Chapter 5 The Curriculum: Selecting and Setting Learning Expectations

1. Chapter 5The Curriculum: Selecting and Setting Learning Expectations Secondary School Teaching: A Guide to Methods and Resources 3rd Edition 2007 Richard D. Kellough and Noreen G. Kellough Pages 82-107

2. The Curriculum: Selecting and Setting Learning Expectations • Hands-On Learning- “The learner is learning by doing and is thinking abut what she or he is learning and doing” • Hands-On Learning for the student: • Encourages students to question • Encourages students to investigate, explore and discover

3. Program Organization: Providing Successful Transitions (pg.162) • Curriculum- Planned subject matter, content and skills to be presented to students, only that which students learn. • Four programs contribute • The program of students (courses offered) • The program of student activities (sports, clubs and organizations) • The program of services (transportation, meals) • The hidden curriculum (the unplanned and subtle message systems within schools • “The working definition considers curriculum as the entire school program” (pg.162)

4. Curriculum and Instruction: Clarification of Terms • Curriculum- associated with the content of the learning • Instruction-associated with the methods or strategies- presenting the content to the learner

5. Core Curriculum • Core Curriculum as defined by Congress’ No Child Left Behind Act of 2001 “are English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography” (pg. 162).

6. Interdisciplinary and Thematic UnitsCore Curriculum • Interdisciplinary Thematic Units (ITUs)-combination of NCLB’s Core Curriculum • Core Curriculum- facilitates the integration of subjects of thematic units

7. Core Curriculum(continued) • Core Curriculum- State mandated, required, must be covered within the school year • Supplemental Curriculum- Not state mandated by state standards, dependant upon the teacher’s discretion

8. Exploratory Opportunities(pg.162) • Primarily used in middle schools • Purpose is to provide a variety of experiences to assist students in finding their specific areas of interest

9. Co-Curricular and Extra-Curricular Activities (pg.163) • Extra-curricular- clubs and activities, separate from the school day • Co-curricular-vital to the core curriculum, can happen at any time before, during, or after school • Mostly present in middle and high schools

10. Advisory/Homebase Program • Found in middle-level schools • Usually a class of 8-12 students who meet for no less than 20 minutes daily with no interruptions • Purpose is to ensure that each student has adult advocacy. • Program ensures that each student gets positive and constructive individual attention.

11. Three Levels for Planning for Instruction • 1st level-plan for the school year • 2nd level-plan for the units • 3rd level-plan for lessons • Planning should be a collaborative experience. • Package curriculum programs can provide guidelines for planning curriculum.

12. Teacher –Student Collaboration Team Planning • Students can collaborative with teacher teams to assist in planning their own learning. • Student collaborative gives them a sense of ownership in their own learning.

13. Reasons for Planning (pg.164) • To ensure curriculum coherence. • To ensure the curriculum is developmentally appropriate for the students. • Necessary for efficient and effective teaching. • To ensure program continuation. • Gives the teacher a sense of confidence and completion.

14. Components of an Instructional Plan • Rationale Component- Statement about why the plan is important, should be consistent with school’s mission statement. • Goals and Objectives (Standards) Components- Learning targets, specifics knowledge and skills to be gained by the student. Should be consistent with the school’s rationale component.

15. Component of an Instructional Plan (Continued) • Articulation Component- Shows the plans relationship to the learning that preceded and the learning experiences that will follow. • Learning Activities Component- Presentation of organized sequential units. • Resources Component- Listing of resources needed such as print, electronic sources, or artifacts.

16. Components of an Instructional Plan (continued) • Assessment Component- appraisal of student learning, occurs in three parts • Before instruction-Pre-assessment • During instruction-Formative assessment • After instruction-Summative assessment

17. Components of an Instructional Plan (continued) • Special Consideration Component- this is where you make notes to accommodate to the special populations of students. • Examples include: gifted learners, students with exceptionalities, English-language learners.

18. Designing Curriculum: Documents that Provide Guidance • National Curriculum Standards • State Curriculum Standards • School or District Benchmark Standards • Curriculum Frameworks

19. Curriculum Standards • Curriculum Standards “Defined as what students should know and be able to do (process and performance).

20. National Curriculum Standards • Include the following subject areas: Each group has a related professional organization -Arts (AAH-PERD) (NAEA) -History -Business (NBEA) -Mathematics (NCTM) -Economics (NCEE) -Physical Ed. (NASPE) -English/Language Arts (IRA) (NCTM) -Psychology (APA) -Foreign Languages (ACTFL) -Science (AAAS) (NSTA) -Geography (NCGE) -Technology (NSF) (NASA) -Health (Joint Commission for National School Health)

21. State Curriculum Standards Influenced by the national standards each Individual state has implemented their own standards for various disciplines

22. Curriculum Standards and High-Stakes Testing • Standardized testing occurs on both the national and state level • Purpose of statewide standardize testing- to determine how well students are learning

23. Conclusion • Curriculum is associated with the content of student learning as instruction is associated with the delivery and presentation with the learner.