Curriculum & Instruction That Are Focused

"In a focused curriculum, teachers specify precisely what students should know, understand, and be able to do as the result of a unit of study. This becomes the rudder to steer each segment of teaching and learning that follows" (Tomlinson, 2003, p. 61).

Once we have uncovered what is essential in our topic of study,  we need to make sure that every step along the pathway of learning is "designed to guide our students toward a high level of competence with the knowledge, understanding, and skill we have deemed critical" (p. 60).

How do we do this?

By pre-assessing students to determine their individual and group strengths and weaknesses, understandings and misconceptions.

Then, when we know where our students are at, we can begin to form our lessons.  Our lessons include "something we ask students to do, using a portion of key information, to come to understand an essential idea" (p. 61).  This may involve students practicing a skill, reteaching ideas, or extending ideas.  With no exception, each step in our lessons must be targeted on what is essential for students to learn.
You can develop a focused curriculum by:
using backward design - starting with the end product or assessment in mind then mapping out how to guide students to a successful end

             OR

front-loading - specifying the essentials up front and moving forward. 

Whichever you decide, a focused curriculum helps students understand that

1. what we do is always aligned with stated, essential learning goals;
2. whatever we do helps us get where we need to go;
3. everyone (including teacher and students) knows why we do what we do;
4. everyone knows how the parts contribute to a bigger picture of knowledge, understanding, and skill.

"Implicit in focused curriculum and instruction is the message that the student's time is too valuable to waste and that the enterprise of heling each student become all [s]he can become requires our est efforts at using all the learning opportunities available to us on what really counts" (p. 62).

Reference

Tomlinson, C. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: ASCD.