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¶ … curriculum of all the schools of a district. It uses 5 sources and is in APA format.
The main aim of my curriculum that I have designed for five elementary schools, 4 middle schools and one high school of the district, is that I intend uniformity in the curriculums of all the schools so all the schools impart the same educational quality and therefore there is no discrepancy and the whole community remains satisfied. By this design model, which will be introduced in all the schools of the district, there will be coordination between the schools, the teachers from all the schools will have identical training and the administration will also be trained to monitor and coordinate such a program. The administration of all the schools will have a head administrator to see that all the schools correctly comply to the curriculum and work as one big system of schooling. This coordinated and identical curriculum will really help the students when they are admitted in the high school, because all of them would have belonged to the same schooling system and curriculum and therefore will have no difficulty in adapting to the high school environment. The system called Coordinated Learning that I have designed is based on the model of Direct Instructions.
Coordinated Learning
Coordinated Learning is a well-organized and systematic form of education. It is specifically designed for both primary level education and secondary and adult special education. The main reason for its success in the implication in a variety of age groups is its easy adaptability. The adoption of Coordinated Learning will not disrupt the system of the schools as much as the other programs do.
Curriculum
The syllabus material, daily instructional lessons and the teacher's guidelines are readily available for classesK-6 in reading, language arts, spelling, and math; grades 4-6 in expressive writing; grades 3-6 in science; grades 3-12 in corrective reading; and grades 4-12 in corrective math. The instructions and syllabus are available for both individual use and commercial use. The instructions are so easy to follow that even individuals can use it on their own. The...
There are also programs for teachers readily available. However, some schools use the program as a media for training teachers instead of using them for the all ready trained teachers. It is essential that the teacher be trained first as a professional teacher first and then be trained as a Coordinated Learning teacher. This is because only professionally trained teachers can actually implement the program for optimal results. This program is not for those who have had no teaching training before. Thus misuse of the program has been condemned as being 'teacher proof'.
Training of teachers
When a school intends to incorporate the Coordinated Learning method of teaching, trained and certified professional teachers will come to train the schoolteachers. The training sessions shall commence in groups and sessions of vigorous and systematic training. They assist the schoolteachers to fully comprehend the system of Coordinated Learning. They train them how to infuse the system in the school curriculum with minimal disruption in the current school system. The teachers are trained in groups and sub-group and are provided with precise instructional aids and individual training sessions.
Scripted lessons.
This is the main highlighting feature of Coordinated Learning method of teaching. There is a script for the teacher and the students to follow. The instructions are clear, identical and visible for the students as well as the teachers to follow. The main advantage of this type of learning is that all the schools have the same format of learning therefore the average result would be the same. Secondly, since every student would have the same instructions, there will be less student bias. Also, students that are slow to learn would now have a better chance to understand and comprehend that would in turn give them confidence and improve their learning abilities. The scripts that are used in the program are well designed and well tested. They are made to ensure that whatever is…
Bibliography
Theory of Instruction: Principles and Applications, 1991 (Rev. ed.), by Siegfried Engelmann and Douglas Carnine (Association for Direct Instruction)
Direct Instruction Reading, 1997 (Rev. ed.), by Douglas Carnine, Jerry Silbert, and Edward Kameenui, (Prentice Hall)
Designing Effective Mathematics Instruction: A Direct Instruction Approach, 1997 (Rev. ed.), by Marcy Stein, Jerry Silbert, and Douglas Carnine (Prentice Hall)
Designing Instructional Strategies, 1990, by Edward Kameenui and Deborah Simmons (Prentice Hall)
Six Promising Schoolwide Reform Programs," American Federation of Teachers. http://www.aft.org/edissues/whatworks/six/di/index.htm
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