Curriculum Planning And Development

• Main Author: Beane, James A. 1944- (Author)
• Other Authors: Alessi, Samuel J. 1944-, Toepfer, Conrad F. 1933-
• Format: Book
• Language: English
• Published: Boston Allyn and Bacon 1986
• Subjects: Curriculum planning > United States
• Online Access: Click Here to View Status and Holdings.
• Physical Description: xvii, 445 pages 25 cm
• Bibliography: Includes bibliographies and index.
• ISBN: 0205087450

Curriculum planning and development when planning and developing curriculum in any subject area, the first place to start is state, local or Common Core standards. Standards vary from state to state, and teachers are expected to know which standards to teach and how to teach them. Every lesson and unit should be tied to standards, and every grade level standard should be addressed at some point during the course of the school year. Standards should be presented sequentially, so students can build on previously learned skills. Each subject area has specifically defined standards, but many times multiple standards are addressed within one project. For example, if a sixth grade student writes a research report on Thomas Jefferson, that student could be addressing reading, writing, research and history standards, all within the same assignment. Such opportunities are beneficial for students because they demonstrate the overlap in various subject areas and give students the chance to synthesize their learning. The example below shows how a history research report could hit six or more standards at the same time. When planning and developing curriculum in any subject area, the first place to start is state, local or Common Core standards. Standards vary from state to state, and teachers are expected to know which standards to teach and how to teach them. Every lesson and unit should be tied to standards, and every grade level standard should be addressed at some point during the course of the school year. Standards should be presented sequentially, so students can build on previously learned skills. Each subject area has specifically defined standards, but many times multiple standards are addressed within one project. For example, if a sixth grade student writes a research report on Thomas Jefferson, that student could be addressing reading, writing, research and history standards, all within the same assignment. Such opportunities are beneficial for students because they demonstrate the overlap in various subject areas and give students the chance to synthesize their learning. The example below shows how a history research report could hit six or more standards at the same time. When planning and developing curriculum in any subject area, the first place to start is state, local or Common Core standards. Standards vary from state to state, and teachers are expected to know which standards to teach and how to teach them. Every lesson and unit should be tied to standards, and every grade level standard should be addressed at some point during the course of the school year. Standards should be presented sequentially, so students can build on previously learned skills. Each subject area has specifically defined standards, but many times multiple standards are addressed within one project. For example, if a sixth grade student writes a research report on Thomas Jefferson, that student could be addressing reading, writing, research and history standards, all within the same assignment. Such opportunities are beneficial for students because they demonstrate the overlap in various subject areas and give students the chance to synthesize their learning. The example below shows how a history research report could hit six or more standards at the same time.