The Anytown Public Schools (APS) provide all students with multiple pathways to optimize their potential for academic excellence, leadership, and social and emotional wellness. Teachers work from a rigorous curriculum that is aligned with state standards incorporating the common core, and they use multiple forms of data that informs innovative approaches to teaching. Student success is anchored in the high expectations of teachers who are part of a professional, collaborative culture that demands a continuous focus on instructional improvement.
At APS, the primary focus is on the instructional core, which includes curriculum, instruction, and assessment, as well as the teaching methodologies of differentiated instruction and Universal Design for Learning (UDL). APS believes that a focus on the instructional core is what enables students, and ultimately school districts to become successful. This annotated bibliography illustrates recent educational research and a historical perspective on curriculum and instruction that will enlighten readers as to why APS places the central focus on the instructional core. This annotated bibliography strives to be inclusive to all aspects of education at APS, including general education, special education, specialist subjects, and preschool through high school levels. Continue reading “Instructional Strategies”
As we look to individualizing the curriculum, we will start with Response to Intervention (RTI). The Response to Intervention (RTI) program is a tiered model of instruction that allows teachers to target students’ individualized learning needs and provide more focused instruction in areas of concern, as well as strengths (McAssey, 2014). Continue reading “Response to Intervention”
The acquisition of language and literacy is a complex process that emerges over time in each child. From a very early age, children are able to create sounds and communicate important information. As children age, language acquisition increases to the point of fluency. Educators play an important role in promoting literacy and language development, especially in preschool, Kindergarten, and elementary grades. Continue reading “The Acquisition of Language and Literacy”
Connectivism refers to a theory of learning that stresses the contribution of cultural and social context in the learning process. Connectivism is closely linked to activity theory proposed by Engeström (Dunaway, 2011). The association between knowledge, education, and experience is an important aspect of connectivism. In the digital era, connectivism refers to a learning theory that stresses technology and communication and their effects on a student’s education.