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ORLA 5532 - Curriculum Project [FINAL]
Transcript of ORLA 5532 - Curriculum Project [FINAL]
SPA 2010 what if LOTR was a
course or a textbook? How DO
try they push at boundaries The brain is
ready to learn
by filling in blanks We tend to LIKE something if we are able to "see" the patterns in it When this happens, we begin to "groove" in the patterns ... to seek them out and to expect them. conscious thought the brain
at three levels
of thinking making lists
assigning values All students in the Fredericksburg City Public Schools will learn and succeed, "Excellence in Education" embodies a commitment to quality that assures each student opportunity and equity. The school system reflects the value the community places on our children and believes the future depends on the dedication of our resources to educate all students to become knowledgeable, responsible, and productive citizens. allows you to practice patterns and permutations of patterns "Boredom is the brain casting about for new information. It is the feeling you get when there are no new patterns to absorb." Flower Power Factortris http://bit.ly/9uhSJF http://www.funbrain.com/ Math Baseball http://www.mangahigh.com Question that curriculum designers ask themselves ...
- Dr. James Gee "How do I get somebody to learn something that is long and difficult and takes a lot of commitment, but get them to learn it well?" "the best instruction hovers at the boundary of a student's competence" - Andy diSessa, Cognitive Scientist [Video games] tend to encourage players to achieve total mastery of one level, only to challenge and undo that mastery in the next, forcing kids to adapt and evolve. - Dr. James Gee, University of Wisconsin
Wired Magazine, 2003 -Rath Koster, A Theory of Fun Tombstone City ...oh and the district vision Revelation #4: I can still play the video games I played when I was a child. http://www.flickr.com/photos/bobfoldsfive/2596985632/
Sorry bobfoldsfive, I am using this image without permission because I can't seem to log in to Yahoo to ask for permission. Please don't be mad! http://www.flickr.com/photos/kkseema/2042946052 http://www.flickr.com/photos/seandreilinger/959010447 they
over http://www.flickr.com/photos/wwworks/3039389897 they seek patterns GAME Learning is not Linear. Third Problem: - Raph Koster, A Theory of Fun Fourth Problem: School Assessments: Our school creates and administers exams at the end of each semester which must be in compliance with VA DOE state standards. the act of
a problem fun some games just make games lame IBL is great,
in theory, but ...
in reality. Designing and implementing formal end-of-course assessments in my current school does, in fact, follow state guidelines; however, the state's guidelines seem to be viewed as a academic ceiling. By forming tests around baseline standards, most assessments lack rigor & engagement. Conclusion addition & subtraction of integers simplifying like terms
3x+4+2x-7 multiplication and division of integers solving
x+3=6 finding points that
fit x+y=5 absolute value
e.g. |-8| graph an inequality on a number line where
do we want
brains to be? Ainsworth and Viegut speak of the benefits of "coupling in-class and large scale assessments". AHA moment =
the brain having fun On linear learning paths,
students often get stuck
one concept. autopilot reflexes
running "scripts" sorting and packaging associative
"common sense" Before considering curriculum alignment, let's check out my school's mission statement... Revelation #2: Fredericksburg City Public Schools will provide a quality education that assures opportunity and equity for each student. Our motto “Excellence in Education” embodies a commitment to empower students to develop personal responsibility for meeting high academic standards and to become productive citizens in a global society. We've been trying all sorts of untested strategies to improve student outcomes for decades, with little or no forward progress. children
is fun what is a ? Curriculum what is ? illustrations by
B. Boles as adults, we perceive that
serious there are
descriptions and yet, children learn a remarkable amount before
they ever enter
formalized education http://www.flickr.com/photos/wjarrettc/2135222193/sizes/l/ play involves a relaxed pace
freedom to explore revelation #2 But, in education, we
have taken "fun"
out of learning. addition & subtraction of integers simplifying like terms
3x+4+2x-7 multiplication and division of integers solving
x+3=6 finding points that
fit x+y=5 absolute value
e.g. |-8| graph an inequality on a number line This is what we do in math
(and I suspect your discipline is similar) So ... what can
we do? Vocab Sushi http://www.vocabsushi.com/ http://lab.andre-michelle.com/tonematrix Tone Matrix You don't have to
"play" using a video game. Darfur is Dying The Forbidden City Discover Babylon Peacemaker McVideo Game Second Life:
The Ultimate Simulator SimCity Societies Places to Visit:
http://bit.ly/aAG7oX But... Immune Attack Non-digital Games Alternative: Use in-class assessment in addition to large-scale assessments to best analyze student learning. Handy Tip Bloom's Taxonomy Brandon C BOLES Not only can I still play this one,
I can get to higher levels
than I was able to as a child. http://www.flickr.com/photos/cmduke/3035453343/ http://www.flickr.com/photos/smiles_for_you/409382195/ from the time
we are very young ... If we're not careful,
we're going to take
ourselves out of
learning too. Unfortunately, most
formal education focuses on
surface-level learning Bloom's
Taxonomy (also boring) according to
Pirates of the Carribean boring http://www.flickr.com/photos/zen/241745451/ this is what
do in math one solution who benefits from curriculum-based instruction? *disclaimer some games provide practice some games get it just right Final thoughts ... was it ... Maria H. Andersen
Illustrations by Mat Moore
email@example.com Here we define *curriculum as a document listing outcomes based on district and state standards that is used to guide the schools within a district. *In What Works in Schools: Translating Research into Action, by Robert Marzano (ASCD, 2003), Marzano says a guaranteed and viable cirriculum has the greatest impact on student success. The Standards of Learning (SOL) describe the commonwealth's expectations for student learning and achievement in grades K-12 in English, mathematics, science, history/social science, technology, the fine arts, foreign language, health and physical education, and driver education.
* The Curriculum frameworks for English, mathematics, science and history/social science detail the specific knowledge and skills students must possess to meet the standards for these subjects.
* Enhanced scope and sequence guides provide sample lesson plans and instructional resources to help teachers align their classroom instruction with the standards.
* Test blueprints detail specific standards covered by a test, reporting categories of test items, number of test items, and general information about how test questions are constructed.
* Released tests and test items are representative of the content and skills included in the SOL assessments and present the format of the tests and questions. Select a subject from the menu on the right or see all released test resources. The Virginia State Standards below outline the content for a one-year course in Algebra I. All students are expected to achieve the Algebra I standards. When planning for instruction, consideration will be given to the sequential development of concepts and skills by using concrete materials to assist students in making the transition from the arithmetic to the symbolic. Students should be helped to make connections and build relationships between algebra and arithmetic, geometry, and probability and statistics. Connections also should be made to other subject areas through practical applications. This approach to teaching algebra should help students attach meaning to the abstract concepts of algebra. A.1The student will solve multistep linear equations and inequalities in one variable, solve literal equations (formulas) for a given variable, and apply these skills to solve practical problems. Graphing calculators will be used to confirm algebraic solutions.
A.2The student will represent verbal quantitative situations algebraically and evaluate these expressions for given replacement values of the variables. Students will choose an appropriate computational technique, such as mental mathematics, calculator, or paper and pencil.
A.3The student will justify steps used in simplifying expressions and solving equations and inequalities. Justifications will include the use of concrete objects; pictorial representations; and the properties of real numbers, equality, and inequality.
A.4The student will use matrices to organize and manipulate data, including matrix addition, subtraction, and scalar multiplication. Data will arise from business, industrial, and consumer situations.
A.5The student will create and use tabular, symbolic, graphical, verbal, and physical representations to analyze a given set of data for the existence of a pattern, determine the domain and range of relations, and identify the relations that are functions.
A.6The student will select, justify, and apply an appropriate technique to graph linear functions and linear inequalities in two variables. Techniques will include slope-intercept, x- and y-intercepts, graphing by transformation, and the use of the graphing calculator.
A.7The student will determine the slope of a line when given an equation of the line, the graph of the line, or two points on the line. Slope will be described as rate of change and will be positive, negative, zero, or undefined. The graphing calculator will be used to investigate the effect of changes in the slope on the graph of the line.
A.8The student will write an equation of a line when given the graph of the line, two points on the line, or the slope and a point on the line.
A.9The student will solve systems of two linear equations in two variables both algebraically and graphically and apply these techniques to solve practical problems. Graphing calculators will be used both as a primary tool for solution and to confirm an algebraic solution. A.10The student will apply the laws of exponents to perform operations on expressions with integral exponents, using scientific notation when appropriate.
A.11The student will add, subtract, and multiply polynomials and divide polynomials with monomial divisors, using concrete objects, pictorial and area representations, and algebraic manipulations.
A.12The student will factor completely first- and second-degree binomials and trinomials in one or two variables. The graphing calculator will be used as a tool for factoring and for confirming algebraic factorizations.
A.13The student will express the square root of a whole number in simplest radical form and approximate square roots to the nearest tenth.
A.14The student will solve quadratic equations in one variable both algebraically and graphically. Graphing calculators will be used both as a primary tool in solving problems and to verify algebraic solutions.
A.15The student will, given a rule, find the values of a function for elements in its domain and locate the zeros of the function both algebraically and with a graphing calculator. The value of f(x) will be related to the ordinate on the graph.
A.16The student will, given a set of data points, write an equation for a line of best fit and use the equation to make predictions.
A.17The student will compare and contrast multiple one-variable data sets, using statistical techniques that include measures of central tendency, range, and box-and-whisker graphs.
A.18The student will analyze a relation to determine whether a direct variation exists and represent it algebraically and graphically, if possible. The good news is that instructioncan well prepare students for success on standardized testing... Unfortunately, by teaching specifically to the test specifications, high-quality instruction losses value and rigor is sacrificed. Academic achievement is then based on standardized test scores which are created to be a baseline, not a finish line... As stated in Common Formative Assessments, "...by coupling large-scale assessment measures with a powerful in-class assessment system, educators can utilize the building blocks needed to make a profound difference in the achievement of entire classrooms of individual students." Even with vertical alignment, assessments can still "miss the mark" of authentic rigorous education... ...but by increasing the depth and rigor of tests and coupling in-class and large-scale tests, curriculum will become an assest to student development and growth.