Curriculum Framework
Curriculum Framework
Lisa Hammond
Southern New Hampshire University
Curriculum Framework
The task of building a curriculum that shows what is important for students to be able to demonstrate has many facets that need to be analyzed. The development of curriculum is an on-going assignment of a teacher 's responsibilities. If a teacher is taking good notes and observing their lessons every time they execute them, there should always be room for adjusting and fine tuning their work. When developing curriculum, topics should prioritized on what is important for the students to know. The following points also need to be acknowledged while developing curriculum:
It needs to be taken from many resources to make it real and useful for all students.
State and national standards must be considered and used to parallel expectations
A number of different assessments need to be able to be used to measure the various students demonstrations of learning (Haag, 2012). When exploring the actual definition of curriculum, you have to consider not only what is taught but how it is taught and assessed. The teaching part of curriculum is the instruction and the assessment is how teachers find out what has been learned (Haag, 2012). While developing curriculum for my classes at GBECS, I have always used the Understanding by Design (UbD) method. My administrators and colleagues were using it when I arrived on the scene and that was the expectation that was put out there for us while we developed our course work. There were no books or previous curriculum left in place for me when I took the position as a “Lower School” Math teacher and Chemistry teacher. The UbD book was made available and many hours of Professional Development, collaborating with the “Upper School” Math and Lead teacher. We continue to take PD hours each summer to
Lisa Hammond
Southern New Hampshire University
Curriculum Framework
The task of building a curriculum that shows what is important for students to be able to demonstrate has many facets that need to be analyzed. The development of curriculum is an on-going assignment of a teacher 's responsibilities. If a teacher is taking good notes and observing their lessons every time they execute them, there should always be room for adjusting and fine tuning their work. When developing curriculum, topics should prioritized on what is important for the students to know. The following points also need to be acknowledged while developing curriculum:
It needs to be taken from many resources to make it real and useful for all students.
State and national standards must be considered and used to parallel expectations
A number of different assessments need to be able to be used to measure the various students demonstrations of learning (Haag, 2012). When exploring the actual definition of curriculum, you have to consider not only what is taught but how it is taught and assessed. The teaching part of curriculum is the instruction and the assessment is how teachers find out what has been learned (Haag, 2012). While developing curriculum for my classes at GBECS, I have always used the Understanding by Design (UbD) method. My administrators and colleagues were using it when I arrived on the scene and that was the expectation that was put out there for us while we developed our course work. There were no books or previous curriculum left in place for me when I took the position as a “Lower School” Math teacher and Chemistry teacher. The UbD book was made available and many hours of Professional Development, collaborating with the “Upper School” Math and Lead teacher. We continue to take PD hours each summer to
References: Bellanca, J., & Brandt, R. (2010). Rethinking how students learn. New York: Solution Tree Press. Buck Institute for Education. (2012). Project based learning. Retrieved March 6, 2012, from http://www.bie.org/about/what_is_pb Gardner, H. (1991). The unschooled mind. New York: Basic Books. Haag, S., (2012). Week one class notes (Module One). Lecture posted to University of Southern New Hampshire class forum, EDU-547-X2116 Curriculum Development course Web Jacobs, H. (2011). Curriculum 21. Alexandria, VA: ASCD. McTighe, J. & Wiggins, G. (2004). Understanding by design, professional development workbook National Research Council. (2004). How people learn. Washington, D.C.: National Academy Press.