Sentence examples for collective curriculum from inspiring English sources

Successful implementation of CBE requires that teachers attune the content of their individual lessons, and that they coordinate to align their collective curriculum.

He played a big part in scrapping the province's collective syllabus when the last curriculum change was suggested, and he's trying to do so again.

The teachers had the freedom to innovate and take risks, and they made use of their opportunity to experiment, analyze, and adjust their collective approach to curriculum and instruction.

As will be seen, the teachers were able to eventually build on these experiences and generate individual and collective understandings of curriculum and instruction during the school year, which they collaboratively translated into three specific approaches to enact the school's vision of STEM-focused PBL instruction.

Two prominent components of Sandra's vision helped shape the teachers' collective activity related to curriculum throughout the year.

We specifically focus on their collective sense-making related to curriculum, instruction, and students.

Albashiry and colleagues (2015c) refer to 'curriculum leadership' as a central activity of Heads of Departments (HoDs) in Community Colleges, portraying curriculum leadership as a collective activity led by HoDs.

The follow-up committee for Arab education said: "Palestinian-Arab society in Israel has every right to preserve its collective memory, including in its school curriculums".

The teachers again utilized their growing understandings of STEM-focused, project-based curriculum and instruction to adjust their collective approach.

We evaluated the Young Citizens Program, an adolescent-centered health promotion curriculum designed to increase self- and collective efficacy through public education and community mobilization across a municipality in the Kilimanjaro Region of Tanzania.

In line with the findings by Winger (2000) and Darling-Hammond et al. (2002), the RSA teachers' collective sense-making activity related to instructional planning and curriculum supported the transition from a negotiated school vision into instructional reality.