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Caseusing The Resources Provided And Additional Relevant Resources You

Caseusing The Resources Provided And Additional Relevant Resources You

CASE Using the resources provided and additional relevant resources you find, write a 3- to 4-page paper that answers the question: How and when should an educational organization redesign their curriculum? Be sure to discuss the redesign process and timeframe as well as who should be involved in the process. Support all points you make with material from the background readings or other relevant sources. Be sure to utilize proper APA formatting for your paper and citations.

Assignment Expectations Your assignment will be graded according to the Case Grading Rubric. (To view the rubric, click “Assessments’ at the top of this page.)

SLP: For your Module 4 SLP, you are building on the curriculum discussion and analysis you started in Modules 1, 2, and 3. It is recommended that you read the prompt for all four SLPs before beginning your Module 4 SLP. Use the Ten Curriculum Components from Chapter 3 of Wiggins & McTighe (2007) to redesign your selected curriculum. Please note that you are not required to include all curriculum materials (e.g., curriculum maps, rubrics)—although you may include them as appendices/examples—but you must include a discussion of each of all Ten Curriculum Components as they apply to your selected curriculum. Essentially, you are analyzing your curriculum by evaluating and discussing the extent to which it does not does not include each of the Ten Curricular Components. Be sure to utilize proper APA formatting for your paper and citations.

SLP Assignment Expectations Your assignment will be graded according to the SLP Grading Rubric. (To view the rubric, click “Assessments’ at the top of this page.)

Paper For Above instruction

The process of redesigning an educational organization's curriculum is a complex yet systematic endeavor that requires strategic planning, stakeholder involvement, and a clear understanding of the organization's goals and student needs. Effective curriculum redesign should be initiated when there is evidence that the current curriculum no longer meets the desired educational outcomes, fails to engage students, or does not align with current societal or industry demands. Additionally, curriculum review and redesign can be prompted by policy changes, technological advancements, or feedback from educators and students.

Timing for curriculum redesign varies depending on organizational capacity and external factors. Some organizations undertake an annual review process, whereas others may schedule comprehensive overhauls every three to five years. The initial stage involves conducting a needs assessment, which includes analyzing student performance data, gathering feedback from teachers, students, and parents, and reviewing industry or societal trends. This assessment helps identify gaps and areas for improvement.

The redesign process generally follows a structured framework, starting with stakeholder engagement, defining clear learning objectives aligned with organizational goals, and aligning curriculum components such as content, assessments, instructional strategies, and resources. The involvement of teachers, administrators, curriculum specialists, and even students and parents ensures that multiple perspectives inform the redesign. It is critical to establish a collaborative environment where feedback can be openly shared and integrated throughout the process.

Implementation of the redesigned curriculum often occurs incrementally, allowing for adjustments based on pilot testing, ongoing evaluation, and professional development. This phased approach minimizes disruption and facilitates stakeholder buy-in. The timeframe for implementation can vary from one semester to several years, depending on the scope of changes and available resources.

Key individuals involved include school leaders, curriculum directors, classroom teachers, and district policymakers. Often, curriculum specialists or external consultants are engaged to facilitate the process and ensure research-based practices underpin the redesign. Continuous professional development is essential to equip teachers with the necessary skills to implement new curriculum components effectively.

In sum, curriculum redesign should be a deliberate, data-informed process driven by clear objectives and inclusivity. It should be undertaken proactively or responsively, with careful planning of timing and stakeholder participation to enhance relevance, effectiveness, and student success.

References

  • Wiggins, G., & McTighe, J. (2007). Understanding by Design. ASCD.
  • Ferguson, R. F. (2001). Parents as Co-Designers of Curriculum. Educational Leadership, 58(6), 44-49.
  • Russell, T. (2017). Curriculum Development in Education. Routledge.
  • Osterman, K. F., & Kottkamp, R. B. (2004). Reflective Practice for Educators. SAGE Publications.
  • Harlen, W. (2007). Principles and Big Ideas in Science Education. In D. B. Knight (Ed.), Innovation in Science Education (pp. 53-66). Springer.
  • Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. Teachers College Press.
  • Kliebard, H. M. (2004). The Struggle for the American Curriculum, 1893-1958. Routledge.
  • Marsh, H. W., & Stobart, G. (2018). Effective Secondary Education: Action for Equity and Quality. Routledge.
  • Schmoker, M. J. (2011). Focus: Elevating the Essentials to Radically Improve Student Learning. ASCD.
  • Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. University of Chicago Press.

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