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METAMORPHIC GIRLS SCIENCE ACADEMY

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This 6-page paper provides an overview of developing curriculum through the backward design approach, using various models of development. Bibliography lists 4 sources.

Page Count:

6 pages (~225 words per page)

File: AS43_MTgirlscie.rtf

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Unformatted sample text from the term paper:

if they dont, theyd better ensure they could do so, so as not to be left behind). However, as educational and behavioral theories advanced throughout the 20th century (and into the 21st century), curriculum development became more sophisticated. To put this into practice, weve been asked to design an organizational pattern for curriculum development at the Metamorphic Girls Science Academy using the backward design model approach, and comparing existing models and their ties to educational philosophy. The four models are cognitive thought, task analysis, deliberation and decision-making. But first lets examine the backward design approach to curriculum development. Unlike curriculum development in the early part of the 20th century, which put subjects together with the idea of getting to a particular goal, the backward design approach starts with the goal, then develops curriculum to fit that goal (Multiple Methods of Assessment). Backward design thinking typically has three stages; the first being identifying the desired results (Multiple Methods of Assessment). Stage two involves identifying acceptable evidence (in other words, what evidence there is that the student has learned what he/she is supposed to) and the third step, which involves the formalized planning of learning experiences, instruction and curriculum (Multiple Methods of Assessment). Once this overall view is taken, we can move into actual educational processes and models. Lets take a look at teach of these. Cognitive thought model. The cognitive thought model is, appropriately enough, based on the process of thought itself (Ornstein and Hunkins, 2004). To be more specific, cognitive thought ties new thought and existing knowledge together, and is very much dependent on how the learner takes on ...

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