Transcript Module 6 - Misericordia University

Module 6
TED 356
Curriculum in Sec. Ed.
Module 6
Explain how teachers use
standards-based curriculum to
develop courses, supported by
professional development resources
(including technological resources)
recommended or described by
professional organizations.
Reading
• Read the following in the Duplass
textbook:
– Topic 19: “Planning Efficient Instruction”
• Refer to the following as needed:
– Unit 8 (Topics 41-45)
Introduction
• Congratulations! You have a teaching
job!!! You start in 3 weeks.
• You are informed that you will teach 4
courses your first year. You need to plan
the courses.
Introduction
• How do teachers plan courses?
• If a teacher knows how:
– He/she will plan the courses.
• If a teacher does not know how:
– He/she will rely on the textbook to form the
structure of the course.
Step 1: Assemble Materials
• Assemble the following materials:
– State standards.
– Professional standards.
– Test specifications (PSSA).
– Textbook(s).
• Publisher’s ancillary materials and other resources
for both background knowledge and materials that
you could use in class.
Teacher Preparedness
•
Do I have the background knowledge to teach
this topic?
–
–
•
•
If not, where and how can I get up to speed, fast?
How much time am I going to have to commit to
learning the content to teach it well?
What resources are available to teach it well?
Are there resources for the students so that
this can be an active learning experience?
Step 2: Develop Key Topics
• Ideal:
– Read through the materials you have
gathered.
– Determine and list down the key topics.
• Realistic:
– Use the textbook units/chapters to assist in
organizing.
• Review result. Add, subtract, move as
necessary.
Develop Key Topics
• Conceptualize the following:
– Big Ideas.
– Identify Procedural and Information
Knowledge related to the state Standards.
– Identify the Basic Skills and Academic
Disposition that can be developed using the
Information Knowledge you will teach.
Step 3: Name and Description
• Course Name:
– List the name of the course.
• Course Description:
– What is the course about? Write a brief
description that could describe what the
course is about to the students.
Step 4: Course Questions
• Course Questions:
– List critical questions that the course will
answer. By the end of the course, every
student will be able to answer these
questions.
– Develop approximately 6-12 questions.
At this point, you can build a final in essay
format. Use big questions (maybe
suggested by sections of your textbook).
Step 5: Course Expectations
• Course Expectations:
– Delineate learner expectations. What must
students to do to earn grades?
– Answer: What? Value?
What
5 Units (projects,
homework, quiz)
4 quarterly tests
1 Major project
1 Final exam
Value
5 units
@ ? Pts = ?
4 tests @ ? Pts = ?
1 project @ ? Pts = ?
1 exam @ ? Pts = ?
Setting Course Expectations
50
50
100
5 Units
projects
homework
quiz
4 quarterly tests
1 major project
1 Final exam
Convert to
@ 10 pts
@ 5 pts
@ 10 pts
@ 20 pts
Letter grade
Setting Course Expectations
40
60
100
5 Units
projects
homework
quiz
4 quarterly tests
1 major project
1 Final exam
Convert to
@ 8 pts
@ 5 pts
@ 20 pts
@ 20 pts
Letter grade
Typical Scenario
Unit
1
2
3
4
5
Projects
x
x
x
x
x
Homework Test
x
x
x
x
x
x
x
x
x
x
Participation
Course Project
Final Exam
x
x
x
As You Work, Consider…
• What tasks can I have students complete
to ensure that they reconstruct the
knowledge?
• Design homework that is project-based.
Remember that class participation
is not an effective measure of
student achievement.
Step 6: Critical Concepts
• Critical Concepts:
– List critical concepts that will be emphasized
throughout the course, that relate to course
questions, and that cut across more than one
unit.
Step 7: Units
• Units:
– Name the units in which the critical concepts
will be learned.
– Draw a course map.
Course Units
Unit
Unit
Unit
Step 8: Community Principles
• Community Principles:
– List principles or “rules of the road.”
– Students, while we work through these units,
we will…
– In 7-12, you can work with students to
establish these rules.
Step 9: Performance Options
• Performance Options:
– Consider performance options (universal
design).
• For example, if a student cannot read, what will
you do regarding text, materials, quizzes/tests for
this student?
– Determine whether options exist for all or just
some students.
Step 10: Learning Rituals
• Learning Rituals:
– List the teaching routines, learning strategies,
and communication systems related to
learning that will be used throughout the
course to enhance learning.
• Examples: Assignment planners, paraphrasing,
self questioning, feedback sessions, class problem
solving, mnemonics.
Address These Questions
•
•
•
•
Is there Procedural Knowledge that can be
the focus of the lesson? If not, are there Basic
Skills that could be the focus? Are there both?
How can I make the topic relevant to students’
lives?
What instructional approaches should I use
to ensure that I am accommodating individual
differences among the students and using a
variety of methods?
Will this change the way students think in the
future (create a new Academic Disposition)?
Step 11: Create Syllabus
•
•
•
•
•
•
•
Title:
Description:
Objectives (learner-oriented):
Implementation Plans:
Evaluation/Grading:
Policies:
Contact Information:
MODULE PROJECT
•
Using information presented in class about
how to plan and organize a course, and a
textbook that might be available in your field
placement (or textbook material supplied at our
course textbook’s Web site):
a) Use the course organizer presented in class
to organize and build a course.
b) Then, write a course syllabus that you might share
with students in high school.
•
 Submit both the organizing document and
the course syllabus.