Curriculum And Learning Quotes & Sayings

Through your love for each other, through learning the art of making one person happy, you learn to express your love for the whole of humanity and all beings. Please help us develop the curriculum for the Institute for the Happiness of One Person. Don't wait until we open the school. You can begin practicing right away. — Nhat Hanh

Creative, exploratory learning requires peers currently puzzled about the same terms or problems. Large universities make the futile attempt to match them by multiplying their courses, and they generally fail since they are bound to curriculum, course structure, and bureaucratic administration. In schools, including universities, most resources are spent to purchase the time and motivation of a limited number of people to take up predetermined problems in a ritually defined setting. The most radical alternative to school would be a network or service which gave each man the same opportunity to share his current concern with others motivated by the same concern. — Ivan Illich

School curriculum, learning activities--all educational pursuits--should be characterized by and should lead to a sense and experience of wholeness. (p25) — Donovan L. Graham

discover that the quality of our relationships with our teachers, families, friends, and communities is as important to learning as the curriculum, testing, and technologies which usually occupy our attention. — Louis Cozolino

Where I grew up, learning was a collective activity. But when I got to school and tried to share learning with other students that was called cheating. The curriculum sent the clear message to me that learning was a highly individualistic, almost secretive, endeavor. My working class experience ... was disparaged. — Henry Giroux

Every child should be taught how to think, read and write. — Lailah Gifty Akita

For truth to tell, dancing in all its forms cannot be excluded from the curriculum of all noble education: dancing with the feet, with ideas, with words, and, need I add that one must also be able to dance with pen- that one must learn how to write — Friedrich Nietzsche

So when I went to school, I studied a Jordanian curriculum. We never studied anything about Palestine or its history. We never saw a Palestinian map. We studied the history of Jordan, of China, of Germany, of England - I remember learning about all the families who ruled England - but nothing connected to our history, nothing connected to our geography, nothing connected to our culture. — Cate Malek

Useful learning needs to begin where the student is at that time and then builds on what that person knows. The biggest challenge to an educator is what to forgo from the 'old' curriculum in favour of something more relevant. Then — David Loader

Acceleration means studying material that is part of the standard curriculum for older students. Enrichment involves learning information that falls outside the usual curriculum - say, — Scientific American

Life is a curriculum unique to every student. — Joyce Rachelle

It is common to hear staff talk with both passion and concern about the "crowded curriculum;" how there is never enough time to "fit everything in." Often such comments result from a focus on the delivery of content rather than a focus on engaging students in active learning. An internationalized curriculum must focus on more than content. To make sense of and thrive in the world, students need to develop their ability to think critically, their intercultural competence, and their problem-solving skills as well as the ability to apply these skills and competencies in a rapidly changing, increasingly globalized and interconnected world. — Betty Leask

We often assume that all teachers within a discipline address the same curriculum. This isn't always the case. We frequently find gaps between goals and what is actually taught, and these gaps can have a lasting impact on a child's learning. — Heidi Hayes Jacobs

We must never return to the Julie Andrews curriculum where we teach "a few of my favorite things"! — Andy Hargreaves

The solution which I am urging is to eradicate the fatal disconnection of subjects which kills the vitality of our modern curriculum. There is only one subject-matter for education, and that is LIfe in all its manifestations. Instead of this single unity, we offer children
Algebra, from which nothing follows; Geometry, from which nothing follows; Science, from which nothing follows; History, from which nothing follows; a Couple of Languages, never mastered; and lastly, most dreary of all, Literature, represented by plays of Shakespeare, with philological notes and short analyses of plot and character to be in substance committed to memory. Can such a list be said to represent Life, as it is known in the midst of living it? The best that can be said of it is, that it is a rapid table of contents which a deity might run over in his mind while he was thinking of creating a world, and has not yet determined how to put it together — Alfred North Whitehead

Since there is no single set of abilities running throughout human nature, there is no single curriculum which all should undergo. Rather, the schools should teach everything that anyone is interested in learning. — John Dewey

I imagine a school system that recognizes learning is natural, that a love of learning is normal, and that real learning is passionate learning. A school curriculum that values questions above answers ... creativity above fact regurgitation ... individuality above conformity.. and excellence above standardized performance ... And we must reject all notions of 'reform' that serve up more of the same: more testing, more 'standards', more uniformity, more conformity, more bureaucracy. — Tom Peters

Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event. — Heidi Hayes Jacobs

Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get it' and express learning. — Carol Ann Tomlinson

The process of learning to be holy, like the process of learning to pray, may properly be thought of as a school - God's own school, in which the curriculum, the teaching staff, the rules, the discipline, the occasional prizes and the fellow pupils with whom one studies, plays, debates and fraternizes, are all there under God's sovereign providence. — J.I. Packer

No one likes to feel used. When the perceived focus becomes the content over the person, people feel used. When teachers are valued only for the test scores of their students, they feel used. When administrators are "successful" only when they achieve "highly effective school" status, they feel used. Eventually, "used" people lose joy in learning and teaching. Curriculum does not teach; teachers do. Standards don't encourage; administrators do. Peaceable schools value personnel and students for who they are as worthy human beings. ... If your mission statement says you care, then specific practices of care should be habits within your school. — Lorraine Stutzman Amstutz

I have found that educators yearn to be told something like this: There will be no more initiatives - at least for a time. Instead, we will focus only on what will have an immediate and dramatic impact on learning in your classrooms: ensuring the implementation of a common, content-rich curriculum; good lessons; and plenty of meaningful literacy activities (such as close reading, writing, and discussion) across the curriculum. — Mike Schmoker

Someday, hopefully very soon, 'diving within' as a preparation for learning and as a tool for developing the creative potential of the mind will be a standard part of every school's curriculum. — David Lynch

Every television program must be a complete package in itself. No previous knowledge is to be required. There must not be even a hint that learning is hierarchical, that it is an edifice constructed on a foundation. The learner must be allowed to enter at any point without prejudice. This is why you shall never hear or see a television program begin with the caution that if the viewer has not seen the previous programs, this one will be meaningless. Television is a nongraded curriculum and excludes no viewer for any reason, at any time. In other words, in doing away with the idea of sequence and continuity in education, television undermines the idea that sequence and continuity have anything to do with thought itself. — Neil Postman

That seemed crazy on the face of it, but slowly I began to realize that the bells and the confinement, the crazy sequences, the age-segregation, the lack of privacy, the constant surveillance, and all the rest of the national curriculum of schooling were designed exactly as if someone had set out to prevent children from learning how to think and act, to coax them into addiction and dependent behavior. — John Taylor Gatto