The concept of a multidisciplinary integrated curriculum:
The concept of a multidisciplinary integrated curriculum (MIC) is increasingly recognized as a progressive educational approach that breaks down traditional subject barriers and synthesizes knowledge across various disciplines to enhance students' learning experiences (Drake, 2007). This approach is fostered by the recognition that real-world problems are complex and do not fit neatly within the confines of a single academic discipline (Jacobs, 1989). Consequently, the development of a curriculum that mirrors the interconnected nature of knowledge can be highly beneficial to student learning and engagement.

Defining features of a multidisciplinary integrated curriculum:


Focus on the connections between subjects
Content from different subjects is blended to create learning experiences
Enriches educational context and promotes critical thinking skills


One of the defining features of a multidisciplinary integrated curriculum is its focus on the connections between subjects (Beane, 1997). Instead of teaching subjects such as math, science,…...

Making principals and school administrators involved in the process along with parents creates additional support and potential for learning reinforcement at home and in creates greater cohesiveness in terms of the school's overall learning environment. hile any number of step-by-step curricular models exists for individual teachers, since the underlining principle of all curriculum design is to impart skills to students that build upon previous units of learning, it is better that there exist some continuity in curriculum planning between teachers. Also, if all teachers take a similar approach there is a greater chance that learning outcomes will build on one another, throughout a student's educational career.
Curriculum design will no doubt be different 10 years from now, as state and perhaps even national standards require learning outcomes to be more measurable and clearly defined within individual units. This may create more homogeneity in terms of basic skills demanded between schools.…...

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Works Cited

Hlynka, Denis. (30 Nov 2005). "Course Syllabus: Theory and Practice of Curriculum

Design and Development." Retrieved 30 Jan 2007 at http://www.umanitoba.ca/centres/ukrainian_canadian/hlynka/courses/132756/syllabus.html

Learning Outcomes." (2004). Learning Development Unit. Retrieved 30 Jan 2007 at  http://www.livjm.ac.uk/lid/ltweb/ldu_12/learning_outcomes.htm 

Ornstein & Hunkins. (1998). Curriculum: Foundations, Principles, and Issues.

By the end of this portion, I had gained confidence in the processes and the procedure and could remember all the requirements.
The learning outcome of the course was to educate nurses on the new protocols and technology to complete this procedure on difficult patients. I feel that the curriculum attended very well to these goals. It was always on task and efficient in its training. I'm guessing that it was so efficient because it was through the hospital to train the staff and they did not want to waste time.

After the training I was certified and expected to use this technique on difficult patients. The only lacking competency was using this technique on children. I had not had any previous experience of inserting lines into children and was unaware of protocols or strategies to ease the child's nervousness. This was addressed by more senior nurses in the pediatric ward…...

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References

Brannam, Larry (2008); et al. Emergency Nurses' Utilization of Ultrasound Guidance for Placement of Peripheral Intravenous Lines in Difficult-access Patients. Academic Emergency Medicine. Vol 11.12, 1361-1363.

Overton, David (2005). Ultrasonography-Guided Peripheral Intravenous Access vs. Traditional Approaches in Patients With Difficult Intravenous Access. Annals of Emergency Medicine. Vol 46.5, 456-461.

Activity -- Work through the rock face problem as a class using an overhead or projector. Ask for input on alternatives to this set of functions? Ask for, and brainstorm other measurements in which we can try our new method (e.g. measurement without a measurement tool).

2. Working on the concept of ratios. Using the measurement skills from Activity 1, students will calculate measurement and ratios to find patterns of sides of a triangle. This will develop the concepts of sine, cosine, and tangent ratios of angles. Students should have a basic concept of ratio, be able to convert fractions to decimals up to three places and be able to measure the length of sides of a triangle.

Divide class into 4 groups, each group will have a set of triangles copied on colored paper. The triangles should be cut and set aside. Class will also need three large charts (one for…...

curriculum of all the schools of a district. It uses 5 sources and is in APA format.
The main aim of my curriculum that I have designed for five elementary schools, 4 middle schools and one high school of the district, is that I intend uniformity in the curriculums of all the schools so all the schools impart the same educational quality and therefore there is no discrepancy and the whole community remains satisfied. y this design model, which will be introduced in all the schools of the district, there will be coordination between the schools, the teachers from all the schools will have identical training and the administration will also be trained to monitor and coordinate such a program. The administration of all the schools will have a head administrator to see that all the schools correctly comply to the curriculum and work as one big system of schooling.…...

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Bibliography

Theory of Instruction: Principles and Applications, 1991 (Rev. ed.), by Siegfried Engelmann and Douglas Carnine (Association for Direct Instruction)

Direct Instruction Reading, 1997 (Rev. ed.), by Douglas Carnine, Jerry Silbert, and Edward Kameenui, (Prentice Hall)

Designing Effective Mathematics Instruction: A Direct Instruction Approach, 1997 (Rev. ed.), by Marcy Stein, Jerry Silbert, and Douglas Carnine (Prentice Hall)

Designing Instructional Strategies, 1990, by Edward Kameenui and Deborah Simmons (Prentice Hall)

Curriculum
The learning and skills sector (LSS) is an Essential part of educational development in the United Kingdom. For many years this educational program faltered and was not taken seriously. However in recent years Legislators in the UK have dedicated a great deal of time and resources to improving LSS. According to Maxwell (2009)

The Learning and Skills Sector (LSS) in England is diverse, comprising further education (FE) colleges, sixth-form colleges, personal and community development learning and work-based training and learning in other adult settings such as prisons and the uniformed services. Over the last 15 years the sector has moved from a position of 'benign neglect' (Young et al. 1995, 7) to being placed 'at the forefront of UK's attempt to raise its skill profile' (Department for Innovation, Universities and Skills, and Department for Children, Schools and Families 2007, 3). Developing the workforce needed to support this ambitious agenda became one…...

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Works Cited

Curriculum for diversity guide. Retrieved January 4, 2011 from: http://shop.niace.org.uk/media/catalog/product/C/u/Curriculum-for-Diversity-Guide.pdf

Fisher, R., and Webb, K. (2006) Subject specialist pedagogy and initial teacher training for the learning and skills sector in England: the context, a response and some critical issues. Journal of Further and Higher Education. 30(4), 337 -- 349

Foundation Learning Curriculum for adults. Retrieved January 4, 2011 from:

http://readingroom.skillsfundingagency.bis.gov.uk/sfa/adult_flc_-_factsheet_-_april_10_-_final.doc

A teacher must research the curriculum she or he will teach over the summer, to ensure that it is grade-appropriate and meets certain standards. The teacher must also be open to new possibilities, to try different approaches to structuring the syllabus and to changing the types of skills that are taught as a part of the curriculum, based upon his or her reading of educational journals, talking with colleagues, and reflecting upon the previous year.
But the process of curriculum design does not end when school begins. The teacher must assess the abilities of the students, and gain a sense of how the class functions as a unit. Are there many different levels of ability in the class? If so, the teacher may need to teach certain groups of students independently, to remedy current deficits in knowledge. The teacher should also be ready to alter the activities used to convey…...

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Works Cited

About the Curriculum Wizard." (2006). WNSS School Guide. Retrieved 22 Jan 2007 at Alan C. & Ornstein, Allen C & Francis Hunkins. (1998). Curriculum: Foundations, Principles, and Issues. 3rd Edition. Allyn and Bacon.http://www2.dpi.state.wi.us/sig/practices/cw/index.aspOrnstein,

Smith, M.K. (1996, 2000). "Curriculum theory and practice." The Encyclopedia of Informal Education. Retrieved 22 Jan 2007. www.infed.org/biblio/b-curric.htm.Last updated: 30 January 2005.

Students, by seeing that a concept can unite so many different aspects of an idea are better able to draw connections between what is learned in the classroom and subjects that are common to their daily lives.
For example, take the broad curricular concept of 'travel.' The most obvious application of this concept is in a literature class, where students can learn about travel from stories about other lands, or about people traveling over the course of a story. But students can also apply the concept to math class, as they learn to budget for a trip, and calculate the speeds of various modes of transportation. They can learn about the science of how trains and planes are propelled, as well as research the weather conditions and geography of a possible destination. They can learn about the different people, cultures, religions, and wildlife of a land, and even create art…...

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Works Cited

Gail G. Muir & Sally S. Blake. "Foundations of Collaboration." (2006). The Professional

Organizational Development Network in Higher Education. Retrieved 19 Jan 2007 at  http://teaching.uchicago.edu/pod/muir.html .

What is concept-based curriculum?" (18 Jun 1998) District 118 Curriculum Design. Retrieved 19 Jan 2007 at http://www.d118.s-cook.k12.il.us/central/curriculum/what.html#generalization

Ornstein, Alan C. & Francis Hunkins. (1998). Curriculum: Foundations, Principles, and Issues. 3rd Edition, Allyn and Bacon.

Human relations are vital. Teachers must trust each other, there must be norms that support productive criticism, and there must be techniques in place for combining and resolving disputes. Arrangements need to be in place that generates discussion for problem identification and decision making. These arrangements could be things such as normal team meetings amid teachers at the same grade level or department meetings within high schools and middle schools. Frequently useful are school connections to inside and outside sources of knowledge and scrutiny coupled to a readiness to learn from such sources. Also, schools must work to secure the power to proceed with actions that might go against existing policies and practices. By doing this they master the micro-politics of their districts and their communities.
In schools where circumstances to maintain collaborative problem solving are not in place, leaders must expertly manage two plans at the same time. They…...

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References

Adkins, D. (1990). The Relationship between visionary Leadership and instructional leadership behavior of secondary school principals: regression analysis and hermeneutic

Balsamo, M. (2004). Assessing principal practices in a standards-based environment and examining the association between principal practices and student achievement.

Unpublished doctoral dissertation, University of Rochester, Rochester, NY.

Bialystok, E. (2001). Bilingualism in development: language, literacy and cognition. New York: Cambridge University Press.

curriculum books have been written since the turn of the [20th] century; each with a different version of what 'curriculum' means (Ackerman, 1988). I define classroom curriculum design as the sequencing and pacing of content along with the experiences students have with that content. My use of the qualifier classroom is important. By definition, I am considering those decisions regarding sequencing, pacing, and experiences that are the purview of the classroom teacher. Some aspects of curricular design are addressed at the school level if, in fact, a school has a guaranteed and viable curriculum. egardless of the direction provided by the school (or district), individual teachers still need to make decisions regarding curricular design at the classroom level given the unique characteristics of their students. Indeed, in a meta-analysis involving 22 studies, Anderson, (2003) found a strong relationship between a student's knowledge and experience with content and the type…...

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References

Ackerman, P.L. (1988). Determinants of individual differences during skill acquisition: Cognitive abilities and information processing. Journal of Experimental Psychology: General, 117(3), 288-318.

Anderson, J. (2003). The architecture of cognition. Cambridge, MA: Harvard University Press.

Anderson, J. (2009). Rules of the mind. Hillsdale, NJ: Lawrence Erlbaum Associates. Brooks, C. (2000). Knowledge management and the intelligence community. Defense Intelligence Journal, 9(1), 15-24.

Anderson, J.R., & Fincham, J.M. (2004). Acquisition of procedural Skills from Examples. Journal of Experimental Psychology: Learning, Memory and Cognition, 20(6), 1322-1340.

Curriculum Design
ISSUES AND TRENDS IN CURRICULUM DESIGN

The obj3ective of this study is to review and research issues and trends in curriculum design relating to healthcare and to elaborate on recommendations dealing with the issues and in view of the trends.

Gone are the days in education when the issues were simple and the lessons followed course since in today's society there are healthcare issues such as AIDS, premarital sex and needed birth control measures as well as other non-sexually related diseases including cancer and other health issues. The curriculum for healthcare education is a touchy issues because of the various religion, political, social, and familial values that exist in a diverse society with many races, ethnicities, and backgrounds. For this reason, the educator in healthcare must understand the volatile ground on which curriculum design may tread and the various view of parents, communities, as well as religious and political leaders…...

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Bibliography

Albert LJ (2010) Curriculum Design: Finding a Balance. The Journal of Rheumatology. Retrieved from:  http://www.jrheum.com/subscribers/07/03/458.html 

McKimm, J. (nd) Curriculum Design and Development. Retrieved from:  http://www.faculty.londondeanery.ac.uk/e-learning/setting-learning-objectives/Curriculum_design_and_development.pdf 

Olsen, LK (1994) Trends and Issues in Health Education Curriculum. Liberty University. 1994. Department of Health Professions. Retrieved from:  http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1010&context=health_fac_pubs 

Stevenson, KR (201) Educational Trends Shaping School Planning, Design, Construction, Funding and Operation. National Clearinghouse for Educational Facilities. Retrieved from:  http://files.eric.ed.gov/fulltext/ED539457.pdf

The third step is creating which is doing. It is taking action on what you find, what you suspect, what you think will make a difference. The last step is confirming. In this stage, you are evaluating your efforts, learning from feedback, and starting the cycle again.
6. Define "data-driven" decision making.

Data driven decision making uses student assessment data and relevant background information, to inform decisions related to planning and implementing instructional strategies at the district, school, classroom, and individual student levels. Data literacy consists of a person possessing a basic understanding of how data can be used to inform instruction. Studies have often shown that if instructional plans at the state, county, district, school, classroom, and individual student levels are based on assessment information relevant to the desired learning outcomes for students, the probability is increased that they will attain these desired learning outcomes.

Data from a variety of sources…...

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References

Allen, Janet. (2004). Tools for Teaching Content Area Literacy. Stenhouse Publishers: Tyler

Kowalski, T.J., Lasley II, T.J., and Mahoney, J.W. (2008). Data-driven decisions and school leadership: Best practices for school improvement. Pearson: Boston.

Parkay, F.W., Anctil, E. and, Hass, G. (2010). Curriculum leadership: Readings for developing quality educational programs, 9th Edition, Allyn and Bacon: Needham Heights,

Massachusetts.

Also, Greene's stress upon art as critical method of release for students, although inspiring in her passion, neglects to consider the fact that for some students, science and math rather than the humanities may be their ultimate modality of release and achieving a sense of competence. The presence of students who do not speak English as a first language, or who experience cognitive reading difficulties further temper one's idealism for Greene's stress upon a humanities and arts-based curriculum. True, being able to articulate oneself in a number of different languages, including imagery and creative forms of expression are important, but a school must also instill basic skills within a student's cognitive framework, before such subjects can be apprehended with full understanding in the classroom, much less be deployed creatively…...

One weakness in Erickson's text is the expense and practicality of quantifying student performance and academic achievement using performance-based measurements. Wiggins (1990) states authentic assessments require students to be effective performers with acquired knowledge achieving validity and reliability by emphasizing and standardizing the appropriate criteria for scoring such (varied) products; traditional testing standardizes objective "items" and, hence, the (one) right answer for each. The State of California implemented the California Learning Assessment System (CLAS) test for two years in 1993 and 1994 for grades 4, 5, 8 and 10. The controversial program was abandoned largely because it was too expensive and time consuming to administer, and the validity of the results were susceptible to interpretation. (Daily News of Los Angeles, October 3, 1994).

Another weakness in Erickson's text is the assertion that the United States education system is failing its students. When we compare our test scores with another nation we…...

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References

Erickson, H.L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: Corwin Press, Inc.

Daily News of Los Angeles. (October 3, 1994) Without clas many teacher won't challenge their less advanced. Article 1 of 1, Article ID: 9402090627

Retrieved May 6, 2010, from  http://nl.newsbank.com/nl-search/we/Archives 

Wiggins, G. (1990). The case for authentic assessment. Practical assessment, research & evaluation, 2(2). Retrieved May 6, 2010, from http://PAREonline.net/getvn.asp?v=2$n=2

CUICULUM DEVELOPMENTTeacher Involvement in Curriculum DevelopmentAbstractThe relevance of actively involving teachers in curriculum development cannot be overstated. This is more so the case given that for a curriculum to be purposeful and/or effective, it must reflective of not only the objectives and goals of a given program, but also its instructional resources and philosophy. This way, the curriculum can be seen to be aligned with the expectations as well as demands of the student population being served. Teachers occupy a strategic position owing to their direct interaction with learners in the course of instruction which gives them a unique perspective of some of the factors that should be taken into consideration in curriculum development efforts. Curriculum development committees could, thus, benefit immensely from roping in teachers and seeking to tap their special knowledge about how well various concepts could work in practical classroom settings. However, it would also be…...

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ReferencesAnthony, L.W. (2008). Teacher concern about curriculum reform: The case of project learning. The Asia Pacific Educational Researcher, 17(1), 75-97Ben-Peretz, M. (1980). Teachers’ role in curriculum development: An alternative approach. Canadian Journal of Education, 5(2), 52-62Bourn, D. (2015). Teachers as agents of social change. International Journal of Development Education and Global Learning, 7(3), 63-77Carl, A. (2005). The voice of the teacher in curriculum development: A voice crying in the wilderness? South African Journal of the Education, 25(4), 223-228Irembere, W.R. (2019). Teacher Involvement in School Curriculum Design and Development in the Philippines: A Case Study. International Forum Journal, 22(1), 89-92. Lunenburg, F. C. (2011). Theorizing about curriculum conceptions and definitions. International Journal of Scholarly Academic Intellectual Diversity, 13(1), 113-118. McBeath, C. (1997). A Strategy for Curriculum Dissemination. Issues in Educational Research, 7(1), 53-67. Maphosa, C. & Mutopa, S. (2012). Teacher\\\\\\\\\\\\\\\'s awareness of their role in planning and implementing school-based curriculum innovation. Anthropologist, 14(2), 99-106.Oloruntegbe, K. O. (2011). Teacher\\\\\\\\\\\\\\\'s involvement, commitment and innovativeness in curriculum development and implementation. Journal of emerging trends in educational research and policy studies, 2(6), 44-49. Ramparsed, R. (2000). A strategy for teacher involvement in curriculum development. South African Journal of Education, 21(4), 117-121. Su, S. W. (2012). The various concepts of curriculum and the factors involved in curriculum making.  Journal of language teaching and research, 3(1), 153-158.

Topic Idea 1: The Role of Nature and Nurture in Human Behavior

Discuss the relative contributions of genes and environment to human traits and behaviors.
Examine the interaction between genetics and upbringing, and how they shape personality, intelligence, and other characteristics.
Explore the ethical implications of understanding the role of nature and nurture in human behavior, particularly in the context of genetic testing.

Topic Idea 2: Nature vs. Nurture in Learning and Cognitive Development

Analyze the influence of genes and environment on cognitive abilities, such as language, memory, and problem-solving.
Discuss the importance of early childhood experiences in shaping intellectual development.
....

I. Introduction
- Introduce the topic of the essay and explain the significance of philosophical thoughts, historical foundation, and social science theories in education

II. Importance of Philosophical Thoughts in Education
- Discuss how philosophical thoughts shape the goals and values of education
- Explain how philosophical perspectives influence teaching methods and curriculum design
- Give examples of prominent philosophers and their impact on education

III. Historical Foundation of Education
- Explore the evolution of education throughout history
- Explain how historical events and movements have shaped modern educational practices
- Discuss the importance of understanding the historical context of education for educators

IV. Significance of Social Science Theories in....

1. In todays rapidly evolving healthcare landscape, the role of nurses has become increasingly crucial in providing high-quality patient care. As a result, nursing education programs, especially at the Bachelor of Science in Nursing (BSN) level, must constantly adapt and innovate to ensure that graduates are equipped with the necessary knowledge and skills to meet the demands of the profession. One key component of a well-rounded nursing education curriculum is the essay introduction, which plays a vital role in setting the stage for the topics that will be discussed throughout the program. By providing a strong foundation and clear direction....

Kolbs experiential learning theory, developed by David A. Kolb in 1984, has had a significant impact on performance in higher education and employee training. This theory emphasizes the importance of learning through experience, reflection, conceptualization, and experimentation. It suggests that individuals learn by engaging in concrete experiences, reflecting on these experiences, forming abstract conceptualizations based on the reflections, and finally engaging in active experimentation to test these concepts in new situations. This holistic approach to learning has been widely adopted in both educational settings and corporate training programs, leading to improved performance and outcomes for learners. In the realm of....