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Winslow ElementarySchool
Aligning a Fraction Unit
Marcia Jones
UNE Module # 7
April, 2012
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+Fraction Unit Design
Outline
- Goals of design Process
- Design Issues
- Design and implementation process
- Impact
- Challenges
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+Goals Of Design Process
Create a Math Unit that aligns with the Common Core
Standards and supports a deeper working knowledge of
fractions.
Demands on Design Process
Curriculum must be owned by faculty
Unite multiple learning goals of the unit
Build and maintain a versatile process which can be adapted to
a variety of programs
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+Design Issues
Before embarking into implementing the curriculum design, it
is vital to identify , understand and specifically address the
following issues.
LearningOutcomes
Resources
Evaluation
What exactly do students need to learn?
How will we measure progress?
What resources support our unit?
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+Learning Outcomes
What do students need to learn?
Unit must be aligned with the Common Core State Standards.
http://www.corestandards.org/ (See handout for Standards)
Reference: Common Core State, 2010, National Governors
Association, (n.d.). Common core state
standards initiative: Preparing America's Students for College &Career. 2010,
Retrieved from website: April 14, 2010.
http://www.corestandards.org/http://www.corestandards.org/http://www.corestandards.org/7/30/2019 Fraction Curriculum PPT
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+Resources
Classroom elements
Unit Mediums
Organizers, games,manipulatives,
Technology, journalsand peer/individualsupport
Materials
Administration
Team collaboration
Leadership
Involvement
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+ MaterialsText : Harcourt Grade 4 (Chapters 21 & 22)
Supplements
Helps Guide instruction
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+Materials
Graphic Organizers
Helps students collect information and visually express their learning
process
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+ Materials
Hands on Manipulatives:Reinforces learning ,increases students ownership and
aids in real life application.
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+Materials
Student Responsibility
Independent Learning Centers
Develops Ownership
Creates Motivation
Increases Confidence
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+Resources
Administration
Design and provideadequate Professional
Developmentprograms throughout
school year.
Contribute consistentfeedback
Team/Teacher
Weekly planningMeetings
Collaboration ondevelopment of unitmap, matrix, lessons
and rubrics
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+Resources
Administration at work Professional Development supports and guides the team in
designing curriculum. (To take place 2011-2012 academic year)
All days will de designated for Math Curriculum
Design work. (1/2 days Oct., Nov., Feb., Mar., Apr.,& May)
Team will meet with Mary Boyle, AOS92 Curriculum
Coordinator, 4 times during the school year to re-evaluate curriculum
process. (Sept., Nov., Feb.,& May)
Administration will design parent surveys to facilitate
home school communication. ( beginning expectations (Sept.) and
year end feedback (May))
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+Resources
Team Work Stage 1
Team Collaborates on Designing a Unit Curriculum Map. (
Team includes all grade level teachers. Design completion..Fraction Unit Feb.2012, All Units by Sept. 2012)
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+Resources
Week 28 Week 29 Week 30 Week 31 Week 32
4.NF.1 4.NF.3.a&b 4.NF.4.a 4.NF.4c. Making Real WorldConnectionsUnderstanding fraction
equivalence
simplifying Understanding
fractions as a multiple
Solving word problems
4.NF.2 4.NF.3.c&d 4.NF.4. b
Comparing fractions Adding & Subtracting Multiplying fractions by
a whole number
Collect data and
assessments
Stage 2: Team builds a timeline for consistency
Fractions will be covered week 28- week 32 of the newly aligned curriculum.
Implementation Goal: 2012-2013 school year.
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+Evaluation
Stage 3
Team Constructs Common Activities and Assessments for
Fraction Unit.
Unity is strengthwhen there is teamwork and collaboration,
wonderful things can be achieved.
Mattie Stepanek
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+Evaluation
Stage 4
Classroom Instruction..
. Whats my role?
Teacher. Guides, Supports, Revises, Collects Data
,Differentiates, and Maintains Learning Environment.
Student. Practices, Applies, Supports and Creates.
Parents. Communicate feedback, Support Learners, and Aid
Classroom Activities.
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+Design and Implementation Process
1. Validate syllabus ( Administration..Sept.2011)
2. Benchmark goals and faculty responsibilities associated
with unit. ( Administration/Staff Sept. 2011Ongoing)
3. Maintain meetings to deepen discussions and commitmentto unit. (Team Ongoing)
4. Develop framework (Administration/ TeamSept.2011-Sept.
2012)
5. Interact with Administration
(Teacher/Team/ParentOngoing)
6. Re-evaluate plan of action to strengthen learning objectives
(Team/Teacher/AdministrationOngoing)
7. Gather feedback from administrators, colleagues, students
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+Impact
Making an Impact
Collaboration, Listening, and Respect
Effective communication between co-workers and
management is key to success of relationships at work, but it
begins with: Listening to each other and Respecting what YOU
hear.
Employees University
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+Impact
Standards-Based Instruction
Increases consistency
Establishes goals and expectations for students,
teachers and parents
Defines and focuses instruction
Creates concrete tools for assessment
Provides value for student learning, and measureable
results
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Challenges
Faculty commitment: Everyone needs
to be on board and involved to make an
impact.
Feedback influence: It is essential thatfeedback from administrators,
colleagues, students and parents be
incorporated in the unit design.
Students motivation: Affects value and
ownership of higher level learning.
Updated materials : Maintaining up to
date components will assist students to
proficiency status.
Budget constraints: Technology islacking
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+ Making A Connection
What do we do now? Connect this process to ALL grade 4 Math Units to
be implemented in 2012-2013 academic year.
Never doubt that a small group of thoughtful, committed citizens
can change the world. Indeed, it is the only thing that ever has.
Margaret Mead
AOS92 Atlas Curriculum
Mapping 2012-2013
Implementation