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The field of education has experienced significant reforms in the past decade because of the need for a standards-based, accountability-centered, and systematically-integrated approach for enhancing the quality and outcomes of learning (Porter & Smithson, 2001). As a result of these reforms and need, policymakers, researchers and other relevant stakeholders in this field have become interested in examining the curriculum delivered to students. This interest has primarily focused on the link between the taught curriculum and the intended curriculum. In light of this, curriculum alignment has emerged as an important aspect towards promoting the success of student learning and achievement of learning goals and objectives. In this regard, aligning the intended curriculum, taught curriculum, and learned curriculum is vital towards enhancing learning outcomes.
According to Seitz (2017), curriculum is defined as all courses offered at a school or the learning of students as directed by the school. Therefore, the intended curriculum is defined as standards, guidelines, content, and frameworks that teachers are expected to deliver to students. On the other hand, taught curriculum refers to the content delivered to students by teachers based on the expected curriculum. The learned curriculum refers to the content that has been learned by students with respect to their level of competence/proficiency. While the alignment of these three...
As a result, there are various practical, organizational, and instructional strategies that can be utilized to align the intended curriculum, taught curriculum, and learned curriculum.
The most helpful strategies in ensuring the alignment between these three curricula is instructional strategies. Drake & Burns (2004) states that instructional strategies provide a suitable framework for internal alignment of these three curricula. In this regard, internal alignment takes place when instructional strategies and classroom assessments reflect the intent and language of standards, frameworks, and guidelines of education. Instructional strategies are defined as techniques utilized by teachers/instructors to help students become independent and strategic learners (Alberta Learning, 2002). These strategies are considered effective when they help students to independently choose suitable measure for learning and accomplishing desired goals and objectives.
With regards to curriculum alignment, the use of instructional strategies helps to ensure that the learned curriculum reflects the intended and taught curricula. The most beneficial instructional strategy for curriculum alignment is scaffolded instruction. According to Winn (1994), scaffolded instruction is a strategy in…
References
Alberta Learning. (2002). Instructional Strategies. Retrieved November 15, 2017, from https://education.alberta.ca/media/482311/is.pdf
Drake, S.M. & Burns, R.C. (2004). Meeting Standards Through Integrated Curriculum. Retrieved November 15, 2017, from http://www.ascd.org/publications/books/103011/chapters/Using-Standards-to-Integrate-the-Curriculum.aspx
Porter, A.C. & Smithson, J.L. (2001, December). Defining, Developing, and Using Curriculum Indicators. Retrieved November 15, 2017, from http://www.cpre.org/sites/default/files/researchreport/788_rr48.pdf
Seitz, P. (2017). Curriculum Alignment Among the Intended, Enacted and Assessed Curricula for Grade 9 Mathematics. Journal of the Canadian Association for Curriculum Studies, 15(1), 72-94.
Watermeyer, R. (n.d.). Curriculum Alignment, Articulation and the Formative Development of the Learner. Retrieved November 15, 2017, from http://www.ibo.org/globalassets/publications/ib-research/curriculumalignmenteng.pdf
Winn, J.A. (1994, February 1). Promises and Challenges of Scaffolded Instruction. Learning Disability Quarterly, 17(1), 89-104.
Human relations are vital. Teachers must trust each other, there must be norms that support productive criticism, and there must be techniques in place for combining and resolving disputes. Arrangements need to be in place that generates discussion for problem identification and decision making. These arrangements could be things such as normal team meetings amid teachers at the same grade level or department meetings within high schools and middle
The third step is creating which is doing. It is taking action on what you find, what you suspect, what you think will make a difference. The last step is confirming. In this stage, you are evaluating your efforts, learning from feedback, and starting the cycle again. 6. Define "data-driven" decision making. Data driven decision making uses student assessment data and relevant background information, to inform decisions related to planning and
Negative feedbacks and criticisms cannot be avoided at this point, especially upon knowing that it is necessary for them to undergo training on how this program will be implemented, including its advantages for them as teachers. Educators, especially those who have been practicing the profession for a long time have a greater tendency to abhor going through the learning process once more. As a principal, they should be encouraged to
The Curriculum Committee is in charge of the curriculum selection process; it ensures the choice of subjects and their content for any given curricular program is assessed (Briars, 2014). Identification of individuals who will form part of the curriculum committee varies in its scale. The committee aims at initiating a generic collaborative process. The committee’s foremost duty is mapping and describing the current curricular matter utilized by schools or school districts.
Introduction This evaluation plan provides a description concerning how the curriculum committee will collaborate to achieve an improved language arts curriculum for grades 6 through 8 at Haddonfield Middle School (hereinafter alternatively “Haddonfield” or “the school”), a public school located in Haddonfield, New Jersey.The Middletown Township Public Schools recognize the need for ongoing curricular evaluation. Based on its stated mission (described below), Haddonfield’s educators are committed to providing the highest quality
Education Curriculum: Curriculum and Lesson Plan AnalysisAssignment 3StandardThe standard selected for the Math lesson plan is NBT.7 for base ten numbers. The school aims and goals that meet the standard are related to the students� understanding of the daily activities within the lessons. For this, the school aims to make sure that each student is on the same page as the lesson suggests stopping when most of the students do