The purpose of this task is to evaluate the effectiveness of your curriculum resources in helping students meet the intended outcomes of a unit of study used in your instructional setting. You will also evaluate the strengths and weaknesses of curriculum design models and have an opportunity to apply your favorite curriculum design model to your unit of study!
Here is a breakdown of the task:
A1. Identify one unit of study (eg. multiplying fractions, informational text features, genetics/heredity) and describe all intended outcomes. This will likely start with your standards, requiring you to unpack what those standards actually entail in terms of skills, concepts, etc. Be sure to explain what students need to know, value, and do by the end of the unit.
A1a. Evaluate your curriculum resource(s) in terms of how they support you/your students in meeting those objectives. You will want to revisit each identified outcome and provide examples of materials, activities, resources, etc. used to address each outcome. If an outcome is NOT addressed, that’s okay. State that in your paper and explain why not.
A2. Tell whether or not your unit aligns to curriculum design principles. This is a great place to cite Meyers & Nulty’s article and provide examples to support your claims.
B1. Choose two curriculum design models and discuss how they are effective for your instructional context (course/yearlong curriculum). Refer to Amanda Knapp-Witt’s article for an overview of the models to choose from. The “JZT2 One-Stop-Shop” cohort includes a collection of readings for more information on each model.
B1a. Analyze the strengths and weaknesses of both design models. This can be a more general discussion, not just specific to your setting, though you might include examples related to your context.
B2. Pick your favorite model (of the two discussed above) and apply it to the unit discussed in part A. Go through each stage of the model using the outcomes/content from above.
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