There are several signs that will indicate that curriculum is not working

• Please respond to the statement above in 150-200 words using the attached text
• Referring to that same statement respond to TWO of my classmates responses in 75-100. They are listed below and labeled as Response 1 & Response 2

Please also label each response as follows: Inital, Response 1 and Response 2.
PLEASE BE SURE TO USE APA FORMATTING

In-text citation:

(Glickman et al, 2018)

Reference information:

Glickman, C., Gordon, S.P., & Ross-Gordon, J. (2018). Supervision and instructional leadership: A developmental approach (10^th Ed). Pearson.

Response 1:

Curriculum development is an essential part of school improvement, is itself highly contextual, and thus also requires local decision making. Local decisions about curriculum are best made by the teachers who deliver that curriculum, with assistance from supervisors and input curriculum experts as well as students, parents, and the community served by the school. Despite all the work we do to create a curriculum, sometimes the one we choose turns out not be a good fit.

These are common signs that indicate you are using the wrong curriculum:

Anger or refusal to complete work

Boredom

Tears and frustration

Procrastination or finishing quickly

These can be a sign of frustration, finding subjects to challenging, or a potential learning struggle. As educators we must find ways to keep students engaged and make every possible effort that NO Child is Left Behind.

Response 2

We know that the typical multiple-choice and short-answer tests aren't the only way, or necessarily the best way, to gauge a student's knowledge and abilities. There are also performance-based assessments into their standardized tests or adding assessment vehicles such as; open-ended questions, written compositions, oral presentations, projects, experiments, and portfolios of student work. Alternative assessments are designed so that the content of the assessment matches the content of the instruction.

Effective assessments give students feedback on how well they understand the information and on what they need to improve, while helping teachers better design instruction. Assessment becomes even more relevant when students become involved in their own assessment. Students taking an active role in developing the scoring criteria, self-evaluation, and goal setting, more readily accept that the assessment is adequately measuring their learning.

With these formative and summative types of assessment come the ability to give students immediate feedback. They also allow a teacher to immediately intervene, to change course when assessments show that a particular lesson or strategy isn't working for a student, or to offer new challenges for students who've mastered a concept or skill.