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Davidovitch, Nitza; Yavich, Roman; Keller, Nelly – Journal of College Teaching & Learning, 2014
In the process of experiential learning, students acquire skills and values as the consequence of a direct experience. Experiential learning draws on senses, emotions, and cognition and appeals to learners' entire being. Such learning, by nature, enables the development of a variety of capabilities, such as planning, teamwork, coping with…
Descriptors: Experiential Learning, Lesson Plans, Instructional Design, Curriculum Development
Boozer, Robert F.; Lindvall, C. M. – 1971
Many programs for individualization of instruction are based on a curriculum structure involving a careful sequencing of instructional objectives and larger units of learning content. A methodology that may be useful in the formative evaluation of the sequential and structural properties among predefined curriculum units and specific instructional…
Descriptors: Academic Achievement, Curriculum Development, Curriculum Evaluation, Curriculum Research
Smith, Arthur De W.; And Others – 1974
Generic skills are those overt and covert behaviors which are fundamental to the performance of many tasks and sub tasks carried out in a wide range of occupations and which are basic to job specific skills. Generally included in the term are: mathematics, communication, reasoning, interpersonal and manipulative skills. Excluded from generic…
Descriptors: Basic Skills, Classification, Communication Skills, Curriculum Development
Hartoonian, H. Michael – 1986
Designed to provide social studies educators with specific information for the development of local school district K-12 curriculum, this guide is organized into eight sections. Following an introduction, section 1 provides a rationale, goals, and major themes for the social studies and social sciences. Section 2 presents a scope and sequence…
Descriptors: Computer Assisted Instruction, Course Objectives, Curriculum Development, Educational Change
Arizona State Dept. of Education, Phoenix. – 1976
This curriculum guide for grades K-12 is designed to help art teachers, classroom teachers, art consultants, and administrators develop and maintain art programs. The guide has four main parts, the first part containing an introduction and forward. Part two includes the rationale, the focus, and the components of an art education curriculum. Also…
Descriptors: Accountability, Aesthetic Education, Art Appreciation, Art Education