Curriculum leadership chapter 15 powerpoints

Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition

© 2012 SAGE Publications

Chapter 15:

Individualizing the

Curriculum

Individualized curriculum involves promoting

student choice, curriculum integration,

differentiated learning, and self-assessment that

engage students deeply in learning (Brown,

2002).





Educators continue to search for curricula that

respond to individual differences among students

in the classroom.

Why Individualized Curriculum

Programs?





Differentiated instruction applies an approach to

teaching and learning that gives students multiple

options for taking information and making sense

of ideas” (Hall, Strangman, & Meyer, 2011, n.p.).

It is not a recipe for teaching, not an instructional

strategy, and not what a teacher does when he or

she has time.

Differentiated Instruction





Students who are the same age differ in their

readiness, interests, styles of learning, experiences,

and life circumstances.

The differences in students are significant enough to

make a major impact on what students need to learn,

the pace at which they need to learn, and the support

they need from teachers and others to learn it well.

Students will learn best when supportive adults push

them slightly beyond where they can work without

assistance.

Differentiated Instruction Beliefs





Students will learn best when they can make a

connection between the curriculum and their

interests and life experiences.

Students will learn best when learning

opportunities are natural.

Students are more effective learners when

classrooms and schools create a sense of

community in which students feel significant and

respected. (Passman, 2009, n.p.).

Differentiated Instruction Beliefs





Content: acts, concepts, generalizations or

principles, attitudes, and skills are I tasks and

objectives aligned to learning goals, and

instruction that is concept based.

Process: flexible grouping and good classroom

management

Products: on-going assessments of readiness,

active student explorers, and various

requirements for student responses.

Guiding Elements of

Differentiation





Providing Elective Courses

Curriculum Tracking

Offering “mini-courses”

Open classrooms

Self-paced instruction

Types of Previous Individualized

Programs





An important aspect of any adaptive approach is

that it relates to curriculum standards and that it

is able to be translated into academic

performance indicators with well-organized unit

plans and congruent unit objectives (March &

Peters, 2002).

Current Adaptive Approaches





Greater attention to problem solving.

Focus by staff on most important parts of curriculum.

Alignment of expected outcomes.

Connections between subject areas through curriculum mapping.

Inclusion of a variety of methods (inquiry, guided discussion, action research).

9 Factors of Adaptive Curricula





Authentic performance assessments.

Multiple opportunities for teachers to collaborate.

High quality materials.

Consistency in preparation of student for following

grade.

9 Factors of Adaptive Curricula





Adaptive Learning Environments Model

Cooperative Learning Models

Learning-Styles Models

Mastery Learning Models

Computer-Based Models

Current Adaptive Approaches - Models





Parallel Curriculum for the Gifted

Compacting

Discovery Methods

Brain-Based Learning

Special Pace: Acceleration

Special Curricula

Triad/RDIM Program

Adaptive Programs for the Gifted





Early Intervention – the most important factors to

use in early intervention include:

Strong school parent partnerships

Collaboration of teaching staff

Shared system for assessing oral reading fluency,

accuracy, and text level

Extensive professional development on

instructional practices

One-on-one instruction used in early intervention.

Adaptive Programs for Academically

Challenged Learners





Reading Recovery

Reading for Success

Mainstreaming/inclusion

Response to Intervention (RtI)

Special curricula

Early Intervention Program





Bilingual educational programs were

institutionalized in the law primarily as a result of

political forces. ELLs are in all 50 states as well

as Puerto Rico, the Virgin Islands, and Guam.

These students speak a variety of languages and

come from diverse social, cultural, and economic

backgrounds.

Bilingual Education





Submersion programs – sink-or-swim approaches

English as a Second Language programs – formal

courses that teach English as a foreign language

to non-native speakers

Bilingual transition programs

Bilingual maintenance programs

Bilingual Education – Distinct Programs





Bilingual Transition Programs – dual language instruction offered only until LEP (limited English proficiency) students have acquired enough English to deal with 100% instruction in English

Bilingual Maintenance Programs – the goal is to develop proficiency in both languages; students remain in these programs even after they have achieved proficiency in English

Bilingual Education – Program

Definitions





How extensive is the need?

Is Bilingual Education effective?

Bilingual Program Questions:

Curriculum leadership chapter 15 powerpoints

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