LCT-5000 v1

Basham, J. D., Blackorby, J., & Marino, M. T. (2020). Opportunity in crisis: The role of universal design for learning in educational redesign. Learning Disabilities: A Contemporary Journal, 18(1), 71.
The Universal Design for Learning framework is presented as a means to proactively anticipate learner variability while redesigning an education system to meet the diverse needs of students with learning disabilities. Issues surrounding online instruction, digital inequity, and socioeconomic status are also addressed. The article concludes with an example of how an online course, developed using the framework and supported with multiple technologies, can benefit students with learning disabilities.

Du, S. (2024). In defense of the Tyler rationale: As a model for curriculum development. The Educational Review, USA, 8(6), 837-841.
This research asserts that the Tyler rationale holds significant practical value in curriculum development, offering substantial benefits for students and teachers. Additional topics discussed in the reading are: the political and social equity considerations in curriculum development, the importance of educational objectives, and the evaluation process in curriculum design.

Kiliç, F., & Saygili, S. (2022). New normal: The future curriculum development in education. Education Quarterly Reviews, 5(2), 202–215.
This reading reports on a needs analysis concerning the future of curriculum development in education. The results suggested preparing curriculum with interdisciplinary approaches that value student-centered practices, skills, values, and activities. Also suggested were practices such as creating digital content and guiding towards social accountability projects that eliminate the disadvantages of distance education. Lastly, effective use of digital platforms, taking safety precautions, and providing counselling services are also discussed.

McComas, W. F. (2024). Considering the lessons of curriculum studies in the design of science instruction: Varieties of meaning and implications for teaching and learning. Education Sciences, 14(3), 238.
The article provides an overview of curriculum studies with a focus on science teaching, emphasizing the complexity of curriculum design and the importance of aligning educational goals with effective instructional practices. Additional topics discussed in the text are: the distinction between visible and hidden curricula, the role of various curriculum ideologies such as academic rationalism and essentialism, and the implications of the Next Generation Science Standards (NGSS) on science education. The author explores Hilda Taba's contributions to curriculum design.

McNary, A. Z. (2023). Igniting the Lesson. English Journal, 112(4), 23-27.
During the 2017 winter break, the author read the book Wishtree by Katherine Applegate. While the story is told from the perspective of a tree, it is filled with conversation starters such as the power of hate, racism, love, friendship, community, and more. The book is for a younger audience than tenth-grade students, but McNary liked the community that came together and thought it would be appropriate for other ages. She discusses implementing the text in her curriculum.

Salkind, N. J. (2008). Bloom's taxonomy of educational objectives. In Encyclopedia of Educational Psychology (Vol. 2, pp. 111-111). SAGE Publications, Inc.
This reading provides an overview of Benjamin Bloom’s Taxonomy of Educational Objectives. It is considered a seminal work in education and has been used in education systems for many years. Note: In the Optional Resources below, you can read about Krathwohl’s revision of the taxonomy.

Marzano, R. J. (2018). Handbook for the new art and science of teaching: (Your guide to the Marzano framework for competency-based education and teaching methods). Solution Tree.
This is an excellent resource in planning and developing your week 6 assignment. Marzano's text includes over 330 specific instructional strategies, 43 instructional elements, and 10 design questions. Each chapter outlines actionable steps, tips, and examples of implementation that will set up students to succeed.

Benson, J. (2021). Improve every lesson plan with SEL. Association for Supervision & Curriculum Development.
In this text, Benson draws from his 40-plus years of experience as a teacher and an administrator to provide explicit, step-by-step guidance on how to incorporate social and emotional learning (SEL) into K–12 lesson planning–without imposing a separate SEL curriculum.

Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212–218.
The original Bloom’s taxonomy of Educational Objectives consisted of knowledge, comprehension, application, analysis, synthesis, and evaluation. It was arranged in a hierarchical framework. Krathwohl’s revised taxonomy is a two-dimensional framework consisting of a knowledge dimension and cognitive processes dimension. He has renamed the categories and although these new categories are arranged in a hierarchical structure, they are not as rigidly arranged as in the original taxonomy. This resource may help you in developing learning objectives for your Week 6 assignment.

Stronge, J. H., & Xu, X. (2015). Instructional strategies for effective teaching. Solution Tree Press.
This resource may assist you in the Week 6 assignment. The authors outline research-based instructional strategies and illustrate how teachers can use them to enhance everyday practices. The book is organized around 10 methods of instruction such as classroom discussion, concept mapping, and inquiry-based learning.

Started in 1984, CAST uses research and development to expand learning opportunities through the utilization of UDL principles.