EDUC 771 - Curriculum Change Proposal
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School
Liberty University *
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Course
771
Subject
Mathematics
Date
Feb 20, 2024
Type
pptx
Pages
18
Uploaded by MateFlag4267
Curriculum Change
Proposal
6
th
Grade Math Telra Institute 2023-2024
Angela J Tippett
Director of Curriculum and Instruction
Needs Met: •
Aligned with Lower School Curriculum
•
More online resources
•
Designed for more self-paced learning
•
Better aligned with student levels of readiness
•
Built-in differentiation for students with learning differences
Proposed Curriculum
Reasons for Change:
Current curriculum not aligned with state standards
Current curriculum not aligned with K-12 scope and sequence – currently only lower school uses Eureka
Lack of online resources for teachers and students
Current curriculum not aligned with North Carolina End of Grade testing – student scores lower than expected by parents, teachers, and administrators
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Needs Assessment & Stakeholder Input
Teachers: more available online resources
Students: better review of existing knowledge required
Parents: more options for students with advanced skills
Administration: standards and objectives more closely aligned with end of year testing and state standards
(Sullanmaa et al., 2019)
The Gordon Taylor Model of Curriculum System Development
Develop Objectives or Standards
Curriculum Evaluation and Student Assessments
Organize standards then develop guides
Provide Professional Learning then Implement system
Truncated Flowchart
(Gordon et al., 2019, p105)
(Rodgers, 2023)
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North Carolina Department of Education State Math Curriculum Standards
(North Carolina Department of Public Instruction, 2018)
Grade 6
1st TRIMESTER
M1: Ratios and Unit Rates (35 days)
M2: Arithmetic Operations
Including Division of Fractions (25 days)
2nd TRIMESTER
M3: Rational Numbers (25 days)
M4: Expressions and Equations
(45 days)
3rd TRIMESTER
M5: Area, Surface Area, and
Volume Problems (25 days)
M6: Statistics (25 days)
Eureka Scope & Sequence 6
th
Grade Math
(Great Minds, 2017)
Summary of Year
Grade 6 mathematics is about (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing an understanding of statistical thinking.
Key Areas of Focus for Grade 6: Ratios and proportional reasoning; early
expressions and equations
Required Fluency:
6.NS.B.2 Multi-digit division
6.NS.B.3 Multi-digit decimal operations
(Great Minds, 2017)
Major Emphasis Clusters
Ratios and Proportional Relationships
•
Understand ratio concepts and use ratio reasoning to solve problems.
The Number System
•
Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
•
Apply and extend previous understandings of numbers to the system of rational numbers.
Expressions and Equations
•
Apply and extend previous understandings of arithmetic to algebraic expressions.
•
Reason about and solve one-variable equations and inequalities.
•
Represent and analyze quantitative relationships between dependent and independent variables.
Sequence of Grade 6 Modules Aligned with the Standards
(Gordon et al., 2019)
Module 1: Ratios and Unit Rates
Module 2: Arithmetic Operations Including Division of Fractions Module 3: Rational Numbers
Module 4: Expressions and Equations
Module 5: Area, Surface Area, and Volume Problems Module 6: Statistics
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Plans for Implementation
•
Align Goals, Standards, and Objectives
•
Determine the Domain of Learning for Objectives
•
Create Curriculum Guides (Grunden, 2018)
•
Professional Development for Teaching Staff
(Sklar, 2018)
Psychomotor (mobility, physical
Skills) Affective
(emotions, feelings)
Cognitive
(mental skills and knowledge)
Domains
of Learning
(Gordon et al., 2019)
Professional Development
•
Eureka Method of Instruction
•
Differentiated Instruction
•
Locating Resources
•
Assessments
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The textbook contains detailed lesson material which presents the problems in multiple formats for different learners.
Digital Resources
•
Pacing and Planning Guides for teachers
•
Homework Helper – lesson refreshers for parents and students at home
•
Digital Workbooks – all student lessons are printable online
•
Teaching videos – lessons taught in video format for teacher or parent review
•
Additional resources for foundational review
(Great Minds, 2017)
Curriculum Change Timeline
Time Frame
Stages of Planning and Implementation
2 – 3 months
1)
Curriculum Change Plan: Research Matrix 1-2 weeks
2) Curriculum Change Plan: Philosophy and Models for Change 3 - 4 months
3) Curriculum Change Plan: Core Decisions
6 – 8 weeks
4) Curriculum Change Plan: Approaches to Implementation
4 – 6 weeks
5) Curriculum Change Plan: Textbook and Digital Resource Chart
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Curriculum Change Summary New Curriculum – Eureka Math (3
rd
Ed.) with all supplementary resources
Professional Development for Teachers – Eureka Math Teaching Methods
- Differentiated Instructions
- Assessment Methods for Learning
References
Gordon W., Oliva P. F., & Taylor R. (2019).
Developing the curriculum: improved outcomes through systems approaches
(9
th
). Pearson.
Great Minds. (2017). Eureka Math Grade 6
. greatminds.org. https://greatminds.org/math/eurekamath
Grundén, H. (2022). The planned curriculum—Not just a matter of teachers.
Curriculum Journal
(London, England), 33(2), 263-278.
https://doi.org/10.1002/curj.151
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
References
Rodgers, D. L. (2023). Beyond the cognitive domain: Including all of Bloom’s learning domains in objective development.
Academic Medicine, 98
(3), 294-295.
https://doi.org/10.1097/ACM.0000000000005108
Sklar, D. P. (2018). Implementing curriculum change: Choosing strategies, overcoming resistance, and embracing values.
Academic Medicine, 93
(10), 1417-1419.
https://doi.org/10.1097/ACM.0000000000002350
Sullanmaa, J., Pyhältö, K., Pietarinen, J., & Soini, T. (2019). Differences in state- and district-
level stakeholders’ perceptions of curriculum coherence and school impact in national curriculum reform.
Journal of Educational Administration, 57
(3), 210-226.
https://doi.org/10.1108/JEA-08-2018-0153
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