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Organizing and Implementing the Curriculum

Organizing and Implementing the Curriculum. Chapter 9. Past Organizational Structures. Elementary level Graded school The activity curriculum Continuous progress plans Open education/open space plans. Middle school level Previous proposals of elementary and core curriculum.

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Organizing and Implementing the Curriculum

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  1. Organizing and Implementing the Curriculum Chapter 9

  2. Past Organizational Structures • Elementary level • Graded school • The activity curriculum • Continuous progress plans • Open education/open space plans

  3. Middle school level • Previous proposals of elementary and core curriculum

  4. Senior high level • Subject matter curriculum • Broad fields curriculum • Team teaching • Differentiated staffing • Flexible and modular scheduling • Nongraded high school

  5. The organizational curriculum plans are not restricted to any one level of education. • Any and all can be successful to some degree or they can fail depending on the set goals and objectives of a particular school district and its employees desire to make whatever plan work.

  6. Current plan • Elementary level emphasis • Teaching basic and thinking skills • Providing for students special needs

  7. Middle school level • Programs to meet needs of preadolescents including interdisciplinary teams

  8. Senior high level • Establish a quality comprehensive model • To furnish a number of alternatives both in and outside of the school system for higher requirements for graduation

  9. The Future • Elementary level emphasis • Basic skills • Blending of traditional and nontraditional modes

  10. Middle school level • Integrating the curriculum • Interdisciplinary teams • Block/rotating schedule

  11. High school level • Magnet schools • Alternative schools • New technologies

  12. Instructional Goals and Objectives Chapter 10

  13. Three Major Domains of Learning • Cognitive - the world of the intellect • Affective - the locale of emotions, beliefs, values and attitudes • Psychomotor - the territory of perceptual motor skills

  14. Categories of Learning • Cognitive taxonomy • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

  15. Affective Taxonomy • Receiving • Responding • Valuing • Organization • Characterization by value or value complex

  16. Psychomotor Taxonomy • Perception • Set • Guided response • Mechanism • Complex overt response • Adaptation • Origination

  17. The instructional goals and objectives are derived from the curriculum goals and objectives. • Instructional goal - is a statement of performance expected of each student in class phrased in general terms without criteria of achievement.

  18. Instructional objectives - a statement of performance to be demonstrated by each student in the class, derived from an instructional goal and phrased in measurable and observable terms.

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