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By Linda Smith

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Was complete, and met the needs of my audience. I shared my ideas with others using good voice and eye contact. My poster or website or book, etc. was complete, and met the needs of my audience. It included additional information about problems caused by world hunger. I shared my ideas with others using a quality product, good voice and eye contact. My poster or website or book, etc. was complete, and met the needs of my audience. It included additional information about problems and possible solutions, and how both could impact by world hunger.

56 Product Choices Chart………………………………………………….. 57 Examples of Scope and Sequence Charts……………………………. 58 CHARACTERISTICS OF EFFECTIVE CURRICULUM (General Guidelines) An effective curriculum: MEANING • • • • • Sets measurable objectives that focus on fundamental knowledge and processes Includes a clear, defensible rationale Contains explicit course (unit) descriptions Articulates the scope and sequence Provides assessments and instructional activities to measure established objectives COHERENT • Provides opportunities at each level to build on prior knowledge and processes ARTICULATED • • Promotes learning at different grade levels that is appropriately sequenced and related Connects topics within grade levels/courses/units by unifying themes/concepts HIGH STANDARDS FOR ALL • • • • Establishes a core set of challenging standards for all students Promotes in-depth learning Addresses student learning styles through a variety of instructional strategies Utilizes a variety of assessments to evaluate levels of student understanding ALIGNED • • Exhibits strong connections between the written, taught, and the assessed curriculum Supports the process and content Show-Me Standards through appropriate objectives, instructional activities, instructional practices, and assessments From: ASCD Curriculum Handbook (1998) 49 CHARACTERISTICS OF EFFECTIVE CURRICULUM (Gifted Education Guidelines) An effective curriculum should: 1.

Distinguish between primary and secondary sources on a given topic or problem. • Locate relevant primary and secondary sources. • Take accurate notes from sources, using direct quotations, paraphrasing, and summarizing. • Record sources of all information noted, including complete bibliographic information. • Compare and contrast sources on a topic, issue, or problem with respect to date, aspects covered, information provided, and relevance to the study. • Compare and contrast authors and interview subjects with respect to qualifications.

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A Guide for Developing Gifted Curriculum Documents by Linda Smith


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