EDUC 771 - Curriculum Change Plan Part 3 - Core Decisions
docx
keyboard_arrow_up
School
Liberty University *
*We aren’t endorsed by this school
Course
771
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
9
Uploaded by MateFlag4267
CORE DECISIONS
1
Curriculum Change Plan: Part 3 - Core Decisions Angela J Tippett
School of Education, Liberty University
Author Note
Angela J Tippett
I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Angela J Tippett
Email: ajtippett@liberty.edu
CORE DECISIONS
2
Goals and Standards
Three of the measurable goals developed for the curriculum change plan in sixth-grade math all pertain to using prior skills and knowledge to further students’ understanding of critical foundational concepts in mathematics. Goal 1, after 10 months of instruction and learning, students will be able to apply and extend previous understandings of multiplication and division to divide fractions by fractions. Goal 2, after 10 months of instruction and learning, students will
be able to apply and extend previous understandings of numbers to systems of rational numbers. Goal 3, after 10 months of instruction and learning, students will be able to apply and extend previous understandings of arithmetic to algebraic expressions. Critical thinking is a skill found most lacking in my middle school classrooms. There are
a variety of reasons this may be happening, but it is a skill which they must possess in order to excel in mathematics at a higher level. There are two theories which speak to this necessity, Ausubel’s learning theory and the Theory of Realistic Mathematical Education (RME), both of which address the need to build upon previous knowledge and have the ability to apply that knowledge in real-world problem-solving (Adhikari, 2020). Ausubel proposes that “...learning is
a process of linking new information or material with concepts that already exist in one’s cognitive structure.” (Ulandari et al., 2019). Mathematics requires learners to always build on prior learning. Being able to link the new learning with prior knowledge is the core concept of RME, creating real-life problems for students to solve, building a review of prior knowledge into
the instruction, and then requiring students to analyze the problem based on what they know to discover what they do not know (Van den Heuvel-Panhuizen & Drijvers, 2020). In mathematics,
RME creates a platform for continuous learning and review, which allows the students to create
CORE DECISIONS
3
more vital links between their previous knowledge and the new information being presented. (Tiruneh et al., 2018; Ulandari et al., 2019; Adhikari, 2020).
In creating this curriculum change plan, it is important to base it on North Carolina state standards, to best prepare students for end-of-year assessments, but also to properly align this grade level learning with the scope and sequence of the K-12 mathematics curriculum. The goals chosen align with NC State Standards for 6
th
Grade Mathematics as follows:
Goal 1: NC.6.NS.1 – Use visual models and common denominators to: o
Interpret and compute quotients of fractions
o
Solve real-world and mathematical problems involving division of fractions
Goal 2: NC.6.NS.5 – Understand and use rational numbers to:
o
describe quantities having opposite directions or values
o
Represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
o
Understand the absolute value of a rational number. As its distance from zero on the number line to:
Interpret absolute value as magnitude for a positive or negative quantity in
a real-world context.
Distinguish comparisons of absolute value from statements about order.
Goal 2: NC.6.NS.8 - Solve real-world and mathematical problems. By graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
CORE DECISIONS
4
Goal 3: NC.6.NS.9 - Apply and extend previous understandings of addition and subtraction.
o
Describe situations in which opposite quantities combine to make zero.
o
Understand P + Q as the number located a distance Q from P, in the positive or negative direction depending on the sign of Q. Show that a number and its additive inverse create a zero pair.
o
Understand subtraction of integers as adding the additive inverse, p-q=p+(-q). Show that the distance between two integers on the number line is the absolute value of their difference.
o
Use models to add and subtract integers from -20 to 20 and describe real-world contexts using sums and differences. (North Carolina Department of Public Instruction, 2018)
Each of these goals will require students to think critically about the application of prior knowledge and create links within their memory to the new material being explored (
Altaylar & Kazak, 2021)
. Without these critical thinking skills more adequately developed, the students will continue to struggle with foundational concepts in every other mathematics course they are required to take (Ulandari et al., 2019). Organization Plan
One of the most effective ways to build critical thinking into a mathematics lesson is to plan the lesson with the outcomes and objectives in mind from the beginning. Using the Universal Design for Learning (UDL) model for planning and organizing instruction in the new mathematics curriculum being planned ensures that critical thinking will be assessed throughout the lessons and will be an expected outcome for all the students (Root et al., 2020). With UDL,
CORE DECISIONS
5
there are many different ways the curriculum can be developed to allow access and progress for every learner in the classroom (Murawski, 2018). Those who have a greater understanding of foundational concepts can be challenged while students who need more remediation can be brought up to grade level and perhaps even beyond, all while practicing the critical thinking skills that are so necessary for success. Because engagement, instruction, and assessment can all be customized with the specific learners in mind, UDL allows all students to access the curriculum at their own level while working together to reach the expected outcomes. Using UDL will allow administrators and teachers to define goals and expected outcomes
for different groups of students within the same classroom. It will also allow for challenges and remediation to be built in before instruction begins, leaving teachers feeling in control of the material and pace, rather than being controlled by these things. Parents will be able to see the monitored progress of their students, as assessments take place regularly to ensure pacing is appropriate and material is being mastered (Root et al., 2020). Goals will be taught with fidelity,
as planning revolves around them and the expected outcomes attached to them, allowing district and state stakeholders to see that the curriculum is well aligned with state standards and end-of-
year state assessments will show these results as well. Evidence Plan
This curriculum change plan, while it does have built-in feedback based on the student progress and end-of-year assessments, is best evaluated using the Gordon Taylor Model of Curriculum System Development method of design, implementation, and evaluation. Based on this plan, goals and standards will be written and evaluated, student assessments and curriculum evaluation will be designed, curriculum guides created, and teachers will receive professional development, all before instruction in the classroom ever begins. This will allow for multiple
CORE DECISIONS
6
views and reviews of plans and materials prior to student exposure. Data will be collected at every encounter, allowing for revision at each step. Once teachers and students are in the implementation phase of the plan, benchmark assessments and teacher observations and evaluations will provide another level of data to be collected and examined for effectiveness and fidelity. This continuous feedback model is what makes this method so valuable, “These data and evidences inform continuous improvements of the curriculum, guides, instruction, and the assessment, not just at some future appointed time.” (Gordon et al., 2019, 104).
A needs assessment is an important part of any curriculum plan, especially one that is replacing a well-known, familiar method of instruction. Because there are so many stakeholders involved in the process, this needs assessment must take into account every stakeholder’s involvement in this process (Gordon et al., 2019). Some of this can be done by involving the stakeholders in the curriculum development process during the evaluation phase. Having a collaborative curriculum team, including administrators, teachers, district or state experts, and others with valuable knowledge in the education arena, can be useful in validating the curriculum
and its effectiveness. Gordon et al., (2019) offer some sound advice, “Submitting curriculum goals and any already identified curriculum objectives or standards to stakeholders is good practice.” (166). In order for critical thinking and solid foundational principles of math to be achieved, the curriculum must be well designed, well planned, implemented with fidelity, and continuously evaluated to ensure that every detail fits together correctly to afford the students the best opportunity for learning and for academic growth and success. Mathematics is not just a subject students learn in school for the sake of knowledge, it is a life skill every adult uses regularly (Ulandari et al., 2019; Tiruneh et al., 2018; Altaylar & Kazak, 2021).
For this reason, proper
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
CORE DECISIONS
7
methods, planning, and evaluation must be used to create a curriculum in which all students can access learning, at their own level, with support and remediation if necessary. Proverbs 21:5 (
ESV Bible
, 2001/2016) gives clear direction, “The plans of the diligent lead surely to abundance, but everyone who is hasty comes only to poverty.” Even though there are a lot of moving parts to curriculum development, only those who follow through with diligence will see the gains that are hoped for from the beginning. The writer of Hebrews 6:11 (
ESV Bible
, 2001/2016) offers a similar appeal to his readers, “Our great desire is that each of you keep up your eagerness to the end, so that the things you hope for will come true.”
CORE DECISIONS
8
References
Adhikari, K. (2020). Ausubel's learning theory: implications on mathematics teaching.
Research Gate,
https://www.academia.edu/en/4103526/Ausubels_learning_Theory_Implications_on_
Mathematics_Teaching_Khagendra_Adhikari
Altaylar, B., & Kazak, S. (2021). The effect of realistic mathematics education on sixth grade students’ statistical thinking.
Acta Didactica Napocensia, 14
(1), 76-
90.
https://doi.org/10.24193/adn.14.1.6
English Standard Version Bible
. (2001). https://www.esv.org/
Gordon W., Oliva P. F., & Taylor R. (2019).
Developing the curriculum: improved outcomes through systems approaches
(9
th
). Pearson.
Murawski, W. W. (2018).
Universal design for learning
. [Video] SAGE Publications Ltd., London. https://sk.sagepub.com/video/universal-design-for-learning
North Carolina Department of Public Instruction. (2018). North Carolina standard course of study: Sixth grade mathematics, https://www.dpi.nc.gov/documents/cte/curriculum/languagearts/scos/current/ncscos-6-8-
mathematics/open
Root, J. R., Cox, S. K., Saunders, A., & Gilley, D. (2020). Applying the universal design for learning framework to mathematics instruction for learners with extensive support needs.
Remedial and Special Education, 41
(4), 194-
206.
https://doi.org/10.1177/0741932519887235
CORE DECISIONS
9
Tiruneh, D. T., De Cock, M., & Elen, J. (2018). Designing learning environments for critical thinking: Examining effective instructional approaches.
International Journal of Science and Mathematics Education, 16
(6), 1065-1089.
https://doi.org/10.1007/s10763-017-9829-z
Ulandari, L., Amry, Z., & Saragih, S. (2019). Development of learning materials based on realistic mathematics education approach to improve students' mathematical problem solving ability and self-efficacy.
International Electronic Journal of Mathematics Education, 14
(2), 375-383.
Van den Heuvel-Panhuizen, M., & Drijvers, P. (2020). Realistic mathematics education.
Encyclopedia of Mathematics Education
(2nd). Springer. 713-717.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help