Demonstrated Learning Mastery
The form and content in a curriculum and instructional materials are extremely vital. Teachers who teach technology enjoy the freedom in customizing, and coming up with curriculums and instructions which favor them, students, and community. Designing the curriculum involves developing the content to be used.
The process of developing a curriculum, which includes values, technologies, social conditions, teacher and student interests, knowledge, goals, environment, and activities to develop a pedagogical form which is containable, requires several wise judgments (Krashen & Terrell, 83). These judgments rely on the most significant knowledge, the intended target audience, and student desires.
Moreover, it is imperative to consider the structure and range of knowledge. The technologies required are vital, as well. The experiences students undergo through emerge from the way in which the curriculum is set. This implies that various designs offer totally different experiences.
It is worth noting that a curriculum is more than structure and range. Philosophical and routine judgments result when we evaluate human experiences. However, when the curriculum design is not focused totally for educational purposes, then the issue calls for deeper consideration.
The instructional design used for curriculum development engages a systematic approach where student needs are met, goals and objectives established, and educational strategies identified to cater for the needs. It is imperative that planners have knowledge on how to evaluate and pilot the learning situations (Ross, 12). This safeguards outcome alignment with the teaching methodologies, as well as assessments.
Designing Effective Instructional and Curriculum Processes in the Educational Setting
Similar to the overall problem solving models, instructional and curriculum planning is an extremely complicated process. It utilizes both convergent and divergent thinking when generating the initial ideas, broadening them, and consequently refining them to come up with set instructional patterns. Planning must consider the school’s purpose, educational experiences, organizational methods, and how to evaluate the purposes (McKeon, 19).
An effective educational curriculum and instruction has a key goal of meeting the varying needs of all learners. Moreover, it should guarantee that students achieve at exceptionally high levels. Hence, these are among the key factors, to consider when designing instructional and curriculum processes.
While designing the curriculum, it should be ensured that the assessment, instruction, and curriculum collaborate to challenge the students. This should be accomplished, while ensuring that learning is rewarding and making a meaningful experience (Ross, 8).
An effective design uses personal local standards and state to come up with the assessment, instruction, and curriculum. Research- based strategies should be used so as to escalate student’s achievement. It is imperative to implement activities which are easy to use.
This differentiates the instruction to favor the needs of the students. Standards that possess leverage and endurance should be identified during designing, since they are imperative in subsequent instruction levels. Moreover, learning variables, which lead to student’s diversity, should be explored (McKeon, 94).
Development of Curriculum and Instruction
As far as the future needs of students are concerned, it is imperative to provide a justification, as to why processes or content is being taught. There should be a rationale in regard to what is being taught, and how the student’s time is utilized. There should be efforts to ensure that the procedures and what is contained are more holistic. The instructions and curriculum should engage the entire student via instructional processes and techniques that engage multiple modalities actively.
During development, attempts should be made to consider the social consciousness, psyches, bodies, and minds of the students (Krashen & Terrell, 13). Successful instructions and curriculums are holistic and multi- modal, such that they are always memorable. Making instructions and curriculum holistic develops multiple neural pathways, easily memorable, and caters for the various learning styles. The instruction should be made relevant to the future, present, and past life experiences of the students.
In this regard, the instructional content and strategies should be tied to the experiences that students undergo through. This implies that they should be made real and applicable to the immediate futures, present needs, as well as past experiences (Education Leadership, article 1).
More authentic assessment types should be availed. Students should be connected always via meaningful assignments. The assignments should be directly applicable in real life. Implementing these suggestions is crucial in developing a relevant and holistic curriculum, as well as monitoring the applicability and relevancy of the instructions.
How the Instruction’s Perception Fosters the Student Academics to Offer Progressive Learning
An instruction that is content based is exceptionally vital for continually catering for student needs (Freire, 88). An instruction that incorporates cognitive academic language, as well as cooperative learning should be a component of the content- based instruction. This is particularly applicable for high and middle students so that they become self- directed learners, who possess the ability to advance to higher education.
Students readily embrace instructions, which foster content knowledge, academic capabilities, and linguistic ability. Consequently, they feel empowered, and have a quest to pursue further education. It is the desire of every teacher that their students excel.
When students perceive that the curriculum and instruction are relevant and holistic, they become extremely empowered to be independent learners. To arrive at this level, teachers should progressively address the student’s whole education. Incorporating language skills are extremely vital as it ensures students are successful in school, and progress to higher levels of education.
I totally agree with these principles. To make the achievement of being a comprehensible leader, and acquire remarkable leadership qualities; it is extremely crucial that the principal leadership principles are followed. The eleven principles should be all practiced. It is vital that people improve themselves continually. This begins with a person knowing whom they are, then seeking personal improvement.
Knowing oneself entails identifying the attributes one possesses. In order to improve oneself, a person should strive daily to make the attributes stronger. It is true that this can be achieved through reflection, interacting with other, formal classes, and self- study. Interacting with others is vital, since we are able to learn about ourselves from their comments, and the responses and reactions we give.
Moreover, a good leader acts proficiently always (Ross, 98). They cannot lead well if they are not familiar with their surroundings. When things go wrong, blaming others only worsens things. It is crucial to assess the situation, suggest corrective actions, and proceeds ahead, having learnt from the incident. Good leaders always make timely and sound decisions. This ensures that all things are accomplished without delay.
Setting good examples, sincerity, care for others, and possessing a sense of responsibility and belonging in other people makes exceptional leaders. Efficient leaders always make sure that communication flows well to avoid misunderstandings. Moreover, they foster a team spirit and see everyone as an asset, which contributes positively to the result.
For these principles to fit in my educational setting, I have to ensure that every person is aware of the leadership principles. Consequently, measures are taken to ensure that the principles are practiced at an individual and school level. This works efficiently, since the levels of leadership, from the principal, deputy principal, class teachers, and prefects, ensures the presence of leaders who have to possess leadership qualities.
Choosing the leaders wisely is recommendable because the students have interacted well with their colleagues, and know who can lead them (Education Leadership, article 1). The research proposal involves several processes, which call for leadership principles. To be able to conduct the research effectively, one should be exceptionally familiar with the topic they are researching.
They should possess immense knowledge. Collecting data requires the researcher to be aware of the environment in which to collect data, the culture of the people, and how to approach them. One can inform leadership through research by demonstrating the validity and credibility of their research. A credible researcher is responsible of their actions and never allows for errors.
Therefore, they ensure validity in every step of their research. Moreover, it is imperative to inform the sample of the research findings and make recommendations on how the research can help improve people’s lives. Following all these steps proves that a person is a good leader who can guide people towards improving life. All leaders should adhere to the leadership principles and ensure that their followers develop, as well.
Education Leadership. “Leadership Principles.” 2012. Web.
Freire, Pius. Pedagogy of the oppressed. New York: Continuum, 1988. Print.
Krashen, Sam and Terrell Don. The natural approach: Language acquisition in them classroom. San Francisco: The Alemany Press, 1983. Print.
McKeon, Daniel. “When meeting “common” standards is uncommonly difficult.” Educational Leadership. 51. 1 (1994): 45-49. Print.
Ross, Joel. “Improving social-environmental studies problem solving through cooperative learning.” American Educational Research Journal 25. 3 (1988): 573-591. Print.