EdUC 3004 Curriculum Design Final Project

EdUC 3004 Curriculum DesignFinal ProjectInstructor: Dr. Debra ChesterLisa GoddingJaymee HendersonAlan HermanElizabeth Kent

SituationThe superintendent of a school district would like to offer a new series of professional development workshops for secondary school teachers. The superintendent is planning to hire a curriculum design company to create these workshops. The superintendent wants the workshops to provide training for teachers in the following areas:

Classroom managementCultivating positive relationships with parents/guardians Differentiating instruction for diverse learnersIntegrating technology into the classroom 2This proposal is intended to outline Group B's plan to address the proposed training request. DirectiveYou and your group members, as employees of a curriculum design company, will propose your curriculum design ideas to the superintendent and his panel of directors in a PowerPoint presentation. 3This design will be based upon standardized instructional design principles and will follow industry accepted best practices. Group B assumes that the target audience for this training includes teachers whose experience ranges from little or no experience to several years of experience.

Division of ResponsibilitiesThis project was broken down into 4 major components:

Learning Goals and ObjectivesInstructional StrategiesAssessmentsProgram Evaluation4Activities, where applicable, will be application centered. That is, based on the instructional objective, the activity will closely represent real-life situations and actions. Assessments similarly, will evaluate mastery of the topic through observation of actual performance instead of a mere recall of knowledge and facts. Finally, the overall workshop series will be evaluated through a comprehensive set of surveys, audits and on-going feedback from participants. The overarching goal of this team is to modify behaviors in order to facilitate long-term improvements.

Learning Goals & ObjectivesThe learning goals and objectives describe the purpose of learning and what the learner will be able to do at the conclusion of instruction.

Learning GoalsEvaluate classroom management best practices.Identify the diverse learner and the instructional techniques they require.Identify factors that promote positive relationships with parents/guardians.The teacher must learn strategies that they can use to integrate one technology into their classroom.

Learning ObjectivesGiven a selection of 10 classroom management best practices, the learner will demonstrate how they would implement 2 of these techniques into their classroom.Given a list of possible skill assessment techniques, the learner will assess the skill level of each individual student.The learner will compile a list of instructional activities to address the educational requirements of the diverse learners.Given a list of eight coping skills, the learner will practice using three of the coping skills to manage diverse learners.

Learning ObjectivesThe learner will construct a list of at least 5 factors that are considered impediments to good teacher-parent/guardian relationships.Given a list of possible technological solutions, the learner will apply at least one of these solutions to an existing classroom problem/gap.The learner will create a job aid of solutions to use to replace technology when it fails to perform in the classroom.

Instructional Strategies and ActivitiesPurpose: To make a difference in the classroom, and to create increased student performance.

Strategies:

Needs AssessmentClassroom ManagementCultivating Positive Relations with Parents/GuardiansDiverse LearningIntegrating Technology Into the Classroom

Rationale

Assessments Role Plays

Observation

Written Tests

Throughout this program, the learner will be expected to demonstrate the critical skills and be able to solve problems through the application of learning. How will these skills and problem solving activities be conducted? - Role Plays - Observation - Written Tests10Role PlaysFormat Live In person

Content Demonstration Imaginary situation

Sample Given each participant in the class having been assigned a role, demonstrate effective classroom management best practices.

[NARRATION]

In order to effectively assess in as realistic environment as possible, without having an actual classroom and problem students, the facilitator will determine that the learner is able to effectively utilize and employ classroom management techniques.

11ObservationFormat Live Instructor Led

Content Execution of a task

Sample Given a list of possible skill assessment techniques, the learner will assess the skill level of each individual student.

[NARRATION]

Observation is validating the actual execution of a task. In this case, the learner must assess the skill level of a sample of students. If they are able to accurately assess the skill level of the sample, the facilitator can safely assume that they are able to perform this task on the general population.

12Written TestsFormat eLearning or Instructor led

Content Compilation of a list

Sample The learner will compile a list of instructional activities to address the educational requirements of diverse learners.

[NARRATION]

This assessment activity deals mainly with recall and application. Based upon the diversity of the sample, the task is to recall instructional activities and apply them based on the specific requirements.

13ConclusionSet GoalsDefine ObjectivesPropose Instructional StrategiesDetermine Assessment ToolsEvaluate of Mastery Levels14Group B employed standard instructional design principles in formulating these recommendations. First, goals were set and objectives defined. These two process steps set the path for where the team is going and how they will know when theyve completed the assignment. Next, instructional strategies to address the objectives were proposed and agreed upon. These strategies determine how the content will be transferred to the learner. Then, assessment tools were determined. In other words, how will the learner demonstrate the ability to perform? Finally, we decided upon an evaluation strategy and metrics to test learners knowledge, skills and abilities in order to determine if learners are performing at the mastery level.

ReferencesCompton, K. (2011, December 20). District Wide Principal for Curriculum, Assessment, Bradford Area School District. (L. Godding, Interviewer)Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: WileyRomanowski, S. (2011, December 20). Superintendent, Bradford Area School District. (L. Godding, Interviewer)