ORIGINAL BCT ZONING ORDINANCE BOOK -updated-
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: ORIGINAL BCT ZONING ORDINANCE BOOK -updated-
ORIGINAL BCT ZONING ORDINANCE BOOK -updated-
9 ORGANIZING AND IMPLEMENTINGTHE CIRRICULUMAFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:1Describe and state strengths and weaknesses of carious p ORIGINAL BCT ZONING ORDINANCE BOOK -updated-plans and proposals for organizing and implementing the curriculum.2Relate each organizational arrangement discussed in this chapter to (a) the psychological and sociological circumstances of the public school and (b) the achievement of one or more aims of education or curriculum goals at each of th ORIGINAL BCT ZONING ORDINANCE BOOK -updated-e three school levels: elementary, middle, and senior high.3Specify several curriculum goals for the elementary, middle, or senior high school level;ORIGINAL BCT ZONING ORDINANCE BOOK -updated-
choose or design and defend a curriculum organization plan that you believe will most satisfactorily result in accomplishment of these goals.NECESSARY9 ORGANIZING AND IMPLEMENTINGTHE CIRRICULUMAFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:1Describe and state strengths and weaknesses of carious p ORIGINAL BCT ZONING ORDINANCE BOOK -updated-dle (formerly junior high) school of three grades, and a senior high school of four grades situated on a large tract of land. We could place this complex in a small town in any state where the three schools serve all the children of a particular school district, or we could locate it in a sector of ORIGINAL BCT ZONING ORDINANCE BOOK -updated-a large urban area where the three schools are a part of the local school system.1https://khothuvien.cori!Let’s create in our own minds the administraORIGINAL BCT ZONING ORDINANCE BOOK -updated-
tive offices of the superintendent (or area superintendent) and school board across the street from this complex. From a second floor conference room 9 ORGANIZING AND IMPLEMENTINGTHE CIRRICULUMAFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:1Describe and state strengths and weaknesses of carious p ORIGINAL BCT ZONING ORDINANCE BOOK -updated-t, and we can observe the senior high school Harrys and Janes spinning out in their gasoline chariots from the parking lot in the background.On a particular day in September a group of curriculum planners has gathered in the conference room. It is 4:00 P.M., and for the moment they stand at the wind ORIGINAL BCT ZONING ORDINANCE BOOK -updated-ow looking over the complex across the way. Activity at the elementary school has virtually ceased for the day, has just about tapered off at the middORIGINAL BCT ZONING ORDINANCE BOOK -updated-
le school, and continues apace at the senior high school. Only two cars remain in the elementary' school parking lot—the principal’s and the custodian9 ORGANIZING AND IMPLEMENTINGTHE CIRRICULUMAFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:1Describe and state strengths and weaknesses of carious p ORIGINAL BCT ZONING ORDINANCE BOOK -updated-tee and the curriculum councils of each of the three schools. In front of them—in finished form, neatly typed and packaged—are (1) the report of the needs assessment that revealed gaps in the school district’s curricula and (2) a set of both district and individual school curriculum goals and object ORIGINAL BCT ZONING ORDINANCE BOOK -updated-ives that they laboriously hammered out with the help of many faculty members, students, administrators, supervisors, and lay citizens.Hypothetical StORIGINAL BCT ZONING ORDINANCE BOOK -updated-
epsThe task of this curriculum group now is to decide on next steps. What do they do with the curriculum goals and objectives now that they are specif9 ORGANIZING AND IMPLEMENTINGTHE CIRRICULUMAFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:1Describe and state strengths and weaknesses of carious p ORIGINAL BCT ZONING ORDINANCE BOOK -updated-fficient or that the process should lead to further action? Shall they file the2goals and objectives with the superintendent and principals, to be pulled out on special occasions such as visits of parent groups, accrediting committees, or others? flow shall they meet the discrepancies shown by the n ORIGINAL BCT ZONING ORDINANCE BOOK -updated-eeds assessment and the curric ulum goals and objectives developed as a result of that assessment?The curriculum planners of the district, whose leadeORIGINAL BCT ZONING ORDINANCE BOOK -updated-
rship is represented by this committee, must decide how to put the goals and objectives into effect and how to organize the curriculum in such a way t9 ORGANIZING AND IMPLEMENTINGTHE CIRRICULUMAFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:1Describe and state strengths and weaknesses of carious p ORIGINAL BCT ZONING ORDINANCE BOOK -updated-bjectives and to fulfilling learner needs. They must ask themselves and their colleagues how best to go about implementing the curriculum decisions that they have macle up to this point.Assessing Curriculum OrganizationThe question is often posed to curriculum workers: “How shall we go about organiz ORIGINAL BCT ZONING ORDINANCE BOOK -updated-ing the curriculum?” The literature often appears to make one of two assumptions: (1) Curriculum planners regularly have the opportunity to initiate aORIGINAL BCT ZONING ORDINANCE BOOK -updated-
curriculum in a brand new school (or perhaps in a deserted old school) for which no curriculum patterns yet exist; or (2) curriculum developers autom9 ORGANIZING AND IMPLEMENTINGTHE CIRRICULUMAFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:1Describe and state strengths and weaknesses of carious p ORIGINAL BCT ZONING ORDINANCE BOOK -updated-ous. Curriculum planners do not frequently experience the responsibility lor developing an original curriculum lor a brand new sc hool (or more accurately, for an upcoming new school, since planning must precede construction), it is tine, of course, that new schools arc built to meet growths and shi ORIGINAL BCT ZONING ORDINANCE BOOK -updated-fts in population and to replace dec repit struc tures, which, like old soldiers, slowly fade away. The development ol a curriculum for a brand new scORIGINAL BCT ZONING ORDINANCE BOOK -updated-
hool docs provide the opportunity for curriculum planning from the ground3https://khothuvien.cori!floor, so to speak. But even that planning must be c9 ORGANIZING AND IMPLEMENTINGTHE CIRRICULUMAFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:1Describe and state strengths and weaknesses of carious p ORIGINAL BCT ZONING ORDINANCE BOOK -updated- which they must articulate. Curriculum planners cannot expect simply to substitute as they wish new patterns of curriculum organization for old. Again, we face certain parameters: student needs, teacher preferences, administrators’ values, community sentiment, physical restrictions, and financial r ORIGINAL BCT ZONING ORDINANCE BOOK -updated-esources.Our fictitious curriculum group is talking about possible ways of reorganizing the curriculum to meet pupil needs and to provide the best posORIGINAL BCT ZONING ORDINANCE BOOK -updated-
sible structure for attaining the district’s and each school’s curriculum goals and objectives. The group decides that one way of approaching this tas9 ORGANIZING AND IMPLEMENTINGTHE CIRRICULUMAFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:1Describe and state strengths and weaknesses of carious p ORIGINAL BCT ZONING ORDINANCE BOOK -updated-rently in operation, and those that might be feasible or successful in the immediate and distant future.At this meeting the committee decides to clarify what they mean by curriculum organization. They agree to talk with their colleagues on their schools’ curriculum councils and others and come to th ORIGINAL BCT ZONING ORDINANCE BOOK -updated-e next meeting of this group prepared to trace the historical development of the curricular organizations of the three schools. Each will provide an oORIGINAL BCT ZONING ORDINANCE BOOK -updated-
verview of the more significant patterns of curriculum organization that have been studied and implemented, studied and rejected, and considered for f9 ORGANIZING AND IMPLEMENTINGTHE CIRRICULUMAFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:1Describe and state strengths and weaknesses of carious p ORIGINAL BCT ZONING ORDINANCE BOOK -updated-define curriculum organization as those patterns of both a curricular and administrative nature by which students encounter learning experiences and subject matter. Thus, it includes not only broad plans for programmatic offerings, such as the4subject matter curriculum, but also deliver}' systems, t ORIGINAL BCT ZONING ORDINANCE BOOK -updated-hat possess an administrative dimension, such as team teaching.Several weeks later when the committee reassembles, exhilarated by its research on theORIGINAL BCT ZONING ORDINANCE BOOK -updated-
history of curriculum development in their schools, they express a newfound admiration for previous curriculum planners. Whereas the aging facades of 9 ORGANIZING AND IMPLEMENTINGTHE CIRRICULUMAFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:1Describe and state strengths and weaknesses of carious p ORIGINAL BCT ZONING ORDINANCE BOOK -updated- change have been key words. The committee spends several sessions sharing their discoveries and studying what the experts say about the structures uncovered. The committee is sure that by examining past patterns, projecting future arrangements, and comparing both past practices and future possibili ORIGINAL BCT ZONING ORDINANCE BOOK -updated-ties with present structures, they can create more effective ways of implementing the curriculum.This hypothetical committee’s discoveries are signifiORIGINAL BCT ZONING ORDINANCE BOOK -updated-
cant enough to be shared with you. Our discussion will be organized into three major pans: the past (Where We’ve Been), the present (Where We Are), an9 ORGANIZING AND IMPLEMENTINGTHE CIRRICULUMAFTER STUDYING THIS CHAPTER YOU SHOULD BE ABLE TO:1Describe and state strengths and weaknesses of carious p ORIGINAL BCT ZONING ORDINANCE BOOK -updated-igh'middle school, and senior high school—are described.Remember that Axiom 3 in Chapter 2 postulates that changes do not, as a rule, start and stop abruptly but overlap. Axiom 3 applies to our hypothetical community as it does elsewhere. Consequently, when I discuss the graded school, for example, ORIGINAL BCT ZONING ORDINANCE BOOK -updated-as a place where we have been, I do not imply that it has necessarily disappeared from the present or that it will not exist in the future. When I disORIGINAL BCT ZONING ORDINANCE BOOK -updated-
cuss the middle school, I do not suggest that its predecessor, the junior high school, no longer exists.5Nor are curricular arrangements always confinGọi ngay
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