Chapter 5 The Curriculum: Selecting and Setting Learning Expectations

1
Chapter 5The Curriculum Selecting and Setting
Learning Expectations

• Secondary School Teaching A Guide to Methods and
  Resources
• 3rd Edition 2007
• Richard D. Kellough and Noreen G. Kellough
• Pages 82-107

2
The Curriculum Selecting and Setting Learning
Expectations

• Hands-On Learning- The learner is learning by
  doing and is thinking abut what she or he is
  learning and doing
• Hands-On Learning for the student
• Encourages students to question
• Encourages students to investigate, explore and
  discover

3
Program Organization Providing Successful
Transitions (pg.162)

• Curriculum- Planned subject matter, content and
  skills to be presented to students, only that
  which students learn.
• Four programs contribute
• The program of students (courses offered)
• The program of student activities (sports, clubs
  and organizations)
• The program of services (transportation, meals)
• The hidden curriculum (the unplanned and subtle
  message systems within schools
• The working definition considers curriculum as
  the entire school program (pg.162)

4
Curriculum and Instruction Clarification of
Terms

• Curriculum- associated with the content of the
  learning
• Instruction-associated with the methods or
  strategies- presenting the content to the learner

5
Core Curriculum

• Core Curriculum as defined by Congress No Child
  Left Behind Act of 2001 are English, reading or
  language arts, mathematics, science, foreign
  languages, civics and government, economics,
  arts, history, and geography (pg. 162).

6
Interdisciplinary and Thematic UnitsCore
Curriculum

• Interdisciplinary Thematic Units
  (ITUs)-combination of NCLBs Core Curriculum
• Core Curriculum- facilitates the integration of
  subjects of thematic units

7
Core Curriculum(continued)

• Core Curriculum- State mandated, required, must
  be covered within the school year
• Supplemental Curriculum- Not state mandated by
  state standards, dependant upon the teachers
  discretion

8
Exploratory Opportunities(pg.162)

• Primarily used in middle schools
• Purpose is to provide a variety of experiences to
  assist students in finding their specific areas
  of interest

9
Co-Curricular and Extra-Curricular Activities
(pg.163)

• Extra-curricular- clubs and activities, separate
  from the school day
• Co-curricular-vital to the core curriculum, can
  happen at any time before, during, or after
  school
• Mostly present in middle and high schools

10
Advisory/Homebase Program

• Found in middle-level schools
• Usually a class of 8-12 students who meet for no
  less than 20 minutes daily with no interruptions
• Purpose is to ensure that each student has adult
  advocacy.
• Program ensures that each student gets positive
  and constructive individual attention.

11
Three Levels for Planning for Instruction

• 1st level-plan for the school year
• 2nd level-plan for the units
• 3rd level-plan for lessons
• Planning should be a collaborative experience.
• Package curriculum programs can provide
  guidelines for planning curriculum.

12
Teacher Student Collaboration Team Planning

• Students can collaborative with teacher teams to
  assist in planning their own learning.
• Student collaborative gives them a sense of
  ownership in their own learning.

13
Reasons for Planning (pg.164)

• To ensure curriculum coherence.
• To ensure the curriculum is developmentally
  appropriate for the students.
• Necessary for efficient and effective teaching.
• To ensure program continuation.
• Gives the teacher a sense of confidence and
  completion.

14
Components of an Instructional Plan

• Rationale Component- Statement about why the plan
  is important, should be consistent with schools
  mission statement.
• Goals and Objectives (Standards) Components-
  Learning targets, specifics knowledge and skills
  to be gained by the student. Should be consistent
  with the schools rationale component.

15
Component of an Instructional Plan (Continued)

• Articulation Component- Shows the plans
  relationship to the learning that preceded and
  the learning experiences that will follow.
• Learning Activities Component- Presentation of
  organized sequential units.
• Resources Component- Listing of resources needed
  such as print, electronic sources, or artifacts.

16
Components of an Instructional Plan (continued)

• Assessment Component- appraisal of student
  learning, occurs in three parts
• Before instruction-Pre-assessment
• During instruction-Formative assessment
• After instruction-Summative assessment

17
Components of an Instructional Plan (continued)

• Special Consideration Component- this is where
  you make notes to accommodate to the special
  populations of students.
• Examples include gifted learners, students with
  exceptionalities, English-language learners.

18
Designing Curriculum Documents that Provide
Guidance

• National Curriculum Standards
• State Curriculum Standards
• School or District Benchmark Standards
• Curriculum Frameworks

19
Curriculum Standards

• Curriculum Standards Defined as what students
  should know and be able to do (process and
  performance).

20
National Curriculum Standards

• Include the following subject areas
• Each group has a related professional
  organization
• -Arts (AAH-PERD) (NAEA) -History
• -Business (NBEA) -Mathematics (NCTM)
• -Economics (NCEE) -Physical Ed. (NASPE)
• -English/Language Arts (IRA) (NCTM) -Psychology
  (APA)
• -Foreign Languages (ACTFL) -Science (AAAS)
  (NSTA)
• -Geography (NCGE) -Technology (NSF) (NASA)
• -Health (Joint Commission for National School
  Health)

21
State Curriculum Standards

• Influenced by the national standards each
• Individual state has implemented their own
• standards for various disciplines

22
Curriculum Standards and High-Stakes Testing

• Standardized testing occurs on both the national
  and state level
• Purpose of statewide standardize testing- to
  determine how well students are learning

23
Conclusion

• Curriculum is associated with the content of
  student learning as instruction is associated
  with the delivery and presentation with the
  learner.