Foundations of Curriculum and Instruction
Some of the objectives for students in Teaching Assistant class are:
To focus on the profession of teaching and related careers – history, purposes, issues, ethics, laws and regulations, roles, and qualifications.
To understand the nature of human development from conception through adolescence and the connection of the students’ development.
To develop the knowledge and skills of curriculum delivery models in response to the developmental needs of all children.
Host teacher weekly evaluation 60%
Responsibilities when assigned to host teacher include but are not limited to:
Performance Tasks Completed
Arriving to class on time
Wearing student ID badge
Upon arrival to host teacher inquiring about assignments
Course Title: Foundations of Curriculum and Instruction
Course Number: 8909030
Course Credit: 1
This course is designed for students to develop the knowledge and skills of curriculum delivery models in response to the developmental needs of all children. Students will develop various instructional materials and activities to promote learning, classroom management strategies, and a supportive classroom environment. Students will research and understand the basic theories of motivation that increase student engagement which is tied to student learning. Students will participate in a minimum of 50 hours of guided observations and field experiences to critique and develop classroom lessons. Students will continue to develop the components of a working portfolio to be assembled upon completion of the program.
Correlation to CTE Program Standard #
23.0 Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Teacher Assisting / Principles of Teaching.
23.01 Key Ideas and Details
23.01.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
23.01.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
23.01.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
23.02 Craft and Structure
23.02.1 Determine the meaning of symbols key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
23.02.2 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
23.02.3 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
23.03 Integration of Knowledge and Ideas
23.03.1 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
23.03.2 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
23.03.3 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
23.04 Range of Reading and Level of Text Complexity
23.04.1 By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
23.04.2 By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.
24.0 Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Teacher Assisting / Principles of Teaching.
24.01 Text Types and Purposes
24.01.1 Write arguments focused on discipline-specific content.
24.01.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
24.02 Production and Distribution of Writing
24.02.1 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
24.02.2 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
24.02.3 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
24.03 Research to Build and Present Knowledge
24.03.1 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
24.03.2 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
24.03.3 Draw evidence from informational texts to support analysis, reflection, and research.
24.04 Range of Writing
24.04.1 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
25.0 Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Teacher Assisting / Principles of Teaching.
25.01 Make sense of problems and persevere in solving them.
25.02 Reason abstractly and quantitatively.
25.03 Construct viable arguments and critique the reasoning of others.
25.04 Model with mathematics.
25.05 Use appropriate tools strategically.
25.06 Attend to precision.
25.07 Look for and make use of structure.
25.08 Look for and express regularity in repeated reasoning.
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science
Note: This course is pending alignment in the following categories: FS-M/LA and NGSSS-Sci.
CTE Standards and Benchmarks
26.0 Apply basic theories of educational psychology to enhance student learning. – The student will be able to:
26.01 Compare and contrast the various theories of learning.
26.02 Identify the stages of human development.
26.03 Discuss multiple cultural, ethnic and racial belief systems that relate to student learning.
26.04 Apply various theories of learning when appropriate.
26.05 Apply Universal Design for Learning (UDL) principles.
27.0 Assess sociological factors that impact learning. – The student will be able to:
27.01 Analyze multiple social factors that impact learning.
27.02 Critique the social interaction of individuals can become a predictor of individual and group behavior.
28.0 Employ critical thinking, problem solving and innovation skills independently or in teams to formulate solutions to problems. – The student will be able to:
28.01 Describe problem-solving methods used in education and training organizations.
28.02 Combine critical thinking and team-building skills to address problems.
28.03 Engage in group decisions within the bounds of ethical, safety and legal boundaries.
28.04 Adjust plans/schedules to respond to unexpected events and conditions.
28.05 Address conflict between available resources, requirements and timelines.
28.06 Evaluate the solutions and unintended consequences of problem-solving methods.
29.0 Demonstrate basic technology competencies through effective use of multiple software applications. – The student will be able to:
29.01 Create documents using a computer (e.g., text documents, spreadsheets, databases, graphics, publications, newsletters).
29.02 Access and complete research on the internet.
29.03 Explain how student information can be obtained from electronic sources.
29.04 Perform calculations and analysis on various examples of student data.
29.05 Employ electronic applications to assist with curriculum design, instruction, assessment and classroom organizational tools.
30.0 Use existing and emerging technology to accomplish educational goals. – The student will be able to:
30.01 Describe the range of options and role of technology in the instructional process.
30.02 Utilize a variety of educational technology tools to support and enhance instructional activities.
30.03 Describe applications of educational technology to support classroom management strategies.
30.04 Examine the effective use of technology in terms of planning for and assisting students to meet instructional objectives.
30.05 Utilize technology support staff effectively.
30.06 Demonstrate a variety of productivity and utility software applications.
31.0 Explain the laws and regulations governing information gathering, software and educational use. – The student will be able to:
31.01 Specify copyright laws designed to protect publications, performances and artistic creations.
31.02 Identify requirements for access and use of copyrighted materials, and the consequences if formal permission is not secured.
31.03 Describe the safety and health issues related to technology.
31.04 Explain social, legal, ethical and cultural issues related to technology.
31.05 Examine policies for the use of technology in schools.
32.0 Align curricular goals and instructional objectives with the capabilities of the electronic media. – The student will be able to:
32.01 Identify electronic resources suitable for specific content learning and teaching.
32.02 Plan learning environments and experiences that are supported by technology.
32.03 Develop students’ abilities to access, evaluate and use technology.
32.04 Use technology for its ability to accurately represent particular ideas and concepts.
33.0 Demonstrate excellence in the content/subject area to be taught. – The student will be able to:
33.01 Identify relevant research, principles, theories and perspectives significant to the content.
33.02 Utilize knowledge of the content area, assumptions and skills in planning and instruction.
33.03 Identify the developmental sequence of learning in content, in an effort to link current instruction with students’ prior knowledge.
33.04 Integrate different viewpoints, theories and processes of inquiry to guide thinking and instructional planning.
33.05 Demonstrate enthusiasm for the subject discipline and a commitment to continuous learning in a specific subject area.
34.0 Use content-specific instructional strategies to teach the central concepts and skills of the discipline. – The student will be able to:
34.01 Explain how students’ conceptual framework and common misconceptions can influence learning.
34.02 Engage students in generating knowledge and testing hypotheses according to the methods of inquiry used in the content area.
34.03 Anticipate and adjust learning experiences to address common misconceptions of the discipline.
34.04 Incorporate content specific learning strategies to enable students to analyze, build and adapt new understandings.
35.0 Describe school and district priorities and Florida’s academic and technical content standards. – The student will be able to:
35.01 Describe the content, concepts and processes in school and district curriculum priorities and in Florida’s academic and technical content standards.
35.02 Extend and enrich curriculum by integrating school and district curriculum priorities with Florida’s academic, technical and national content standards.
36.0 Explain the relationship of knowledge within a content area to other content areas. – The student will be able to:
36.01 Make relevant content connections between disciplines.
36.02 Prepare opportunities for students to apply learning from different content areas to solve problems.
36.03 Collaborate to construct interdisciplinary learning strategies that make connections between content areas.
37.0 Connect content to relevant life experiences and career opportunities. – The student will be able to:
37.01 Facilitate learning experiences that connect to real-life situations and careers.
37.02 Utilize a variety of resources to enable students to experience, connect and practice real-life and career applications.
38.0 Describe the importance of reading and writing skills for personal and social growth, and for the achievement of excellence in all subject matters. – The student will be able to:
38.01 Define reading and writing skills as essential for life-long learning.
38.02 Support the process of reading and writing skill development in learners.
39.0 Align instructional goals and activities with school and district priorities and Florida’s academic and technical content standards. – The student will be able to:
39.01 Follow district curriculum priorities.
39.02 Select learning experiences with clearly defined goals that align with school and district curriculum priorities and state academic and technical content standards.
39.03 Sequence and group concepts and processes to provide a continuous curriculum aligned with school and district curriculum priorities and state academic and technical content standards.