, the Council for Exceptional Children. This engaging work ensures Farrell's incredible story wil not be forgotten. from the cover. |
| life centered curriculum: Middle Grades Curriculum Kathleen Roney, Richard P. Lipka, 2013-05-01 High stakes testing, standards, and accountability politics is taking us away from the importance of the affective domain in curriculum development. This critical learning domain is often an unrecognized and infrequently considered topic in the literature. Through this book we extend the current knowledge base by addressing a curriculum model developed in the 1980s. We add a 2012 knowledge base as we delineate the role of self-perceptions in school-related learning, how middle level curriculum affects self-perceptions, and the type of curriculum planning which enhances self-perceptions and improves learning in the cognitive, affective, and psychomotor domains. The combination of sound psychological principles and practical teaching and curriculum suggestions with an empirical basis makes the book attractive to both higher education and local school professional libraries. In the former it will serve as the primary text in graduate and advanced undergraduate middle level education programs and practices courses. It might also be a primary text in courses or workshops in affective education or other experiences which emphasize affective, values, and self-concept. It also has potential as a supplementary text in undergraduate educational psychology courses. At the in-service level this book could be used as a workshop resource or as a professional reference for middle level teachers, administrators, curriculum workers, and supervisors. Our interest in young adolescents and their school setting coincides with the fourth edition of This We Believe (NMSA, 2010). The self-enhancing school is characterized by “from-to” statements; for example, “from” avoiding parents “to” working with parents. Using theory and research we discuss the costs of staying in the “from” position and the benefits derived from moving to the “to” position. By combining educational psychology and curriculum development we make a unique contribution to middle grades curriculum developers. |
| life centered curriculum: Creative Curriculum Teaching Strategies, Gryphon House, Delmar Thomson Learning, 1988-01-01 The Creative Curriculum comes alive! This videotape-winner of the 1989 Silver Apple Award at the National Educational Film and Video Festival-demonstrates how teachers set the stage for learning by creating a dynamic well-organized environment. It shows children involved in seven of the interest areas in the The Creative Curriculum and explains how they learn in each area. Everyone conducts in-service training workshops for staff and parents or who teaches early childhood education courses will find the video an indispensable tool for explainin appropriate practice. |
| life centered curriculum: English Language Teaching: Issues and Challenges S. Udhayakumar, K. Vellaichamy, English, as a global language, plays a vital role in every one’s life. Students think that English language opens the door of the world for their future life. But as an alien language, the learners find it very difficult to understand the language. Not only to understand but to read, write and speak. A social language may be learnt quickly as there are many chances to encounter with public people who speak this as their mother tongue or a community language. But English is not a social language so all learners face difficulty. This difficulty may be eased out by adopting different methodology for learning English language. This could be possible only for educational institutions. In India and non English speaking countries, English could be learnt only in schools, colleges and Universities. So it is very important that methodology for English teaching should be often checked and updated. Earlier chalk and talk method was adopted. In due course, it underwent many changes and it, now has become student centric and the teacher has become a facilitator for the students in teaching learning process. The classroom, once a four wall room with a single board and small chalk piece, has now become a smart classroom with white smart board and an electronic pen stick. Even an LKG classroom is connected to the world and with one click the whole world comes into the classroom through internet services and displayed on the white board. If Shakespeare is taught, his manuscript of the text is displayed and his life is shown as a video film. If the Universe is taught to the students, the video of the Universe is shown and the real scientists are explaining the doubts of the students and they chat with the learners. As we are living in such a modern and advanced period, teaching methodology for English teaching should be updated to meet the challenges of today’s world. Education is the only way for the humanity to live happily and peacefully. Education connects the whole world for the benefit of the human race which is not possible for animal beings and other creatures also. In this process, English language plays a crucial role and an edition of book chapters may benefit the student and teaching community to update the teaching methodology of English language. So, this edition is brought to fulfill the need of the current society. |
| life centered curriculum: Tools of the Mind Elena Bodrova, Deborah Leong, 2024 Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children's learning and development, this book is essential reading for students of early childhood theory and development-- |
| life centered curriculum: From Children's Interests to Children's Thinking Jane Tingle Broderick, Seong Bock Hong, 2020-06-30 Learn how to connect your curriculum planning to children's interests and thinking. With this book, educators will discover a systematic way for using documentation to design curriculum that emerges from children's inquiries, what they wonder, and what they want to understand. Get strategies for designing a classroom environment at the start of the year to facilitate emergent inquiry curriculum. Each chapter guides teachers to document and reflect on their thinking through each of the five phases of a cycle of inquiry process, including observing, interpreting the meaning of the play they see, and developing questions to engage children. |
| life centered curriculum: Ambitious Science Teaching Mark Windschitl, Jessica Jane Thompson, Melissa L. Braaten, 2018 The book is addressed to classroom science teachers, both beginning and experienced. It is a guide to using four core practices to improve instruction using Ambitious Science Teaching methods.-- |
| life centered curriculum: The Essentials Pamela Brillante, 2017 Introduction to the core concepts of teaching and supporting children with disabilities alongside their peers will help teachers ensure that all children meet their potential. |
| life centered curriculum: Enhancing Diversity Ronald J. Anderson, Clayton E. Keller, Joan M. Karp, 1998 The 43 million people with disabilities form this country's largest minority group, yet they are markedly under-employed as educators. Enhancing Diversity: Educators with Disabilities paves the way for correcting this costly omission. Editors Anderson, Karp, and Keller have called upon the knowledge of 19 other renowned contributors to address the important issues raised in Enhancing Diversity, including the place of disability in discussions of diversity in education, research on educators with disabilities that validates their capabilities, and information on the qualifications desired in and the demands made of education professionals. Legal precedents are cited and explained, and examples of efforts to place disabled educators are presented, along with recommendations on how disabled individuals and school administrators can work toward increased opportunities. Interviews with 25 disabled educators discussing how they satisfactorily fulfill their professional requirements completes this thoughtful-provoking book. |
| life centered curriculum: Play at the Center of the Curriculum Judith L. Van Hoorn, Patricia Monighan-Nourot, Barbara Scales, 2013-07-17 Play at the Center of the Curriculum is a resource for those who want to engage children in a developmental zone where children and teachers are learning. Current and future teachers are guided in methods of supporting children's progress through play. This book carefully blends theory and practice. As seasoned teachers, we demonstrate how to draw both the methods and the content of a successful curriculum from children's play. We interweave anecdotes of children's play, theories of play and development, and instructional strategies that place play at the center of the curriculum. |
| life centered curriculum: Life Centered Career Education Donn E. Brolin, 1997-01-01 This curriculum guide, based on the position that career education is a major focus of the educational program, is designed to assist students with disabilities to become productive workers and independent adults. Chapter 1 provides an overview of the history and importance of career education for children with disabilities. The features of career education and the differences between career education and vocational education are explained, and barriers to the implementation of career education are identified. Recommendations for future directions are also provided. Chapter 2 describes the Life Centered Career Education (LCCE) Curriculum, which organizes 22 student competencies into three primary categories: daily living skills, personal-social skills, and occupational guidance and preparation. Information is presented on the LCCE transitional model; implementation of the LCCE model; and the roles of special educators, general educators, families, and community personnel in the LCCE education program. Each of the 22 competencies is further divided into 97 subcompetencies presented in Chapter 3. For each subcompetency, objectives are listed along with activities and strategies for achieving the objectives and an explanation of the adult/peer role. The final chapter discusses student competency assessment and provides rating scales to measure performance on subcompetencies. A LCCE individualized education program form is provided. Appendices include a competency rating scale manual and master forms for duplication. (CR) |
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