GRADING RUBRIC MUST BE FOLLOWED

Curriculum unit, including a lesson and plans for assessment using a curriculum model you have chosen.

Designing curriculum involves critical thinking skills, reflection, and collaborative teamwork. Decisions regarding curriculum always occur as outcomes of informed choices and are guided by research of theory and the application of that theory to curriculum design.

A study of theories and their applications to curricula is an essential first step. Narrowing your research to a single curriculum model enables you to implement a model that meets the needs of your school setting as you design a unit of curriculum.

You may choose a curriculum framework such as experiential, spiral, broad fields, subject- or discipline- centered, or inquiry or problem based alternately, you may choose a curriculum model. The specific curriculum model you choose will serve as your guide as you develop a unit of study for your educational setting.

The unit should reflect coherence and alignment. You will want to consider sequencing and scope as well as a continuity and integration. The latter provide the horizontal organization of the unit to foster learning across course boundaries. It is vital to include technology in the unit. Technology should engage students and contribute in measurable ways to their academic growth.

Developing curriculum involves the coordination and integration of state standards, lesson objectives, assessment strategy, materials, and activities. In this assessment, you will apply the characteristics of a curriculum model you select to the content you teach and demonstrate how all the pieces of a unit of curriculum are informed by a specific curriculum model. You will develop all of the components of a unit of study and show how the curriculum model informed the decisions you made in selecting and designing the unit components.

Instructions

Identify and follow the guidelines of a curriculum model you have chosen to develop a unit for your students. Consider the following as you are developing your lesson objectives, assessments, and activities:

• Focus on an in-depth study of limited concepts that will have a greater and longer ­lasting effect than lessons that cover many disconnected bits of information.
• Include multiple assessments throughout the unit.
• The assessments should encourage problem solving, originality, and insight, along with mastery of important information.
• Lessons should encourage active involvement and engage students from the first lesson.

Include the following in your unit:

• Align lesson activities to the learning outcomes and standards. In your introduction to this assessment:
  • Identify the characteristics of the curriculum model you have chosen to design a unit in your educational setting.
  • Describe the context surrounding your classroom and the unit you created.
  • Choose one lesson and address where the lesson you selected falls within the unit.
  • Who are the students who will be involved in this lesson?
  • What sort of needs must you plan for based on your students? What prior knowledge will the students need to have?
• Create lesson components demonstrating the curriculum model guidelines.
  • Create all student- and teacher-facing documents necessary for the implementation of this unit.
  • Note: These documents should include the technological components.
• Create assessments demonstrating the curriculum model guidelines.
  • Design a strategy to assess student learning within the unit that demonstrates the characteristics of the curriculum model you selected.
• Reference the theory and research supporting the curriculum model.

Additional Requirements

Include the following:

• Lesson introduction and analysis.
• Complete unit of study, including all student- and teacher-facing documents for the lesson.

Resources: Curriculum

• PRINT
• The following resources provide information on curriculum that you may find helpful in the areas of designing and implementing curriculum. Your assessment in this course is focused on the designing and creation of curriculum components.
  • Anonymous. (2015/2016). Organizations and other sources of lessons, units, and resources. Social Studies Review, 54, 110–126.
  • Coleman, E., & Leider, M. (2014). Personal and professional growth realized: A self-study of curriculum design and implementation in a secondary science classroom. Studying Teacher Education, 10(1), 53–69.
  • Davis, E. A., Palincsar, A. S., Arias, A. M., Bismack, A. S., Marulis, L. M., & Iwashyna, S. K. (2014). Designing educative curriculum materials: A theoretically and empirically driven process. Harvard Educational Review, 84(1), 24–52, 134–136.
  • Forbes, C. T. (2013). Curriculum-dependent and curriculum-independent factors in preservice elementary teachers’ adaptation of science curriculum materials for inquiry-based science. Journal of Science Teacher Education, 24(1), 179–197.
  • Keeling, M. (2009). A district’s journey to inquiry. Knowledge Quest, 38(2), 32–37.
  • Lewis, C., & Takahashi, A. (2013). Facilitating curriculum reforms through lesson study. International Journal for Lesson and Learning Studies, 2(3), 207–217.
  • Roche, A., Clarke, D. M., Clarke, D. J., & Sullivan, P. (2014). Primary teachers’ written unit plans in mathematics and their perceptions of essential elements of these. Mathematics Education Research Journal, 26(4), 853–870.
  • Schmidt, J. (2011). Graphic novels in the classroom: Curriculum design, implementation, and reflection. English Journal, 100(5), 104–107.
  • Tieso, C. L. (2013). Moving the past forward: From a Birmingham jail to Occupy Wall Street. Gifted Child Today, 36(2), 96–113.
  • Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J., & de Vries, B. (2011). Teacher learning in collaborative curricular design. Teaching and Teacher Education, 27(8), 1235–1244.

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