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American College of Education *
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5103
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Mathematics
Date
Feb 20, 2024
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A Framework for Evaluation
American College of Education
CI5103: Curriculum and Instructional Design for Diversity
November 26, 2023
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A Framework for Evaluation
Part 1: Defining Curriculum
Curriculum, as defined by the Colorado Department of Education (Know the
difference, n.d.), is an organized plan of instruction that encompasses a coherent
sequence of instructional units, designed to facilitate student mastery of academic
standards. This comprehensive framework serves as the guiding structure offering a
roadmap for effective teaching and learning. At its core, a curriculum involves multiple
interconnected components, each playing a crucial role. The curriculum's purpose
establishes the overall objectives and purposes, directing teaching efforts toward the
intended results. Objectives delineate specific, measurable targets that contribute to
achieving the purpose. Activities constitute the instructional strategies and methods
employed to facilitate learning, engaging students in meaningful experiences.
Assessments, integral to the curriculum, gauge student understanding and inform
instructional decisions. Lastly, modifications ensure that the curriculum is accessible and
responsive to the diverse needs of learners, allowing for equitable participation and
success. A strong curriculum effectively integrates all of these elements, producing a
dynamic framework for learning that meets standards and maximizes student
involvement and accomplishment.
As a math intervention teacher for primary grades utilizing the push-in method,
my role in curriculum planning and implementation involves close collaboration with
classroom teachers. Together, we co-plan and co-teach, ensuring that the curriculum is
effectively tailored to meet the needs of our students. While we have the freedom to
modify the district-purchased curriculum to a certain extent, our primary focus is on
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addressing the specific needs of our students. One of the critical areas of emphasis is
vocabulary and background knowledge. Recognizing that building background
knowledge is fundamental, we acknowledge the importance of students understanding
vocabulary terms. This comprehension is crucial for them to conceptualize and connect
new learning to their previous knowledge, ultimately facilitating long-term memory
retrieval (Sodeman, 2007). By incorporating modifications and targeted strategies, we
strive to enhance the accessibility and relevance of the curriculum for our diverse
student population.
In addressing the specific needs of our student target group, which consists of
multi-lingual learners, there are both strengths and areas for improvement in our current
curriculum. The curriculum includes essential components like the homework book,
students' book, and math learning games, all available in Spanish. However, beyond
Spanish, support in other languages is lacking. To better cater to the needs of our
diverse learners, we have made strides in providing modifications for beginner
multi-lingual learners in some lessons, although additional supports for learners at
different proficiency levels are still needed. While the curriculum has demonstrated
effectiveness in certain aspects, ongoing modifications and enhancements are essential
to ensure it comprehensively meets the needs of our multi-lingual learner population
identified in module one.
Part 2: A Framework for Curriculum Evaluation
Table 1
Curriculum Evaluation Framework
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CRITERIA
EVIDENCE
RATING
Alignment to Standards
1. Does the curriculum cover all the
standards for the unit?
2. Are the essential questions aligned
to the standards?
3. Does the assessment align with
the standards?
4.
Does the curriculum scaffold
content for diverse learners?
Support for each question
1. The curriculum thoroughly
addresses and encompasses all the
specified standards relevant to the
unit, ensuring comprehensive
coverage of the required educational
content.
2. The curriculum does not have
essential questions. Essential
questions could be used to serve as
inquiries presented prior to a lesson,
to stimulate critical thinking, activate
background knowledge, and
encourage exploration within a
specific subject area.
3. The assessment is aligned with
the standards, ensuring a thorough
and accurate measure of students'
proficiency.
4. Scaffolds are in place for students
who need support or enrichment and
a scaffolds are sometimes
suggested for students who are
beginner English learners.
0 1 2 3 NA
5
Essential Content
1. Does the content meet students’
needs?
2. Is the content relevant/ engaging
to students?
3. Does the content being taught aid
in mastery of essential skills?
4. Does the content incorporate
real-world applications and authentic
examples to reinforce essential
content?
Support for each question
1. The content supports the needs of
some students. Teachers do need to
make adjustments to meet all
students’ needs.
2. The content is relevant and
engaging as it includes reading
stories (both fiction and non-fiction),
playing games, buying and selling at
the market, and exploring interesting
creatures.
3. The content is being taught in a
spiral sequence so that students are
frequently exposed to the same
skills thus allowing for mastery.
4. The use of telling time, counting
money, and measuring all are
examples of ways real-world
applications and authentic examples
are used.
0 1 2 3 NA
Integrated Approach
1. Are 21
st
century skills integrated
into the curriculum (creativity, social
skills, problem-solving)?
2. Are syntactic/grammar skills
incorporated into the curriculum
(Reading, Writing, etc.)?
Support for each question
1. Some of the 21st century skills
are integrated. The ones present are
critical thinking and problem solving,
collaboration, communication, and
self directed learning.
2. Very little syntactic/grammar skills
are incorporated. One way to
increase this would be to implement
0 1 2 3 NA
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3. How does technology integrated
into the curriculum enhance learning?
4. Are cross-curricular elements
included?
math journals where students write
about the math procedures and
processes used.
3. Technology is an option for
students to play math learning
games. It is up to the teacher to
implement the option, hands on
games are also available.
4. There is one non-fiction or fiction
book for each unit.
Instructional Methods
1. Are instructional methods varied
throughout the curriculum?
2. Is cooperative learning utilized?
3. How are diverse learning methods
(UDL) incorporated?
4. Is project-based learning included?
Support for each question
1. The curriculum uses games,
whole class lectures, the use of
manipulatives, and problem based
learning to ensure instructional
methods are varied.
2. Cooperative learning is used in
the math learning games and
oftentimes in whole-group
instruction.
3. UDL is evident in places but could
be strengthened by allowing
students to express their
understanding in various ways.
4. Project-based learning is not
included. A unit could be written so
that students design a community
garden using area, perimeter, and
shapes.
0 1 2 3 NA
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Rigor
1. What strategies promote
higher-level thinking?
2. How are Webb’s DOK used to
increase rigor?
3. How are learning activities
differentiated to allow for varying
levels of rigor based on individual
student needs?
4. Are teachers supported with
creating activities for students with
varying needs?
Support for each question
1. The curriculum allows students to
explain their thinking and have math
conversations with their classmates.
2. Webb’s DOK are not explicitly
used in this curriculum but pieces
are evident.
3. Teachers can pull activities from
prior grade levels and higher grade
levels to help with support or
enrichment.
4. New this year are Concept
Quests, they are a supplemental
resource for enrichment. There are
also intervention materials for
students who need support.
0 1 2 3 NA
Research-Based Strategies
1. How might push-in or pull-out
small group approaches be used?
2. Does the curriculum provide a
variety of strategies to assist
low-performing and/or diverse
learners?
3. How does the curriculum plan
include multiple intelligence learning
theories (visual, auditory, kinesthetic,
etc.)?
Support for each question
1. Intervention materials are
available so that teachers can form
small groups for pull-out
interventions. A push-in method
could be used during math stations.
2. Yes, through the use of earlier
grade level math stations and
intervention materials.
3. Visual models and manipulatives
are used on a regular basis.
Students are encouraged to explain
0 1 2 3 NA
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4. Does the curriculum incorporate
technology with research based
practices?
their math thinking. Hands on
activities are used frequently.
4. Learning games are available
online.
Assessment
1. How will the assessments evaluate
what was learned?
2. Are assessments aligned to
instructional outcomes?
3. Are there different types of
assessments included (student
cho
ice, authentic, traditional)?
4.
Does the curriculum incorporate
formative assessment strategies?
Support for each question
1. Mid-unit tests and end of unit
tests are administered.
2. Assessments are aligned to
instructional outcomes. What is
taught, is what is assessed.
3. All of the assessments are
traditional.
4. The curriculum does not
incorporate formative assessment
strategies. Teachers must create
their own exit tickets and daily
monitoring.
0 1 2 3 NA
Part 3: Curriculum and Analysis Reflection
The current curriculum shows several strengths aligned with the diverse learning
needs of the student target group of MLL students. Research-based strategies,
including the incorporation of multiple intelligence learning theories, intervention
materials, and activities extending from prior grade levels, contribute to a well-rounded
and inclusive approach. Varied instructional methods such as games, lectures, and
manipulatives cater to different learning preferences, promoting engagement and
understanding. Additionally, cooperative learning strategies foster collaboration and
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peer-to-peer support. Despite these strengths, the curriculum does face weaknesses,
particularly in the way of assessments. The exclusive reliance on written mid-unit and
post-unit assessments poses limitations, especially for the diverse student population.
Recognizing the importance of linguistic modification, it is imperative to address
linguistic density in assessments while preserving the integrity of the mathematical
content (Sato et al., 2010). Exploring alternative assessment formats, such as oral
assessments or incorporating visual elements, can provide a more comprehensive
understanding of students' comprehension and performance, thus mitigating the current
weaknesses in assessment design.
To enhance my curriculum and better address the needs of diverse learners,
particularly focusing on language supports within the math curriculum, I plan to
incorporate research-based methods that emphasize inclusivity and language
development. Implementing strategies such as the use of visual aids, graphic
organizers, and real-world applications can provide multi-modal support for learners
with varying language proficiencies (Nguyen & Cortes, 2013). Additionally, integrating
culturally relevant examples and incorporating collaborative learning opportunities,
where students engage in discussions and explanations, can foster a supportive
environment for language acquisition. I will explore research-backed approaches, such
as Sheltered Instruction Observation Protocol (SIOP) strategies, to scaffold language
and content simultaneously. By continually assessing and modifying my curriculum
through these research-based methods, I am committed to creating an inclusive
learning environment that addresses the linguistic needs of all students in my diverse
classroom.
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To strengthen the weaknesses identified in terms of assessment, targeted
strategies can be implemented to enhance the assessment methods and better meet
the needs of the diverse student population. First, diversifying assessment formats
beyond solely written mid-unit and post-unit assessments is important. Introducing oral
assessments, where students show their understanding verbally, can provide valuable
insights into their comprehension, especially for those with linguistic challenges.
Integrating formative assessments throughout the units, such as quizzes, discussions,
or hands-on activities, can provide ongoing feedback and a more nuanced
understanding of student progress. Emphasizing linguistic modifications in assessments
by removing nonessential language while preserving the mathematical rigor ensures
that language barriers do not hinder students' ability to showcase their mathematical
knowledge. Overall, a multi-modal and inclusive assessment approach will not only
address the weaknesses in the current curriculum but also foster a more equitable and
supportive learning environment for all students.
The curriculum I use demonstrates alignment with both Colorado state standards
and national standards. Each unit and session within the curriculum is designed to with
the specific learning objectives outlined in the Colorado state standards, ensuring that
students meet or exceed the expected benchmarks. The curriculum takes into account
the importance of vertical alignment by systematically building upon the foundational
knowledge acquired in previous grades and preparing students for the challenges of
upcoming grades. By consistently mapping each component to the standards, the
curriculum not only reflects a commitment to meeting educational benchmarks but also
facilitates a cohesive and progressive learning journey for students, fostering a deeper
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understanding and mastery of the subject matter. This alignment with both state and
national standards serves as a strong foundation for educational excellence and student
success.
Conclusion
This investigation into the complex idea of curriculum has led to an in-depth
understanding of its definition, emphasizing its function as a structured instructional
plan. The framework for curriculum evaluation has shed light on the essential elements
of purpose, objectives, activities, assessments, and modifications, and it is a useful tool
for determining how inclusive and successful curriculums are. The curriculum analysis
and reflection have made it possible to look more closely at a particular curriculum,
pointing out its advantages and disadvantages and suggesting ways to make it better.
This reflective approach highlights the dynamic character of education as we deal with
the complexities of curriculum creation and delivery, requiring ongoing improvement to
satisfy the changing needs of diverse learners.
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References
Know the difference standards vs. Curriculum - Colorado Department of Education
.
Colorado Department of Education. (n.d.).
https://www.cde.state.co.us/communications/standardsvscurriculum
Nguyen, H. T., & Cortes, M. (2013). Focus on middle school: Teaching mathematics to
ELLs: Practical research-based methods and strategies.
Childhood Education
,
89
(6), 392–395. https://doi.org/10.1080/00094056.2013.854130
Sato, E., Rabinowitz, S., Gallagher, C., & Huang, C. (2010, June).
Accommodations for
English language learner students: The effect of linguistic modification of math
test item sets
. US Department of Education.
https://files.eric.ed.gov/fulltext/ED533088.pdf
Sodeman, Stephanie. (2007). Accessing background knowledge to build mathematical
vocabulary. [Master’s thesis, St. John Fisher University]. Mathematical and
Computing Sciences Department.
https://fisherpub.sjf.edu/cgi/viewcontent.cgi?article=1026&context=mathcs_etd_
masters
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