Quality of education based upon
how we identify effective teachers

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Contents

Introduction
Part I: Education Myths
    1. Myths toward Effective Teaching
    2. Myths toward the Lecture Method
Part II: Effective Ways of Teaching
    1. Structure of Instructional Continuum
    2. Knowing Students' Background
    3. Setting up Objectives
    4. Psychological Security for Students' Leaning Environment
    5. Advantages of Teacher Questions
    6. Outcomes of the Grouping Process
    7. Elements of Effective Instruction
Part III: Making Curricula and Performing Assessments
    1. John Goodlad's Five Levels of Curriculum
    2. Elliot Eisner's Three Levels of Curriculum
    3. Assessment of Three Main Domains
Part IV: Conclusions and Discussions
Reference

What do students really want for the university education?

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2. Elliot Eisner's Three Levels of Curriculum

He states that three levels of curricula are always present in any learning environment.

• Explicit Curriculum

This is what the school advertises that it does (the items on its "education menu").
• Implicit Curriculum

This is the "hidden" curriculum that is taught as a result of such things as a school's structure, the peer group, social interactions, cultural capital, and poor/excellent teachers.
• Null Curriculum

This is what schools do not teach. These include undertaught subjects (e.g. art, intellectual processes, things that are the first to go in times of economic hardship).

Compared to John Goodlad's Five Levels of Curriculum, this indicates more conceptual aspect. To obtain a meaningful curriculum out of this perspective, teachers' proper management skills based on objective observation.

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