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Teaching Resources & Curriculum Materials in Instructional Design

Teaching Resources & Curriculum Materials in Instructional Design
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  • 0:04 Teaching With Intention
  • 0:57 Designing Learning Experiences
  • 1:54 Teaching Resources
  • 2:49 Curriculum Materials
  • 3:47 Lesson Summary
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Lesson Transcript
Instructor: Sharon Linde
Successful teachers design rich learning opportunities for students. This lesson identifies and discusses the use of teaching resources and curriculum materials to design learning experiences.

Teaching With Intention

When Mr. Clinton first started teaching, planning curriculum was as simple as following the teacher's guide. He plugged in objectives and learning activities for Monday through Friday and used the book to determine what to say and how to say it. The workbooks coordinated with the weekly learning, and some even had supplies and other resources to supplement. All students, no matter what ability level, did the same work and either succeeded or failed.

This year, Mr. Clinton's school adopted a new curriculum with a focus on developing instructional strategies to reach all learners. Teachers will now need to design learning experiences intentionally created for all levels of students. This differentiation provides students instruction based on their needs. They will identify quality resources and materials to support students at their level. How will Mr. Clinton be able to juggle all these aspects? Let's help him break it apart a bit.

Designing Learning Experiences

It may help Mr. Clinton to recognize that the shift in his new curriculum is from a curriculum designed to teach content to one meant to teach students. By designing learning experiences, things students will do to better learn and understand content, Mr. Clinton will be able to reach all students. He will use curriculum guide posts, like his district's grade level expectations or state level standards, to make decisions about what students need to learn, then use his knowledge of students and their abilities to decide how he can teach it.

Let's say one of Mr. Clinton's learning objectives in literacy is for students to use context clues when reading to comprehend. He will design learning experiences for different levels of readers so each can apply the skill. Some students may be reading simple books with short sentences and pictures, while more advanced students will be using longer, more complex text. All students learn the objective, but each is experiencing learning on a unique level.

Teaching Resources

Mr. Clinton was used to relying solely on his teacher's guide as a source for designing instruction, but other teacher resources are now more important to him as he begins to develop and design learning experiences and instruction for his students on their own levels. What are some of these, and where can he find them?

  • Online resources: Mr. Clinton and teachers of all subjects can find countless resources online, from ideas for instruction to pre-printed books.
  • Professional development: Mr. Clinton and other teachers have opportunities to learn from other professionals in seminars and workshops.
  • Professional resources: Though Mr. Clinton will no longer follow a traditional teacher's guide, there are still plenty of texts available for him to use when planning.
  • Personal notes and recordings: Mr. Clinton will learn to take anecdotal notes and other recordings to track his students' progress. He'll use this information to plan instruction.

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