...Instructional practices for standards-based curriculum is more than knowing and understanding state and district standards; posting objectives, standards, or learning goals in the classroom; referencing standards in lesson plans; covering concepts or following a teacher’s manual claimed to follow state standards. Instead, it is about consistently and effectively developing lessons with activities designed to meet the needs of all students. Standards Based Curriculum The foundational reason supporting national and state standards efforts is the quality of students that schools are producing as graduates. This could potentially be an effect of content and expectancies for students in identical classes and grade levels differ immensely within and across schools, districts, and states. A standards based curriculum is curriculum that is developed using district, state, and/or national standards; pinpointing the skills, knowledge, and understandings that students show exhibit to meet these standards and identifying activities that will enable students to reach standard mastery. Curriculum design starts with the standards and once they are unpacked, the activities to meet them are developed. With the standards-based curriculum movement, curriculum is now much simpler and condensed in which the content is significantly effected by high-stakes tests (GCU, 2010). Instructional Practices Teachers are mandated to teach standards and to make connections between standards-based curriculum...
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...Policies For Curriculum Development Ashanti C. Chambers Grand Canyon University 10/30/2013 Policies For Curriculum Development Instructional practices and there implementation are crucial to the success or failure of students. In order to achieve high-level learners based on a standardized curriculum, instructional practices must be examine and analyzed to ensure that all student’s needs are met. There are proven instructional practices that have led to higher level learning and student success that are engaging and allow students to be responsible for their own learning. By aligning these practices with a standard based curriculum, students can be successful at applying their learning to real world problem solving while passing the curriculum-based assessments to determine student growth. Marzano’s High Yield Strategies It has been said that teacher are made, not born. Robert J. Marzano used this premise to start his work on creating instructional strategies that can make any teacher an effective instructor. An important study during the late 1960’s indicated that teachers form expectations about their students’ chances for academic success and then interact with students on the basis of those expectations (Marzano, 2010, p. 82). This basically says that teachers often treats students according to what they expect each can do based on their abilities. With these expectations, students will usually start to act in accordance with the expectation that this treatment...
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...ETT4/5 - Effective Teaching Practices: Instructional Presentation and Follow-Up Course of Study Your competence for this course of study will be assessed as you complete the 10 tasks that make up the ETT4/5 performance assessment and the EIO4/5 objective assessment. Introduction Welcome to Effective Teaching Practices. Effective teaching depends on effective planning. Teachers need to devote systematic thought to what they want students to learn and to how students will best acquire knowledge and skills. You will learn how to select, develop, and evaluate instructional materials as well as strategies to use to accomplish specific learning goals. You will plan for effective instruction, and then implement those plans. Interactive teaching includes appropriately responding to all of the details that emerge during the presentation of lessons. Teaching is a process. Teachers plan lessons and then present them. They use information about the lesson presentation to make appropriate changes to improve both student achievement and lesson presentation. Outcomes and Evaluations There are 10 competencies covered by this course of study; they are listed in the "Competencies for Effective Teaching Practices: Instructional Presentation and Follow-Up (ETT4/5)" page. The list of competencies is a good overview of precisely what you will know and be able to do at the conclusion of this course of study and demonstrate through assessment. Teaching Dispositions Statement Please review the...
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...Aligning Curriculum with Assessment SED 542 December 9, 2009 North Carolina established a Standard Course of Study in 1898 as an attempt at determining competencies for each grade level and each high school course, with a rigorous set of academic standards that is uniform across the state. Based on a philosophy of teaching and learning that is consistent with current research, exemplary practices, and national standards, North Carolina educators seek to provide the most appropriate education possible for the diverse learners in the public schools of the state in order to prepare all students to become successful, contributing members of a 21st century society and global economy. The Standard Course of Study includes the curriculum that should be made available to every child in North Carolina's public schools. Many public schools in the state presently offer an even more comprehensive curriculum. Therefore, in some curriculum areas, electives were also included. The Standard Course of Study is part of the Department of Public Education's continual improvement efforts. The curriculum will be revised on a regular basis to remain consistent with the changing needs of our nation, state, and local communities. The North Carolina Standard Course of Study sets content standards for what students should know and be able to do. The North Carolina ABCs Accountability Plan establishes performance standards which specify the level of proficiency a student must reach in order...
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...SCHOOL S © AdvancED® 2011 1 Standards for Quality Schools AdvancED Standards for Quality Schools Standard 1: Purpose and Direction The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. Standard 2: Governance and Leadership The school operates under governance and leadership that promote and support student performance and school effectiveness. Standard 3: Teaching and Assessing for Learning The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. Standard 4: Resources and Support Systems The school has resources and provides services that support its purpose and direction to ensure success for all students. Standard 5: Using Results for Continuous Improvement The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement. © AdvancED® 2011 1 Standards for Quality Schools Standard 1 Purpose and Direction The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. IndIcator 1.1 The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for...
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...molded to become successful. You can instill greatness into these young minds, it where it all begins. Reading, writing and arithmetic will be my values. Yes of course technology would be part of the curriculum as well as the arts (liberal arts). I want my student to read from text books not from animation on a computer, they have to learn how to work with their minds. Maybe later on I would like to become an online professor for undergraduate students, because the curriculum is set or guide lines are there for you to follow. But teaching at the elementary level is far more important and rewarding. I would not just have a course of study; it would be used to improve student learning system. My curriculum would be effective with conscious planning efforts. Not to casual or different changes being made over week, month or even years. Yes time changes and learning abilities with new formats, with technology yet I will keep it ole school, if you will. Teachers, not all, depend on technology to teach our young minds. The text book isn’t used as much today as it was before. My students will be taught as I, reading, writing, speech and the ability to attain information in the brain. The curriculum would comprise into different stages. I must also face the fact that creating a curriculum you have to concentrate intensely on the issues of learning goals. To identify what is useable or not and what is acceptable as well. I would also have to be wise of the investments, (how much it...
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...the Future: CURRICULUM INNOVATIONS 1.) LOCAL AND NATIONAL CURRICULAR INNOVATIONS 2.) GLOBAL CURRICULAR INNOVATIONS As man seeks for development, innovations are inevitable. In curriculum, changes and modifications are being introduced to keep with the changing world. • With the emerging theories of learning, instructional delivery and management, learning and teaching styles, modes of living and other societal changes in science and technology led educators to introduce innovations. 1. LOCAL AND NATIONAL CURRICULAR INNOVATIONS a.) 2002 Basic Education Curriculum b.) Third Elementary Education Program (TEEP) c.) Secondary Education Improvement and Development Program (SEDIP) d.)The New Teacher Education Curriculum for BEEd and BSed e.)The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE) f.) Instructional and Curricular Excellence in School Leadership and Management – DepEd eXCELS A. 2oo2 Basic Education Curriculum THE VISION, MISSION AND RATIONALE OF THE CURRICULUM VISION: The Department of Education, envisions every learner to be: -FUNCTIONALY LITERATE - EQUIPPED WITH LIFE - APPRECIATIVE OF ARTS AND SPORTS and - IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO IS MAKABAYAN, MAKATAO, MAKAKALIKASAN AND MAKA-DIYOS MISSION: The DepEd’s MISSION is to PROVIDE QUALITY BASIC EDUCATION that is: - ACCESSIBLE TO ALL - LAYS THE FOUNDATION FOR LIFELONG LEARNING and - SERVICE FOR COMMON GOOD The Basic Education Curriculum developed through...
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...the instructional innovations and performance requirements of the U.S. educational system. Today the theoretical and empirical bases of the TargetTeach design are established by independent research and program evaluations that demonstrate its capability to provide the support that schools need as they struggle to make Adequate Yearly Progress (AYP) under Title I of the No Child Left Behind Act of 2001 (NCLB). These evaluations and research verify that TargetTeach negates the socioeconomic and subgroup challenges that schools face in making AYP. THEORETICAL BASE OF ENI’S TURNAROUND & TRANSFORMATION MODEL The TargetTeach Five-Step Process is a design-based intervention program built upon “a „logic model‟ that describes the „theory of action‟” that determines each implementation (Rowan, Correnti, Miller, & Camburn 2009): TargetTeach Five Step Process instructional practice instructional leadership student achievement TargetTeach focuses on both the short-term and long-term results that ENI customers seek as outcomes of their school reform endeavors. A school‟s instructional leadership interrelates with its patterns of instructional practice to comprise a system of transformation, as indicated by the two-directional arrows. * TargetTeach® is a registered trademark of Evans Newton Incorporated for its school improvement model comprising proprietary products and professional services to align curricula to state and local standards, fill gaps in instructional sequences...
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...6. Sorenson, et al, stressed that effective school leaders must be knowledgeable of the ISLLC/ELCC Standards. Cite specific factors, according to the dispositions of these authors that effective school leaders will adhere to and are responsible for in promoting the success of students in addressing Standard 5. How will this information keep you off of “Three on My Side” and avoid disgracing the field of educational leadership? Due to the seriousness of every school’s mission to educate all students, creating a culture of ethics and integrity is extremely important. Therefore, every decision a school leader makes should be guided by Standard 5 of the ISLLC Standards. This standard requires that school leaders promote the success of all students...
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...Collaborative Learning Community: ISLLC Standard 2 Gregory Kempton, Brandi Barnes, Alison Hawkins, and Thomas Norman Grand Canyon University: EDA-534 November 12th, 2014 Unwrapping the Standards Template Standard 2:An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staffprofessional growth.Functions:A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations B. Create a comprehensive, rigorous, and coherent curricular programC. Create a personalized and motivating learning environment for studentsD. Supervise instructionE. Develop assessment and accountability systems to monitor student progressF. Develop the instructional and leadership capacity of staffG. Maximize time spent on quality instructionH. Promote the use of the most effective and appropriate technologies to support teaching and learningI. Monitor and evaluate the impact of the instructional program | Knowledge | Skills | Enduring Understandings | Essential Questions | Administrators will know… | Administrators will be able to … | Administrators will understand that… | | how to create and foster student growth and achievement. (North Dakota Council of Educational Leadership, 2008) | collect data and have skills for using data to make instructional decisions (Green, 2013).(ISLLC 2008: 2E) | student learning is the primary purpose of a school and...
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...1. What are the major differences among the three instructional designs? DI is an instruction strategy that focuses on content, process, and product. DI modifies and adapts the curriculum based on individual learning needs. The teacher determines individual needs and develops the necessary tools for students to succeed. The student relies on the teacher to make modifications to the learning environment. UDL on the other hand is a curriculum designed approach to teaching. UDL focuses on addressing a variety of learning needs and styles of learning and builds the tools right into the curriculum design. UDL requires the student to develop the resources necessary to be successful and in charge of their own learning. Flipped learning...
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...The Changing Mathematics Curriculum: An Annotated Bibliography Third Edition April 2005 1 2 The K–12 Mathematics Curriculum Center The K–12 Mathematics Curriculum Center (K–12 MCC) supports school districts as they build effective mathematics education programs using curricula that align with the National Council of Teachers of Mathematics’ (NCTM) Curriculum and Evaluation Standards for School Mathematics (1989) and Principles and Standards for School Mathematics (2000). The K–12 MCC offers a variety of products and services to assist mathematics teachers and administrators. Our seminars address selecting and implementing new curricula, designing professional development and support, aligning curriculum with assessment, and examining leadership in curricular change. Our other resources include: About This Publication This publication, an annotated bibliography of articles relevant to Standards-based mathematics curriculum reform, is intended as a resource for educators and communities considering the selection and implementation of a Standards-based mathematics curriculum. It also may assist individuals who are interested in learning about the student achievement, classroom practices, and implementation challenges associated with the use of Standards-based materials. When gathering resources for this publication, the K–12 Mathematics Curriculum Center staff reviewed articles that either addressed important issues in mathematics curriculum change or shared experiences...
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...Instructional and Expressive Educational Objectives When it comes to curriculum issues and planning, educational objectives are a central theme; but perspectives vary on how they should be formulated. This paper seeks to examine the concept of “educational objectives”; to distinguish between two types of objectives- “instructional” and “expressive”; and to justify the use of both types of educational objectives in curriculum development, from both a theoretical and practical perspective. The formulation and use of instructional and expressive objectives have implications for the selection of learning activities and evaluation; and identifying the aims and objectives of a course of study is very important to determining how they are used in curriculum development. Many theorists have sought to clarify, classify and specify the manner in which objectives should be formulated and the characteristics they should have once developed, (Eisner, 2005). Educational objectives are based on individual values, and therefore what may seem important to some educators may not be seen as important to others (Eisner, 2005); however, it is a conclusive fact that educational objectives are important for curriculum development. Tyler (2010) states that by outlining educational objectives, “the curriculum-maker has the most useful set of criteria for selecting content, for suggesting learning activities, [and] for deciding on the kind of teaching procedures to follow” (p. 62). Gagne reiterates...
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...Introduction Curriculum as a field of study is relatively young. Most place its birth during the second or third decade of this century, often with the publication of Franklin Bobbitt's. In 1918, Denver superintendent Jesse Newlon's suggested use of teachers in curriculum development . It is important to note that the study of curriculum did not begin as an addition to an extant field, say as a subfield of psychology or philosophy. Rather, it began in administrative convenience: professional responsibility for curricular matters. They came from every academic background imaginable. This means different kinds of thinking from the scientific to the artistic have emerged in the curriculum field. Curriculum as a field includes curriculum theory, development, implementation (that is, instruction), and evaluation. Traditional, conceptual-empiricist, and reconceptualist are theoretical frameworks that govern specific approaches to curriculum issues. Each of these frameworks can be characterized by the dominant and subordinate assumptions that govern the knowledge and values which underline their respective modes of inquiry. Traditionalists: Educational philosophy (Pernalism and Essentialism) General Philosophy (Idealism and Realism) Educational Psychology (Behaviorism) History The field of curriculum studies began in the early 1920's, and grew out of the necessity and need...
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...wireless laptops into rural public school curriculums (Moore, 2009). The research problem in this study will focuses on some reasons teachers do not widely use wireless laptops (Skevakis, 2010) in the institutional and learning setting effectively. Available technology remains an unused resource because many teachers feel that viewing intensely at their pedagogy and inquiring whether the existing curriculum is engaging enough to teach with wireless laptops effectively (Teo, 2009; Skevakis, 2010; Weston &ump; Bain, 2010). By and large, teachers, students, and stakeholders can benefit from this technology through collaborative measures, advancing teacher-students’ literacy development (Suhr, Hernandez, Grimes, &ump; Warschauer, 2010), using data driven tasks, administering cross curriculum running records, promoting explorations, and facilitating assessments. Teachers can use wireless laptops to teach students to generate and analyze their own data during inquiry learning (Kervin &ump; Mantei, 2010; Skevakis, 2010). Students with access to wireless laptops also have added aids at hand for creating products that illustrate mastery of introduced concepts (Zucker &ump; King 2009). To determine teachers’ need for ongoing training to incorporate wireless computing, I will use the teachers’ responses from the TAS. Nature of the Study Teachers' overall attitude toward adapting a set method with applying wireless laptops in the instructional practices will hypothesize a key determinant of...
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