design of an individualized perceptual skills curriculum.
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design of an individualized perceptual skills curriculum.

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Published by Learning Research and Development Center, University of Pittsburgh in Pittsburgh, Pa .
Written in English

Subjects:

  • Individualized instruction.,
  • Perceptual learning.

Book details:

Edition Notes

Includes bibliographical references (p. 31-32)

SeriesWorking paper -- no. 53, Working paper (University of Pittsburgh. Learning Research and Development Center) -- no. 53.
ContributionsUniversity of Pittsburgh. Learning Research and Development Center.
The Physical Object
Pagination32 p.
Number of Pages32
ID Numbers
Open LibraryOL21049492M

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This book includes eight progressively more challenging skill sections with pretests and posttests to evaluate students' beginning and ending skill levels. Answers and definitions of technical terms used in the book are included. This book is intended for students in Grades K-2 whose visual perceptual skills . individual that are relevant for that individual student’s projected life –Focused on all areas of need (academics, adaptive skills, social skills, communication, etc.) for the individual –Grounded in repetition, practice, and individualized reinforcement 7. A Perceptual Approach ROBERT A. PINES* I T HAS been proposed that good teaching is an intensely personal thing, that is, the "good teacher is first and foremost a person, and this fact is the most important and determining thing about him" (Combs, , p. 6). Such a notion neither denies. overview of the curriculum field and a set of concepts for analyzing the field. To accom-plish these related goals, the discussion that follows focuses on these outcomes: defining the concept of curriculum, examining the several types of curricula, describing the con-trasting nature of curriculum components, and analyzing the hidden curriculum.

An Individualized Curriculum is a course of study designed specifically for each individual student. In a typical large-class setting with pupils, students are forced to work at the pace and intensity of the majority of the group. One student may find the class too slow and rather superficial, another might find the same course too rapid. Academic goals, curriculum and content — as well as method and pace — can all conceivably vary in a personalized learning environment. Unlike individualized instruction, personalized learning involves the student in the creation of learning activities and relies more heavily on a student’s personal interests and innate curiosity. Instead. Mod Unit 4: Models of Curriculum Design 29 UNIT 4: Models of Curriculum Design Introduction Curriculum design is a complex but systematic process. This unit describes a variety of models of curriculum design in order to make this complex activity understandable and manageable. It is important for you as a teacher to understand how the. Curriculum-in-use • The formal curriculum (written or overt) comprises those things in textbooks, and content and concepts in the district curriculum guides. However, those "formal" elements are frequently not taught. • The curriculum-in-use is the actual curriculum that is .

Perceptual Edge is an archive of the work of Stephen Few from through to help people make sense of and communicate data more effectively by representing it visually. Announcements Stephen's new book, titled The Data Loom: Weaving Understanding by Thinking Critically and Scientifically with Data, is now available.   This article will explain what curriculum development is, why it’s important for an instructor’s pedagogy and discuss the three different types of curriculum design. Curriculum development can be defined as the step-by-step process used to create positive improvements in the courses offered by a school, college or university. This curriculum is designed primarily for use in individualized classrooms where the teacher is working with an assistant, but it has also been proven effective in traditional classrooms and in remedial situations. Program four focuses on four abilities as they relate to the basic symbol system of the classroom. These are the abilities to: discriminate (match) all of the capital letters, lower. These games involve varying levels of visual-perceptual skills along with some degree of motor control. For many, the motor component may be eliminated. Some of the skills addressed include matching, directionality, spatial relations, visual attending, memory and discrimination, scanning and tracking, sequencing, organization, classification, visual planning and critical thinking.