• Analyze the effects of different influences on the selection and design of curricula in your state.
• Describe and compare different curriculum designs
• Identify and apply different types and forms of learning objectives to instruction.
• Describe and analyze characteristics of direct and indirect teaching strategies.
• Compare the learning needs of different types of learners and the relative effectiveness of different teaching strategies.
  

OUTLINE
CURRICULUM: RELATING EXPECTATIONS FOR LEARNING TO WHAT IS TAUGHT, pages 423-433

• Curriculum: standards, teacher resources, classroom materials, and teaching processes that in combination support student learning.
• Curriculum resources include textbooks, curriculum guides, course syllabi, tests, and extra-curricular activities.
• Co-curriculum/extra-curriculum: school activities and programs, before, during, and after regular school class hours, that enrich the curriculum and provide extended opportunities for student participation.
• See Figure 13.1 on page 426 - Influences on Curriculum Selection and Development
• English language learners(ELLs): Students whose first language is other than English and who therefore are learning English at the same time they are learning the content specified in the curriculum standards.
• See Table 13.1 on page 429 - The Variety of Curriculum Designs
• Open adoption: a state text adoption policy that allows each school district the autonomy to review and select whichever textbooks it chooses.
• state adoption: a state textbook adoption policy that limits financial support and selections to those that are included on a state-approved list.
• Generalists: professional educators housed in the district office who provide classroom support across a number of content areas.
• Teachers on special assignment (TOSAs): teachers who are assigned to the district office for a limited time in order to accomplish a specified curriculum support task.
  

INSTRUCTION: TURNING CURRICULUM INTO CLASSROOM ACTIVITIES, pages 433-449

• Objectives: statements of learning outcomes for a lesson or several weeks of lessons.
• aims: general, long-term aspirations for education.
• Goals: expectations for education that typically cover two to four years of accomplishments.
• Behavioral objectives: expectations for student learning that are stated in terms of observable behaviors.
• Task analysis: the process of systematically identifying and sequencing the small learnings that must be accomplished in order for students to demonstrate mastery of a particular task or benchmark.
• See figure 31.2 on page 435 - Two Emphasis to Teacher Thinking: Which should be first?
• See Tables 13.2 and 13.3 on pages 436-437 for the description of the levels of Bloom's and Krathwohl's Taxonomies.
• See tables 13.4 and 13.5 on page 439 for the key characteristics of effective direct and indirect instruction.
• Homogeneous grouping: grouping together students who are alike in terms of their ability to learn or interests.
• Heterogeneous grouping: grouping together students who are diverse in their interests and ability to learn.
• Cooperative learning: a strategy for grouping that provides specific roles and responsibilities for each member.
• See table 13.6 on page 443 - Comparison of English Immersion and Transition Programs.
• See Table 13.7 on page 44 - Entrees to English: Tips for assisting language learners.
• See figure 13.3 on page 447 - Three basic questions of school improvement.
  

TECHNOLOGY: INTEGRATED USES FOR CURRICULUM AND INSTRUCTION, pages 449-460

• See Figure 13.4 on page 452 - Schema for organizing Evidence of Integrating Uses of TEchnology in Classrooms.

There are many ways to design programs for learners.