Med. Program Standard 9:
Evaluate and use effective curriculum design
Courses Aligned with Standard:
EDU 6613
Original Assumptions:
From the course I was unaware what went into designing a curriculum. What I did know was the
importance that it met the standards presented for the grade level and subject. It also had to flow
smoothly between each concept while building upon each other. As Lalor (2017) noted, “formal
curriculum describes what students need to know, be able to do, and be like through statements in the
form of national and local standards, content specific understandings and practices, district- or
teacher-generated outcomes and objectives, and other types of learning targets” (p. 3). I did not fully
grasp the amount of work and effort put into the curriculum.
importance that it met the standards presented for the grade level and subject. It also had to flow
smoothly between each concept while building upon each other. As Lalor (2017) noted, “formal
curriculum describes what students need to know, be able to do, and be like through statements in the
form of national and local standards, content specific understandings and practices, district- or
teacher-generated outcomes and objectives, and other types of learning targets” (p. 3). I did not fully
grasp the amount of work and effort put into the curriculum.
Learning Experience:
From what I gained in the course there was much more to it than I initially thought. As
Martin-Kniep (1999 FROM LALOR) found curriculum has several layers such as formal, operational,
taught, assessed, and learned. Each one has its importance and intricacies. A curriculum has to follow
certain areas of those layers to help the curriculum to being helpful toward student engagement and
learning. After going through the course I was fortunate enough to evaluate the math curriculum, Big
Ideas Math how to see how it faired with Lalor (2017)’s claims about good curriculum. For example,
the standard, HSG-GPE.B.7, “use coordinates to compute perimeters of polygons and areas of triangles
and rectangles, e.g., using the distance formula” (Common Core Standards Initiative, 2010, p. 78) is
loosely used for a formative activity early in the first chapter. The task aligned to the standard, “Game
Closet: Race for the Distance” did not assess students in figuring the lengths of polygons using the
distance and midpoint formula. However, it was a good method of giving practice to my students.
Looking at more standards, my class EDU 6613 looked at how the standards aligned with lessons or
activities in the curriculum. I specifically looked at the first chapter which is the foundation to all of
geometry. Enclosed is my analysis of the lessons and activities with their relation to the standards that
it was with.
Martin-Kniep (1999 FROM LALOR) found curriculum has several layers such as formal, operational,
taught, assessed, and learned. Each one has its importance and intricacies. A curriculum has to follow
certain areas of those layers to help the curriculum to being helpful toward student engagement and
learning. After going through the course I was fortunate enough to evaluate the math curriculum, Big
Ideas Math how to see how it faired with Lalor (2017)’s claims about good curriculum. For example,
the standard, HSG-GPE.B.7, “use coordinates to compute perimeters of polygons and areas of triangles
and rectangles, e.g., using the distance formula” (Common Core Standards Initiative, 2010, p. 78) is
loosely used for a formative activity early in the first chapter. The task aligned to the standard, “Game
Closet: Race for the Distance” did not assess students in figuring the lengths of polygons using the
distance and midpoint formula. However, it was a good method of giving practice to my students.
Looking at more standards, my class EDU 6613 looked at how the standards aligned with lessons or
activities in the curriculum. I specifically looked at the first chapter which is the foundation to all of
geometry. Enclosed is my analysis of the lessons and activities with their relation to the standards that
it was with.
I went further into the curriculum and analyzed the entire geometry book. While looking through
it I analyzed key areas of interest and concerns inside the vast digital tools and textbook. During
the time I found topics that went with or against claims made by Lalor (YEAR). As William
(2011) notes, “teachers must acknowledge that what their students learn is not necessarily what
they intended, and is inevitable because of the unpredictability of teaching” (p. 75). There were
areas in the curriculum where I could add on if I wanted to in order for students to have an
enrichment or extension of the curriculum. I also found an emphasis of the formative
assessments throughout each lesson. As Cowie & Bell (1999) note formative assessment as,
“the process used by teachers in order to enhance that learning, during the learning” (p. 32).
Enclosed is my complete analyze of the Big Ideas Geometry curriculum and how effective it is
toward helping students master the concepts.
it I analyzed key areas of interest and concerns inside the vast digital tools and textbook. During
the time I found topics that went with or against claims made by Lalor (YEAR). As William
(2011) notes, “teachers must acknowledge that what their students learn is not necessarily what
they intended, and is inevitable because of the unpredictability of teaching” (p. 75). There were
areas in the curriculum where I could add on if I wanted to in order for students to have an
enrichment or extension of the curriculum. I also found an emphasis of the formative
assessments throughout each lesson. As Cowie & Bell (1999) note formative assessment as,
“the process used by teachers in order to enhance that learning, during the learning” (p. 32).
Enclosed is my complete analyze of the Big Ideas Geometry curriculum and how effective it is
toward helping students master the concepts.
Reflection:
After going through the course I realized the amount of work designers of a curriculum go
through. It is rather fascinating to see all the intricate details that have to be placed into it in
order for it to be engaging, full of knowledge, and easy to use. This has also helped me see what
committees look for when they are adopting a new curriculum. They look for how it meets their
needs and how it matches what the district is wanting to accomplish. As I continue to grow as a
teacher I hope to be placed in roles where we look at new mathematics curriculum to help students
achieve mastery in mathematical subjects.
through. It is rather fascinating to see all the intricate details that have to be placed into it in
order for it to be engaging, full of knowledge, and easy to use. This has also helped me see what
committees look for when they are adopting a new curriculum. They look for how it meets their
needs and how it matches what the district is wanting to accomplish. As I continue to grow as a
teacher I hope to be placed in roles where we look at new mathematics curriculum to help students
achieve mastery in mathematical subjects.
Works Cited
Cowie, B. & Bell, B. (1999(. A model of formative assessment in science education. Asssessment in
Education: Principles, Policy and Practice, 6(1), 32-42.
Education: Principles, Policy and Practice, 6(1), 32-42.
Lalor, A. D. (2017). Ensuring High-Quality Curriculum: How to Design, Revise, or Adopt
Curriculum Aligned to Student Success. Alexandria, VA: ASCD.
Martin-Kniep, G.O. (2006, April). Asessing worthy outcomes. Presentation for the Assessment
Liasons Program, Albany, NY.
National Governors Association Center for Best Practices, & Council of Chief State School Officers. Liasons Program, Albany, NY.
(2010). Common Core State Standards for Mathematics: Expressing Geometric Properties with
Equations. Retrieved from http://www.corestandards.org/Math/Content/Math/Content/HSG/GPE/
William, Dylan (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.
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