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Principles in Curriculum
 

Principles in Curriculum

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    Principles in Curriculum Principles in Curriculum Presentation Transcript

    • Making Math Make Sense EDUC448 Week 6 photo by acidwashphotography 1
    • Calculators (Burns ch.6) Decide whether or not to use a calculator to figure out the answer. Example 1: 6+22+4+303+6+219+14+23+7+9+1 2
    • Calculators (Burns ch.6) Decide whether or not to use a calculator to figure out the answer. Example 2: There are 7 tricycles and bicycles total. There are a total of 18 wheels. How many bicycles and how many tricycles are there? 3
    • Lesson Plan Student name: ______________________________ ID#_________________ Course#________ Content Area: Age Group: Lesson Title: Standard: Pre-Assessment: Lesson Goal: Lesson Objective: 4
    • Lesson Plan Your name Student name: ______________________________ ID#_________________ Course#________ Content Area: Age Group: Lesson Title: Standard: Pre-Assessment: Lesson Goal: Lesson Objective: 4
    • Lesson Plan Your name Student name: ______________________________ Your ID ID#_________________ Course#________ Content Area: Age Group: Lesson Title: Standard: Pre-Assessment: Lesson Goal: Lesson Objective: 4
    • Lesson Plan Your name Student name: ______________________________ Your ID ID#_________________ 448 Course#________ Content Area: Age Group: Lesson Title: Standard: Pre-Assessment: Lesson Goal: Lesson Objective: 4
    • Lesson Plan Your name Student name: ______________________________ Your ID ID#_________________ 448 Course#________ Content Area: Number & Operations Age Group: Lesson Title: Standard: Pre-Assessment: Lesson Goal: Lesson Objective: 4
    • Lesson Plan Your name Student name: ______________________________ Your ID ID#_________________ 448 Course#________ Content Area: Number & Operations Age Group: 4 year olds Lesson Title: Standard: Pre-Assessment: Lesson Goal: Lesson Objective: 4
    • Lesson Plan Your name Student name: ______________________________ Your ID ID#_________________ 448 Course#________ Content Area: Number & Operations Age Group: 4 year olds Lesson Title: Standard: NCTM std. Pre-Assessment: Lesson Goal: Lesson Objective: 4
    • Lesson Plan Your name Student name: ______________________________ Your ID ID#_________________ 448 Course#________ Content Area: Number & Operations Age Group: 4 year olds Lesson Title: Creative, specific title Standard: NCTM std. Pre-Assessment: Lesson Goal: Lesson Objective: 4
    • Lesson Plan Your name Student name: ______________________________ Your ID ID#_________________ 448 Course#________ Content Area: Number & Operations Age Group: 4 year olds Lesson Title: Creative, specific title Standard: NCTM std. Pre-Assessment: •Based on more than one observation/insight Lesson Goal: Lesson Objective: 4
    • Lesson Plan Your name Student name: ______________________________ Your ID ID#_________________ 448 Course#________ Content Area: Number & Operations Age Group: 4 year olds Lesson Title: Creative, specific title Standard: NCTM std. Pre-Assessment: •Based on more than one observation/insight •Find out what the student needs Lesson Goal: Lesson Objective: 4
    • Lesson Plan Your name Student name: ______________________________ Your ID ID#_________________ 448 Course#________ Content Area: Number & Operations Age Group: 4 year olds Lesson Title: Creative, specific title Standard: NCTM std. Pre-Assessment: •Based on more than one observation/insight •Find out what the student needs •Student needs lead to lesson Lesson Goal: Lesson Objective: 4
    • Lesson Plan Your name Student name: ______________________________ Your ID ID#_________________ 448 Course#________ Content Area: Number & Operations Age Group: 4 year olds Lesson Title: Creative, specific title Standard: NCTM std. Pre-Assessment: •Based on more than one observation/insight •Find out what the student needs •Student needs lead to lesson Lesson Goal: Broad statement/goal Lesson Objective: 4
    • Lesson Title: Standard: Pre-Assessment: Lesson Plan Lesson Goal: Lesson Objective: Post-Assessment: Hooks, Props, or Other Means of Introducing the Lesson Children’s Title: Author: Literature Vocabulary 1. 2. 3. 4. 5. 6. 5
    • Lesson Title: Standard: Pre-Assessment: Lesson Plan Lesson Goal: Lesson Objective: one specific objective; what students will be able to do as a result of the lesson Post-Assessment: Hooks, Props, or Other Means of Introducing the Lesson Children’s Title: Author: Literature Vocabulary 1. 2. 3. 4. 5. 6. 5
    • Lesson Title: Standard: Pre-Assessment: Lesson Plan Lesson Goal: Lesson Objective: one specific objective; what students will be able to do as a result of the lesson Post-Assessment: •How do I know they've met that objective? •Opportunities for students with varying learning styles •Be specific. Hooks, Props, or Other Means of Introducing the Lesson Children’s Title: Author: Literature Vocabulary 1. 2. 3. 4. 5. 6. 5
    • Lesson Title: Standard: Pre-Assessment: Lesson Plan Lesson Goal: Lesson Objective: one specific objective; what students will be able to do as a result of the lesson Post-Assessment: •How do I know they've met that objective? •Opportunities for students with varying learning styles •Be specific. Hooks, Props, or Other Means of Get them excited! Introducing the Lesson Children’s Title: Author: Literature Vocabulary 1. 2. 3. 4. 5. 6. 5
    • Lesson Title: Standard: Pre-Assessment: Lesson Plan Lesson Goal: Lesson Objective: one specific objective; what students will be able to do as a result of the lesson Post-Assessment: •How do I know they've met that objective? •Opportunities for students with varying learning styles •Be specific. Hooks, Props, or Other Means of Get them excited! Introducing the Lesson Children’s Literature Title: Not necessarily a math book Author: Vocabulary 1. 2. 3. 4. 5. 6. 5
    • Lesson Title: Standard: Pre-Assessment: Lesson Plan Lesson Goal: Lesson Objective: one specific objective; what students will be able to do as a result of the lesson Post-Assessment: •How do I know they've met that objective? •Opportunities for students with varying learning styles •Be specific. Hooks, Props, or Other Means of Get them excited! Introducing the Lesson Children’s Literature Title: Not necessarily a math book Author: Vocabulary 1. Incorporate synonyms 2. 3. 4. 5. 6. 5
    • Lesson Plan Hooks, Props, or Other Means of Introducing the Lesson Children’s Title: Author: Literature Vocabulary 1. 2. 3. 4. 5. 6. Materials and Resources Needed For the Lesson Open-Ended 1. Thought Provoking Questions 2. 3. 4. Teacher-Directed Modification of this syllabus may be made at any time at the discretion of the professor or the department. 6
    • Lesson Plan Hooks, Props, or Other Means of Introducing the Lesson Children’s Title: Author: Literature Vocabulary 1. 2. 3. 4. 5. 6. Materials and Resources Needed Physical supplies you'll need For the Lesson Open-Ended 1. Thought Provoking Questions 2. 3. 4. Teacher-Directed Modification of this syllabus may be made at any time at the discretion of the professor or the department. 6
    • Lesson Plan Hooks, Props, or Other Means of Introducing the Lesson Children’s Title: Author: Literature Vocabulary 1. 2. 3. 4. 5. 6. Materials and Resources Needed Physical supplies you'll need For the Lesson Open-Ended 1. Thought Provoking It does not have a yes/no answer. Questions 2. 3. 4. Teacher-Directed Modification of this syllabus may be made at any time at the discretion of the professor or the department. 6
    • Lesson Plan Hooks, Props, or Other Means of Introducing the Lesson Children’s Title: Author: Literature Vocabulary 1. 2. 3. 4. 5. 6. Materials and Resources Needed Physical supplies you'll need For the Lesson Open-Ended 1. Thought Provoking It does not have a yes/no answer. Questions 2. Connect to goal and objectives 3. 4. Teacher-Directed Modification of this syllabus may be made at any time at the discretion of the professor or the department. 6
    • Lesson Plan Hooks, Props, or Other Means of Introducing the Lesson Children’s Title: Author: Literature Vocabulary 1. 2. 3. 4. 5. 6. Materials and Resources Needed Physical supplies you'll need For the Lesson Open-Ended 1. Thought Provoking It does not have a yes/no answer. Questions 2. Connect to goal and objectives 3. Should be many correct answers 4. Teacher-Directed Modification of this syllabus may be made at any time at the discretion of the professor or the department. 6
    • Lesson Plan Hooks, Props, or Other Means of Introducing the Lesson Children’s Title: Author: Literature Vocabulary 1. 2. 3. 4. 5. 6. Materials and Resources Needed Physical supplies you'll need For the Lesson Open-Ended 1. Thought Provoking It does not have a yes/no answer. Questions 2. Connect to goal and objectives 3. Should be many correct answers 4. It does not have a yes/no answer. Teacher-Directed Modification of this syllabus may be made at any time at the discretion of the professor or the department. 6
    • Lesson Plan Hooks, Props, or Other Means of Introducing the Lesson Children’s Title: Author: Literature Vocabulary 1. 2. 3. 4. 5. 6. Materials and Resources Needed Physical supplies you'll need For the Lesson Open-Ended 1. Thought Provoking It does not have a yes/no answer. Questions 2. Connect to goal and objectives 3. Should be many correct answers 4. It does not have a yes/no answer. Teacher-Directed Modification of this syllabus may be made at any time at the discretion of the professor or the department. 6
    • Lesson Plan Hooks, Props, or Other Means of Introducing the Lesson Children’s Title: Author: Literature Vocabulary 1. 2. 3. 4. 5. 6. Materials and Resources Needed Physical supplies you'll need For the Lesson Open-Ended 1. Thought Provoking It does not have a yes/no answer. Questions 2. Connect to goal and objectives 3. Should be many correct answers 4. It does not have a yes/no answer. Teacher-Directed Modification of this syllabus may be made at any time at the discretion of the professor or the department. 6
    • Lesson Plan Hooks, Props, or Other Means of Introducing the Lesson Children’s Title: Author: Literature Vocabulary 1. 2. 3. 4. 5. 6. Materials and Resources Needed Physical supplies you'll need For the Lesson Open-Ended 1. Thought Provoking It does not have a yes/no answer. Questions 2. Connect to goal and objectives 3. Should be many correct answers 4. It does not have a yes/no answer. Teacher-Directed Modification of this syllabus may be made at any time at the discretion of the professor or the department. 6
    • Lesson Plan Teacher-Directed Or Independent Practice Differentiated Modification: Instruction Explanation: 7
    • Lesson Plan Teacher-Directed Or Independent Step-by-step lesson plan Practice Open-ended questions should be here (again) This is the entire lesson Differentiated Modification: Instruction Explanation: 7
    • Lesson Plan Teacher-Directed Or Independent Step-by-step lesson plan Practice Open-ended questions should be here (again) This is the entire lesson Differentiated Modification: Instruction Explanation: 7
    • Lesson Plan Teacher-Directed Or Independent Step-by-step lesson plan Practice Open-ended questions should be here (again) This is the entire lesson Differentiated Modification: Instruction Explanation: 7
    • Lesson Plan Teacher-Directed Or Independent Step-by-step lesson plan Practice Open-ended questions should be here (again) This is the entire lesson Differentiated Modification: Instruction Explanation: 7
    • Lesson Plan Teacher-Directed Or Independent Step-by-step lesson plan Practice Open-ended questions should be here (again) This is the entire lesson Differentiated Modification: Instruction Explanation: 7
    • Lesson Plan Differentiated Modification: Instruction Explanation: Extension 1. Activities 2. 3. 4. Optional Information Needed for Specific Course: (Identify NCTM processing strands met in this lesson.) Assessment of Lesson (2 taught lessons) or Reflective Thought (3 planned lessons) 8
    • Lesson Plan Differentiated Modification: Instruction Explanation: Extension 1. Activities 2. 3. 4. Optional Information Needed for Specific Course: (Identify NCTM processing strands met in this lesson.) Assessment of Lesson (2 taught lessons) or Reflective Thought (3 planned lessons) 8
    • Lesson Plan Differentiated Modification: Instruction Explanation: Extension 1. Activities 2. 3. 4. Optional Information Needed for Specific Course: (Identify NCTM processing strands met in this lesson.) Assessment of Lesson (2 taught lessons) or Reflective Thought (3 planned lessons) 8
    • Lesson Plan Differentiated Modification: Instruction Explanation: Extension 1. Activities 2. 3. 4. Optional Information Needed for Specific Course: (Identify NCTM processing strands met in this lesson.) Assessment of Lesson (2 taught lessons) or Reflective Thought (3 planned lessons) 8
    • Lesson Plan Differentiated Modification: Instruction Explanation: Extension 1. Activities 2. 3. 4. Optional Information Needed for Specific Course: (Identify NCTM processing strands met in this lesson.) Assessment of Lesson (2 taught lessons) or Reflective Thought (3 planned lessons) 8
    • Lesson Plan Differentiated Modification: Instruction Explanation: Extension 1. Activities 2. 3. 4. Optional Information Needed for Specific Course: (Identify NCTM processing strands met in this lesson.) Assessment of Lesson (2 taught lessons) or Reflective Thought (3 planned lessons) 8
    • Principles in Curriculum 1 Curriculum is what you teach 9
    • Principles in Curriculum 1 Content should be rich, varied, and relevant. photo by Lucy Dell 10
    • Principles in Curriculum 1 Includes mathematical processes of: problem solving reasoning communicating making connections representing photo by Jerry Miller 11
    • Principles in Curriculum 1 Mathematically-rich environment with a variety of materials. photo by Paula Caton 12
    • Principles in Curriculum 1 Child-centered choices that reflect children’s knowledge, abilities, and interest. photo by Marjon Kruik 13
    • Principles in Instruction 2 Instruction is how you teach 14
    • Principles in Instruction 2 Planning decisions based on knowledge of children’s individual needs. photo by Gregory Smith 15
    • Principles in Instruction 2 Planning for and promoting interactions between children and with teacher. photo by Roderick SG 16
    • Principles in Instruction 2 Planning for a diverse setting and activities that include a variety of groupings 17
    • Principles in Instruction 2 Facilitating family-school relations encouraging reciprocal relations between teachers and families. Kindergarten News Room One December 15, 2008, Volume XIII ROWLAND AVE. ELEMENTARY SCHOOL MRS. BEAN & MR. SELAK “Deck the halls with boughs of holly!” Holiday Traditions, and Winter Fun Reminders Students are busy learning at the end of the week with a Friday, Dec. 19 is a Minimum about a variety of traditions, classroom party. Thank you for Day; Mr. Selak’s class attends school from 8:10-11:30 am. holidays, cultures, and customs. all those who agreed to bring For example, we will learn supplies for our festivities. Winter Break begins Dec. 20. about the African American We hope your family has a School resumes Jan. 5, 2009. celebration Kwanzaa that be- safe and happy holiday vaca- Students may wear red or green gins on Dec. 26. We will also tion. Remember to keep read- clothing on Friday, Dec. 19. play a Dreidle game that is ing every day! We will see you enjoyed by many during Ha- in the New Year when school There is no homework packet this week. Keep reading every night! nukkah celebrations. Finally, resumes on January 5, 2009. will be celebrating all we’ve Best Wishes, Visit http://www.mrselak.com learned about different cultures Mrs. Bean & Mr. Selak We are a California Distinguished School: A California Distinguished School is an award given by the California State Board of Education to public schools within the state that best represent ex- emplary and quality educational programs. Approximately five percent of Cali- fornia schools are awarded this honor each year following a rigorous selection process. Eligibility is based on federal and state criteria including the No Child Left Behind program, Academic Performance Index (API), and Adequate Yearly Progress. 18
    • Principles in Assessment 3 Assessment is how you analyze performance. 19
    • Principles in Assessment 3 Assess teacher effectiveness as well as children’s learning. photo by June Tajai 20
    • Principles in Assessment 3 Includes observing and listening. photo by Jonathon Powell 21
    • Principles in Assessment 3 Uses multiple sources of evidence collected on a systematic basis. 22
    • Principles in Assessment 3 Benefits children and identify strengths and needs. photo by Brian Auer 23
    • Principles in Assessment 3 T O M S 24
    • Principles in Assessment 3 Teacher effectiveness Observe and listen Multiple sources Strengths/needs of student 25