differentiate goals of education from the instructional objectives set by the teacher from time to time ?
112566
First i would like to say that education sould not have differential goals.Why education should solely lead towards a good man not a big man.If this purpose is not based to the education, the institutional objectives should be set by teacher from time to time.
332223
The last several decades in our nation have witnessed growing concerns that our educational system is not adequately preparing all of our citizens to develop the skills and knowledge they need to live and work successfully in today's complex society (National Commission on Excellence in Education, 1983). Calls for change have centered on the need for schools to provide opportunities for students to engage in activities that promote in-depth understanding, critical thinking, creative problem solving, and the ability to use knowledge in real-life settings (Darling-Hammond, 1993).\n\nIn response to these concerns school improvement efforts have proliferated, aimed at all aspects of the educational system - school structures, organization, governance, and leadership; family and community involvement; as well as curriculum content, instructional methods, individual and system-wide assessments. While all of these initiatives are important, many have been undertaken leaving some basic assumptions about teaching and learning intact, assumptions that have not been sufficiently informed by current understandings of how students learn.\n\nMany commonly accepted educational practices have been influenced by ideas of teaching from the past, based on traditional behaviorist views that teaching is primarily an act of "telling" - supplying students with facts and information in much the same way that an empty glass is filled. While these practices have been successful at producing proficiency in the lower-order skills measured on many tests, they have generally met with little success in developing the kind of knowledge and abilities that\n\nstudents need in real-life situations (National Assessment of Education Progress, 1981).\n\nIn contrast to this transmission-of-knowledge model of teaching, newer understandings of how people learn present a conception of teaching that focuses on developing "thinking" students who understand and can use what they learn. This conception is termed "constructivist" because it sees learning as a dynamic internal process in which learners actively "construct" knowledge by connecting new information to what they already know, rather than as a process in which learners are passive recipients of information transferred to them from external sources. This newer conception's emphasis is on developing students' capacities for analysis and problem-solving, rather than on having them "cover the curriculum" in the most efficient manner possible. Rooted in the assumption that all human beings have a deep drive to make sense of the world (Carini, 1987), constructivism sees learning as motivated by interest and shaped by individuals' cultural and linguistic backgrounds as well as their different learning styles and strengths (Carini, 1986; Gardner, 1983). From the perspective of the constructivist view, learning is supported by multiple experiences and social interactions, rather than by solitary drill and rote memorization (Dewey, 1916, 1956; Piaget, 1973,1980; Piaget & Inhelder, 1969; Vygotsky, 1978). It is a nonlinear process that requires extended periods of time to visit and revisit ideas until they are organized into coherent, stable, and generalizable understandings (Bruner, 1966; O'Brien, 1987).\n\nBecause constructivist principles are based on knowledge of learning, they provide a good starting place for school improvement efforts aimed at supporting students to become better thinkers, creators, and problem-solvers. Without such a focus, reform efforts run the risk of merely "reforming again, again, and again" (Cuban, 1990), focusing on the surface structures of schooling but leaving the central problems untouched.\n\nThis article describes constructivist teaching, highlighting some of its essential\n\nelements. It also discusses some of the challenges that constructivist teaching poses for teacher development. It demonstrates how a c
401696
It depends on what your goals are.  \n\nThe beauty of education, from a teacher's perspective, while being the curse, from an administrator's standpoint, is that teachers have a great deal of ability to subvert changes they do not like.  As such it is essential that you have teacher buy-in to any implementation of curriculum.  This likely means that they will need to have a voice, if not several, in the development stage.  Having an administrative voice is also likely, for practical reasons.  Whether you then chose to have students or parents depends on the level of education and the institution for which the curriculum is being developed.  Asking a 5th grader to design curriculum is not such a good idea, where as a college student could easily be a valuable member of the team.  \n\nAfter it has been developed ensuring it success comes down to 2 things:  1. buy-in and 2. Sticking with it.  Often times it will be the administrators responsibility to get the buy-in from the various stakeholders, including teachers, and parents/students.  As referenced above ensuring that the teachers are behind it is essential if the curriculum is to be taught the way it is designed.  \n\nThe method of evaluation will vary greatly depending on the values of the institution.  Whether it is evaluated through stakeholder surveys, standardized testing, a portfolio, or something else will vary greatly depending on the place, though standardized testing is of course the preferred means in many areas now.
668600
teaching is the building block.. and with each goal they want to achieve, support them. but allow them to do it. \n the web below is a freebie thats how i started them off.
662804
Your administration should provide you with standards, I would think?  Or ask another teacher for examples?
178581
the student is responsible for their choices. A great teacher will facilitate learning in a stimulating and comprehensive way but the child must make the choice and the commitment to learn.
499206
I'm a teacher and I've not heard of the system approach - can you give us more information?
544075
Wonderful question!!!\nBy definition, a problem is any stimulus, question, task, phenomenon, or discrepancy, the explanation for\nwhich is not immediately known. Thus, we are interested in focusing on student performance under those\nchallenging conditions that demand strategic reasoning, insightfulness, perseverance, creativity, and\ncraftsmanship to resolve a complex problem. Not only are we interested in how many answers students\nknow, but also in knowing how to behave when they DON'T know. Habits of Mind are performed in response\nto those questions and problems the answers to which are NOT immediately known. We are interested in\nobserving how students produce knowledge rather than how they merely reproduce knowledge. The critical\nattribute of intelligent human beings is not only having information, but also knowing how to act on it.\nA "Habit of Mind” means having a disposition toward behaving intelligently when confronted with problems,\nthe answers to which are not immediately known. When humans experience dichotomies, are confused by\ndilemmas, or come face to face with uncertainties--our most effective actions require drawing forth certain\npatterns of intellectual behavior. When we draw upon these intellectual resources, the results that are\nproduced through are more powerful, of higher quality and greater significance than if we fail to employ those\npatterns of intellectual behaviors.\nEmploying "Habits of Mind" requires a composite of many skills, attitudes cues, past experiences and\nproclivities. It means that we value one pattern of thinking over another and therefore it implies choice\nmaking about which pattern should be employed at this time. It includes sensitivity to the contextual cues\nin a situation which signal this as an appropriate time and circumstance in which the employment of this\npattern would be useful. It requires a level of skillfulness to employ and carry through the behaviors\neffectively over time. It suggests that as a result of each experience in which these behaviors were\nemployed, the effects of their use are reflected upon, evaluated, modified and carried forth to future\napplications\nHABITS OF MIND ATTEND TO: .\n·  Value: Choosing to employ a pattern of intellectual behaviors rather than other, less\nproductive patterns.\n·  Inclination: Feeling the tendency toward employing a pattern of intellectual behaviors.\n·  Sensitivity: Perceiving opportunities for, and appropriateness of employing the pattern of\nbehavior.\n·  Capability: Possessing the basic skills and capacities to carry through with the behaviors.\n·  Commitment: Constantly striving to reflect on and improve performance of the pattern of\nintellectual behavior.
1073539
Welcome to Academia, where the purpose of education is not employment and eventually financial security, but rather the pursuit of enlightenment.\n\nYou may or not may not learn something in those "filler" classes, but the purpose of those classes isn't to teach you about whatever is the subject du jour... the purpose is to teach how you think and approach problems.  This may seem like a stupid waste of time, but the very fact that you had to ask this question says that you'll benefit a lot from it.
344423
Can't teach effectively without assessing student skill levels to know what to teach next. Do you mean the routine assessing of student levels done by teachers, or the NCLB/state nonsense?
495190
to prove learning is better or more effective in what we see( observe) not what we hear...perform a task completely in silence...mime for the class to repeat it...have a second group perform the same task only verbal  count the number of students in each group who completes the task correctly you will be surprised at the results.
434321
Do you mean like curriculum standards?\n\nIf that is it, then you need to identify the standards that are being taught.  After that, you need to evaluate if the students are actually learning them.  For instance, PA Standard 1.1.11.A Learning to Read Independently states that students should be able to "locate various texts, media and traditional resources for assigned and independent projects before reading."  Essentially, students should be doing prereading excerises on their own.  Did they do that?  \n\nWhat you have to do is go through the entire curriculum and pick out the standards and make sure that they were met.\n\nI hope that helps.
48472
There are many methods / strategies.  A teacher / teacher to be would be wise to learn many and be ready to implement any of them to accommodate different "learning styles."\n\nLecturing\nMini-lecture\nGroup study\nCooperative Learning\nDebates\nTextbook reading and response\nIntegrating technology\nRole Playing\nGames\nHands on activities\netc.
132043
Fix the goal,\nEfficient plan,\ngood use of labour,\nInteraction with the users and goes on...\n\nAcc. to my teacher s/w engg. is not an engg.....It's an art!!!!!!
174875
As a teacher I can tell you it is when the teacher plans activities that are tailored to the students. For instance, this would not include lectures and teacher-centered teaching because the teacher is controlling the conversation and learning in the classroom. Student centered activities would be group work, presentations, discussions,inquiry activities. The thought is that students are in control of their own learning and are teaching themselves the information instead of the former.
906639
i think the answer lies in the method of teaching and the teacher themselves not properly motivating students
89007
ask them nicely to demonstrate for you, so that you get a better idea of what exactly they want from you. if they can't, i don't think they have a clue what teaching is about. if they do a good job, then just copy it.