Content and Curriculum

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Content and Curriculum .. Information from
Chapters 3 and 9 and from the North Carolina
Standard Course of Study
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Chapter 3Content, Learners, and Context
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Chapter Organizer
Learning standards Learning taxonomies Learning
dimensions Task analysis Instructional media and
technology
Content
Learners
Learner characteristics Learning
preferences Cognitive styles Special needs
Context
School level Classroom level Personal level
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Ways of looking at the Content?

• Learning standards
• Learning taxonomies (levels of learning)
• Learning dimensions
• Task analysis
• Instructional media/technology

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What is the Content?Looking at Learning Standards

• Content is the full range of knowledge, skills,
  concepts, understandings, and attitudes which is
  taught in schools.
• In North Carolina, the content or curriculum is
  the NC Standard Course of Study (NCSCOS).

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What are the levels of learning content?
(Learning Taxonomies)

• Knowing
• Organizing
• Applying
• Analyzing
• Generating
• Integrating
• Evaluating
• (from Robert Marzano Dimensions of
  Thinking)

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Learning Dimensions
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Task Analysis

• Step 1 Analyze the learning task determine
  prerequisite skills
• Step 2 Write performance objectives observable,
  measurable, performance level
• Step 3 Specify instructional needs teaching
  strategies, time needed, assistance

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Instructional Media Technology

• Providing experiences to learn
• Learn from others (students)
• How does media/technology help students to learn?

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Content Information from Chap 9
Content Area Curriculum Models
Curriculum Views and Influences
Literacy Science Mathematics Social
studies Languages Art Physical education Health
education Technology education Integrated
curriculum
Curriculum definitions External influences Local
influences
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Defining Curriculum Fig. 9.3

• School curriculum
• Taught curriculum
• Null curriculum
• Hidden curriculum

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External Influences

• National initiatives
• State agencies
• Professional associations
• Educational publishers
• Social critics

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Local Influences

• Schools and school districts
• Teaching and teacher histories
• Students
• Communities
• Parents

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Content Area Curriculum Models

• Literacy
• http//www.reading.org/
• http//www.nrconline.org/
• English
• http//www.ncte.org
• Science
• http//www.project2061.org
• Mathematics
• http//www.nctm.org/
• Social Studies
• http//www.ncss.org/

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Content Area Curriculum Models

• Languages
• www.educ.iastate.edu
• Arts
• www.naea-reston.org/
• Physical education
• Health education
• www.aahperd.org/naspe/
• Technology education
• www.iteawww.org/TAA/TAA.html

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Investigating the North Carolina Standard Course
of Study

• Subject Area
• Grade Level
• Overview of grade level content
• Competency Goal
• Objective

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North Carolina Standard Course of Study
Assignment-use information from the NCSCOS

• Use the form provided on Mrs. Henrys webpage.
  Complete the exact information and turn in the
  form.
• I will demonstrate a specific model.

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Summary

• What is taught is not a simple question
• Teachers have responsibility for translating the
  answers to instruction
• Stay current on developments, trends at the
  local, state, and national levels
• Tap professional content area organizations for
  curriculum support
• Teachers should have a say in curriculum