Edu Systems International conducted a training program on Curriculum, Instruction and Assessment for Manar American School at Ismailia Governorate. A total of 50 teachers including teachers and administrators participated at the workshop. The latter embraced different activities on curriculum development, teaching practices and evaluation phases where providing quality education for students was the main theme for the workshop. Certainly, ESI is committed to supporting schools to boost and accelerate the quality of education to serve a wide range of learners.
Edu System International believes that Educators must understand the concepts in processing professional development and what it means to education.
ESI offered training program for teachers enrolled in different Futures branches. The program started on 24th and ended on 28th of August.
ESI hosted a number of Future's educators at its head quarter to deliver a wide range of topics to the entire school staff. The ultimate goal of the program is to enhance capability of teachers and staff working at schools, which in turn will have impact on students' learning. Participants were evaluated at the end of each course to assess their understanding and the course effectiveness.
The courses offered in the training program included the following:
• Curriculum Design & Instructional Strategies
• Classroom Management
• Active Learning
• Crisis Management
• Time Management
• School Annual Plan
• Quality Assurance & Self Study
• Basics of Computer
• Exams Administration & Management
ESI team members will be honored to provide professional development programs that tailored to address the needs of your school.
What distinguish special education from general education?
Special education uses quite a different approach from the general education, although some areas overlap.
General education involves presenting the standard curriculum set by education authorities using standard teaching methods.
General education involves the typical classroom setting, wherein teachers address the needs of the class as whole. Teachers in general education, focus on preparing students to be ready for the next grade level. Special education means design an instruction that meets unusual needs of disabled children. It requires special materials, teaching techniques, equipment and facilities. Teachers should design instructions that meet each students need and it is not a must that all the disabled need are the same, these instructions should be carefully planned, intensive, urgent, relentless and goal directed. Special education teachers thinks what this child will be after long period of time, that's why special education curricula focus on teaching them practical skills to help them deal in normal society.
How has the history of special education shaped the field today?
In the ancient history, disability was something shameful and their rights were deprived by the society. Disabled students were always referred to as punishment from god. Subsequently, they were used as servants & clowns and they were deprived from visiting sacred places and sometimes were put to death. This was slightly changed on 1578 when scientists started to recognize disability and that was reflected through creating the first documented experience about education of deaf children by Pedro Ponce de Leon. In the twenty first century, new era started when Jean Marc Itard and Seguin started to argue that special teaching methods could be effective in educating disabled children. Revolutionary ideas of Itard and Seguin and their successors formed the foundation of present day special education which includes; believing in that each child can learn to the highest potential. Moreover, establishing of the Individuals with Disabilities Education Act.
(IDEA) law which sheds the light on the rights of disabled children also has a massive effect on the future of special education. This law is currently processed at USA and it calls for free, appropriate, public education for every child or youth between the ages of 3 to 21 regardless the severity of the disability. IDEA is considered a hopeful message that through persistence and persuasion could come to life in our country in which still disability is negatively labeled.
IDEA has six main principals that show the spirit and the intent of educating disabled students and provide them with all their rights as human beings:
1-Free Appropriate Public Education (FAPE)
2-Appropriate Evaluation which guarantees that each child suspected of having disability will receive an appropriate evaluation. This evaluation should provide information about the child educational needs and his eligibility for special education.
3-Individualized Education Program (IEP) which ensures that each disabled student will receive an individualized instructions, education and its related services based on his needs.
4-Least Restrictive Environment (LRE) which reflects the preference of IDEA in subjecting disabled students to general education classes with access to general education curriculum to attain free appropriate public education in the least restrictive environment.
5-Parents and students participation in decision making, IDEA requires that parents participate in the team that discusses the child's learning needs and determines if the school should conduct a comprehensive evaluation if it is suspected that the child has a learning disability (LD). "Equal partnership in the decision-making process"
6- Procedural safeguards.
By having such a law that supports and provide all kinds of help in all life aspects to special need students, equity and justice between humans will be attained. No one will feel shameful of having disabled child or fear of being labeled.
Saturday, October 18th 2014
09:00 AM - 04:00 PM
Course Objective & Description
The workshop will lead the participants through guided practice on how to select and organize the essence of a curriculum-content, learning experiences, skills and values.
Topics to be covered
Scope & Sequence
Integration & Community
A registration fee of $75 per person (or $300 for up to 5 people).
This fee will include refreshments, launch & certificate.
For more information / Registration, Please click here
The curriculum scope, sequence, integration, and continuity are related to how to select and organize the essence of a curriculum, it's content (things children understand and information children acquire), learning experiences (out of which children make their own meanings and stimulate their own unique growth), skills (specific competencies that children acquire), or values (moral and ethical stances and perspectives on our world).
• Scope relates to what should be taught or learned.
• Sequence relates to when different parts of the curriculum should be learned with respect to the other parts of the curriculum.
• Integration relates to how different strands of a piece of curriculum relate to other things occurring in students' lives, either in other school subjects or outside school in their homes and community.
• Continuity relates to how previous learning and future learning relate in terms of cumulative effects of learning Curriculum refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; tests, assessments, and other methods used to evaluate student learning.
The Scope and Sequence is a brief outline of the standards and a recommended teaching order for a particular course/grade-level. A course/grade-level Scope and Sequence document outlines for each grading cycle three crucial learning criteria:
• Student standards that make up one or more learning unit/part of instruction in the grading cycle
• The suggested order for teaching the content and skills
• The recommended number of lessons and amount of time for instruction.
Each Scope and Sequence document is designed for a specific school year and reflects the number of available instructional days for that year and grading period.
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