Teaching Essays Objective of Curriculum

Teaching Essays Objective of Curriculum Objective of Curriculum The main focus of this curriculum is to incorporate elements of children’s developmental domains which contribute to the holistic being. Our activities are designed by taking into consideration the children we have observed for our child study. Although we recognize the concept of play in the curriculum, we feel that it is also important to provide pupils with a structured curriculum that would supplement their developmental needs. The curriculum aims to develop the children’s socio-emotional development, cognitive – language development and physical development through the integration of play as well as the inquiry, project and thematic approach. In doing so we have ensured that children are provided with an avenue for aesthetic and creative expression, language and literacy development, practice for numeracy skills, motor skills development along with creating an awareness of the self, the environment and the social sphere. As part of our design objective, we aim to ensure continuity from what children have learnt in preschool to the primary school curricula. We feel that this would ease pupils into making the transition from an environment which they have developed a sense of familiarity (i.e. the kindergarten setting) and the one which they are being initiated into. Partnered with the other key approaches, our team firmly belief that by encompassing our curriculum around play, it would supplement children’s developmental needs which in our view have been neglected in the current school curricula. Our Curriculum Having observed the children at the various kindergarten settings, our group have decided to build our curriculum around the concept of â€Å"learning through play†. We recognize that play is an integral part of a child’s holistic development and it should not be omitted as the child progresses into the primary education system. From our child study we observed that each of these children displayed varying interests and abilities which can be extended through a curriculum centered on the concept of play. Play, as we know it, has been defined in many ways by various theorists. One of the many definitions is by Van Hoorn (2007) who affirms that â€Å"[p]lay plays a big part of young children’s development and expression of the child’s developing personality, sense of reflect, intellect, social capacity and physicality.† (p. 4). The activities that surround our curriculum are aimed to address these vital domains of the developing child. Van Hoorn (2007 ) also theorizes that the concept of play exists in a continuum which ranges from â€Å"spontaneous† to â€Å"guided† to â€Å"teacher-directed play†. We have adopted this concept throughout the entire design of this curriculum. Through the integration of both individual and group activities, we are taking into consideration each child’s learning needs as we acknowledge their different learning styles. In our planning, we aim to invigorate this concept of play into our curriculum by integrating other key approaches used in the current school curricula. The curriculum is designed such that it is centered on the concept of â€Å"learning through play† while at the same time utilizing the thematic approach, inquiry approach and the project approach. We have developed the following tripartite diagram to illustrate how we have incorporated the various approaches in our curriculum. Thematic Approach We have chosen to implement the thematic approach as it keeps our curriculum design focused. In view of what has been stated by Wortham (2006), we agree that since the â€Å"thematic curriculum is completed over a period of time, there is opportunity for exploration, investigation, and representation of learning in an unhurried environment† (p.299). Ideally, the curriculum should be executed through a span of eight weeks, within a term. This is to ensure that children would be given ample time to develop skills and knowledge surrounding the adopted theme. We felt that the thematic approach would also aid in children’s learning as they build up experiences based on an ongoing theme which stimulates children into meaning-making as they acquire skills and develop in the different domains. Inquiry Approach The inquiry approach has also been interwoven into this curriculum because we believe that pupils should be given the opportunity to explore for themselves the learning possibilities through inquisitive questions. Much of the activities designed in this curriculum has been targeted at children in honing their inquiry skills. Pupils are encouraged to seek solutions using the open resources made available to them. Project Approach The project approach was also adopted in this curriculum as a way of assessing pupils’ learning. Through this mode of assessment, where pupils are given free reign of the project that they could work on, pupils would be exposed to a variety of activities that taps on their various abilities. Both Vygotsky and Piaget believed that it is through personal manipulation and discoveries that children are able construct an understanding of their learning experiences. Additionally with this project approach pupils will be able to work in a social context where they can learn through a partnership with the teacher. Suggested Activities As an illustration the suggested activities in the framework we have included is based on the theme of Occupation. We planned these activities with the assumption that it is theme which the children have collaboratively decided on as a whole class. The activities incorporated in this curriculum development takes into account the interests and strengths of the children we have observed during our child study. For instance, we have given pupils the choice of their mode of presentation for the role play which can be done through dramatization or a musical performance. Moreover this would encourage pupils to form a self awareness of their personal strengths and interests. The Career Day is essentially a whole day event where children will be given an opportunity to exhibit the product of the projects in which they have undertaken within their groups. We have implemented this concept of a career day as we feel that this would encourage children to take responsibility and pride of their achievements and what they are capable of creating.

Cultural Differences Affecting Meaning and Understanding Essay

How do cultural differences affect meaning and understanding? In today’s business environment, the mechanics of global business seem to be working on a surface level. We can make quick money transactions by phone or by computer. Consumers can purchase products from all different countries in one transaction. Although trade barriers are still a major topic, they are slowly decreasing. As we sick below the surface, we will see that Global business is still in major jeopardy because of a newly emerging challenge: Cultural differences. Culture is the pattern of beliefs or expectations that inevitably shape the behaviours of individuals and teams within organisations. It is concerned with the basic assumptions, values, attitudes, food and feeding habits, dress and appearance, relationships, a sense of self and space and norms shaped by members of an organisation or country. These elements of culture are usually taken for granted and guide others perceptions, thoughts and actions. For example, the Culture at McDonald’s fast food chain emphasises efficiency, speed and consistency. It orients employees to company goals and charters and suggests the necessary behaviours for success. Many educated, business people may say â€Å"But we are getting closer and closer to each other, we don’t have any cultural problems’. Yes, it is possible to transcend cultural differences; however statements like this can be misleading to many people. (Funakawa, p18) Geert Hofstede, a successful cross-cultural management researcher, observes five different dimensions within a culture: Power/Distancing – This refers to the degree of inequality that exists and is accepted among people with and without power. High Power distancing cultures conclude that society accepts an unequal distribution of power and people understand â€Å"their place† in the system. Low Power Distancing means that power is shared and well dispersed. It also means that society members view themselves as equals. Application: According to Hofstede’s model, in a high Power distancing country like Malaysia, you would probably send reports only to top management and have closed door meetings where only a select few, powerful leaders were in attendance. Individualism – This refers to the strength of the ties people have to others within the community. A high Individualism society indicates a loose connection with people. In countries with a high Individualism society there is a lack of interpersonal connection and little sharing of responsibility, beyond family and perhaps a few close friends. A society with a low Individualism would have strong group cohesion, and there would be a large amount of loyalty and respect for members of the group. The group itself is also larger and people take more responsibility for each other’s well being. Masculinity – This refers to how much a society sticks with, and values, traditional male and female roles. High Masculinity societies are found in countries where men are expected to be tough, to be the provider, to be assertive and to be strong. If women work outside the home, they have separate professions from men. Low Masculinity societies do not reverse the gender roles. In a low Masculinity society, the roles are simply blurred. You see women and men working together equally across many professions. Men are allowed to be sensitive and women can work hard for professional success. Uncertainty/Avoidance Index – This relates to the degree of anxiety society members feel when in uncertain or unknown situations. High Uncertainty societies try to avoid ambiguous situations whenever possible. They are governed by rules and order and they seek a collective â€Å"truth†. Low Uncertainty societies indicate the society enjoys novel events and values differences. There are very few rules and people are encouraged to discover their own truth. Geert also observes that when people write about national cultures in modern society becoming more and more similar, the evidence cited is usually taken from the level of practices; people dress the same, use the same fashionable words in context, buy the same products and brands, they participate in global sports etc. These manifestations of culture are sometimes mistaken for all there is: the deeper, underlying values is often overlooked. (Funakawa p33) The value for cross cultural communication cannot be overemphasised. It is what enables any mission statement, vision or strategy, and affects meaning and understanding on every level.

How to Conjugate the French Verb Rester (to Stay)

Rester is the French verb that means to stay or to remain. This is a very useful word and one youll want to add to your vocabulary. To use  rester properly, youll need to study its conjugations. This will allow you to say I am staying, he stayed and similar phrases. The good news is that  rester  is a regular verb, so its a little easier to memorize than others. The Basic Conjugations of  Rester Rester is a regular -er verb, meaning it follows a very common conjugation pattern. If you have studied other French verbs like passer (to pass) or visiter (to visit), you can apply the same infinitive endings you already know to this verb. The indicative mood is the most common and these are the forms of  rester  that youll use most often for the basic present, future, and imperfect past tenses. Using the verb stem (or radical)  rest-, you will add a variety of endings to match both the subject pronoun and the tense of your sentence. The chart will help you memorize these various forms. For example, I am staying is  je reste  and we will stay is  nous resterons. Your daily life should have plenty of opportunities to practice this verb and the more you use it, the easier it is to remember. Present Future Imperfect je reste resterai restais tu restes resteras restais il reste restera restait nous restons resterons restions vous restez resterez restiez ils restent resteront restaient The Present Participle of Rester When we add an -ant  ending to the stem of  rester, the result is the  present participle  restant. Rester  in the Compound Past Tense While there are other compound forms you can study, well focus on the most common for this lesson. The  passà © composà ©Ã‚  is used for the past tense and requires the  auxiliary verb  Ãƒ ªtre  as well as the  past participle  restà ©. The only conjugation required for this is à ªtre into the present tense for the subject. The past participle remains unchanged and takes care of implying that the action happened in the past. For example, I stayed is je suis restà © and we stayed is nous sommes restà ©. You can see how this can be much easier than memorizing all those imperfect forms, but dont skip those just to save time. Your French teacher may require you use them. More Simple Conjugations of Rester The  rester  conjugations above should be your top priority, though there are a few more simple conjugations you may need from time to time. They each have their own purpose and are good to know. For instance, when the action is uncertain, the subjunctive is used. In an if...then situation, you can use the conditional. Less frequently, you may even need the  passà © simple  or  imperfect subjunctive, though these tend to be for formal uses. Subjunctive Conditional Passà © Simple Imperfect Subjunctive je reste resterais restai restasse tu restes resterais restas restasses il reste resterait resta restà ¢t nous restions resterions restà ¢mes restassions vous restiez resteriez restà ¢tes restassiez ils restent resteraient restà ¨rent restassent If you want to command your dog to Stay! in French, you can use the imperative form.  For this, you can skip the subject pronoun and simplify it to Reste !  Of course, it has other uses, but the idea of training your dog in French is a fun idea. Imperative (tu) reste (nous) restons (vous) restez

Oedipus Throughout His Journey - Free Essay Example

Sample details Pages: 4 Words: 1050 Downloads: 7 Date added: 2019/08/16 Category Literature Essay Level High school Tags: Oedipus Essay Did you like this example? The Greeks believed that man can be portrayed with exaggerated fables that can be taught to people of all ages. One of these stories tells a tale of a tragic hero known as King Oedipus, he is well known for saving Thebes from a powerful Sphinx. Sophocles gives the reader a twisted, but a well-bound story of a man trying to outrun his own destiny, as a reader we see what can happen when you test fate and disrespect the Gods. Don’t waste time! Our writers will create an original "Oedipus Throughout His Journey" essay for you Create order Oedipus throughout his journey one thing is always repeated and it is his arrogance and the fact he is egoistic. Thus, the overall hamartia demonstrated by King Oedipus is his self-absorbent nature, in which Sophocles provides the reader with the theme that when one concerns excessively with oneself; seeking to take advantage of the well-being of others for self-gain will only lose everything that is precious to them. King Oedipus, first interacting with Teiresias, foreshadows that Oedipus cannot take the truth and often blames others for his action, which creates more harm than good. A prime example is when he accuses Creon and Teiresias of trying to plot against him to take control of a falling kingdom, Oedipus says I tell you I do believe you had a hand in plotting and all but daring this very act, (KO 38). Many things can be clarified from this quote, but one that can stick with many is when Oedipus imputes Creon and Tiresias for plotted against him. Foe the reader this can signify him blaming others, which is reoccurring throughout the story. As an audience, the reader is introduced to Oedipus stubbornness early in the book this also shows Oedipus pride and ignorance toward the truth. When this is said this the congregation follows the mood that is set after proclaiming this. Throughout King Oedipus, his actions portray his distaste toward people looking down on him Oedipus says By no means. I would have you dead, not banished, (KO 43). With this passage the reader analyzes that Oedipus is serious and in trying to resolve the problem as quickly as he can. Examining this section, Creon and Teiresias can get a good idea of how disillusioned Oedipus is. After the confrontation with Creon, Jocasta must come in to break up the tension in the room which if this had not happened the story could have turned out differently, As Jocasta comes, she says What is the meaning of this loud argument, you quarrelsome men? I wonder you are not as hamed, in this time of distress to air your private troubles. Come in my husband; and Creon, you go home. You are making much of some unimportant grievance, (KO 43). Thanks to this encounter the reader can conclude that the in the most depressing manner, all that was worst in a ruthless society. (Gale, Thomas Bernhard 137). is a quote which can convey this story if Creon and Teiresias were to really try to overthrow Oedipus they would have done so without him knowing, this also shows, that though a king, you still cannot jump to conclusions and when you find out the truth it will hit you the hardest. Oedipus lashes out at the people of Thebes, proclaiming that whoever is found to be poisoning Thebes will be exiled or killed, blinded by the fact he is accusing other rather than looking at himself or his past. With Oedipus, still residing in Thebes the corruption is spreading until it has wiped Thebes out of existence. Oedipus displayed his faulty character throughout the play by showing how he is filled with ill-temper and pride, but they knew Oedipus action may lead to devastating effects by saying He comes to find the answer (to his cost) (KO 38 ). With this, the reader can interpret the events that lead to the fallout with his wife Queen Jocasta as the reader progresses through the book. As this characterizes King Oedipus as an insightful a self-sufficient King prone to getting himself into trouble. One other instance of someone telling King Oedipus that he was too full of himself is when Jocasta, finally understanding the urgency and disgust in the truth, of Oedipus being her actual son tries to intervene and get Oedipus to give up his quest to find the truth of his birth. After trying her best to stop him, shamed from the sins she has committed blurts her final word before ending her life saying, Doomed man o never to learn the truth, this is my last words to you (KO 55). As these chilling last words sink into the audience, the reader can finally interpret King Oedipus as prejudiced, ignorant, biased, uninterested by show the reader these characteristics throughout the book. No matter, Jocasta was unsuccessful from stopping King Oedipus by ending her life devastated from the still body and pool of blood unable to hold back his guilt grabs his dead mother/wife golden brooches and repeatedly stabs his eyes. The Attendant witnessing this, informs the reader by saying, Her dress w as pinned with golden brooches, which the king snatched out and thrust, from full arms length, into his eyes/Henceforth seeing nothing but night to his wild tune he pierced his eyeballs time and time again, till bloody tears ran down his eyeballs (KO 61). This action is when Oedipus has realized his mistake and finds what he has seeks only to find is mother/lover dead. Sometimes the truth is not worth searching. In retrospect, Oedipus demonstrates his hamartia of self-driven ethic, for the duration of the anecdote. You can imply a greater tragedy than the one inflicting Thebes. As the assemblage we see Oedipus hubris even with his first interactions with Teiresias. Only Oedipus self-absorbent nature had brought the fall and corruption to Thebes. Oedipus being the arrogant king he is, fails to acknowledge that no one, not even himself, can escape the prophecy set by the gods. Blinded he soon comes to his senses and understand that his physical sight was only blinding him from himself and was he was impaired he finally understands what he was lacking for so long. This goes along with the theme that when one concerns excessively with oneself; seeking to take advantage of the well-being of others for self-gain will only lose everything th at is precious to them.