1. Content and Curriculum ….. Information from Chapters 3 and 9 and from the North Carolina Standard Course of Study

2. Chapter 3 Content, Learners, and Context 1. LEARNING OUTCOMES 2. ASSESSMENT 3. TEACHING 4. TECHNOLOGY DEVELOP MATERIALS Buy – Adapt - Develop TEACH LESSONS AND UNITS What do you know about your classroom? Content, Learners, Context What have you learned about teaching? Reflection and Action Steps ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE 1 24 3

3. Chapter Organizer Content Learner s Context Learning standards Learning taxonomies Learning dimensions Task analysis Instructional media and technology Learner characteristics Learning preferences Cognitive styles Special needs School level Classroom level Personal level

4. Ways of looking at the “Content”?  Learning standards  Learning taxonomies (levels of learning)  Learning dimensions  Task analysis  Instructional media/technology

5. What is the Content? Looking at Learning Standards  Content is the full range of knowledge, skills, concepts, understandings, and attitudes which is taught in schools.  In North Carolina, the content or curriculum is the NC Standard Course of Study (NCSCOS).

6. What are the levels of learning content? (Learning Taxonomies) 1.Knowing 2.Organizing 3.Applying 4.Analyzing 5.Generating 6.Integrating 7.Evaluating (from Robert Marzano Dimensions of Thinking)

7. Learning Dimensions Literacy Arts Creativity Moral Development Diversity Social Learning Design

8. Task Analysis  Step 1: Analyze the learning task determine prerequisite skills  Step 2: Write performance objectives observable, measurable, performance level  Step 3: Specify instructional needs teaching strategies, time needed, assistance

9. Instructional Media & Technology  Providing experiences to learn  Learn from others (students)  How does media/technology help students to learn?

10. Content Information from Chap 9 Content Area Curriculum Models Curriculum Views and Influences Curriculum definitions External influences Local influences Literacy Science Mathematics Social studies Languages Art Physical education Health education Technology education Integrated curriculum

11. Defining Curriculum Fig. 9.3  School curriculum  Taught curriculum  Null curriculum  Hidden curriculum

12. External Influences  National initiatives  State agencies  Professional associations  Educational publishers  Social critics

13. Local Influences  Schools and school districts  Teaching and teacher histories  Students  Communities  Parents

14. Content Area Curriculum Models  Literacy http://www.reading.org/ http://www.nrconline.org/  English http://www.ncte.org  Science http://www.project2061.org  Mathematics http://www.nctm.org/  Social Studies http://www.ncss.org/

15. Content Area Curriculum Models  Languages www.educ.iastate.edu  Arts www.naea-reston.org/  Physical education  Health education www.aahperd.org/naspe/  Technology education www.iteawww.org/TAA/TAA.html

16. Investigating the North Carolina Standard Course of Study  Subject Area  Grade Level  Overview of grade level content  Competency Goal  Objective

17. North Carolina Standard Course of Study Assignment-use information from the NCSCOS  Use the form provided on Mrs. Henry’s webpage. Complete the exact information and turn in the form.  I will demonstrate a specific model.

18. Summary  “What is taught” is not a simple question  Teachers have responsibility for translating the answers to instruction  Stay current on developments, trends at the local, state, and national levels  Tap professional content area organizations for curriculum support  Teachers should have a say in curriculum