Chapter 14

There are several demographic groups represented among our group with elementary, middle, and high school educators employed in several different school systems. What products does your school or school system employ to help teachers, as well as what level of involvement does the classroom teacher have in developing these products?

Chapter 12

In Chapter 12, the author describes Marzano’s position on grading as, “a single letter grade or a percentage score is not a good way to report achievement in any subject area, because it simply cannot present the level of detailed feedback necessary for effective learning. Do you agree or disagree with Marzano’s position on grading and why?

Chapter 11

Selecting instructional strategies is one of the final steps in planning for instruction. As teachers we derive our instructional strategies from a wide array of sources, such as the subject matter, the pupil, the community, and other teachers. What is your favorite instructional strategy that you have developed in your years of teaching, and what relevant factors led to the development of this strategy?

Chapter 10

As a future school leader, do you believe that the specification of instructional objectives is a desirable teaching tool? Why or why not?

Chapter 9

In Chapter 9 we examine the curriculum of elementary, middle, and high schools in terms past, present, and future. In a growing world of technology it is imperative we incorporate the advances of technology in our curriculum. As we read in the chapter, some schools are now replacing textbooks with laptops. As an administrator, how would you incorporate technology into the future curriculum goals for your school and how would you regulate the use of technology (i.e. computers and the Internet)?

Chapter 8

In chapter 8 we learned that a curriculum goal is a purpose or end stated in general terms without criteria of achievement. A curriculum objective is a purpose or end stated in specific, measurable terms. Do you believe it is necessary to write an educational philosophy in order to specify curriculum goals and objectives?

Chapter 7

In this chapter we learn about Needs Assessment as it pertains to curriculum development. There are several different factors that go into developing a curriculum effectively and this chapter sheds light on several categories. For instance, when discussing the levels of student needs of concern to a curriculum planner can be identified into the following categories: 1) human, 2) national, 3) state or regional, 4) community, 5) school, and 6) individual.
If you were asked to plan the curriculum at your school or within your school division, how would you take into account these needs when planning your curriculum, and what needs do you have as a region or community?