3.3 Curriculum

 

1 Operating Instructions

1.       Organization

2-Background

1.       All children can learn

2.       Not all learn in same way

3.       Diagnostic and prescriptive

4.       Solutions which reachÝ +Ý teach students

5.       Staff development

3-Getting Started

1.       Classroom

2.       Students

3.       Curriculum

4.       Coop learning

5.       Evaluation

4-L=TBC: The Formula

1.       Basis

2.       Whole class

3.       Continuum

5-L=TBC: Models

1.       Generic

2.       Canada

3.       Belize

4.       Spanish Exploration

5.       Westward Movement

6.       The Middle Ages

7.       Role of Intern

8.       Prep forÝ field Preservice

Ý6-Meeting Student Needs

1.     Need for 21st Cent.Skills

2. 21st Cent.Skills + Curr

3. Assessment

4. Matching Resources to Student Need

5. Alt. Assessment: Tools and Pedagogy

7-Problems

1.       Classroom management

2.       Lack of focus

3.       Unwillingness

8-Solutions

1.       Getting Re-Started

2.       Graphics Boards

3.       HyperStudio

9- References

1.    End Notes

2.   Background Reading

10-The Library

1.       Print media

2.       HyperStudio

3.       Web-based

4.       CD-based

5.       On-Line

 

OVERVIEW:Ý ÝThe Curriculum is often set by the school or school district, modeled after state benchmarks and standards.Ý The teacher should be proactiveÖ.. should sequence and "package" the curriculum in such a way that it meets the needs and some of the interests of the students.

 

(1) STATE AND DISTRICT STANDARDS AND BENCHMARKS

1.Ý Curriculum is often guidelined or created at State or institutional.Ý The teacher is the final contact point between theÝ creators of the curriculum and the students who are to be enriched and educated by it.Ý ;

Ý

2.Ý Teachers must remember to teach the children about the curriculum, instead of teaching the curriculum to the students.

 

(4) MULTI-METHOD

1.       Use methods which match the needs of students.Ý Consider Gardner'sÝ Multiple Intelligence TheoryÖ consider individual differencesÖ.

2.      Few methods hurt any particular learner.Ý Each different method helps some specific students.

(5) TEACHING SKILLS SKILLFULLY

1.       In all that they teach, teachers should provide opportunities for application of new knowledge and application of newly introduced skills.Ý

2.      The skills, the "basics" must be taught and should be valued as enablers for specific educational activities within a unit as well as for use in real life.

(2) STUDENT INTEREST AND EXPERIENCE

1. The educational activities created to teach students about the curriculum need to take into accountÝÝ (as much as possible) student interest and student experience.

2. Student ownership, real world relevance, teaching students what they have demonstrated a need forÖ. enhances the quality of the learning that takes place.

 

 

(6) BALANCE

1.        Direct teaching

2.        Constructivist-Problem Solving-Station

3.        Balance within a unit.

For a sense of these, please referÝ to the units in Section 5.

(3) MULTI-DISCIPLINE

1.       Teach in such a way that multi-discipline content "occurs naturally" Ö. Instead of in a contrived fashion.

This approach creates opportunities for real-world connections, authentic learning and authentic assessment, and conceptual connectivity among a variety of content and educational activities.