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Curriculum Specialist Application.docx Cur506 Curriculum Specialist Application Univers

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Curriculum Specialist Application.docx Cur506 Curriculum Specialist Application University of Phoenix Cur506: Theories and Best Practices of Curriculum and Instruction Philosophy and education go... hand in hand, it is terms that are interrelated and is essential for teachers to understand that. My personal philosophy in education is a student-centered, whole child approach, in other words an existentialist approach to teaching. I thoroughly enjoy facilitating a class full of participating children solving problems that they are passionate about and personally connected with. Observing their metaphorical light bulb moments as they collaborated and/or work independently is such a joy. In the classroom, I do believe in freedom of expression with respect for diversity, therefore providing opportunities to be creative and communicative is always available. Building an environment of understanding and patience for strengths and weakness, both from the students and the instructor, is something I believe we as educators we should always embody and model. Curriculum development is made of areas/subjects of study within the school system deemed to be necessary for adequate development of its students. When the developmental areas are formulated, educators, administrators, and community members, will collaborate to design the curriculum to meet the standards of each core area/subject. Education standards are governing tools that are used by educators to meet the primary goal of all state standards whether varying from . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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