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	<title>School of Educators &#187; Curriculum</title>
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	<link>http://schoolofeducators.com</link>
	<description>A perfect resource for Principals, Coordinators, Heads and Teachers</description>
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		<title>The National Curriculum Framework 2005 (NCF)  and Integral Education</title>
		<link>http://schoolofeducators.com/2011/12/the-national-curriculum-framework-2005-ncf-and-integral-education/</link>
		<comments>http://schoolofeducators.com/2011/12/the-national-curriculum-framework-2005-ncf-and-integral-education/#comments</comments>
		<pubDate>Sat, 31 Dec 2011 12:33:45 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[CCE]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Legislations and Policies]]></category>
		<category><![CDATA[Professional Development for Teachers]]></category>
		<category><![CDATA[Integral Education]]></category>
		<category><![CDATA[National Curriculum Framework 2005]]></category>
		<category><![CDATA[NCF]]></category>
		<category><![CDATA[ncf 2005]]></category>
		<category><![CDATA[school]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2933</guid>
		<description><![CDATA[]]></description>
		<wfw:commentRss>http://schoolofeducators.com/2011/12/the-national-curriculum-framework-2005-ncf-and-integral-education/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>WHAT IS WORTH TEACHING?</title>
		<link>http://schoolofeducators.com/2011/12/what-is-worth-teaching/</link>
		<comments>http://schoolofeducators.com/2011/12/what-is-worth-teaching/#comments</comments>
		<pubDate>Tue, 20 Dec 2011 13:13:30 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Speech]]></category>
		<category><![CDATA[school]]></category>
		<category><![CDATA[teacher]]></category>
		<category><![CDATA[WHAT IS WORTH TEACHING?]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2880</guid>
		<description><![CDATA[]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>LEARN  WHILE  YOU  PLAY</title>
		<link>http://schoolofeducators.com/2011/12/learn-while-you-play/</link>
		<comments>http://schoolofeducators.com/2011/12/learn-while-you-play/#comments</comments>
		<pubDate>Mon, 19 Dec 2011 13:09:22 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Primary Class]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[early child hood games in education]]></category>
		<category><![CDATA[LEARN WHILE YOU PLAY]]></category>
		<category><![CDATA[primary classes]]></category>
		<category><![CDATA[school]]></category>
		<category><![CDATA[teaching]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2812</guid>
		<description><![CDATA[&#160;    LEARN  WHILE  YOU  PLAY (My Childhood Games And My Early Education) Project paper submitted by (Rakesh Sharma, Principal, Sh. Brahamrishi Vidya Mandir TAROARI ,         Karnal)   WHAT  AN EDUCATION IS  :- Education is a process of empowerment , betterment, unfoldment and development of individual’s innate qualities and capacities to maximum possible extent and enables him to be socially useful developed individual.                                        B. What a learning is:- Learning is the modification of learner’s behavior to desirable extent and direction. C.  How learning can be made joyful ?   By making teaching-learning process participatory and associating it with joyful activities like games D.   Importance of play – way approach :- Students voluntarily, actively and joyfully associate themselves in teaching learning process E.   Nature of games in present-project :- Non –classified ordinary regional games which the children have been playing in their courtyards before their schooling has been  started or in the early days of their schooling. F.    Number of Games:- Total number of 155 games have been enlisted ,out of which 53 Games are in practice in this project G.  Basic requirements and characteristics:- -  Identification of Games 155 (53) - Analysis and selection of learning units. &#160;       -Time table, redefined . &#160; -Class room ,redefined -Classes , regrouped -Role of teacher redefined -More emphasis on peer-tutoring. -Self-learning -Self evaluation and self correction -Principales of readiness , exercise and effect -Voluntary participation of the students . -Holistic (development of cognitive , conative and affective domains harmoniously ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Sample School Calendar , planner with CCE</title>
		<link>http://schoolofeducators.com/2011/12/sample-school-calendar/</link>
		<comments>http://schoolofeducators.com/2011/12/sample-school-calendar/#comments</comments>
		<pubDate>Sat, 17 Dec 2011 05:00:14 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Academic resources]]></category>
		<category><![CDATA[CCE]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Kindergarten]]></category>
		<category><![CDATA[cbse]]></category>
		<category><![CDATA[cbse cce]]></category>
		<category><![CDATA[cce coscholastic areas]]></category>
		<category><![CDATA[Sample School Calendar]]></category>
		<category><![CDATA[school activities]]></category>
		<category><![CDATA[school calendar]]></category>
		<category><![CDATA[school co curricular]]></category>
		<category><![CDATA[school curriculum]]></category>
		<category><![CDATA[school vision]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2810</guid>
		<description><![CDATA[Sample School Calendar with Multiple Intelligence and CCE integration covering all co-scholastic activities. This calendar will enable to implement CCE in a very effective manner. A must watch and use for all schools who wish to impart best education to students. Vishal Jain]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Printed Version of Journal</title>
		<link>http://schoolofeducators.com/2011/01/printed-version-of-journal/</link>
		<comments>http://schoolofeducators.com/2011/01/printed-version-of-journal/#comments</comments>
		<pubDate>Sat, 15 Jan 2011 07:04:36 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Academic resources]]></category>
		<category><![CDATA[Accreditation]]></category>
		<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Power point Presentations]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[Report Card]]></category>
		<category><![CDATA[teaching and learning]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2389</guid>
		<description><![CDATA[“School of Educators” India’s No. 1 Journal for the empowerment of educators now in printed version with DVD.  The latest volume was Launched by Sh. Shatrughan Singh, IAS &#8211; Sp. Sec. Prime Minister , Mr. Alok Nigam , IAS , Jt. Sec. Finance , Mr. Vineet Joshi , IAS , Chairman CBSE and Chief Editor SOE – Mr.  Vishal Jain . The Journal was also greatly appreciated by Chief Minister of Haryana Sh. Bhupinder Singh Hooda . We strongly recommend that your school register with us for a multiple subscription of SOE (one each for the library, staff room and principals office) or a whole faculty subscription i.e. one copy per teacher. This will enable your teachers to be well informed about the latest innovations and trends in the world. Limited period introduction offer:   Duration Issues Amount Offer   1 Year 4 ( Quarterly ) 1200 Wallet Free   2 year 8 2400 Wrist Watch Free   5 years 20 6000 MP3 Player Free   Please send Cheque / DD in favour of “School of Educators” Payable at Meerut ( U.P.) India Name _____________________________________ Address ______________________________________________________________________________ _____________________________________________________________________________________City ______________________________________   Pin _________________ Email _________________ Mobile ___________________________________ Regards, Ranjana K. 0-87555-30428 , 87555-30427 soe@school-college.com School of Educators Behind HDFC Bank W.K.Road ,Meerut. (U.P.) Note : As per affiliation by-laws it is mandatory to subscribe periodicals/Journals for Teachers]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Design Your Course Syllabus</title>
		<link>http://schoolofeducators.com/2010/12/design-your-course-syllabus/</link>
		<comments>http://schoolofeducators.com/2010/12/design-your-course-syllabus/#comments</comments>
		<pubDate>Fri, 24 Dec 2010 02:45:32 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Examinations]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2382</guid>
		<description><![CDATA[COURSE DESIGNING TIPS FOR TEACHERS In preparing a course syllabus, it is helpful for teachers to consider the following questions: 1. What is your purpose in this course? What do you hope to teach the students? What is the single most important thing you hope they will leave the course knowing or being able to do? Why are you teaching it? (This is not about what facts you want them to know at the end, but about what your larger or deeper objectives are for the course.) 2. What are your students&#8217; capacities and expectations and needs? Who are your students? What do they know already, as they enter the course? How will you know what they know? What levels of sophistication can you expect? How much can you expect them to do? What courses have they taken? How much do they need to know at this level? These are the two primary questions. From them follow the rest: 1. How are you going to tie the course together? What is the story line for this course? What are the logical links between sessions? And what are the larger sub-topics? How will you enable the students to follow the course&#8217;s progression from week to week? 2. How are you going to get to the broader, underlying conceptual issues, as opposed to simply covering the material? Given the underlying purpose or concept or level of the course, what material should be emphasized and what can be cut? 3. How are you ...]]></description>
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		</item>
		<item>
		<title>10 Steps To Developing A Quality Lesson Plan</title>
		<link>http://schoolofeducators.com/2010/07/10-steps-to-developing-a-quality-lesson-plan/</link>
		<comments>http://schoolofeducators.com/2010/07/10-steps-to-developing-a-quality-lesson-plan/#comments</comments>
		<pubDate>Mon, 26 Jul 2010 16:13:09 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Academic resources]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[curriculum development]]></category>
		<category><![CDATA[develop lesson plan]]></category>
		<category><![CDATA[lesson plan]]></category>
		<category><![CDATA[school lesson plans]]></category>
		<category><![CDATA[steps for making lesson plan]]></category>
		<category><![CDATA[subject lesson plan]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2236</guid>
		<description><![CDATA[his guide is not meant to be the one and only way to develop a lesson plan. It is a general overview that highlights the key points of creating a lesson plan. Below is a list of the steps involved in developing a lesson plan as well as a description of what each component should be. 1. The first thing to consider, obviously, is what you want to teach. This should be developed based upon your state (or school) standards. You also need to be aware of what grade level you are developing the lesson plan for (and keep that in mind of course), and also record a time estimate for your lesson plan to help in time budgeting. Once you have your topic, you can begin determining how you want to teach the topic. If you didn&#8217;t use the state standards to help in developing your topic, refer to them now to see what specific standards your lesson plan can fulfill. Having your lesson plan correctly aligned with state standards helps to prove its worthiness and necessity. It also helps in assuring that your students are being taught what your state requires. If you are able to correlate your lesson plan with standards, record links to those standards in your lesson plan. If writing this lesson plan for a website (The Lesson Plans Page) be sure to include a title that properly reflects your topic. 2. To make sure your lesson plan will teach exactly what you want it ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Volume 3 Month 4 Day 7- Joy of Geography</title>
		<link>http://schoolofeducators.com/2010/04/volume-4-month-4-day-7-joy-of-geography/</link>
		<comments>http://schoolofeducators.com/2010/04/volume-4-month-4-day-7-joy-of-geography/#comments</comments>
		<pubDate>Wed, 07 Apr 2010 03:30:59 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[teaching and learning]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2068</guid>
		<description><![CDATA[  It is quite astonishing that adults know so little of the world around them. They possess a poor subjective understanding of History and little or no understanding of Geography. Science of course is elevated to a religious height with even less understanding. After fourteen years of schooling it is quite interesting to see how little has been learnt of these school subjects by most of us. There seems to be a divide or disconnect between what is learnt at school and real life. Everyone—well, almost everyone—has a good understanding and feel for at least the front end of the objects and equipment that he/she uses in everyday life. Yet, if one is not in control of something—the natural phenomena around us, for instance—there doesn’t seem to be a need to understand. Therefore, in order to begin understanding these phenomena we need to find a connection between the real world and ourselves. In my opinion,the subject of Geography helps us connect with the world around us very well. When we engage with it seriously, it helps us to demystify the physical world around us and gain a fairly clear understanding of its workings. I would like to share my experience of teaching Geography to Class 9 students. Understanding longitudes and latitudes There is much joy in learning to use the tools which will help us understand even the simple mysteries of the world around us. For instance, take the case of longitudes and latitudes which seems such a ‘text-bookish’ topic ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Volume 3 Month 1 Day 14- Curriculum for an &#8216;Inquiring&#8217; Mind</title>
		<link>http://schoolofeducators.com/2010/01/volume-3-month-1-day-14-curriculum-for-an-inquiring-mind/</link>
		<comments>http://schoolofeducators.com/2010/01/volume-3-month-1-day-14-curriculum-for-an-inquiring-mind/#comments</comments>
		<pubDate>Thu, 14 Jan 2010 03:30:51 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Curriculum]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1951</guid>
		<description><![CDATA[  In our ongoing engagement with the daily business of teaching and more generally with education, we come up against the question–what are we doing with our children? Yes, we teach them particular subjects with care, we talk with them about the problems of life, about relationships, about the state of the world and so on. We want them to be integrated and healthy human beings. We want them to be deeply interested in the world–curious and engaged. Behind all this, we remind ourselves, lies the urgency of nurturing an inquiring mind. An inquiring mind is central to living a life that is not mediocre, that does not perpetuate suffering. We wish for our students a life that is not caught in conformity, rigidity, conflict, not weighed down with cares. Else they will be shaped by the grooves they have grown up with and by the pressures of an increasingly complex society, and hence tacitly supporting of social structures that are full of contradictions. It is this mediocrity that leads to a loss of quality in living and in relationships, and perpetuates suffering for oneself and for others. When we look around, we are struck with the suffering that we have created in the world. We see it at all levels. Human beings suffer and cause others to suffer. And with them other living creatures and the Earth suffers. There is also the possibility of joy, and tremendous beauty. Yet we cannot help being aware of the thread of mediocrity ...]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Volume 2 Month 10 Day 5 &#8211; Designing the School Curriculum</title>
		<link>http://schoolofeducators.com/2009/10/volume-2-month-10-day-5-designing-the-school-curriculum/</link>
		<comments>http://schoolofeducators.com/2009/10/volume-2-month-10-day-5-designing-the-school-curriculum/#comments</comments>
		<pubDate>Mon, 05 Oct 2009 16:03:33 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Academic resources]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Power point Presentations]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1737</guid>
		<description><![CDATA[Designing the School Curriculum  Download Presentation : Curriculum What do we mean by curriculum? That is, what exactly is the curriculum for an elementary or secondary school? School varies in a number of ways i.e. in their teaching strategies, student body, curriculum etc. Curriculum taught in a school is an important thing that decides whether a particular school is a successful school. Curriculum is a tool to develop the skills and knowledge of a student. What is taught in a school has its own huge importance in giving a meaning and purpose to child’s life. Curriculum builds up the foundation of a child’s career in future. Designing a meaningful curriculum is a most important element of teaching. Curriculum is all learning, planned or unplanned, that takes place in a school. Learning should always be meaningful. It is the responsibility of the teachers to select the curriculum on both the short-term and long-term goals. To accomplish such task, the teacher must consult a variety of sources, including national curriculum framework, district curriculum guides, school guidelines, and relevant textbooks and websites. It is important to develop a blueprint of instruction and content. Curriculum Mapping There is a big gap between what has been mentioned in the national curriculum framework and what is actually taught in a school. Generally, schools differ a lot on the basis of curriculum adopted by them. There is a big variation between the state suggested curriculum and the one which is actually implemented in schools. There is a ...]]></description>
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