Chapter 1 discusses the relationship between Curriculum and Instruction. In your teaching how do you approach the similiarites or differences between Curriculum and Instruction?
As the Cyclical model reflects, I also view curriculum and instruction as distinct from one another. Similarly, I also view a fluid connection between these two entities. Because there is a relationship, both impact one another in a continuous manner. State standards are the driving force in determining the curriculum for my school (as with all Virginia public schools). Our school district examines the content and skills expected from each learner and develop curricula that will meet those educational expectations. The SOL’s are the minimum knowledge base and because we spiral our curriculum, additional objectives have been included. Because of the educational expectations, curricular decisions are made first and from there instructional decisions follow. The curriculum is the plan of what my students need to learn. My instruction is the manner in which I implement strategies to help children understand the curriculum. Assessment of my instruction gives me feedback to understand if my students are grasping the content and skills of the curriculum. If the curriculum is not being learned than I need to revisit my teaching strategies and implement a new approach. I like how the Cyclical model reflects a continuous relationship between these two entities. Here is an example of this repetitious nature. I teach fourth grade and there are upcoming changes to Virginia Studies and Mathematics content. As the state Standards of Learning change and shift, curriculum in my school must shift and change. These manipulations to the curriculum, in turn, change the instruction in my classroom. As a teacher, I must adapt to the changes in the curriculum, but still keep the focus of making sure that my students understand the curriculum and make changes to my instruction when they are not. A cycle of curriculum and instruction really does reflect what I think is going on in our schools.
Being a coach I would describe curriculum as the "game plan". The development of curriculum allows teachers or "coaches" in this instance, the tools needed to instruct. A detailed curriculum should outline what must be covered for classroom or the "teams" success. Without a curriculum teachers have nothing to instuct. Once a curriculum is developed teachers must analyze the content and instruct the students to the best of their ability. Once instruction is complete and it is time for testing "the big game", teachers and administrators should view the scores and analyze the instruction methods to coincide with the curriculum for future success.
As a physical and health education teacher, you are in charge of fitness testing. I see curriculum as the actual fitness testing that each student must complete. The instruction would be getting the students involved and having them work their way up to passing a fitness test. For example, the 1 mile run is a fitness test. The curriculum could be that each student is required to pass the 1 mile run, but you cant just send every kid out to run a mile, if you do they won't pass it. The students need intruction to go out and run 2 laps everyday and then work their way up to 3 laps and so on until they are running a mile. I see curriculum as the actual fitness test. Instruction is the actual student working and completing goals to pass the fitness test.
I see curriculum as the expected or "standard" a student will get as a result of going to school. I think curriculum should be uniform from school to school in order to "produce" a certain adult capable of surviving in society. Instruction, on the other hand,is how those standards/curricula are delivered. How much motivation does the student get from the teacher? How many hands-on labs do the students get to perform and manipulate? I think the concentric model A illustrates the BEST model of curriculum and instruction. Curriculum is foundation for instruction. Without an outcome, instruction has no guide or direction. Every biology teacher in the state of Virginia has certain things they must teach their students in biology, so these students can be knowledgable voters in society. Some biology teachers may use classroom discussion to reach these goals for students. Some teachers may perform hands-on experiments everyday to get students to that goal. Curriculum was the goal. Instruction was HOW that teacher got there.
Being an elementary school teacher you are faced with challenges that educators in middle and high school do not experience on a daily basis.For me, the curriculum is demonstrated all across the board.You become familiar with and master all four sets of content areas, along with all the other numerous types of subject areas.In teaching elementary I think that your base is going to be teaching from the curriculum, it just seems to be the logical place to begin from.From here I personally think that in teaching you are able to plan your instruction wisely. Instruction becomes very important in that it is closely aligned with the curriculum in which it is evolving from.As teachers we are constantly running into "road blocks" where we plan things that are just not effective.Here is where we have a chance to go back and look at the curriculum until we as educators find what works!
As an elementary education teacher, I believe that curriculum and instruction are related. However, I believe that as they are related, by definition they are very different. I see curriulum as the main plan and instruction as the carrying out of that plan. I feel that as teachers we must be aware of, and relate lessons to the main curriculum that has been laid out. We can do this by planning and changing our instructional techniques to fit in with the curriculum. Also, I feel that the curriculum should make room for meeting the needs of all learners. I think that instruction in this instance helps to shape our curriculum. I see that curriculum shapes instruction and in return, instruction remolds curriculum
I think that everyone that has posted so far has come up with some great points about instruction and curriculum. I believe that curriculum is the blueprint that is set for us educators to work with students. There are many different ways to build up or create the right learning environment for our students to complete the behavioral objectives of the blueprint. From my experiences curriculum is a concrete thing. It is big, unmoving, and slow to change, although it seems many changes come about rather quickly when they do. On the other hand instruction is constantly changing at a rapid pace. There are always new and improved methods and tons of data to help us become better teachers. Both are very important to education as a whole, although the text is correct when it states the difficulty in defining curriculum. As a teacher, I find the curriculum I teach very broad and vague. It gives very general objectives for the things I am supposed to do as a teacher. Since I am a physical education teacher the curriculum covers many different things as opposed to other areas with defined outcomes. Unlike the curriculum, the methods I use to teach are very precise and on time. They have to be very clear in what it is I want my students to accomplish.
I use the curriculum as a guideline to set my instruction. The main focus of our curriculum are the SOL's. Unlike some of my fellow teachers - I see the SoL's as a guidebook that fits into our school curriculum as to what nees to be taught and the timeline in which it needs to be accomplished. The behavorial and social aspects of our curriculum are addressed in our School plan which i believe is the broad outline of what we as a school are seeking to achieve. Since I was chosen by my fellow teachers to help write and edit the annual school plan, I see how the curriculum influences the instruction that I teach. Without these guidelines set in the curriculum, I feel that instruction would not have the focus that it has at this point. MELISSA OGLE
When I think of curriculum, I think of it as a program or a plan about what I am suppose to teach. However, when I think of instruction, I think of it as the methods that I use to put my plan into action. James B. Macdonald viewed curricular activity as the production of plans for futher action and instruction as the putting of plans into operation. Therefore, according to Mcdonald, curriculum planning precedes instruction. As an educator in Virginia, I tend to agree with this. The curriculum that I am supposed to teach has already been laid out for me. As a teacher, I feel like it is my job to make sure that my instruction fits with the standards of learning and also at the same time is allowing my students to be successful. Because of student needs and very high expectations, I feel like instruction is a very dependent portion of the curriculum. Therefore, I feel like it is hard to separate them and that we should work very hard to make sure that one is aligned with the other one.
In looking at the models in chapter 1, the cyclical model shows how curriculum and instruction go hand in hand. In order to instruct we have to have a curriculum to go by. SOL's are a part of our curriculum. Each of us refer to them so we know what we are supposed to be teaching in our classrooms. The way we instruct is where we are all different. We may teach the same subjects but all vary in our teaching styles. It also depends on the levels of our students. Our styles may be different but we are all working toward a common goal and extensive planning is involved in each.
As a high school Algebra teacher, it is imperative to have a plan in place to build the proper skills necessay to successfully teach the concepts that build on one another in mathematics. Not only do the students need prerequisites for each section taught they also need problem solving skills that entail muliti-step thinking. Instruction, in this sense must play a secondary role to the plan that must be in place. Although the models within the chapter state that curriculum and instruction do not follow any order, I belieive they do go hand in hand but one must have a plan (curriculum) before he/she instructs.
I agree with most of the responses so far. I believe to be an effective educator we must all have a plan to go by. Just like someone mentioned before, as a coach you must prepare your team for the season and each game is different. We set goals as coaches as do teachers. We want to win every game just as we want our kids to pass the SOLs. In doing so we use our plan, our curriculum as a guideline to better prepare our students of what they need to do to accomplish their goals. As a coach you practice and teach your players how to compete and become better. The same is for us as educators, we have to achieve objective after objective and make sure our kids are grasping what we have taught them. It takes great time to prepare lessons and motivate them to obtain their goals. This practice, motivating, and review is our instruction to get students to better understand and learn what they need as life long learners. I know from my own experiences, in anything, I like to have a plan, but a plan is nothing unless we follow it and do the best we can. Israel Easter
I like what Jason M. says. I think the curriculum is a guide or plan for the end result, its that simple. Whether in education or another field. The same concept applies to a successful business as it does to a successful student. You must have a plan. Jake Leonard
I forgot to add the instruction component. It is simple, as well. For the education field curriculum is the plan , instruction is the action of putting it in place. Jake Leonard
Curriculum is a program that a student must partake in to be the most prepared for their future school career and the twenty-first century. I think of the SOL's as a curriculum and any program that is mandated by a school division, or one that the teacher deems worthy for students to know. The curriculum can include in-school or out-of-school experiences. It can also include character education taught in everyday lessons in the classroom. Instruction is any way that the curriculum is taught. Instruction might include using videos, tecnology, hands-on materials, singing, worksheets, lecturing, etc. When I instruct I have to be sure that I am basing all of my instructional lessons on the SOL curriculum and that I am using any programs mandated by my division. My instruction is built on and dependent on the curriculum as in the Concentric Model B. Shelly Goad
I believe that curriculum is the basis of what students need to know and instruction is how that is carried out. Curriculum can vary based upon grade level, content area, and what you want your students to learn. It can be mandated by the state (SOL's), county (individual programs), school (what a principal expects), and teachers (what they expect from students). Just as curriculum can vary, so can the means of instruction. They go hand in hand. Samantha Reed
The curriculum is definately the "plan" that is outlined for teachers to carry out. And it is deeply intertwined with the instruction. It is what the teachers bases his/her instruction on. However, as time, students,and teachers change the instruction can drive the curriculum to change. In my classroom I try to plan instruction using blueprints, and of course SOL's so I try to intertwine curriculum and instruction as much as possible. Shane Reed
I feel that curriculum and instruction are entwined, you obviously cannot have one without the other. Curriculum is more of the basis for instruction where we base our classroom teachings upon. The schools, district and states have more control and more say in the curriculum than what the individual teacher does within the classroom with instruction. However, the teacher bases that instruction on the curriculum, leaving them both dependent on one another. - Jennifer Campbell
With the increased pressure of AYP I think the number of differences between curriculum and "good" instruction are becoming less and less. I always tell my 7th grade Science students "I have no choice in what I teach you...but I do have a choice in 'how' I teach you." But with the development of a curriculum framework and an enhanced scope and sequence I feel pressured to change less and less of "how" I teach. One of the reasons I became a teacher is the level of autonomy it allowed me to employ as I taught within my classroom. I see that diminishing level of autonomy as the "difference" between curriculum and instruction.
I guess when I think about the similarities with curriculum and instruction you might say they are working so well together its hard to tell them apart. In my position as the school social worker, this would be ideal conditions and it sometimes it is for regular or advanced students. It seems everyone works hard to see these students achieve and it seems they have the ability to overcome difficulties. When I think about the differencs between curriculum and instruction I reminds me of always trying to get curriculum and instruction to work together to make sure students graduate. While the cyclical model states the curriculum and instruction are separate but should work together fluidly, it is not always that easy. Our schools set forth a curriculum and not every student is able to complete the requirements to finish the curriculum and graduate. This maybe due to lack of instruction or a poorly planned curriculum. Teachers have to teach to the SOL's and the exposure to important parts of the curriculum get lost. I feel like a middle man between teachers, guidance, principals, IEP teams to tweak curriculum and instruction to suit the needs of the students.
As a special education teacher, teaching grades K-3; individualized instruction is the key to my student's successful access to any curriculum. I work with my classroom teachers to make individual access to the curriculum a reality for our students. The general curriculum is our framework and often I must adapt my instruction and timelines to fit realistic expectations. My ultamate goal for each of my students is for them to successfully master the grade level curriculum. I adjust my individualized instructional methods for the student's needs, we also use accommodations, frequent repetition and alternative teaching and testing techniques on a daily basis with our students. My instruction is dependent on the learner's needs. Misty zyvoloski
I agree with Jason that instruction is constantly changing at a rapid pace. There are always new and improved methods and tons of data to help us become better teachers. As a teacher, I find the curriculum I teach very narrow. Since I teach Kindergarten the day is planned without even looking at my leason plans because our open court tells us exactly what to say to teach the program. Our writing prgram is the same it tells us exactly how to teach the program and is you follow along with your math book is covers all Kindergarten SOL and it has lots of information to help you teach the program. It has lots of blueprints that is set for us educators to work with our students. Jamie Cain
I am not a teacher yet, however I have completed many observation hours in the classroom. Since my degree is in elementary education and the observation hours I have done were in Kindergarten, First grade, and Third grade, I would say that elementary education is taught from curriculum. Since curriculum is an organized set of principles and a body of knowledge and skills for which training is needed. I think curriculum leads to objectives of instruction. If I begin with curriculum in the classroom instruction comes easier and aligns with the curriculum. All students need to understand the curriculum in order for instruction to work on an individual learning level.
There is a strong strong relationship between the two. Curriculum provides a road map for the instruction of the teachers. Like others have mentioned pacing guides determine what and when material is taught in my county. These pacing guides provide the standards and objectives that hold teachers accountable, and it is their instruction that holds the students accountable. Having a set curriculum provides that teachers with a place to start from, but it is the autonomy of the instruction that meets the needs of the individual student. As teachers so many things are set in place that we have no say in. For the most part our individual instruction and philosophy of that instruction is what makes us unique in the classroom. Zack Dotson
As the Cyclical model reflects, I also view curriculum and instruction as distinct from one another. Similarly, I also view a fluid connection between these two entities. Because there is a relationship, both impact one another in a continuous manner. State standards are the driving force in determining the curriculum for my school (as with all Virginia public schools). Our school district examines the content and skills expected from each learner and develop curricula that will meet those educational expectations. The SOL’s are the minimum knowledge base and because we spiral our curriculum, additional objectives have been included. Because of the educational expectations, curricular decisions are made first and from there instructional decisions follow. The curriculum is the plan of what my students need to learn. My instruction is the manner in which I implement strategies to help children understand the curriculum. Assessment of my instruction gives me feedback to understand if my students are grasping the content and skills of the curriculum. If the curriculum is not being learned than I need to revisit my teaching strategies and implement a new approach. I like how the Cyclical model reflects a continuous relationship between these two entities. Here is an example of this repetitious nature. I teach fourth grade and there are upcoming changes to Virginia Studies and Mathematics content. As the state Standards of Learning change and shift, curriculum in my school must shift and change. These manipulations to the curriculum, in turn, change the instruction in my classroom. As a teacher, I must adapt to the changes in the curriculum, but still keep the focus of making sure that my students understand the curriculum and make changes to my instruction when they are not. A cycle of curriculum and instruction really does reflect what I think is going on in our schools.
ReplyDeleteBeing a coach I would describe curriculum as the "game plan". The development of curriculum allows teachers or "coaches" in this instance, the tools needed to instruct. A detailed curriculum should outline what must be covered for classroom or the "teams" success. Without a curriculum teachers have nothing to instuct. Once a curriculum is developed teachers must analyze the content and instruct the students to the best of their ability. Once instruction is complete and it is time for testing "the big game", teachers and administrators should view the scores and analyze the instruction methods to coincide with the curriculum for future success.
ReplyDeleteAs a physical and health education teacher, you are in charge of fitness testing. I see curriculum as the actual fitness testing that each student must complete. The instruction would be getting the students involved and having them work their way up to passing a fitness test. For example, the 1 mile run is a fitness test. The curriculum could be that each student is required to pass the 1 mile run, but you cant just send every kid out to run a mile, if you do they won't pass it. The students need intruction to go out and run 2 laps everyday and then work their way up to 3 laps and so on until they are running a mile. I see curriculum as the actual fitness test. Instruction is the actual student working and completing goals to pass the fitness test.
ReplyDeleteI see curriculum as the expected or "standard" a student will get as a result of going to school. I think curriculum should be uniform from school to school in order to "produce" a certain adult capable of surviving in society. Instruction, on the other hand,is how those standards/curricula are delivered. How much motivation does the student get from the teacher? How many hands-on labs do the students get to perform and manipulate? I think the concentric model A illustrates the BEST model of curriculum and instruction. Curriculum is foundation for instruction. Without an outcome, instruction has no guide or direction. Every biology teacher in the state of Virginia has certain things they must teach their students in biology, so these students can be knowledgable voters in society. Some biology teachers may use classroom discussion to reach these goals for students. Some teachers may perform hands-on experiments everyday to get students to that goal. Curriculum was the goal. Instruction was HOW that teacher got there.
ReplyDeleteBeing an elementary school teacher you are faced with challenges that educators in middle and high school do not experience on a daily basis.For me, the curriculum is demonstrated all across the board.You become familiar with and master all four sets of content areas, along with all the other numerous types of subject areas.In teaching elementary I think that your base is going to be teaching from the curriculum, it just seems to be the logical place to begin from.From here I personally think that in teaching you are able to plan your instruction wisely. Instruction becomes very important in that it is closely aligned with the curriculum in which it is evolving from.As teachers we are constantly running into "road blocks" where we plan things that are just not effective.Here is where we have a chance to go back and look at the curriculum until we as educators find what works!
ReplyDeleteAs an elementary education teacher, I believe that curriculum and instruction are related. However, I believe that as they are related, by definition they are very different. I see curriulum as the main plan and instruction as the carrying out of that plan. I feel that as teachers we must be aware of, and relate lessons to the main curriculum that has been laid out. We can do this by planning and changing our instructional techniques to fit in with the curriculum. Also, I feel that the curriculum should make room for meeting the needs of all learners. I think that instruction in this instance helps to shape our curriculum. I see that curriculum shapes instruction and in return, instruction remolds curriculum
ReplyDeleteI think that everyone that has posted so far has come up with some great points about instruction and curriculum. I believe that curriculum is the blueprint that is set for us educators to work with students. There are many different ways to build up or create the right learning environment for our students to complete the behavioral objectives of the blueprint. From my experiences curriculum is a concrete thing. It is big, unmoving, and slow to change, although it seems many changes come about rather quickly when they do. On the other hand instruction is constantly changing at a rapid pace. There are always new and improved methods and tons of data to help us become better teachers. Both are very important to education as a whole, although the text is correct when it states the difficulty in defining curriculum. As a teacher, I find the curriculum I teach very broad and vague. It gives very general objectives for the things I am supposed to do as a teacher. Since I am a physical education teacher the curriculum covers many different things as opposed to other areas with defined outcomes. Unlike the curriculum, the methods I use to teach are very precise and on time. They have to be very clear in what it is I want my students to accomplish.
ReplyDeleteJason M
I use the curriculum as a guideline to set my instruction. The main focus of our curriculum are the SOL's. Unlike some of my fellow teachers - I see the SoL's as a guidebook that fits into our school curriculum as to what nees to be taught and the timeline in which it needs to be accomplished. The behavorial and social aspects of our curriculum are addressed in our School plan which i believe is the broad outline of what we as a school are seeking to achieve. Since I was chosen by my fellow teachers to help write and edit the annual school plan, I see how the curriculum influences the instruction that I teach. Without these guidelines set in the curriculum, I feel that instruction would not have the focus that it has at this point. MELISSA OGLE
ReplyDeleteWhen I think of curriculum, I think of it as a program or a plan about what I am suppose to teach. However, when I think of instruction, I think of it as the methods that I use to put my plan into action. James B. Macdonald viewed curricular activity as the production of plans for futher action and instruction as the putting of plans into operation. Therefore, according to Mcdonald, curriculum planning precedes instruction. As an educator in Virginia, I tend to agree with this. The curriculum that I am supposed to teach has already been laid out for me. As a teacher, I feel like it is my job to make sure that my instruction fits with the standards of learning and also at the same time is allowing my students to be successful. Because of student needs and very high expectations, I feel like instruction is a very dependent portion of the curriculum. Therefore, I feel like it is hard to separate them and that we should work very hard to make sure that one is aligned with the other one.
ReplyDeleteAmy Woodard
In looking at the models in chapter 1, the cyclical model shows how curriculum and instruction go hand in hand. In order to instruct we have to have a curriculum to go by. SOL's are a part of our curriculum. Each of us refer to them so we know what we are supposed to be teaching in our classrooms. The way we instruct is where we are all different. We may teach the same subjects but all vary in our teaching styles. It also depends on the levels of our students. Our styles may be different but we are all working toward a common goal and extensive planning is involved in each.
ReplyDeleteAnthony Wilson
As a high school Algebra teacher, it is imperative to have a plan in place to build the proper skills necessay to successfully teach the concepts that build on one another in mathematics. Not only do the students need prerequisites for each section taught they also need problem solving skills that entail muliti-step thinking. Instruction, in this sense must play a secondary role to the plan that must be in place. Although the models within the chapter state that curriculum and instruction do not follow any order, I belieive they do go hand in hand but one must have a plan (curriculum) before he/she instructs.
ReplyDeleteI agree with most of the responses so far. I believe to be an effective educator we must all have a plan to go by. Just like someone mentioned before, as a coach you must prepare your team for the season and each game is different. We set goals as coaches as do teachers. We want to win every game just as we want our kids to pass the SOLs. In doing so we use our plan, our curriculum as a guideline to better prepare our students of what they need to do to accomplish their goals. As a coach you practice and teach your players how to compete and become better. The same is for us as educators, we have to achieve objective after objective and make sure our kids are grasping what we have taught them. It takes great time to prepare lessons and motivate them to obtain their goals. This practice, motivating, and review is our instruction to get students to better understand and learn what they need as life long learners. I know from my own experiences, in anything, I like to have a plan, but a plan is nothing unless we follow it and do the best we can. Israel Easter
ReplyDeleteI like what Jason M. says. I think the curriculum is a guide or plan for the end result, its that simple. Whether in education or another field. The same concept applies to a successful business as it does to a successful student. You must have a plan.
ReplyDeleteJake Leonard
I forgot to add the instruction component. It is simple, as well. For the education field curriculum is the plan , instruction is the action of putting it in place.
ReplyDeleteJake Leonard
Curriculum is a program that a student must partake in to be the most prepared for their future school career and the twenty-first century. I think of the SOL's as a curriculum and any program that is mandated by a school division, or one that the teacher deems worthy for students to know. The curriculum can include in-school or out-of-school experiences. It can also include character education taught in everyday lessons in the classroom. Instruction is any way that the curriculum is taught. Instruction might include using videos, tecnology, hands-on materials, singing, worksheets, lecturing, etc. When I instruct I have to be sure that I am basing all of my instructional lessons on the SOL curriculum and that I am using any programs mandated by my division. My instruction is built on and dependent on the curriculum as in the Concentric Model B.
ReplyDeleteShelly Goad
I believe that curriculum is the basis of what students need to know and instruction is how that is carried out. Curriculum can vary based upon grade level, content area, and what you want your students to learn. It can be mandated by the state (SOL's), county (individual programs), school (what a principal expects), and teachers (what they expect from students). Just as curriculum can vary, so can the means of instruction. They go hand in hand.
ReplyDeleteSamantha Reed
The curriculum is definately the "plan" that is outlined for teachers to carry out. And it is deeply intertwined with the instruction. It is what the teachers bases his/her instruction on. However, as time, students,and teachers change the instruction can drive the curriculum to change. In my classroom I try to plan instruction using blueprints, and of course SOL's so I try to intertwine curriculum and instruction as much as possible.
ReplyDeleteShane Reed
I feel that curriculum and instruction are entwined, you obviously cannot have one without the other. Curriculum is more of the basis for instruction where we base our classroom teachings upon. The schools, district and states have more control and more say in the curriculum than what the individual teacher does within the classroom with instruction. However, the teacher bases that instruction on the curriculum, leaving them both dependent on one another.
ReplyDelete- Jennifer Campbell
With the increased pressure of AYP I think the number of differences between curriculum and "good" instruction are becoming less and less. I always tell my 7th grade Science students "I have no choice in what I teach you...but I do have a choice in 'how' I teach you." But with the development of a curriculum framework and an enhanced scope and sequence I feel pressured to change less and less of "how" I teach. One of the reasons I became a teacher is the level of autonomy it allowed me to employ as I taught within my classroom. I see that diminishing level of autonomy as the "difference" between curriculum and instruction.
ReplyDeleteMarlin Campbell
I guess when I think about the similarities with curriculum and instruction you might say they are working so well together its hard to tell them apart. In my position as the school social worker, this would be ideal conditions and it sometimes it is for regular or advanced students. It seems everyone works hard to see these students achieve and it seems they have the ability to overcome difficulties. When I think about the differencs between curriculum and instruction I reminds me of always trying to get curriculum and instruction to work together to make sure students graduate. While the cyclical model states the curriculum and instruction are separate but should work together fluidly, it is not always that easy. Our schools set forth a curriculum and not every student is able to complete the requirements to finish the curriculum and graduate. This maybe due to lack of instruction or a poorly planned curriculum. Teachers have to teach to the SOL's and the exposure to important parts of the curriculum get lost. I feel like a middle man between teachers, guidance, principals, IEP teams to tweak curriculum and instruction to suit the needs of the students.
ReplyDeleteAs a special education teacher, teaching grades K-3; individualized instruction is the key to my student's successful access to any curriculum. I work with my classroom teachers to make individual access to the curriculum a reality for our students. The general curriculum is our framework and often I must adapt my instruction and timelines to fit realistic expectations. My ultamate goal for each of my students is for them to successfully master the grade level curriculum. I adjust my individualized instructional methods for the student's needs, we also use accommodations, frequent repetition and alternative teaching and testing techniques on a daily basis with our students. My instruction is dependent on the learner's needs. Misty zyvoloski
ReplyDeleteI agree with Jason that instruction is constantly changing at a rapid pace. There are always new and improved methods and tons of data to help us become better teachers. As a teacher, I find the curriculum I teach very narrow. Since I teach Kindergarten the day is planned without even looking at my leason plans because our open court tells us exactly what to say to teach the program. Our writing prgram is the same it tells us exactly how to teach the program and is you follow along with your math book is covers all Kindergarten SOL and it has lots of information to help you teach the program. It has lots of blueprints that is set for us educators to work with our students. Jamie Cain
ReplyDeleteI am not a teacher yet, however I have completed many observation hours in the classroom. Since my degree is in elementary education and the observation hours I have done were in Kindergarten, First grade, and Third grade, I would say that elementary education is taught from curriculum. Since curriculum is an organized set of principles and a body of knowledge and skills for which training is needed. I think curriculum leads to objectives of instruction. If I begin with curriculum in the classroom instruction comes easier and aligns with the curriculum. All students need to understand the curriculum in order for instruction to work on an individual learning level.
ReplyDeleteThere is a strong strong relationship between the two. Curriculum provides a road map for the instruction of the teachers. Like others have mentioned pacing guides determine what and when material is taught in my county. These pacing guides provide the standards and objectives that hold teachers accountable, and it is their instruction that holds the students accountable. Having a set curriculum provides that teachers with a place to start from, but it is the autonomy of the instruction that meets the needs of the individual student. As teachers so many things are set in place that we have no say in. For the most part our individual instruction and philosophy of that instruction is what makes us unique in the classroom. Zack Dotson
ReplyDelete