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Page 9: Using The Curriculum

Ms. Flores and Mr. Ericson should ask general and special education teachers about: 1) How their lesson plans and instructional activities align with the intended curriculum standards for their state/district. 2) Whether special education students' IEPs are being used as the primary guide for instruction or as a supplement to the broader intended curriculum. 3) What strategies and supports teachers are using to help special education students learn, retain, and apply the intended curriculum concepts given the differences between students' learned vs taught curricula.

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59 views

Page 9: Using The Curriculum

Ms. Flores and Mr. Ericson should ask general and special education teachers about: 1) How their lesson plans and instructional activities align with the intended curriculum standards for their state/district. 2) Whether special education students' IEPs are being used as the primary guide for instruction or as a supplement to the broader intended curriculum. 3) What strategies and supports teachers are using to help special education students learn, retain, and apply the intended curriculum concepts given the differences between students' learned vs taught curricula.

Uploaded by

jade tagab
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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What questions should Ms. Flores and Mr.

Ericson ask the general and


special education teachers?

Page 9: Using the Curriculum

Intended Curriculum Taught Curriculum Learned Curriculum

Makes up the official curriculum Includes all aspects of activities What students actually learn as
of a state or school district: in the classroom, such as: a result of being in the
classroom:
 Often takes the form of  Lessons and activities
graduation requirements  The teacher’s instructional  Includes additional
 Contains content that behaviors (e.g., questioning, information that may or may not
students are expected to learn lecturing) be part of the intended or
 Linked directly to  Classroom rules taught curricula (such as a
assessments  Materials (e.g., textbooks, negative attitude about math)
worksheets, electronic media)

Keep in mind, for students with Keep in mind, for students with Keep in mind, for students with
disabilities: disabilities: disabilities:

 The state makes the  Too often, the IEP becomes  Assessments often show
intended curriculum more the taught curriculum. This that students haven’t learned
immediate and specific for the limits the student’s entire what the teacher intended them
student. educational program to specific to learn. The learned curriculum
 Legal goals and objectives goals and objectives written into may include inaccuracies,
should supplement and support the IEP. misconceptions, and
the intended curriculum but not incomplete information.
 Teachers should aim for
replace it.  A child’s success depends
learning that is broader than the
on the teacher’s ability to match
IEP and is connected to larger,
specific instructional strategies
more global contexts.
with the content. More complex
information, which involves
higher-order thinking, requires
different types of instruction.

(Nolet & McLaughlin, 2000)

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