Chapter 4: Curriculum and Instruction

Focus Questions What is the formal curriculum? What other curricula do we teach in U.S. schools? How is instruction implemented in U.S. schools? How do teachers match instruction to school levels?

Formal Curriculum Standards—define what students should know and be able to do at specific grade levels. Textbooks—often provide lesson plans, teacher resources, online assistance, workbooks, and tests Subjects—English language arts, math, science, and social studies, as well as exploratory/related arts courses

Informal Curriculum If, as part of the informal curriculum, we are positive, caring, excited about learning, fair and organized, students learn that Optimism is more productive than pessimism Cooperation and empathy matter Structure and enthusiasm enhance learning Responsibility is personal and valuable

Big Ideas of Instruction

Direct Instruction The steps of direct instruction usually include: 1. getting students’ attention with an introduction 2. presenting new knowledge and/or skills 3. giving opportunities for guided practice with feedback 4. assigning opportunities for application (perhaps homework) 5. providing additional feedback/reteaching/review 6. assessing progress

Cooperative Learning Grouping Patterns informal groups that meet together for a variety of tasks as needed formal groups that complete designated, often long-term, tasks groups whose members support one another with remembering and completing assignments, studying, and sharing resources (Johnson & Johnson, 1999)

Differentiation of Instruction When teachers differentiate instruction they . . . begin where students are. accept and build upon the premise that learners differ. engage students through different learning modalities. ensure that a student competes against himself more than he competes against other students. believe that students should be held to high standards. ensure that each student realizes that success is likely to follow hard work. use time flexibly. are diagnosticians who prescribe the best instruction for their students.

Instructional Strategies

Are We All Teachers of Reading and Writing? Ways to encourage reading, regardless of level or subject Give students access to student-friendly, inviting, content-rich reading materials Read aloud to students at all grade levels Provide opportunities for silent, oral, and recreational reading Use appropriate before, during, and after reading strategies Take a “textbook journey” as a class

What Is Backward Design? Stage 3 Plan learning experiences and instruction Stage 2 Determine acceptable evidence Stage 1 Identify desired results