Impact on Learning

Impact on Learning

My curriculum shows long-term learning and improvement in critical-thinking skills. As students progress through the curriculum, they are exposed to more complex methods of collecting and analyzing data. I chose to start with graphs that sixth grade students would already be familiar with, such as frequency tables and circle graphs. The curriculum continues while getting more complex when it includes double-bar graphs, double-line graphs, stem-and-leaf plots, and finally, the calculation of measures of central tendencies.

At the beginning of the curriculum, students are using authentic assessments that rely more on peer collaboration rather than individual contributions. For example, students work together when graphing the colors of their M&Ms. However, further on in the curriculum, students are using the knowledge gained from working with their peers to do some individual calculations and make some individual decisions.

The curriculum emphasizes improvement in students’ critical-thinking skills by having them use estimation and written reflections. I would like to further extend this curriculum by giving students a choice on how they want to demonstrate their learning. Through the discussion in Unit 9, I realize more than ever the importance of letting students use their intelligence strengths. Gardener’s theory of multiple intelligences really does incorporate all students, from students with learning disabilities to those classified as gifted. Also, by giving students a choice, I am creating a sense of ownership and pride in their learning that would not be there otherwise.

References

DiMartino, J. & Castaneda, A. (2007). Assessing applied skills. Educational Leadership, 64(7), 38-42.


Florida Department of Education (2005). Next Generation Sunshine State Standards. Retrieved August 2009, from http://www.floridastandards.org/

McTighe, J. & Thomas, R.S. (2003). Backward design for forward action. Educational Leadership, 60(5), 52-55.

Smith, M.K. (2000). Curriculum theory and practice: The encyclopaedia of informal education. Retrieved July 2009, from http://www.infed.org/biblio/b-curric.htm

Udelhofen, S. (2005). Keys to curriculum mapping: Strategies and tools to make it work.
Thousand Oaks, CA: Corwin Press.

Zemelman, S., Daniels, H., & Hyde, A. (2005). Best practice: Today’s standards for teaching and learning in America’s schools. Portsmouth, NH: Heinemann.

Mastery of Program Competencies

Mastery of Program Competencies

The curriculum map shows my knowledge of the subject of math. By basing my curriculum on Florida’s Sunshine State Standards, I have developed a curriculum that is relevant and responsive to the needs of my students. According to Udelhofen (2005), this element is key in curriculum because many times it is simply based on teacher preferences. By using the Sunshine State Standards, I have shown that I am aware of the content of my state standards and am using them to guide my instruction. One of the state standards states that students will “determine the measures of central tendency (mean, median, mode) and variability (range) for a given set of data” (Florida Department of Education, 2005). This standard is reflected in the part of my curriculum that deals with having students create a poster for the PE teachers that shows a stem-and-leaf plot of jump rope data and a written interpretation of the data and central tendencies. I see now that my curriculum map would have been more effective if I would have included a list of the standards being taught rather than just referring to them when doing the curriculum writing.

The curriculum map shows evidence of effective teaching practices. Instead of just having students copy down notes or listen to lectures, I am providing them with real-word, active, connected lessons and assessments that allow them to be a full participant in their learning. My curriculum map uses the qualities of best practice by helping students connect to their learning, providing meaningful, real-world opportunities, and building on their understanding of math all based on a variety of assessment methods (Zemelman, Daniels, & Hyde, 2005). My curriculum map could be improved by using some aspect of technology. The National Council of Teachers of Mathematics, according to Zemelman, Daniels, and Hyde, included technology as one of the six major principles in their vision for math. I could easily accomplish this by having students use a spreadsheet program to make bar graphs and perform calculations.

Reflective Journal - Improvement in Practice

Improvement in Practice

When I began writing my curriculum map, I found myself still relying on forward curriculum mapping. I was thinking of the content first and the assessment last. I literally had to force myself to think of curriculum the other way around. It was not until about halfway through that I began getting comfortable with thinking of the assessment first. Using the form of backwards curriculum mapping has really opened up my eyes to the improvement it makes in quality curriculum writing and, therefore, student achievement.

This combination of knowledge with students and teachers creates a curriculum that reaches the needs of everyone involved (Smith, 2000). Administrators are able to gain data from formal assessments. Teachers are able to plan their instruction to include authentic assessment based on students’ needs and expected outcomes. The students are able to be more successful academically since they are being assessed in a variety of meaningful ways that all tie directly to what they have been taught (McTighe & Thomas, 2003; DiMartino & Castaneda, 2007).

Before writing this curriculum map, I did not realize the full impact and importance that backwards curriculum planning can bring to the process. The ideas of backwards planning were further solidified by having to interview my administrators regarding curriculum. I was very encouraged to hear them talk about the process of backwards curriculum planning when implementing a new curriculum. Even now while planning my lessons for the school year that just began, I find myself thinking first of my state standards, then my students’ needs, and finally how I am going to assess their learning. Once those components are addressed, the rest of the curriculum easily falls into place. What at first seemed like a daunting and longer process has turned my curriculum planning into something I can do quickly and with ease.

References

DiMartino, J. & Castaneda, A. (2007). Assessing applied skills. Educational Leadership, 64(7), 38-42.

McTighe, J. & Thomas, R.S. (2003). Backward design for forward action. Educational Leadership, 60(5), 52-55.

Smith, M.K. (2000). Curriculum theory and practice: The encyclopaedia of informal education. Retrieved July 2009, from http://www.infed.org/biblio/b-curric.htm

My Intelligence Type

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