Intro To Teaching: Curriculum Instructional Design

1714 words - 7 pages

1. Introduction
Curriculum, instructional design, teaching and learning materials and assessment of learning form the core of any educational setting. Assessment assumes a serious precedence over others since it reflects the success or failure of the educational system by giving empirical evidence of the learning outcomes that have been achieved. A more concerned learning environment makes sure that learning objectives, instructional material, learning activities and assessment practices are all aligned in a harmonious way so as to realize optimum learning.
2. What is curriculum?
Curriculum is a description of the content or information that is going to be taught and the methods that are going to be used to teach that content. This content information is based on scientifically-researched information and reflects age, culture, and linguistically appropriate skills and developmental stages of the children in your program. While books, guides and the Learning Standards are powerful resources to help practitioners plan the content for children, curriculum decisions come from three sources: the children themselves, their families, and the teachers or adults with whom they interact.
3. Dynamics of assessment
Assessment is the process of measuring the extent to which students have learned what it is that we required them to learn, as indicted in the course learning outcomes. Assessment practices are made up of elements combined into an appropriate task which might include:
• Those that are part of teaching and learning in a course, and
• Those that commonly lead to marks and grades (i.e. measurement)
Evidence that can be measured may be:

• A product such as a set of accounts, a cake
• An explanation such as an essay, a seminar, a report
• A performance like singing a song, or making a presentation
• Answers to questions
• Solutions to problems
3.1. Why do we assess?
Assessment has many purposes, and there are many people who have an interest in the outcome of the assessment. Here are a few reasons:
3.1.1. Institutional and career purposes
 To provide statistics for internal and external agencies
 To provide evidence for entrance to a course
 To provide a professional body or students with evidence of their employability
 To award qualifications
 To provide assurance of students developed fitness to practice
 To help students make sensible choices about option alternatives and directions for further studies
3.1.2. Teaching and learning purposes
 To allow learners to get a measure of their achievement
 To help learners consolidate their learning
 Diagnose learning and plan future learning
 To provide feedback to learners so they can improve and remedy deficiencies
 To motivate students to engage in their learning
 To provide students with opportunities to relate theory and practice
 To gain feedback on our own effectiveness as teachers
3.2. What do we assess?
We attempt to assess knowledge...

Find Another Essay On Intro to Teaching: Curriculum Instructional Design

"Teaching with a Multicultural Perspective." Submitted for Intro to Education Class.

2313 words - 9 pages Teaching with a Multicultural Perspective.EDUC 1301Teaching with a multicultural perspective encourages appreciation and understanding of other cultures as well as one's own. Teaching with this perspective promotes the child's sense of the uniqueness of his or her own culture as a positive characteristic and enables the child to accept the uniqueness of the cultures of others.Children's attitudes toward their race and ethnic group and other

Critically evaluate the extent to which the Literacy Hour enhances the teaching and learning of English as required by the National Curriculum for English.

3352 words - 13 pages initiatives like the NLS, while bringing about a scenario of change in curriculum design, often leave deeper levels of pedagogy untouched. Traditional patterns of whole class interaction persist with teacher questioning onley rarely being used to assist pupils to articulate more complete or elaboratd ideas as recommended by the strategies.Aswell as whole class teaching in this section shared reading and writing are carried out. This may conduct of using a

Definition of the Field

962 words - 4 pages delivering training materials using technology demonstrated the potential and scalability of instructional design to a broader audience. In 1954, B.F. Skinner’s article, The Science of Learning and the Art of Teaching (1954), introduced the process of providing immediate feedback for self-paced learning, suggesting that positive reinforcement would improve learning over small steps. The instructional design field now recognizes this process as

Special Populations: Teaching Materials and Assessment

519 words - 2 pages instructional strategies by using more presentation cues to emphasize key points, scaffolding key concepts to be learned, and incorporation of manipulative for learners’ use. Teachers use varying instructional design which includes whole group, small group, and cooperative learning activities. Adapting teaching materials involves making changes to the equipment during the course of instruction. Materials are adapted in four ways, adjusting the

Implicit Curriculum Theory

1050 words - 4 pages curriculum] attempt[s] to integrate both cognitive and behavioral analyses of learning into one comprehensive framework” (Posner, 2004, p. 80). There is a blending of aesthetic learning with traditional instructional design in the article, Aesthetic Principles for Instructional Design that was obtained from EBSCOHOST. This approach to instruction “describes the transaction that takes place between individual learners and the instructional

Class Expectations and Syllabus

901 words - 4 pages Diversity F. The Curriculum ACTIVITY 2 - Why should a teacher use instructional technology in the classroom? MODULE 2 INSTRUCTIONAL TECHNOLOGY FOR THE CLASSROOM 4. Using Technology to Improve Education A. Teachers Teach B. What Makes a Teacher Effective? C. How are Teachers Evaluated? D. Teachers as Instructional Designers E. Instructional Design Models F. How Do Philosophies of Teaching Translate

Differentiated Instructional Strategies

713 words - 3 pages focused on taking the level of learning as high as possible by adopting varying techniques for varying learners. This is an informative, and user friendly guide specially written for classroom teachers, in order to introduce them to the method of differentiated instruction that involves carefully adapting curriculum and instructional approaches to the specific and individual learning needs of each student in the diverse classroom of a plural

Defining Cirriculum

833 words - 3 pages classroom in accordance with specific targets and under perfect leadership to help them achieve the overall growth of all aspects of physical, mental, social, and psychological. Additionally, curriculum is not only a description of a course but it includes voluminous different areas in education such as, a statement of underlying philosophy or learning theory, objectives, teaching strategies, instructional materials, time frame, and assessments

Faculty and Instruction at Community Colleges

1033 words - 4 pages Faculty at community colleges shape the selection, design, and implementation of the curriculum and instructional practices. While faculty shape curriculum and instruction, the community college workplace with its culture, attitudes, rules and requirements in turn shapes faculty approaches to curriculum and instruction. Faculty serve as the hub for communication between their colleagues, as well as between students, administrators, and staff

Overview of Different Methods of Instruction

2399 words - 10 pages process includes the analysis, design, develop, implement, and evaluation (ADDIE) commonly referred to as the ADDIE process. When deciding lecture as an instructional method, the military provides regulations, job aids, and access to subject matter experts. McKeachie and Svinicki describe some events where lectures are an acceptable form of an instructional strategy based on informational and motivational factors (2010, p. 59). With the military

Constructivism

1905 words - 8 pages left to right" (Kamii and Ewing, 1996, p.4). "Educators who impose algorithms on primary-age children think that mathematics is a cultural heritage that they must transmit to children" (Kamii and Walsh, 1996, p.5). Instructors must be open to new ways of doing "old" stuff in order to foster a constructivist learning environment. Constructivism and Its Connection to Instructional Technology "Instructional design approaches to teaching and

Similar Essays

Admissions Counseling: Curriculum And Instructional Design

1135 words - 5 pages Admissions Counseling: Curriculum and Instructional Design Focus Admissions counseling at proprietary schools will be the focus of the design. The 4 day training will cover the basics of the admissions process and provide proven educational sales strategies to increase enrollment and retention. The key areas covered will be sales psychology, telephone skills, the interview, and follow-up. Lessons that will be covered include: 1

The Structure Of Instructional Design: Exploring The Body, Brain And Soul Of Teaching

2821 words - 11 pages place in the classroom. It is a Structure for Instructional Design (SID) that supports the teaching by measuring the readiness of learning, the scope and extent of the conversation, and means that facilitate the interaction. SID can be looked at as a gentle, lovable, and pleasant living entity, or can be a frightening, scary, or distorted one. It depends on how the teacher plans it, and how the students build on it. A teacher, who is able to

Introduction To Teaching: What Is A Curriculum?

1816 words - 7 pages experiences and a teachers lack of knowledge in certain areas, can lead to the teaching of the hidden curriculum. “The hidden curriculum is implicated within regular school procedures, in curriculum materials, and in communication approaches and mannerisms used by staff.” (McCutcheon, as cited in Marsh, 2010, p. 92). If teachers are delivering the curriculum over the year, the students should reach the set of expected performance outcomes. As

Instructional Research Project : Teaching Reading Comprehension Skills To Third Grade Students

1242 words - 5 pages CHAPTER FIVE: DISCUSSION Discussion Purpose of Project The goal of this project was to test a unit of instruction designed to teach 3rd grade students comprehension strategies to help them become better readers. The formative evaluation investigated whether the unit was effective at teaching ten comprehension related objectives and identified areas for improvement in the unit. Evaluation Methodology Subject Matter Expert (SME) Phase