Curriculum Development Project by lvs94353

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									                              MIT Class of 2004
                     CURRICULUM DEVELOPMENT PROJECT
                       COLLABORATIVE UNIT PLANNING

Major Goals:

   1. Group members will develop knowledge through experience that will
      support them in becoming effective, creative designers of curricula and
      knowledgeable adaptors of existing curricula based on a developmental,
      anti-bias approach to teaching and learning.

      As one part of this experience, they will learn to develop long term goals
      appropriate for their students -- and the learning experiences that lead to
      these goals -- both for school-specified curriculum and teacher-developed
      thematic units.

   2. Group members will gain experience in collaboratively creating a thematic
      unit that may be implemented during student teaching. This unit will be
      based on a developmental perspective, the MIT’s Principles of Curriculum
      Development, and the anti-bias perspectives studied this year.

Final Project:

   1. A collaboratively developed, in groups of at least 2 or no more than 3
      students, two-week (elementary-- full day) or three-week (middle and high
      school -- subject-specific) thematic, integrated unit that could be used
      during student teaching. See guidelines on attached Thematic Unit
      Requirements matrix.

      These plans will incorporate ideas to accommodate differing
      developmental needs and physical challenges, to expand learning styles,
      and to make use of art, music, drama, storytelling and/or other approaches
      that acknowledge multiple intelligences and cultural diversity.

   2. Final presentation of a single lesson with related EALR’s, by curriculum
      teams. Introduction to the presentation will include an overview of the
      unit’s conceptual analysis and content web. Display of curriculum units
      during end of the quarter presentations. This will serve as our Curriculum
      Fair.

      Notes: Each grade band group will be given guidelines for including additional
      specific types of lessons in their unit plans.

       The attached assessment forms for all teams are to be included at the front of
      the curriculum unit that they submit. The items listed under the “Thematic Unit
      Requirements”, “Teacher Candidate’s Knowledge Based Criteria” and “Teacher
      Candidate’s Skills Based Criteria” must be addressed in each team’s unit project.
      Each team must identify the location of each item by page number(s) for the
      faculty reader in the final curriculum plan that is submitted.
                           Criteria for Assessing Curriculum Unit Plan
                                        Thematic Unit Requirements
                           (These are the components that need to be in your unit.)

Thematic Unit               Location in           Faculty Comments
Includes                    Curriculum Unit
                            (page #'s)

Statement of purpos e
and major goals

Descriptive sketch of
anticipated
characteristics of
students with whom you
will be working -- age
range, probable
developmental level,
socioeconomic and
ethnic groups, differing
developmental and
physical needs

Brief description of
classroom management
plan(s) or approaches
you intend to use

Conc eptual network
web or diagram
(see attached Sample)

Theme and content
possibilities web or
diagram
(see attached Sample)

Web or statement of
examples of students'
likely pre-existing
concepts about what
you plan to explore

Daily two-week (or
three-week) plan of
goals (include EALR’s),
objectives, procedures,
materials, teaching
strategies you plan on
using e.g. small groups,
individual research,
learning stations,
teacher pres entation,
experiment, hands-on
exploration, etc.
Sample of reading
lesson appropriate to
grade level and cont ent
area requirements.*

Sample of writing lesson
appropriate to your
grade level and cont ent
area.*

Sample of lesson using
learning stations

Sample of lesson
designed as a workshop

Sample of assignment
using Internet sites

Example of at least one
pre-assessment,
formative (i.e. ongoing)
and summative
assessment (i.e. post),
including a rubric

An annotated
bibliography of trade
books to read with unit

An annotated
bibliography of Internet
sites appropriat e for the
unit




      * For middle and highschool students in all content areas, each teacher candidate on
      the team must develop a reading and writing lesson individually. The team can,
      however, collaborate on their design of the rest of the unit.
                           Criteria for Assessing Curriculum Unit Plan
                             Teacher Candidates Knowledge Base
  (i.e. Assessing thinking and knowledge that you tap into when constructing the thematic unit.)

Curriculum Reflects        Examples from     Faculty Comments
Knowledge of:              Curriculum Unit
                           (page #'s)

Human development
learning theories


Age and content
appropriate methods
and mat erials

Principles of
integrated curriculum

Authentic assessment

Classroom organization,
structure, dynamics


Multicultural
perspectives throughout
curriculum


Culturally responsive
pedagogy that reflects
students’ cultures and
languages

Multiple Intelligences

Learning styles and
multiple modalities

Modification for special
needs and ability levels

Cooperative learning

Classroom
management
approaches
                         Criteria for Assessing Curriculum Unit Plan
                                 Teacher Candidate Skills Base
            (i.e. How you integrate your kno wledge base and apply it to your practice)

Curriculum Reflects             Examples from     Faculty Comments
Following Skills:               Curriculum Unit
                                (page #'s)

Identifies major goals
(include EALR’s)/desired
learning outcomes (i.e.
achievement targets)

Creates stimulating
environments based on
students’ own lives and
interests, drawing new
interests out of students,
and creating classroom
conditions that connect
subjects meaningfully to
real life. – e.g., applying
culture, age, learning style
appropriate strat egies.

Preassesses student
knowledge and
understanding of topic

Facilitates active, inquiry-
based learning, poses
problems and questions
(i.e. disequilibration)

Creates elaboration
procedures and guidelines
for learning activities that
provide scaffolding for the
development of student
understanding

Creates opportunities for
students to reflect on their
experience and crystallize
their new concepts

Designs and structures
developmentally
appropriate learning
experiences – using
various modalities, styles
or intelligences.

Teaches reading and
writing skills as they relate
to subject matter

Builds community in the
classroom
Reflects attention to equity
issues in the classroom

Leads students to
appropriate resources

Helps students set own
goals and self-evaluate

Provides teacher wit h
information about student
progress toward desired
learning outcomes
(achievement targets).

								
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