The Curriculum Guide
The Curriculum Guide
This is a document which outlines the course of study in a subject area. The curriculum guide is comprised of the following content:
A philosophical statement that briefly describes the objective of the program and the basis for including the program in the school curriculum.
The main aims of the program which are drawn from the understanding and philosophy of the learners’ skills, disposition and knowledge that the tutor expects the students to have once the program is completed.
A sequence of performance objectives/ outcomes/indicators by level of grade that take the student from their state at the start of the program to the specific aims that have been recognized at the end of the course.
A framework of content that organizes the whole program goals by content area into themes or units then gives a description of what will be taught in every grade.
An annual block plan for every grade level that gives a description of the content area which will be covered and the time when it will be covered throughout the year.
An evaluation method that will be used to determine if the objectives of the program have been met.
Education programs have intents. This means that every program selected are aimed at accomplishing some specific objectives which are singled out as possible outcomes before time. Generally, developing a curriculum guide usually involves comic up with specific outcomes of the program at different stages of specificity, general purposes that the program should achieve, starting with broad purposes of the program, and finishing with precise aims for units of guidelines that are measurable. The stages of intent must be very consistent with each other, which mean that in case one has a purpose, the objectives selected for the instructions of the unit ought to be consistent with the selected purpose.
School-wide Strategies for Managing Inattention or Off-task Students
Students with a lot of difficulty paying attention during class time have high chances of facing the risk of bad grades or total school failure. Not being able to pay keen attention may result from of conditions like Attention Deficit Hyperactivity. Nonetheless, teachers ought not to overlook the many other possible causes of the off-task behavior in students. A student may be off task due to being preoccupied by some anxious thoughts or as a result of the content being delivered to be too tough for them to comprehend. Moreover, other learners can easily get off task as a result of the teacher being disorganized in his lesson presentation or the presentation being done in a disorganized manner. Students with Attention Deficit Hyperactivity Disorder are also able to be affected by environmental factor within their setup. Teachers who put a lot of effort in making orderly instructions, highly motivating, predictable are always able to hold their student’s attention for quite prolonged periods of time. This can be achieved by:
Capture the Student’s Attention Prior to Giving Directions: gain the attention of the student prior to giving course and then use to implement other strategies in ensuring perfect understanding by the students. Whenever instructions are being giving to an individual student, it is necessary to gain the attention of the student by calling him by his/her name and then maintaining an eye contact with them while addressing them. Also, using alerting cues for example, ‘’Eyes on Me’’ while addressing the whole class is advisable in order to get the attention of the whole class. Before letting out the directions, ascertain that every student’s eyes are on you. Once you are through with giving directions to the entire class, approach every student individually in order to find out if he/she has an individual problem and needs help. Repeat the directions you had earlier given to them as a whole class and have them repeat them to you as individuals for certainty purposes.( Ford, Olmi, Edwards, & Tingstrom, 2001; Martens & Kelly, 1993).
Class Participation: This is the method where the teacher keeps the students guessing. Most students are likely to attend lessons more during large group presentations because they are unable to determine when they will be expected to individually participate actively. It is advisable to indiscriminately call on a student, sometimes choosing the same student two times in row or after a short time interval. Alternatively, you can give the entire class a question, allow them time to work it out then grant them the privilege of calling out one of them to come in front of the class to work it out. (Heward, 1994).
Employ Proximity Control: Most learners usually increase the overall attention they give every task and further show greater compliance to whatever they do whenever the teacher is around them. When the students are working in syndicates, the teacher should walk around the classroom to encourage them and generally boost their morale in what they are studying. Standing or sitting near an individual student can also boost their focus and attention. (Ford, Olmi, Edwards, & Tingstrom, 2001; Gettinger & Seibert, 2002; U.S. Department of Education, 2004).
Giving Clear Directions: Students understands directions that are expressed clearly, given at a pace that they do not find overwhelming, given in a language that they understand fully, and then posted for future previews. Whenever the tutor is giving numerous multy-step directions orally, the instructions should be clearly written on the board or a clear print out of the instructions given to every student for future consultation. Multy-step directions should be given one at a time and the teacher should not move to the next before he has a firm conviction that the students have understood everything. (Gettinger & Seibert, 2002; Gettinger, 1988).
Use Preferential Seating: Seating students near the tutor is a tried and verified method for boosting task behavior. This method focuses on positioning every student in a location where he or she is likely to maintain the necessary focus during the lesson. Every teacher usually has an action zone within the classroom where most of their instructions tend to be focused. Once the teacher has analyzed and established his action zone, it is advisable to put the student’s seat within that zone so that he or she gets the best during the lesson. The seat location may vary for every student within the class based on the individual qualities of every student and the general abilities of the whole class. It should be however established that the individual student will remain focused and self-conscious about the new position.( U.S. Department of Education, 2004)
Scheduling Challenging Tasks for Peak Attention Times: Several students having limited attention are able to maintain their focus better during morning hours, when they are still fresh. Schedule all the subjects or tasks which the students perceive to be more difficult early in the day. Easier tasks or subjects should be preserved to be accomplished later in the day, once the student’s attention begins to wane. (Brock, 1998)
Murray, D. W., & Rabiner, D. L. (2014). Teacher Use of Computer-Assisted Instruction for Young Inattentive Students: Implications for Implementation and Teacher Preparation. Journal of Education and Training Studies, 2(2), 58-66.
Oliver, R., Reschly, D., & Wehby, J. (2011). The Effects of Teachersâ Classroom Management Practices on Disruptive, or Aggressive Student Behavior: A Systematic Review. Campbell Systematic Reviews, 7(4).