DOE: Kindergarten Learning Standards
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Find the Kindergarten learning standards online at the State Department of Education for the state in which you live or work. Begin with the U.S. Department of Education State Contacts to find your state. Choose a particular content standard (e.g. "Read emergent-reader texts with purpose and understanding") and describe two to three curriculum planning ideas or teaching strategies that would support the learning of this standard.
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Solution Summary
Here the writer discuss in details reading lessons, plans and ideas to support student learning. The writer uses various approaches where students engage in active learning. Every student can maximize their learning potential, and at their own pace within the classroom. Different curriculum models are discussed and compared for their similarities and difference. A step-by-step outline for curriculum development are included. Take advantage of this detailed experience today.
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Attached please find the following:
(1) K-8 Theater Arts content standards for North Carolina
(2) Power-point teaching strategies presentation that would support the learning of Theater Arts Content Standards for North Carolina
Two to three curriculum planning ideas - North Carolina Reference: http://www.dpi.state.nc.us/curriculum/
Choose a particular content standard ("Read emergent-reader texts with purpose and understanding") and describe two to three curriculum planning ideas or teaching strategies that would support the learning of this standard.
Background approach for curriculum planning
The first approach to curriculum planning was proposed by Hilda Taba in her book Curriculum Development: Theory and Practice published in 1962. She argued that there was a definite order to creating a curriculum. She believed that teachers, who teach the curriculum, should participate in developing it which led to the model being called the grass-roots approach. She noted 7 major steps to her grass-roots model in when teachers would have major impact:
1. Diagnosis of need: The teacher who is also the curriculum designer starts the process by identifying the needs of students for whom the curriculum is planned. For example, the majority of students are unable to think critically.
2. Formulation of objectives: After the teacher has identified needs that require attention, he or she specifies objectives to be accomplished.
3. Selection of content: The objectives selected or created suggest the subject matter or content of the curriculum. Not only should objectives and content match, but also the validity and significance of the content chosen needs to be determined. i.e. the relevancy and significance of content.
4. Organization of content: A teacher cannot just select content, but must organize it in some type of sequence, taking into consideration the maturity of learners, their academic achievement, and their interests.
5. Selection of learning experiences: Content must be presented to students and students must be engaged with the content. At this point, the teacher selects ...
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