The Relationship Between Curriculum, Instruction and Assessment by Brittany Baxter on Prezi
A presentation which focuses on the link between the curriculum and instruction. It is the intent of this article to provide a basis for reducing the ambiguities and confusions that have been widely acknowledged to surround the use of the terms . 1. Define curriculum and instruction. What is the relationship between these terms? 2. Discuss the contributions of John Dewey to the development of curriculum.
In these cases, school is used as a social change agent.
The curriculum is designed in order to mold students thinking in areas such as ethnicity, religion, a shared national myth and many different agendas including: In these cases the curriculum is created to ignore or minimize facts, technique, and practical learning and is written in such a manner that the affective, moral and ethical aspects of thought are targeted. Instruction refers to the way in which the content will be delivered. There are various questions that educators consider in order to design instruction.
In other words educators need to discern who their student audience is in order to tailor the instruction to best suit their needs and socio-economic situation.
In other words, what exactly do I want my students to learn and who will they show that they have learned it?
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If this step is not conducted then "education" will simply be one day after another of random events, readings and quizzes that are not connected to any plan. Teachers must ask themselves what environment they should create and what learning experiences they should design in order to best teach the information. Those bases of curriculum planning that affect people directly include student and teacher needs, local curriculum problems to be addressed, competencies of the planners, and pressures from inside and outside the school Dollp All of these bases affect the curriculum planning process in various ways and to differing degrees.
Relationship Between Curriculum and Instruction
They can also vary with each situation over time. As of this writing, a current educational issue in the United States is that of student performance and preparation for the workplace.
The trend is for state governments to create standards of competence that are tested at various points in students' educational careers and to make schools and students accountable for their performance on these tests. Test scores are frequently reported in the local media and this may lead to pressure from the local population being brought to bear on the school to improve its curricula.
Relationship Between Curriculum and Instruction
The context of the school may be that it is within a district that hasn't passed a school levy for a number of years and thus has not been able to budget money to work on improving the curricula during that time.
This not-uncommon scenario shows how a combination of factors can become the bases for, and can influence the curriculum planning process. These principles form the criteria of a quality curriculum development process that includes the stages of planning, development, and implementation. Curriculum decisions should be made: The ideas and values of various groups of people may include their social goals, ideas about cultural uniformity and diversity, social pressures, ideas about social change, their plans for the future, and their concepts of culture Coutts Voices of Chicago School Reform websites.
The website is a collaborative project that " Because of this, many of the curriculum links are to agricultural and 4-H educational activities. Its focus is on Chicago area urban educational issues, especially in regards to race and the economically disadvantaged.
It provides information to help influence educational decision making as it relates to the organization's mission. On the one hand is a group that wishes to influence educational policy and thus curriculum to better meet the needs of children in an urban environment, and on the other a group trying to do the same for rural children. When I started teaching I received a class and was given the curriculum to follow however I found that students were not getting anything that they were taught and I could move on to a next topic in the curriculum.
As I questioned students throughout, I realized that students were lost because of an academic gap. They had not complete the prerequisite in their previous grade and so they were unable to grasp the new content. If I had diagnosed without assuming and moving on with the curriculum, I would save a lot of instructional time. Assessment should occur during as a formative assessment to continuous assess learning throughout instruction.
In teaching mathematics, I often use concept learning where students are given an explanation, examples and non-examples after which they engage in working sums on their own or in groups. Periodically during the lesson I stop students and have them share their answers. This allows me to know if everyone is on task, if everyone has understood and whether I have to revisit the instruction in a different way if students are making several errors.
Assessments are also given at the end of instruction which is called summative assessment. At this point, we refer to the curriculum as the assessment has determined whether or not the instruction was effective and whether the learners have gained the knowledge outlined in the curriculum.
If they have learned, the curriculum then guides us to what next needs to be taught. If they have not, then the instruction is redesigned to better cater to the learners. This differentiated instruction must first be guided by differentiated curriculum.
Henson stated that no single method can help all students learn. Cooperative learning is an ideal application of instruction of the differentiated curriculum as it allows each child to share and work at their level. It also pushes students through the experiences of others to move from their ability to their zone of proximal development.
I enjoy using cooperative learning when I can in my classroom.
Curriculum & Instruction
I can see the ease that it brings students who are not very confident in their mathematical ability to have the peer support. VanTassel-Baska also suggested discussion among peers as well as project based learning which is collaborative and caters to all exceptionalities.
Being an advocate for differentiate learning mainly for gifted learners, VanTassel-Baska suggested advanced learning so that students are challenged, learning a second language, connected learning of skills and concepts across the subject areas and using biography as a tool.