Escaneado con CamScanner122 through 10. The rationale for careful planning and the components of that planning are topics pursued now in this chapter. Ina democracy, the last thing we need is a one-size-fis-ll ‘curriculum with one single set of goals for everyone. Elliot W. Eisner (2004, p. 8) Specifically, upon completion of this chapter you should be able to: 1. Anticipate controversial topics and issues that may arise while teaching and what you might you do if and when they do arise. 2. Demonstrate ability to select and plan the sequence of content for instruction in a particular subject that is typically taught at a particular school and grade level 3. Demonstrate an understanding of the rationale for planning for instruction, the levels of planning, and the components of a total instructional plan, 4. Demonstrate knowledge of the value of various types of documents that can be resources for cur- riculum and instructional planning. 5. Demonstrate understanding of how to help stu- dents to develop meaningful understandings while still scoring well on standardized achievement tests. 6. Demonstrate understanding of the concept of inte- grated curriculum and its relevance to curriculum and instruction. 7. Demonstrate an understanding of the distinction between curriculum content that is essentialand that which is supplemental. 8. Demonstrate an understanding of the value and limitations of a syllabus, textbook, and other print resources for student learning. 9. Describe the relationship of instructional planning to the preactive and reflective thought-processing phases of instruction. 10. Differentiate among diagnostic assessment, for- mative assessment, and summative assessment and explain the place and use of each in instructional planning. 11. Explain both the value and the limitations afforded by using instructional objectives. 12. Explain the difference and the relationship be- tween hands-on and minds-on learning. 13. Explain the connection among curriculum stan- dards, instructional objectives, and assessment of student learning 14. Explain the value of students being empowered with some decision making about course planning. 15. Prepare learning objectives for each of the three do- mains of learning and at various levels within each Chapter 4 The Curriculum: Selecting and Setting Learning Expectations PROGRAM ORGANIZATION: PROVIDING SUCCESSFUL TRANSITIONS Within the framework of school organization lie severay components that form a comprehensive, albeit eve Changing, program. Central to the school’s purpose ang its organizational structure is the concerted effort 1, see that all students make successful transitions from Sue level to the next, from one grade to the next, from one school to the next, and from high school to work or postsecondary education. Every aspect of the school pe, fe in some way, designed to help students mak. gram those transitions, ‘Combining to form the program that studeny, experience are two terms you will frequently encount, Carriculum and instruction. Let me next clarify those terms as they are used in this resource guide. Curriculum and Instruction: Clarification of Terms Originally derived from a Latin term referring to a race course for the Roman chariots, among educators the term curriculum still has no singularly accepted defini. tion, Some define it as the planned subject matter con tent and skills to be presented to students, Others sy that the curriculum is only that which students actually Ieamn, Still others hold the broad definition that the cur riculum is all experiences students encounter, whether planned or unplanned, learned or unlearned, Four programs are identified that contribute in dit, ferent ways to student learning, that do, prise the broadest definition of curriculum: n fact, com 1. the program of studies (subjects studied; counes offered) 2. the program of student activities (e.g., sports, clubs, and organizations) 3. the program of services (e.g., transportation, meals counseling, nurse station) 4, the hidden curriculum (ie., the unplanned and subtle message systems within schools, as discussed in Chapter 1) This working definition considers curriculum being the entire school program. Accepting this Dr definition of curriculum, the curriculum embr’ every planned aspect of a school’s educational Pee including the classes that are designed specific advance skills and knowledge, and schoolwide such as guidance, clubs and interest groups "st performing arts productions, student gov fundraising events, and athletic programs: Instruction, too, has several definition’, © jum which are not clearly distinguishable from an Whereas curriculum is usually associated 9 gt! tentof the learning, instruction is associat we conte enting or strategies—that is, with ways of pres Escaneado con CamScannerChapter 4 The Curriculum: Selecting and Setting Learning Bxpeciati conveying information, and facilitating student leam- ing. Obviously, curriculum and instruction must be in tandem to positively affect stuclent learning, Core Curriculum Core subjects of the curriculum as defined by the No Ghild Left Behind Act are English, reading or language arts, mathematics, science, foreign languages, civics and vernment, economics, arts, history, and geography. [tis within these subjects, individually or in some combina tion, that interdisciplinary thematic units (ITUs) are taught. The purpose of teaching subject matter on a cen- ‘ral theme is to avoid a departmentalized mentality that all, too often communicates the wrong message to students— that leaming is piecemeal and separate from one experi ence to another. To the contrary, the core curriculum facilitates the integration of subjects of the thematic units taughtin tandem by the teaching team. Unfortunately, the decade long emphasis on high-stakes achievement testing, especially in reading and mathematics and now science, ‘may be putting something ofa damper on the inclusion of {all integration of subjects and team memberships. Curriculum Content: Essential Versus Supplemental In today’s schools curriculum content that is specified by mandated state curriculum standards is that which is re- quired, that mustbe covered by instruction—itis essential. On the other hand, supplemental content is not man- dated by the state standards, but rather is curriculum that isarbitrary and dependent upon the teacher's discretion, Exploratory Opportunities By middle school grades exploratory opportunities can bea substantial part of the school curriculum. The pur- pose 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 de- velop into a lifelong passion. Allowing students opportu- nities to discover and explore unusual and novel topics ‘an spawn or rekindle interests in life and school. Bx: Posing them to a range of academic, vocational, and ecreational subjects for career options, community se vice, enrichment, and enjoyment, exploratories build on the inherent curiosity of the young adolescent. Co-Curricular Versus Extracurricular ‘Traditionally, especially in secondary schools, student ac- tivities involving clubs and athletics have been commonly referred to as “extracurricular.” That is because they are considered separate from the academic learning of the Fegular school day. However, in exemplary middle-level 123 education many activities are significant components of the total educational program and are “covarmechiee rather than extracurricular. Co-curricular enna en lar means tha, re gavdless of whether they occur before, during, oy ait school or in some combination, the activities ave vil the total curriculum, They are integral to the ota cheat experience and to the needs ofthe stud adelons or extras. Example co-curricular Program components ar advisory/home base. ‘The sports program in the exemplary midaleevel schools in particular emphasizes intramural participa. tion rather than interscholastic competition (Wiles & Bondi, 2001), Some middle-level schools try to offer both, but most experts of middle-level curricula agree that emphasis on an intramural program is etter suited to the needs ofall students (McEwin, Jenkins, & Dickinson, 1996). Intramural sports programs are de- veloped to promote participation by all students, The emphasis is on fun, teamwork, socialization, and peer relationships in an unthreatening and relaxed environ- ment, Assessment is based on a student's willingness to cooperate with others and to participate, rather than on the student’ skill or performance, Through intra- ‘murals all students can recognize and feel that they are members of a cohesive group, that they are of value a individuals, and that more important than skilled performance is regular physical exercise. Not simply idle school tramurals, study skills, and. Advisory/Home Base Program ‘The advisory (also called “home base”) program in many middledevel schools, and found with increasing frequency in high schools as well (Champeau, 2006; Henriksen, Stichter, Stone, & Wagoner, 2008), is usually a separate class, ideally of 8 to 12 students (although, in reality, closer to 14 to 24) that meets daily for no less than 20 minutes, without interruptions, usually at the beginning of the school day. The primary purpose of the advisory is to ensure adult advocacy for each stu- dent, that each student is known well by at least one adult who can give positive and constructive individual attention to that student. In fact, in some schools the home base teacher remains with the same students throughout their years at that school. . Regardless of its housing and its label, the advisory program should promote a student’ feeling of belonging toa group and is not intencled to be used for mechanical tasks (although, in reality, its often a time for announce: ments and other maintenance tasks). The program is for purposeful individual and smalhgroup activities that deal with students’ social relaionships, transition, health education, and emotonal/pyeholgial develop ent and wellbeing, The program should be a vehic for dealing with Student affective needs ard Cr ing skills in organizing and studying, thinking, Escaneado con CamScannerChapter 4 The Curriculum: Selecting and Setting Learning Expectations =>, EXERCISE 4.1 EXAMINING NATIONAL CURRICULUM ) STANDARDS 151 INSTRUCTIONS: The purpose of this exercise is to become familiar with national curriculum standards for the subject(s) you intend to teach. Using the Internet addresses provided in Figure 4.1, review the standards that interest you. Use the following questions as a guideline for subjectarea, small-group discussions. Following the small-group discussion, share the big ideas about the standards and perceptions of your group with the rest of your class. Subject area (you may duplicate this form for each subject examined): 1. Title of the standards document reviewed, year of publication, and development agency. 2. Major educational goals as specified by the national standards. 3. Are the standards specific as to subject-matter content for each level of schooling, K-12? Explain. 4. Do the standards offer specific strategies for instruction? Describe i ir are cultut ifferent, for students with special 5. tions for teaching students who are culturally different, ‘i .es and topics? Give an 6. Do the standards offer suggestions or guidelines for dealing with controversial issues and topics example. Escaneado con CamScanner152 Chapter4 The Curriculum: Selecting and Selling Learning Expectations EXERCISE 4.1 (continued) als offer suggestions for specific resources? 7, Do the standards documents or their accompanying materi Describe. 8, Do the standards refer to assessment? Describe. hinking? If so, describe. 9, Do the standards promote or discourage inquiry, discovery learning, or critical 10. Is there anything else about the standards you would like to discuss and present? Escaneado con CamScannera a hapter 4 The Curriculum: Selecting and Seing Learning Expectations 165 S0—e«—eOu0——eOsOOOOOO EXERCISE 4.8 RECOGNIZING VERBS THAT ARE ACCEPTABLE FOR OVERT OBJECTIVES—A SELF-CHECK EXERCISE IstRUCTIONS: The purpose of this exercise isto check your recognition of verbs thatare suitable for use in overt behavioral objectives. From the list of verbs below, circle those that should nol be used in overt objectives—that is, those verbs that describe covert behaviors that are not directly observable and measurable. Check your answers aginst the answer key that follows. Discuss any problems with the exercise with your classmates and instructor. 1. apply 11, design 21. know 2. appreciate 12. diagram 22. learn 9. believe 13. enjoy 23. name 4. combine 14. explain 24, outline 5, comprehend 15. familiarize 25. predict 6. compute 16. grasp” 26. realize 7. create 17. identify 27, select 8. define 18. illustrate oo solve 9. demonstrate 19. indicate . state 10, describe 20. infer 30. understand Escaneado con CamScannerINSTRUCTIONS: is exercise is to assess your abili surable. Place an Xb : 1 Following that ig ag yt ality to recognize objectives that are mea- is,alearning objective that is clearly an oven, student-centered i fa measurable, entered instructional objective, that may be absent, ask yourself, “As stated, ig Althoug The purpose of thi before each of th. h “audience,” “conditions,” or “performance levels” entered and measurable objective?" A self-checking this a student. : ce nswer key follows. After checkin; wers, di : 8 Your answers, discuss any problems with the exercise with your classmates and instructor. 1, To develop an appreciation for literature. 2. To identify those celestial bodies that are known planets 3. To provide meaningful experiences for the students, ‘To recognize antonym pairs, To convert Celsius temperatures to Fahrenheit. To analyze and compare patterns of data on quartile maps. 7. To develop skills in inquiry. 8, To identify which of the four causes is most relevant to the major events leading up to the Civil War. 9. Touse maps and graphs to identify the major areas of world petroleum production and consumption, i ‘ion of a spheric ozone. 10. To know explanations for the changing concentration of atmosp} Escaneado con CamScanner168 Chapter 4 The Curvi Select Set ning Expectations Chapter 4 ‘The Curriculum: Selecting and Setting Learning Expr GNITIVE, AFFECTIy 11 RECOGNITION OF CO 7 Sy vere AND PSYCHOMOTOR OBJECTIVES—A SELF-CHECK EXERCISE INSTRUCTIONS: The purpose of this exercise is to assess your ability to recognize objectives ccordng to thee domains. Classify each of the following instructional objectives by wtng inthe bank space appre tet according to its domain: C—cognitive, A—affective, P—psychomotor. Check yo ers with the key atthe end; then discuss the results with your classmates and instructor. 1. The student will continue shooting free throws until the student can successfully complete 80 per cent of the attempts. 2. The student will identify on a map the mountain ranges of eastern United States. 8. The student will summarize the historical development of the Democratic party of the United States, + The student will demonstrate a continuing desire to learn more about using the classroom com puter for word processing by volunteering to work at it during free time. The student will volunteer to tidy up the storage room, & After listening to several recordings, the student will idemtfy the respective composers. ‘The student will ranslate a favorite Cambodian poem into English. , + The student will accurately calculate the length of the hypotenuse. 1. The student will indicate an interest in th j ve itis i ae in the subject by voluntarily reading additional library books 10. The student will write and perform a piano concerto, Escaneado con CamScanner