Curriculum leadership chapter 15 powerpoints

Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition
© 2012 SAGE Publications
Chapter 15:
Individualizing the
Curriculum
Individualized curriculum involves promoting
student choice, curriculum integration,
differentiated learning, and self-assessment that
engage students deeply in learning (Brown,
2002).

 Educators continue to search for curricula that
respond to individual differences among students
in the classroom.
Why Individualized Curriculum
Programs?

 Differentiated instruction applies an approach to
teaching and learning that gives students multiple
options for taking information and making sense
of ideas” (Hall, Strangman, & Meyer, 2011, n.p.).
 It is not a recipe for teaching, not an instructional
strategy, and not what a teacher does when he or
she has time.
Differentiated Instruction

 Students who are the same age differ in their
readiness, interests, styles of learning, experiences,
and life circumstances.
 The differences in students are significant enough to
make a major impact on what students need to learn,
the pace at which they need to learn, and the support
they need from teachers and others to learn it well.
 Students will learn best when supportive adults push
them slightly beyond where they can work without
assistance.
Differentiated Instruction Beliefs

 Students will learn best when they can make a
connection between the curriculum and their
interests and life experiences.
 Students will learn best when learning
opportunities are natural.
 Students are more effective learners when
classrooms and schools create a sense of
community in which students feel significant and
respected. (Passman, 2009, n.p.).
Differentiated Instruction Beliefs

 Content: acts, concepts, generalizations or
principles, attitudes, and skills are I tasks and
objectives aligned to learning goals, and
instruction that is concept based.
 Process: flexible grouping and good classroom
management
 Products: on-going assessments of readiness,
active student explorers, and various
requirements for student responses.
Guiding Elements of
Differentiation

 Providing Elective Courses
 Curriculum Tracking
 Offering “mini-courses”
 Open classrooms
 Self-paced instruction
Types of Previous Individualized
Programs

 An important aspect of any adaptive approach is
that it relates to curriculum standards and that it
is able to be translated into academic
performance indicators with well-organized unit
plans and congruent unit objectives (March &
Peters, 2002).
Current Adaptive Approaches

 Greater attention to problem solving.
 Focus by staff on most important parts of
curriculum.
 Alignment of expected outcomes.
 Connections between subject areas through
curriculum mapping.
 Inclusion of a variety of methods (inquiry, guided
discussion, action research).
9 Factors of Adaptive Curricula

 Authentic performance assessments.
 Multiple opportunities for teachers to collaborate.
 High quality materials.
 Consistency in preparation of student for following
grade.
9 Factors of Adaptive Curricula

 Adaptive Learning Environments Model
 Cooperative Learning Models
 Learning-Styles Models
 Mastery Learning Models
 Computer-Based Models
Current Adaptive Approaches - Models

 Parallel Curriculum for the Gifted
 Compacting
 Discovery Methods
 Brain-Based Learning
 Special Pace: Acceleration
 Special Curricula
 Triad/RDIM Program
Adaptive Programs for the Gifted

 Early Intervention – the most important factors to
use in early intervention include:
 Strong school parent partnerships
 Collaboration of teaching staff
 Shared system for assessing oral reading fluency,
accuracy, and text level
 Extensive professional development on
instructional practices
 One-on-one instruction used in early intervention.
Adaptive Programs for Academically
Challenged Learners

 Reading Recovery
 Reading for Success
 Mainstreaming/inclusion
 Response to Intervention (RtI)
 Special curricula
Early Intervention Program

 Bilingual educational programs were
institutionalized in the law primarily as a result of
political forces. ELLs are in all 50 states as well
as Puerto Rico, the Virgin Islands, and Guam.
These students speak a variety of languages and
come from diverse social, cultural, and economic
backgrounds.
Bilingual Education

 Submersion programs – sink-or-swim approaches
 English as a Second Language programs – formal
courses that teach English as a foreign language
to non-native speakers
 Bilingual transition programs
 Bilingual maintenance programs
Bilingual Education – Distinct Programs

 Bilingual Transition Programs – dual language
instruction offered only until LEP (limited English
proficiency) students have acquired enough
English to deal with 100% instruction in English
 Bilingual Maintenance Programs – the goal is to
develop proficiency in both languages; students
remain in these programs even after they have
achieved proficiency in English
Bilingual Education – Program
Definitions

How extensive is the need?
Is Bilingual Education effective?
Bilingual Program Questions:

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