Curriculum Best Quotes

26 Thought-Provoking Questions: 1. if you could own any single object that you don't have now, what would it be? 2. if you could have one superpower, what would it be? 3. if you could meet anyone in history, who would you choose and what would you ask them? 4. if you could add one person to your family, who would it be? 5. if you could be best friends with anyone in the world, who would you pick? 6. if you could change anything about your face, what would it be 7. if you could change anything about your parents, what would it be? 8. if you could fast-forward your life, how old would you want to be and why? 9. what is the one object you own that matters more to you than anything else? 10. what is the one thing in the world that you are most afraid of? 11. if you could go to school in a foreign country, which one would you pick? 12. if you had the power to drop any course from your curriculum, what would it be? 13. if you caught your best friend stealing from you, what would you do? 14. if you had a chance to spend a million dollars on anything but yourself, how would you spend it? 15. if you could look like anyone you wanted, who would that be? 16. if you were a member of the opposite sex, who would you want to look like? 17. if you could change your first name, what name would you chose? 18. what's the best thing about being a teen? 19. what's the worst? 20. if someone you like asked you out on a date, but your best friend had a crush on this person, what would you do? 21. what is the worst day of the week? 22. if you had to change places with one of your friends, who would you chose? 23. if you could be any sports hero, who would you like to be? 24. what's the one thing you've done in your life that you wish you could do over differently? 25. what would you do if you found a dollar in the street? what if you found $100? $10,000? 26. if you had a chance to star in any movie, who would you want as a costar?

A huge number of jobs that are filled are never advertised to the public, or if they are, they’re filled by people who have a connection to the employer.

The solution which I am urging is to eradicate the fatal disconnection of subjects which kills the vitality of our modern curriculum. There is only one subject-matter for education, and that is LIfe in all its manifestations. Instead of this single unity, we offer children--Algebra, from which nothing follows; Geometry, from which nothing follows; Science, from which nothing follows; History, from which nothing follows; a Couple of Languages, never mastered; and lastly, most dreary of all, Literature, represented by plays of Shakespeare, with philological notes and short analyses of plot and character to be in substance committed to memory. Can such a list be said to represent Life, as it is known in the midst of living it? The best that can be said of it is, that it is a rapid table of contents which a deity might run over in his mind while he was thinking of creating a world, and has not yet determined how to put it together

Lee put his arm around the broad shoulders to comfort him. "You're growing up. Maybe that's it," he said softly. "Sometimes I think the world tests us most sharply then, and we turn inward and watch ourselves with horror. But that's not the worst. We think everybody is seeing into us. The dirt is very dirty and purity is shining white. Aron, it will be over. That's not much relief to you because you don't believe it, but it's the best I can do for you. Try to believe that things are neither so good nor so bad as they seem to you now.

Your LinkedIn profile should leave no room for doubt about the kind of job you’re looking for and why you’re the best person for that position.

Make sure your LinkedIn profile has a targeted headline. Not only should the headline clearly state your career focus, it’s also the most important place to add a keyword or two, because this influences how you appear in search results

Our children see how they are allowed in the best colleges, but only if they live in a neighborhood that has enough public school funding to help them get there. Our children see how once they get into that college the curriculum will still teach and promote the history, culture, and politics that keep them oppressed. Our children are seeing their parents lose the homes they worked so hard to afford due to racist lending practices of banks who will never face consequences for their illegal deeds. Our children see how no matter how hard they work, no matter what they accomplish, they could still be in the next viral video as they are gunned down by a cop at a traffic stop. Our children see that, as the world is now, they have nothing to lose.

I had thrived in Miss Popham’s class because she was in charge of her own curriculum. She had a wonderful idea and freedom to teach as she wished. I still think hers is the best way to organize a literature class in high school if the goal is to encourage wide reading and the love of books. My own best teaching in high school reflected my attempts to replicate the spirit of that 1943 class

That's the best way to know anything, although no one ever tells you that. No one ever says, "Just use the expansive feeling in your chest to understand what's true, and what you want, and where to go, and what really matters," because they're too busy forcing you to learn from books that they're choosing, and pointing at whiteboards that they're writing on, and encouraging you to ask questions from curriculums that they've set.

That's the best way to know anything, although no one ever tells you that. No one ever says, "Just use the expansive feeling in your chest to understand what's true, and what you want, and where to go, and what really matters," because they're too busy forcing you to learn from books that they're choosing, and pointing at whiteboards that they're writing on, and encouraging you to ask questions from curriculums that they've set.

What shapes the best in us dies when the best education dies! The best in us shall always be undermined when they that are responsible for shaping the best in us are always undermined! I stand for a different education: a different education where students will not just learn books but life! I stand for a different education: a different education where students will not just learn moral principles, but they shall be living examples of moral principles. I stand for a different education: a different education where students don’t just understand what they learn, but practice what they learn with understanding! I stand for a different education: a different education where students will not just learn about people of different beliefs, culture and backgrounds, but how to live with people who don’t share common perspective with them and know how to show their emotions of bitterness and misunderstanding rightly! I stand for a different education: a different education where students will be perfect ambassadors’ of God on earth and live their daily lives with all due diligence! I stand for a different education: a different education where students will understand why we all breathe the same air, sleep and wake up each day in the same manner to continue the journey of life! I stand for a different education: a different education where students will learn with inspiration even in their desperations! I stand for a different education: a different education where teachers are seen as true epitome of education! I stand for a different education: a different education in which the value of the teacher is well understood and the teacher is well valued as a treasure! I stand for a different education: a different education where students will not just learn, but they will reproduce great and noble things with what they learn! I stand for a different education: a different education where students will understand the real meaning of integrity and responsibility and with true courage and humility be that as such! I stand for a different education: a different education where education means creativity! Education is the spine of every nation! The better the education, the better the nation! The mediocre the education, the mediocre the nation! A good nation is good because of how education has shaped the perspective and understanding of the populace! A nation that does not know where it is heading towards must ask the machine that produces the populace who drive the nation: education! Until we fix our education, we shall always have a wrong education and we shall always see a wrong nation!

According to Piaget, the best strategy for preschool curriculum is to keep children curious, make them wonder, and offer them real problem-solving challenges, rather than give them information. Many adults still hold the notion that a teacher is someone who shares information. Using Piaget’s theory about children’s learning requires changing the image of teacher into someone who nurtures inquiry and supports the children’s own search for answers.

Once the managers consoldiate their position within an institution, their objective interests no longer fully correspond to the interests of the other groups involved – voters, owners, members, teachers, students or consumers. A decision on dividends, mergers, labor contracts, prices, curriculum, class size, scope of government operations, armament, strikes, etc. may serve the best interests of the manager without necessarily contributing to the well-being of the other groups.

Modern man is determined to believe; that he has demonstrated by the very strength with which he has clutched at absurdities, at fleeting phantasms of the mind. ·Yet he is a rational being who must be brought to salvation in a rational manner. If it is to be equal to the task, theology must no longer be a second class subject in the curriculum. Rather must theology as the prince of sciences attract not only the beSt heans, but the best minds too, the purest intellects-those which find no satisfaction in the discipline of the individual sciences nor even in philosophy, but which are commensurate with the totality of things, with. the universe.

I believe that culture is the hidden tool for transforming our schools and offering our students the best learning possible. Traditionally, policymakers have focused on curriculum as the tool for transformation, naively assuming that teachers merely deliver curriculum to their students. Change the deliverable—Common Core, National Curriculum, International Baccalaureate Diploma—and you will have transformed education they assume. In reality, curriculum is something that is enacted with students. It plays out within the dynamics of the school and classroom culture. Thus culture is foundational. It will determine how any curriculum comes to life.

[I]n every branch of our education, the daily curriculum must occupy a boy's free time in useful development of his physical powers. He has no right in those years to loaf about, becoming a nuisance in public streets and cinemas. But when his day's work is done, he should harden his young body so that he will not become soft later in life. To prepare for this, and to carry it out, should be the function of our educational system, and not exclusively to pump in so-called wisdom. Our school system must also rid itself of the notion that bodily training is best left to the individual himself. There is no such thing as freedom to sin against posterity, and thus against the race.

Rosemary Klein, Winchester, England: Always keep your knees together, ladies; they are best friends. Sister Rosemary Carroll, R.I.P. Katy Kidd Wright, a friend who described herself as a “non-RC heathen raising RC kids going to Catholic schools” confirmed that ashes on foreheads was still in vogue. “The modern curriculum even has a robotics lesson in Grade 2 where my eldest learned to mechanize Mary and Joseph's walk to Bethlehem.” In my school days, we wrote JMJ on the top of scribbler pages for a Holy Family Jesus, Mary, and Joseph blessing. Other times, we wrote BVM for the Blessed Virgin Mary. It was an alphabet acronym heaven. Whenever Dad felt no one was listening to him, he spoke to the Blessed Virgin Mary statue on the living room mantle. They talked a lot.

In the field of education, it seems ‘normal’ to run stories about class sizes, teachers’ pay, the country’s performance in international league tables and the right balance between the roles of the private and state sectors. But we would risk seeming distinctly odd, even demented, if we asked whether the curriculum actually made sense; whether it really equipped students with the emotional and psychological resources that are central to the pursuit of good lives. When it comes to housing, the news urges us to worry about how to get construction companies working, how to make purchasing a home easier for first-time buyers and how to balance the claims of nature against those of jobs and businesses. But it doesn’t tend to find time to ask primordial, eccentric-sounding questions like: ‘Why are our cities so ugly?’ In discussions of economics, our energy is channelled towards pondering what the right level of taxation should be and how best to combat inflation. But we are discouraged by mainstream news from posing the more peculiar, outlying questions about the ends of labour, the nature of justice and the proper role of markets. News stories tend to frame issues in such a way as to reduce our will or even capacity to imagine them in profoundly other ways. Through its intimidating power, news numbs. Without anyone particularly rooting for this outcome, more tentative but potentially important private thoughts get crushed.

I WANT TO end this list by talking a little more about the founding of Pixar University and Elyse Klaidman’s mind-expanding drawing classes in particular. Those first classes were such a success—of the 120 people who worked at Pixar then, 100 enrolled—that we gradually began expanding P.U.’s curriculum. Sculpting, painting, acting, meditation, belly dancing, live-action filmmaking, computer programming, design and color theory, ballet—over the years, we have offered free classes in all of them. This meant spending not only the time to find the best outside teachers but also the real cost of freeing people up during their workday to take the classes. So what exactly was Pixar getting out of all of this? It wasn’t that the class material directly enhanced our employees’ job performance. Instead, there was something about an apprentice lighting technician sitting alongside an experienced animator, who in turn was sitting next to someone who worked in legal or accounting or security—that proved immensely valuable. In the classroom setting, people interacted in a way they didn’t in the workplace. They felt free to be goofy, relaxed, open, vulnerable. Hierarchy did not apply, and as a result, communication thrived. Simply by providing an excuse for us all to toil side by side, humbled by the challenge of sketching a self-portrait or writing computer code or taming a lump of clay, P.U. changed the culture for the better. It taught everyone at Pixar, no matter their title, to respect the work that their colleagues did. And it made us all beginners again. Creativity involves missteps and imperfections. I wanted our people to get comfortable with that idea—that both the organization and its members should be willing, at times, to operate on the edge. I can understand that the leaders of many companies might wonder whether or not such classes would truly be useful, worth the expense. And I’ll admit that these social interactions I describe were an unexpected benefit. But the purpose of P.U. was never to turn programmers into artists or artists into belly dancers. Instead, it was to send a signal about how important it is for every one of us to keep learning new things. That, too, is a key part of remaining flexible: keeping our brains nimble by pushing ourselves to try things we haven’t tried before. That’s what P.U. lets our people do, and I believe it makes us stronger.

Develop flourishing schools … The purpose of the education system should be to create capable and emotionally well-rounded young people who are happy and motivated. At its heart, education policy must acknowledge that the best way of enabling people to realize their potential is to value them for who they are rather than their measuring their performance against exams and targets. Children have multiple intelligences and all schools should have a strategy to develop pupils’ overall well-being. The curriculum needs to be broadened to include more opportunities around sports, arts, creativity and other engaging activities. An education system which promotes flourishing would lead to higher productivity, a more entrepreneurial society and greater active citizenship.

As homeschooling moms we want the best for our children. We want to give them all that is offered out there. But when we fill up our homes with so much stuff, we are doing just that. Filling up. Then we need to constantly organize, and we find we are just moving piles around. Make a list of the things that are absolutely essential. For example core curriculum books, supplies, etc. Then look around and see what is just fluff-those extra maps, flashcards, games, puzzles {with missing pieces}, etc. Decide what is necessary. Then look around and see what is just taking up space.

Wineburg: For the narcissist sees the world—both the past and the present—in his own image. Mature historical understanding teaches us to do the opposite: to go beyond our own image, to go beyond our brief life, and to go beyond the fleeting moment in human history into which we have been born. History educates (“leads outward” in the Latin) in the deepest sense. Of the subjects in the secular curriculum, it is the best at teaching those virtues once reserved for theology—humility in the face of our limited ability to know, and awe in the face of the expanse of history.

A culture of learning in an adult workplace is not just about “training.” A culture of learning is when a community of knowledge workers is empowered and inspired to continually learn and develop as professionals. People learn best by actually doing their work, making mistakes, and collaborating to improve their own practice. It’s an upward spiral: the teachers get better every year as the curriculum gets better, each causing and caused by the other.

Your LinkedIn profile must be consistent with how you portray yourself elsewhere. Not only should your official résumé match the experience you list on LinkedIn, but it also should be consistent with Twitter and public Facebook information.

Your LinkedIn profile must include keywords for specific skills that match your desired job.

First, national standards and national curriculum, enforced by high-stakes testing, can at best teach students what is prescribed by the curriculum and expected by the standards. This system fails to expose students to content and skills in other areas. As a result, students talented in other areas never have the opportunity to discover those talents. Students with broader interests are discouraged, not rewarded. The system results in a population with similar skills in a narrow spectrum of talents. But especially in today's society, innovation and creativity are needed in many areas, some as yet undiscovered. Innovation and creativity come from cross-fertilization across different disciplines. A narrow educational experience hardly provides children opportunities to examine an issue from multiple disciplines.

Searching for content requires wise information literacy strategies and tools (embedded in the curriculum learning processes) to avoid being lost in the information labyrinth. Content curation is also about organizing, filtering and ‘making sense of’ information on the web and sharing the very best pieces of content that has been selected for a specific purpose or need. (p. 1) As suggested in

The mistake that many policymakers make is to believe that in education the best way to face the future is by improving what they did in the past. There are three major processes in education: the curriculum, which is what the school system expects students to learn; pedagogy, the process by which the system helps students to do it; and assessment, the process of judging how well they are doing.

Personalized learning means learners... •    know how they learn best. •    are co-designers of the curriculum and the learning environment. •    have flexible learning anytime and anywhere. •    have a voice in and choice about their learning. •    have quality teachers who are partners in learning. •    use a competency-based model to demonstrate mastery. •    self-direct their learning. •    design their learning path for college and career.

Soon after publication ‘Superiority’ was inserted into the Engineering curriculum of MIT—to warn the graduates that the Better is often the enemy of the Good—and the Best can be the enemy of both, as it is always too late.

Prosperous non-white nations such as Japan, Taiwan, and South Korea would be very desirable destinations for Third-World immigrants, and if those countries opened their borders, they would quickly be filled with foreigners. They keep their borders closed because they know they cannot have the same Japan or Taiwan with different people. Israel, likewise, is determined to remain a Jewish state because Israelis know they cannot have the same Israel with different people. In 2010, Prime Minister Benjamin Netanyahu approved tough measures to deport illegal immigrants, calling them a “threat to the character of the country.” Linguistically, culturally, and racially, Japan is homogeneous. This means Japanese never even think about a host of problems that torment Americans. Since Japan has only one race, no one worries about racism. There was no civil rights movement, no integration struggle, and no court-ordered busing. There is no bilingual education, and no affirmative action. There is no tyranny of “political correctness,” and no one is clamoring for a “multi-cultural curriculum.” When a company needs to hire someone, it doesn’t give a thought to “ethnic balance;” it just hires the best person. No Japanese are sent to reeducation seminars because of “insensitivity.” Japan has no Civil Rights Commission or Equal Employment Opportunity Commission. It has no Equal Housing Act or Voting Rights Act. No one worries about drawing up voting districts to make sure minorities are elected. There are no noisy ethnic groups trying to influence foreign policy. Japanese do not know what a “hate crime” would be. And they know that an American-style immigration policy would change everything. They want Japan to remain Japanese. This is a universal view among non-whites. Those countries that send the largest numbers of emigrants to the United States—Mexico, India, China—permit essentially no immigration at all. For them, their nations are exclusive homelands for their own people. Most people refuse to share their homelands. Robert Pape, a leading expert on suicide bombing, explains that its motive is almost always nationalism, not religious fanaticism. Whether in Sri Lanka, Lebanon, Chechnya, Kashmir, the West Bank, Iraq, or Afghanistan, its main objective is to drive out occupying aliens. It is only Western nations—and only within the last few decades—that have ever voluntarily accepted large-scale immigration that could reduce the inhabitants to a racial minority. What the United States and other European-derived nations are doing is without historical precedent.

What Is Your Philosophy of Discipleship and Leadership Training? The fourth key question is, “How do you think people are best trained to live out the Christian life and best prepared for leadership?” Your answer should ideally be reflected in the curriculum you choose, the way you structure your meetings, and the way you train your leaders.

The senior physicist at the Institute was named Mitis. She was not at present directing the physics curriculum, as all administrative jobs rotated annually among the twenty permanent postings, but she had been at the place thirty years, and had the best mind among them. There was always a kind of psychological clear space around Mitis, like the lack of crowds around the peak of a mountain. The absence of all enhancements and enforcements of authority left the real thing plain. There are people of inherent authority; some emperors actually have new clothes.

The professor is no longer revered for their depth of scholarly knowledge and andragogical skill. Instead, the educator is now at the subjective mercy of an assessment that evaluates how well they pleased the personal and entertainment interests of their students, as opposed to learning objectives, curriculum agendas, and demonstration of learned course skills and theory. When did this paradigm shift from educator to customer service agent begin?

This new modality of learning quickly created a curriculum specialization as it became critical to pack- age progressive educational experiences, and to keep the class moving together toward course outcome achievement.

Make your own learning materials, such as counting beads, fraction circles, tangram shapes, geoboards, and other hands-on math manipulatives.

You will decide if you will deliver your online curriculum in synchrony (in real time using a webinar format such as, Adobe Connect, Zoom, Microsoft Teams, & Google Classrooms, etc.) or asynchronous (learners work independently and submit their work to you on a specific day and time).

Step Up Academy offers a conducive, encouraging, comfortable environment for children to step up their learning and achieve success. Our students progress within the Ontario Curriculum with adequate help with their homework and assignments. They communicate regularly with parents, believe in a team-based approach and look forward to helping parents give their children an early start in life.

Over the years I have written creative non-fiction related to the curricula I produced, first as an elementary school art instructor, then for nearly two decades as a museum education curator. While any curriculum I wrote was based on facts as well as best and accepted practices, to add imaginative interest and encourage my students’ engagement I put those facts in the context of stories, invented situations that brought to life the remote or unfamiliar

Our schools today are probably further away from self-management than most other types of organizations. We have turned schools, almost everywhere, into soulless factories that process students in batches of 25 per class, one year at a time. Children are viewed essentially as interchangeable units that need to be channeled through a pre-defined curriculum. At the end of the cycle, those that fit the mold are graduated; castoffs are discarded along the way. Learning happens best, this system seems to believe, when students sit quietly for hours in front of all-knowing teachers who fill their heads with information. Children can’t be trusted to define their own learning plans and set their own goals; that must be done by the teachers. But, really, teachers cannot be trusted either; they must be tightly supervised by principals and superintendents and school districts and expert commissions and standardized tests and mandatory school programs, to make sure they do at least a somewhat decent job.

So what is the scientific consensus on the components of a high-quality program? According to experts such as Yale emeritus professor Edward Zigler (a leader in child development and early education policy for half a century), the best preschool programs share several common features: they provide ample opportunities for young children to use and hear complex, interactive language; their curriculum supports learning processes and a wide range of school-readiness goals that include social and emotional skills and active learning; and they have knowledgeable and well-qualified teachers who use what are known as reflective teaching practices. Effective programs also demonstrate careful, intentional programming that is driven by more than just scheduling whims or calendar holidays or what’s in the teacher guide this week, and they also take seriously the active involvement of family members.

The knowledge Raine spoke of and sought in her ‘real poets’ formed what she called ‘the learning of the imagination’, a teaching that was not about the imagination but was the imagination itself. Its curriculum was made up of the symbols, metaphors and images that informed her favourite poetry – with Owen Barfield she shared a love of the Romantics – and which constituted much of the ‘hollowed out’ iconography that the modern soul misunderstood and often did its best to undermine. ‘Tradition,’ she wrote in her major work on Blake, ‘is the record of imaginative experience’. ‘Traditional metaphysics’ – that of Pythagoras, Plato and Plotinus – ‘is neither vague, personal or arbitrary’, as the learned dons at Cambridge had tried to convince her it was. ‘It is the recorded history of imaginative thought and has … an accompanying language of symbol and myth’.42 This is Henry Corbin’s mundus imaginalis, ‘a very precise order of reality, which corresponds to a precise mode of perception’: the true imagination.

The knowledge Raine spoke of and sought in her ‘real poets’ formed what she called ‘the learning of the imagination’, a teaching that was not about the imagination but was the imagination itself. Its curriculum was made up of the symbols, metaphors and images that informed her favourite poetry – with Owen Barfield she shared a love of the Romantics – and which constituted much of the ‘hollowed out’ iconography that the modern soul misunderstood and often did its best to undermine. ‘Tradition,’ she wrote in her major work on Blake, ‘is the record of imaginative experience’. ‘Traditional metaphysics’ – that of Pythagoras, Plato and Plotinus – ‘is neither vague, personal or arbitrary’, as the learned dons at Cambridge had tried to convince her it was. ‘It is the recorded history of imaginative thought and has … an accompanying language of symbol and myth’.42 This is Henry Corbin’s mundus imaginalis, ‘a very precise order of reality, which corresponds to a precise mode of perception’: the true imagination

In the following years, Andrew remained at his father’s side, assisting in the farm work and livestock breeding and continuing his experiments with ostensibly labor-saving agricultural contraptions. That phase of his life came to an end with the close of the century. In 1898, the sixty-five-year-old Philip took his third wife, a widow named Frances Murphy Wilder, twenty-five years his junior. Not long afterward, Andrew left home. Despite the best efforts of researchers, little is known about the next eight years of Andrew Kehoe’s life. Census records show that, in 1900, he lived in a boardinghouse in Ann Arbor and worked as a “dairyman.”17 At some point—at least according to his claims—he enrolled at the Michigan State Agricultural College in East Lansing. Founded in 1855 as the nation’s first educational institution devoted to “instruction and practice in agriculture, horticulture and the sciences directly bearing upon successful farming,” the college (which later evolved into Michigan State University) gradually expanded its curriculum to include training in mechanical, civil, and electrical engineering, Kehoe’s alleged major.18 Sometime during this period, he evidently made his way to Iowa and found work as a lineman, stringing electrical wire. He also seems to have spent time in St. Louis, attending an electrical school while employed as an electrician for the city park.19 Family members would later report that, while residing in Missouri, he suffered a serious head injury: “a severe fall” that left him “semi-conscious for nearly two months.”20

Innovations are happening in conventional schooling. Some people will read the chapters to come and respond that their own children’s schools are incorporating evidence-based changes, making them more like Montessori schools—eliminating grades, combining ages, using a lot of group work, and so on. One could take the view that over the years, conventional schooling has gradually been discovering and incorporating many of the principles that Dr. Montessori discovered in the first half of the 20th century. However, although schooling is changing, those changes are often relatively superficial. A professor of education might develop a new reading or math program that is then adopted with great fanfare by a few school systems, but the curricular change is minute relative to the entire curriculum, and the Lockean model of the child and the factory structure of the school environment still underlie most of the child’s school day and year. “Adding new ‘techniques’ to the classroom does not lead to the developmental of a coherent philosophy. For example, adding the technique of having children work in ‘co-operative learning’ teams is quite different than a system in which collaboration is inherent in the structure” (Rogoff, Turkanis, & Bartlett, 2001, p. 13). Although small changes are made reflecting newer research on how children learn, particularly in good neighborhood elementary schools, most of the time, in most U.S. schools, conventional structures predominate (Hiebert, 1999; McCaslin et al., 2006; NICHD, 2005; Stigler, Gallimore, & Hiebert, 2000), and observers rate most classes to be low in quality (Weiss, Pasley, Smith, Banilower, & Heck, 2003). Superficial insertions of research-supported methods do not penetrate the underlying models on which are schools are based. Deeper change, implementing more realistic models of the child and the school, is necessary to improve schooling. How can we know what those new models should be? As in medicine, where there have been increasing calls for using research results to inform patient treatments, education reform must more thoroughly and deeply implement what the evidence indicates will work best. This has been advocated repeatedly over the years, even by Thorndike. Certainly more and more researchers, educators, and policy makers are heeding the call to take an evidence-based stance on education. Yet the changes made thus far in response to these calls have not managed to address to the fundamental problems of the poor models. The time has come for rethinking education, making it evidence based from the ground up, beginning with the child and the conditions under which children thrive. Considered en masse, the evidence from psychological research suggests truly radical change is needed to provide children with a form of schooling that will optimize their social and cognitive development. A better form of schooling will change the Lockean model of the child and the factory structure on which our schools are built into something radically different and much better suited to how children actually learn.

Finding a fine British International school can be a challenge if you live in a place like Dubai. Known as a melting pot of cultures, Dubai offers many choices when it comes to curriculum preferences. Digging the web for valuable options can leave in you bind as well. But, to find the right and affordable British school in Dubai you must have a clear picture of the options available. To make your work easier, here is a list to help you pick the best British curriculum school in Dubai. The best British International schools in Dubai Listed below are the top picks of English Schools in Dubai: The Winchester School This English school in Dubai is the right example of high-quality education at affordable rates. The Winchester School is an ideal pick as it maintains the desired level of British curriculum standards and has a KHDA rating as ‘good’. Admission: This school is fully inclusive for kids aged 1-13 and it conducts no entrance exam for foundation level. However, for other phases, necessary entrance tests are taken according to the standard. Also, admissions here do not follow the concept of waiting lists, which can depend on the vacant seats and disability criteria. Fees: AED 12,996- AED 22,996 Curriculum: National Curriculum of England-EYFS(Early Years Foundation Stage), IGCSE, International A-Level, and International AS Level. Location: The Gardens, Jebel Ali Village, Jebel Ali Contact: +971 (0)4 8820444, principal_win@gemsedu.com Website: The Winchester School - Jebel Ali GEMS Wellington Internation School GEMS Wellington Internation School is yet another renowned institute titled the best British curriculum school in Dubai. It has set a record of holding this title for nine years straight which reveals its commendable standards. Admission: For entrance into this school, an online registration process must be completed. A non-refundable fee of AED 500 is applicable for registration. Students of all gender and all stages can enroll in any class from Preschool to 12th Grade. Fees: AED 43,050- AED 93,658 Curriculum: GCSE, IB, IGCSE, BTEC, and IB DP Location: Al South Area Contact: +971 (0)4 3073000, reception_wis@gemsedu.com Website: Outstanding British School in Dubai - GEMS Wellington International School Dubai British School Dubai British School is yet another prestigious institute that is also a member of the ‘Taaleem’ group. It is also one of the first English schools to open and get a KHDA rating of ‘Outstanding’. Thus, it can be easily relied on to provide the curriculum of guaranteed quality. Admission: Here, the application here can be initiated by filling up an online form. Next, the verification requires documents such as copies of UAE Residence Visa, Identification card, Medical Form, Educational Psychologist’s reports, Vaccination report, and TC. Also, students of all genders and ages between 3-18 can apply here. Fees: AED 46,096- AED 69,145 Curriculum: UK National Curriculum, BTEC, GCSE, A LEVEL Location: Behind Spinneys, Springs Town Centre, near Jumeirah Islands. Contact: +971 (0)4 3619361 Website: Dubai British School Emirates Hills | Taaleem School Final takeaways The above-listed schools are some of the best English schools in Dubai that you can find. Apart from these, you can also check King’s School Dubai, Dubai College School, Dubai English Speaking School, etc. These offer the best British curriculum school in Dubai and can be the right picks for you. So, go on and find the right school for your kid.

limited time that any teacher has with students is best spent on helping them unlock their potential, rather than meeting some arbitrary curriculum.

high schools across the country may vary enormously and we try to take account of this by recommending that students complete the most challenging courses available to them at their particular school. When we talk about challenge and rigor, the signal we’re sending is that while college is a transformative, often life-changing experience, it requires serious preparation. We believe that students are in the best position to maximize their experience at our institution when they complete challenging and rigorous classes that are offered at their high school. Students don’t do themselves any favors by trying to pump up their GPA by completing a non-college-prep curriculum. Avoiding courses that prepare one for college is not an effective strategy

Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid. Individualized attention in classes: Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers. image Child Safe Environment: At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child. Updated Curriculums: We have 4 levels of programmes prepared for our children. Foundational - KG - IInd Preparatory - IIIrd - Vth Middle School - VIth - VIIIth Senior School - IXth - XIIth These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.

FASHION DESIGN @ IIIFT Mumbai IIIFT’s curriculum aim to equip students with knowledge on Design Concept, Fashion Illustration, Textile Design, Pattern Making, Garment Construction, colours, silhouette, proportion, fabric, print, pattern, texture, sampling and construction; the prototyping stage of flat pattern cutting, structure, and embellishment till the promotion of the design. Focus on practical work makes IIIFT the best fashion design college in mumbai.

Establishing a student-centered learning culture means creating the conditions and ethos that best support every learner’s ability to master a high-challenge, standards-based curriculum. Through a variety of means—including developing high teacher expectations for each student, creating a safe and orderly learning environment, providing academic press along with meaningful academic and social supports, affording supportive peer norms, and fostering helpful and respectful relationships—teachers and principals can re-boot their school’s culture in ways that advance the likelihood of every child’s academic success.

How to Pass 10th & 12th Class from Nios Open school in gurugram, sohna, manesar To pass 10th and 12th class from an open school, you can follow these general steps: Choose a recognized open school: Research and identify a recognized open school or board in your country or region that offers the 10th and 12th class examinations. Some well-known open school boards include the National Institute of Open Schooling (NIOS) in India and the Open Schooling System in many countries. Enroll in the open school: Contact the open school or board and inquire about the enrollment process. They will provide you with the necessary information and forms to complete the registration. Typically, you will need to submit personal details, educational history, and any required documentation. Understand the curriculum: Obtain the curriculum and syllabus provided by the open school for the 10th and 12th classes. Familiarize yourself with the subjects and topics that you will be studying. It’s important to understand the course requirements to plan your studies effectively. Self-study and prepare: Since open schools provide flexibility, you will primarily be responsible for self-studying. Create a study schedule and allocate sufficient time to each subject. Utilize textbooks, online resources, and study materials provided by the open school. Take advantage of any tutoring or coaching options available to you. Attend contact classes (if available): Some open schools offer optional contact classes or tutorials to provide additional support to students. These classes are conducted by experienced teachers who can clarify doubts and provide guidance. If such classes are available, consider attending them to enhance your understanding of the subjects. Complete assignments and practicals: Open schools often require students to complete assignments, projects, and practical examinations alongside the theoretical exams. Pay attention to the guidelines provided by the open school and complete these tasks within the given deadlines. Take the examinations: Open schools have their own examination schedules. Register for the exams as per the instructions provided by the open school. Adhere to the examination timetable and make sure to reach the examination center on time. Prepare well and give your best during the exams. Results and certification: After the completion of exams, the open school will announce the results within a specific timeframe. Once you pass the exams, you will receive a passing certificate or mark sheet from the open school board. This certificate is recognized and holds the same value as certificates obtained from traditional schools. Remember, the specific process may vary depending on the open school or board you choose. It is important to closely follow the guidelines and instructions provided by the open school throughout the process. Contact for Admission: For more information for admission & and guidance please contact us on +91 9716451127, 9560957631

That after the roll of centuries, this same Iliad, whose message had been so clearly grasped by ancient poets and historians, came to be perceived as a martial epic glorifying war is one of the great ironies of literary history. Part of this startling transformation can undoubtedly be attributed to the principal venues where the Iliad was read—the elite schools whose classically based curriculum was dedicated to inculcating into the nation's future manhood the desirability of "dying well" for king and country. Certain favorite outstanding scenes plucked out of context come to define the entire epic: Hektor's ringing refusal to heed the warning omen, for example—" 'One bird sign is best: to fight in defence of our country' "—or his valiant resolution—" 'not die without a struggle and ingloriously.' " Homer's insistent depiction of the war as a pointless catastrophe that blighted all it touched was thus adroitly circumvented.

If you are searching for the Best MBA College in Jaipur, then TC Business School is one of the Best choices for you. TC Business School stands out as the top choice for an MBA in Jaipur. This college is known for its excellent education and impressive facilities. They have a talented team of teachers and a curriculum that prepares students well for the business world. What makes TC Business School special is its focus on hands-on learning and real-world experience. So, if you're looking to boost your career, TC Business School is the place to be for your MBA journey.

Influential educational school in Abu Dhabi: Reach British School Selecting schools that speak about the type of education you want to impart to your kid is an important decision. Like all other difficult decisions that parenthood brings with it, this one too cannot be decided based on one impulsive thought. School is an important part of any child's growth. They learn, they giggle, and grow into beautiful individuals. Thus, schools build them into responsible beings. However, finding the right school can be research-heavy and hectic. International education in the United Arab Emirates is not cheap, and this adds to an extra load of pressure on deciding parents. Yet, Abu Dhabi is known to host an excellent range of international schools that are somewhat budget-friendly. The British International School is one such example, they surely secure a place in the list of best schools in Abu Dhabi. Why choose Reach British School? Reading through different curriculums, and googling into millions of school websites is a part of this decision-making. You look for that spark, one that you look for in any relationship. Yes, choosing a school is the beginning of a life-long relationship, an important part of your child’s life. This article will push you towards decision making, as it lists the points on why you should choose Reach British School. The following reasons will convince you that it fits into the best schools in Abu Dhabi. English proficiency The staff is filled with native English-speaking teachers. Thus, they bring with them, years of experience in the language field and absolute English proficiency. Being native English speakers, they can showcase experience in the UK or other international schools. Excellent facilities Schooling is a part of a child's overall growth, and there is more to it than just academics. Being one of the best schools in Abu Dhabi, they support an exciting curriculum. It includes sports, arts, academic subjects, and a bunch of other extra-curricular activities. High Academic standards and behavioral expectations A child grows into a successful human being, who is also a responsible citizen. Thus, the school sets a strong focus on the academic depth and the behavioral patterns of the child. They ensure that your child reaches their fullest potential in a safe and secure environment. Student progress tracking You will get a chance to be deeply involved in your child's progress. The school will provide regular reports on your child's growth that will give you a fair idea about their needs, likes, and dislikes. Thus, you can take an active part in their academic progress, social and emotional well-being. Secondary scholarships The school funds a scholarship program to motivate students to achieve their dreams. The program attracts bright minds and pushes them to reach their potential in the fields they are passionate about. Amazing learning Not just the staff, but also the environment of the school will enable your child to go through an amazing learning experience. Your child will be motivated and encouraged to perform better as that is the base for amazing learning. Endnotes Reach British School wants to let your child shine, in the truest sense possible. Keeping the tag of being one of the best schools in Abu Dhabi, is difficult. Thus, they aspire to be better every day and sculpt new souls into responsible adults, while protecting their innocence and childhood.

Earth is a boarding school. We agree to come here for a period of time, leaving our home in the spiritual realm. There is a curriculum which we co-create before we arrive, similar to choosing our classes before the semester starts, according to our goals for learning. We select a body to enable us to have the best experience with which to achieve our mission. Our ultimate goal: for our consciousness to evolve. When the learning is complete for this lifetime, we return home from school.

The robust IGCSE curriculum, new-age learning approachcommitment to providing quality education make Cambria,the Best International School in Kalyan West.

HKR Trainings provides the best and industry oriented docker kubernetes training to gain skills in order to build your professional career . Our course curriculum covers all the concepts to gain real-time proficiency in core essentials of docker kubernetes, docker kubernetes fundamentals, learn about building, testing, and deploying Docker applications with Kubernetes and learn to work using containers, docker CLI commands, docker monitoring, Kubernetes commands, etc.Moreover with comprehensive training helps to gain expertise in this comprehensive field so as to accomplish your daily tasks for ease. Our expert trainers deliver the lecturers in a more practical way so as to gain realistic experience. Get the industry-oriented docker kubernetes training course from the certified mentors by joining HKR.

Part of the ambiguity that students need to learn to deal with in the course of their preparation to serve and be served by the present society is that it is a high form of art to ask the right questions. But it is also unrealistic to expect that someone else has answers for them. I said at the outset that many of the questions students have asked me during these days I regard as unanswerable except as one ventures into some experience and learns to respond, in the situation, to the immediate problems one confronts. And to do this one must have learned how to open one’s awareness to receive insight, inspiration, in the moment of need. One must accept that only venturing into uncertainty with faith that if one is adequately prepared to deal with the ambiguity, in the situation, the answer to the questions will come. The certainty one needs to face the demanding situations of life does not lie in having answers neatly catalogued in advance of the experience. That, in fact, is a formula for failure—one is surprised, sometimes demoralized, by the unexpected. Dependable certainty (which we all need a lot of) lies in confidence that one’s preparation is adequate so that one may venture into the experience without pre-set answers but with assurance that creative insight will emerge in the situation when needed, and that it will be right for the situation because it is an answer generated in the situation. A liberal education provides the best context I know of for preparing inexperienced people to venture into the unknown, to face the inexactitude and the wildness, with assurance. But, having said that the conventional liberal arts curriculum is the best context for such preparation, I must also say that it usually does not contain the preparation—and it should.

while we’re at it, please can Quaker Oats ban Ethan Frome from the curriculum altogether? It’s a snoozefest of repressed, milquetoast characters, all building up to the climax of—no joke—a toboggan ride. We should end on the Whartonian high of The Age of Innocence, which is probably the best novel set in New York City, ever. It’s about rich white people planning hits and takedowns at fancy balls like it’s The Godfather. Even though The Age of Innocence was written a hundred years ago, you just know that Edith Wharton knew what was up.

The former medical director of Planned Parenthood, Calderone had come up with the idea for her organization, the Sex Information and Education Council of the United States, at a 1961 conference of the National Association of Churches. By the 1964–65 school year SIECUS’s “Guidelines for Sexuality Education: Kindergarten through 12th Grade” had been requested by over a thousand school districts. A typical exercise for kindergarten was watching eggs hatch in an incubator. Her supporters saw themselves as the opposite of subversives. “The churches have to take the lead,” Dr. Calderone, herself a Quaker, would say, “home, school, church, and community all working cooperatively.” The American Medical Association, the National Education Association, and the American Association of School Administrators all published resolutions in support of the vision. Her theory was that citizens would be more sexually responsible if they learned the facts of life frankly and in the open, otherwise the vacuum would be filled by the kind of talk that children picked up in the streets. An Illinois school district argued that her program would fight “‘situation ethics’ and an emerging, but not yet widely accepted standard of premarital sex.” Even Billy Graham’s magazine, Christianity Today, gave the movement a cautious seal of approval. They didn’t see it as “liberal.” But it was liberal. The SIECUS curriculum encouraged children to ask questions. In her speeches Calderone said her favorite four-letter word ended with a k: T-A-L-K. She advised ministers to tell congregants who asked them about premarital sex, “Nobody can judge that but yourself, but here are the facts about it.” She taught that people “are being moral when they are being true to themselves,” that “it’s the highest morality to live up to the best in yourself, whether you call it God or whatever.” Which, simply, was a subversive message to those who believed such judgments came from God—or at least from parental authority. The anti-sex-education movement was also intimately related to a crusade against “sensitivity training”: children talking about their feelings, about their home lives, another pollution of prerogatives that properly belonged to family and church. “SOCIALISTS USE SEX WEDGE in Public School to Separate Children from Parental Authority,” one of their pamphlets put it. Maybe not socialists, but at the very least someone was separating children from parental authority. More and more, it looked like the Establishment. And, given that the explosion issued from liberals obliviously blundering into the most explosive questions of where moral authority came from, thinking themselves advancing an unquestionable moral good, it is appropriate that the powder keg came in one of America’s most conservative suburbs: Anaheim, the home of Disneyland, in Orange County, California, where officials had, ironically enough, established a pioneering flagship sex education program four years earlier.

NCERT has prepared the national curriculum framework under Prof. Yash Pal’s leadership

In this school called life, we will take various classes, which involve subjects or experiences we signed up for while still in Spirit. Before our incarnation, we choose the life we think will afford us the best opportunities and/or challenges to help us hone our skills in practicing the energy of love. For most souls, much of the curriculum is defined by the relationships they will experience on Earth. These relationships will present opportunities to learn valuable lessons that the soul wouldn’t receive any other way. Therefore, relationships are the cornerstone of a soul’s growth and learning.

Curriculum development is a collaborative endeavour, involving teachers, administrators, parents, and other stakeholders, all working together to provide the best possible education for students.