Curriculum and Instruction

A curriculum planning approach developed by Grant Wiggins and Jay McTighe that begins with identifying desired learning outcomes first, then determining acceptable evidence of learning, and finally planning instructional activities. This reverses the traditional approach of planning activities before considering outcomes.

A hierarchical framework created by Benjamin Bloom and revised by Anderson and Krathwohl that classifies cognitive learning objectives into six levels: Remember, Understand, Apply, Analyze, Evaluate, and Create. It guides educators in designing instruction and assessments at appropriate levels of complexity.

An instructional approach developed by Carol Ann Tomlinson in which teachers proactively modify content, process, products, or the learning environment based on student readiness, interests, and learning profiles to meet diverse learner needs within the same classroom.

A curriculum framework in which learning goals, instructional strategies, and assessments are all aligned to clearly defined academic standards that specify what students should know and be able to do at each grade level or course.

Ongoing, low-stakes assessments conducted during instruction to monitor student learning, provide feedback, and adjust teaching in real time. Unlike summative assessments, formative assessments are designed to inform instruction rather than assign grades.

A learning theory rooted in the work of Piaget, Vygotsky, and Bruner holding that learners actively construct their own understanding and knowledge through experience rather than passively receiving information. Curriculum designed on constructivist principles emphasizes inquiry, problem-solving, and student-centered activities.

A curriculum planning document that outlines the breadth of content to be covered (scope) and the order in which topics are introduced across a grade level or course (sequence). It ensures logical progression and prevents gaps or unnecessary repetition.

A framework developed by CAST that guides the design of flexible curricula providing multiple means of engagement, representation, and action/expression so that all learners, including those with disabilities, can access and demonstrate learning.

The process of ensuring that the written curriculum (standards and objectives), the taught curriculum (classroom instruction), and the assessed curriculum (tests and evaluations) are coherently connected so that what is tested reflects what is taught and what is intended.

An instructional strategy derived from Vygotsky's Zone of Proximal Development in which teachers provide temporary, structured support to help students accomplish tasks they cannot yet do independently, then gradually remove that support as competence develops.