1. Chapter 4: Curriculum and Instruction

2. Focus Questions What is the formal curriculum?
What other curricula do we teach in U.S. schools?
How is instruction implemented in U.S. schools?
How do teachers match instruction to school levels?

3. Formal Curriculum
Standards—define what students should know and be able to do at specific grade levels.
Textbooks—often provide lesson plans, teacher resources, online assistance, workbooks, and tests
Subjects—English language arts, math, science, and social studies, as well as exploratory/related arts courses

4. Informal Curriculum
If, as part of the informal curriculum, we are positive, caring, excited about learning, fair and organized, students learn that
Optimism is more productive than pessimism
Cooperation and empathy matter
Structure and enthusiasm enhance learning
Responsibility is personal and valuable

5. Big Ideas of Instruction

6. Direct Instruction The steps of direct instruction usually include:
1. getting students’ attention with an introduction
2. presenting new knowledge and/or skills
3. giving opportunities for guided practice with feedback
4. assigning opportunities for application (perhaps homework)
5. providing additional feedback/reteaching/review
6. assessing progress

7. Cooperative Learning Grouping Patterns
informal groups that meet together for a variety of tasks as needed
formal groups that complete designated, often long-term, tasks
groups whose members support one another with remembering and completing assignments, studying, and sharing resources (Johnson & Johnson, 1999)

8. Differentiation of Instruction
When teachers differentiate instruction they . . .
begin where students are.
accept and build upon the premise that learners differ.
engage students through different learning modalities.
ensure that a student competes against himself more than he competes against other students.
believe that students should be held to high standards.
ensure that each student realizes that success is likely to follow hard work.
use time flexibly.
are diagnosticians who prescribe the best instruction for their students.

9. Instructional Strategies

10. Are We All Teachers of Reading and Writing?
Ways to encourage reading, regardless of level or subject
Give students access to student-friendly, inviting, content-rich reading materials
Read aloud to students at all grade levels
Provide opportunities for silent, oral, and recreational reading
Use appropriate before, during, and after reading strategies
Take a “textbook journey” as a class

11. What Is Backward Design?
Stage 3
Plan learning experiences and instruction
Stage 2
Determine acceptable evidence
Stage 1
Identify desired results