An instructional design approach to updating an online course curriculum
A traditionally accepted view of educational curriculum states that it (curriculum) is the information which should be taught with the underlying purpose of standardizing the behaviors of the society by educating the young in the traditions and rituals of that culture (Beyer & Liston, l996; Borrowman, l989; Glatthorn, l987; Tanner & Tanner, l995). Monson and Monson (l993) presented the need for collaborative, sanctioned revision by all stakeholders with an emphasis on the performance of teacher leaders.
Likewise, Glatthorn (l987) offered that beliefs and behaviors of each ethnic group or geographical area were developed in order to foster and teach children specific skills necessary for the transition from childhood to adulthood, thereby sustaining or advancing the convictions of that culture. It has been suggested that the educational community must include those not usually considered to be at the leading edge of school reform initiatives.
A large majority of the respondents indicated that the teaching methods used at the conclusion of the revision projects did not significantly alter, if at all, the processes and information related through classroom instruction.
The single day, or even two or three day training sessions are not effective.
The classroom practitioners represented the core content areas of math, science, English, and history as well as physical education, vocational education, and all special programs within the traditional educational program.
The number of participants and the number/size of school districts were limited and located solely within the Southeastern quadrant of the state of Missouri.
This section deals with creating effective instruction through careful planning and wise curricular choices.
Materials are designed to be used by any educator – kindergarten through college; and novice or veteran.
Teachers indicated that identify, revise, experience, and review would be a much more effective method of actually revising the taught curriculum than the method commonly used of revising and moving on.Okay, you are finished all of your coursework and have graduated.You have plowed through the resume and interview processes to finally get a job as teacher or instructor – Now what?Ideas in this strand can be a refresher for the veteran teacher, or used as a reflective assessment of 21st century teaching skills, or they can be lifelines helping novice teachers sift and sort through content, processes, and in choosing the best ways to organize and deliver instruction.
Abstract - As school districts across the nation address societal demands and legislative mandates to prepare a workforce for the 2lst century, school leaders find themselves working to change curriculum within their schools.The study sample consisted of educational practitioners employed by public school districts within the Southeastern quadrant of Missouri.