21. Learning Associates Network throughout the United States and in 24 countries, Intel teach to the Intel willinvest $100 million in cash, equipment, curriculum development and program http://lan.altec.org/index.jsp

22. Center For Children & Technology Districts are shifting professional development offerings away from skills trainingand toward curriculum integration. Intel teach to the Future has also http://www2.edc.org/cct/publications_report_summary.asp?numPubId=92

23. Riggs Institute : Changing The Way People Think About Teaching Reading Nonprofit agency/small publisher w/brain-based complete language arts curriculum/optional training to teach listening, speaking, penmanship, spelling (w/explicit phonics 47 rules), composition, reading, comprehension, vocabulary, comprehension, analytical/inferential thinking + auditory/visual/verbal/motor cognitive development. K - adult http://www.riggsinst.org

24. Education World ® : Curriculum: Learning On The Fly: On-Line Tutorials Teach It on the Fly OnLine Tutorials teach It All! priorities for WWW instructional applicationsacross the curriculum. If preparing for fall staff development is at http://www.education-world.com/a_curr/curr158.shtml

Professional Development Center Archives: VIEW ALL ARTICLES The Arts ... Internet Curriculum Article C U R R I C U L U M A R T I C L E Learning on the Fly: On-Line Tutorials Teach It All! Are you ready to get serious about Office or Hyperstudio? Do you need an overview of the practical aspects of the product? Perhaps you just need a quick refresher on FileMaker Pro for a database you want to create. You may be ready to learn HTML or employ more visuals on a school Web page. On-line tutorials allow you to train yourself or your staff no fees, no long-term commitment, no messy manuals! Included: Free on-line tutorials for Adobe Acrobat, Windows 95, Power Point, JAVA, Photoshop, and many, many more! There are so many computer applications out there that no one can hope to be proficient in all of them. The time will come, however, when you will want to get up to speed on software in a quick, no-nonsense way. Wizards and manuals have their place but the niche between them can be filled only by tutorials, which offer concise instruction on the capabilities of a product without excessive detail or hand-holding. On-line tutorials are especially invaluable because they offer quick access and easy navigation. They can meet your needs in a short amount of time

25. HESP - Programs / Faculty And Curriculum Development / HESP Summer Schools Progr related subject areas or advanced PhD students who teach currently or the Summer SchoolsBrochure 2002 Programs Faculty and curriculum development HESP Summer http://www.osi.hu/hesp/pr_hespsummer.html

Programs Programs Faculty and Curriculum Development HESP Summer Schools Program Follow-On Projects Small Grants Program For Summer Schools 2002 NOTE: The HESP Summer Schools Program is currently under revision. The Call for Applications for funding under the new program of summer schools and related faculty development activities in the region will be announced in October 2002. HIGHER EDUCATION SUPPORT PROGRAM (HESP) OF THE OPEN SOCIETY INSTITUTE (OSI) is pleased to invite the junior faculty teaching at the social sciences and humanities departments at the institutions of higher education in the countries of Central, Eastern Europe, the Newly Independent States of the former Soviet Union (NIS) and Mongolia to participate in the 2002 sessions of its SUMMER SCHOOLS PROGRAM The Summer Schools Program contributes to HESP's on-going efforts to promote change in higher education in post-communist countries at the classroom level. The goal of the Summer Schools is to provide young university teachers of the social sciences and humanities with the experience and tools for updating the courses they teach, both in terms of content and teaching methods. The Schools focus on developing curricula, training in and dissemination of methods that promote interactive, cooperative learning, discussion and development of critical thinking. The Schools provide teaching materials, practice and support that will enable the participants to utilize and share this experience at their home university departments. By targeting university teachers in their home regions, often in their own languages, the Program encourages the widest dissemination of new knowledge and skills, and aims to facilitate participant interaction within the regional and global academic communities.

26. Multiple Intelligences You don’t have to teach or learn something in all eight ways, just see what the Alexandria,VA Association for Supervision and curriculum development, 1994. http://www.thomasarmstrong.com/multiple_intelligences.htm

www.ThomasArmstrong.com The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are: Linguistic intelligence ("word smart"): Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart") Multiple Intelligences in the Classroom ). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad new is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds (see In Their Own Way The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development (see

27. SMART Press Releases, SMART Technologies Inc. Launches Curriculum Development Se lessons help teachers use the interactive features of instructional technology toenhance the way they teach. SMART's curriculum development service creates http://www.smarttech.com/company/mediacenter/press/releases/curriculumdev.asp

About SMART Media Center Press Releases Online Press Kit ... Request Info Print This Page SMART Technologies Inc. launches curriculum development service Service adapts state-approved lessons for easier use with a SMART Board interactive whiteboard San Antonio, TX - June 17, 2002 - SMART Technologies Inc. announces a curriculum development service that helps teachers incorporate SMART's interactive technology products, including the SMART Board interactive whiteboard and software products, into the classroom. By developing interactive materials based on schools', districts' or states' existing curriculum and lesson plans, the service ensures that educators are delivering technology-enabled lessons while still meeting state standards. The adapted lessons help teachers use the interactive features of instructional technology to enhance the way they teach. Examples of student activities range from writing or drawing in electronic ink and arranging images and text objects to creating multilevel concept maps and recording computer-based activities, including data and sound, for playback on any computer. "Educators have substantial demands on their time, making it difficult to keep up with the technology products being introduced into their classrooms," says Nancy Knowlton, president and COO of SMART Technologies Inc. "SMART's curriculum development service creates lessons that are immediately usable, helping teachers take full advantage of the tools available to them."

28. EducationGuardian.co.uk | Schools | Clarke Vows To 'let Teachers Teach' We need to strengthen their work in curriculum development, he said He pledgedto let teachers teach and vowed to reduce the endless flow of paper from http://education.guardian.co.uk/schools/story/0,5500,822477,00.html

Go to: Guardian Unlimited home UK news World news Archive search Arts Books Business EducationGuardian.co.uk Film Football Jobs Life MediaGuardian.co.uk Money The Observer Online Politics Shopping SocietyGuardian.co.uk Sport Talk Travel Audio Email services Special reports The Guardian The weblog The informer The northerner The wrap Advertising guide Crossword Dating Headline service Syndication services Events / offers Help / contacts Information Newsroom Style guide Travel offers TV listings Weather Web guides Guardian Weekly Money Observer Search this site Language resources French German Italian Spanish Special reports Ofsted The teacher shortage AS-levels School trips ... A-levels 2001 Find a job Detailed search Schools news Clarke vows to 'let teachers teach' Polly Curtis Wednesday October 30, 2002 Charles Clarke Professionalism, teamwork and leadership were outlined as the priorities of the new education secretary, Charles Clarke, who believes they will "let teachers teach". He told the audience at Oxford United football club's Kassam Stadium this morning that he would focus on primary and secondary schools, and reiterated a "partnership" between teachers and government. "My first priority as secretary of state for education will be the quality and standard of our primary and secondary schools. I emphasise that the heart of our education system is in primary and secondary schools, and that will be our number one commitment."

29. COMETS: Curriculum Tips development Tips for teachers of Deaf Students. Often, elementary science teachersare asked to develop a curriculum for the early grades and to teach science http://www.rit.edu/~comets/pages/audiencepages/ktwelve/currdevlptips.html

x Elementary Science Curriculum Development Tips for Teachers of Deaf Students Often, elementary science teachers are asked to develop a curriculum for the early grades and to teach science to deaf students. More often, these teachers do not have the training to begin such a task and are desperate for assistance. We are developing this webpage to provide such assistance. Briefly, we recommend the following steps be followed: Become familiar with the national standards established in science education for all students. Become familiar with the state standards and any benchmarks established by the school in which the teacher is working. Become familiar with what research says about deaf learners and the needed emphases in elementary science which will best prepare deaf children for more science learning on the intermediate and high school levels. National Science Education Standards National science education standards are criteria used to judge the quality of the knowledge and abilities of students; of the programs and instruction; of the support systems for teachers and programs, and of the assessment practices and policies in science at the state and local levels. (National Science Education Standard, p. 12.)

30. ITD Journal The curriculum development in teaching Science to Students with Disabilities Projectprovides educators to help them improve their ability to teach science to http://www.rit.edu/~easi/itd/itdv05n3/article8.html

CURRICULUM DEVELOPMENT IN TEACHING SCIENCE TO STUDENTS WITH DISABILITIES Greg P. Stefanich University of Northern Iowa Schindler Education Center 618 Cedar Falls, IA 50614-0606 Voice Message: (319) 273-2073 FAX: (319) 273-5886 Internet: stefanich@uni.edu If we are to improve instruction for students with disabilities, and probably for all students, science teachers must be willing to accommodate instruction and adjust the learning environment. Many students receive sub-standard science instruction because teachers and teacher educators are unaware of services and opportunities for students with disabilities in science. All students should be active participants in all facets of the educational program. All students should have the opportunity to achieve success in the learning process. Teachers must become accustomed to teaching fewer concepts with richer insights, to facilitate greater student understanding, and to present opportunities for students to apply what they learned to real-life situations. Instructors of science methods must model appropriate strategies in their classes and relate the student learning to the educational context in which their students will be teaching. If we are to bring about change in current practice classroom teachers must be able to effectively teach science in inclusive classrooms. Without appropriate modeling by science methods professors, with accompanying experiences in classrooms where students with disabilities are fully integrated, any substantive change is unlikely.

31. Macmillan/McGraw-Hill: Staff Development Departments of Education/curriculum Standards This site is intendedto National Standards and curriculum Information. http://www.mhschool.com/teach/staffdev/curriculum.html

Departments of Education/Curriculum Standards This site is intended to be a resource for locating specific curriculum information for each state, as well as national standards. This will be helpful as you make content decisions for your students. This page links you to: General and national information about curriculum standards National standards State Education Departments Curriculum Standards (for the subjects listed) that are available on the Internet for that state Music or Fine Arts curriculum standards available on the Internet for that state State Education Associations Other state sites of value Each state has its own way of doing things, so you'll need to go with their flow. We hope you find these sites useful. Please let us know of other sites that should be added or of any that become outdated. State/Territory: Please choose a state or territory AK AL AR AZ CA CO CT DE FL GA HI IA ID IL IN KS KY LA MA MD ME MI MN MO MS MT NC ND NE NH NJ NM NV NY OH OK OR PA RI SC SD TN TX UT VA VT WA WI WV WY AS DC FM GU MH MP PR VI National Standards and Curriculum Information

32. SAAweb - Curriculum Development curriculum development. SAA's Task Force on curriculum is currently working to changethe produce a learning environment that will effectively teach students to http://www.saa.org/Education/curriculum.html

What's New? About SAA Careers, Opportunities, Education ... SAA Marketplace Education Archaeology in the Classroom: Guidelines Curriculum Development Education Educational Materials available from SAA Professional Development Public Education Public Education Committee Public Education Committee Network Traveling Exhibit on Archaeology Education Curriculum Development SAA's Task Force on Curriculum is currently working to change the content and pedagogies of archaeology education. Their goal is to produce a learning environment that will effectively teach students to become better trained archaeology professionals. Teaching Archaeology As part of the Task Force on Curriculum's "Promoting a National Dialogue," the task force has produced Teaching Archaeology in the Twenty-First Century" , edited by: Susan J. Bender and George S. Smith. This volume explores issues in current archaeology education, and examines how it can be improved. Copies of this volume are available for purchase from SAA. Volumes cost $12.95 for members ($16.95 non-members). Shipping and handling: for orders within the United States $5 for the first item and $1 for each additional item. Outside the United States: $10 for the first item and $3 for each additional item. Shipment is by United Parcel Service Ground Delivery Service or Priority Mail, depending on recepient's address. Standard order fulfillment is approximately 10 working days. Payment can be made by check (made out to the Society for American Archaeology) or credit card (American Express, MasterCard and Visa). Credit card orders can be faxed to SAA at 202/789-0284. Be sure to include the expiration date as well as the credit card number. Please do not send credit card information via email. If you have any questions, contact us by telephone (202/789-8200) or email

33. Cornell Public Service Center Support For Faculty students. Tell me and I forget. teach me and I remember. Involve meand I learn. Benjamin Franklin. curriculum development. The http://www.psc.cornell.edu/faculty.htm

34. Resource Guides For School Library Media Program Development Library Media Specialist in Reading development www.ala.org of library media skillsinto the curriculum. and teachers to promote and teach information literacy http://www.ala.org/aasl/resources/curriculum.html

35. Help - Online Poetry Classroom expand teachers' knowledge of poetry, curriculum development, and education brieffree writing on curriculum, examples of to use technology to teach poetry, a http://www.onlinepoetryclassroom.org/help/index.cfm?prmPageID=208

36. Program Objectives of new course syllabi which visitors will then teach at their departments / programsand partner organizations offer CRC curriculum development Program Visits http://www.ceu.hu/crc/probj.html

CRC Program Objectives The Curriculum Resource Center (CRC) is the Central European University's outreach program for social science teaching in Central and Eastern Europe and the former Soviet Union. With an emphasis on curriculum development, teaching and dissemination of academic resources to higher educational institutions in the region, the CRC facilitates academic exchange, course development and curriculum reform activities. The CRC was initiated to help overcome the material limitations to course development and curriculum reform in the region. Through the Center and its Curriculum Development Program, the CEU library collections, computing resources, physical facilities and teaching faculty become a shared resource available to scholars from the region. CRC activities also encourage contact and exchange between academics with common disciplinary interests. CRC curriculum collections (both in hard copy at the CEU library and in online format) provide for greater distribution of information about worldwide and regional academic developments, whilst CRC visiting sessions create a forum for discussions on disciplinary development. Program Description: Curriculum Development Program Visits During each academic year, approximately 300 academics from the region are able to attend CRC sessions. These professors and lecturers will be from the discipline areas that we teach at CEU - matching our professorial expertise with the needs of the region. Visits are focused around the development of new course syllabi which visitors will then teach at their home institutions. Sessions focus on a wide range of issues vital to specific countries or areas of the region and to specialists working at the innovative edge of their disciplines. Each session offers an intensive week-long period for syllabi review, library work and meetings with CEU professors, department/program heads and students. Special seminars, workshops and lectures are often scheduled by departments for our visitors, and we also offer the opportunity of attending CEU teaching sessions in the relevant discipline.

37. About The Center in integrative curriculum development at Michigan State University. Collaborativecourses We will explore a number of possibilities for faculty to coteach http://www.sciencematerialscenter.org/value.htm

The Center for Curriculum Materials in Science Home About the Center What's New Doctoral and Postdoctoral Programs Research Teacher Development ... Printable version of this entire document The center is funded by a five-year grant from the National Science Foundation (NSF), beginning October 1, 2002. The proposal below provides more detail on the Center's programs and research plans. Preparing the Next Generation of Curriculum Materials Leaders: A Center for the Design, Analysis, and Implementation of Innovative Science Materials A Proposal to the National Science Foundation for a Center for Learning and Teaching with a Focus on Instructional Materials in Science The American Association for the Advancement of Science Northwestern University The University of Michigan Michigan State University Introduction Conceptual Framework for the Center Description of the Center's Programs Timeline ... Institutional Capacity Value Added Institutionalization Evaluation Dissemination Results of Prior NSF Funding ... References Value Added Cross-site Opportunities for Teaching and Learning An especially important added value of the Center will be its use of the resources offered by each of the four institutions to create enhanced learning opportunities. We envision three ways to leverage these resources for graduate students and postdoctoral fellows and will explore additional possibilities, particularly for enhancing teacher professional development.

38. Untitled Document ASL curriculum development. ASL Evaluation for Students. Deaf Studies. Historyand development of ASL. How to Introduce ASLVocabulary. How to teach ASL. http://www.aslta.org/national/certification/appendixA.html

Print this page. Professional Development Topics Approved By National ASLTA CATEGORY - Your professional development should include the following areas: Class Management Culture: Information and Behaviors Curriculum Development Evaluation and Class Placement Issues related to Teaching ASL/Language/Culture Linguistic Knowledge Professionalism Second Language Teaching Selection of Resources and Materials Teaching Methodology A SELECTION OF TOPICS RELATED TO ASL AND DEAF CULTURE Activities for ASL Class ASL Assessment ASL Classifiers ASL Counting Numbers ASL Curriculum Development ASL Evaluation for Students ASL Literature ASL Locatives ASL Non-manual Signals/Markers ASL OSV ASL Pronominalization ASL Plurality ASL Teaching for K-12 Teaching for Adults ASL TEACHING Methodology ASL Time Relative and Signs ASL Verb Agreement Deaf and Hearing Cultures Deaf Studies History and Development of ASL History of Deaf How to Introduce ASLVocabulary How to Teach ASL How to Teach Deaf Culture How to Teach Fingerspelling How to Teach Grammar Lesson Plan for ASL Class Linguistics of ASL Semantics of ASL Syllabus for ASL Course GENERAL: These topics in the general fields of linguistics, education and language teaching can be applied to professional development requirements for ASLTA certification.

39. Curriculum Development influenced the above described development of curricula. on the formulation of curriculumattainment targets understand sufficiently what they teach and that http://www.physics.ohio-state.edu/~jossem/ICPE/E1.html

CURRICULUM DEVELOPMENT IN PHYSICS EDUCATION P. L. Lijnse Centre for Science and Mathematics Education, Utrecht University, The Netherlands 1. INTRODUCTION In the preface of his famous book "The Process of Education" (1960), the psychologist Bruner wrote about "a conviction that we were at the beginning of a period of new progress in, and concern for creating curricula and ways of teaching science" . He argued that a general appraisal of this progress and concern was in order, so as to better guide developments in the future. At the time, this same optimism spread to other countries, leading to the well known curriculum wave of the sixties and seventies which flooded the world of science education. Now, 35 years later, it may be appropriate to look back for a while and ask ourselves what progress this curriculum development and related research has brought us. To guide this reflection, it may be instructive to look somewhat further into what were considered to be the main problems and perspectives in 1960. Let me therefore briefly summarize some of Bruner's main conclusions. Regarding 'the importance of structure' the following was said: ".. the curriculum of a subject should be determined by the most fundamental understanding that can be achieved of the underlying principles that give structure to that subject. Teaching specific topics or skills without making clear their context in the broader fundamental structure of a field of knowledge is uneconomical in several deep senses. In the first place, such teaching makes it exceedingly difficult for the student to generalize from what he has learned to what he will encounter later. In the second place, learning that has fallen short of a grasp of general principles has little reward in terms of intellectual excitement. (...) Third, knowledge one has acquired without sufficient structure to tie it together is knowledge that is likely to be forgotten."

40. Comment On E2 Both in large scale curriculum development and in the design evaluation has shownthat many curriculum projects had first place, decides what to teach and how http://www.physics.ohio-state.edu/~jossem/ICPE/E2c.html

COMMENTS ON EVALUATION AND ASSESSMENT (P. J. Black) P. L. Lijnse Centre for Science and Mathematics Education, Utrecht University, The Netherlands Section E, Comments on E2 from: Connecting Research in Physics Education with Teacher Education Return to the Table of Contents

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