Curriculum Development Project


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This is my curriculum Development Project

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  • This project is the culmination of an curriculum development project which was completed for ED7106 - Curriculum Development at Capella University. The curriculum was developed around the Understanding by Design Template created by Wiggins and McTighe (2005).
  • Curriculum Development Project

    1. 1. Thomas More School 13 JUN 08 Marc Daly
    2. 2. <ul><li>Definition of Curriculum </li></ul><ul><li>Target Population </li></ul><ul><li>Overarching Big Ideas </li></ul><ul><li>Essential Questions </li></ul><ul><li>What students should be Know and Understand </li></ul><ul><li>What students should be Able to Do </li></ul><ul><li>Content Standards Explicitly Addressed </li></ul>
    3. 3. <ul><li>Curriculum is a combination of the written plan for each course, the learning expected by the teacher, the student driven learning, and the state mandated courses and objectives. </li></ul>
    4. 4. <ul><li>Juvenile Delinquents in a Residential Treatment Facility </li></ul><ul><li>Content Area: English Language Arts </li></ul><ul><li>Grade Level – Multiple levels in a classroom –Differentiated </li></ul>
    5. 5. <ul><li>Literate Individuals: </li></ul><ul><ul><li>Communicate through various means; </li></ul></ul><ul><ul><li>Identify the theme and tone of any communication; </li></ul></ul><ul><ul><li>Evaluate the message being presented by the writer, artist, or speaker; and, </li></ul></ul><ul><ul><li>Clarify the understandings through a variety of strategies. </li></ul></ul>
    6. 6. <ul><li>What is propaganda? </li></ul><ul><li>What is the difference between a fact and an opinion? </li></ul><ul><li>What is the author/artist trying to communicate? </li></ul><ul><li>What is Active Reading? </li></ul><ul><li>How can I utilize Active Reading to improve my comprehension? </li></ul><ul><li>What can I do to help my understanding? </li></ul><ul><li>What is the most effective way to respond? </li></ul>
    7. 7. <ul><li>All communication has a purpose; </li></ul><ul><li>Strategies to determine communication they don’t understand; </li></ul><ul><li>How tone can be used to convey different meanings; </li></ul><ul><li>Responses may take different forms; </li></ul><ul><li>Facts can be used to provide evidence for opinions; </li></ul><ul><li>Different forms of art can be used to convey the same message; and, </li></ul><ul><li>Fiction can be used to present a moral. </li></ul>
    8. 8. <ul><li>Determine the author’s purpose; </li></ul><ul><li>Use different strategies to determine meanings of word they don’t know; </li></ul><ul><li>Identify the tone of the author; </li></ul><ul><li>Identify the theme of the writing; </li></ul><ul><li>Write a story conveying a theme; and, </li></ul><ul><li>Write an opinion paper supported by facts. </li></ul>
    9. 9. <ul><li>Michigan High School English Language Arts Content Expectations: </li></ul><ul><ul><li>CE 1.1.3, CE 1.1.4, CE 1.1.7, CE 1.3.2, CE1.5.1, CE 1.5.3 </li></ul></ul><ul><ul><li>CE 2.1.2, CE 2.1.3, CE 2.1.10, CE 2.1.12, CE 2.2.1, CE 2.2.3 </li></ul></ul><ul><ul><li>CE 3.1.1, CE 3.4.2, CE 3.4.3 </li></ul></ul><ul><ul><li>CE 4.1.2, CE 4.1.3, CE 4.2.2, CE4.24 </li></ul></ul>
    10. 10. <ul><li>Performance Tasks </li></ul><ul><li>Other evidence to collect </li></ul><ul><li>Student Self-Assessment and Reflection </li></ul><ul><li>Assessment Task Blueprint </li></ul><ul><li>Rubric for Assessment </li></ul>
    11. 11. <ul><ul><li>Issue Fair – Students will develop and present a supported opinion on a current issue. </li></ul></ul><ul><ul><li>Newspaper Critic – Students will write a critique of another students presentation during the issue fair. </li></ul></ul>
    12. 12. <ul><li>Fact/Opinion – Quiz </li></ul><ul><li>Prompt – Uniforms at Thomas More School – a good choice or a bad choice? </li></ul><ul><li>Observations/Discussions </li></ul>
    13. 13. <ul><li>Self – Assessment of Presentation and Display </li></ul><ul><li>Reflection on development of their opinion about their issue. </li></ul><ul><li>Self-assess Newspaper Critic Article </li></ul>
    14. 14. <ul><li>Understanding or Goals assessed through task </li></ul><ul><ul><li>Select format and tone </li></ul></ul><ul><ul><li>Use effective written and spoken language </li></ul></ul><ul><ul><li>Use effective visual representations </li></ul></ul><ul><ul><li>Creation of powerful, creative, and critical messages </li></ul></ul>
    15. 15. 1 2 3 4 5 The claim I make a claim and explain why it is controversial I make a claim but donít explain why itís controversial  My claim is buried, confused, and/or unclear. I donít say what my argument or claim is. Reasons in support of the claim I give clear and accurate reasons in support of my claim. I give reasons in support of my claim, but I overlook important reasons. I give 1 or 2 weak reasons that donít support my claim, and/or irrelevant or confusing reasons. I donít give reasons in support of my claim. Reasons against the claim I discuss the reasons against my claim and explain why it is valid anyway. I discuss the reasons against my claim but neglect some or donít explain why the claim still stands. I say that there are reasons against the claim, but I donít discuss them. I donít acknowledge or discuss the reasons against the claim. Organization My writing has a compelling opening, an informative middle, and a satisfying conclusion. My writing has a beginning, a middle, and an end. My organization is rough but workable. I may sometimes get off topic. My writing is aimless and disorganized. Voice and tone It sounds like I care about my argument. I tell how I think and feel about it. My tone is OK, but my paper could have been written by anyone. I need to tell how I think and feel. My writing is bland or pretentious. There is either no hint of a real person in it, or it sounds like Iím faking it. My writing is too formal or informal. It sounds like I donít like the topic of the essay. Word choice The words that I use are striking but natural, varied and vivid. I make some fine and some routine word choices. The words that I use are often dull or uninspired, or sound like Iím trying too hard to impress I use the same words over and over. Some words may be confusing or used incorrectly. Sentence My sentences are clear, complete, and of varying lengths. My sentences are well-constructed. My essay marches along, but doesnít dance. My sentences are often awkward, run-ons, or fragments. Many run-on sentences and sentence fragments make my essay hard to read. Conventions I use correct grammar, punctuation, and spelling I have a few errors to fix, but I generally use correct conventions. I have enough errors in my essay to make my paper distract a reader. Numerous errors make my paper hard to read.
    16. 16. <ul><li>W - Ensure students know WHERE the unit is headed and WHY. </li></ul><ul><li>H - HOOK students in the beginning and HOLD their attention throughout. </li></ul><ul><li>E - EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance goals. </li></ul><ul><li>R - Provide students with numerous opportunities to RETHINK big ideas, reflect on progress, and REVISE their work. </li></ul><ul><li>E - Build in opportunities for students to EVALAUTE progress and self-assess. </li></ul><ul><li>T - Be TAILORED to reflect individual talents, interests, styles, and needs. </li></ul><ul><li>O - Be ORGANIZED to optimize deep understanding as opposed to superficial coverage (Wiggins & McTighe, pp. 197-198). </li></ul>
    17. 18. <ul><li>Recommendation </li></ul><ul><li>Study the work of John Dewey </li></ul>
    18. 19. <ul><li>Recommendation </li></ul><ul><li>Study the work of Jerome Bruner </li></ul>
    19. 20. <ul><li>Recommendation </li></ul><ul><li>Study the work of Carol Ann Tomlinson on Differentiated Instruction </li></ul>
    20. 21. <ul><li>Recommendation </li></ul><ul><li>Keep an assessment folder for each student to help you understand where the student is in the process of growth and learning. </li></ul>
    21. 22. <ul><li>Recommendation </li></ul><ul><li>Design you curriculum around Big Ideas </li></ul>
    22. 23. <ul><li>Recommendation </li></ul><ul><li>Develop knowledge of the Six Facets of Understanding </li></ul><ul><li>by Wiggins and McTighe (2005) </li></ul><ul><li>1. Explanation 2. Interpretation 3. Application </li></ul><ul><li>4. Perspective 5. Empathy 6. Self-knowledge </li></ul>
    23. 24. <ul><li>Recommendation </li></ul><ul><li>Utilize WHERETO (Wiggins & McTighe, 2005), </li></ul><ul><li>in the development and organization of your currciulum </li></ul>
    24. 25. <ul><li>Recommendation </li></ul><ul><li>Learn the differences in Formative and Summative Assessments and how both can be utilized in the classroom </li></ul>
    25. 26. <ul><li>Recommendation </li></ul><ul><li>Study the developmental stages of adolescent boys – Utilize the developmental stages to plan with student interests in mind </li></ul>
    26. 27. <ul><li>Recommendation </li></ul><ul><li>Provide opportunities for student self-assessment. </li></ul>
    27. 28. <ul><li>Recommendation </li></ul><ul><li>Provide material to each student, </li></ul><ul><li>which is challenging, but accessible. </li></ul>
    28. 29. <ul><li>Andrade, H. (Feb 2000). Using rubrics to promote thinking and learning. Educational Leadership , 17. </li></ul><ul><li>Fisher, D. &. (2007). Checking for understanding: formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development. </li></ul><ul><li>Michigan Department of Education. (2006). High school English language arts content expectations. Lansing, MI: Michigan Department of Education. </li></ul><ul><li>Tomlinson, C. A. (1999, September). Mapping a Route Toward Differentiated Instruction. Educational Leadership , pp. 12-16. </li></ul><ul><li>Tomlinson, C. A. (2000, September). Reconcilable Differences? Standards-Based Teaching and Differentiation. Educational Leadership , pp. 6-11. </li></ul><ul><li>Tomlinson, C.A. & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by Design: Connecting content and kids. Alexandria, VA: Association of Supervision and Curriculum Development. </li></ul><ul><li>Tomlinson, C.A. (1999). The differentiated classroom: responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. </li></ul><ul><li>Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA.: Association for Supervision and Curriculum Development. </li></ul><ul><li>Wiggins, G. &. (2007). Schooling by design: mission, action, and achievement. Alexandria, VA: Association for Supervision and Curriculum Development. </li></ul>