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Planning
Teachers know their students' needs better than others involved in the curriculum process.
While state or federal standards often dictate the skills covered by the curriculum, a teacher
can provide insight into the types of materials, activities and specific skills that need to be
included. Teachers from multiple grade-levels may collaborate to identify skills students
need at each level and ensure that the curriculum adequately prepares students to advance
to the next grade-level and to meet the standards.
Creation
Because teachers must use the curriculum, they should have input in its creation. A teacher
can gauge whether an activity will fit into a specified time frame and whether it will engage
students. If multiple teachers will use the curriculum, allow as many of them as possible to
provide input during the creation stage. As teachers provide input, they will gain ownership
in the final product and feel more confident that the curriculum was created with their
concerns and the needs of their particular students in mind.
Implementation
Teachers must implement the curriculum in their own classrooms, sticking to the plan that
has taken so much time, careful planning and effort to create. When a teacher fails to
properly implement a strong curriculum, she risks not covering standards or failing to
implement effective practices in the classroom. That does not mean a teacher cannot make
minor changes. In fact, a strong curriculum is designed to allow a teacher to be flexible and
to insert a few personalized components or choose from among a selection of activities.
Reflection
Reflecting on a curriculum allows teachers and others involved in the process to find any
weaknesses in the curriculum and attempt to make it better. Teachers reflect on curriculum
in multiple ways, such as keeping a journal as they implement the curriculum, giving
students surveys and reviewing the results or analyzing assessment data and individual
student performance. Not only can reflection serve to improve a specific curriculum, it may
guide the creation of new curriculum.
Course Implementation
Respondents teaching the standards reported a range of motivations, both intrinsic and
extrinsic, for adopting them during 2011. Of the 51 who reported their motivation, 90%
wanted to provide better opportunities for students. Most had a personal interest in the
topics. Some believed that adopting the new standards was good for the country or simply
the right thing to do. Some felt it would give credibility to computing as a subject, and 8%
were motivated by school managements requirements.
Teacher confidence
The confidence of teachers and their sense of identity relative to the subject area is an
important consideration. The responses show relatively low confidence among teachers in
their ability to teach the new topics.
Adapter
As an adapter the role of teacher is just same as implementer that is what some conceptual
term which indicates that the teacher become ready to accept the curriculum in order to
implement it.
Developer
As a developer the teacher role is to take part in curriculum process. In Pakistan some
respective teachers are being invited to attend various meetings held by higher authorities
in order to make contributions in curriculum development process.
Researchers
Curriculum is dynamic process, keeping in view the characteristics; there is a need to
conduct the research in order to bring desirable changes in curriculum. Teachers in most of
countries are taking part in various types of researchers in curriculum development process.
These are:
1: To Review the Curriculum
2: To Evaluate the Curriculum
1.
Function
The teacher is qualified to judge if a curriculum provides appropriate instruction at three
levels of differentiation: remedial, instructional and advanced. A curriculum should include
techniques and strategies for teachers to help students at their current academic level. For
For small projects, the Office of the Vice President for Research can help you develop a
simple evaluation plan. If you are writing a proposal for larger center grant, using a
professional external evaluator is recommended.
Do all grant proposals require an evaluation plan?
Not all grant proposals require an evaluation plan. If one is required, it will generally be
listed in the program announcement. Most often, larger, more involved grant proposal will
require an evaluation plan, while a smaller, single-investigator proposals will not. If you are
unsure whether your proposal requires an evaluation plan, please contact us.
What elements should be included in an evaluation plan?
There are two types of evaluation plans. The components of your evaluation plan may
depend on the type you use. We can help you prepare and review both types of evaluation
plans outlined below.
A formative evaluation does the following:
Provides new and sometimes unanticipated insights into improving the outcomes of
the project
All evaluation plans should identify both participants (those directly involved in the project)
and stakeholders (those otherwise invested by credibility, control or other capital), and
should include the relevant items developed in the evaluation process.
What does the evaluation process entail?
The evaluation process can be broken down into a series of steps, from preparation to
implementation and interpretation.
1.
Develop a conceptual model of the project and identify key evaluation points. This
ensures that all participants and stakeholders understand the project's structure and
expected outcomes, and helps focus on the projects most important elements.
2.
3.
4.
Collect data.
5.