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2015 ASCD Conference on Teaching Excellence

2015 ASCD Conference on Teaching Excellence

June 2628, 2015
Nashville, Tenn.

Invest in the power of great instruction and learn how to leverage it in classrooms and school districts.



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What Works in Schools

by Robert J. Marzano

Table of Contents

Chapter 11. Classroom Curriculum Design

The third teacher-level factor is “classroom curriculum design.” It may be the least addressed teacher-level factor. This lack of attention is unfortunate for two reasons. First, there is a strong and extensive research base that can be readily translated into practical suggestions and protocols for the construction of classroom curriculum. Second, many breakdowns in student learning may be a function of poor classroom curriculum design.

Before discussing the specifics of classroom curriculum design, let's briefly address the nature of curriculum in general. The following definitions are a representative sample of those used throughout the 20th century:

Curriculum is all of the experiences children have under the guidance of the teacher. (Caswell & Campbell, 1935, p. 7)
Curriculum encompasses all learning opportunities provided by the school. (Saylor & Alexander, 1974, p. 25)
Curriculum [is] a plan or program for experiences which the learner encounters under the direction of the school. (Oliva, 1982)


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