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My Curriculum & Instruction Handbook

This is a curriculum and instruction plan developed by me, Dan Gutterud, through the coursework for Ed 6334 (Curriculum and Instruction) at Bemidji State University, where I am a graduate student seeking a Masters in Education degree.

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My Curriculum & Instruction Handbook

  1. 1. My Curriculum & <br /> Instruction Handbook<br />Dan Gutterud<br />Ed 6334 July2009<br />Bemidji State University<br />Image from http://www.sxc.hu<br />
  2. 2. What is your focus?<br /> &quot;To have taught well is not to have used a great set of techniques or given the learner some words to give back, but to have caused understanding through words, activities, tools, guided reflection, the learner&apos;s efforts, and feedback”(McTighe & Wiggins, 2005).<br />Image from www.flickr.com<br />
  3. 3. Curriculum Definition & Approach<br /> “A curriculum can be defined as the planned educational experiences offered by a school which can take place anywhere at any time in the multiple context of the school, e.g. public schools as caring communities”(Todd, 1965).<br />Image from www.sxc.hu<br />
  4. 4. Paulo Freire<br /> “Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge”(Freire, 1989). <br />Image from www.sxc.hu<br />
  5. 5. NelNoddings<br /> “At the present time, it is obvious that our main educational purpose is not the moral one of producing caring people but a relentless—and, as it turns out, hapless—drive for academic adequacy”(Diessner& Simmons, 2000).<br />Image from www.sxc.hu<br />
  6. 6. The Road to Success<br />Instruct using Best Practices for Mathematics<br />Design instruction using the principles of Understanding by Design by Wiggins & McTighe<br />Follow the NCTM & State of MN Standards<br />Create an atmosphere for critical thinking<br />Involve parents in the education of their children<br />Image from www.sxc.hu<br />
  7. 7. Best Practices<br />in Mathematics<br />(from Daniels, Hyde, Zemelman, 2005)<br />Image from www.flickr.com<br />
  8. 8. 13 Practices to Increase<br />Questioning and making conjectures<br />Justification of thinking <br />Being a facilitator of learning <br />Develop problem solving strategies (especiallyrepresentational strategies)<br />Use open-ended problems & extendedproblem solving projects<br />Students create one’s own representations<br />Justifying answers and solution processes<br />Image from www.sxc.hu<br />
  9. 9. 13 Practices to Increase<br />Connecting mathematics to other subjects and to the real world<br />Developing number and operation sense <br />Thinking strategies for basic facts <br />Actual measuring and exploring the concepts related to units of measure<br />Using statistical methods to describe, analyze, evaluate, and make decisions<br />Using multiple assessment techniques, including written, oral, and demonstration formats<br />Image from www.sxc.hu<br />
  10. 10. 13 Practices to Decrease<br />Single answers and single methods to find answers<br />Stressing memorization instead of understanding<br />Being the dispenser of knowledge<br />Practicing routine, one step problems<br />Copying conventional representations without understanding<br />Reliance on a few representations<br />Relying on authorities (teacher, answer key) <br />Image from www.sxc.hu<br />
  11. 11. 13 Practices to Decrease<br />Developing skills out of context<br />Memorizing rules and procedures without understanding<br />Memorizing equivalencies between units of measure<br />Memorizing formulas <br />Memorizing procedures <br />Having assessment be simply counting correct answers on tests for the sole purpose of assigning grades<br />Image from www.sxc.hu<br />
  12. 12. Understanding by Design<br />Plan units that focus on understanding<br />Explain common practices that often get in the way of understanding.<br />Use a backward design process to avoid common problems.<br />The goal of this approach is to engage students in inquiry & uncovering ideas.<br />Follows design standards to achieve quality control in curriculum & assessment designs.<br />Image from http://www.sxc.hu<br />
  13. 13. The Standards<br /> Follow the NCTM & the state of MN Standards. The state standards are requirements.<br />NCTM standards are more in line with the best practices in Mathematics. Pay special attention to the process standards.<br />Image from http://www.sxc.hu<br />
  14. 14. Critical Thinking<br />My top 5 ways to develop more critical thinking:<br />Think of myself as a coach<br />Encourage students to think about their thinking<br />Model skilled thinking for my students<br />Relate content whenever possible to issues and problems and practical situations in the lives of your students.<br />Design assessments with the improvement of student thinking in mind<br /> (from Elder & Paul, 2002)<br />Image courtesy of www.criticalthinking.org<br />
  15. 15. Involve Parents<br /> “Research shows that students with involved parents—regardless of their background or income level—reap a bevy of benefits, including attending school regularly, enrolling in more advanced classes, getting better grades, graduating from high school, and pursuing post-secondary education” (Be Strategic, 2003).<br />Communicate with parents and bring them into the classroom.<br />Image from http://www.sxc.hu<br />
  16. 16. Methods to communicate with parents<br />webpage<br />calls home<br />progress reports<br />newsletter<br />conferences<br />surveys<br />blog<br />e-mail<br />Image from http://www.sxc.hu<br />
  17. 17. Conclusions<br />Best practice fits well in most approaches in education and those described in this course. <br />Best practice addresses the concerns of Paulo Freire in challenging students and encouraging teachers as facilitators.<br />Best practice addresses the concerns of NelNoddings in keeping the needs of students in focus. <br />Best practice will lead to greater success in NCLB due to the streamlining of teaching methods and assessments. <br />
  18. 18. Whose knowledge is of most worth?<br />
  19. 19. Our students!<br />
  20. 20. Visit my links by going to my wiki at<br />http://room13allstars.pbworks.com<br />Image from http://www.sxc.hu<br />
  21. 21. References<br />Be strategic to boost family involvement. (2003, December). District Administration, Retrieved November 5, 2007, from ContentSelectResearch Navigator database.<br />Daniels, H., Hyde, A., & Zemelman, S. (2005). Best practices: Today’s standards for teaching & learning in America’s schools (3rd ed.). Portsmouth, NH: Heinemann.<br />Diessner, R. & Simmons, S. (2001). Sources: Notable selections in educational psychology (1st ed.). Guilford, CT: McGraw-Hill/Dushkin.<br />Elder, L. & Paul, R. (2002). How to improve student learning: 30 practical ideas. Dillon Beach, CA: The Foundation of Critical Thinking.<br />Freire, P. (1989). Pedagogy of the oppressed. New York: Continuum. <br />McTighe, J. & Wiggins, G. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Development.<br />Todd, E.A. (1965). Curriculum development and instructional planning. Nederland, TX: Nederland Ind. School District.<br />