Curriculum II

1. Curriculum change is often based on specific details involved in improving and developing

Programs of study.

Fields of study.

Courses.

Units of study.

All of the above.

2. In regards to reform, the key to curriculum leaders is to find and develop planned corrective activities to meet state and national requirements. Effective action involves

Present the concepts differently.

Engage the students differently.

Provide students with successful learning experiences.

Examine your practices and embrace change.

All of the above.

3. A ___________________________ is a subset of both a program of study and field of study. A set of learning experiences withing a field of study offered over a specified period of time (year, semester, trimester, quarter). Usually is labeled with grade level and title. For example, 7th grade health or Economics 101.

Course

Currculum

Unit of Study

Discipline

None of the above

4. When a school district is concerned with improving a field of study, it is usually concerned with strengthing one subject area across several grade levels. Such a decison typically emerges from an awareness of

A deficiency (such as no articulation across several grade levels).

That teachers are no longer using curriculum guides.

An outdated curriculum.

All of the above.

None of the above.

5. It is all those district- and school-sponsored programs, both formal and informal, offered to groups of teachers in response to organizational needs.

College Credits

Clinical Supervision

Staff Development

Supervision

None of the above

6. In improving a field of study, __________________________________________________ view the curriculum as a mult-path network and usually delivered as an array of mini-courses lasting 1-18 weeks.

Elective Models

Diagnostic-Prescriptive (Individualized) Models

Montessori Models

Glickman's Field Models

None of the above.

7. Staff development involves

Informal observations.

Rating.

Individual development.

All of the above.

A and C only.

8. In improving a field of study, __________________________________________________ begin by structuring the field of study as a series of sequential nongraded levels of learning. These models are often used with the RTI model.

Elective Models

Diagnostic-Prescriptive (Individualized) Models

Montessori Models

Glickman's Field Models

None of the above.

9. A ___________________________ is the total set of learning experiences offered by a schoo for a particular group of learners, usually over a multiyear period and typically encompassing several fields of study. Sometimes is a policy statement of required classes. For example, students need to have 4 hours of math, 8 hours of reading/la, 3 hours of science, 2 hours of social studies, and 1 hour of computers to graduate.

Course

Program of Studies

Unit of Study

Field of Study

10. From a survey on reform programs. Successful schools

Invested a lot of money in technology.

Had the same principal for the previous three years.

Had teacher leaders also make policy decisions.

All of the above

B and C only

11. In supervising the curriculum, one of the most important aspects of quality supervision is in the area of

Collaboration

Discipline

Assessment

Instruction

None of the above

No program can be significantly improved without assessment of both teacher and instructional program.

Explanation

No program can be significantly improved without assessment of both teacher and instructional program.

12. Two processes used to develop a new course are

Costa's and Garmston's Planning Models.

Hunter's and Covey's Planning Models.

Naturalistic and Technological Models.

Lewin's Plank and Drewer's Matrix.

None of the above

13. (In creating a new course or unit) Objectives are set to produce desirable student experiences or outcomes in this model.

Techonological

Naturalistic

Data driven

Differentiated

None of the above

14. During the 1980s, Madeline Hunter seemed to be the dominant mode of supervsion. Many used her ________________________________ to analyze and improve teaching. It was constructed on sound theory and was teacher friendly. Though many adopted this, the early research on its impact on achievement indicated that it was not more effective than standard approaches to supervision.

Essential "elements of lesson design"

Formative assessment

Summative assessment

Cognitive coaching

Developmental supervision

Anticipatory set, objectives/purpose, input, modeling, etc.

Explanation

Anticipatory set, objectives/purpose, input, modeling, etc.

15. This approach to curriculum supervision focuses on the teacher's thinking via clinical supervision.

Jung's diploid supervisory model

Glickman's developmental supervsion

Costa's and Garmston's cognitive coaching

Lewin's pandering

None of the Above

16. This approach to curriculum supervsion involves two important features: teacher development and supervisor assistance level.

Jung's diploid supervisory model

Glickman's developmental supervsion

Costa's and Garmston's cognitive coaching

Lewin's pandering

Covey's two most important habits of successful curriculum fixer uppers

17. A __________________________________ is an organized and clearly demarcated set of learning experiences typically offered over a mult-year period. Subjects (Math, Science, etc.) are examples.

Course

Program of Studies

Unit of Study

Field of Study

18. __________________________________ is an invaluable tool that can be used to help teachers and students cross imposed grade levels and reach students at their levels of interest.

A Unit of Study

An Integrated Unit

Curriculum Mapping

Standards-based testing

All of the above