D183 - task two (1)
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183
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Mathematics
Date
Feb 20, 2024
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7
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Designing Curriculum and Instruction
- D183 (task two)
1
Designing Curriculum and Instruction - D183
Task two
Designing Curriculum and Instruction
- D183 (task two)
7
Michelle A. Arizmndi-Frias
Western Governors University
November 28, 2023
Designing Curriculum and Instruction
- D183 (task two)
7
A. Introduction
Select a curriculum for a specific content and grade or level and then do the
following:
1. Description of Curriculum
• title: Math Expressions
• creator: Houghton Mifflin Harcourt
• content area: Mathematics
• grade or level: First Grade
• goal(s) / objective(s): Students will use addition and subtraction to solve word
problems within 20 with unknowns in all positions. They will be able to use
objects, drawings, and equations to represent the problem.
2. Discussion of Design Principles
Math Expressions in Common Core adheres to the
first
design principal:
Scope.
Math Expressions is outlined by every lesson that is to be taught - with
step-by-step whole group instruction, guided practice, and then independent work
time. This curriculum also includes support for ELA, tier 3 support, interventions,
and math centers. An example of scope within Math Expressions is the
curriculum outlined scope and sequence planned for the whole school year.
Math Expressions in Common Core adheres to the second design principal:
Sequence.
Math Expressions is aligned with Common Core State Standards and
has 8 units in the whole curriculum, which all build off one another in sequence.
Each unit is about 3 weeks to a month long, with daily lessons that are able to be
stretched out to ensure longer lessons for understanding. Each lesson has
informal assessments, as well as Unit formative assessments (Math Expressions,
2013).
3. Discussion of Ideology
Discuss the ideology (e.g., scholar academic, social
efficiency, learner-centered, social reconstruction) most apparent in the design of
the curriculum. Include
two
examples from the curriculum to support your
discussion.
The ideology that is most apparent in the design of Math Expressions is that it
supports student-centered learning. Math Expressions provides teachers with
multiple ways to teach - as well as how to keep getting engaged. There are
multiple components throughout the day (lesson) - Whole Group lesson, multiple
guided practice activities (with whiteboards), and then an independent practice. It
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also provides ideas to differentiate - for interventions, on level, ELLs, and
advanced. This curriculum provides students with hands-on, visually engaging,
and routined activities where students can be successful in their learning. This
curriculum also supports learning strategies and supports students on their
understanding of numbers, equations, and tools to use - to help students achieve
success and growth.
a. Discussing ideology supporting goals/objectives
The ideology from part A3 helps support the goal of the objective by the use of
manipulatives, strategies, and centers that you use - to increase student
understanding. In each lesson - students are able to participate in the whole
group lesson, check for understanding in the guided practice, and then show
what they know during the center activities - or differentiated activities. An
example of this ideology, student-centered, is that students are able to
physically interact within the lesson by getting up and moving around, using
different materials, and also finishing off the lesson with games/activities that
are very engaging. For example, during centers - students are working together
on common core state standards - that are tied in with the book, so they can
further explore their understanding of the lesson.
Another example of this ideology from part A3 that supports the goal of the
objects is the use of manipulatives to get students thinking abstractly. Students
are using physical objects and tools to help them with their thinking, as well as
help them understand the relationship behind the numbers. Manipulatives are
used in whole group learning activities, guided practices, independent practice,
and assessments. I have these accessible for all students to use, at any time.
For example, some of the manipulatives that are used are hands on number
lines that have beads to help move numbers, unifix cubes, and counters
(bears/coins). This helps students with hands-on learning and to approach new
content with confidence.
4. Discussion of Curriculum Learning Theory
The learning theory most apparent in the design of the curriculum, Math
Expressions, is constructivism. Constructivism is when the learner is building
upon prior knowledge to “construct” a new understanding. Math Expressions is a
learner-centered, hands-on math curriculum that supports students' learning
abilities. While each lesson ‘builds’ on one another - the students also gain skills
and strategies to use throughout the units.
Designing Curriculum and Instruction
- D183 (task two)
7
One example of constructivism in the design of the curriculum, Math Expressions,
is the way that this curriculum builds off previous skills to ensure student
satisfaction. The first two units take the students' understanding of numbers, then
introducing strategies to add numbers together, and then creating equations.
After taking a unit assessment, you’ll know as an educator that students are
ready for the next units that introduce subtraction, unknown partners/totals, and
then multi-digit addition.
Another example of constructivism in the design of the curriculum, Math
Expressions, is the use of manipulatives / strategies throughout the curriculum.
This curriculum uses unifix cubes, bear counters, stair steps, Math Cards, Math
Whiteboard, and ten sticks & extra ones. I use these ten sticks and extra ones
during Unit 6 when going over place value within two-digit numbers. These
manipulatives are a tangible way of seeing how many groups of tens there are
and how many extra ones.
a. Discussing Learning Theory supporting goals/objectives
Constructivism supports my Math Expressions curriculum goal:
Students will
use addition and subtraction to solve word problems within 20 with unknowns in
all positions. They will be able to use objects, drawings, and equations to
represent the problem.
As the teacher, I am able to walk around - support when
needed and pull for tier one or tier two support. Ultimately, when students feel
that they are ready to peel away from scaffolding - they are prepared for the
challenge of the new lesson because they have skills from the previous lessons
taught.
B. Using the CIPP evaluation model, outline a plan for evaluating the
curriculum from part A by doing the following:
Context
1. Need/Problem
Students will learn how to add two-digit numbers.
Input
2. Curriculum Components
One component of the curriculum that addresses the need from part B1:
Students
will learn how to add two-digit numbers
is
unit tests
that are put in place to make
sure students are achieving mastery of the units before - while building on the
Designing Curriculum and Instruction
- D183 (task two)
7
current lesson. By taking Unit 7 and by the grades of their fact fluency test, I know
that students are either ready / not ready to add two-digit numbers. It also helps
me understand what they know and what they need to work on.
Another component of the curriculum that addresses the need from B1:
Students
will learn how to add two-digit numbers
is the differentiation they provide:
intervention groups, on-level groups, intermediate, and ELL groups. This gives all
students an opportunity to learn at their own pace. This curriculum also has
hands-on models that support different learning styles of students.
3. Information / Resources
The information I gather from assessing with unit tests - will help me and guide
me through my teaching. Once an assessment is complete - I can adjust my
lesson on their prior knowledge and what they still need to learn to keep
progressing through the unit. Once the students have achieved mastery, I can
then move on to the next lesson.
Process
4. Curriculum Implementation
The process I will follow to implement the curriculum will be going by the book
with fidelity. The curriculum teacher manual is pretty easy to follow - with whole
group instruction (20 minutes), guided practices with differentiation (20 minutes),
independent practice (10 minutes), and then assessments. It also includes some
extra activities and games to support further understanding. This curriculum starts
with a Unit one which is going over a basic foundation of numbers and their
meaning. With each unit - there is an assessment, to check for understanding. It
has a data spreadsheet that informs you on what to teach if x amount of students
got this problem wrong, etc.
5. Curriculum Monitoring
The process you will follow to monitor the effectiveness of the curriculum would
be to use the data based on the student unit assessments. If students are
showing mastery from the unit assessments, then you know the curriculum is
effective. You also know that the way you are teaching this curriculum -
strategies, tools, styles, pace, etc. - is working to help build success within the
classroom.
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- D183 (task two)
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Product
6.Identified Need / Problem Met
I will determine whether the curriculum ultimately met the need part B1:
Students
will learn how to add two-digit numbers
by the end of Unit 8 - when the
assessment for adding two-digit numbers to two-digit numbers has 90% or more
of students showing mastery. If I still had students that were not showing
understanding of the identified need - then I need to refocus and plan tier 2 or tier
3 groups to support the students that are struggling.
7. Design Based on Results
I will make decisions about the curriculum based on the determination from part
B6 by looking at data and making adjustments on the curriculum. If the
curriculum, Math Expression, is showing that it is not helping support the students
in the initial need:
Students will learn how to add two-digit numbers
, then I will
have to brainstorm on if I need to teach it a different way (style) or find a
supplemental to help achieve this goal.