My Curriculum & Instruction Handbook

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This is a curriculum and instruction plan developed by me, Dan Gutterud, through the coursework for Ed 6334 (Curriculum and Instruction) at Bemidji State University, where I am a graduate student seeking a Masters in Education degree.

Transcript of My Curriculum & Instruction Handbook

  • My Curriculum &
    Instruction Handbook
    Dan Gutterud
    Ed 6334 July2009
    Bemidji State University
    Image from http://www.sxc.hu
  • What is your focus?
    "To have taught well is not to have used a great set of techniques or given the learner some words to give back, but to have caused understanding through words, activities, tools, guided reflection, the learner's efforts, and feedback(McTighe & Wiggins, 2005).
    Image from www.flickr.com
  • Curriculum Definition & Approach
    A curriculum can be defined as the planned educational experiences offered by a school which can take place anywhere at any time in the multiple context of the school, e.g. public schools as caring communities(Todd, 1965).
    Image from www.sxc.hu
  • Paulo Freire
    Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge(Freire, 1989).
    Image from www.sxc.hu
  • NelNoddings
    At the present time, it is obvious that our main educational purpose is not the moral one of producing caring people but a relentlessand, as it turns out, haplessdrive for academic adequacy(Diessner& Simmons, 2000).
    Image from www.sxc.hu
  • The Road to Success
    Instruct using Best Practices for Mathematics
    Design instruction using the principles of Understanding by Design by Wiggins & McTighe
    Follow the NCTM & State of MN Standards
    Create an atmosphere for critical thinking
    Involve parents in the education of their children
    Image from www.sxc.hu
  • Best Practices
    in Mathematics
    (from Daniels, Hyde, Zemelman, 2005)
    Image from www.flickr.com
  • 13 Practices to Increase
    Questioning and making conjectures
    Justification of thinking
    Being a facilitator of learning
    Develop problem solving strategies (especiallyrepresentational strategies)
    Use open-ended problems & extendedproblem solving projects
    Students create ones own representations
    Justifying answers and solution processes
    Image from www.sxc.hu
  • 13 Practices to Increase
    Connecting mathematics to other subjects and to the real world
    Developing number and operation sense
    Thinking strategies for basic facts
    Actual measuring and exploring the concepts related to units of measure
    Using statistical methods to describe, analyze, evaluate, and make decisions
    Using multiple assessment techniques, including written, oral, and demonstration formats
    Image from www.sxc.hu
  • 13 Practices to Decrease
    Single answers and single methods to find answers
    Stressing memorization instead of understanding
    Being the dispenser of knowledge
    Practicing routine, one step problems
    Copying conventional representations without understanding
    Reliance on a few representations
    Relying on authorities (teacher, answer key)
    Image from www.sxc.hu
  • 13 Practices to Decrease
    Developing skills out of context
    Memorizing rules and procedures without understanding
    Memorizing equivalencies between units of measure
    Memorizing formulas
    Memorizing procedures
    Having assessment be simply counting correct answers on tests for the sole purpose of assigning grades
    Image from www.sxc.hu
  • Understanding by Design
    Plan units that focus on understanding
    Explain common practices that often get in the way of understanding.
    Use a backward design process to avoid common problems.
    The goal of this approach is to engage students in inquiry & uncovering ideas.
    Follows design standards to achieve quality control in curriculum & assessment designs.
    Image from http://www.sxc.hu
  • The Standards
    Follow the NCTM & the state of MN Standards. The state standards are requirements.
    NCTM standards are more in line with the best practices in Mathematics. Pay special attention to the process standards.
    Image from http://www.sxc.hu
  • Critical Thinking
    My top 5 ways to develop more critical thinking:
    Think of myself as a coach
    Encourage students to think about their thinking
    Model skilled thinking for my students
    Relate content whenever possible to issues and problems and practical situations in the lives of your students.
    Design assessments with the improvement of student thinking in mind
    (from Elder & Paul, 2002)
    Image courtesy of www.criticalthinking.org
  • Involve Parents
    Research shows that students with involved parentsregardless of their background or income levelreap a bevy of benefits, including attending school regularly, enrolling in more advanced classes, getting better grades, graduating from high school, and pursuing post-secondary education (Be Strategic, 2003).
    Communicate with parents and bring them into the classroom.
    Image from http://www.sxc.hu
  • Methods to communicate with parents
    webpage
    calls home
    progress reports
    newsletter
    conferences
    surveys
    blog
    e-mail
    Image from http://www.sxc.hu
  • Conclusions
    Best practice fits well in most approaches in education and those described in this course.
    Best practice addresses the concerns of Paulo Freire in challenging students and encouraging teachers as facilitators.
    Best practice addresses the concerns of NelNoddings in keeping the needs of students in focus.
    Best practice will lead to greater success in NCLB due to the streamlining of teaching methods and assessments.
  • Whose knowledge is of most worth?
  • Our students!
  • Visit my links by going to my wiki at
    http://room13allstars.pbworks.com
    Image from http://www.sxc.hu
  • References
    Be strategic to boost family involvement. (2003, December). District Administration, Retrieved November 5, 2007, from ContentSelectResearch Navigator database.
    Daniels, H., Hyde, A., & Zemelman, S. (2005). Best practices: Todays standards for teaching & learning in Americas schools (3rd ed.). Portsmouth, NH: Heinemann.
    Diessner, R. & Simmons, S. (2001). Sources: Notable selections in educational psychology (1st ed.). Guilford, CT: McGraw-Hill/Dushkin.
    Elder, L. & Paul, R. (2002). How to improve student learning: 30 practical ideas. Dillon Beach, CA: The Foundation of Critical Thinking.
    Freire, P. (1989). Pedagogy of the oppressed. New York: Continuum.
    McTighe, J. & Wiggins, G. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Development.
    Todd, E.A. (1965). Curriculum development and instructional planning. Nederland, TX: Nederland Ind. School District.