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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.
To achieve ultimate understanding in everything you do, your instruction must be student centered. The question you ask yourself should not be, “What will I teach today?” Instead, it should be, “What will my students learn today?”
Students will also benefit fromHigher motivation and self-esteem,Lower rates of suspensionsLess likely to engage in risky behaviors, such as drug and alcohol use,Violent behavior is reduced.Those are powerful reasons to involve parents in education.The more involved parents are in schools, the greater the benefit will be to student achievement.Socioeconomic status is not the main indicator of academic success. Family involvement in education is more of an indicator of academic success (What Research Says, 2002). The earlier the involvement, the better the results will be.
My Curriculum & Instruction Handbook
My Curriculum & <br /> Instruction Handbook<br />Dan Gutterud<br />Ed 6334 July2009<br />Bemidji State University<br />Image from http://www.sxc.hu<br />
What is your focus?<br /> "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's efforts, and feedback”(McTighe & Wiggins, 2005).<br />Image from www.flickr.com<br />
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 />
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 />
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 />
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 />
Best Practices<br />in Mathematics<br />(from Daniels, Hyde, Zemelman, 2005)<br />Image from www.flickr.com<br />
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 />
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 />
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 />
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 />
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 />
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 />
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 />
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 />
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 />
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 />
Visit my links by going to my wiki at<br />http://room13allstars.pbworks.com<br />Image from http://www.sxc.hu<br />
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 />