“
Testing is not a substitute for curriculum and instruction. Good education cannot be achieved by a strategy of testing children, shaming educators, and closing schools.
”
”
Diane Ravitch (The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education)
“
Making across the curriculum means students as novelists, mathematicians, historians, composers, artists, engineers—rather than being the recipients of instruction.
”
”
George Couros (The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity)
“
Beyond simply rewording the standard into teacher-friendly, student-friendly language, teachers need to tightly align these standards with their curriculum, instruction, and assessment.
”
”
Austin Buffum (Simplifying Response to Intervention: Four Essential Guiding Principles (What Principals Need to Know))
“
What I mean is, a professor is the only person on earth with the power to put a veritable frame around life— not the whole thing, God no— simply a fragment of it, a small wedge. He organizes the unorganizable. Nimbly partitions it into modern and postmodern, renaissance, baroque, primitivism, imperialism and so on. Splice that up with Research Papers, Vacation, Midterms. All that order— simply divine. The symmetry of a semester course. Consider the words themselves: the seminar, the tutorial, the advanced whatever workshop accessible only to seniors, to graduate fellows, to doctoral candidates, the practicum— what a marvelous word: practicum! You think me crazy. Consider a Kandinsky. Utterly muddled, put a frame around it, voilà — looks rather quaint above the fireplace. And so it is with the curriculum. That celestial, sweet set of instructions, culminating in the scary wonder of the Final Exam. And what is the Final Exam? A test of one’s deepest understanding of giant concepts.
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Marisha Pessl (Special Topics in Calamity Physics)
“
Education is dominated by creationist thinking. The curriculum is too prescriptive and slow to change, teachers are encouraged to teach to the exam rather than to the pupils’ or their own strengths, the textbooks are infused with instructions about what to think instead of how to think, teaching methods are more about instructing than learning,
”
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Matt Ridley (The Evolution of Everything: How New Ideas Emerge)
“
Ultimately, students—not only teachers—must be able to use standards to guide efforts toward achievement and mastery. Implementation of new standards must be done in a manner that ensures that they result in different experiences for students; curriculum, instruction, assessment, and rubrics should look different in a classroom where a new set of standards is being used to guide student learning.
”
”
Tony Frontier (Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School)
“
Effective curriculum, instruction, and assessment can occur without textbooks or technology. New resources can be used in a manner that augments the quality of the curriculum and transforms student learning. Schools and districts that most effectively leverage the acquisition of new materials invest significant time, effort, and energy in establishing the professional skills and strategies, standards, assessments, and curriculum that will be used to drive students' use of those resources.
”
”
Tony Frontier (Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School)
“
Most frequently, groups are formed and assigned the task of setting goals for a specific part of the strategic plan. One group might be working on the mission statement, another on curriculum, another on instruction, another on technology, another on facilities, and so forth. Groups work simultaneously with little communication between them before they present their recommendations to the total group. How can they do this??? Won’t the mission be a strong influence on curriculum, won’t a new vision have a strong influence on facilities, etc.?
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Charles Schwahn (Inevitable: Mass Customized Learning)
“
In 2010, the Priesthood quorums and Relief Society used the same manual (Gospel Principles)… Most lessons consist of a few pages of exposition on various themes… studded with scriptural citations and quotations from leaders of the church. These are followed by points of discussion like “Think about what you can do to keep the purpose of the Sabbath in mind as you prepare for the day each week.” Gospel Principles instructs teachers not to substitute outside materials, however interesting they may be. In practice this ensures that a common set of ideas are taught in all Mormon chapels every Sunday. That these ideas are the basic principles of the faith mean that Mormon Sunday schools and other church lessons function quite intentionally as devotional exercises rather than instruction in new concepts. The curriculum encourages teachers to ask questions that encourage catechistic reaffirmation of core beliefs. Further, lessons focus to a great extent on the importance of basic practices like prayer, paying tithing, and reading scripture rather than on doctrinal content… Correlated materials are designed not to promote theological reflection, but to produce Mormons dedicated to living the tenants of their faith.
”
”
Matthew Bowman (The Mormon People: The Making of an American Faith)
“
Assessment can be either formal and/or informal measures that gather information. In education, meaningful assessment is data that guides and informs the teacher and/or stakeholders of students' abilities, strategies, performance, content knowledge, feelings and/or attitudes. Information obtained is used to make educational judgements or evaluative statements. Most useful assessment is data which is used to adjust curriculum in order to benefit the students. Assessment should be used to inform instruction. Diagnosis and assessment should document literacy in real-world contexts using data as performance indicators of students' growth and development.
”
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Dan Greathouse & kathleen Donalson
“
Teachers in general face common problems of practice. Their professional success depends on their ability to motivate an involuntary group of students to learn what the teacher is teaching. In an effort to accomplish this, teachers invest heavily in developing a teaching persona that enables them to establish a relationship with students and lure them to learn. Once they have worked out a personal approach for managing the instruction of students within the walls of their classroom, they are likely to resist vigorously any effort by reformers or administrators or any other intruders to transform their approach to teaching. Teacher resistance to fundamental instructional reform is grounded in a deep personal investment in the way they teach and a sense that tinkering with this approach could threaten their very ability to manage a class (much less teach a particular curriculum) effectively.
”
”
David F. Labaree (Someone Has to Fail: The Zero-Sum Game of Public Schooling)
“
Finally, teach concepts, not subjects. Devise a new curriculum, and build it around three Core Concepts: Awareness Honesty Responsibility Teach your children these concepts from the earliest age. Have them run through the curriculum until the final day. Base your entire educational model upon them. Birth all instruction deep within them.
”
”
Neale Donald Walsch (The Complete Conversations with God)
“
In the following years, Andrew remained at his father’s side, assisting in the farm work and livestock breeding and continuing his experiments with ostensibly labor-saving agricultural contraptions. That phase of his life came to an end with the close of the century. In 1898, the sixty-five-year-old Philip took his third wife, a widow named Frances Murphy Wilder, twenty-five years his junior. Not long afterward, Andrew left home. Despite the best efforts of researchers, little is known about the next eight years of Andrew Kehoe’s life. Census records show that, in 1900, he lived in a boardinghouse in Ann Arbor and worked as a “dairyman.”17 At some point—at least according to his claims—he enrolled at the Michigan State Agricultural College in East Lansing. Founded in 1855 as the nation’s first educational institution devoted to “instruction and practice in agriculture, horticulture and the sciences directly bearing upon successful farming,” the college (which later evolved into Michigan State University) gradually expanded its curriculum to include training in mechanical, civil, and electrical engineering, Kehoe’s alleged major.18 Sometime during this period, he evidently made his way to Iowa and found work as a lineman, stringing electrical wire. He also seems to have spent time in St. Louis, attending an electrical school while employed as an electrician for the city park.19 Family members would later report that, while residing in Missouri, he suffered a serious head injury: “a severe fall” that left him “semi-conscious for nearly two months.”20
”
”
Harold Schechter (Maniac: The Bath School Disaster and the Birth of the Modern Mass Killer)
“
teachers lead by working directly with students and others who influence student learning inside and beyond the classroom. Teachers act on behalf of students by planning instruction, creating curriculum, collaborating with colleagues, taking initiative, taking the lead, and co-constructing practice on numerous levels.
”
”
Michelle Collay (Everyday Teacher Leadership: Taking Action Where You Are (Jossey-Bass Leadership Library in Education Book 14))
“
Outcome Based Education
The first time you read this poem
I need you to remember something
They do not teach you in school
Like Doctor’s, Lawyers, Soldiers,
Teachers don’t have an oath, not at all
Yet, students aren’t footballs
They aren’t
The student aren’t born dull or bright
Teachers make them that way, a plight
Obe comes for rescue to make learning, a delight
Yet, is content about Obe too abstract to understand?
Is the material about Obe too tough to grasp and comprehend?
Do a new way to be adopted to explain and define Obe?
Its an easy concept once you agree
Outcomes are not scores, averages or grade point
Only needs is to look education from a new viewpoint
Obe is holistic way of enlightening and empowering learners
It is a paradigm shift to make them achievers
Obe is what they’ll be able to know and do
Skills and knowledge they need to have at debut
Course Outcome(CO) is what they’ll know after each course
This is the skill they will acquire without any force
Program Specific Outcomes(PSO) are specific to program,
USPs of department, its hologram
What they’ll be able to do at time of graduation
accomplishment, achievement, acclamations
Program Educational Objectives(PEOs) are
the achievements they’ll have in their career
Indicates what they’ll achieve and
how they perform during first few years
Program Outcomes (POs) is what
they’ll be able to know and do upon graduation
Skills, knowledge and behaviour
they’ll acquire, will give their career acceleration.
Obe wants all learner to learn and be successful
1 paradigm 2 purpose 3 premises 4 principles
5 Practices of obe makes you accountable
1 paradigm what and whether students learn
successfully is more important
than how and when they learn
2 Purpose maximize condition of success for all students,
send fully equipped student into world
to make their dreams unfurl
3 Premises All students can succeed and learn
maybe not on same day and same way,
Success breads success ,
colleges control condition of success
4 principles clarity of focus on outcomes,
expended opportunity to all,
high expectation from all,
designing curriculum to attain outcome
5 practices define outcome, design curriculum,
deliver instruction, document result, determine advancement
These are 1 paradigm 2 purpose 3 premises
4 principles 5 Practices for Obe accomplishment
----------------By Dr. Kshitij Shinghal
Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues
”
”
Dr. Kshitij Shinghal
“
For many people, writing is a way to clarify their thoughts and communicate their deepest understandings. For others, writing is a barrier to communicating, a seemingly endless gauntlet of rules and restrictions, a daunting maze of grammar and structures. For some challenging students, the expectation to write across the curriculum is overwhelming, not so much an invitation to share as a minefield to cross. The expectation to write and write and write provokes shutdowns and conflicts. For these students, we offered a writing plan with two significant goals: 1) allowing the student to continue to receive direct instruction to improve written output, and 2) allowing the student to demonstrate understanding across the curriculum in ways other than writing.
”
”
Jeffrey Benson (Hanging In: Strategies for Teaching the Students Who Challenge Us Most)
“
Teachers needed to emphasize the message, not the medium. Ideally, the curriculum should be so engaging that students would forget which language the teacher was using!
”
”
James Crawford (The Trouble with SIOP®: How a Behaviorist Framework, Flawed Research, and Clever Marketing Have Come to Define - and Diminish - Sheltered Instruction)
“
In Greek, the most significant area to which these curricula were reduced was
the rudiments of Aristotelian logic. It is possible, for instance, to discern a major
structural change in the medical curriculum in Alexandria toward the end of the
sixth century, perhaps as a reaction to the decline of philosophical instruction
in that last remaining center of Greek philosophical studies. ...The theological applications of philosophy in Greek patristic literature, by
contrast, were many and longevous, though clearly harnessed to their theological,
apologetic, and polemical goals rather than free philosophical discourse.
In Syriac Christianity, as in Greek, there is a similar development of a logical
curriculum, except that it was rather shorter:
The Sasanian rulers actively endorsed a translation culture that viewed the
transferral of Greek texts and ideas into Middle Persian as the “restitution” of
an Iranian heritage that was allegedly pilfered by the Greeks after the campaigns
of Alexander the Great.17 It was this cultural context, and the atmosphere
of open debate fostered most energetically by Chosroes I Anushirwan (ruled
531–78), that must have prompted the Greek philosophers to seek refuge in his
court after Justinian’s 529 edict prohibited them from teaching.
”
”
Dimitri Gutas
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The mission of the Incarnate Word High School Library is to stimulate and support learning with appropriate resources and programs in order for students to become critical thinkers. Students are encouraged to become lifelong learners who not only love reading but also have the skills to find, analyze and use information. The Library supports the School curriculum, promotes the enjoyment of reading, and develops skills in critical and effective use of information resources by providing instruction to foster competence in acquiring, evaluating and using information and ideas; stimulating interest in reading and appreciation of literature; and providing intellectual and physical access to materials in multiple formats.
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IWHS Library
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virtually all students would benefit from the kinds of meaning-making, problem-solving, logical-thinking and transfer-of-learning curriculum and instruction usually reserved for advanced learners.
”
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Leslie S. Kaplan (Culture Re-Boot: Reinvigorating School Culture to Improve Student Outcomes)
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Consider this excerpt from a speech delivered in 1940 to the Association for the Advancement of Science by the legendary political philosopher and journalist, Walter Lippmann: ...during the past forty or fifty years those who are responsible for education have progressively removed from the curriculum the Western culture which produced the modern democratic state...the schools and colleges have therefore been sending out into the world men who no longer understand the creative principle of the society in which they must live...deprived of their cultural tradition, the newly educated Western men no longer possess in the form and substance of their own minds and spirits and ideas, the premises, the rationale, the logic, the method, the values of the deposited wisdom which are the genius of the development of Western civilization...the prevailing education is destined, if it continues, to destroy Western civilization and is in fact destroying it. I realize quite well that this thesis constitutes a sweeping indictment of modern education. But I believe the indictment is justified and there is a prima facie case for entering this indictment.
”
”
John Taylor Gatto (Weapons of Mass Instruction: A Schoolteacher's Journey Through the Dark World of Compulsory Schooling)
“
The other article was by Lois Weiner, a professor who prepared urban teachers at New Jersey City University. Weiner was a parent activist at P.S. 3 in District 2, which she described as a highly progressive alternative school with an unusual degree of parent involvement. She claims that district administrators were stifling teachers and parents at P.S.3 by mandating "constructivist" materials and specific instructional strategies ... She [Weiner] continued, "The degree of micromanagement is astounding." Those who challenged the district office's mandates, she said, risked getting an unsatisfactory rating or being fired. Weiner contended that "opposition from parents is building against the new math curriculum," which was supposed to be field-tested with control groups, but instead was mandated for every classroom." Teachers were expressly prohibited from using other math textbooks or materials, and some were clandestinely "photocopying pages of now-banned workbooks.
”
”
Diane Ravitch (The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education)
“
Educators’ lives are filled with opportunities to develop their own social awareness during student and adult interactions. They participate in work groups, such as co-teaching, professional learning programs, faculty meetings, team meetings, data analysis teams, developing common assessments, lesson-study groups, and curriculum development committees. The checklist in the figure below can be modified to fit any type of group activity. It can be reviewed by the supervisor or coach and the educator prior to the activity. After the activity, the educator can be asked to confidentially self-assess his or skills, thereby increasing self-awareness of his/her relationship skills and self-management skills.
”
”
William Ribas (Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management)
“
Teachers influence the problems that are posed through engaging students with specific materials and experiences as well as by determining the understandings at the center of a particular unit of inquiry. Teachers, however, negotiate the curriculum with students, not just build curriculum from students, so that investigations grow out of process. Guided inquiry, where the teacher is the problem-poser and students are problem-solvers, is often found in skill instruction. For example, teachers may use assessment to determine students' needs as readers and
”
”
Simon Davidson (Taking the PYP Forward)
“
Exercise is also critical to a state of relaxed alertness. As John Ratey showed in his book Spark, when students exercised heavily as part of their school curriculum, academic performance dramatically improved.7 Again, Finland is at the head of the class here: they mandate twenty minutes of outdoor play for every forty minutes of instructional time.
”
”
William Stixrud (The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives)
“
The quality of students wasn’t an issue; Tsinghua and nearby Peking University attracted the highest-scoring students from each year’s national examinations. But the SEM’s curriculum and teaching methods were dated, and new faculty members were needed. To be a world-class school required world-class professors, but many instructors, holdovers from a bygone era, knew little about markets or modern business practices. The school’s teaching was largely confined to economic theory, which wasn’t very practical. China needed corporate leaders, not Marxist theoreticians, and Tsinghua’s curriculum placed too little emphasis on such critical areas as finance, marketing, strategy, and organization. The way I see it, a business education should be as much vocational as academic. Teaching business is like teaching medicine: theory is important, but hands-on practice is essential. Medical students learn from cadavers and hospital rounds; business students learn from case studies—a method pioneered more than a century ago by Harvard Business School that engages students in analyzing complex real-life dilemmas faced by actual companies and executives. Tsinghua’s method of instruction, like too much of China’s educational system, relied on rote learning—lectures, memorization, and written tests—and did not foster innovative, interactive approaches to problem solving. Students needed to know how to work as part of a team—a critical lesson in China, where getting people to work collaboratively can be difficult. At Harvard Business School we weren’t told the “right” or “wrong” answers but were encouraged to think for ourselves and defend our ideas before our peers and our at-times-intimidating professors. This helped hone my analytical skills and confidence, and I believed a similar approach would help Chinese students.
”
”
Anonymous
“
approximately 80 percent of students receiving a well-instructed, research-based curriculum should experience success as a result of initial core instruction in the classroom.
”
”
Austin Buffum (Simplifying Response to Intervention: Four Essential Guiding Principles (What Principals Need to Know))
“
Christian schools have often become comfortable sanctuaries where children are sheltered from the devices of the devil, instead of becoming Holy Spirit terrorist training centers that sharpen these arrows for the destruction of evil forces. It is time that we give our children more than a Happy Meal. We need to teach them how to deal with the destructive forces of evil from the time they are little. Kingdom combat training should be part of every homeschooler’s life, every Christian school’s curriculum and every parent’s instruction.
”
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Kris Vallotton (Spirit Wars: Winning the Invisible Battle Against Sin and the Enemy)
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The school’s curriculum is designed to prepare students for global challenges, integrating technology, arts, and sciences into everyday learning. Small class sizes ensure personalized attention, while extracurricular activities, including sports and arts programs, enrich the student experience. Vermont School also promotes community engagement, encouraging students to participate in local and international initiatives.
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Research also found that explicit spelling instruction is more effective than informal instruction. It supports both reading and spelling, and it should be part of a strong writing curriculum
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Joan Sedita (The Writing Rope: A Framework for Explicit Writing Instruction in All Subjects)
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Introduction
Every year, thousands of Indian students aspire to become doctors, but the limited number of medical seats in India makes the journey challenging. This is why many students consider pursuing MBBS abroad. However, to practice in India after graduation, students must carefully follow the National Medical Commission (NMC) of India’s rules.
In 2025, the NMC introduced updated guidelines that every medical aspirant should understand before applying abroad. Missing out on these requirements could risk your career.
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