1. CArl J. wenning, illinois state University
Guidance for Curricular Design & Instructional Development Use, Adapt, Create
CArl J. wenning, illinois state University

2. Use Existing Curricula & Instructional Materials
Employ national standards: National Science Education Standards, Project 2061, and Next Generation Science Standards are in use in the USA today.
Integrated Mathematics, Science, and Technology Program (IMaST) from Illinois State University
General Approach (Challenge; Focus on This; Exploring; Applying the Idea; Expanding the Idea; Making Connections; Career Connections)
Grade Six Curriculum (Tools for Learning; Patterns of Mobility; Patterns within Us; Patterns Around Us; Patterns in Weather; Patterns Above Us; Patterns Below Us)
Grade Seven Curriculum (The Body Works; Shaping Our World; Living on the Edge; Manufacturing; Forecasting)
Grade Eight Curriculum (Animal Habitats; Human Settlements; Systems; Communication Pathways)

3. Adapt Existing Curricula & Instructional Materials
Modeling Method of Instruction
Biology
Chemistry
Physics
Earth & Space Science
Physical Science
CASTLE
Electrical circuits

4. Educational practice is like a pyramid…
Building a large pyramid takes more than a single human lifetime.
If everyone always starts over at the bottom when others have given up, we’ll never get our pyramid built.
We must build on the work of others if we are to complete the task.

5. Create New Curricula & Instructional Materials
One of the greatest weaknesses of teaching is teachers reinventing the wheel.
It is easier to walk a well-worn path.

6. Design Curricula: Begin with the end in mind.
Consider first aims, goals, & objectives of education.
What type of students do you want to graduate?
What do you want your students to know and do?
How are you going to get students to accomplish this?
Develop assessments next.
Decide how you are going to teach.
What is teaching?
What are the available approaches?

7. How will you convey the intended information?
Teaching might be defined as ”Imparting knowledge and skills.”
Imparting? Does the teacher tell and show, or do students inquire knowledge and skills?
Knowledge? Students know or merely believe?
Skill?
Knowing that? ( a bicycle is ridden this way )
Knowing how? ( to ride a bicycle in actuality )
Knowing to? ( ride a bicycle when necessary )

8. Choose the Approach: Conditioning (stimulus-obeying behavior)
Indoctrinating (uninformed belief)
Brainwashing (conditioned behavior + uniformed belief)
Training (rule-obeying behavior)
Informing (rule-obeying behavior with explanations)
Instructing (training and informing)
Teaching (construction of knowledge on the basis of experience, use processes of verification)

9. Develop Instructional Materials
Integrated Science for Elementary School Teachers BSC/CHE/GEO/PHY 309
Physical Science for Middle School Teachers (2011), PHY
Space Science for Middle School Teachers (2009), PHY

10. Consider the Lesson Study Approach
Define the Problem
Define an Inquiry Sequence
Plan the Sequence
Prepare the Lesson Plan
Teach the Lesson
Evaluate the Lesson
Revise the Lesson
Document the Lesson