Curriculum Change Plan Part 4 - Approaches to Implementation.edited

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APPROACHES TO IMPLEMENTATION 1 Curriculum Change Plan: Part 4 - Approaches to Implementation Denetra Brown School of Education, Liberty University Author Note Denetra Brown I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Denetra Brown. Email: dbrown851@liberty.edu

APPROACHES TO IMPLEMENTATION 2 Objectives The student can gain a deeper understanding of math concepts by utilizing a personalized math curriculum plan that focuses on all three learning domains (Auer et al., 2022 & Sakonidis et al., 2022). The student can become more engaged and motivated and strengthen their math skills by using personalized math tasks and activities that require physical and mental involvement (Sakonidis et al., 2022). These goals are all measurable and can provide a clear understanding of where the student regards their understanding and application of math concepts. Therefore, the first objective would be to utilize knowledge of the cognitive domain of learning to create a personalized math curriculum plan to provide the student with a clear understanding of math concepts. This objective aligns with the cognitive domain of learning because it focuses on developing knowledge and understanding of math concepts. It is a measurable objective since it can be assessed by the student's understanding of math concepts and ability to apply them in various situations. The second objective is to increase the student's engagement and motivation through personalized math tasks (Auer et al., 2022). This objective aligns with the affective domain of learning as it focuses on the student's feelings toward the learning process. It is measurable in that it can be measured by assessing the student's engagement and motivation within the context of their personalized math tasks ( Andriyani et al., 2019) . The last objective is to strengthen the student's math skills by developing math activities that require both physical and mental involvement. This objective aligns with the psychomotor learning domain, focusing on developing physical and mental skills. It is measurable in that it can be measured by assessing the student's ability to utilize math skills in various activities which require physical and mental involvement.

APPROACHES TO IMPLEMENTATION 3 Classification System Bloom's Taxonomy is a classification system created by Benjamin Bloom to classify educational objectives. It divides objectives into three domains: Cognitive, Affective, and Psychomotor, each with its levels that describe the kinds of objectives learners need to meet ( Gordon et al., 2018) . The Cognitive Domain includes Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation ( Gordon et al., 2018) . The Affective Domain includes Receiving, Responding, Valuing, Organizing, and Characterizing. The Psychomotor Domain includes Perception, Set, Guided Response, and Mechanism ( Gordon et al., 2018) . Bloom's Taxonomy provides a valuable framework for designing objectives and assessments aligned with educational goals. Bloom’s Taxonomy is the best classification system that aligns with the objectives selected for the curriculum plan. It focuses on cognitive processes such as knowledge, comprehension, application, analysis, synthesis, and evaluation. These cognitive processes can create personalized math tasks that precisely meet the objectives. While all three objectives align with different domains of Bloom's Taxonomy, they are also related to the overall goal of creating a personalized math curriculum plan which will promote student understanding, engagement, and skills. This will require an integration of the cognitive, affective, and psychomotor domains of learning into the curriculum plan to develop a comprehensive approach that will help the student reach their desired outcome. When aligning the first objective to Bloom's Taxonomy, one may focus on the highest level of understanding: evaluation. This involves determining the value of something, including the ability to see connections between facts, analyze situations and make decisions ( Gordon et al., 2018) . A math curriculum plan that successfully meets this objective would demonstrate the

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APPROACHES TO IMPLEMENTATION 4 student's ability to evaluate math problems and create resolutions. It also shows that the student can analyze, apply and create models and solutions to math problems. In addition, they must be able to use facts, terms, and data accurately, demonstrating comprehension and knowledge of math concepts. This can be achieved through student-centered activities such as quizzes and worksheets, in addition to providing the student with feedback on their comprehension and understanding of the math concepts. The second objective aligns with Bloom's Taxonomy in that it is focused on the affective domain of learning, which is the highest order of the taxonomy. The objective seeks to increase the student's engagement and motivation, which falls into valuing, responding to, and organizational values ( Gordon et al., 2018) . Additionally, the personalized math tasks seek to help the student internalize the subject matter, which falls into the category of internalizing values. By measuring the student's engagement and motivation, the objective also utilizes Bloom's Taxonomy evaluation category. Through personalized math tasks, the objective supports the cognitive and affective objectives listed in Bloom's Taxonomy and is a practical way of aligning with Bloom's taxonomy. The last objective falls under the third level of Bloom's Taxonomy, labeled Application. The objective requires the student to apply the mathematical skills learned in the previous levels (Knowledge and Comprehension) to develop activities requiring physical and mental involvement. The student is expected to be aware of the skills and demonstrate those skills meaningfully. Their mastery can be evaluated by measuring the student's ability to use the skills in the activity. To provide further detail, project-based math curriculum plans utilizing Bloom's Taxonomy classification system are designed to create learning opportunities that help students

APPROACHES TO IMPLEMENTATION 5 develop their critical thinking, problem-solving, and creative thinking abilities through hands-on projects and activities (Revelle et al., 2020). These curriculum plans aim to stimulate the mind, engage students in meaningful and creative learning experiences, and promote a deep understanding of mathematics. The cognitive processes of Remembering and Understanding are at the base of Bloom's Taxonomy classification system ( Gordon et al., 2018) . In a project-based math curriculum plan, tasks involving Remembering requires students to recall facts and definitions from memory, as well as be able to identify patterns and relationships in mathematics (Andriyani et al., 2019). Tasks involving understanding require students to analyze data and problems and be able to explain the solutions. The next level up in Bloom's Taxonomy classification system is Applying. In a project-based math curriculum plan, tasks involving Applying to require students to use the information they have memorized and the concepts they have understood to solve a problem. Students need to use their learning practically to complete tasks and projects confidently. The third level up in Bloom's Taxonomy classification system is Analyzing. In a project-based math curriculum plan, tasks involving Analyzing require students to use the information they have learned to break down and examine data, identify relationships and patterns, and create problem-solving strategies. Students need to be able to think critically and logically to analyze information effectively. The fourth level up in Bloom's Taxonomy classification system is Evaluating. In a project-based math curriculum plan, tasks involving Evaluating require students to develop and use criteria to judge the value and reasonableness of results. Students need to be able to judge the quality of information and solutions. Finally, the highest level in Bloom's Taxonomy classification system is Creating. In a project-based math curriculum plan, tasks involving Creating require students to use the concepts and ideas they

APPROACHES TO IMPLEMENTATION 6 have acquired and the strategies they have developed to construct new concepts, theories, and solutions. Students need to develop their original solutions and products creatively. In conclusion, project-based math curriculum plans utilizing Bloom's Taxonomy classification system promote a deep understanding of mathematics by stimulating the mind and engaging students in meaningful and creative learning experiences. The tasks involved range from memorizing facts and definitions to understanding concepts, analyzing data, evaluating solutions, and creating new products and theories. Using these different levels of Bloom's Taxonomy classification system, educators can structure lessons, activities, and projects that help students develop their critical thinking, problem-solving, and creative thinking abilities. Instructional Model The project-based instructional model would significantly impact all of the elements of the curriculum change plan, as it would serve as a practical framework to bridge the gap between the contents of the curriculum and the students' real-world experiences. Scripture says in 2 Timothy 3: 16-17, “ All Scripture is breathed out by God and profitable for teaching, for reproof, for correction, and for training in righteousness, that the man of God may be complete, equipped for every good work.” ( English Standard Version,2001, 2 Timothy 3: 16-17 ). T his scripture encourages us to use scripture to equip us to be successful in all of our good works, which includes teaching. Project-based learning is an effective way to help students understand and apply the standards that must be adhered to. By utilizing this type of learning, teachers can give students a more hands-on approach to learning and creating projects that relate the standards to a real-world context ( Revelle et al., 2020). This allows students to understand the standards more deeply and how to utilize them in their daily lives.

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APPROACHES TO IMPLEMENTATION 7 The application of project-based learning would influence the plans for standards as it would allow for a better connection of the content being taught to the standards being assessed. It would also allow one to more clearly define the expectations for the project and clarify the process for students to meet those standards (Krajcik et al., 2008). The project-based instructional model also influences classroom practices by promoting more active learning within the classroom. Rather than solely relying on lectures and writing assignments, project- based learning would encourage students to apply their knowledge to real-world problems. This would make the content being learned more meaningful and engaging for students. Project- based learning would also influence the plans for instructional time usage. By giving students time to work on individual or group projects, the instructor can use students' classroom time further. The teacher would backtrack to help students understand the concepts they need to understand while also giving them time to apply the concepts and develop a deeper understanding (Krajcik et al., 2008). Project-based learning would also influence plans for materials and assessments. By providing students with engaging activities and projects, teachers can use a wider variety of materials for instruction, allowing for more creativity during instruction. Projects could also be leveraged to develop assessment materials as students' work could be used to assess their understanding of course content (Krajcik et al., 2008). The project- based instructional model applies to the curriculum change plan the most because it allows for the integration of course content in a meaningful way. The model enables students to apply their knowledge to solve real-world problems and encourages active learning within the classroom. It also helps bridge the gap between the curriculum and students' real-world experiences.

APPROACHES TO IMPLEMENTATION 8 References Andriyani, R., Shimizu, K., & Widiyatmoko, A. (2019). The effectiveness of project-based Learning on students’ science process skills: a literature review. Journal of Physics: Conference Series, 1321(3). https://doi.org/10.1088/1742-6596/1321/3/032121 Auer, M. E., Hortsch, H., Michler, O., & Köhler, T. (2022). Theory or practice: A student perspective on project based learning versus module based learning to Improve technical skills among IT undergraduates. Lecture notes in networks and systems (pp. 968-979). Springer International Publishing AG. https://doi.org/10.1007/978-3-030-93907-6_103 English Standard Version Bible. (2001). ESV Online. https://esv.literalword.com/ Gordon, W. R., ll, Taylor, R. T., & Oliva, P. F. (2018). Developing the curriculum (9th ed.). Pearson Education (US) Grier, D. M. (2018). Efficacy of a summer math academy program to improve student motivation and knowledge and skills in a rural southeastern community (Order No. 13420751). Available from ProQuest Dissertations & Theses Global. (2377707798). https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/ dissertations-theses/efficacy-summer-math-academy-program-improve/docview/ 2377707798/se-2 Krajcik, J., McNeill, K. L., & Reiser, B. J. (2008). Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy. Science Education (Salem, Mass.), 92(1), 1-32. https://doi.org/10.1002/sce.20240 Revelle, K. Z., Wise, C. N., Duke, N. K., & Halvorsen, A. (2020). Realizing the promise of

APPROACHES TO IMPLEMENTATION 9 Project‐Based learning. The Reading Teacher, 73(6), 697-710. https://doi.org/10.1002/trtr.1874 Sakonidis, C., Potari, D., Zachariades, T. (2022). Meeting the challenges of re-designing two mathematics curricula reforms in uncertain times. Research in Mathematics Education, 24 (2), 150–169. https://doi.org/10.1080/14794802.2022.2086609

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