Not exact matches
A general guide to help teachers plan
curriculum for the year and set
clear expectations about course
goals
Since its introduction as a mandatory
curriculum subject in 1988, design and technology has evolved into a rigorous academic subject with
clear aims, attainment
goals, and benefits.
If you think that the
goal of education is to prepare students for the workplace, it's fairly
clear where to turn for thoughts about school
curricula — you talk to economists and business leaders to try to predict the skills and knowledge kids will need in the future workplace.
A well - designed SEL program includes not only evidence - based
curricula and instruction (along with support for teachers), but also
clear goals and benchmarks (i.e., standards), and tools for universal and targeted screening and progress monitoring.
For example, positive effects on reading achievement have been associated with collaboration and community building (Briggs & Thomas, 1997); targeted professional development (Frazee, 1996);
curriculum and assessment alignment (Stringfield, Millsap, & Herman, 1997);
clear and agreed - upon
goals and objectives at the state and school levels (Rossi & Stringfield, 1997); high expectations for students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 1995).
Although there was potential for alignment, it was
clear that in Jenny's mind, this project was tangential to her
goals for instruction and thus the larger
curriculum.
• Plan a program of study that meets the individual needs and
goals of students; establish
clear objectives for all lessons and units; ensure that lessons — as planned, delivered, and assessed — are aligned with state
curriculum and school - wide
curriculum standards.
Without the direction of
clear goals for student learning, there is nothing in the process that compels school councils to take up core issues related to
curriculum, instruction, or student outcomes.
Most people can not simply get this
clear picture by simply perusing their learning
goals — it can help to take and reflect on your end - of - year assessment, analyze student work samples, talk to colleagues and review
curriculum guides.
The Core Knowledge
curriculum is the backbone of our program and provides
clear goals and component skills that develop the whole child.
The principle of establishing
clear performance targets and the
goal of teaching for understanding fit together as a powerful means of linking
curriculum, instruction, and assessment.
It is a comprehensive, thematic, creative
curriculum, with a
clear process of learning and specific learning
goals for every subject.
The pre-school
curriculum includes
clearer goals for children's linguistic and communicative development and for science and technology.
Quality
curriculum requires
clear and compelling learning
goals used in ways that engage students» minds and lead to understanding.
• Thorough understanding of establishing
clear objectives for all lessons, assignments, units, and projects consistent with
curriculum goals.
Generally,
curricula are most effective when a) children are active and cognitively engaged in their learning; b) instructional
goals are
clear; c) teachers have positive and meaningful interactions with students, in turn allowing them to track children» progress and make the necessary changes; d) what is taught builds on children's prior learning; and e) it is comprehensive.