Q&A Hero

Q: Some educators believe that using the elective model of curricula organization may result in problems in these days of standards-based tests. Explain

Q: Describe what diagnostic-prescriptive models of curriculum are like. Within the description assume differentiated instruction is used.

Q: Some people say there is nothing new, ideas are recycled now and then. Does the Winnetka plan developed by Carlton Wasburne support or refute the statement. Explain.

Q: According to Tovani (2010), "When students _____________ success each day, they will take the __________ they need to take in order to learn" (p.28).

Q: Developing ways to instill ______________, and the ability to thrive in a series of settings, as well as in _____________, can be an important part of the planning process.

Q: _____________ models are being touted as the next big solution to school accountability.

Q: Curriculum mapping is a means of improving _______________ curriculum.

Q: Schools must reflect the needs of __________ and offer _____________ curriculum focused on performance across grade levels.

Q: After the final scope and sequence chart is developed, it is time to develop curriculum materials. Identify the three types of materials the task force may develop.

Q: When improving a field of study using the task force approach the usual time allocated is___________________________.

Q: In establishing project parameters four questions are asked, name them.

Q: In selecting learning activities they should be ________________________based.

Q: In the second step of the Snyder approach to curriculum it is important to develop each unit around enduring understandings and _______________________.

Q: The written and _____________________ curricula should be more congruent.

Q: Most objective observers tend to agree that electives were _________ designed.

Q: A diagnostic-prescriptive approach to curricula organization may include _______________ instruction.

Q: One model of non-graded curriculum is the diagnostic-prescriptive model, another is _______________.

Q: List the three reasons school districts may decide to improve a field of study.

Q: True or False: curriculum mapping should include both formative and summative assessments. a. True b. False

Q: True or False: Curriculum mapping is a great tool for planners to identify gaps. a. True b. False

Q: True or False " Web-based assessments cannot provide quick and accurate measures that can be aligned with state and/or national standards. a. True b. False

Q: True or False: Piecing together the matrices in such a way that concepts build and overlap through transitions produces the most effective learning. a. True b. False

Q: True or False. It is critical that state and federal efforts to recognize success and remedy failure be based on thought, educationally sound means for identify schools that are successful. a. True b. False

Q: True or False. Teachers should not critique curriculum revisions suggested by a task force a. True b. False

Q: True or False. A good curriculum map contains detailed instructional objectives. a. True b. False

Q: True or False. When trying to improve a field of study the usual way is to do it K-12. a. True b. False

Q: True or False. In the Snyder model pilot testing is important. a. True b. False

Q: True or False. Technology is not used in the Snyder approach to curriculum development. a. True b. False

Q: True or False. Teacher-centered planning should reflect either the formal, perceived, or operational curriculum. a. True b. False

Q: True or False. Technology has improved the quality of diagnostic-prescriptive models. a. True b. False

Q: True or False. There are three basic models of non-graded curricula. a. True b. False

Q: True or False. School district leaders need accurate measures that align with standards and produce timely results. a. True b. False

Q: According to Hirsch and Killion (2009), "maintaining the focus of professional learning on teaching and student learning produces academic success" (p.467). In keeping with this perspective, which of the following are the major issues for professional development? A. Timing and content B. PLCs and collaboration C. Access to technology D. Learning and evaluation

Q: Web-based adaptive tests combine the benefit of technology with the integrity of on-level tests with the benefit of: A. Motivate students B. Rotate questions draw from a bank of 100 C. Engaged in teacher feedback D. The difficulty of each question is based on how well the student answered previous questions.

Q: Before refining a curriculum map which of the following should be in place? A. Quality assessment of student strengths and weaknesses, appropriate resources, appropriate assessments B. Units demonstrating skill development C. Themes to be taught D. All of the above

Q: According to the text, design criteria for assessments include which of the following? A. Validity, reliability, and aligned to Common Core Standards B. Validity, reliability, sufficiency, and feasibility only C. Validity and reliability only D. Validity, reliability, sufficiency, authenticity, feasibility, and friendliness

Q: According to Weisberg et al. (2009), our national failure to acknowledge and act on differences in teacher effectiveness describes how our public education systems treats teachers as interchangeable parts, causing school to ignore both excellence and ineffectiveness. This is called: A. The Widget Effect B. Highly Qualified Teacher Effect C. Elective Model Effect D. Orienting for Mastery Effect

Q: One way to provide staff development time without a great deal of cost is: A. Sending one person to a conference and have her present at a faculty meeting B. Use early dismissal for students periodically through the year C. Schedule additional sessions for teachers during the summer D. Purchase staff development kits that teachers can do at home

Q: The "rule of three," with respect to staff development, suggests A. Always provide three exposures for teachers to new curriculum B. Always have at least three people presenting at sessions C. Always ask three people before asking an administrator D. Always send at least three faculty members to conferences

Q: When a new curriculum is ready, before it is used, there should be staff development. Which of the following is not characteristic of a good staff development program? A. District "A" planned an ongoing and continuous program B. District "B" made sure there were extensive "hands-on activities" C. District "C" made certain teachers know the "theoretical base" of new skills D. District "D" made extensive use of outside consultants

Q: When the improved curriculum is done it is time to select instructional material. This process should: A. Be done by a group who will use them B. Be done by the task force developing the curriculum C. Be done by the grade-level or content supervisor D. Be done at each individual school affected by the curriculum

Q: Which of the following entities is most involved with the use of digital assessments of curricula? A. Northwest Evaluation Association B. Northwest Educational Laboratory C. Educational Testing Service D. Association of Colleges and Schools

Q: Assessment, in the form of tests, should: A. Be limited to standardized tests B. Be limited to curriculum-based tests given weekly C. Be limited to curriculum-based tests done once or twice a year D. Contain both standardized tests and curriculum-based tests

Q: In determining the time allocation for topics within a curriculum A. It is done at the district level B. It may be done at the district or school level C. It always involves recommendations from experts D. It is done by the task force

Q: If administrative control of the curriculum is important, perhaps because of less teacher experience, the best curriculum document is: A. Map B. Curriculum notebook C. Curriculum guide D. Curriculum-scenario book

Q: All of the items below can be found in both a curriculum guide and a curriculum-objectives notebook except A. Scope and Sequence B. Objectives C. Suggested activities D. Suggested evaluations

Q: The results of a map survey may be placed on a scope and sequence chart that shows A. Grade levels B. Specific detailed instructional objectives C. References to standardized tests D. Instructional strategies

Q: When you orient for mastery you are dealing with: A. Developing materials so students master every aspect B. Strengthening the organic curriculum C. Improving the enrichment curriculum D. Learning that is essential for all students

Q: In establishing project parameters there are four questions that are asked; which one below is not one of the questions? A. What grade levels will be included? B. How large should the team be? C. Who will direct the improvement project? D. How much time will be needed?

Q: In the third step of the Snyder model A. Tightly structured teacher guides are produced B. Research-based instructional strategies are selected C. Technology becomes very important D. Textbooks are selected

Q: In the Snyder model it is important to have filters in determining assessments such as three of the four terms below. Which one is not a filters? A. Friendliness B. Validity C. Cost D. Reliability

Q: Which of the following factors is least significant to secondary teachers' classroom planning? A. Teacher's knowledge of subject B. Teaching experience C. District curriculum guide D. Perceptions of their students

Q: What John Goodlad called the "ideal" curriculum we call A. Learned curriculum B. Recommended curriculum C. Written curriculum D. Taught curriculum

Q: Which of the following is not a phase in improving the field of study? A. Develop curriculum materials B. Orient for mastery C. Select instructional materials D. Establish required time allocations

Q: Below are four statements, which one is appropriate for a diagnostic-prescriptive approach to curricula organization? A. Uses modules and levels rather than grades B. Requires differentiated instruction C. Mini courses having topical names such as "War Literature" D. Totally individualized instruction

Q: There are three questions that must be asked when doing a map. Which of the following is not one of the questions? A. Who is doing what? B. How are we assessing the results? C. How does out work align with our goals? D. Are we operating efficiently and effectively?

Q: When a school district decides to improve a field of study it is usually concerned with A. Electives B. One subject at a grade level C. One subject at multiple grade levels D. All subjects at a grade level

Q: The best way to address "this missing element" was the use of pacing guides. Please whether you agree or disagree with this statement and use details to support your answer.

Q: Compare and contrast the goal alignment process and mapping.

Q: If you establish a small CDT to examine student needs, what two sources are important for them to use and why?

Q: Construct an essay identifying why data analysis is essential in evaluating curriculum

Q: Write an essay indicating what reasons are frequently given for not collecting data for analysis in terms of curriculum assessment.

Q: As a leader you have a situation where priority of the district would require six new staff members and a budget of $4,000 for appropriate implementation while the next priority would not require new staff and cost only $1,000. In tight budget times you only have $1,500 left. What would you do?

Q: A survey finds that the eighth grade social studies teacher assumes students can already analyze bar and pie charts, but the seventh grade teacher does not teach that skill. What should be done?

Q: As a curriculum leader you conduct a survey of where various curriculum goals are addressed. This results in a matrix. How can that matrix be used appropriately?

Q: Is: "Students will develop skills to live in a modern world with a global economy" an education goal or a curriculum goal? Why?

Q: The dynamics and logistics of most schools are such that building-level leaders have an enormous impact on the multicultural environment in which they participate. Explain.

Q: Explain what is meant by dynamic knowledge.

Q: Compare and contrast declarative and procedural knowledge.

Q: Describe the functions of a curriculum development team.

Q: Identify and explain what barriers exist to interdisciplinary courses becoming more common in today's schools.

Q: Evanston Township High School had a class called "combined studies" where one teacher taught English and social studies in a two-period block. Northport high school had a course called "the city" whereby students went to New York once a week and learned about various aspects of the city. Design a course that is interdisciplinary in nature, provide a rationale for the grouping of disciplines, and describe what the course may look like.

Q: Compare and contrast the most common type of schedule for a ninth grade student with the recommendations of the Education Policies Commission report of 1952,

Q: An important aspect of the process is there is no _________ format for a pacing guide.

Q: When developing curriculum, it is wise to pay attention to ______________ context.

Q: A school's allocation of resources should reflect its________ priorities.

Q: A _______________approach to curriculum correlation is emphasized.

Q: Correlation of curriculum is most essential in schools with a ______________ structure.

Q: Identify the five major issues that might be considered in developing an assessment agenda.

Q: It is important to develop deep understanding in terms of both declarative knowledge and ________________knowledge.