CLASSROOM CURRICULA

{At the Socrates Institute, we have developed a comprehensive set of criteria as we design instructional programs at K-12, college, and adult levels.  We strive to meet the highest standards possible in all the following areas:

 I. Philosophical Criteria
    A. What curricular philosophy is
        espoused  and is it consistent with
        the school and community's
        needs?
      1.  Humanistic
      2.  Social Reconstructionist
      3.  Mechanistic
      4.  Academic

II. Substantive (Content) Criteria
    A. What is the nature of the content of the curriculum         and is it consistent with the stated philosophy?
      1.  Appropriateness of Content
      2.  Thoroughness of Content
      3.  Difficulty of Content
      4.  Problem-Solving Nature of Content
      5.  Diversity of Content
      6.  Creativity of Content
      7.  Validity of Content

III. Cognitive Criteria
    A. Does the curriculum address higher-order thinking
        processes as well as lower order processes such as
        knowledge, comprehension, and application?
      1.  Analysis
      2.  Synthesis
      3.  Evaluation

    B. Does the curriculum address the multiple intelligences
        in appropriate ways for instruction and for
       assessment?
      1.  Linguistic
      2.  Logical-Mathematical
      3.  Spatial
      4.  Bodily-Kinesthetic
      5.  Musical
      6.  Interpersonal
      7.  Intrapersonal

IV. Criteria for the Interdisciplinary Theme
    A. Does the theme meet the tests for validity?
      1.  Validity within the disciplines
      2.  Validity for the disciplines
      3.  Validity beyond the disciplines
      4.  Contribution to broader outcomes

    B. Does the theme meet the tests for suitability?
      1.  Apply to several areas
      2.  Apply throughout the entire unit
      3.  Reveal fundamental patterns and concepts
      4.  Show similarities & contrasts within/across disciplines
      5.  Fascinate and encourage curiosity in students

V. Pedagogical Criteria
    A. Is instructional sequencing described clearly?
      1.  Content-to-Phenomena Sequencing
      2.  Concept Sequencing
      3.  Inquiry-Related Sequencing
      4.  Learning Theory Sequencing
      5.  Utilization Sequencing
      6.  Graduated Responsibility Sequencing

    B. Does the curriculum take into account the knowledge
        and abilities of the teacher?
      1.  Roles & Responsibilities of the Teacher
      2.  Adaptability of Curriculum to Classroom Needs
      3.  Suggestions for Enrichment/Remediation Provided
      4.  Appropriateness of Methods for Teachers of Different
          Genders, Instructional Styles, Personalities, etc.

VI. Assessment Criteria
    A. Are assessment strategies consistent both with
        instructional practices and the underlying philosophy?
      1.  Consistency with Substantive Issues
      2.  Consistency with Pedagogy
      3.  Appropriateness for Learners
      4.  Address Multiple Intelligences

VII. Multicultural Criteria
    A. How do we represent multiple truths?
      1.   Balance dominant cultures with under-represented ones.
      2.   Provide true representation of multiple realities by
            studying cultures within their own contexts, on their own
            terms, and not how we judge them today.
      3.   Consider that all knowledge is culturally constructed and
            that therefore what we call an "objective" truth may be a
            culturally-defined one, even in the natural and social
            sciences.

VIII. Practical Criteria
    A. What classroom-related issues must be considered?
      1.  Availability and knowledge of technology resources
      2.  Clarity and Aesthetics of Guidebook
      3.  Usefulness/Replicability of the Guidebook
      4.  Cooperation of Parents, Administration, Community
      5.  Roles and Responsibilities of Students Described
      6.  Materials and Space Needed Described

    B. What school-related issues must be considered?
      1.  National Standards and Standardized Tests
      2.  Time and Scheduling
      3.  Budget
      4.  Personal Concerns
      5.  Administrative Issues
      6.  District Requirements
      7.  Political Support
      8.  School Holidays
      9.  Physical Plant
      10. Safety textarea}

CyberEthics Project