Designing a Student-Centered Class and Curriculum
 |
Description
Book Introduction
Teachers, design [student-centered lessons]!
Every teacher has thought about conducting student-centered classes at least once.
However, most teachers only think about student-centered classes and then give up.
This book is designed to be easy and fun to use for teachers who have always wanted to try student-centered classes but are unsure of where and how to start.
This book does not stop at just 'classes', but covers everything from the theory to the practice of curriculum-class-evaluation.
In particular, the ‘curriculum’ and ‘evaluation’ sections, which had been relatively neglected compared to classes, were significantly strengthened.
The achievement standards, which are the starting point of the curriculum, cover everything about the curriculum, from how classes and assessments are conducted to curriculum mapping and implementation management.
Additionally, for teachers who think, "I can teach well, but evaluation is a bit difficult," we cover everything from the basics of evaluation to practice.
For teachers who are always thirsty for 'evaluation,' this will be a great opportunity to see the entire process at a glance, from the basics of evaluation to its application in class.
Every teacher has thought about conducting student-centered classes at least once.
However, most teachers only think about student-centered classes and then give up.
This book is designed to be easy and fun to use for teachers who have always wanted to try student-centered classes but are unsure of where and how to start.
This book does not stop at just 'classes', but covers everything from the theory to the practice of curriculum-class-evaluation.
In particular, the ‘curriculum’ and ‘evaluation’ sections, which had been relatively neglected compared to classes, were significantly strengthened.
The achievement standards, which are the starting point of the curriculum, cover everything about the curriculum, from how classes and assessments are conducted to curriculum mapping and implementation management.
Additionally, for teachers who think, "I can teach well, but evaluation is a bit difficult," we cover everything from the basics of evaluation to practice.
For teachers who are always thirsty for 'evaluation,' this will be a great opportunity to see the entire process at a glance, from the basics of evaluation to its application in class.
- You can preview some of the book's contents.
Preview
index
Prologue: Meet Dong.Byeong.Sang.Ryeon, Student-Centered Classes
Part 1.
Teachers, Explore Student-Centered Instruction
1.
There is no school that fits the teacher.
2.
Jo Byeong-gap and Pi Hyang-jeong: Discovering Class
3.
And then I realized.
That textbook classes were the hardest!
4.
Share your class!
5.
Escaping the Textbook Classroom: Still a Happy Ending
6.
Student-centered classes? Now it's here.
7.
Student-Centered Instruction: What I Want to Know
8.
When you let go of misunderstandings, you gain understanding.
9.
We are releasing student-centered class materials.
Part 2.
Discover a platform for student-centered, project-based learning.
1. Write 'student-centered' and read 'project class'
2.
[The World's Easiest Project Class 1] If you know [Youn's Kitchen], you'll see the project class.
3.
[The World's Easiest Project Lesson 2] How to Teach Knowledge?
4.
[The World's Easiest Project Lesson 3] How to Ask an Inquiry Question?
5.
Adding Reality to Project Classes
6.
How can we develop those difficult core competencies?
7.
The teacher's authority is also necessary in project classes.
8.
We are releasing the project class operation manual.
Part 3.
Designing student-centered classes based on curriculum achievement standards
1.
Goodbye to the old-fashioned curriculum achievement standards analysis!
2.
Unlocking the Secrets of Achievement Standards, Teaching, and Assessment
3.
Achievement Standard Analysis? There's a Special Secret
4.
Achievement standards, classes, and assessments
5.
Five Rules for Project-Based Learning as Curriculum Achievement Standards
6.
We are releasing the achievement criteria analysis form.
Part 4.
Teachers' Sore Fingers: Finding the Path to Evaluation
1.
Teacher's Sore Finger: Understanding the Fundamentals of Evaluation
2.
Everything about learning and assessment, all in one place
3.
Understanding the achievement standards, evaluation criteria, and grading rubric will help you see the evaluation.
4.
Performance assessment becomes the center of student-centered instruction.
5.
Develop performance assessment tasks, essential items for performance evaluation.
6.
Create a learning process portfolio
7.
Now it's time for the real thing! Performance Evaluation Manual
Step 1: Develop a performance task
Step 2: Present the task
Step 3: Share the Assessment with Students - Present the Evaluation Criteria and Grading Rubric
Step 4: Implement Common Tasks
Step 5: Gain Assessment Experience - Practice Self-Assessment or Peer Assessment
Step 6: Feedback
Step 7: Implementing Personal Performance Assignments
Step 8: Evaluate and Notify Students - Sharing the Evaluation Process and Results
8.
7 Secrets to Mastering Evaluation
Part 5.
Teachers, Mapping the Curriculum
1.
Lesson Plans? Now, Curriculum Mapping is the Answer
2.
Revealing the Curriculum Mapping Components
3.
Revealing How to Create a Curriculum Mapping
4.
Now it's time for practice! Curriculum Mapping Manual
Part 6.
Meet cooperative learning and learning-centered classes
1.
Project-based classes, cooperative learning, and collaboration
2.
Positive. Positive. Positive: Four Principles of Cooperative Learning
3.
Build the Ultimate Team! 5 Team Building Strategies
4.
[Best Team Building: Heterogeneous Groups] Building Teams That Support and Collaborate
5.
[Best Team Building: Homogeneous Groups] Create teams based on student interests and individual preferences.
6.
TAPS: The Best Class Management Strategy
Part 7.
Challenge yourself to complete learning! There's no class without knowledge.
1.
The foundation of student-centered instruction comes from knowledge.
2.
[Complete Learning Solution 1] Diagnose Your Student's Intellectual Level - KWL Chart
3.
[Complete Learning Solution 2] Prescribe Knowledge - The Intervention Response Model (RTI)
4.
[Complete Learning Solution 3] 9 Solutions for Complete Learning: A Teacher's Long-Sought Dream
5.
Now it's time for practice! Complete learning
Day 1: Clarify your knowledge and motivate yourself - Can Lid
Day Two: Diagnose and Prescribe Knowledge - Cup Ramen
Day 3: Do it often and repeat - Stand in a line
Day Four: Finally Achieving the Dream of Mastery - Finding Problems in Your Life
6.
A thorough strategy leads to complete learning.
Part 8.
A student-centered teaching solution that complements teachers' expertise.
1.
Analyze achievement standards and design lessons
2.
Checkpoints for Project Lesson Design
3.
Designing a lesson using the project lesson plan
4.
Complete the curriculum-class-assessment process with curriculum mapping.
5.
When you look at the blackboard, you can see the curriculum, classes, and assessments.
6.
[Day 1 of Project Class] Teachers and Students Share and Reflect on the Lesson
7.
[Day 2 of Project Class] Laying the Foundation for Project Classes
8.
[Day 3 of Project Class] Developing the Core Deliverables of the Project Class
9.
[Day 4 of Project Class] Completing the Core Deliverables of the Project Class
10.
[Day 5 of Project Class] The highlight of project classes: Presenting learning outcomes.
│Epilogue│Sharing Classes with Students is Powerful
Part 1.
Teachers, Explore Student-Centered Instruction
1.
There is no school that fits the teacher.
2.
Jo Byeong-gap and Pi Hyang-jeong: Discovering Class
3.
And then I realized.
That textbook classes were the hardest!
4.
Share your class!
5.
Escaping the Textbook Classroom: Still a Happy Ending
6.
Student-centered classes? Now it's here.
7.
Student-Centered Instruction: What I Want to Know
8.
When you let go of misunderstandings, you gain understanding.
9.
We are releasing student-centered class materials.
Part 2.
Discover a platform for student-centered, project-based learning.
1. Write 'student-centered' and read 'project class'
2.
[The World's Easiest Project Class 1] If you know [Youn's Kitchen], you'll see the project class.
3.
[The World's Easiest Project Lesson 2] How to Teach Knowledge?
4.
[The World's Easiest Project Lesson 3] How to Ask an Inquiry Question?
5.
Adding Reality to Project Classes
6.
How can we develop those difficult core competencies?
7.
The teacher's authority is also necessary in project classes.
8.
We are releasing the project class operation manual.
Part 3.
Designing student-centered classes based on curriculum achievement standards
1.
Goodbye to the old-fashioned curriculum achievement standards analysis!
2.
Unlocking the Secrets of Achievement Standards, Teaching, and Assessment
3.
Achievement Standard Analysis? There's a Special Secret
4.
Achievement standards, classes, and assessments
5.
Five Rules for Project-Based Learning as Curriculum Achievement Standards
6.
We are releasing the achievement criteria analysis form.
Part 4.
Teachers' Sore Fingers: Finding the Path to Evaluation
1.
Teacher's Sore Finger: Understanding the Fundamentals of Evaluation
2.
Everything about learning and assessment, all in one place
3.
Understanding the achievement standards, evaluation criteria, and grading rubric will help you see the evaluation.
4.
Performance assessment becomes the center of student-centered instruction.
5.
Develop performance assessment tasks, essential items for performance evaluation.
6.
Create a learning process portfolio
7.
Now it's time for the real thing! Performance Evaluation Manual
Step 1: Develop a performance task
Step 2: Present the task
Step 3: Share the Assessment with Students - Present the Evaluation Criteria and Grading Rubric
Step 4: Implement Common Tasks
Step 5: Gain Assessment Experience - Practice Self-Assessment or Peer Assessment
Step 6: Feedback
Step 7: Implementing Personal Performance Assignments
Step 8: Evaluate and Notify Students - Sharing the Evaluation Process and Results
8.
7 Secrets to Mastering Evaluation
Part 5.
Teachers, Mapping the Curriculum
1.
Lesson Plans? Now, Curriculum Mapping is the Answer
2.
Revealing the Curriculum Mapping Components
3.
Revealing How to Create a Curriculum Mapping
4.
Now it's time for practice! Curriculum Mapping Manual
Part 6.
Meet cooperative learning and learning-centered classes
1.
Project-based classes, cooperative learning, and collaboration
2.
Positive. Positive. Positive: Four Principles of Cooperative Learning
3.
Build the Ultimate Team! 5 Team Building Strategies
4.
[Best Team Building: Heterogeneous Groups] Building Teams That Support and Collaborate
5.
[Best Team Building: Homogeneous Groups] Create teams based on student interests and individual preferences.
6.
TAPS: The Best Class Management Strategy
Part 7.
Challenge yourself to complete learning! There's no class without knowledge.
1.
The foundation of student-centered instruction comes from knowledge.
2.
[Complete Learning Solution 1] Diagnose Your Student's Intellectual Level - KWL Chart
3.
[Complete Learning Solution 2] Prescribe Knowledge - The Intervention Response Model (RTI)
4.
[Complete Learning Solution 3] 9 Solutions for Complete Learning: A Teacher's Long-Sought Dream
5.
Now it's time for practice! Complete learning
Day 1: Clarify your knowledge and motivate yourself - Can Lid
Day Two: Diagnose and Prescribe Knowledge - Cup Ramen
Day 3: Do it often and repeat - Stand in a line
Day Four: Finally Achieving the Dream of Mastery - Finding Problems in Your Life
6.
A thorough strategy leads to complete learning.
Part 8.
A student-centered teaching solution that complements teachers' expertise.
1.
Analyze achievement standards and design lessons
2.
Checkpoints for Project Lesson Design
3.
Designing a lesson using the project lesson plan
4.
Complete the curriculum-class-assessment process with curriculum mapping.
5.
When you look at the blackboard, you can see the curriculum, classes, and assessments.
6.
[Day 1 of Project Class] Teachers and Students Share and Reflect on the Lesson
7.
[Day 2 of Project Class] Laying the Foundation for Project Classes
8.
[Day 3 of Project Class] Developing the Core Deliverables of the Project Class
9.
[Day 4 of Project Class] Completing the Core Deliverables of the Project Class
10.
[Day 5 of Project Class] The highlight of project classes: Presenting learning outcomes.
│Epilogue│Sharing Classes with Students is Powerful
Detailed image
Into the book
Actually, I wanted to teach textbooks until the last day of my teaching career.
'You just have to do well in your textbooks.
'How well-made the textbook is.'
Even when curriculum reform was sweeping the nation, I tried to ignore it.
"Does that make sense? No, it's easier if you don't do it."
Even when I heard that we should have student-centered classes, I strongly denied it.
During my teaching career, curriculum restructuring was something far away, and I was busy dismissing it as something that had nothing to do with me.
But unfortunately, we can no longer delay or endure it.
I guess what was meant to happen will happen.
The reality and teaching environment for teachers are not so favorable that they can no longer ignore student-centered teaching and insist on traditional teaching methods.
I tried to hold out with textbook-based classes until the end, but eventually, student-centered classes came.
---「Part 1.
From “Teachers, Explore Student-Centered Classes”
"Student-centered classes? Isn't that too idealistic?"
When we talk about student-centered classes, most of the time it remains at an idealistic and theoretical level.
It's a truly wonderful story, and one that will undoubtedly come true someday. But what good is it if it's merely an ideal? The more ideal something is, the more meaningful it becomes when it's realized in concrete form.
---「Part 2.
From “Meeting the Platform of Student-Centered Classes and Project Classes”
“We need to analyze the achievement criteria.”
Every time I go to a training course, I'm asked to analyze the achievement standards, but the specific methodology for how to analyze the achievement standards is very poor.
Therefore, in this chapter, we will examine in detail the achievement standard analysis method that has been used in a rule-of-thumb manner so far.
---「Part 3.
From “Designing Student-Centered Instruction Based on Curriculum Achievement Standards”
I think evaluation is the most sore finger among the sore fingers of a teacher.
Many teachers say they are good at teaching, but they are not confident in their ability to evaluate.
---From "Omitted": So, is there really no way to effectively evaluate? The most important thing is to understand the fundamental concepts of evaluation.
For example, in the case of 'process-centered evaluation', which is a hot topic in evaluation these days, we need to think about the background of the emergence of process-centered evaluation and the thoughts behind it.
---「Part 4.
From “The Teacher’s Sore Finger, Finding the Path to Evaluation”
Until now, we didn't know much about curriculum mapping.
As a teacher, I learned how to write official documents at school, but I did not learn how to map the curriculum.
Although teachers are said to be the main actors of the curriculum, it is true that they have neglected curriculum mapping, which specifically implements the curriculum.
But now times are changing.
Curriculum mapping is an essential element for teachers entering the curriculum era.
---「Part 5.
From “Teachers, Mapping the Curriculum”
As a teacher, running a class can be a huge challenge.
For teachers, the thought of how to structure learning content, how to maintain learning structures, and what activities to include always feels like a daunting task.
In traditional classes, all students would look forward and the teacher would lecture to the entire class in a unilateral manner.
But now the classroom environment is very different from back then.
With the introduction of block time, class time has become longer, and with the increase in classes where students directly participate in class, the existing one-on-one class operation method has reached its limits.
Now, the way classes are run also needs to change.
---「Part 6.
From “Meeting cooperative learning and learning-centered classes”
'Don't underestimate knowledge just because it's a student-centered class!'
I don't know since when, but in educational settings, we often see cases where knowledge is belittled or openly expressed.
However, knowledge is still the most important element to be taught to students.
Even student-centered classes are no exception.
No, the more student-centered the class, the more knowledge must be taught.
'You just have to do well in your textbooks.
'How well-made the textbook is.'
Even when curriculum reform was sweeping the nation, I tried to ignore it.
"Does that make sense? No, it's easier if you don't do it."
Even when I heard that we should have student-centered classes, I strongly denied it.
During my teaching career, curriculum restructuring was something far away, and I was busy dismissing it as something that had nothing to do with me.
But unfortunately, we can no longer delay or endure it.
I guess what was meant to happen will happen.
The reality and teaching environment for teachers are not so favorable that they can no longer ignore student-centered teaching and insist on traditional teaching methods.
I tried to hold out with textbook-based classes until the end, but eventually, student-centered classes came.
---「Part 1.
From “Teachers, Explore Student-Centered Classes”
"Student-centered classes? Isn't that too idealistic?"
When we talk about student-centered classes, most of the time it remains at an idealistic and theoretical level.
It's a truly wonderful story, and one that will undoubtedly come true someday. But what good is it if it's merely an ideal? The more ideal something is, the more meaningful it becomes when it's realized in concrete form.
---「Part 2.
From “Meeting the Platform of Student-Centered Classes and Project Classes”
“We need to analyze the achievement criteria.”
Every time I go to a training course, I'm asked to analyze the achievement standards, but the specific methodology for how to analyze the achievement standards is very poor.
Therefore, in this chapter, we will examine in detail the achievement standard analysis method that has been used in a rule-of-thumb manner so far.
---「Part 3.
From “Designing Student-Centered Instruction Based on Curriculum Achievement Standards”
I think evaluation is the most sore finger among the sore fingers of a teacher.
Many teachers say they are good at teaching, but they are not confident in their ability to evaluate.
---From "Omitted": So, is there really no way to effectively evaluate? The most important thing is to understand the fundamental concepts of evaluation.
For example, in the case of 'process-centered evaluation', which is a hot topic in evaluation these days, we need to think about the background of the emergence of process-centered evaluation and the thoughts behind it.
---「Part 4.
From “The Teacher’s Sore Finger, Finding the Path to Evaluation”
Until now, we didn't know much about curriculum mapping.
As a teacher, I learned how to write official documents at school, but I did not learn how to map the curriculum.
Although teachers are said to be the main actors of the curriculum, it is true that they have neglected curriculum mapping, which specifically implements the curriculum.
But now times are changing.
Curriculum mapping is an essential element for teachers entering the curriculum era.
---「Part 5.
From “Teachers, Mapping the Curriculum”
As a teacher, running a class can be a huge challenge.
For teachers, the thought of how to structure learning content, how to maintain learning structures, and what activities to include always feels like a daunting task.
In traditional classes, all students would look forward and the teacher would lecture to the entire class in a unilateral manner.
But now the classroom environment is very different from back then.
With the introduction of block time, class time has become longer, and with the increase in classes where students directly participate in class, the existing one-on-one class operation method has reached its limits.
Now, the way classes are run also needs to change.
---「Part 6.
From “Meeting cooperative learning and learning-centered classes”
'Don't underestimate knowledge just because it's a student-centered class!'
I don't know since when, but in educational settings, we often see cases where knowledge is belittled or openly expressed.
However, knowledge is still the most important element to be taught to students.
Even student-centered classes are no exception.
No, the more student-centered the class, the more knowledge must be taught.
---「Part 7.
From "Challenge yourself to complete learning! There is no class without knowledge"
From "Challenge yourself to complete learning! There is no class without knowledge"
Publisher's Review
The designer of student-centered instruction is the [teacher].
"Student-centered instruction—who doesn't know it's good? They can't do it because they don't know how to do it?"
'I also need to teach student-centered classes someday...'
Have you always dreamed of student-centered instruction, but never really given up on it? This book is for teachers who feel frustrated and lost, unsure of how to begin implementing student-centered instruction.
The author presents specific practical plans for student-centered classes from beginning to end in a fun and entertaining way.
So, we present a plan that anyone can easily start and follow through to the end.
This book offers readers who dream of student-centered classes a decisive method for putting student-centered classes into practice this time.
Curriculum-class-evaluation are [together].
As the title of the book, “Designing Student-Centered Instruction, Curriculum,” suggests, this book does not stop at just “classes,” but covers the entire process of student-centered instruction that teachers are curious about, from the theory of curriculum-class-evaluation to practice.
Readers who feel that existing books that provide separate curriculum, classes, and assessments are lacking can experience a complete student-centered class that combines curriculum, classes, and assessments through this book.
Strengthen the achievement standards and evaluation parts, such as the teacher's sore [finger].
Teachers often say they are good at teaching, but they don't know how to implement the curriculum and assessment.
As a fellow teacher, the author accurately understood the teacher's feelings and significantly strengthened the curriculum and evaluation.
Beginning with an analysis of achievement standards, it provides an easy-to-understand explanation of how achievement standards lead to instruction and assessment using various theories and examples.
Additionally, this book provides a concrete demonstration of the basics of evaluation, which can be said to be the most painful part of a teacher's life, from the basics to the actual practice within a student-centered class.
Teachers who think, "I can teach well, but evaluating is a bit difficult," will find a way to evaluate in this book.
There are specific and practical [strategies] for student-centered instruction.
This book uses Professor Choi Moo-yeon's unique metaphors and interpretations to explain the potentially rigid field of education in a fun and entertaining way.
The practical examples in this book are not only entertaining but also meaningful, allowing readers to enjoy reading while also gaining insight into how to put student-centered teaching into practice.
As an extension of the books written by Professor Choi Moo-yeon, this book is sufficient for considering classes in Korea together.
"Student-centered instruction—who doesn't know it's good? They can't do it because they don't know how to do it?"
'I also need to teach student-centered classes someday...'
Have you always dreamed of student-centered instruction, but never really given up on it? This book is for teachers who feel frustrated and lost, unsure of how to begin implementing student-centered instruction.
The author presents specific practical plans for student-centered classes from beginning to end in a fun and entertaining way.
So, we present a plan that anyone can easily start and follow through to the end.
This book offers readers who dream of student-centered classes a decisive method for putting student-centered classes into practice this time.
Curriculum-class-evaluation are [together].
As the title of the book, “Designing Student-Centered Instruction, Curriculum,” suggests, this book does not stop at just “classes,” but covers the entire process of student-centered instruction that teachers are curious about, from the theory of curriculum-class-evaluation to practice.
Readers who feel that existing books that provide separate curriculum, classes, and assessments are lacking can experience a complete student-centered class that combines curriculum, classes, and assessments through this book.
Strengthen the achievement standards and evaluation parts, such as the teacher's sore [finger].
Teachers often say they are good at teaching, but they don't know how to implement the curriculum and assessment.
As a fellow teacher, the author accurately understood the teacher's feelings and significantly strengthened the curriculum and evaluation.
Beginning with an analysis of achievement standards, it provides an easy-to-understand explanation of how achievement standards lead to instruction and assessment using various theories and examples.
Additionally, this book provides a concrete demonstration of the basics of evaluation, which can be said to be the most painful part of a teacher's life, from the basics to the actual practice within a student-centered class.
Teachers who think, "I can teach well, but evaluating is a bit difficult," will find a way to evaluate in this book.
There are specific and practical [strategies] for student-centered instruction.
This book uses Professor Choi Moo-yeon's unique metaphors and interpretations to explain the potentially rigid field of education in a fun and entertaining way.
The practical examples in this book are not only entertaining but also meaningful, allowing readers to enjoy reading while also gaining insight into how to put student-centered teaching into practice.
As an extension of the books written by Professor Choi Moo-yeon, this book is sufficient for considering classes in Korea together.
GOODS SPECIFICS
- Date of issue: July 7, 2020
- Page count, weight, size: 296 pages | 616g | 170*225*20mm
- ISBN13: 9791186463505
- ISBN10: 1186463503
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