- Explain the difference between the different kinds of curriculum. (p. 162-163)
- List and define the parts of a lesson plan (p. 164-165)
- South Dakota has joined the majority of states in implementing the Common Core Standards. Discuss in a paragraph why you feel teaching to standards is important or not. Use the book to help you learn more about content standards. (p. 166-167)
- Do you feel that teaching from the textbook is a good or bad practice? In a paragraph give reasons for your opinion. Use the book to help you learn more about using a textbook. (p. 177-183)
- What is the purpose of writing lesson objectives? (p. 191-192)
- Explain the four parts of writing an objective: ABCD (p. 193, 197)
- Writing objectives that reach all levels of learning is often guided by the work of Bloom’s Taxonomy (you will hear about Bloom’s throughout your teaching). Summarize each level of learning and give three example objective words for each of the six areas. (p. 198-199)
- Explain in a paragraph the six levels of integrated instruction (p. 208-210)
Tuesday, June 12, 2012
Chapter 5 - Questions
Knowing what material you are going to cover is just as important as how you are going to cover the material. Determining curriculum is accomplished through state and local standards, textbook expectations, and looking at the materials previously used in the class. Objectives need to be clearly stated so the students know what is expected of their learning.
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#1.
ReplyDelete1. Core Curriculum
These are the core subjects as defined by the No Child Left Behind Act of 2001. These subjects are English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. Core curriculum tries to follow a guideline of having interdisciplinary thematic units. Teachers under ITU’s try to avoid a departmentalized mentality.
2. Essential Curriculum
This is the school curriculum content that is specified by mandated state curriculum standards that are required, that must be covered by instruction.
3. Supplemental Curriculum
This type of curriculum is not mandated by the state standards, but rather is curriculum that is arbitrary and dependent upon the teacher’s discretion.
4. Exploratory Opportunities
The purpose of exploratory opportunities is to provide a variety of experiences to assist students in their discovery of areas of interest for future pursuit that will perhaps develop into a lifelong passion.
5. Co-curricular
Regardless of whether they occur before, during or after school or in some combination, the activities are vital to the total curriculum. Examples would be intramurals, study skills, and advisory/homebase.
#2.
Components of an Instructional Plan
1. Rationale component. This is a statement about why the content of the plan is important and how students will learn it. Statement should include the schools mission statement and school district’s benchmark curriculum standards.
2. Goals and objectives component. This is the specific knowledge, skills, and attitudes to be gained from study.
3. Articulation component. This shows the plan’s relationship to the learning that proceeded and the learning and experiences that will follow.
4. Learning activities component. This is the presentation of organized and sequential units and lessons appropriate for the subject and for the age and diversity of the learners.
5. Resource component. This is the listing of resources needed, such as print and electronic resources, artifacts, and community resource ideas.
6. Assessment component. There is a preassessment (before), formative assessment (during the instruction), and summative assessment (the end of instruction) to determine the extent the students did learn.
7. Special considerations component. This is a place to make notes to remind yourself of certain events.
#3. I believe that teaching to standards is both important and not important. I believe it is important in that no matter where the student goes in that state, or the country they are still learning and be held accountable for the same standards, same lessons, same ideas, and predetermined key points of each subject. This also shrinks the gap between old and new teachers because now they have to teach specific topics, not what they might feel important.
ReplyDeleteThe reason why I believe teaching to the standards is not as important as some might make it is because for one I think it makes teachers seem more robotic. It takes away from the teacher’s creativity or person touch somewhat of how they teach. Also teaching to standard might push teachers towards rushing through chapters and information that might be important but it might not be in the standards so it’s overseen or hurried through.
#4. I believe that it is okay to reference a textbook, or use the textbook for specific reasons, assignments, and/or assessments. Textbooks can be an amazing source to take chunks of information out of or for using for an example the periodic table. I do believe that using one text book for the whole class is a horrible thing. There are so many different types of resources that students can it would be horrible not to use them. Many schools now have laptops given to the students so right there the door is open for information and aides.
#5. The purpose of writing lesson objectives is so you have a detailed statement describing what the student will be able to do upon completion of the planned learning experience.
#6. ABCD
ReplyDeleteA. Audience. This refers to the student for whom the objective is intended. To address this sometimes teachers begin their objective with the phrase “The student will be able to…”
B. Behavior. The expected behavior should be written with verbs that are measurable-that is, with action verbs- so that I is directly observable that the objective, or target, has been reached. Examples could be “will identify”, “will read”, or maintain.
C. Conditions. This is the setting in which the behavior will be demonstrated by the student and observed by the teacher. For example “at home within a 2-month period.”
D. Degree (of expected performance). This is the ingredient that allows for the assessment of student learning. The performance level is used to assess student achievement.
#7.
1. Knowledge. This is the basic element in Blooms taxonomy. The information itself may not be a low level. Knowledge of principles, generalizations, theories, structures, and methodology are included.
- Will recall, will list, will identify.
2. Comprehension. Includes the ability to translate, explain, or interpret knowledge and to extrapolate from it to address new situations.
- Will recognize, will describe, and will distinguish.
3. Application. Once learners understand information, they should be able to apply it.
- Will use, will predict, will relate.
4. Analysis. This category includes objectives that require learners to use the skill of analysis.
- Will differentiate, will analyze, will illustrate.
5. Synthesis. This includes objectives that involve such skills as designing a plan, proposing a set of operations, and deriving a series of abstract relations.
- Will rearrange, will devise, and will write.
6. Evaluation. This is the highest category of Bloom’s taxonomy, and it includes offering opinions and making value judgments.
- Will listen to and evaluate, will justify, and will interpret.
#8.
Level one is the traditional organization of curriculum and classroom instruction where teachers plan and arrange subject-specific outlines. Level two may have themes for one discipline that are not necessarily planned and coordinated to correspond or integrate with themes of another. Level three consists of students learning two or more of their core subjects around a common theme from one or more teachers. Level four is when teachers and students collaborate on a common theme and its content. Level five builds on level four in that it is reached when teachers and students have collaborated on a common theme and its contents, discipline boundaries are truly blurred during instruction, and teachers of several grade levels and of various subjects teach toward student understanding.