Curriculum+Development+-+Resources

We considered the following questions when including a resource here:

1. Has this resource significantly **impacted the way I think** about curriculum development?

2. Is this resource **essential to helping others** **understand** key concepts, principles, or components of curriculum development?

3. Does this resource offer **practical help** to educators who are struggling to plan lessons or develop curricular materials as part of an articulated language program?

4. Does this resource provide something invaluable to professional educators? (In other words, would there be a **professional knowledge gap if it were missing** from this list?


 * ACTFL et al. (1999). //Standards for foreign language learning in the 21st century.//NY: National Standards in Foreign Language Education Project. ISBN 0-935868-85-2.
 * ACTFL et al. (1999). //Standards for foreign language learning in the 21st century.//NY: National Standards in Foreign Language Education Project. ISBN 0-935868-85-2.

This explains the rationale behind the development of the National Standards for Foreign Language Learning, outlines each of the 5 Cs, offers learning scenarios to help teachers envision how they might be used to guide classroom instruction, and provides language-specific standards as well. (Contributed by **[|chericem1]** )

Curtain, Helena, & Dahlberg, Carol Ann. (2004). Languages and children, making the match: New languages for young learners, grades K-8 (3rd ed.). NY: Pearson. ISBN 0-205-46371-1. This book contains a wealth of information on designing effective, articulated foreign language programs along with practical instructional resources. It also includes ideas for assignments, literacy development, and standards-based games and activities; information on thematic planning, assessment, and classroom management; and instructional strategies, templates, and sample student work. Image source: [|http://phcatalog.pearson.com/program_single.cfm?site_id=6&discipline_id=813&subarea_id=1323&program_id=12541] (Contributed by **[|chericem1]** )

Prensky, Marc. (2001, October). [|Digital Natives, digital immigrants]. //On the Horizon, 9(//5), pp. 1-6. This article explains some of the ways that 21st Century learners differ from those of previous generations by drawing on the analogy of immigration and contains strong implications for effective curriculum development. (Contributed by **- [|chericem1]** )

Shrum, Judith L., & Glisa, Eileen W. (2005). //Teacher's handbook: Contextualized language instruction (3rd ed.)//. Boston, MA: Thomson Heinle. ISBN 1-4130-0462-8.

This book covers topics such as:
 * The Architecture of the Foreign Language Profession
 * NCATE Standards
 * Contextualized Input, Output, and Interaction
 * The National Standards for Foreign Language Learning
 * Organizing Content and Planning for Integrated Language Instruction (in Elementary, Middle, and High School)
 * Developing Interpersonal, Interpretive, and Presentational Communication Skills
 * Using a Story-based Approach to Teach Grammar
 * Addressing Diverse Needs of Learners
 * Assessing Standards-based Language Performance
 * Using Technology to Contextualize and Integrate Language Instruction

It is a helpful, research-based guide for methods instructors and their students. Image source: http://www.heinle.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&discipline_number=303&product_isbn_issn=1413004628 (Contributed by **- [|chericem1]** )

Udall, Anne J., & Joan E. Daniels. (1991). //Creating the thoughtful classroom: Strategies to promote student thinking.//Tuscon, AZ: Zephyr Press. ISBN0-913705-62-4.

This fantastic book uses metaphors and analogies to examine the importance of infusing content with opportunities to develop and apply critical thinking skills. It addresses creating a classroom environment that supports thinking; planning a complex-level thinking lesson; restructuring content (including textbook material) to better support critical thinking activities; and teacher and student strategies that can be used to develop, strengthen, and refine critical thinking in the classroom. It offers ideas for collaborating with students to create a climate of inquiry in the classroom, and includes a number of assessment and observation forms for both teachers and students that can be used to support and evaluate the success of the implementation of those strategies in the classroom. (Contributed by **- [|chericem1]** )

Wiggins, Grant, & Jay McTighe. (1998). //Understanding by design (Expanded 2nd ed.).// Alexandria, VA: Association for Supervision and Curriculum Development. ISBN 1-4166-0035-3.

This book is particularly useful in supporting teachers in creating meaningful standards-based, thematic units. It explores what it means to understand, outlines how to identify key concepts, generate essential questions, design effective assessments and rubrics, plan lessons with clear performance targets, and teach for understanding. It also contains a wealth of anecdotes, examples, and templates that would be helpful to beginning or experienced teachers, course instructors, and professional developers. Image source: [|http://www.amazon.com/gp/product/1416600353/104-0595909-7101515?v=glance&n=283155] (Contributed by **- [|chericem1]** )