As an educator, it is important to understand and demonstrate the use of developing a successful curriculum. The goal of designing instruction is to improve human performance and show competency of the subject matter through the instruction. . The most common system and adapted design model is the ADDIE which is an acronym for analysis, design, develop, implement and evaluate. By successfully using this design model, and educator can ensure the best results for his or her students and remain confident in knowing that the education being taught is relevant and meaningful to the scholastic background of his or her students. The following text will describe the ADDIE system, beginning with analysis.
When an educator analyzes what he or she will be creating, it is important to ask questions such as “what do you want the students to learn by the end of the unit?” This is a way the educator can structure the curriculum for the students and incorporate into the teaching. When developing a curriculum the question “what problem is instruction the solution?” should be asked (Gagne, 2005). This question is often disregarded. The educator who is designing the curriculum should grasp the concept of needs assessment in order to successfully teach the students. Needs assessment will address the gaps between the current circumstances and desired conditions. Analysis can be present at a number of different concentrations. To develop a successful course there are a few questions that can help identify the needs in determining instruction. Identifying the purpose that the course serves in the students’ education, and determining how important the course is to the students success can aid in the analysis of the course. Finding the quali...
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Evaluation is the final stage of the ADDIE design. Materials are evaluated along with processes, learners’ reactions, learner achievements and instructional consequences. Evaluation objectives imitate much of the findings originated in the Analysis process. These discoveries include the objectives and expectations of the learner. It is important to look at the ADDIE Model as a continuous circle with overlapping borders, rather than stages or phases that repeat themselves.
Regardless of the technique or design used to create instruction, it is imperative to the educator and learner to have a successful and valid educational environment. With using the ADDIE design, educators can ensure that the students are receiving pertinent information that is relevant and contributory to their educational goals and needs.
An educator must have the ability to notice the value of extending planning and subject matter. In addition, educators need to be flexible enough to change the curriculum based upon state standards and the student’s ability to absorb information.
The importance of having a curriculum that accommodates diverse learners, it allows the child to learn at their own level or ability. A child with emotional and intellectual challenges may not have the verbal or comprehension skills or the ability to control their body as their peers. With this in mind, classes with diverse learners can excel with an adjusted curriculum. An activity for example, using large Legos to teach the entire class their colors or numbers can help the intellectual challenge by asking to build a building by using on certain colors or amounts. By doing this activity the students can have fun and learn at the same time with using very little words. Also in a group activity the emoti...
1H: analyzes and uses student information to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement.
When reviewing the literature regarding the past, present and future of educational curriculum, several main points seem apparent, namely that curriculum is cyclical, that a dilemma or paradox exists, and that curriculum must be looked at with a sensitive view.
Assessment, in the context of education, was defined by Lambert, D (2000, pag 4) as the processs of gathering, recording and using information about pupils' responses to educational tasks. Despite some can consider that assessment is separated from the learning process, assessment is, in fact, an essential part of the learning proccess. Maguire, M. and Dillon, J. (2007, pag 213) pointed out that assessment is intrincately bound-up in the teaching-learning cycle.
For Doman 1, planning and preparation, I believe that I demonstrate adequate skills. I work hard to make connections to my content knowledge with other subject areas through discussions with general education teachers for social studies and science curriculums (Danielson, 1996). As a special education teacher, I must have a full understanding of my students (Danielson, 1996). I design lessons that are the instructional match for my students, modify grade level curriculum, and accommodate for different learning styles. I also try to choose books that would be interesting to my students and create math story problems around the activities that students participate in. Assessing student learning is critical to monitor instruction and to report student progress accurately (Danielson, 1996). The development of this component was a goal of mine during the first semester of this school year. I feel that now, I have acc...
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
Educational institutions today are increasing their emphasis on high standards as a crucial factor in improving the quality of education imparted to their students. They are, therefore, looking at new and better ways to develop such a curriculum that meets all the pre-decided standards. This calls for a change in the way schools are run and the methods of teaching in order to design, implement and evaluate curriculum effectively.
Curriculum is important being it’s the underlying factor that plays a role in determining ones growth, achievement and success. The majority of curriculum con...
Curriculum Differentiation One of the most urgent challenges teachers face today is creating a classroom environment where all students are simultaneously engaged in meaningful activities. Too many times students may either become lost as the teacher continues on with the lesson or the material may not be advanced enough, thus becoming boring for students. The implementation of curriculum differentiation is a sustainable solution to this prevalent dilemma. In some parts of the world, the teacher will come into the classroom, write the title of the lesson on the board, and ask one of the students to read aloud as the rest of the class listens. When the student finishes reading, the lesson is considered to be taught.
Kameenui, Edward J., and Deborah C. Simmons. Designing Instructional Strategies: The Prevention of Academic Learning Problems. Columbus, OH: Merrill Pub., 1990.
Contrary to popular belief, curriculum integration entails more than simply linking lessons together along a common theme. It is more than just "rearranging existing lesson plans", it is an attempt to organize "curriculum around significant problems and issues…without regard for subject-area boundaries" (Beane, 1997). The goal of curriculum integration is to have students gain a deeper level of understanding across subject areas through interrelated thematic study. Themes are drawn from life "as it is being lived and experienced" with knowledge based around problem solving rather than rote skill acquisition (Beane, 1997).
When it comes to implementing a curriculum everyone has an opinion. Whether it is the organization of the curriculum or the evaluation of the curriculum, everyone from administers, teachers, and parents will have their opinions on the new curriculum. The curriculum development group has many difficult decisions to make. They have to decide when and how to implement, who will be in charge, what data will be collected, and how will the curriculum be evaluated.
Designing curriculum, instruction, and assessments are steps teachers use to help them make sense of the concepts they teach and helps drive instruction. These steps can take on many different forms and drive a classroom in a plethora of ways. These steps, when developed properly, can help a teacher utilize each moment in the classroom and help students gain more insight to the standards they need to become proficient.