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To select instructional strategies that are appropriate for the curriculum, the learner, the instructor, and the organization. To revise the lesson plans, to reflect the decisions about instructional strategies.

The emphasis first on the curriculum and then on the instructional strategies is based on a concept stated about 150 years ago by an Italian architect who said. "Form follows function." We could develop a tortuous alliteration for our field. but to avoid any ambiguity let us put it in direct terms: "Instructional strategies follow the curriculum."

This is not an easy rule to abide by. for the selection of instructional strategies is far from an automatic procedure. There are some general guidelines. which we will explore, but there are so many variations that it is generally impossible to list a particular element of the curriculum and automatically state that there is one way (that is. instructional strategy) to learn that element.

The initial state of happiness about an own child is often overcome with annoyance after even a short period of time. Children quickly grow an own personality, and it’s the most vital task of the parents to help develop it and give it a shape. Otherwise, the little angel can turn into a little devil adding considerably to the stress in life you already have.

Like everything else in life, child education is a tightrope walk between strictness and letting loose. Drifting off either way causes more problems than it solves. But of course what sounds clear and obvious in theory is much harder to actually apply practically.

The suggestions here are no rules to follow, they’re mere guidelines and should animate own thoughts and ideas. After all, it’s up to you what you think is best.

From External Evaluation to Self- Assessment

 

Download Full Text Seven Curriculum Mind Shifts

 

Since these new process-oriented goals cannot be assessed using product-oriented assessment techniques, our existing evaluation paradigm must shift as well. Evaluation should be neither summative nor punitive. Rather, assessment is a mechanism for providing ongoing feedback to the learner and to the organization as a necessary part of the spiraling processes of continuous renewal: self-managing, self-monitoring and self-modifying. We must constantly remind ourselves that the ultimate purpose of evaluation is to have students become self-evaluative. If students graduate from our schools still dependent upon others to tell them when they are adequate, good, or excellent, then we've missed the whole point of what self-directed learning is about.

 

Download Full Text Seven Curriculum Mind Shifts

 

From Transmitting Meaning to Constructing Meaning Merlin Wittrock (1986).

Reminds us that the brain's capacity and desire to make or elicit patterns of meaning is one of the keys of brain-based learning. We never really understand something until we can create a model or metaphor derived from our unique personal world. The reality we perceive, feel, see, and hear is influenced by the constructive processes of the brain as well as by the cues that impinge upon it.