such as Systematic Design of instruction.
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systematic is like doing something in the right order.\nits the same as procedure.\nSystematic Design of instruction would be an instruction to do something in a right and good order.
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Most of the time most of us learn best from each other.  We all benefit from a variety of learning environments.  I would not consider the type of learning situation you describe the best option all of the time - it may be a good option for a part of the day for very specific instruction.   We all do well in some areas and not so well in others.
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You need to be more specific about what you are looking for. Are you wanting to write a computer program, or a classroom lesson plan program?\n\nI would suggest picture modules -- matching words to pictures -- to start. Also, use the Dolch list, then the Rebecca Sitton list, and make flashcards. \n\nWhat do you mean by "outcome of the objective?" Are you talking about assessment, or creating more specific goals?\n\nWhat objective... are you using a state standard/benchmark, a district objective, a curriculum package objective?
520981
WRONG BOARD!!!!!   This area is for SPECIAL EDUCATION . \n\nThe project you are asking us to past would be a HUGE file, requiring much research, quotes on software, staff training, and much, much more.
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Basically it makes sure that all the end user input are taken into consideration. And that before implementation all alternative solution are considered and/or intergrated.
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Take different angles at it.  Look at it from different perspectives, analize it, have class involvment, use some form of technology
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As you can see from previous answers, there are a number of terms that describe this type of teaching.  One of the earliest terms was "team teaching".
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The creation and arrangement of ideas preliminary to writing.
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This excerpt is taken from "It Takes a Community - A Community Guide to the Sure Start Program"\n\nCurriculum\nThe curriculum is probably the single most important component of any educational program. Its primary goal is to provide educators with a framework for helping students become capable learners-that is, children who are skilled developmentally and are motivated to learn.\nSure Start has designated The Creative Curriculum for Early Childhood (Dodge & Colker) as the curriculum of choice. The underlying reason for selecting this curriculum is that it has a proven track record with Head Start programs and military Child Development Programs (CDP): over 18,000 Head Start grantees have successfully used The Creative Curriculum.; it is also the curriculum of choice at most military child care centers. The curriculum focuses on providing children with learning experiences that promote their socio-emotional, physical and cognitive growth. Using Piaget and Vygotsky’s theories of cognition, Erik Erikson’s writings on socio-emotional development, and principles of physical development as its foundation, The Creative Curriculum presents staff with a structure for helping each child grow according to his or her own individual timetable The context for learning in The Creative Curriculum is an environment that supports clearly defined learning activities. The curriculum features 10 activity areas through which instruction is introduced:\nBlocks\nTable Toys\nMusic and Movement\nArt\nBooks\nSand and Water Play\nHouse Corner\nOutdoors\nComputers\nCooking\nIn the curriculum, activities are discussed in terms of their importance to children’s development, what learning objectives are appropriate for children, how the environment can be structured to promote these activities, strategies that can be used to enrich and extend learning, and ideas for coordinating with parents. The goal of the curriculum is to provide guidance for planning, without prescribing a series of set lessons.\nTeachers are thus encouraged to build content around the experiences and interests of the children in their program so that learning takes place in a context that is meaningful to individual children. The Creative Curriculum for Early Childhood fosters creativity in both children and teaching staff. Being creative means thinking of new ideas, obtaining information by asking questions, learning through trial and error, and benefiting from mistakes. Children’s creativity is supported through an environment that encourages them to try out ideas and risk making errors. Teachers’ and Program Assistants’ creativity is supported by a curriculum framework that encourages them to be innovative and responsive to children. By focusing on both teaching staff and children, The Creative Curriculum provides a framework for development in an educational setting in which young children can thrive.\n\nTaken from http://www.dodea.edu/instruction/curriculum/ece/pubs/community/community-portrait.pdf (pages 10-11)\n\nTry looking at this website for a detailed look at the creative curriculum referred to in the above passage:\nhttp://www.teachingstrategies.com/pages/page.cfm?pageid=173
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First, decide on the grammar point you want to teach.  The idea here is really to teach a concept, and then give the students a chance to APPLY it ---hence, the game every few minutes.\nSo think of it as teaching the concept, and then playing the game TO REINFORCE THE CONCEPT.  I would leave time at the end of your lesson plan to REVIEW the concepts AND the point of the games to reinforce your theme.  That would pull your lesson together nicely.  The use of skillful questions in your lesson plan is a good way to summarize, and to see if the students learned from your lesson.
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Tomlinson's  book (The Differentiated Classroom) is fairly straightforward and user-friendly for teachers.  It is an ASCD publication.
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Pro: all the material is provided, you don't have to do much prep.\n\nCon: You often don't have any control over the curriculum.  If it is teaching something you disagree with, too bad.
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You need to look at state guidelines first. Your state education agency should have a website.  Then you need to reconcile those guidelines to district and campus expectations.  You also will want to check any assessments your state mandates (like TAKS in Texas) to ensure alignment.    \n\nMy guess is that your state probably already has a curriculum (it's pretty much mandated by NCLB requirements), and what you're needing to write is more of a guide and scope and sequence.  A scope and sequence lays out what activities can be done in a particular length of time for a particular topic.  For example, a scope and sequence would lay out specific activities for a 5-day set of lessons on tessellations. \n\nDoing a key word search will give you plenty of ideas for a scope and sequence or curriculum guide.  Begin with your state education agency.  Contact your local education service center and ask them for resources.  Chances are, they will have something you can use to keep you from re-inventing the wheel.  I know several school districts in Texas have their curriculum guides and scope and sequence plans on-line and available for use as a framework.\n\nI hope this helps.  No matter which guide you're writing, it can seem like a daunting task.  Get help from those who have already done it and build from there.
40038
abeka book\ni do the video curriculum, its nice.
387453
You should study teaching.
52554
Step by step instructions at the site linked below.
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depends on what grade, the teacher, the topic being covered... and more