Upload
vanduong
View
220
Download
0
Embed Size (px)
Citation preview
Teaching Artifact 4 Pearson Course Connect Interactive Curriculum Course Materials This artifact includes:
• Course Outline (Blueprint) for Curriculum Development Course • Screen Shots from Finished Modules
I was the scriptwriter for all materials for this Curriculum Development course in the Educational Leadership series, 2012. (Twelve lessons, approximately 5,000 words per lesson)
Education Leadership: Curriculum Development-‐Savilla Banister
Lesson Number: TitleTopics Course Outcome(s) Lesson Objective(s) Lesson Topics Assessment Item
Assessment Type
Supplemental Assignment
Assessment Time on Task
(Hours) Lesson Reading Assignment Design Notes and Suggestions
Replace [] with the lesson title and topic titles.
List the course outcomes related to this row's assessment.. Include multiple outcomes if necessary. List the lesson objective(s) related this row's assessment.
List the lesson topics related to the assessments as well as the outcomes and objectives in this row. (Alt+Enter for hard return) List the unique title for each assessment item.
Select the assessment type from the dropdown menu.
Enter X if this item is considered a supplemental assignment. This usually would not include a quiz or a discussion.
Enter the time for Assessment Item.
List the entire reading assignment for this lesson.Use the following format:Text Name, Chapter #: "Title" (page numbers)
Enter any suggestions, questions, or comments.
Discussion 1.1: Introductions Discussion 0.5
1.2: Analyze ways that curriculum is socially, historically and politically constructed1.4: Defend this statement: Curriculum promotes democracy
Intended, Enacted, and Assessed CurriculaDoes Curriculum Promote Democracy?
Discussion 1.2: Meaning of Curriculum Discussion 1
1.3: Generate a definition of curriculum based on your own personal experience in schools
Constructing Meaning to Build Definition of Curriculum
Assignment 1.1: Reflection on Curriculum Writing Assignment 3
1.3: Generate a definition of curriculum based on your own personal experience in schools
Constructing Meaning to Build Definition of Curriculum
Supplemental Assignment 1.1: Reflection on Curriculum
Presentation x 3
1.1: Compare three definitions of curriculum1.2: Analyze ways that curriculum is socially, historically and politically constructed
Defining CurriculumIntended, Enacted, and Assessed Curricula
Quiz 1 Quiz 1
2.2: Summarize curriculum trends in four different educational philosophies
Educational Philosophies and Curriculum
Discussion 2.1: Curriculum Trends Discussion 1
2.1: Analyze ways that curriculum influences educational outcomes Curriculum: Impact on Outcomes Assignment 2.1: Describing Educational Outcomes
Writing Assignment 3
2.1: Analyze ways that curriculum influences educational outcomes Curriculum: Impact on Outcomes Supplemental Assignment 2.1: Describing Educational Outcomes
Presentation x 3
2.1: Analyze ways that curriculum influences educational outcomes2.3: Describe major contributions of several educational philosophers
Curriculum: Impact on OutcomesAmerican Educational Philosophies
Quiz 2 Quiz 1
3.5: Analyze the changes that happen in classrooms when teachers engage students in technologically-‐rich lessons
A Shift from Teaching to Learning Discussion 3.1: Impact of Technology on American Education
Discussion 1
3.1: Identify three educational movements 3.2: Explain the relationship between American historical and social foundations3.3: Describe several implications of the 1966 Coleman Report for today’s American public schools3.4: Implement a technology-‐rich lesson in place of a traditional lesson used in your classroom
Education in Revolutionary AmericaEducation in the American Industrial RevolutionPost-‐World War II EducationTechnology: Horace Mann's 21st Century Equalizer
Assignment 3.1: Evolving Education in America Writing Assignment 3
3.1: Identify three educational movements 3.2: Explain the relationship between American historical and social foundations3.3: Describe several implications of the 1966 Coleman Report for today’s American public schools3.4: Implement a technology-‐rich lesson in place of a traditional lesson used in your classroom
Education in Revolutionary AmericaEducation in the American Industrial RevolutionPost-‐World War II EducationTechnology: Horace Mann's 21st Century Equalizer
Supplemental Assignment 3.1: Evolving Education in America
Writing Assignment x 3 Blog entry
3.1: Identify three educational movements 3.2: Explain the relationship between American historical and social foundations3.3: Describe several implications of the 1966 Coleman Report for today’s American public schools3.5: Analyze the changes that happen in classrooms when teachers engage students in technologically-‐rich lessons
Education in Revolutionary AmericaEducation in the American Industrial RevolutionPost-‐World War II EducationA Shift from Teaching to Learning
Quiz 3 Quiz 1
Course Outline
Developing the Curriculum (24-‐26) Curriculum Leadership: Readings for Developing Quality Educational Programs (30)Curriculum: Foundations, Principles, and Issues (63, 100)
Curriculum Leadership: Readings for Developing Quality Educational Programs (506-‐508, 392-‐393) Curriculum Development: A Guide to Practice (p. 43) Developing the Curriculum (159-‐174)
1: What Is Curriculum?
Defining CurriculumIntended, Enacted, and Assessed CurriculaConstructing Meaning to Build Definition of CurriculumDoes Curriculum Promote Democracy?
2: Educational Philosophy
Curriculum: Impact on OutcomesEducational Philosophies and CurriculumAmerican Educational Philosophies
Integrated Assessment
1: Formulate the central ideas of curriculum
2: Deconstruct major concepts of American educational philosophy
3: History of American Education
Education in Revolutionary AmericaEducation in the American Industrial RevolutionPost-‐World War II EducationTechnology: Horace Mann's 21st Century EqualizerA Shift from Teaching to Learning
Curriculum: Foundations, Principles, and Issues (63-‐78) Curriculum: Foundations, Principles, and Issues (70; 149-‐177) Curriculum: Foundations, Principles, and Issues (160-‐164) Curriculum Leadership: Readings for Developing Quality Educational Programs (322-‐325) Developing the Curriculum (145-‐146)
3: Outline the historical and social foundations of American education
Education Leadership: Curriculum Development-‐Savilla Banister
Lesson Number: TitleTopics Course Outcome(s) Lesson Objective(s) Lesson Topics Assessment Item
Assessment Type
Supplemental Assignment
Assessment Time on Task
(Hours) Lesson Reading Assignment Design Notes and Suggestions
Course Outline
Integrated Assessment
4.3: Describe changes in the purpose and role of schools in society Developing Communities Discussion 4.1: The Purpose of Schools Discussion 1
4.2: Compare the role of the teacher in American schools with the teacher’s role in other countries4.4: Distinguish between the roles of various stakeholders within a school (teachers, students, parents, community)
The Melting PotShared Leadership
Assignment 4.1: Stakeholder Roles Presentation 3
4.2: Compare the role of the teacher in American schools with the teacher’s role in other countries4.4: Distinguish between the roles of various stakeholders within a school (teachers, students, parents, community)
The Melting PotShared Leadership
Supplemental Assignment 4.1: Stakeholder Roles
Writing Assignment x 3
4.1: Determine the relationship between school and community4.2: Compare the role of the teacher in American schools with the teacher’s role in other countries4.3: Describe changes in the purpose and role of schools in society4.4: Distinguish between the roles of various stakeholders within a school (teachers, students, parents, community)
Democratic PrinciplesThe Melting PotDeveloping CommunitiesShared Leadership
Quiz 4 Quiz 1
5.3: Describe strategies that provide opportunities for digital natives to apply 21st century skills
Citizens for a Post-‐War Economy Discussion 5.1: Strategies for 21st Century Learning
Discussion 1
5.1: Summarize the proficiencies referred to by the term, “21st Century skills”5.2: Explain the impact of 21st century learning models5.4: Use digital tools in PK-‐12 classrooms to solve real-‐world problems
Citizens for a New DemocracyCitizens for a Developing NationDigital Natives Solving Real Problems
Assignment 5.1: Applying 21st Century Learning Skills
Case Study 3
5.1: Summarize the proficiencies referred to by the term, “21st Century skills”5.2: Explain the impact of 21st century learning models5.4: Use digital tools in PK-‐12 classrooms to solve real-‐world problems
Citizens for a New DemocracyCitizens for a Developing NationDigital Natives Solving Real Problems
Supplemental Assignment 5.1: Applying 21st Century Learning Skills
Presentation x 3
5.1: Summarize the proficiencies referred to by the term, “21st Century skills”5.2: Explain the impact of 21st century learning models5.3: Describe strategies that provide opportunities for digital natives to apply 21st century skills5.4: Use digital tools in PK-‐12 classrooms to solve real-‐world problems
Citizens for a New DemocracyCitizens for a Developing NationCitizens for a Post-‐War EconomyDigital Natives Solving Real Problems
Quiz 5 Quiz 1
6.2: Describe elements of culturally relevant pedagogy Policy Initiatives Discussion 6.1: Preparing 21st Century Learners Discussion 1
6.1: Describe a variety of ways that diverse students engage with curricular materials to construct meaning6.3: Propose a curriculum review process that considers the needs of early childhood , elementary, middle and high school students, English Language Learners, special education and general education students
AccountabilityRapidly Changing American Population
Assignment 6.1: Differentiating Instruction for All Learners
Writing Assignment 3
6.1: Describe a variety of ways that diverse students engage with curricular materials to construct meaning6.3: Propose a curriculum review process that considers the needs of early childhood , elementary, middle and high school students, English Language Learners, special education and general education students
AccountabilityRapidly Changing American Population
Supplemental Assignment 6.1: Differentiating for All Learners
Case Study x 3
3: History of American Education
Education in Revolutionary AmericaEducation in the American Industrial RevolutionPost-‐World War II EducationTechnology: Horace Mann's 21st Century EqualizerA Shift from Teaching to Learning
Curriculum: Foundations, Principles, and Issues (63-‐78) Curriculum: Foundations, Principles, and Issues (70; 149-‐177) Curriculum: Foundations, Principles, and Issues (160-‐164) Curriculum Leadership: Readings for Developing Quality Educational Programs (322-‐325) Developing the Curriculum (145-‐146)
4: Social Foundations of American Education
Democratic PrinciplesThe Melting PotDeveloping CommunitiesShared Leadership
Curriculum Leadership: Readings for Developing Quality Educational Programs (25-‐28, 497-‐499) Curriculum: Foundations, Principles, and Issues (141-‐142) Curriculum: Foundations, Principles, and Issues (222-‐245)
4: Evaluate the purpose of school in American society
5: Outline key components of 21st century American education
6: Devise a plan to address the needs of the broad range of students in American public school PK-‐12 classrooms
5: Purpose of Schools
Citizens for a New DemocracyCitizens for a Developing NationCitizens for a Post-‐War EconomyDigital Natives Solving Real Problems
6: 21st Century American Education
AccountabilityPolicy InitiativesRapidly Changing American PopulationDifferentiating Instruction: Response to Intervention
Curriculum Development: A Guide to Practice (190-‐198) Curriculum Leadership: Readings for Developing Quality Educational Programs (222-‐231) Curriculum Leadership: Readings for Developing Quality Educational Programs (357-‐358, 367-‐368, 408-‐411)
Education Leadership: Curriculum Development-‐Savilla Banister
Lesson Number: TitleTopics Course Outcome(s) Lesson Objective(s) Lesson Topics Assessment Item
Assessment Type
Supplemental Assignment
Assessment Time on Task
(Hours) Lesson Reading Assignment Design Notes and Suggestions
Course Outline
Integrated Assessment
6.1: Describe a variety of ways that diverse students engage with curricular materials to construct meaning6.2: Describe elements of culturally relevant pedagogy6.4: Defend the implementation of Response to Intervention as a reform strategy
AccountabilityPolicy InitiativesDifferentiating Instruction: Response to Intervention
Quiz 6 Quiz 1
7.2: Describe approaches used by effective school leaders to design standards-‐aligned instruction that improves teaching and learning for every learner (students and adults)
Racial and Socio-‐economic Diversity Discussion 7.1: Implications of Instructional Innovation
Discussion 1
7.1: Explain how school leaders create a data-‐informed learning culture7.3: Illustrate how systems thinking provides a framework for leaders to build capacity for an organization7.4: Articulate a process that makes rigorous, research-‐based instruction accessible for every student, within the high stakes context of accountability
A Culture of DataSystems ThinkingBest Instructional Practices
Assignment 7.1: Examining Data and Thinking Systems
Analysis Exercise 3
7.1: Explain how school leaders create a data-‐informed learning culture7.3: Illustrate how systems thinking provides a framework for leaders to build capacity for an organization7.4: Articulate a process that makes rigorous, research-‐based instruction accessible for every student, within the high stakes context of accountability
A Culture of DataSystems ThinkingBest Instructional Practices
Supplemental Assignment 7.1: Examining Data and Systems Thinking
Presentation x 3
7.1: Explain how school leaders create a data-‐informed learning culture7.2: Describe approaches used by effective school leaders to design standards-‐aligned instruction that improves teaching and learning for every learner (students and adults)7.3: Illustrate how systems thinking provides a framework for leaders to build capacity for an organization7.4: Articulate a process that makes rigorous, research-‐based instruction accessible for every student, within the high stakes context of accountability
A Culture of DataRacial and Socio-‐economic DiversitySystems ThinkingBest Instructional Practices
Quiz 7 Quiz 1
8.1: Summarize methods used by effective teachers to align student work with rigorous standards
Focus on Testing Discussion 8.1: High Stakes Testing Discussion 1
8.2: Identify research-‐based models used by effective school leaders that link curriculum, assessment and instruction to improve teaching and learning8.3: Describe indicators of effective PK-‐12 literacy instruction 8.4: Describe indicators of effective PK-‐12 math instruction 8.5: Describe indicators of effective, best instructional practice based on theories of learning across domains8.6: Distinguish between assessment of learning and assessment for learning
A Nation at RiskStandards MovementNo Child Left Behind
Assignment 8.1: Leave No Child Behind Article Review 3
8.2: Identify research-‐based models used by effective school leaders that link curriculum, assessment and instruction to improve teaching and learning8.3: Describe indicators of effective PK-‐12 literacy instruction 8.4: Describe indicators of effective PK-‐12 math instruction 8.5: Describe indicators of effective, best instructional practice based on theories of learning across domains8.6: Distinguish between assessment of learning and assessment for learning
A Nation at RiskStandards MovementNo Child Left Behind
Supplemental Assignment 8.1: Leave No Child Behind
Web Research x 3
8.1: Summarize methods used by effective teachers to align student work with rigorous standards8.2: Identify research-‐based models used by effective school leaders that link curriculum, assessment and instruction to improve teaching and learning8.3: Describe indicators of effective PK-‐12 literacy instruction 8.4: Describe indicators of effective PK-‐12 math instruction 8.5: Describe indicators of effective, best instructional practice based on theories of learning across domains
Focus on TestingA Nation at RiskStandards Movement
Quiz 8 Quiz 1
6: Devise a plan to address the needs of the broad range of students in American public school PK-‐12 classrooms
7: 21st Century Learners
A Culture of DataRacial and Socio-‐economic DiversitySystems ThinkingBest Instructional Practices
Curriculum Leadership: Readings for Developing Quality Educational Programs (427-‐433, 504-‐505) Curriculum Leadership: Readings for Developing Quality Educational Programs (306-‐307, 504-‐505, 506-‐508) Curriculum: Foundations, Principles, and Issues (262-‐265)
8: Politics of Education
Focus on TestingA Nation at RiskStandards MovementNo Child Left Behind
Developing the Curriculum (533) Curriculum Leadership: Readings for Developing Quality Educational Programs (84-‐85, 257-‐258)
6: 21st Century American Education
AccountabilityPolicy InitiativesRapidly Changing American PopulationDifferentiating Instruction: Response to Intervention
Curriculum Development: A Guide to Practice (190-‐198) Curriculum Leadership: Readings for Developing Quality Educational Programs (222-‐231) Curriculum Leadership: Readings for Developing Quality Educational Programs (357-‐358, 367-‐368, 408-‐411)
7: Analyze the impact of accountability on teaching and learning
8: Explain the impact of curriculum, instruction, and assessment on the improvement of student learning
Education Leadership: Curriculum Development-‐Savilla Banister
Lesson Number: TitleTopics Course Outcome(s) Lesson Objective(s) Lesson Topics Assessment Item
Assessment Type
Supplemental Assignment
Assessment Time on Task
(Hours) Lesson Reading Assignment Design Notes and Suggestions
Course Outline
Integrated Assessment
9.2: Explain how some students continue to be privileged while others struggle to succeed in American schools9.3: Compare the impact of using aggregate and disaggregated student performance data to inform decision-‐making
Access IssuesDoes Zip Code Determine What Will Be Taught?
Discussion 9.1: Minority Students and Special Education
Discussion 1
9.1: Determine strategies used by effective principals to eliminate predictable differences in student achievement which persist in schools across the country9.4: Describe how achievement gaps reflect differentials of societal power
Immigrants Build AmericaAchievement Gap
Assignment 9.1: Melting Pot? Presentation 3
9.1: Determine strategies used by effective principals to eliminate predictable differences in student achievement which persist in schools across the country9.4: Describe how achievement gaps reflect differentials of societal power
Immigrants Build AmericaAchievement Gap
Supplemental Assignment 9.1: Melting Pot? Article Review x 3
9.1: Determine strategies used by effective principals to eliminate predictable differences in student achievement which persist in schools across the country9.2: Explain how some students continue to be privileged while others struggle to succeed in American schools9.3: Compare the impact of using aggregate and disaggregated student performance data to inform decision-‐making9.4: Describe how achievement gaps reflect differentials of societal power
Immigrants Build AmericaAccess IssuesDoes Zip Code Determine What Will Be Taught?Achievement Gap
Quiz 9 Quiz 1
10.3: Explain the purpose of national Common Core Standards Common Core Standards Discussion 10.1: Common Core Standards Discussion 1
10.2: Describe instructional improvement using research-‐based best instructional strategies
Research-‐Based Instruction Assignment 10.1: Curriculum, Instruction, and Assessment
Analysis Exercise 3
10.2: Describe instructional improvement using research-‐based best instructional strategies
Research-‐Based Instruction Supplemental Assignment 10.1: Curriculum, Instruction, and Assessment
Presentation x 3
10.1: Identify the role of curriculum as a filter in classroom instruction10.2: Describe instructional improvement using research-‐based best instructional strategies10.3: Explain the purpose of national Common Core Standards
Textbook as CurriculumResearch-‐Based InstructionCommon Core Standards
Quiz 10 Quiz 1
11.1: Explain the purpose of testing that began in the early 20th century Education and Democracy Discussion 11.1: The Purpose of Testing Discussion 1
11.2: Identify strategies that successfully engage the community and the school11.3: Describe challenges facing schools with growing minority/immigrant enrollment
Community EngagementEmerging Minority Population
Assignment 11.1: Successfully Engaging All Students
Research Paper 3
11.2: Identify strategies that successfully engage the community and the school11.3: Describe challenges facing schools with growing minority/immigrant enrollment
Community EngagementEmerging Minority Population
Supplemental Assignment 11.1: Successfully Engaging All Students
Writing Assignment x 3
9: Student Diversity as Factors in American Education
Immigrants Build AmericaAccess IssuesDoes Zip Code Determine What Will Be Taught?Achievement Gap
Curriculum Leadership: Readings for Developing Quality Educational Programs (63, 222, 535)
8: Politics of Education
Focus on TestingA Nation at RiskStandards MovementNo Child Left Behind
Developing the Curriculum (533) Curriculum Leadership: Readings for Developing Quality Educational Programs (84-‐85, 257-‐258)
10: Teaching and Learning
Textbook as CurriculumResearch-‐Based InstructionCommon Core Standards
Curriculum Leadership: Readings for Developing Quality Educational Programs (84-‐85, 294-‐295)
11: Equity Issues in American Education
Education and DemocracyCommunity EngagementEmerging Minority Population
Curriculum Development: A Guide to Practice (46-‐48, 152-‐153)
9: Identify reasons that achievement gaps exist
10: Apply research-‐based strategies and instructional standards to classroom curriculum
11: Justify this statement: Students are treated inequitably in American schools
Education Leadership: Curriculum Development-‐Savilla Banister
Lesson Number: TitleTopics Course Outcome(s) Lesson Objective(s) Lesson Topics Assessment Item
Assessment Type
Supplemental Assignment
Assessment Time on Task
(Hours) Lesson Reading Assignment Design Notes and Suggestions
Course Outline
Integrated Assessment
11.1: Explain the purpose of testing that began in the early 20th century11.2: Identify strategies that successfully engage the community and the school11.3: Describe challenges facing schools with growing minority/immigrant enrollment
Education and DemocracyCommunity EngagementEmerging Minority Population
Quiz 11 Quiz 1
12.2: Provide examples of school reform strategies over the past 60 years, including a description of the effectiveness of each
School Reform Discussion 12.1: Effective School Reform Movements
Discussion 1
12.1: Describe the use of social capital as a prerequisite to organizational change12.3: Describe changes in society that impact public schools
Changing School LeadershipPublic Schools in Transition
Assignment 12.1: Societal and School Changes Presentation 3
12.1: Describe the use of social capital as a prerequisite to organizational change12.3: Describe changes in society that impact public schools
Changing School LeadershipPublic Schools in Transition
Supplemental Assignment 12.1: Societal and School Changes
Writing Assignment x 3
12.1: Describe the use of social capital as a prerequisite to organizational change12.2: Provide examples of school reform strategies over the past 60 years, including a description of the effectiveness of each12.3: Describe changes in society that impact public schools
Changing School LeadershipSchool ReformPublic Schools in Transition
Quiz 12 Quiz 1
Course Level Assessment 1: Formulate the central ideas of curriculum2: Deconstruct major concepts of American educational philosophy3: Outline the historical and social foundations of American education4: Evaluate the purpose of school in American society5: Outline key components of 21st century American education6: Devise a plan to address the needs of the broad range of students in American public school PK-‐12 classrooms7: Analyze the impact of accountability on teaching and learning8: Explain the impact of curriculum, instruction, and assessment on the improvement of student learning9: Identify reasons that achievement gaps exist10: Apply the process of leading sustainable change
Course Level Assessment: Curriculum Development Portfolio Project
For this CLA, the students of this course will compile evidence of these outcomes from their own personal experiences in the schools and classrooms. This project will likely include many pieces of documentation, including written statements, samples and analysis of student work, and research items.
12: Leading Change
Changing School LeadershipSchool ReformPublic Schools in Transition
Curriculum: Foundations, Principles, and Issues (171) Curriculum Development: A Guide to Practice (301-‐302)
11: Equity Issues in American Education
Education and DemocracyCommunity EngagementEmerging Minority Population
Curriculum Development: A Guide to Practice (46-‐48, 152-‐153)
12: Apply the process of leading sustainable change
11: Justify this statement: Students are treated inequitably in American schools