Curriculum is a structured set of learning outcomes or objectives.

1. Curriculum is a structured set of learning outcomes or objectives.

2. Proportion of Time Students Spend in Certain Activities During a School Day

3. Curriculum as an Antecedent for Behavior Problems

4. Guidelines for Developing a Relevant, Multifaceted Curriculum • Focus on an “agreed on” series of goals and objectives. • Offer a common core of courses. • Include a diversity of educational experiences and activities. • Organize the presentation of the instructional program

5. Types of Curricula • Grade level curriculum refers to the content school districts determine children should acquire at different grades. • Core curriculum refers to the “3Rs” of reading, ‘riting, and ‘rithmetic. • Subject-area curriculum focuses on the skills required to master a particular content area. • Competency-based curriculum focuses on ensuring that students are proficient in a specific piece of content before being allowed to advance to more sophisticated content.

6. Sequencing Curriculum • Content of Equal Difficulty Logically Chronologically Student Interest Utility • Content of Different Difficulty Functionally Developmentally

7. Components of Objectives Objectives are written descriptions of the anticipated behavioral outcomes resulting from instruction Content Behavior Conditions Criteria

8. Important Content Questions • Is it relevant? Is the main task of value to the student? • Is is complete? Has any essential content been omitted? • It is trivial? Is content included which is too easy for the target student? • Is it necessary? Is all content necessary to master the main task? • Is it redundant? Do any of the content statements overlap with other content statements

9. Partial Task Analysis for Addition Content

10. Modifying Objectives Original objective Pam will write the answers to addition facts on a worksheet at a rate of 40 correct per minute. Content modification Pam will write the answers to subtraction facts on a worksheet at a rate of 40 correct per minute Modification of behavior Pam will say the answers to addition facts on a worksheet at a rate of 40 correct per minute. Condition modification Pam will write the answers to addition facts in a checkbook at a rate of 40 correct per minute. Criterion modification Pam will write the answers to addition facts on a worksheet with 100% accuracy.

11. Components of Tasks Objectives represent the tasks that e want students to master Subtasks are the simpler requisite skills an individual must possess in order to competently perform the main task. A task strategy refers to the procedure, strategy, or algorithm that combines the subtasks together, leading a child to perform competently on a task.

12. Levels of Proficiency • The accuracy level focuses solely on whether a student can do a task correctly. • Fluency (sometimes called mastery) refers to the ability to do a skill correctly and quickly. • Automaticity refers to being able to do a task accurately at a high.

13. Direct Instruction • Explain goals and objectives of the lesson • Sequence content • Review prerequisite skills • Delivery of information • Give clear directions, explanations, and relevant examples • Provide guided practice • Check for comprehension • Provide quick and specific feedback • Provide independent practice • Conduct formative evaluation

14. Explain Goals and Objectives • Teachers can convey the goals and objectives of the lesson to students by using an anticipatory set. • An anticipatory set refers to statements or activities that introduce students to the content of the lesson, helps them recognize important points, and offers them motivation for learning the material.

15. Sequence Content • Identify the district’s scope and sequence. • Match instructions material to district’s scope and sequence. • Estimate the amount of time necessary to maintain year’s content. • Estimate the monthly pace necessary to obtain yearly goals. • Monitor progress and adjust instruction accordingly. • Prioritize objectives. • Incorporate regular reviews. • Use teacher-effectiveness variables. • Maximize engaged time-on-task. • Endure that all activities are relevant to instructional objectives

16. Review Prerequisite Skills • Engage students in brief question and answer sessions over the prerequisite skills. • Review students’ homework from the previous lesson. Homework can be checked by quizzing students orally, having students check each others’ assignments, or having students review homework in small groups. • Students can work either alone or in small groups to generate summaries of the important prerequisite skills.

17. Delivery of Information S C R E A M S = structure C = clarity R = redundancy E = enthusiasm A = appropriate rate M = maximize engagement

18. Maximizing Engaged Time on Task • Verbally praise students who are actively engage in the instructional task. • Reinforce students for completing assignments quickly and accurately. • Question students frequently and provide opportunities for them to respond aloud or on paper. • Schedule more difficult material earlier in the day when students interest and energy are at their highest. • Use a kitchen timer to ring at random intervals. If all students are engaging in prespecified appropriate behaviors, they earn a reward. • Select instructional strategies and material to make learning concrete and contextually relevant.

19. Give Clear Directions, Explanations, and Relevant Examples • Instructions refer to rules or guidelines that indicate that specific behaviors will pay off in particular situations. • Modeling refers to learning by imitation. • Prompts refer to antecedent stimuli that supplement discriminative stimuli to help students perform a desired behavior.

20. Guided Practice Guided practice provides students with structured time to use newly acquired skills under a teacher’s supervision. Model-lead-test strategy Time-delay

21. Check for Comprehension • Question students to elicit correct and substantive answers. • Question students equally. • Use choral responding. • Avoid questioning students who are not paying attention.

22. Guidelines for Praising Students • Praise should follow the “if-then” rule. • Praise should include the student’s name. • Praise should be descriptive. • Praise should be convincing. • Praise should vary. • Praise should be nondisruptive.

23. Feedback to Student Responses • Correct • Partially Correct • Incorrect • Lack of Overt Response

24. Independent Practice • Seatwork activities should reflect the instructional objective. • Students should possess the requisite skills for doing seatwork independently. • Teachers should provide assistance to students through the initial parts of independent practice so that they feel confident completing the assignment independently.

25. Formative Evaluation • Summative tests summarize a student’s performance during the school year. These tests may be appropriate to compare a student’s performance to the performance of other students for the purposes of making classification or placement decisions. • Formative evaluation techniques are used for instructional purposes. These techniques help capture not only a student’s performance but his progress through the curriculum.

27. Arranging Classroom Area • Desks should be placed in rows facing the chalkboard away from windows. • The teacher’s desk should be facing students’ desks in a front corner of the room. • Portable partitions can be used to change the structure of the room to meet the demands of a particular lesson. • Teaching stations are placed in the corners not occupied by the teacher’s desk. • A table and several chairs can be placed on a wall to serve as a self-correction station. • A materials station consisting of a large table can be located in the front of the room to allow easy access for both teacher and students. • Activity centers can be arranged in various parts of the room that do not inhibit the flow or traffic or interfere with students working at desks. • Bulletin boards can be used for posting rules, announcements, student art work, or seasonal displays.

28. Developing Classroom Rules • Students should participate in developing rules. • Only three to four rules should be written for any particular activity or lesson. • The wording of the rules should be kept simple. • Rules should be stated positively. • Different rules should be used for different situations. • Rules should be posted in a conspicuous spot.

29. Tips for Implementing Rules • Decide what code of conduct and expectations must be in place in the classroom. • Discuss ideas for rules with students. • Determine no more than seven rules. • Phrase rules in the positive. • Identify positive consequences for rule observance. • Identify logical negative consequences for infractions. • Enforce rules and apply consequences consistently. • Inform parents and administrators about classroom rules and consequences. • Teach and remind students about the rules. • Praise students for following the rules. • Revise rules when necessary.

30. Managing Transition Time • Prepare all materials in advance and place them in the room where they are to be used. • Provide a signal letting students know they have a prespecified period of time to finish their work. • Gain students’ attention before the transition occurs. • Give students instructions on how they are to make the transition. • Use positive reinforcement for prompt transitions. • Have negative consequences for students that do not follow the transition plan.

31. Handling Classroom Materials • Develop supplementary materials • Have needed materials ready • Store materials conveniently • Develop passing and collecting procedures

32. Managing Students’ Paperwork • The teacher corrects while circulating • Students correct their own work individually. • Students correct their own work in groups.