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The Curriculum Inquiry Cycle is a professional development process that supports educators as they match curriculum and instruction to state standards, local needs, and student characteristics. Ways in which to implement this cycle are provided in this booklet. There are four phases in the cycle: examining current practice, making decisions, creating optimal learning environments, and researching the classroom. The goal of the curriculum inquiry cycle is to create a self-sustaining process, applicable to all areas of the curriculum, for improving learning and teaching. Teams composed of teachers and administrators from a school or district can engage in the curriculum inquiry cycle in a variety of ways, onsite or offsite. It begins with teachers' personal knowledge and experience by asking teachers key questions for making decisions, such as what guides their decisions about priorities for student learning and how they articulate their beliefs about curriculum. Curriculum inquiry cycle engages the teachers in various activities that call for teachers to connect ideas about curriculum to beliefs about learning and teaching, so that they can map standards to curriculum, learn about students from demographics, discover activities and evidence of student learning, and visualize the learning context. An appendix provides a variety of participant handouts. Contains 13 references. (RJM)

Descriptors: Academic Standards, Curriculum, Curriculum Design, Curriculum Development, Elementary Secondary Education, Teacher Developed Materials, Teacher Participation, Teachers

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Autor: Carr, Maureen Sherry; Braunger, Jane

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9002&id=ED426502



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