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Element U3 - Coggle Diagram
Element U3
Supervision of Curriculum
Developmental process with the main purpose of improving the instructional program.
Roles
Changed from a manager to an administrative-organizational specialist.
Improving individual teachers´comtencies.
Problems and issues
Be aware and knowledgeable about new approaches to curriculum supervision.
Able to write and direct curriculum.
Find needed supportive materials during declining budgets.
Provide a quality learning environment based on effective staff development.
Professional development
Special training to improve your professional knowledge.
Be active participants in their own learning.
Ss support
Value their teachers
Staff Development
Formal
Specific agenda
Set schedule
structured set of experiences
Informal
Networks of teachers working together
Coaching not evaluating
Simple ways to differentiate the curriculum to help your students learn more effectively
Give choice
Students´creativity and autonomy.
Ss choose different ways to respond and demonstrate their learning.
Use a variety of resources
Provide a variety of ways for students to access the material.
Allow ss access to a variety of resources.
Teach many times
Do not assume that ss have learnt everything.
At least 3 times before authentic learning can ocurr.
Learning Matrix
It combine learning styles with Bloom's taxonomy.
Ss are more motivated and engaged.
CIPP
Context evaluation
planning decisions
Input evaluation
structuring decisions
Process evaluation
implementing decisions
Product evaluation
recycle decisions
The differentiation of curriculum
Structured material for specific students.
individual aptitude.
Challenges of the method
Challenge 1
Perceived fairness
Comparison and competition.
To do either more or less for the same grade.
Detailed reasoning.
Challenge 2
Placement
Ir refers to the location of students according to their knowledge.
The teacher must know the skills of the class through the test.
Challenge 3
Evaluation of curriculum
Worthen and Sanders
Formal determination of the quality.
Value of a programme.
Product, projects, process and objective.
Plan for Curriculum Evaluation
The basis for evaluation.
Objectives of evaluation.
Curriculum descriptio.
Evaluation report.
Evaluation desing.
Sets of data
Antecedents
Conditions existing before implementation.
Transactions
Activities occurring during implementation.
Outcomes
Results after implementation.
Describe the program fully.
Decision making on Curriculum
Nature of Curriculum Decisions
Content
Fact
Concepts
Generalizations
Purposes
Result of students participation.
Material
learning process
Teaching strategies
Ss become involved in learning
Evaluation
Analysing results
Grouping
Clustering of students
Decisions are made on the basis of people's values and beliefs
Areas for curriculum decision making
National Level
State Level
Local Level
Alternative approaches to local curriculum
Districts
School
Classroom