Curriculum

2. Curriculum ADSU 6132 Dr. Bettye Grigsby

3. Share Time Describe your philosophical views on Curriculum and Instruction as it relates to the role of an administrator.

4. What is Curriculum? Any document or plan that exists in a school or school system that defines the work of teachers, at least to the extent of identifying the content to be taught children and the methods to be used in the process (English, 2000).

5. What is Curriculum? The educative experiences learners have in an educational program. The purpose of which is to achieve broad goals and related specific objectives that have been developed within a framework of theory and research, past and present professional practice, and the changing needs of society (Parkay, 2006).

6. What is Curriculum? The work plan or plans developed by or for teachers to use in classrooms by which the content, scope, and sequence of that content, and to some extent the methodology of their teaching, is defined and configured (English, 2000).

7. Curriculum Goals Provide general guidelines for determining the learning experiences to be included in the curriculum. -citizenship -equal educational opportunity -vocation -self-realization -critical thinking

8. Seven Common Concepts of Curriculum • Scope and Sequence • Syllabus • Content Outline • Standards • Textbooks • Course of Study • Planned Experiences Posner, 2004

9. Pros Shared knowledge and values Greater efficiency for all 50 states State and local boards raise standards Improve quality of schooling Ensure a large measure of educational equity Cons Minimum standards that lower entire system Take resources from local and state efforts Inhibit local creativity Standards alone will have no effect on student achievement National Standards

10. Components of Curriculum • Curriculum Design -Creating the curriculum in schools • Curriculum Delivery -Implementation, supervising, monitoring or using feedback to improve the curriculum • Curriculum Coordination -Lateral focus and connectivity • Curriculum Articulation -Vertical focus and connectivity

11. Formal Informal Values Personality of teacher Assessment Hidden Written Taught Tested Types of Curriculum

12. Greater depth and less superficial coverage Focus on Problem solving Facilitates the mastery of essential skill and knowledge Coordinated Articulation – multi-level sequence study Emphasize academic and practical Effective integrated curricula Mastery of a limited number of objectives Quality Curriculum

13. Four Philosophical Positionsinfluencing Curriculum Planning • Perennialism – external truths, thinking critically about significant ideas, and cultivation of intellect • Essentialism – Essential knowledge and skills that productive citizens should possess. • Progressivism – based on students interests (actual living), planned by teachers and students, address student concerns • Reconstructionism – planning and directing social change

14. Articles in Chapter 1 - Parkay • Provide the group with an overview of the article. • Choose 1 question at the end of the article to reflect upon.

15. What is Instruction?

16. Why Differentiate Instruction? • Standards-based classrooms • High expectations for all students • Multicultural diversity • Student Diversity • New cognitive research on human learning • Rapid societal and technological change

17. Identifying Similarities and differences Summarizing and Note taking Reinforcing effort and providing recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and providing feedback Generating and testing hypothesis Cues, questions, and advance organizers Marzano, 2001 9 Classroom Research Based Instructional Strategies that Work

18. Identifying Similarities and Differences • Present students with explicit guidance in identifying similarities and differences • Independently identify similarities and differences • Represent similarities and differences in graphic or symbolic form • Identification of similarities and differences can be accomplished by • Comparing • Classifying • Creating metaphors • Creating analogies

19. Summarizing and Note Taking • Delete some information, substitute some information, and keep some information • Verbatim note taking is least effective • Notes are a work in progress • Notes should be used as study guides for tests • The more notes taken, the better

20. Reinforcing Effort Not all students realize the importance of believing in effort Students can learn to change their beliefs to an emphasis on effort Teach and exemplify the connection between effort and achievement Keep track of effort and achievement Providing Recognition Rewards do not necessarily have a negative effect on intrinsic motivation Most effective when it is contingent on the attainment of some standard of performance Abstract symbolic recognition is more effective than tangible rewards Reinforcing Effort and Providing Recognition

21. HOMEWORK The amount of homework assigned should be different at each level Parent involvement should be kept to a minimum Purpose of homework should be identified and articulated Homework assigned should be commented on PRACTICE Focus practice on specific elements of a complex skill or process Plan time to increase students conceptual understanding of skills or processes Homework and Practice

22. Nonlinguistic Representation • Activities produce nonlinguistic representations • Create graphic organizers • Make physical models • Generate mental models • Draw pictures and pictographs • Engage in kinesthetic activity • Nonlinguistic representations should elaborate on knowledge

23. Cooperative Learning • Sparingly organize groups based on ability levels • Cooperative groups should be kept small in size • Cooperative learning should be applied consistently and systematically, but not overused.

24. Objectives Instructional goals narrow what students focus on Instructional goals should not be too specific Students should be encouraged to personalize the teacher’s goals. Feedback Corrective in nature Should be timely Specific to a criterion Students can effectively provide some of their own feedback Setting Objectives and Providing Feedback

25. Generating and Testing Hypothesis • Can be approached in an inductive of deductive manner • Deductive: Process of using a general rule to make a prediction about a future action or event • Inductive: Drawing new conclusions based on information we know or are presented

26. Systems Analysis Problem Solving Historical Investigation Invention Experimental Inquiry Decision Making Generating and Testing Hypothesis

27. Generating and Testing Hypothesis • Students should clearly explain their hypothesis and conclusions • Provide students with templates • Provide sentence stems • Ask students to turn in audiotapes on which they explain their hypothesis and conclusion • Provide or develop rubrics with students

28. Should focus on what is important as opposed to what is unusual “Higher level” questions and organizers produce deeper learning than “lower level” questions Wait briefly before accepting responses from students Questions are effective learning tools even when asked before a learning experience Are most useful with information that is not well organized. Different types of advanced organizers produce different results. Expository Narrative Skimming Illustrated Cues, questions, and advance organizers

29. Using the Nine Categories in Instructional Planning Setting Learning Goals • At the beginning of a Unit • Identify clear learning goals • Allow students to identify and their own learning goals

30. Monitoring Learning Goals During A Unit • Provide students feedback and help them self-assess their progress toward achieving their goals • Ask students to keep track of their achievement and effort • Periodically celebrate legitimate progress toward leaning goals

31. Introducing New Knowledge • Guide students in identifying and articulating what they already know about the topic • Provide students with ways of thinking about the topic in advance • Ask students to compare the new knowledge with what is known • Have students keep notes • Help students represent knowledge in nonlinguistic ways • Have students individually and in cooperative groups.

32. Practice, Reviewing, and Applying Knowledge • Assign homework that requires students to practice, review and apply what they know learned • Give students explicit feedback on the accuracy of the homework • Engage students in long-term projects that involve generating and testing hypotheses • Ask students to revise the linguistic and nonlinguistic representations of knowledge in their notebooks as they refine their understanding of the knowledge.

33. Helping Students determine how well they achieved their goals • Provide students with clear assessments of their progress on each learning goal • Have students assess themselves on each learning goal and compare these assessments with those of the teacher • Ask students to articulate what they have learned about the content and about themselves as learners

34. What does it mean to be a Curriculum Leader?

35. Curriculum Leadership Leadership that is directly related to the processes of instruction where teachers, learners, and the curriculum interact. -Has a passion for great teaching and a vision for what schools should be doing for all children -Should be able to answer the following questions: How do children learn? How should we teach children? How should we treat subject matter?

36. Research Schools operated by principals who were perceived by their teachers to be strong instructional leaders exhibited significantly greater gain scores in achievement in reading and mathematics than did school operated by average and weak instructional leaders (Andrews & Sober, 1987).

37. Effective Leadership • Have vision • Have the knowledge base • Willing to take risks • Willing to put in long hours • Willing to accept constructive feedback • Willing to change and grow constantly • Thrive on change and ambiguity • Can empower others

38. Steps to Effective Instructional Leadership • Establish, implement, and achieve academic standards • Establish meaningful academic standards • Ensure a consistent and coherent program • Ensure a schoolwide focus on achievement and continuous improvement • Be an instructional resource for your staff • Work with teachers • Share research and best practices • Keep your finger on the instructional pulse • Be knowledgeable of what is going on in the classroom

39. Steps to Effective Instructional Leadership • Create a school culture and climate conducive to learning • Establish high expectations for students. • Make sure time is being used effectively • Communicate the vision and mission of your school • Communicate the vision to teachers • Communicate the meaning and value of learning to students • Get parents on board • Set high expectations for your staff and yourself • Assist teachers in setting goals • Find the time • Use observation and feedback • Focus every conference on the improvement of instruction

40. Steps to Effective Instructional Leadership • Develop teacher leaders • Train and provide staff development of other teachers • Coach and mentor other teachers • Develop and write curriculum • Be a part of decision making teams • Teachers as researchers • Develop and maintain positive relationships with students, staff, and parents • Serve as an advocate for students • Develop morale • Acknowledge the achievements of others

41. Assignments • Read assigned chapters • Facilitations – May 15, May 29, June 2 • Group 1 : -Group 4: *Chapter 2 (Parkay) *Chapter 13 (Glatthorn) - Group 2 -Group 5: *Chapter 3 (Parkay) *Chapter 14 (Glatthorn) • Group 3: -Group 6: *Chapter 12 (Glatthorn) *Chapter 7 (Parkay) - Group 7 *Chapter 8 (Parkay)

42. Reflection #1Due May 15, 2008 Based on the knowledge gained from the assigned articles, chapters 1 (Glatthorn and Parkay) and classroom discussions, what does it mean to be a curriculum leader and how would you begin designing a curriculum plan for your campus? Support your views by citing the chapters, classroom discussions and articles referred to in your reflection.

43. Reflective thinking Determine concepts and provide in-depth reflecting on a personal level taking into account your learning from the readings and personal experiences in the educational setting. Support your thoughts by citing the readings.

44. Before You Go Home • You should be gathering resources, finding journals, contacting professionals, and researching your area of interest • Read chapters 2-3 in Parkay • Groups 1&2 finalize the chapter for Facilitation