Content and Curriculum ….. Information from Chapters 3 and 9 and from the North Carolina Standard Course of Study

Chapter 3 Content, Learners, and Context 1. LEARNING OUTCOMES 2. ASSESSMENT 3. TEACHING 4. TECHNOLOGY DEVELOP MATERIALS Buy – Adapt - Develop TEACH LESSONS AND UNITS What do you know about your classroom? Content, Learners, Context What have you learned about teaching? Reflection and Action Steps ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE

Chapter Organizer Content Learner s Context Learning standards Learning taxonomies Learning dimensions Task analysis Instructional media and technology Learner characteristics Learning preferences Cognitive styles Special needs School level Classroom level Personal level

Ways of looking at the “Content”?  Learning standards  Learning taxonomies (levels of learning)  Learning dimensions  Task analysis  Instructional media/technology

What is the Content? Looking at Learning Standards  Content is the full range of knowledge, skills, concepts, understandings, and attitudes which is taught in schools.  In North Carolina, the content or curriculum is the NC Standard Course of Study (NCSCOS).

What are the levels of learning content? (Learning Taxonomies) 1.Knowing 2.Organizing 3.Applying 4.Analyzing 5.Generating 6.Integrating 7.Evaluating (from Robert Marzano Dimensions of Thinking)

Learning Dimensions Literacy Arts Creativity Moral Development Diversity Social Learning Design

Task Analysis  Step 1: Analyze the learning task determine prerequisite skills  Step 2: Write performance objectives observable, measurable, performance level  Step 3: Specify instructional needs teaching strategies, time needed, assistance

Instructional Media & Technology  Providing experiences to learn  Learn from others (students)  How does media/technology help students to learn?

Content Information from Chap 9 Content Area Curriculum Models Curriculum Views and Influences Curriculum definitions External influences Local influences Literacy Science Mathematics Social studies Languages Art Physical education Health education Technology education Integrated curriculum

Defining Curriculum Fig. 9.3  School curriculum  Taught curriculum  Null curriculum  Hidden curriculum

External Influences  National initiatives  State agencies  Professional associations  Educational publishers  Social critics

Local Influences  Schools and school districts  Teaching and teacher histories  Students  Communities  Parents

Content Area Curriculum Models  Literacy  English  Science  Mathematics  Social Studies

Content Area Curriculum Models  Languages  Arts  Physical education  Health education  Technology education

Investigating the North Carolina Standard Course of Study  Subject Area  Grade Level  Overview of grade level content  Competency Goal  Objective

North Carolina Standard Course of Study Assignment-use information from the NCSCOS  Use the form provided on Mrs. Henry’s webpage. Complete the exact information and turn in the form.  I will demonstrate a specific model.

Summary  “What is taught” is not a simple question  Teachers have responsibility for translating the answers to instruction  Stay current on developments, trends at the local, state, and national levels  Tap professional content area organizations for curriculum support  Teachers should have a say in curriculum