1. Organizing and Implementing the Curriculum Chapter 9

2. Past Organizational Structures Elementary level –Graded school –The activity curriculum –Continuous progress plans –Open education/open space plans

3. Middle school level –Previous proposals of elementary and core curriculum

4. Senior high level –Subject matter curriculum –Broad fields curriculum –Team teaching –Differentiated staffing –Flexible and modular scheduling –Nongraded high school

5. The organizational curriculum plans are not restricted to any one level of education. Any and all can be successful to some degree or they can fail depending on the set goals and objectives of a particular school district and its employees desire to make whatever plan work.

6. Current plan Elementary level emphasis –Teaching basic and thinking skills –Providing for students special needs

7. Middle school level –Programs to meet needs of preadolescents including interdisciplinary teams

8. Senior high level –Establish a quality comprehensive model –To furnish a number of alternatives both in and outside of the school system for higher requirements for graduation

9. The Future Elementary level emphasis –Basic skills –Blending of traditional and nontraditional modes

10. Middle school level –Integrating the curriculum –Interdisciplinary teams –Block/rotating schedule

11. High school level –Magnet schools –Alternative schools –New technologies

12. Instructional Goals and Objectives Chapter 10

13. Three Major Domains of Learning Cognitive - the world of the intellect Affective - the locale of emotions, beliefs, values and attitudes Psychomotor - the territory of perceptual motor skills

14. Categories of Learning Cognitive taxonomy –Knowledge –Comprehension –Application –Analysis –Synthesis –Evaluation

15. Affective Taxonomy –Receiving –Responding –Valuing –Organization –Characterization by value or value complex

16. Psychomotor Taxonomy –Perception –Set –Guided response –Mechanism –Complex overt response –Adaptation –Origination

17. The instructional goals and objectives are derived from the curriculum goals and objectives. Instructional goal - is a statement of performance expected of each student in class phrased in general terms without criteria of achievement.

18. Instructional objectives - a statement of performance to be demonstrated by each student in the class, derived from an instructional goal and phrased in measurable and observable terms.