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Curriculum design - task 1

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Kari Hansen

on 28 November 2014

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Transcript of Curriculum design - task 1

Elementary Curriculum Design theory recommendation
Explanation of Curriculum Model
Rather than beginning with writing lessons, Wiggins and McTighe created the backwards design model which starts with concepts and ends in the classroom. Their model includes three major components (Chiarelott, 2005, p. 31). Alignment within the school year is important, as well as, alignment across grade levels.
All sciences should be taught in all grades.
Integrating earth science in Kindergarten incorporates the backward design model across grade levels.
This allows transfer of knowledge into later grades by means of vertical alignment.
Backward design is developmentally appropriate and effective in Kindergarten.
Chiarelott describes backward design as "particularly relevant to curriculum design in early childhood settings where greater emphasis is usually placed on children’s learning and development" (2005, p. 31).
Introduction to Grade Level and Content Area
Switching to only FOSS kits increases curriculum effectiveness.
Curriculum will be most effective when it progresses from one grade to the next.
Science content will be taught to the intended grade level.
To apply backward design across grade levels, prior knowledge must be determined for 12th grade and work its' way down to Kindergarten.
Introduction to Grade Level and Content Area
Currently, in Kindergarten, teachers use science kits from the Full Option Science System (FOSS) Program for instruction. Students are learning from the Wood and Paper, Fabric, and Animals Two by Two curriculum.
inquiry based instruction
lacks an earth science curriculum
not vertically aligned with higher grades

JYT2 Curriculum design - task 1 by Kari Hansen
Secondary Curriculum Design recommendation
Learning Experiences
First, goals are created using the National or State standards.
Pacing guides are written for the academic year.
Essential questions for the units "serve to bridge the standards and the curriculum" (Childre, Sands, & Pope, 2009, p. 8).

Chiarelott, L. (2005).
Curriculum in Context
. [VitalSource Bookshelf version]. Retrieved from http://online.vitalsource.com/books/9781285821954/outline/

Childre, A., Sands, J. R., & Pope, S. T. (2009). Backward Design.
Teaching Exceptional Children
, 41(5), 6-14.

Full Option Science System (2014).
FOSS Modules
. Retrieved from http://www.fossweb.com/foss-modues

Science Education for Public Understanding Program (2014). Investigating Wastewater: Solutions and Pollutions. Retrieved from http://sepuplhs.org/middle/modules/iwastewater/index.html
Curriculum Model Recommendation
Curriculum Model Recommendation
In 6th grade, teachers use science kits from three different science programs: Full Option Science System (FOSS) Program, Science & Technology Concepts (STC), and Science Education for Public Understanding (SEPUP). Students are learning from the Diversity of Life, Magnets & Motors, and Solutions & Pollutions science kits.
Science kits are from three different programs
not all are intended to be taught in the sixth grade (Science Education for Public Understanding Program, 2014).
curriculum intended to have a specific progression through the grades (Full Option Science System, 2014).

To incorporate Wiggins and McTighe's design, all sciences (physical, earth, and life) should be taught in Kindergarten.
Kindergarten curriculum is missing earth science.
The school district should replace FOSS Fabric with its' Trees science kit.
This allows transfer of knowledge into later grades by means of vertical alignment.
Finally, a sequence of lessons are written
Integrate goals with assessments into experiences that will guide students to the end result (Childre, Sands, & Pope, 2009, p. 9).
After goals are set, assessments are written, keeping the goals in mind.
The "key is a framework of assessments that gradually build student ability to use knowledge and skills at increasingly sophisticated levels" (Childre, Sands, & Pope, 2009, p. 9).
Focus early on assessment (Chiarelott, 2005, p. 31).
The school district should adopt only FOSS science kits for grade 6.
Students would now learn from the Force and Motion, and Earth History, as well as the current Diversity of Life modules.
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