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8/17/2019 Curriculum Design Project Final
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a r n i n g w i t h M a r q u etRunning head: CURRICULUM DESIGN 1
CURRICULUM DESIGN PROJECT
CANDICE GERMANY, CARLOS BALLINAS, NASEEB BHANGAL, & PATRICK MCHALE
LOYOLA UNIVERSITY CHICAGO | ELPS 430 | Dr. Par!"# Gr$$%
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CURRICULUM DESIGN 1
TABLE OF CONTENTS
Introduction pg. 2
Session 1: Working as a ea! in Ser"ice Learning pg. 4
Session #: What Do $ou and I %a&ue' ( Leadershi) De"e&o)!ent pg. 8
Session *: Ma) $our C+c&es o, Socia&i-ation and Li.eration pg. 11
Session /: he 0eauti,u& Strugg&e ( Socia& ustice and Wh+ $ou Need to Engage pg. 22
Session 2: It3s a Who&e New Wor&d: Engaging Mu&ticu&tura& Identities pg. 27
Session 4: Can $ou Re,&ect with Us' ( Critica& Re,&ection pg. 32
Session 5: Students as Creati"e Educators pg. 38
Session 6: 7aci&itation oo&s and ricks pg. 41
Session 8: C&assroo! Manage!ent pg. 46
Session 19: ,,ice De"e&o)!ent pg. 49
0udget pg. 52
;))endices pg. 53
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CURRICULUM DESIGN #
Introducton
When designing curricu&u! ,or the student We ,ocused on in"estigating one to)ic within each o, the
sessions and sequenced the training to)ics intentiona&&+ so the o"era&& curricu&u! .ene,its the
student
S!""on #!"gn
When writing the curricu&u! ,or the undergraduate student workers= our grou) decided to
co!)&ete the )ro?ect .+ ha"ing each session ,ocus so&e&+ on one ski&&> ;s a grou)= we ,e&t that .+
,ocusing on one su.?ect !atter at a ti!e= we wou&d .e a.&e to create a dense &earning e@)erience
within each o, the sessions> Whi&e so!e o, our training sessions organica&&+ touch u)on !ore
than one training to)ic= the ,ocus o, each session Ai>e> &earning outco!esB is centered on one
training to)ics> 7or e@a!)&e= when student
he+ wi&& a&so get to e@)erience a &itt&e .it o, c&assroo! !anage!ent during this session= .ut the
)ri!ar+ ,ocus is on ,aci&itation>
Sc$%%o&dng
Whi&e designing this training= our grou) decided on how we wou&d &ike to sca,,o&d the
sessions> We decided to )&ace the Working as a ea! in Ser"ice Learning session ,irst> We
wanted to .ui&d co!!unit+ .etween the student he ne@t session is
What Do $ou and I %a&ue' .ecause each student
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CURRICULUM DESIGN *
this training in addition to their student hus= we wanted to design a session that
su))orts their &eadershi) de"e&o)!ent ,ro! the "er+ .eginning>
hen we designed two socia& ?ustice sessions that ,o&&ow each other> he ,irst wou&d .e
,ocused on identit+ e@)&oration and the second wi&& .e ,ocused on ta&king a.out socia& ?ustice
with others> We chose to )ut the! in this order .ecause we ,e&t that the indi"idua& !ust ,irst
understand their own identities .e,ore the+ can ha"e a discussion a.out socia& ?ustice issues>
he ,i,th session is ,ocused on o)erating in !u&ticu&tura& s)aces> We chose this ne@t
.ecause= as a grou)= we ,e&t that students needed to &earn how to .e co!,orta.&e with
unco!,orta.&e to)ics> nce students ha"e &earned how to discuss these issues= we ,e&t that it was
ti!e ,or the students to start to &earn critica& re,&ection> he+ ha"e digested a &ot o, in,or!ation
at this )oint and this session wi&& .egin their education on how to re,&ect on new to)ics>
7or our ,ina& sessions= we ,ocused on what the student he ,ina& session wi&& .e ,ocusing on
o,,ice de"e&o)!ent> We ,e&t it was necessar+ to add this session .ecause the students wou&d need
to &earn how to work in the o,,ice and co!!unicate with co!!unit+ )artners as we&& as their
,e&&ow student
he student 7ocusing on one training to)ic in the
sessions wi&& )ro"ide students with the necessar+ too&s the+ wi&& need ,or their )ositions> 0+
,ocusing on one to)ic= we wanted to )ro"ide a rich training e@)erience to students within a short
)eriod o, ti!e> We ho)e this training wi&& )ush students to think critica&&+ and a&so a&&ow the! to
su))ort students= sta,,= and co!!unit+ )artners during their tenure in the o,,ice>
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CURRICULUM DESIGN /
S!""on 1
S!""on Tt&!' (or)ng $" $ T!$* n S!r+c! L!$rnng
S!""on #!+!&op!d B,' atrick McFa&eTO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' ea! 0ui&ding
L!$rnng Outco*!" A.ased on 7ink3s a@ono!+BFound$ton$& no/&!dg!' Students wi&& .e a.&e to i&&ustrate the "arious d+na!ics o,tea!work in their work in ser"ice &earning
Int!gr$ton' Students wi&& .e a.&e to s+nthesi-e their tea!
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CURRICULUM DESIGN 2
L!$rnng Act+t!"
Act+t, 1' Co**on round'
o 7or! equa& si-ed tea!s o, * Gi"e each tea! a sheet o, )a)er and a
)enci&> e&& tea!s their cha&&enge is to &ist e"er+thing the+ can think o, that a&&tea! !e!.ers ha"e in co!!on>o 7or e@a!)&e= attending the sa!e schoo&= )re,er the sa!e kind o, !usic= ha"e the
sa!e .rand o, tennis shoes> he on&+ ru&e is the+ cannot &ist si!i&ar .od+ )arts=i>e> We a&& ha"e two ar!s= etc>
o e&& tea!s the+ ha"e ,i"e !inutes to create their &ists= so the+ need to work
quick&+> o add to the e@cite!ent= te&& the tea!s when the+ ha"e 1 !inute &e,t=thirt+ seconds= and so ,orth>
o When ti!e is u)= ,ind out which tea! has the &ongest &ist and ask the! to read the
si!i&arities the+ &isted> hen ask tea!s whose si!i&arities ha"e not a&read+ .eenread a&oud to read so!e o, theirs>
o Discussion Huestions: Fow eas+ was it to disco"er so!ething in co!!on with another grou)
!e!.er' Fow can si!i&arities draw us c&oser together'
Fow can our di,,erences draw us c&oser together'
;da)ted ,ro!: Jee,er= Mika& ACo!)i&erB> All-Star Games from All-Star Youth Leaders.1886> Lo"e&and= Co&orado: Grou) u.&ishing= Inc>
Act+t, 2' Four Corn!r"'
o he the!e o, this acti"it+ is a))reciating di,,erent st+&es> he task wi&& .e to go
stand near the word +ou re&ate !ost to> Set u) wi&& inc&ude ,our di,,erent )oster .oards or ,&i) charts with one o, the ,o&&owing words written on each o, the! Aoran+ words +ou choose that ,it the the!e o, +our worksho)B:
Structure
Meaning
Re&ationshi)s
;ction
o ;sk the )artici)ants to go stand near the word that the+ !ost re&ate to> When
e"er+one has se&ected a word= ask each grou) to discuss a!ong the!se&"es wh+the+ chose the word the+ did and how that word re&ates to the wa+ the+ )re,er to
work> ;,ter se"era& !inutes o, discussion= ask each tea! !e!.er to re)ort whatthe+ ca!e u) with>o he worksho) the!e can .e a&tered .+ changing the ,our words> $ou can a&so use
this as an ice.reaker= .+ )utting ,unn+ or interesting wordsK)hrases on the )osters>o Discussion: I, +our grou) has taken a )ersona&it+ or &earning st+&es assess!ent= it
!a+ .e a))arent that the ,our words re&ate to ,our di,,erent wa+s o, re&ating to thewor&d> 7or so!e )eo)&e= order and structure are i!)ortant )arts o, how the+ &i"etheir &i"es> ;s a re,&ection o, this inc&ination= the+ o,ten choose careers in
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CURRICULUM DESIGN 4
organi-ations &ike the ar!ed ,orces> 7or others= de"e&o)ing and !aintainingre&ationshi)s is their )ri!ar+ ,ocus> 7requent&+ the+ choose careers in areas suchas sa&es or training> here are )eo)&e who !ake ana&+-ing and understanding thenature o, things a )riorit+> he+ are attracted to ,ie&ds &ike engineering andscience> thers with a ?usto he ,our words can sti!u&ate a use,u& discussion a.out the di,,erent wa+s )eo)&e
a))roach work> ;s a re,&ection acti"it+= ask so!e o, the ,o&&owing questions: Was an+one sur)rised .+ the )re,erences e@)ressed .+ the other grou)s'
Which grou) wou&d +our grou) work .est with and wh+'
Which grou) do +ou ,ind the !ost cha&&enging to work with and wh+'
What !ade +ou choose the word +ou did'
Fow does this choice re,&ect the wa+ +ou work or dea& with others'
What questions wou&d +ou &ike to ask the other grou)s to he&) +ou .etter
understand the wa+ the+ think'o It is te!)ting to think that others are ?ust an i!)er,ect "ersion o, ourse&"es> 0ut
)eo)&e are di,,erent= in wa+s we can3t e@)&ain or )redicts= .ecause that is whothe+ are> Each o, our !inds works di,,erent&+> When +ou tr+ to understand wherethe other )erson is co!ing ,ro!= it is easier not to take our di,,erences so )ersona&&+>
;da)ted ,ro!: Snow= Farrison> 1885> Indoor/Outdoor Team-building Games forTrainers: Powerful Ati!ities from the "orld of Ad!enture-#ased Team-#uilding and
$o%es &ourses. McGraw
Budg!t r!ur!d' 19 ,or &arge )osters and !arkers
Out&n! o% S!""on'
T*! Act+t, Not!"
#2 Minutes Co!!on Ground ● 7or! grou)s and descri.e acti"it+ A2 !inB● Grou) work A2 !inB● In"ite grou) with !ost si!i&arities to &ist the! A#
!inB● In"ite other grou)s to add to &ist A* !inB● Discussion questions A19 !inB
#9 Minutes 7our Corners ● In"ite students to go to word the+ associate with!ost and discuss with students in their corner A2!inB
● Each tea! re)orts ,indings A2 !inB● Discussion questions A19 !inB
19 Minutes Grou)KIndi"idua&Re,&ection
Students wi&& .e in"ited to ,i&& out a .rie, one
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CURRICULUM DESIGN 5
tea!
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CURRICULUM DESIGN 6
S!""on #!+!&op!d B,' Candice Ger!an+TO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' Leadershi) De"e&o)!ent
L!$rnng Outco*!" A.ased on 7ink3s a@ono!+BFound$ton$& no/&!dg!' Students wi&& identi,+ their &eadershi) st+&es and understand
those st+&es>
Int!gr$ton' Students wi&& .e a.&e to integrate their &eadershi) ro&es with other ro&es the+!ust )ossess>
L!$rnng 0o/ to L!$rn' Students wi&& know what &eadershi) qua&ities the+ "a&ue andwhat their coworker3s "a&ue>
A""!""*!nt Act+t!"
On! nut! !%&!cton' Huestions: What do +ou think is +our strongest &eadershi)qua&it+ and wh+' Is there an+thing that +ou &earned a.out +our &eadershi) st+&e during
these e@ercises' Fow wi&& this &eadershi) qua&it+ he&) +ou during +our ti!e in our o,,ice'
;t the end o, the session= gi"e each o, the students a )iece o, )a)er and )ose thequestions to the students= then start the c&ock and ti!e one !inute ,or the students towrite> ;ccording to 7ink A#91*B= gi"ing the students one !inute to write )ushes thestudents to !ake a decision a.out what the+ want to write a.out> he students wi&& not .e!udd&ed .+ ,acts>
L!$rnng Act+t!"
#!%nton o% L!$d!r"p' Fa"e a grou) o, / students identi,+ qua&ities o, &eaders> Fa"eeach grou) share with the who&e c&ass what the+ discussed in their s!a&& grou)s>
(o;" $t ,our t$ What &eadershi) qua&ities the+ )ossess'*> Fow can these &eadershi) qua&ities .e trans&ated to their )ositions'
hese )eo)&e can .e an+one in the wor&d or )eo)&e that are c&ose to the indi"idua&> ;skthe student su)er"isors to inc&ude ti)s on what &eadershi) qua&ities the+ ,ound he&),u& andi!)ortant to their )ositions that !a+ he&) the new students>
Budg!t r!ur!d Ai, an+B: 19 ,or a)er and ens
Out&n! o% S!""on'
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CURRICULUM DESIGN 8
T*! Act+t, Not!"
2 Minutes Introduce the Section Introduce the section> Gi"ethe students a run through o,what wi&& .e inc&uded in this
session and the tasks +ou wi&& .e doing> ransition intogrou)s>
19 Minutes he De,inition o,Leadershi)'
Se)arate the grou) into /tea!s> Fa"e the! co!e u)with a de,inition o,&eadershi)>
*2 Minutes Who3s at +our ta.&e' Grou) students together andgi"e the! the docu!ent>Fa"e the students ,i&& out whothe+ want at their ta.&e and
what &eadershi) ca)a.i&itiesthe+ ha"e> Fa"e the studentsthen go in a circ&e and e@)&ainhow these !e!.ers wou&d!ake a good tea!> Fa"e thestudent su)er"isors inc&udewhat &eadershi) st+&es wou&d!ake the! good &eaders>
1 Minute 1 Minute Write Fa"e the students do a one!inute write o, what the+think is their .est &eadershi)
qua&it+ and wh+ it is .ene,icia& to the grou)> I, +ou,ee& it is necessar+= +ou cane@tent this write to 2 !inutes>
!"ourc!" or $rt%$ct" n!!d!d %or &!""on p&$n Ae>g>= &inks= etc>B
• Who3s at +our ta.&e': Fandout> ASee ;))endi@ ;B
Conn!cton to Int!gr$t!d Cour"! #!"gn IC# od!&'
he students wi&& co!)&ete the &earning acti"it+ that wi&& a&&ow the! to see what kind o, &eaders
the+ &ike to surround the!se&"es with= as we&& as who is su))orting the!> his &earning acti"it+is "er+ re,&ecti"e and a&&ows the student to see what kind o, &eadershi) characteristics the+ "a&ue>he goa& o, this session is ,or the students to &earn !ore a.out what the+ think a.out &eadershi)and a&so the guidance the+ can seek ,ro! those indi"idua&s> It a&so a&&ows the! to see what kindo, &eadershi) qua&ities their )eers "a&ue> his &earning acti"it+ de!onstrates 7ink3s A#91*B idea o, Making Meaning> he students need to ,ind what &eadershi) !eans to the!>
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CURRICULUM DESIGN 19
he one !inute write is i!)ortant to the assess!ent o, &earning ,or the students> ;ccording to7ink A#91*B= the one !inute write can .e used to a&&ow the students to not get !udd&ed down .+a&& the ,acts> I, these quick re,&ections are done on a regu&ar .asis as we&&= the+ .eco!e .etter atgi"ing "a&id res)onses and= there,ore= .etter at critica& thinking> he student has a &i!ited a!ounto, ti!e to co!)&ete the write so the+ tend to write the ,irst thing that co!es to !ind> It wi&& he&)
the su)er"isors o, the students know the student .etter .e,ore the +ear .egins and what the+ .e&ie"e their strengths are so the+ can cu&ti"ate their &earning>
Personal Reflection: "hen refleting on m' own e,%erienes in %rofessional de!elo%menteduation) I ha!e rarel' been as(ed what leadershi% means to me. I ha!e onl' been as(ed how
an I use m' leadershi% s(ills. I belie!e the ati!ities will gi!e the students the abilit' to ha!e a
new outloo( on leadershi% ati!ities.
S!""on 3
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CURRICULUM DESIGN 11
S!""on Tt&!' $p our C,c&!" o% Soc$&=$ton $nd L
S!""on #!+!&op!d B,' Nasee.
TO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' Socia& ustice ASe&,
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CURRICULUM DESIGN 1#
#"cu""on on !$dng" %or #+!r"t, > Soc$& ?u"tc! $nd @Soc$& Id!ntt!"
outu
stor+ ,or one or a ,ew o, the identities that was )articu&ar&+ o, interest when co!)&eting
the worksheet> In sharing the stor+= student
roup C&o"ng !%&!cton' ;,ter students co!)&ete the worksheets ,or C+c&es o,
Socia&i-ation and Li.eration= the+ wi&& ha"e the o))ortunit+ to c&ose the s)ace with the
&arger grou)> 7aci&itators can c&ose the acti"it+ in se"era& wa+s: Di,,erent sectors o, the
https://www.youtube.com/watch?v=SYeZsUqCDOIhttps://www.youtube.com/watch?v=SYeZsUqCDOIhttps://www.youtube.com/watch?v=SYeZsUqCDOIhttps://www.youtube.com/watch?v=SYeZsUqCDOI
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CURRICULUM DESIGN 1*
roo! can .e designated ,or di,,erent sectors o, the C+c&e o, Socia&i-ation= and then the
C+c&e o, Li.eration> artici)ants se&ect one sector= and get u) ,ro! their seats to !o"e to
that sector> 7aci&itator directs an around the roo! reading where.+ )artici)ants who are
standing in each sector take turns reading their e@a!)&es> E@a!)&es ,or each sector o, the
C+c&e o, Socia&i-ationOand the C+c&e o, Li.erationO can .e "o&unteered as a
.rainstor!>
(0 I SELECTE# T0E ABOE ASSESSENT ACTIITIES'
The first assessment ati!it') isussion on $eadings for i!ersit' and Soial ustie0)
is not onl' meant to test the foundational (nowledge and learning outomes students are
e,%eted to meet after reading 1arro2s wor() but the' are also meant to test students2
abilit' to integrate their readings into a larger disussion of the !ideo) s%eifiall'
another student2s e,%eriene with the 'le of soiali3ation and 'le of liberation. This
first assessment ati!it' is onsistent with 4in(2s 56789 reommendation) whih
suggested that authenti assessment Are realisti. The tas( or tas(s re%liate the wa's in
whih a %erson2s (nowledge and abilities are tested in real-word situations0 5%. ;
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CURRICULUM DESIGN 1/
6789) %. ;. #' ha!ing students read 1arro2s two 'les and then %lae
themsel!es within these two 'les) I am reating an o%%ortunit' to not onl' assess their
familiarit' with 1arro2s model before the training) but I2m also reating a realisti
hallenge the' will need to meet and understand in their role as failitators.
L!$rnng Act+t!"
here wi&& .e three se)arate &earning acti"ities ,or the Socia& ustice Se&, In order to success,u&&+ ,aci&itate the &earning
acti"ities= it is i!)ortant to )ro"ide student= 0&u!en,e&d= W>>= CastaPeda= R>= Fack!an= F> W>= eters= M>
L>= QPiga= > AEds>B= $eadings for di!ersit' and soial +ustie .e,ore the training>
Learning ;cti"ities: ut&ine
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CURRICULUM DESIGN 12
1> Socia& Identities= $outu.e %ideo: htt)s:KKwww>+outu.e>co!Kwatch'
"TS$eQsUqCDI
#> Discussion on Readings ,or Di"ersit+ and Socia& ustice= Farro3s C+c&e o,
Socia&i-ation and Farro3s C+c&e o, Li.eration
*> artici)ant Worksheets ,or C+c&es o, Socia&i-ation and Li.eration ,ro! Readings
,or Di"ersit+ and Socia& ustice
;dditiona& resource ,or student
Start out the !eeting with this $outu.e %ideo on a Uni"ersit+ o, I&&inois= Chicago
students e@)erience with the c+c&es o, socia&i-ation and &i.eration> Encourage student<
&eaders to &ook ,or connections .etween Farro3s C+c&e o, Socia&i-ation and Li.eration
and the student3s A,eatured in the "ideoB e@)eriences with their own identit+= )ri"i&ege=
and &i.eration> Encourage +our student
#"cu""on Du!"ton"'
1> What stood out to +ou ,ro! Nico&e3s stor+'#> What= i, an+= connections can +ou !ake ,ro! Nico&e3s Stor+ to the C+c&es o,
Socia&i-ation and Li.eration'
https://www.youtube.com/watch?v=SYeZsUqCDOIhttps://www.youtube.com/watch?v=SYeZsUqCDOIhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttps://www.youtube.com/watch?v=SYeZsUqCDOIhttps://www.youtube.com/watch?v=SYeZsUqCDOIhttps://www.youtube.com/watch?v=SYeZsUqCDOIhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttps://www.youtube.com/watch?v=SYeZsUqCDOI
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CURRICULUM DESIGN 14
*> Does this "ideo he&) +ou .etter understand the c+c&e o, socia&i-ation and the c+c&e
o, &i.eration' Wh+'
/> Is it i!)ortant to re,&ect on the c+c&e o, socia&i-ation and &i.eration' I, +es= wh+'
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CURRICULUM DESIGN 15
L!$rnng Act+t, 2' 0$rro;" C,c&! o% Soc$&=$ton %ro* !$dng" %or #+!r"t, $nd
Soc$& ?u"tc!'
0$rro" @C,c&! o% "oc$&=$ton #"cu""on Du!"ton"'
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CURRICULUM DESIGN 18
L!$rnng Act+t, 2 cont.' 0$rro;" C,c&! o% L
$nd Soc$& ?u"tc!'
0$rro" @C,c&! o% L
Di"ersit+ and Socia& ustice .ook to +our student Fa"e +our student
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CURRICULUM DESIGN #9
Consider using the below questions for discussion:
• Farros !ode& o, &i.eration de)ends on critica& trans,or!ation o, ones
understanding o, s+ste!ic )atterns o, inequa&it+= )ri"i&ege and disad"antage> Can
+ou o,,er an e@a!)&e ,ro! the readings or ,ro! +our own o.ser"ation and
e@)erience= when +ou saw a s+ste!ic )attern o, inequa&it+' What &ed +ou to
that insight= either in the reading= or in +our own o.ser"ation or e@)erience' Wh+
do +ou think it is necessar+ to ha"e a s+ste!ic understanding o, inequa&it+ and
o))ression in order to work toward change'
• Farros !ode& inc&udes reaching out and .ui&ding co!!unit+> Can +ou
)ro"ide e@a!)&es ,ro! +our reading= or +our know&edge o, histor+= or +our own
o.ser"ation and e@)erience' Do +ou agree that it is i!)ortant to ha"e su))ort
,ro! other )eo)&e and work in networks or co!!unities to e,,ect change'
L!$rnng Act+t, 3' -$rtcp$nt (or)"!!t" %or C,c&!" o% Soc$&=$ton $nd
L
nce students ha"e had ti!e to re"iew the readings and .egin ,or!ingKsharing their own
connections to the readings and the "ideo in s!a&& grou)s= )&ease in"ite the! to co!)&ete
http://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdf
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CURRICULUM DESIGN #1
the )artici)ant worksheet .e&ow Aindi"idua&&+B> &ease ,o&&ow the ,aci&itator directions on
the sheet and ada)t directions according to +our grou)3s needs>
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CURRICULUM DESIGN ##
Budg!t r!ur!d' NA
Out&n! o% S!""on'
Materia&s Needed ,or Session:
• Farro3s C+c&e o, Socia&i-ation Fandout Arint out with the C+c&eB
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CURRICULUM DESIGN #*
• Farro3s C+c&e o, Li.eration Fandout Arint out with the C+c&eB
• artici)ant Worksheets ,or C+c&es o, Socia&i-ation and Li.eration ,ro! Readings ,or
Di"ersit+ and Socia& ustice Arint outB
T*!' 1
0our Tot$&
Act+t, Not!" > #r!cton"
B!%or!
!!tng
Farro3s Section 4 and Section 5: C+c&es o,
Socia&i-ation and C+c&es o, Li.eration
Encourage +our
student=
0&u!en,e&d= W>>=
CastaPeda= R>=
Fack!an= F> W>=
eters= M> L>=
QPiga= > AEds>B=
$eadings for di!ersit'
and soial +ustie.
I, +ou do not want to
assign additiona&
http://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdfhttp://cw.routledge.com/textbooks/readingsfordiversity/section3/ch-01-e.pdf
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CURRICULUM DESIGN #/
readings .e,ore +our
!eeting= then consider
car"ing out ti!e
during the !eeting to
ha"e +our returning
student
#A OF
TAININ
$ndor
EETIN'
1G nut!
outu
readings and Farro3s
c+c&es= ask students to
)a+ c&ose attention to
this $outu.e "ideo=
)articu&ar&+ the
students re,&ection
a.out how the+
.eca!e socia&i-ed
with res)ect to their
identities and how
the+ .egan to enter the
c+c&e o, &i.eration>
;sk students to take
notes ,or the
https://www.youtube.com/watch?v=SYeZsUqCDOIhttps://www.youtube.com/watch?v=SYeZsUqCDOI
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CURRICULUM DESIGN #2
discussion>
15 *nut! Discussion o, %ideo and the ReadingsKC+c&es Use the discussion
questions Aa.o"eB to
he&) students
deconstruct and
reconstruct the c+c&es
o, socia&i-ation and
&i.eration> ;sk the! to
draw connections
.etween the student in
the "ideo and the two
c+c&es in s!a&& grou)s>
;sk student
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CURRICULUM DESIGN #4
o, Socia&i-ation and
Li.eration
15 *nut!" artici)ant Worksheets ;&&ow ,or ti!e to
co!)&ete worksheets>
1G *nut!" De.rie, in airs: artici)ant Worksheets ;sk )artici)ants turn
to the )erson ne@t to
the! to share what
was es)ecia&&+ striking
,or the! in the
e@a!)&es the+ ca!e
u) with>
51G
*nut!"
Grou) c&osureKre,&ection ;cti"it+ C&osure ;,ter
)artici)ants ha"e
worked a&one and in
)airs= ,aci&itator can
c&ose the acti"it+ in
se"era& wa+s:
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CURRICULUM DESIGN #5
Di,,erent sectors o,
the roo! can .e
designated ,or
di,,erent sectors o, the
C+c&e o, Socia&i-ation=
and then the C+c&e o,
Li.eration>
artici)ants se&ect one
sector= and get u) ,ro!
their seats to !o"e to
that sector> 7aci&itator
directs an around the
roo! reading
where.+ )artici)ants
who are standing in
each sector take turns
reading their
e@a!)&es>
E@a!)&es ,or each
sector o, the C+c&e o,
Socia&i-ationOand the
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CURRICULUM DESIGN #6
C+c&e o, Li.erationO
can .e "o&unteered as
a .rainstor!>
!"ourc!" or $rt%$ct" n!!d!d %or &!""on p&$n Ae>g>= &inks= etc>B
Farro3s C+c&es o, Socia&i-ation and Li.erationX Readings ,or Di"ersit+ and Socia& ustice
0ook .+ ;da!s= M>= 0&u!en,e&d= W>>= CastaPeda= R>= Fack!an= F> W>= eters= M> L>=
QPiga= > AEds>B>
Readings ,or Di"ersit+ and Socia& ustice We.site:
ttp'c/.rout&!dg!.co*t!HtD> A#91*B> &reating signifiant learning e,%erienes: An integrated a%%roah to
de!elo%ing ollege ourses. San 7rancisco: osse+
http://cw.routledge.com/textbooks/readingsfordiversity/ch01-activities.asphttp://cw.routledge.com/textbooks/readingsfordiversity/ch01-activities.asp
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CURRICULUM DESIGN #8
Conn!cton to Int!gr$t!d Cour"! #!"gn IC# od!& A.rie, narrati"e how this &esson )&an
re&ates to the ICDB
Personal Reflection: I was hallenged to onstrut a training session that ould be failitated in
e,atl' si,t' minutes or less) es%eiall' a session fousing on indi!idual identit' de!elo%ment as
it relates to soial +ustie. Truthfull') this training might re*uire some additional time for this
session to trul' be effeti!e. "hile 4in(2s 56789 model has been hel%ful in guiding me through a
ste%-b'-ste% %roess in de!elo%ing signifiant learning e,%erienes) 4in( 56789 fails to address
how to time learning ati!ities in order to suessfull' meet learning outomes within small
%eriods of time. This is something I ontinue to reflet on as I ontinue to reate and re!ise these
urriulum sessions.
7ink A#91*B noted that one "er+ i!)ortant ,eature o, the integrated course design is the
)ro)osition that the three initia& decisions need to .e integrated: the &earning goa&s= the ,eed.ack
and assess!ent= and the teaching and &earning acti"ities !ust a&& re,&ect and su))ort each other>
Jee)ing this in !ind= I atte!)ted to take a de"e&o)!enta& and &earner
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CURRICULUM DESIGN *9
the tri) to Marquette when se&ecting !+ &earning outco!es and &earning acti"ities> During our
ti!e at Marquette= we were to&d that socia& ?ustice and to)ics o, di"ersit+= inc&usion= and identit+
are rea&&+ i!)ortant to the work student ;s such= I &ooked to Farro3s work on
socia&i-ation and &i.eration as a starting )oint that cou&d )ro"ide student nce the students co!)&etetheir sheets and share with their )artners= the+ ha"e the o))ortunit+ to co!e .ack together as a&arger grou) and go through each ste) o, the c+c&es o, socia&i-ation and &i.eration to identi,+co&&ecti"e&+ what e@a!)&es ,ro! their )ersona& e@)eriences ,it Farro3s !ode&s or do not ,it>
S!""on 4
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CURRICULUM DESIGN *1
S!""on Tt&!: T! B!$ut%u& Strugg&! Soc$& ?u"tc! $nd (, ou N!!d to Eng$g!S!""on #!+!&op!d B,' Car&os 0a&&inasTO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' Socia& ustice A7ocusing on thers Co!!unit+B
L!$rnng Outco*!" A.ased on 7ink3s a@ono!+BFound$ton$& no/&!dg!' Students wi&& assess and increase their &e"e& o, understandingand know&edge a.out the socia& ?ustice issues that ,ace US Societ+ as we&& as their ho!eand ca!)us co!!unit+>
0u*$n #*!n"on S!&%' Students wi&& identi,+ the socia& ?ustice issues that a,,ect the!and what the+ care a.out>
C$rng' Students wi&& identi,+ the need to acti"e&+ engage in the socia& ?ustice issues thatarise within their co!!unit+>
A""!""*!nt Act+t!"'
S!&%A""!""*!nt: Students wi&& .e a.&e to re,&ect on and na!e se"era& socia& ?usticeissues that US societ+ and their i!!ediate ho!e and ca!)us co!!unities current&+ ,ace>
S!&%A""!""*!nt: Students wi&& .e a.&e to re,&ect on the socia& ?ustice issues that dee)&+a,,ect the!> hrough this re,&ection the+ wi&& .e a.&e to articu&ate wh+ it is those issues!atter to the!>
For/$rd Loo)ng A""!""*!nt: ;,ter gaining )ers)ecti"e on the t+)es o, socia& ?usticeissues that !atter to their )eers= students wi&& s)end ti!e indi"idua&&+ re,&ecting on twosocia& ?ustice issues that great&+ !atter to one o, their )eers and that the+ wou&d &ike toengage in the ,uture>
L!$rnng Act+t!"'
!%&!ctng on t! Soc$& I""u!" $%%!ctng u" tod$, 15 nut!"' hrough this acti"it+the ,aci&itator wi&& engage the students in a dia&ogue that wi&& high&ight that current socia& ?ustice issues ,acing current US Societ+> AList o, issues )ro"ided .e&ow in out&ineB ;,terthinking a.out .roader socia& ?ustice issues= the ,aci&itator wi&& engage the c&ass in acon"ersation o, socia& ?ustice issues that are a,,ecting student3s ho!e co!!unities aswe&& as issues that ha"e a,,ected Marquette Uni"ersit+ in the )ast> 7aci&itators here wi&&ha"e to use ca!)us cu&ture know&edge to he&) students in identi,+ing )ast co&&ege issues>he goa& o, this acti"it+ is to acknow&edge the "ast and growing &ist o, Socia& usticeIssues our societ+ current&+ ,aces>
S!&%!%&!cton Act+t, 15 nut!"' ;,ter discussing the "ariet+ o, socia& ?usticeissues our societ+ current&+ ,aces= gi"e students 2 !inutes o, se&, re,&ection and ask the!to think a.out the di,,erent issues that were .rought u) and to write down the to) three
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CURRICULUM DESIGN *#
that the+ !ost dee)&+ identi,+ with> nce the+ identi,+ their to) three issues= ha"e the!write down wh+ it is the+ chose those three>
roup #"cu""on !%&!cton Act+t, 15 nut!"' nce the+ )ick these= studentswi&& get into grou)s o, * and share with their grou) the issues the+ indicated !attered to
the! the !ost and the reasoning .ehind the se&ection> his wi&& )ro"ide each student ano))ortunit+ to &earn ,ro! their )eers on the di,,erent kinds o, socia& ?ustice issues thata,,ect di,,erent t+)es o, )eo)&e> Within this session= each student wi&& a&so ha"e to answerthe question: Wh+ do +ou think it i!)ortant ,or other )eo)&e to a&so care a.out the socia& ?ustice issues that !atter to +ou' his wi&& )ro"ide an o))ortunit+ ,or each studentarticu&ate to so!eone e&se the need ,or !ore in"o&"e!ent in an issue that !atters to the!>It wi&& a&so )ro"ide an o))ortunit+ to e"a&uate and re,&ect on the )otentia& need ,or the!to engage a socia& ?ustice issues di,,erent ,ro! their own>
F$c&t$tor L!$d Con+!r"$ton 15 nut!"' ;,ter the students se&,
Budg! !ur!d I% An,' No 0udget Required
Out&n! o% S!""on'
T*! Act+t, Not!"
12Minutes
Re,&ecting on the Socia&Issues a,,ecting us toda+
hrough this acti"it+ the ,aci&itator wi&& engage thestudents in a dia&ogue that wi&& high&ight that currentsocia& ?ustice issues ,acing current US Societ+>
;sk students to think a.out and )ro"ide e@a!)&es o,
socia& ?ustice issues current&+ ,acing our societ+: I, students ha"e a hard ti!e co!ing u) with so!e=
)ro"ide e@a!)&es ,ro! the ,o&&owing &ist: o&ice 0ruta&it+ Racis! C&i!ate Change I!!igration AMass De)ortationB 0athroo! Laws Discri!inating against ransgender
Co!!unit+ Fo!e&essness Funger K Lack o, 7ood Resources K 7ood Deserts
o"ert+ %oter Registration Laws Inco!e Inequa&it+ Disa))earing Midd&e C&ass Lack Educationa& 7unding S+ste!atic ))ression o, Co!!unities o, Co&or Mass Incarceration Rate ri"ati-ation o, risons
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CURRICULUM DESIGN **
Gun Contro& Laws Fea&th Care ;ccess Water Crisis in Low Inco!e Co!!unities
It is i!)ortant that a,ter the !ention o, a socia& ?usticeissue Awhether it is one a student !entioned or onese&ected ,ro! the &istB that the c&ass ha"e a .rie, s+no)siso, what that socia& ?ustice issue entai&s>
;,ter thinking a.out .roader socia& ?ustice issues= the,aci&itator wi&& ask c&ass to think a.out socia& ?ustice issuesthat are a,,ecting student3s ho!e co!!unities> he issuesa,,ecting the ho!e co!!unities can .e the sa!e orsi!i&ar as those that ha"e a&read+ .rought u)>
;,ter this= the ,aci&itator wi&& )ro"ide students withe@a!)&es o, issues that ha"e a,,ected MarquetteUni"ersit+ in the )ast> 7aci&itators here wi&& ha"e to useca!)us cu&ture know&edge to he&) students in identi,+ing )ast co&&ege issues>
;t the end o, this= the ,aci&itator wi&& re,&ect on the .rie,&ist and high&ight the ,act that there is a wide and &ong &isto, socia& ?ustice issues that a,,ect our societ+>
his wi&& then transition into ne@t acti"it+>
12Minutes
Se&,
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CURRICULUM DESIGN */
a,,ect di,,erent t+)es o, )eo)&e> nce each student has had an o))ortunit+ to share and to
&isten to their )eer= ha"e the! answer the ,o&&owingquestion:
Wh+ do +ou think it i!)ortant ,or other )eo)&e to a&so
care a.out the socia& ?ustice issues that !atter to +ou' his wi&& )ro"ide an o))ortunit+ ,or each student
articu&ate to so!eone e&se the need ,or !ore in"o&"e!entin an issue that !atters to the!> It wi&& a&so )ro"ide ano))ortunit+ to e"a&uate and re,&ect on the )otentia& need,or the! to engage a socia& ?ustice issues di,,erent ,ro!their own>
12Minutes
7aci&itator LeadCon"ersationKConc&usion
;,ter the students se&,
7aci&itator wi&& su!!ari-e the di,,erent socia& ?usticeissues that were discussed during session>
7aci&itator wi&& ha"e c&ass do a ,ina& ,orward &ookingassess!ent that wi&& go as ,o&&ows:
Is engaging in socia& ?ustice work i!)ortant' Wh+' hinking a.out the di,,erent socia& ?ustice issues +ou3re
heard a.out toda+= are there so!e that +ou think +ouwou&d .e interested in engaging as a student in MU'
I, so= what are those' Fow wou&d +ou )ractica&&+ )re)are +ourse&, to engage in
these issues'
!"ourc!" or $rt%$ct" n!!d!d %or &!""on p&$n Ae>g>= &inks= etc>B' NoneConn!cton to Int!gr$t!d Cour"! #!"gn IC# od!&'
In order to de"e&o) this training= situationa& ,actors were ,irst considered> S)eci,ica&&+= the need,or the in,or!ation )ro"ided to ,it within the one ;&so= thinking a.outsituationa& ,actors= wanting to !ake sure that the e@)ectations o, the hosting grou) area))ro)riate&+ !et ,or this grou) o, inco!ing students> Ne@t= this &esson !ade sure to incor)oratethree &earning outco!es .ased on 7ink3s ta@ono!+> hese are outco!es which see! to .eattaina.&e gi"en the ti!e restriction o, the worksho) K &esson> Ne@t= this &esson atte!)ted to use
the )rinci)&es o, educati"e assess!ent .+ uti&i-ing se&, and ,orward &ooking assess!ent ,orstudents to engage in> Gi"en that the &esson wi&& .e ,ocusing on the to)ic o, engaging socia& ?ustice with others= the acti"ities wi&& a&&ow ,or se&, his wi&& .e an e,,ecti"e wa+ ,orstudent to engage in a constant state o, se&,
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CURRICULUM DESIGN *2
Personal Reflection: "or(ing on this lesson) I learned that it is %ratial and %ossible to engage
the to%i of soial +ustie within a one hour session in a meaningful and %owerful wa'. "hat
ma(es it %ratial and %ossible is the onsideration of situational fators. I initiall' feltrestrited with the one hour time frame. I felt that the to%i of soial +ustie was so broad and
dee% a to%i to attem%t to o!er in suh a short time. Yet) onsidering that these are still !er'
'oung ollege students who are still beoming aware of the man' soial +ustie issues theirommunities fae hel%ed me to better onte,tuali3e this session. I went from feeling li(e it was
this session2s res%onsibilit' to full' eduate and edif' the students on the !astness of soial
+ustie2s issues in the C.S. and in their ommunities) to seeing the role of this session as a seedthat was being %lantedD something that an ser!e as a s%ring board to muh dee%er and riher
engagement and on!ersation.
S!""on 5
S!""on Tt&!: It;" $ /o&! n!/ /or&d' Eng$gng u&tcu&tur$& Id!ntt!" d%%!r!nt %ro* ,ouro/n.
S!""on #!+!&op!d B,' Car&os 0a&&inasTO-ICS co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' )erating in Mu&ticu&tura& S)aces
L!$rnng Outco*!" A.ased on 7ink3s a@ono!+B
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CURRICULUM DESIGN *4
Found$ton$& no/&!dg!: Students wi&& identi,+ ke+ characteristics that co!e togetherto create their own !u&ticu&tura& identit+>
0u*$n #*!n"on' Students wi&& .e aware o, their own .iases re&ated to theengage!ent and treat!ent o, )eo)&e with di,,ering !u&ticu&tura& identities>
L!$rnng 0o/ to L!$rn' Students wi&& .e a.&e to ,ra!e use,u& questions to gainknow&edge on how to .est o)erate within a !u&ticu&tura& s)ace>
A""!""*!nt Act+t!"'
S!&%A""!""*!nt: hrough a re,&ection acti"it+= students wi&& identi,+ the di,,erentidentities that create their own !u&ticu&tura& se&"es>
Fd!&t, F!!d
L!$rnng Act+t!"'
Students wi&& .e engaged in a ,our )art &earning acti"it+> he+ wi&& .egin with an acti"it+ thatwi&& ,ocus on the student re,&ecting on their !u&ticu&tura& identities> It wi&& then transition tothe students &earning a.out their )eers !u&ticu&tura& identities> 7ro! there the acti"it+ wi&&transition to a c&ass discussion K re,&ection ti!e a.out the di,,erent ,ee&ings that arose ,ro!discussing di,,erent !u&ticu&tura& identities> ;,ter this= we wi&& end this acti"it+ with so!etakeawa+s that students can consider when engaging !u&ticu&tura& identities in the c&assroo!>
B!co*! $/$r! o% ,our *u&tcu&tur$& "!&%' 15 nut!": he ,irst )art wi&& ha"e thestudents assess and e@)&ore their own !u&ticu&tura& identit+> hrough this se&,<e@)&oration= students wi&& identi,+ di,,erent cu&tura& grou)s which the+ identi,+ with=what the+ en?o+ a.out their cu&tura& grou)s= and what is di,,icu&t a.out .eing )art o,that cu&tura& grou)> his wi&& )ro"ide an o))ortunit+ ,or se&, It wi&& a&so )ro"ide students with a s)ace to acknow&edge the )ositi"e andcha&&enging e@)eriences as a resu&t o, their !u&ticu&tura& identities>
B!co*! $/$r! o% t! *u&tcu&tur$& co**unt, $round ,ou' 15 nut!": hesecond )art wi&& ha"e the students )aired in grou)s o, three to share their !u&ticu&tura&identities> 7resh o,, the se&, e@)&oration e@ercise= this )art wi&& )ro"ide o))ortunit+ ,or students to in,or! and .e in,or!ed o, their )eers !u&ticu&tura& identities as we&& aswhat those identities !ani,est in ter!s o, )ositi"e and cha&&enging e@)eriences>
T! %!!&ng" t$t *$n%!"t /!n op!r$tng n *u&tcu&tur$& "p$c!" 15 nut!"' he third )art wi&& .ring the grou)s .ack together so share how the+ ,e&t a.oute@)&oring and &earning a.out their )eers3 !u&ticu&tura& identit+> S)eci,ica&&+= what
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CURRICULUM DESIGN *5
where so!e wa+s in which students ha"e e@)erienced stereot+)ing= &ack o, inc&usionor racis!>
!"pon"
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CURRICULUM DESIGN *6
questions answered a.o"e A5 MinutesB> ;,ter each students has shared= ha"e each student and grou)
answer these questions A6 MinutesB: Is there an+thing that +ou wou&d &ike to know a.out !e andKor
an+ o, !+ cu&tura& identities'
Fow wou&d +ou &ike ,or +our )eers in this !u&ticu&tura& s)aceto engage and inquire a.out +our cu&ture'
12Minutes
he ,ee&ings that!ani,est wheno)erating in!u&ticu&tura& s)aces
he third )art wi&& .ring the grou)s .ack together so sharehow the+ ,e&t a.out e@)&oring and &earning a.out their )eers!u&ticu&tura& identit+> S)eci,ica&&+= what where so!e wa+s inwhich students ha"e e@)erienced stereot+)ing= &ack o,inc&usion or racis!>
Fa"e students get .ack together to share how the+ ,e&t a.oute@)&oring and &earning a.out their )eers !u&ticu&tura& identit+>A2 MinutesB
;sk students= i, issues o, racis!= stereot+)ing= or &ack o,inc&usion ca!e u) during the con"ersation' A2 MinutesB
;sk the! how ta&king a.out these issues !ade the! ,ee&' A2MinutesB
i> his wi&&he&) to transition into the &ast )art o, this acti"it+>
12Minutes
Res)onsi.&+ EngageMu&ticu&tura& S)aces
he ,ourth )art wi&& .e an o))ortunit+ ,or students to think o,e@a!)&es on how to .est hand&e !o!ents o, tension> It wi&&a&so )ro"ide students with three )oints to take intoconsideration when engaging !u&ticu&tura& s)aces> he three )oints are &isted in the out&ine>
Engage students in a con"ersation a.out the i!)ortance o,acknow&edging and )rocessing the di,,erent t+)es o, ,ee&ingsor e!otions that co!e u) when the+ are engaging di,,erent!u&ticu&tura& identities> In their acknow&edge!ent and .e,orethe+ engage a !u&ticu&tura& s)ace= the+ shou&d consider the,o&&owing three )oints:
J Identi,+ the )otentia& )ri"i&eges that +ou e!.od+ as +ou area.out to o)erate in a !u&ticu&tura& s)ace>
J Listen= e!.race= and &earn ,ro! the )ers)ecti"e o, other!u&ticu&tura& .odies> Do not ,orce +our )ers)ecti"e ontoothers>
J Do not sh+ awa+ ,ro! disco!,ort or tension when e@isting in
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CURRICULUM DESIGN *8
!u&ticu&tura& s)aces> Go dee)er> 0e res)ect,u&> ;skconsiderate questions and &isten to the answers>
!"ourc!" or $rt%$ct" n!!d!d %or &!""on p&$n Ae>g>= &inks= etc>B: None
Conn!cton to Int!gr$t!d Cour"! #!"gn IC# od!&'
In order to de"e&o) this training= situationa& ,actors were ,irst considered> S)eci,ica&&+= the need,or the in,or!ation )ro"ided to ,it within the one ;&so= thinking a.outsituationa& ,actors= wanting to !ake sure that the e@)ectations o, the hosting grou) area))ro)riate&+ !et ,or this grou) o, inco!ing students> Ne@t= this &esson !ade sure to incor)oratethree o, &earning outco!es .ased on 7ink3s ta@ono!+> hese are three outco!es which see! to .e attaina.&e gi"en the ti!e restriction o, the worksho) K &esson> Ne@t= this &esson atte!)ted touse the )rinci)&es o, educati"e assess!ent .+ creating ,orward &ooking questions ,or the studentsto re,er .ack to and e"o&"e ,ro!> Gi"en that the &esson wi&& .e ,ocusing on the issue o, o)eratingin !u&ticu&tura& s)aces= the i!)&e!ented acti"ities wi&& a&&ow ,or ,requent and i!!ediate,eed.ack that wi&& a&&ow the students to &earn ,ro! their )eers whi&e a&so re,&ecting on thede"e&o)!ent o, their own )erce)tions> his wi&& .e an e,,ecti"e wa+ ,or student to engage in aconstant state o, se&,
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CURRICULUM DESIGN /9
S!""on 6
S!""on Tt&!: C$n ou !%&!ct /t K": S!""on #!+!&op!d B,' Candice Ger!an+ and Nasee. 0hanga&TO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' Critica& Re,&ection
L!$rnng Outco*!" A.ased on 7ink3s a@ono!+B:Found$ton$& no/&!dg!' Student
App&c$ton' Student-$r$nd"$r!' Student
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CURRICULUM DESIGN /1
(o Ar! ou u!"ton" Ln) to -$g! 1G'
ttp"'///."uu.!du"!r+!&!$rnpd%rc!r!%&!ctonp$c)!t.pd%
(0 (E SELECTE# T0E ABOE ASSESSENT ACTIITIES'
4in( 56789 %ointed out that fault') staff) and students often lament the assessment
%iees assoiated with a urriulum or ourse. ?nowing that the %ere%tion of
assessment is often negati!e and burdensome) 4in( 56789 as(ed those buildingurriulum to e,%and their !iew of feedba( and assessment to inlude muh more
eduati!e assessment0 5%. ;9. 4in( 56789 ontrasted eduati!e learning) assessment
that hel%s students learn) with audit-i!e assessment) whih audits students learning as a
basis for a grade that is turned in. 4in( 56789 enouraged urriulum to inludeassessment that mo!es be'ond grades: The %roblem is that most teahers do not (now
how to go be'ond grading to being able to %ro!ide the (ind of feedba( and assessment
that will enhane the learning %roess itself) that is) to do more than sim%l' reord the
result of the learning %roess0 5%. ;9. In turn) 4in( 56789 alled for the inor%orationof eduati!e assessment in urriulum) whih we belie!e is %resent in the aforementioned
learning ati!ities we are reommending for the &ritial $efletion0 training.
@duati!e assessment has four %rimar' om%onents: forward-loo(ing assessment)
riteria and standards) self-assessment) and 4IeLit'0 feedba( 54IeLit'0D feedba(
needs to be fre*uent) immediate) disriminating Ebased on lear riteria and standardsF)and deli!ered lo!ingl'.
Gi!en 4in(2s 56789 reommendations for eduati!e assessment) we belie!e the
aforementioned ati!ities meet the assessment re*uirements. 4or e,am%le) the Peer
isussion and Teah-#a( in Small Grou%s0 allows students to engage in on!ersationabout ritial refletion) whih the' will ha!e to do in their student-leadershi% roles. #'
ha!ing them disuss their understanding of &ritial $efletion after wathing the
$efletion: "hat is It "h' is it im%ortant0 !ideo) we are loo(ing ahead to whatEweF e,%et or want students to be able to do in the future0 5%. ;>) whih is leading
on!ersations about the !alue of ritial refletion within ser!ie learning e,%erienes.
Additionall') we are inor%orating 4in(2s 56789 4IeLit'0 om%onent in our twoassessment ati!ities. "hen desribing 4IeLit'0) 4in( 56789 warned that assessment
must be anhored in and foused on authenti tas(s beause the' su%%l' !alid diretion)
intelletual oherene) and moti!ate for the da'-in and da'-out wor( of (nowledge and s(ill de!elo%ment0 5%. ;>. "ith this understanding) we are as(ing students to wor( in
grou%s to failitate a teah-ba(. Bot onl' will this allow failitators to beomes
omfortable wor(ing with grou%s) whih is something our site %artners as(ed for us to fous on) but also will %ro!ide students to engage with ritial refletion in an intentional
wa' that mo!es student assessment awa' from audit-i!e test-ta(ing and loser to
failitation) teahing) and disussion) whih is what the' need to do in their student-
leader role.
https://www.suu.edu/servelearn/pdf/ricereflectionpacket.pdfhttps://www.suu.edu/servelearn/pdf/ricereflectionpacket.pdf
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CURRICULUM DESIGN /#
4in( 56789 noted the differene between feedba( and assessment. There are two
im%ortant differenes) though) between feedba( and assessment. The first is that feedba( does not beome %art of the ourse gradeD onl' assessment does that. Seond)
feedba( is done in dialogue with the learner) whereas assessment is announed to the
learner0 54in() 6789) %. 87>. Gi!en this) 4in( 56789 still as(ed readers to !alue theinor%oration of onsistent feedba(. #' as(ing student-leaders in this training to
brea(out into %airs in order to reflet on their learning) we are inor%orating an
additional o%%ortunit' for students to soliit feedba( from their %eers !ia dialogue about their learning) *uestions) and ommitments to ritial refletion.
O!erall) we are onfident that the abo!e assessment ati!ities) whih also double u% as
our learning ati!ities) %ro!ides su%%ort for the student-leaders to ahie!e theaforementioned learning outomes. Additionall') the realisti assessment ati!ities 5that
students ould enounter in their failitations allow su%%ort the student-leaders2 abilit'
and desire to ontinue learning in their res%eti!e roles.
L!$rnng Act+t!"'
T!$cB$c) -o"t!r Act+t, Found$ton$& no/&!dg! L!$rnng Outco*!'
Supp&!" N!!d!d' -o"tIt -o"t!r -$p!r $nd $r)!r
What Is eache>qui-KtestB>
● ;sking a student Aor grou)sB to e@)&ainOin their own wordsOwhat the+need to know or do know= in a caring wa+>
● ; wa+ to check ,or understanding and= i, needed= re
● ; educationa& &iterac+ inter"ention that )ro!otes understanding=re,&ection= and &earning>
Fa"e student
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CURRICULUM DESIGN /*
nce grou)s ha"e co!)&eted their )ictogra!s= s)end #9 !inutes on teachIn"iteeach o, the grou)s to )artake in the teach Student
!%&!cton -$c)!t $t&!!n c! -$g! 1G App&c$ton L!$rnng Outco*!ttp"'///."uu.!du"!r+!&!$rnpd%rc!r!%&!ctonp$c)!t.pd% '
;sk the students to .reak o,, into )airs with one other student ass out aworksheet with the ,o&&owing Who I ;! questions ,ro! Rice3s Re,&ection acket:Who I ;! Huestions:
1> What are +our strengths= cha&&enges= ski&&s= and co!,ort &e"e& ,or ,aci&itating re,&ection'#> What is +our know&edge o, the curricu&ar or co Fow does socia& conditioning re&ated to +our cu&tura& identities Aage= c&ass= disa.i&ities= gender=
&anguage= race= re&igious a,,i&iation= se@ua& identit+B in,&uence +our teaching= ,aci&itation andre,&ection st+&es'2> What is +our )aradig! o, the ,acu&t+Kstudent a,,airs )ro,essiona& ro&e Aas knower= as &earner=
teacher= studentK&i,e&ong &earner= )artner\B'4> What do $U want to &earn ,ro! the re,&ection )rocess Aa.out students= a.out the co!!unit+=
a.out +ourse&,'B'
;sk students to s)end 19 !inutes re,&ecting and answering the a.o"e questions> In"itethe! to share their res)onses with their )air ;sk the! to uti&i-e Rice3s re,&ection )acket as a resource ,or their ,uture ,aci&itation res)onsi.i&ities> I, there is !ore ti!e= Iencourage student
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CURRICULUM DESIGN //
5 *nut! Introduc! t! outu
d!o !%&!cton' ($t "
t: (, " t *port$nt:
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CURRICULUM DESIGN /2
in,or!ati"e )acket andresource ,or student
!"ourc!" or $rt%$ct" n!!d!d %or &!""on p&$n Ae>g>= &inks= etc>B
Uni"ersit+ o, South Caro&ina= Re,&ection: What is it' Wh+ is it i!)ortant'htt)s:KKwww>+outu.e>co!Kwatch'"TI
ENG;GING ;LL ;RNERS IN RE7LECIN: Designing and I!)&e!entingIntegrati"e Re,&ection ))ortunities= Jath&een Rice:htt)s:KKwww>suu>eduKser"e&earnK)d,Kricere,&ection)acket>)d,
(o I A* Du!"ton" $t&!!n c! also included above'
1> What are +our strengths= cha&&enges= ski&&s= and co!,ort &e"e& ,or ,aci&itating re,&ection'#> What is +our know&edge o, the curricu&ar or co Fow does socia& conditioning re&ated to +our cu&tura& identities Aage= c&ass= disa.i&ities= gender=
&anguage= race= re&igious a,,i&iation= se@ua& identit+B in,&uence +our teaching= ,aci&itation andre,&ection st+&es'
2> What is +our )aradig! o, the ,acu&t+Kstudent a,,airs )ro,essiona& ro&e Aas knower= as &earner=teacher= studentK&i,e&ong &earner= )artner\B'
4> What do $U want to &earn ,ro! the re,&ection )rocess Aa.out students= a.out the co!!unit+=a.out +ourse&,'B'
Conn!cton to Int!gr$t!d Cour"! #!"gn IC# od!&'
7ink A#91*B &a+s out a genera& )&an to )&anning a course> In that course= he identi,ies a sectionca&&ed the initia& )hase> In this )hase= the &earning outco!es are constructed so a&& &earningacti"ities cou&d .e created ,ro! the!> Each &earning acti"it+ is constructed ,ro! these &earningoutco!es> he &earning acti"ities and assess!ents a&so achie"e certain )arts o, the ICD>
he &earning acti"ities and assess!ents )ro"ide a ,orward &ooking assess!ent task> 7ink A#91*Bdescri.es how i!!ediate ,eed.ack is necessar+ ,or students &earning> he teach .ack )arts o, thesession a&&ows ,or students to get i!!ediate ,eed.ack ,ro! )eers= which a&&ows the! toi!!ediate&+ change what the+ are doing wrong> he )air and share a&so a&&ows ,or the sa!ei!!ediate ,eed.ack>
Re,&ection is one o, the !ost i!)ortant )arts o, &earning> his session a&&ows ,or a signi,icanta!ount o, re,&ection i, ti!e a&&ows> he Jath&een Rice acti"it+ a&&ows ,or students to &earn whothe+ are .e,ore the+ start the )rocess o, he&)ing others> he e@tended )art o, the re,&ection a&soa&&ows ,or a !ore enhanced re,&ection )rocess>
Reflecting on our Learning: After reei!ing initial feedba( from our %eers and our ar*uette
olleagues) we a%%reiated the hallenge to reflet further on our own learning and e,%eriene
https://www.youtube.com/watch?v=I-mAOOmaBQ0https://www.suu.edu/servelearn/pdf/ricereflectionpacket.pdfhttps://www.youtube.com/watch?v=I-mAOOmaBQ0https://www.suu.edu/servelearn/pdf/ricereflectionpacket.pdf
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CURRICULUM DESIGN /4
with 4in(2s 56789 integrated ourse design and a%%roah to urriulum. Ironiall') we
om%letel' o!erloo(ed refletion as it relates to our own learning and engagement with
urriulum de!elo%ment. "e belie!e this reflets how often we are as(ed to %rodue %rodutswithout onsidering our own engagement with the learning ati!it'. In this ase our learning
ati!it' is %roduing a %rofessional de!elo%ment urriulum for student-leaders at ar*uette
Cni!ersit'. #' dismissing our own refletion in this wor() we reali3ed that we are indeed soiali3ed to a!oid refletion) whih 4in( 56789 suggested is the most im%ortant %art of an'
urriulum/learning e,%eriene.
Our de!elo%ment of this s%eifi training on &ritial $efletion) hallenged us to reall' reflet
on how to best engage student-leaders. "e wanted student-leaders to be %re%ared for failitating
ritial refletion with their %eers) ommunit' %artners) and fault'. As suh) we inor%orated a
teah-ba( assessment and learning ati!it' that we belie!e is a great e,am%le of a forward-loo(ing assessment0 54in() 6789) %. ;>. "e are %roud of this as this will diretl' su%%ort
student-leaders with their efforts in their roles) where the' will e!entuall' ha!e to identif' their
strengths as failitator and it relates to ritial refletion. "e also belie!e the teah-ba( is a
great learning-ati!it' that allows staff to see what foundational (nowledge student-leaders too(awa' from the !ideo and also allows student-leaders to a%%l' their learning with their %eers.
S!""on 7
S!""on Tt&!: #!+!&opng Inno+$t+! -r$ctc!" $" Educ$tor"S!""on #!+!&op!d B,' atrick McFa&eTO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' Students as Creati"e Educators
L!$rnng Outco*!" A.ased on 7ink3s a@ono!+BFound$ton$& no/&!dg!' Students wi&& .e a.&e to identi,+ teaching !ethods thatsti!u&ate creati"e thinking>
App&c$ton' Students wi&& .e a.&e to de!onstrate creati"e intentions in their instruction> Int!gr$ton' Students wi&& "isua&i-e what creati"e )ractices work .est ,or the!>
0u*$n #*!n"on' Students wi&& rea&i-e the i!)act their qua&it+ o, instruction can ha"eon )artici)ants>
C$rng' Students wi&& de"e&o) a )ersona& initiati"e to continuous&+ e"a&uate and i!)ro"etheir own )ractices gi"en a certain situation>
L!$rnng 0o/ to L!$rn' Students wi&& .e a.&e to identi,+ sources o, in,or!ation re&atedto creati"e education )ractices>
A""!""*!nt Act+t!"
he !ain assess!ent acti"it+ wi&& take )&ace ,o&&owing the student grou) res)onses toeach Case E@a!)&e Ai&&ustrated under Learning ;cti"itiesB> ;,ter .eing gi"en theo))ortunit+ to )resent their educationa& acti"ities ,or the gi"en e@a!)&e= )eers and the
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CURRICULUM DESIGN /5
instructor wi&& .e a.&e to )ro"ide )ersona& ,eed.ack on the acti"it+= &eading to a c&assdiscussion> Huestions wi&& inc&ude:
Descri.e the co!)onents o, the acti"it+ E@)&ain wh+ +ou chose the acti"it+ Wh+ do +ou think this acti"it+ wi&& he&) the students .e a )art o, a greater &earning e@)erience'
Fow do +ou e@)ect the students to react to the acti"it+' What does the acti"it+ acco!)&ish ,orthe!'
L!$rnng Act+t!"
Students wi&& .e )&aced into s!a&& grou)s ,or this acti"it+> he students wi&& .e gi"en #di,,erent cases>
Case 1: ; ,ew o, +our students ha"e recent&+ ha"e co!)&eted their ,irst ser"ice&earning e@)erience restoring a &oca& ur.an )ark to he&) kee) it a sa,e and en?o+a.&e )&ace ,or "isitors to en?o+> he+ he&)ed c&ear )aths= re!o"e trash ,ro! the area= andassess the status o, )ark Whi&e the students ha"e res)onded
)ositi"e&+ to the )ro?ect= as the+ are a.&e to s)end a ,ew hours o, their week o,,ca!)us in a nature )reser"e= the+ are ha"ing trou.&e gras)ing the .ig )icture o,what the+ are taking )art in> Work with +our grou) and )ut together one or a ,ewre,&ection acti"ities to ha"e +our students take )art in>
Descri.e the co!)onents o, the acti"it+ E@)&ain wh+ +ou chose the acti"it+ Wh+ do +ou think this acti"it+ wi&& he&) the students .e a
)art o, a greater &earning e@)erience' Fow do +ou e@)ect the students to react to the acti"it+'
What does the acti"it+ acco!)&ish ,or the!'
Case #: ; grou) o, education students are wra))ing u) their se!ester with theirrequired ser"ice he+ ha"e s)ent the se!ester he&)ingcoordinate and "o&unteer in an e&e!entar+ a,ter he+ ha"e en?o+edtheir ti!e together in this se!ester With +our grou)= )&ease think o,so!e acti"ities ai!ed towards o)ening doors ,or )otentia& in"o&"e!ent in si!i&ar )rogra!s in the ,uture and encouraging students to .eco!e !ore inc&ined toinde)endent&+ seek out ser"ice o))ortunities on their own>
Descri.e the co!)onents o, the acti"it+ E@)&ain wh+ +ou chose the acti"it+ Wh+ do +ou think this acti"it+ wi&& he&) the students .e a
)art o, a greater &earning e@)erience' Fow do +ou e@)ect the students to react to the acti"it+'
What does the acti"it+ acco!)&ish ,or the!'
Budg!t r!ur!d % $n,: None
Out&n! o% S!""on'
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CURRICULUM DESIGN /6
T*! Act+t, Not!"
12 !inutes resentation on Jo&.3sMode& ,or E@)erientia&
Learning
resentation is a"ai&a.&e in the Goog&e Dri"e and .e&ow under the Resources section>
/2 !inutes Case E@a!)&e ;cti"it+ C&ass di"ided into grou)s A# !inB Case E@a!)&e 1 Case )resented A# !inB Grou) discussion A19 !inB Grou) )resentation A19 !inB 7o&&owed .+ )eer and instructor ,eed.ack Case E@a!)&e # Case )resented A# !inB Grou) discussion A19 !inB
Grou) )resentation A19 !inB 7o&&owed .+ )eer and instructor ,eed.ack
!"ourc!" or $rt%$ct" n!!d!d %or &!""on p&$n Ae>g>= &inks= etc>B
• oweroint> Link: htt)s:KKdri"e>goog&e>co!Ko)en'
idT1wa@R-,eF"o%$/;%r,M?D*e+E)*-7DJr"RQk$I*HE
• Re,&ection ;cti"ities ,or ;&& C&assroo!s
Conn!cton to Int!gr$t!d Cour"! #!"gn IC# od!&'
Es)ecia&&+ ,or the to)ic o, trans,or!ing or i!)ro"ing u)on the creating educationa& ski&&s o, the
students in training= assessing the situationa& ,actors is a ke+ ,irst ste) .ased on 7ink3s A#91*BIntegrated Course Design Mode&> 7or e@a!)&e= these students are &ike&+ underc&ass!en with ,ewe@)eriences &eading other students as an educator the!se&"es= es)ecia&&+ with ser"ice ;signi,icant ,actor is ,inding the reasons wh+ students are in"o&"ed in the ser"ice his is the ne@t ste) in the )rocess>
;ssess!ent acti"ities such as instructor and )eer ,eed.ack a,ter the Case E@a!)&es are wa+s areassessing )ossi.i&it+ o, students achie"ing the &earning goa&s> o )ut this a&& together= the studentsin this session wi&& ha"e their own touch on how the+ see the!se&"es educating the c&ass in an
e,,ecti"e !anner> he &earning acti"it+ and the discussion ,o&&owing it is in &ine with the work o,Wiggins A1886B in"o&"ing ensuring authentic )er,or!ance: ;ssess!ent !ust .e anchored in and,ocused on authentic tasks .ecause the+ su))&+ "a&id direction= inte&&ectua& coherence= and!oti"ation ,or the da+
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CURRICULUM DESIGN /8
S!""on 8
S!""on Tt&!: F$c&t$ton Trc)" > Too&"S!""on #!+!&op!d B,' Nasee. 0hanga&
TO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' 7aci&itation echniques
L!$rnng Outco*!" A.ased on 7ink3s a@ono!+B
Found$ton$& no/&!dg!' Students wi&& .e a.&e to identi,+ the di,,erence .etween
&eading and ,aci&itating>
App&c$ton' Student wi&& .e a.&e to e"a&uate their )eer3s ,aci&itation ski&&s .+ )ro"iding
,eed.ack on their )er,or!ance "ia grou) teach .acks>
Int!gr$ton' Students wi&& deter!ine what ,aci&itation acti"ities the+ wou&d &ike to
uti&i-e>
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CURRICULUM DESIGN 29
0u*$n #*!n"on' Student wi&& .eco!e !ore aware o, how ,aci&itation can either
inc&ude or e@c&ude )artici)ants ,ro! acti"e&+ engaging in con"ersation and acti"ities>
C$rng' Student wi&& .e !ore interested in ,aci&itating c&assroo! discussions and
co!!unit+ )rogra!s>
L!$rnng 0o/ to L!$rn' Student wi&& .e a.&e to identi,+ se"era& resources Areadings=
"ideos= returning &eaders= and !entorsB a"ai&a.&e to he&) the! continue .ui&ding u)on
their ,aci&itation ski&&s>
A""!""*!nt Act+t!"
he ,o&&owing assess!ent acti"ities are e!.edded within the &earning acti"ities A.e&owB>he assess!ent acti"ities are dou.&ed
eer ,eed.ack wi&& .e )ro"ided through the 7aci&itation oo&s ricks &earning
acti"it+> Students wi&& ha"e to &earn and )ractice a ,aci&itation technique ,ro! the Dewe+
reading> heir )eers wi&& )ro"ide i!!ediate ,eed.ack to the!= which is direct&+
connected with 7ink3s A#91*B reco!!endations ,or assess!ent Ai>e> 7IDeLit+B> his
&earning acti"it+ and assess!ent acti"it+ is !eant to he&) students test their ,oundationa&
know&edge o, ,aci&itation whi&e a&so achie"ing the a))&ication= integration= hu!an
di!ension= caring= and &earning how to &earn outco!es esta.&ished ,or this training>
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CURRICULUM DESIGN 21
S!&%F!!d
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CURRICULUM DESIGN 2#
L!$rnng Act+t!"
T!$c B$c) Act+t,Students wi&& .e .roken into s!a&& grou)s and gi"en Dewe+3s Cha)ter 1 he+ wi&& ha"e another 19 !inutes to su!!ari-e their
!ain )oints on a )oster )a)er> he &ast twent+ !inutes students wi&& s)end ,aci&itating a
teach .ack with their s!a&& grou)s to the entire cohort o, student
VVossi.&e considerations ,or this acti"it+: Fa"e a returning &eader ,aci&itate the
re,&ectionKassess!ent acti"it+ a,ter grou)s ha"e ,aci&itated their teach ; student
!anager can ask studente>
readingKa.sor.ing the !ateria&B and what the+ ,e&t unco!,orta.&e ,aci&itating Ai>e>
s)eaking in ,ront o, the grou)B> ;sk returning student
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CURRICULUM DESIGN 2*
#"cu""on u!"ton" %or r!turn!r" $nd o%%c! *$n$g!r"'
1> What resonated ,ro! the cha)ters'#> What new in,or!ation did +ou &earn'*> Was their in,or!ation +ou a&read+ knew'/> What was the easiest )art o, this acti"it+'2> What was the hardest'4> Fow !ight this re&ate +our e@)erience as a ,aci&itator'
F$c&t$ton Too&" $nd Trc)"' #!/!, C$pt!r 5 Act+t!"
Dewe+3s cha)ter on acti"ities inc&udes se"era& di,,erent techniques= suggestions= and too&s
,or ,aci&itators to uti&i-e when working with a grou) o, studentsK)eers to ,aci&itate
re,&ection> Fa"e students read Dewe+3s Cha)ter 2 and ask students to deter!ine their to)
* techniques ,ro! the &ist o, strategies Dewe+ co"ers> Without re&+ing on the readings=
ha"e students )re)are a s!a&& )resentation which shou&d o"er"iew the three techniques
the+ se&ected ,ro! the reading> I, ti!e is &i!ited= ha"e ,o&ks .reak into s!a&& grou)s and
ha"e indi"idua&s e@)&ain wh+ the+ se&ected the ,aci&itation acti"itiesKtoo&s the+ did and
how the+ wou&d use those three techniques in their ro&e>
Budg!t r!ur!d % $n,: NK;
Out&n! o% S!""on'
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CURRICULUM DESIGN 2/
T*!'
1.5
0our"
Act+t, Not!" > #r!cton"
1G *n. @#!+!&opng F$c&t$ton
S)&&" -r!"!nt$ton "!!
oog&! #r+!
0egin the training with a short o"er"iew o,
,aci&itation= the i!)ortance o, ,aci&itators= and
too&s ,or success> his shou&d .e ,aci&itated .+
either the o,,ice !anagers or sta,,>
4G *n. T!$c B$c) Act+t, ;ssign student &eaders to grou)s> Fa"e students
read Dewe+3s Cha)ter 1 #> Fa"e student
identi,+ to) three the!es ,ro! E;CF o, the
cha)ters> Makes students create a short teach
.ack )resentation with )oster Fa"e
grou)s )resent to) the!es ,ro! .oth o, the
cha)ters to each other>
1G *n. T!$c B$c) Act+t,'
!%&!cton
Fa"e returning student
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CURRICULUM DESIGN 22
15
*nut!"
F$c&t$ton Too&" $nd Trc)
Act+t,
In"ite students to ski! Dewe+3s 2th Cha)ter on
Re,&ection ;cti"ities> To reate more time for the
%resentations and refletion ati!it') onsider
ha!ing the student-leaders read &ha%ter >
before the meeting/training.
15
*nut!"
F$c&t$ton Too&" $nd Trc)'
!%&!cton Act+t,
In"ite students to )resent to their )eers their to)
three re,&ection acti"ities and too&s &isted in
Dewe+3s cha)ter> ;sk the! to e@)&ain wh+ these
acti"ities were chosen .+ the!> ;&so ha"e the!
teach their )eers how to ,aci&itate each one o,
these acti"ities= too&s= and tricks with students=
,acu&t+= and co!!unit+ )artners the+ wi&& work
with without re&+ing on the reading[ De)ending
on +our ti!e= )&ease .reak students o,, into
s!a&& grou)s so e"er+one can share their to) *
,aci&itation )re,erences>
!"ourc!" or $rt%$ct" n!!d!d %or &!""on p&$n Ae>g>= &inks= etc>B
https://drive.google.com/file/d/0B41CkelVwd5sYko4UzJ4ZUlqZDQ/view?usp=sharinghttps://drive.google.com/file/d/0B41CkelVwd5sYko4UzJ4ZUlqZDQ/view?usp=sharinghttps://drive.google.com/file/d/0B41CkelVwd5sYko4UzJ4ZUlqZDQ/view?usp=sharinghttps://drive.google.com/file/d/0B41CkelVwd5sYko4UzJ4ZUlqZDQ/view?usp=sharing
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CURRICULUM DESIGN 24
-o/!r-ont -r!"!nt$ton on B$"c F$c&t$ton ud!&n!"' ;ccessi.&e %ia Goog&e
Dri"e
#!/!,;" C$pt!r" 1 2 $nd 5' htt):KKwww>u"!>eduK]dewe+Kre,&ect>)d, A; Manua& ,or
Leaders and EducatorsB
Conn!cton to Int!gr$t!d Cour"! #!"gn IC# od!& A.rie, narrati"e how this &esson )&an
re&ates to the ICDB
Personal reflection: In order to de!elo% this training) I was %roud of m'self for rel'ing on
ewe'2s wor() whih is hel%ful when disussing foundations for failitation. e!elo%ing
urriulum an be diffiult and finding resoures that undergird 'our learning outomes an feel
im%ossible. 1owe!er) instead of de!elo%ing resoures m'self) I researhed resoures 5i.e.
ewe'2s wor( that might hel% students suessfull' attain the foundational (nowledge the'
re*uire to be great failitators. I imagine that when 'ou are instruting a ourse or to%i for a
long %eriod of time) not onl' do 'ou beome a master of the foundational (nowledge assoiated
with that %artiular ourse/to%i) but 'ou also an reate the resoures. As someone who is +ust
learning how to reate urriulum for student-leaders) I was %roud of m' resourefulness for this
training.
In order to de"e&o) this training= &earning goa&s were identi,ied ,irst= which is consistent with
7ink3s A#91*B Initia& hase reco!!endations to instructors> Using the &earning outco!es=
assess!ent acti"ities were deter!ined> Recogni-ing that assess!ent is not so&e&+ &i!ited to
qui--es and e@a!s= the assess!ent inc&uded in this training so&icits direct ,eed.ack ,ro! )eers in
https://drive.google.com/file/d/0B41CkelVwd5sVmkyWmpJM1VzWW8/view?usp=sharinghttp://www.uvm.edu/~dewey/reflect.pdfhttps://drive.google.com/file/d/0B41CkelVwd5sVmkyWmpJM1VzWW8/view?usp=sharinghttp://www.uvm.edu/~dewey/reflect.pdf
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CURRICULUM DESIGN 25
s!a&& grou)s and the &arger student 0+ in"iting )eers to work
together in the grou) to deter!ine to) the!es ,ro! the readings= !+ ai! is to introduce 7ink3s
A#91*B understanding o, 7IDeLit+ ,eed.ack> 7ink A#91*B .e&ie"ed that i, educators want
,eed.ack to .e educati"e= rather than ?ust te&& their students what grade the+ got= the ,eed.ack
needs to .e ,requent= i!!ediate= discri!inating Y.ased on c&ear criteria and standardsZ= and
de&i"ered &o"ing&+ A)> 8/B> hrough s!a&& he goa& o, the second acti"it+= 7aci&itation oo&s ricks= is to !o"e .e+ond know&edge acquisition and to deter!ine how the+ !ight hand&e ,uture ,aci&itation withthe too&sKsuggestions )ro"ided .+ Dewe+> his is consistent with 7inks A#91*B educati"eassess!ent too&s> ;ccording to 7ink A#91*B= In ,orward In order to )re)are the! ,or theiru)co!ing ,aci&itation tasks= I ha"e not on&+ )ro"ided the! a cha)ter on se"era& tangi.&e and
e,,ecti"e ,aci&itation too&s= .ut ha"e a&so asked the! to )resent to their )eers the three strategiesthe+ wou&d use during a ,aci&itation> ;s such= I .e&ie"e the assess!ent and e@)erientia&co!)onents in this training wi&& a&&ow students to &ea"e with a .etter understanding o, ,aci&itationand a&so )ro"ide the! an o))ortunit+ ,or )ractice>
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CURRICULUM DESIGN 26
S!""on 9
S!""on Tt&!: !!png E,!" KpS!""on #!+!&op!d B,' Candice Ger!an+TO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' C&assroo! Manage!ent
L!$rnng Outco*!" A.ased on 7ink3s a@ono!+B:Found$ton$& no/&!dg!' 7aci&itators wi&& .e a.&e to identi,+ !ethods that wi&& kee)students engaged during &arge grou) discussions>
App&c$ton' 7aci&itators wi&& .e a.&e to assess and react to the needs o, the students inthe roo!>
Int!gr$ton' 7aci&itators wi&& .e a.&e to deter!ine which c&assroo! !anage!ent!ethods the+ want to a))&+ in the c&assroo!>
0u*$n #*!n"on' 7aci&itators wi&& .eco!e !ore con,ident in their a.i&it+ to hand&e thedirection o, discussions>
C$rng' 7aci&itators wi&& "a&ue using too&s ,ro! this training to enhance discussions>
L!$rnng 0o/ to L!$rn' 7aci&itators wi&& .e a.&e to incor)orate !ethods o, c&assroo!!anage!ent during discussions>
A""!""*!nt Act+t!":(rtt!n !%&!cton: his re,&ection wi&& .e a !o!ent ,or the students to re,&ect on whatthe+ .e&ie"e wi&& .e a hurd&e the+ wi&& need to o"erco!e )ertaining to c&assroo!!anage!ent> his assess!ent acti"it+ wi&& .e co!)&eted at the end o, the session> Fereare so!e questions that can .e asked to start the )rocess>
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CURRICULUM DESIGN 28
o What do +ou think wi&& !ake +ou !ost unco!,orta.&e using c&assroo!
!anage!ent ski&&s'o Fow wi&& +ou use the new too&s the+ ha"e gained'
roup Du=' In,or!ation ,or this assess!ent and &earning acti"it+ is &ocated .e&ow>
L!$rnng Act+t!"'
roup Du= on !$dng"' ; short reading .+ Weinstein>= Curran>= o!&insonStudents wi&& .e assigned to s!a&& grou)s> he grou) o, students wi&& then choose a tea!na!e= which the+ wi&& kee) ,or the rest o, the session> hen= the grou)s wi&& .e )osedquestions )ertaining to the artic&e> Students wi&& race to hit a .u--er .e,ore another tea!and answer the question correct&+> Winning tea! wi&& recei"e a )ri-e o, cand+ .ars> hequi- is &ocated in the a))endices>
roup #"cu""on on C&$""roo* $n$g!*!nt' ; reading .+ Weinstein>= Curran>=
o!&inson ; re,erence ,or this reading is .e&ow in the resource section o, this docu!ent> Students wi&& read an artic&e entit&edStrategies ,or enacting cu&tura&&+ res)onsi"e c&assroo! !anage!ent: ;wareness intoaction>> he goa& o, this acti"it+ is to teach student Fa"e the student su)er"isorss)&it u) into the two grou)s> wo students in each grou) wi&& ,aci&itate a 12 !inutediscussion> he su)er"isors wi&& act out situations that student &eaders !ight co!e intocontact as ,aci&itators= where c&assroo! !anage!ent ski&&s are needed to get thediscussion .ack on track> Noti,+ the students o, the )art that the student su)er"isor wi&& .e )&a+ing and the+ need to kee) the con"ersation on track>
Scenario 1: Fa"e the students start a discussion on identit+> Student su)er"isorswi&& take on the ro&e o, a student who is ta&king out o, turn re)eated&+> E"en a,terthe+ ha"e .een asked to sto) re)eated&+= the+ kee) ta&king out o, turn>Scenario #: Fa"e the students start a discussion on a de.ate on which )o&itica&candidate is the .est choice> Student su)er"isors wi&& take on the ro&e o, a student
who is !aking !acroaggressions>
Budg!t r!ur!d Ai, an+B: 19
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CURRICULUM DESIGN 49
A#99*B )ro"ided needs to .eco!)&eted .e,ore the session .egins> he readings ,ocus onhow to use c&assroo!!anage!ent ski&&s during a
c&assroo! dia&ogue>12 Minutes Grou) Hui- Use this ti!e to kee) theenerg+ high during training>Use the qui- )ro"ided in thea))endi@ o, this docu!ent>
*9 Minutes Ro&e &a+ E@a!)&es &ease use the in,or!ation )ro"ided in the &earningacti"it+ section o, thissession> Co!)&ete a 19!inute discussion> Fa"e a 2!inute de.rie, ,or each
discussion>#9 Minutes Written Re,&ection:;ssess!ent ;cti"it+
Fa"e the students take so!eti!e to write a.out what the+think the+ wi&& .e good atwhen &eading discussions andwhat the+ think the+ wi&&need to work on> Co&&ect there,&ection> Redistri.ute it atthe end o, the +ear to &et thestudents re,&ect on how !uchthe+ ha"e grown>
!"ourc!" or $rt%$ct" n!!d!d %or &!""on p&$n Ae>g>= &inks= etc>BWeinstein= C>= Curran= M>= o!&inson A#99*B> Cu&tura&&+ res)onsi"ec&assroo! management: Awareness into action. Theory into Practice, 42, 269-276.
Link: htt):KKwww>tand,on&ine>co!KdoiK)d,K19>1#95Ks12/*9/#1ti)/#9/^#
Conn!cton to Int!gr$t!d Cour"! #!"gn IC# od!&'
he &argest )art o, writing this course was transcri.ing &earning acti"ities and assess!ent
acti"ities that ,oster acti"e &earning a!ong the student he readings )ro"ide a )assi"e&earning e@)erience> 0+ incor)orating the grou) qui-= this training hits a&& the i!)ortant )oints o, the reading and the students wi&& .e a.&e to retain the i!)ortant ,acts and theories= such ascreating caring c&assroo!s= co!!unicating with students in cu&tura&&+ consistent wa+s anddea&ing with )ro.&e! students AWeinstein et a&>= #99*B>
he Ro&e &a+ing e@a!)&es wi&& a&&ow ,or two di,,erent kinds o, &earning to ha))en> he ,irstkind o, &earning is the o.ser"ing &earning e@)erience and the second is doing e@)eriences>
http://www.tandfonline.com/doi/pdf/10.1207/s15430421tip4204_2http://www.tandfonline.com/doi/pdf/10.1207/s15430421tip4204_2
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CURRICULUM DESIGN 41
During this acti"it+ so!e o, the grou) wi&& o.ser"e what c&assroo! !anage!ent &ooks &ike intough situations> So!e o, the grou) wi&& actua&&+ ser"e as the indi"idua&s that need to !anage thec&assroo! en"iron!ent> ;t the end o, the acti"it+= there wou&d .e a short re,&ection on how the+used their c&assroo! !anage!ent ski&&s>
he re,&ection acti"it+ at the end is a "er+ i!)ortant )art o, the acti"e &earning e@)erience andde!onstrates the use o, 7ink3s course de"e&o)!ent !ode&> It gi"es the students an o))ortunit+ to!ake !eaning o, the e@)eriences the+ had during the &earning acti"ities> he students wi&& .ea.&e to re,&ect on an indi"idua& &e"e& a.out what the+ think the+ need to do to i!)ro"e theirski&&s> his wi&& e"entua&&+ a&&ow students to &ook .ack and see how !uch the+ ha"e i!)ro"ed atthe end o, the +ear= or where the+ can continue to i!)ro"e>
Personal Reflection: "riting this setion was a great learning e,%eriene for me. I ha!e ne!erenountered an' doumentation on lassroom management. The largest learning I had writing
this session is that a teaher ma' not be an e,%ert in e!er' sub+et matter that the' teah. I had
to eduate m'self on the sub+et and read se!eral artiles on the sub+et of lassroom
management. I am onfident that this basi le!el of training in lassroom management will be a great introdution to the sub+et.
S!""on 1G
S!""on Tt&!: Cr!$tng $ 0!$&t, O%%c! Cu&tur!S!""on #!+!&op!d B,' atrick McFa&e and Car&os 0a&&inasTO-IC co+!r!d n -ro%!""on$& #!+!&op*!nt *!!tng' C&assroo! Manage!ent
L!$rnng Outco*!" A0ased n 7ink3s a@ono!+BFound$ton$& no/&!dg!' Students wi&& .e a.&e to identi,+ !ethods o, co!!unicationin the o,,ice s)ace>
0u*$n #*!n"on' Students wi&& &earn .est )ractices ,or res)ect,u&&+ interacting with,e&&ow student workers= su)er"isors= ,acu&t+= and co!!unit+ organi-ations>
A""!""*!nt Act+t!"
S!&%A""!""*!nt For/$rd Loo)ng A""!""*!nt: hrough the Fand&ing con,&ict withCo!!unit+ rgani-ations= 7acu&t+= and Students acti"it+= students wi&& identi,+ .eha"iorsthe+ and other students e!.od+> With this= the+ wi&& think a.out wa+s to .est interactwith ,acu&t+= students= and co!!unit+ organi-ations that engage with the Ser"iceLearning rogra!>
FI#!&t, F!!d
L!$rnng Act+t!"
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CURRICULUM DESIGN 4#
T!&!pon! Etu!tt! Act+t,' he ,irst )art o, this acti"it+ wi&& in"o&"e the )resentationo, a oweroint on te&e)hone etiquette> We thought it i!)ortant to inc&ude a re"iew suchas this .ecause o, its )ractica& a))&ica.i&it+ ,or the students> Whi&e working in the o,,ice=the+ are .ound to answer the )hone> ;s re)resentati"es ,or the o,,ice= it