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EDU 6526 Instructional Dimension

EDU 6526 Instructional Dimension. Gerald J. Hasselman, Ed. D. Curriculum. What is your definition of curriculum?. Five Critical Questions. 1. What are you going to teach? 2. Where are you going to teach it? 3. When are you going to teach it? 4. How are you going to teach it?

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EDU 6526 Instructional Dimension

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  1. EDU 6526InstructionalDimension Gerald J. Hasselman, Ed. D.

  2. Curriculum What is your definition of curriculum?

  3. Five Critical Questions 1. What are you going to teach? 2. Where are you going to teach it? 3. When are you going to teach it? 4. How are you going to teach it? 5. What resources do you need to teach it?

  4. Why is curriculum so IMPORTANT? • It is the instructional guiding light • It determines the level of expectations • It keys our students • It drives our tests • It is the center piece of the instructional triad

  5. Teach Curriculum Plan & Prepare Assess What is the instructional triad?

  6. Strong Curriculum • Do you select material that matches the curriculum? • Is your material the correct degree of difficulty for all students? • Does a student have to stretch to achieve at a high level?

  7. Support Systems • What systems are in place for the student that is falling behind? • How do you determine these students? • Do you accept substandard work from these students?

  8. Effective Classroom Practice High Expectations for all students!!!

  9. Effective Classroom Practice Instruction is matched to the developmental needs of all the students!!

  10. Effective Classroom Practice Continuous feed back based on formative assessments!!

  11. Effective Classroom Practice Teaching strategies adjusted based on learning styles and student mastery of material

  12. Effective Classroom Practice Positive classroom relationships!!

  13. Instructional Roles • Faculty selection • Curriculum leadership • Textbooks • Instructional leadership • Instructional supervision • Lesson plans • Student assessment • Student achievement • Odds and ends

  14. Faculty Selection Inherited faculty -review records -interview New faculty -finding -screening -interviewing -selection and assigning -supporting

  15. Curriculum Leadership • State frameworks • District curriculum -use only state frameworks ? • School curriculum -unique format ? • Building instructional organization • Impact of assessments -pre and post assessment • Use of assessment data -program evaluation and adjustments

  16. Textbooks • Selection of textbooks -Who and how ? • Replacement cycle • Storage • Maintaining records • Administrative responsibility

  17. Instructional Leadership • Organizational “set up” • Use of time • Assessment leadership • Administrative responsibility • Goals and objectives • Scope and sequence • Resources • Teaching procedures

  18. Articulation Within the school - Grade Level -Subject area -Activities Within the District -Content -Textbooks Within the State -Curriculum

  19. Instructional Supervision • Formal model • How and how often • District or school format • Clinical model • Career staff • New staff • Informal model

  20. Lesson Plans • Format -daily or unit or both • To review or not to review • Use in classroom visits

  21. Student Assessment • Academic scheduling format - pro and con • Testing structure • Testing value • Testing evaluation • Letter or numerical grades • Weighting grades

  22. Student Achievement • Awards and recognition • Use of achievement data for improvement • Use of data for teacher evaluation

  23. Odds and Ends • Homework • Make up work • Cheating • Weighting various assignment • Spelling • Writing • Expectations

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