In no more than two pages describe the elements and process of curriculum alignment, including why it is done, its importance, who would be involved in this process, and how it is often done at a school.

Part One: In no more than two pages describe the elements and process of curriculum alignment, including why it is done, its importance, who would be involved in this process, and how it is often done at a school.
Part Two: Place the objective you wrote and on which you received feedback in the Week Two assignment, on the left side column of an excel spreadsheet, place goal you wrote across the top row. Add an additional 2 goals for this course/unit across the top, and an additional 5 objectives that would help meet those goals down the left side column, for the same lesson. Put a dot (mapping) which objectives align to which goals in the spreadsheet.
Part Three: Take the 6 objectives you wrote and write at least 2 performance outcomes for each objective (for a total of 12). These performance outcomes should demonstrate how students will specifically learn (and what they will have to do) for those objectives. Ensure these align to student-centered instructional strategies and assessment.
As with the previous assignment, look carefully at the elements of this assignment and organize your paper with good headings and subheadings. This assignment will include an excel spreadsheet.
Page Requirements
3 pages, plus an excel spreadsheet.
Week 2 paper
Curriculum and Instruction Development
There are differences between curriculum and instruction that are not so broad. Curriculum refers to the plans and programs for instructors to use in content delivery, while instruction refers to the method to implement content delivery plans (Flake, 2017). The central distinguishing aspect between the two is that instruction borrows its direction from the curriculum. In essence, instruction is a product of instruction. A curriculum is a guide towards content delivery in the educational system, while instruction is the method for the delivery in the pedagogical context. Sometimes, pedagogical styles can be used interchangeably with instruction. Pundits argue that curriculum is what is taught while instruction entails ‘how’ instructors teach.
A curriculum is a plan or program to deliver learning experiences in an educational context, while instruction is the pathway for curriculum implementation (Flake, 2017). Some scholars also argue teaching is both an art and science that depends on the instructor’s knowledge and perception. There are many teaching methods as a form of instruction, such as discussions, lectures, facilitation, self-directed, and cooperative methods. On the other hand, a curriculum requires concentration on the course material and syllabus while the instruction focuses on the content delivery to students.
The similarities between curriculum and instruction are embedded in their interrelation. A curriculum provides objectives for instruction, and instruction can also offer objectives to the curriculum. Curriculum and instruction should operate congruently to enhance student outcomes in every step. The interaction between students and the course material is where the two work congruently. Depending on the purpose of its definition, instruction and curriculum could mean the same. In their definitions, both curriculum and instruction equips the students with the requisite skills for success. There are no definite similarities between instruction and curriculum; however, some may argue they could mean the exact definition. The curriculum provides the instruction, standards, and assessment.
A goal is an outcome that a system or individual envisionsand organizes resources to achieve (Bok Center for Teaching and Learning, 2022). For example, a school may have a goal of reducing teacher turnover. In an educational context, the goals result from organized activities and resources to achieve the result. In essence, a result is a product of attaining a goal. In other cases, pundits use result, outcome, and goal interchangeably to inform the culmination of a project. The goal in every course describes the direction on to which the course would take. As a result of establishing a goal, individuals can plan their objectives and the action plans to arrive at the results and outcomes.
An objective is a purpose that drives people to achieve their goals. Objectives are specific and definitive short-term actions to achieve the goal (Bok Center for Teaching and Learning, 2022). For example, the goal statement of the objective would be to increase teacher incentives and compensation by 20%.Pundits may use goal and objective interchangeably depending on the purpose and context of their application. For example, in the military field, soldiers may brand the acquisition of an enemy’s bunker as the goal of their operation. In the same military context, the disarmament of the enemy could be an objective, but the outcome would be to take over their base. In a meeting, members may resolve to purchase an electronic voting system to make the election of members more transparent. In such a manner, the goal is to attain electoral transparency. The objective is definitive of the goal. In essence, the goal would depend on the achievement of the objective.
The performance outcome refers to the academic skills and knowledge that students ought to demonstrate in their daily tasks. In addition, the performance outcome encompasses the standards and measures used to assess students’ performance. For example, the performance outcome is increased teacher retention out of the goal statement. Another example is job satisfaction among the teachers. In addition, there is also a need to view performance outcomes as co-results of the objectives. The performance outcome measures the achievement of the goal and objectives. In addition, the performance outcomes are the measures for evaluation of the results. The goal’s achievement is defined by how a student applies the skills acquired in class. Under the context of student performance, the degree of a student grasping and applying the information, skills, and expertise gained from the curriculum is the performance outcome. There is also a possibility to use performance outcomes and results interchangeably.
Conclusively, curriculum and instruction are two interrelated terms that ensure the students’ ultimate performance. A curriculum is the plan to ensure the student’s performance, while instruction is the method of implementing the curriculum. Goals are the outcome that a people or system envision achieving, while objectives are short-term activities to ensure the achievement of the goal. The outcome performance is the measure and standard that help evaluate the achievement of the objective and goal.

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