1. Curriculum Unit Design
Cleon McGarrell
CI5313 Curriculum & Instructional Design For Multicultural Classrooms
American College of Education
March, 2015

2. INTRODUCTION
Redesigning the Mathematics Curriculum to meet the needs of the
diverse students
Weaknesses in the present curriculum were highlighted in:
ü Integrated Approach
ü Instructional Methods
ü Assessment Techniques
“Ralph Tyler believed strongly that any educational planning should consider
seriously the nature of the learner.”
(Simpson, 1999, p. 86)

3. INTEGRATED APPROACH
“Differentiation shows us how to teach the same standards to a range of learners
by using a variety of teaching and learning modes”
(Tobin, 2008, p. 162).

4. CURRICULUM DESIGN
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Curriculum Unit Title: Integrating curriculum for English Language
learners (ELLs)
Duration: 3 weeks
Grade Level: 10
Subject Areas: Mathematics and English Language
Topics: Statistics and Report Writing

5. CURRICULUM DESIGN
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Regional standards
q The curriculum design should cater for the learning needs of all students
at different grade levels.
q All standard requirements for the Caribbean Secondary Education
Certification (CSEC) should be align with the standards of the Islands.
q Instruction and assessments must be rational for all special needs
students.

6. CURRICULUM DESIGN
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Objectives
Students will:
q Effectively make connections between the two subject areas to encourage the
development of new skills.
q Think critically to analyze and interpret information accurately.
q Positively use the new and old knowledge of both subject areas to construct
understanding of real-world situations.

7. CURRICULUM DESIGN
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Learning Activities/Strategies
q Oral Discussion
q Journal Entries
q Small Group
These are research-based strategies.

8. CURRICULUM DESIGN
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Learning Activity/strategy 1
Oral Discussion
“Effective instructional strategies that target phonological awareness can
improve literacy learning.”
(McQuiston, O’Shea & McCollin, 2008, p. 68).

9. CURRICULUM DESIGN
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Learning Activity/Strategy 2
Small Group
Grouping students in small
groups for learning activities
maximizes the success of the
learning process.
Tobin (2008)

10. CURRICULUM DESIGN
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Learning Activity/Strategy 3
Journal Entry Writing
Writing activities encourage students to
process their thoughts, make connections
and construct new knowledge of subject
areas concepts.
Baxter (2008)

11. Oral Discussion
Small Grouping
Journal Entry Writing
Knowledge
Comprehension
Application
Analysis
Evaluation
Synthesis
CURRICULUM DESIGN
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Bloom’s Taxonomy Level

12. CURRICULUM DESIGN
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Resources and Instructional Tools
v Cardboards
v Text books
v Computers
v PowerPoint Presentation
v Handouts
v White board
v Smart Board
v Charts

13. CURRICULUM DESIGN
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Assessment/Evaluation Techniques
q Quizzes
q Written Exercises
q Verbal Evaluation
q Test
“The grades need to reflect the degree of growth and achievement.”
(Tobin, 2008, p. 162)

14. CONCLUSION
Authentic teaching begins with effective planning.
”When standards, assessment, and inquiry-oriented activities drive the
curriculum, learning can be transformed.”
(Childre, Sands & Pope, 2009, p. 14).

15. REFERENCE
Baxter, J. A. (2008). Writing in mathematics: Alternative form of discourse for
academically low-achieving students. Perspectives on Language and
Literacy, 34(2), 37-40.
Childre, Amy; Sands, Jennifer R.; Pope, Saundra Tanner. (2009). Backward
design: Targeting depth of understanding for all learners. Teaching
Exceptional Children, 41(5), 6-14.
McQuiston, K., O’Shea, D., & McCollin, M. (2008). Improving phonological
awareness and decoding skills of high school students from diverse
backgrounds. Preventing School Failure, 52(2), 67-70.
Tobin, R. (2008). Conundrums in the differentiated literacy classroom. Reading
Improvement, 45(4), 159-169.