Dr. Rosnel L. Joseph, Ed.D
Dedicated Professor
Dr. Rosnel L. Joseph, Chief Executive Officer (C.E.O)/Founder of Global International Reading Literacy Institute, Inc. I would like to tell you more about his background. He earned a Bachelor of Science in Management Information Systems & Business Administration from Northeastern University, Boston, Massachusetts, Master of Science in Computer Science Education from Nova Southeastern University, and Doctorate Degree in Educational Leadership, Instructional Technology and Distance Education from Nova Southeastern University. Dr. Joseph has taken advantage of his educational development in every respect from the Master’s degree to the doctoral degree. He has demonstrated through his school work his ability to motivate learners. In addition, Dr. Joseph earned a Certificate in Microsoft Certified System Engineer “MCSE” has spent nearly his entire career in high-tech industry settings and as an educator has worked in computer programming analyst, senior accountant analyst, school districts & university, where instructional strategies like the concrete-abstract continuum, and can aid in technology issues selection by providing a ‘road map’ of planning activities.
Being an advocate for students, Dr. Joseph has found that his niche resolves around motivating students and helping them to take full advantage of their educational opportunities while developing their social character to mesh with communal standards. His goal is empowering all diversities languages and culture to learn where they are, have a better understanding, and get some workforce jobs. He means that to provide all students the best teachers to teach all generations: infants, youths, adults, and elders.
Global International Reading Literacy Institute Curriculum Development Tutoring at a Glance
Today we’re going to share with you the perspective on the idea of a systems design for curriculum is coherent, balanced, and systematically develops sophistication in knowledge, understanding, and the ability to perform. Thus, a system designs addresses four critical components such as the student outcomes (what students should know, understand, and be able to do based on the identified knowledge, skills, and abilities they will need as “educated” and successful citizens in the 21st century; the critical content, key concepts, and essential understandings that frame the knowledge base of different areas of study; the major process and skill abilities that ensure quality performance; and quality assessments for measuring standards driven performance. National and state frameworks consistently have a standard that says, “Students will understand the concepts and principles of science, social studies, reading and mathematics”. The traditional and prevalent models of curriculum design list a myriad of topics to emphasize key concepts and principles. Moreover, educators need to discuss the balance between what students know and be able to do by graduation and do processes and skills are reading, writing, creating, listening, thinking and speaking in curriculum design. I fully understand some people state that we should never separate know and do that content should always be presented along with a performance in curriculum frameworks. Understanding the meaning within different types of literature depends on properly analyzing literary components.
Curriculum Development (continued)
Furthermore, teachers tend to focus on the verb and often fail to differentiate whether or not the standard is calling for content understanding, a process demonstration, and a combination. Listen carefully, the process-based from content-based standards reflect the awareness that there is a difference between process and content, and that each has its own inherent criteria for instruction and assessment. Additionally, the quality curriculum designs balance content understanding and process expectations. The specific editing for grammar, usage, mechanics, and clarity gives writing its precision and legitimacy that we have two major strands in K through 12 curriculum and instruction; that know and do work together but also have own requirements. Remember we have two goals in a system designs for curriculum. One is to ensure that students develop process and skill abilities developmentally as they move through the grades; another is to ensure that students will develop an increasing fund of critical content knowledge and conceptual understanding. Therefore, curricular and instructional planning needs to be focused and systematic, and provide flexibility for instruction. They are essential because they are the deeper lessons of history, reading, mathematics, science, art, and so on. They are the “big ideas” that transfer through time and across cultures background. Curriculum developers may assume that teachers know the essential understandings related to a topic. Teachers have been well trained in the traditional model of curriculum design “institutionalized as booklets of objectives during the behaviorists era” which emphasizes fact-based memorialization skill buildings.