prolog
Recommendation

Chapter 1: It's Time to Change Everything About Classes
ㆍClasses that this era wants
The era of teaching is over, the era of training has arrived.
ㆍCapacity, shaking up the class
ㆍCauses of changes in curriculum, classes, and assessment explained in one picture
ㆍThe standard for classes has changed.
ㆍWhat makes a good teacher?
ㆍOne class routine is better than a hundred class coaches.

Chapter 2: Future Education: Speaking of Competency-Based Instruction
ㆍThree keywords for future classes
ㆍBeyond learning-centered classes to competency-centered classes
ㆍWhat is competency-based instruction?
ㆍClasses that develop competencies and classes that do not develop competencies
Competency-based classes, the beauty and pace of moderation
The Future of Competency-Based Learning: A Combination of Remote Learning and Competency-Based Learning
ㆍFuture classes based on UDL (Universal Design for Learning)

Chapter 3 Class Routine
ㆍWhat is a class routine?
ㆍWhy is a class routine necessary?
ㆍHow are class routines created?
ㆍThe framework of the class routine, the learning ladder class model
ㆍ6 routines, a class that develops your skills
ㆍA peek into the author's class routine
ㆍClass conversation routine
ㆍA new lesson plan that creates a class routine
Remote classes also require a routine.
Blended Classes: Try This
Creating a class routine with edutech

Chapter 4: Creating a Class Routine and Teacher Training Curriculum
ㆍWhen class routines are collected, a teacher training curriculum is created.
Trend Korea Curriculum
ㆍWhat is a teacher training curriculum?
ㆍWhat is the difference from the classroom curriculum?
ㆍTeacher training curriculum and classes to develop competencies
ㆍTwo axes for creating a teacher education curriculum
Achievement standards, selection, and focus shape the teacher education curriculum.
ㆍInnovation in the organization of the teacher education curriculum
ㆍTeacher training curriculum completed through teacher-specific evaluations
ㆍIntegration of curriculum and class evaluation records within the teacher training curriculum
ㆍTeacher training curriculum created through textbooks
ㆍDeveloping curriculum literacy for teacher education programs
Teachers who blindly believe in achievement standards and those who exceed them
Restructuring Achievement Standards and Establishing the Framework for Teacher Education
ㆍA teacher's life is the teacher education curriculum
ㆍTeacher training curriculum needs to be expanded vertically as well as horizontally.
Two Approaches to Competency-Based Teacher Education
ㆍHigh school credit system and liberal arts system created by teacher education curriculum
School autonomy and teacher education curriculum
Blended Teacher Training Curriculum

Chapter 5: A class routine that concludes with a process-centered assessment
ㆍEvaluation, included in class routine
ㆍWhy competency-based instruction and process-based evaluation are necessary
ㆍKeys to process-centered evaluation: time and perspective
How to create an essay-based assessment to use as a class routine
How to create a performance assessment that can be used as a class routine
ㆍ100% pure learning and feedback
Blended evaluation

Epilogue
References

Creating a class routine and putting it into practice creates a teacher training curriculum.

By scientifically and systematically analyzing the principles of creating teacher education curriculum, which can be considered the pinnacle of curriculum discourse, we have revealed the specific reality of teacher education curriculum, which has been discussed only in terms of direction.
And we presented practical measures linked to class routines.

Future education that teachers can put into practice: competency-based classes!

They say that everyone should have classes that can develop future capabilities.
However, no one can clearly explain what classes are for developing competencies and how to put them into practice.
We have reconceptualized classes for competency-based instruction and presented methods for implementing them in a routine manner so that they can be utilized in everyday classes.

Can remote classes be successful simply by utilizing edutech devices?

Remote learning, which has been mainly discussed in terms of device utilization, has been revisited from the perspective of blended curriculum design, which reconstructs the curriculum by appropriately arranging in-person and remote learning, and blended assessment, which complements online and offline assessment and feedback.