Using Abu Dhabi Education Council’s Abu Dhabi School Model Outcomes to Reorganize Curriculum from Linear Delivery Toward a Spiral Approach

Cynthia Albert Jorgenson, Tommi Eranpalo, Ahmed Mohamed Deria, Rita Kumar

Abstract


Curriculum delivery has a meaning learners’ interaction with the designed curriculum. That is why planning of curriculum delivery is essential for teaching - learning process. This study uses a sample of 33 teachers engaged in a Professional Learning Network to examine the possibilities and purposes of a spiral design of curriculum delivery instead of a linear one with Abu Dhabi School Model (ADSM) curriculum outcomes.  The authors collected the data and analyzed results using the method of purposive sampling-collection to find out the teacher’s ability and interest to implement the delivery model. Consistent with findings from earlier studies of effective curriculum delivery, this study points to the significance of teachers’ ownership to curriculum delivery and to the importance of meaningful patterns for differentiation and assessment. The authors also found that the incorporation of time for teachers to plan for curriculum delivery is essential. Results from the collected data show it is possible and purposeful to build a spiraling model for curriculum delivery with Abu Dhabi Education Council (ADEC) ADSM outcomes.


Keywords


curriculum delivery; Abu Dhabi Education Council; Cooperative teaching; International education; Spiral Curriculum delivery

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References


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International Journal of Humanities and Social Sciences

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