Curriculum and Instruction

Subdomains

Click on the subdomain titles to examine the range of skills and concepts a student can expect to demonstrate for assessment of this Domain:

• Assessment for Student Learning
• Curriculum Design Theory
• Curriculum Evaluation
• Differentiated Instruction
• Educational Psychology
• Instructional Design Theory
• Intro to Curriculum (Teaching and Learning) Ideology
• Learning Theories

Assessment for Student Learning

• The graduate evaluates the results of objective assessments to gauge student learning and adjust curriculum and/or instruction to meet individual learner needs.
• The graduate evaluates the results of performance assessments to gauge student learning and adjust curriculum and/or instruction to meet individual learner needs.
• The graduate evaluates the results of formative assessments to gauge student learning and adjust curriculum and/or instruction to meet individual learner needs.
• The graduate evaluates the results of summative assessments to gauge student learning and adjust curriculum and/or instruction to meet individual learner needs.

Curriculum Design Theory

• The graduate evaluates various curriculum design theories as the basis for curriculum and instructional design in the learning environment.
• The graduate employs empirically-based curriculum design strategies that address issues of learner motivation, achievement, and individual learning styles and preferences.
• The graduate develops appropriate and effective strategies for the creation of curriculum that aligns with national, state, and local standards.
• The graduate develops strategies for modifying curriculum in response to predicted and unpredicted challenges in the delivery of instruction.

Curriculum Evaluation

• The graduate critiques various curriculum evaluation methods, assessing their strengths, weaknesses, effectiveness, and applications.
• The graduate evaluates the effectiveness of curriculum based on intended outcomes, adherence to curriculum and instructional design principles, and appropriateness for the context for which the curriculum was developed.
• The graduate recommends changes to curriculum that effectively address a wide variety of issues or challenges.
• The graduate develops strategies for the implementation of recommended changes to curriculum that ensure maximum effectiveness.
• The graduate evaluates the result of modifications to curriculum and instruction to determine the effectiveness and appropriateness for future use.

Differentiated Instruction

• The graduate integrates methodologies for differentiating instruction into the design of curriculum.
• The graduate evaluates empirical data to determine the most appropriate and effective manner for modifying curriculum and instruction.
• The graduate modifies curriculum and instruction to address individual student needs in a diverse educational environment.
• The graduate modifies curriculum and instruction to align with the specific requirements of an individualized education plan.

Educational Psychology

• The graduate critiques the various theories of human development, characterizing their similarities, differences, strengths, shortcomings, and appropriateness for the learning environment.
• The graduate integrates theories of child and adolescent development into instructional methodologies used in the learning environment.
• The graduate evaluates curriculum based on its alignment with behavioral and developmental theories.
• The graduate employs sound, empirically-based instructional strategies that account for learner diversity.
• The graduate develops instructional strategies using empirically-based learner-centered approaches.

Instructional Design Theory

• The graduate applies empirically-based, professionally recognized instructional design models to the development of instruction.
• The graduate develops strategies for addressing predicted challenges to the effective delivery of instruction and incorporates those strategies into the design of instruction.
• The graduate develops instruction that accounts for learner motivation and achievement through the application of instructional design principles.
• The graduate develops instruction that accounts for individual learning styles and preferences through the application of instructional design principles.
• The graduate evaluates various instructional design methodologies.

Intro to Curriculum (Teaching and Learning) Ideology

• The graduate evaluates the effectiveness and appropriateness of the Scholar Academic Ideology, especially as it is applied to the learning environment.
• The graduate evaluates the effectiveness and appropriateness of the learner-centered ideology, especially as it is applied to the learning environment.
• The graduate evaluates the effectiveness and appropriateness of the Social Reconstruction Ideology, especially as it is applied to learning environment.
• The graduate evaluates the effectiveness and appropriateness of the social efficacy ideology, especially as it is applied to the learning environment.
• The graduate develops a personal philosophy of curriculum that draws upon the tenets of one or more of the philosophies of curriculum.
• The graduate creates a proposal for curriculum development that includes a definition of and justification for a specific curriculum ideology appropriate for the educational context being addressed.

Learning Theories

• The graduate evaluates the strengths and weaknesses of Behaviorism as a learning theory, including its contribution to the profession of education.
• The graduate evaluates the strengths and weaknesses of Cognitivism as a learning theory, including its contribution to the profession of education.
• The graduate evaluates the strengths and weaknesses of Constructivism as a learning theory, including its contribution to the profession of education.
• The graduate evaluates specific instruction in terms of the appropriateness and effectiveness of the learning theory underlying its design.
• The graduate performs a self-assessment of his or her own beliefs regarding how learning occurs, evaluating the impact on the effective design and delivery of instruction.