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Michelle Krill

Critical Issue: Integrating Standards into the Curriculum - 0 views

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    "ISSUE: Many educators and advisory groups emphasize high standards as an important factor in improving the quality of education for all students. As a result, schools and districts are looking at ways to develop a high-quality curriculum that is based on standards. An important starting point for this effort is a carefully thought-out curriculum framework that reflects the standards and goals for which the education community is willing to be held accountable. Developing a standards-based curriculum requires changes in the way teachers teach and schools are run, so care must be taken to build capacity for all educators and to provide adequate time for implementation, monitoring, and evaluation of the curriculum. The curriculum-development process also should provide opportunities for reflection and revision so that the curriculum is updated and improved on a regular basis. "
Michelle Krill

Rhode Island news | projo.com | The Providence Journal - 0 views

  • For the first time, Rhode Island has a statewide curriculum in reading, writing and math — a consistent, uniform learning plan for students in kindergarten through the 12th grade.
  • Unlike a traditional curriculum that serves as a blueprint for what is taught in the classroom and can require certain textbooks, Rhode Island’s plan is more flexible and acts as a guide for teachers.
  • In the end, the General Assembly passed a law in 2004 that called for a statewide curriculum, but left the decision to use it up to individual districts.
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    Statewide teaching strategies unveiled.
Paul George

Curriculum 21: Education for a Changing World - 0 views

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    New book coming out from ASCD. Looks like some good questions being addressed, very timely for our new CURR course. PG
Michelle Krill

Curriculum Leadership: Strategies ... - Google Books - 2 views

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    ...for Development and Implementation BY: Allan A. Glatthorn
Michelle Krill

Test Today, Privatize Tomorrow - 0 views

  • But the word reform is particularly slippery and tendentious.
  • The clarity of language be damned: They come to bury a given institution rather than to improve it, but they describe their mission as “reform.”
  • It’s a very clever gambit, you have to admit. Either you’re in favor of privatization or else you are inexplicably satisfied with mediocrity.
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  • there’s plenty of room for dissatisfaction with the current state of our schools. An awful lot is wrong with them: the way conformity is valued over curiosity and enforced with rewards and punishments, the way children are compelled to compete against one another, the way curriculum so often privileges skills over meaning, the way students are prevented from designing their own learning, the way instruction and assessment are increasingly standardized, the way different avenues of study are rarely integrated, the way educators are systematically deskilled .
  • To that extent, even if privatization worked exactly the way it was supposed to, we shouldn’t expect any of the defects I’ve just listed to be corrected.
  • Making schools resemble businesses often results in a kind of pedagogy that’s not merely conservative but reactionary, turning back the clock on the few changes that have managed to infiltrate and improve classrooms.
  • ut an attack on schooling as we know it is generally grounded in politics rather than pedagogy, and is most energetically advanced by those who despise not just public schools but all public institutions.
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    Using Accountability to "Reform" Public Schools to Death
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    The term reform means different things to different people. It would be important that all stakeholders have the same idea about needed "reforms".
Michelle Krill

Apple - ACOT2 - About ACOT2 - 0 views

  • Rethinking what we teach must come before we can rethink how we teach.
  • applying what we know about how people learn and adapting the best pedagogy to meet the needs of this generation of learners.
  • Curriculum should apply to students’ current and future lives and leverage the power of Web 2.0 and ubiquitous technologies.
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  • Assessments used in the classroom should increase relevant feedback to students, teachers, parents, and decision-makers and should be designed to continuously improve student learning and inform the learning environment.
  • schools should create a culture that supports and reinforces innovation for student learning and leverages the creativity and ingenuity of every adult and student to solve their unique problems.
  • Gives appropriate recognition to the personal, professional, and familial relationships that determine the health, growth, and cognitive development of a child within the family, school, and community.
  • Underscores the essential role technology plays in 21st century life and work and, consequently, the role that it must play in learning.
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    The six design principles for the 21st century according to ACOT2.
Paul George

Common Core Standards - 0 views

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    A hot topic!
Michelle Krill

Chapter 4: Teaching Every Student TOC: Information & Ideas - 0 views

  • These days, we are demanding more of students than the acquisition of facts: We want them to ask questions, find information, and use that information effectively. We want them to learn how to learn.
  • CAST has drawn on the neuroscience of learning and the study of media to develop the concept of Universal Design for Learning. The central practical premise of UDL is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts.
  • UDL provides a framework that helps teachers differentiate their instruction through carefully articulated goals and individualized materials, methods, and assessments.
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    "What is Universal Design for Learning? "
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